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Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional ...
The Wiki Education Foundation (sometimes abbreviated Wiki Ed or Wiki Education) is a 501(c)(3) nonprofit organization based in San Francisco, California. [1] It runs the Wikipedia Student Program , which promotes the integration of Wikipedia into coursework by educators in Canada and the United States.
Wikipedia-based education refers to the integration of Wikipedia and other Wikimedia projects into educational settings, where students and educators use these platforms for learning, teaching, and knowledge creation. This approach leverages Wikipedia's vast repository of information and collaborative nature to enhance educational experiences.
In the Wikipedia Education Program, educators assign their students to edit Wikipedia (or its sister sites) as an assignment. Volunteer editors support educators in designing an assignment that will be a good fit for Wikipedia, and they help student editors learn the ropes and understand how to contribute.
Wikipedia [c] is a free-content ... A 2020 research study published in Studies in Higher Education argued that Wikipedia could be applied in the higher education ...
The Wiki Education Foundation supports the Education Program in the United States and Canada. Since Fall 2014, courses it supports have been listed at the Wiki Ed Dashboard. The "Explore" tab brings up a list of "campaigns", including lists of courses for specific terms.
This is a list of academic articles covering the use of Wikipedia in education. Topics include using Wikipedia editing as an assignment, its effects on academic skills, and the perception and use of the site by students and teachers. For general academic articles see Academic studies of Wikipedia.
Many publicly available wikis, such as Wikiversity, allow for self-education, and wikis are sometimes used in classrooms for collaborative projects. Some teachers have found, however, that learners prefer to add their own content rather than rewrite others' work, perhaps because of an institutionally cultivated norm of individual ownership.