User:Ayelet sapir/Methods in cognition and brain research

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Course name
Methods in cognition and brain research
Institution
Bangor University
Instructor
Ayelet Sapir
Subject
School of Psychology
Course dates
2015-01-27 – 2015-04-22
Approximate number of student editors
30


BRIEF DESCRIPTION OF MODULE The module aims to introduce students to the methodological foundations of cognitive neuroscience, while giving examples from selected topics in cognition and brain.

INDICATIVE CONTENT One part of the module will provide specific examples in selected areas of cognition and neuroscience, including patient studies, psychophysics, MRI, EEG and TMS. This part is composed of guest lectures talking about one or more research methods in cognition and brain. The second part of the module aims to provide in-depth analysis of specific topics within the area of psychology and neuroscience, highlighting the different methods. This part includes students’ evaluation and writing about one selected topic in cognition and brain.

TEACHING AND LEARNING STRATEGIES The module is a combination of traditional lectures and seminar-like discussion. A weekly lecture will cover the background of the selected issue. In addition, students are required to lead a discussion on a selected topic.

THE WIKI PROJECT Each student will select one topic related to methods in cognition and brain and either create or substantially edit a Wikipedia page. Discussion leading - Each student will lead a discussion session on his/her Wiki selected topic.



Timeline[edit]

Week 1 (2015-01-26): Wikipedia essentials, Editing basics[edit]

Course meetings
Tuesday, 27 January 2015
In class
  • Overview of the course
  • Introduction to how Wikipedia will be used in the course
  • Wikipedia is a community: a brief overview of its rules, expectations, and etiquette
  • Handout: Editing Wikipedia (available in print or online from the Wiki Education Foundation)
  • Basics of editing
  • Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
  • Collaborating and engaging with the Wiki editing community
  • Tips on finding the best articles to work on for class assignments
  • Handouts: Using Talk Pages handout and Evaluating Wikipedia brochure
Assignment (due Week 2)
  • Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.
  • Create a User page, and then click the "enroll" button on the top left of this course page.
  • To practice editing and communicating on Wikipedia, introduce yourself on the user talk page of one of your classmates, who should also be enrolled in the table at the bottom of the page.
Milestones
  • All students have Wikipedia user accounts and are listed on the course page.

Week 2 (2015-02-02): Exploring the topic area[edit]

Course meetings
Tuesday, 3 February 2015
In class
  • Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a note of articles that seem like good candidates for improvement. Use the "choosing an article" handout for guidance.
  • Handouts: Choosing an article and How to get help
Assignment (due Week 3)
  • Evaluate an existing Wikipedia article related to the class, and leave suggestions for improving it on the article's talk page.
    • A few questions to consider (don't feel limited to these):
      • Is each fact referenced with an appropriate, reliable reference?
      • Is everything in the article relevant to the article topic? Is there anything that distracted you?
      • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
      • Where does the information come from? Are these neutral sources? If biased, is that biased noted?
      • Are there viewpoints that are overrepresented, or underrepresented?
      • Check a few citations. Do the links work? Is there any close paraphrasing or plagiarism in the article?
      • Is any information out of date? Is anything missing that could be added?


Week 3 (2015-02-09): Using sources and choosing articles[edit]

Course meetings
Tuesday, 10 February 2015
In class
Assignment (due Week 4)
  • Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.
  • Research and list 3–5 articles on your Wikipedia user page that you will consider working on as your main project. Look at the talk page for existing topics for a sense of who else is working on it and what they're doing. Describe your choices to your instructor for feedback.
For next week
  • Instructor evaluates student's article selections, by next week.

Week 4 (2015-02-16): Finalizing topics and starting research[edit]

Course meetings
Tuesday, 17 February 2015
In class
  • Discuss the range of topics students will be working on and strategies for researching and writing about them.
Assignment (due Week 5)
  • Select an article to work on, removing the rest from your user page. Add your article to the class’s course page.
  • Mark your article's talk page with a banner to let other editors know you're working on it. Add this code in the top section of the talk page:
{{course assignment | course = User:Ayelet sapir/Methods in cognition and brain research | term = Spring 2015 }}
  • Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

Week 5 (2015-02-23): Drafting starter articles[edit]

Course meetings
Tuesday, 24 February 2015
In class
  • Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
  • Q&A session with instructor about interacting on Wikipedia and getting started with writing.
Assignment (due Week 6)
  • If you are starting a new article, write a 3–4 paragraph summary version of your article—with citations—in your Wikipedia sandbox. If you are improving an existing article, create a detailed outline reflecting your proposed changes, and post this for community feedback, along with a brief description of your plans, on the article’s talk page. Make sure to check back on the talk page often and engage with any responses.
  • Begin working with classmates and other editors to polish your short starter article and fix any major issues.
  • Continue research in preparation for expanding your article.
Milestones
  • All students have started editing articles or drafts on Wikipedia.

Week 6 (2015-03-02): Moving articles to the main space[edit]

Course meetings
Tuesday, 3 March 2015
In class
Assignment (due Week 7)
  • Move sandbox articles into main space.
    • If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
    • If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow these instructions on how to move your work.


  • Begin expanding your article into a comprehensive treatment of the topic.

Week 7 (2015-03-09): Building articles, Creating first draft, Getting and giving feedback[edit]

Course meetings
Tuesday, 10 March 2015
In class
  • As a group, have the students offer suggestions for improving one or two of the students' articles, setting the example for what is expected from a solid encyclopedia article.
Assignment (due Week 8)
  • Select a classmate's article that you will peer review and copyedit. (You don’t need to start reviewing yet.)
  • Expand your article into an initial draft of a comprehensive treatment of the topic.
  • Peer review your classmate's article. Leave suggestions on the article talk page.
  • Copy-edit the reviewed article.
Milestones
  • Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 8 (2015-03-16): Responding to feedback, Continuing to improve articles[edit]

Course meetings
Tuesday, 17 March 2015
In class
  • Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.
  • Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.
Assignment (due Week 9)
  • Make edits to your article based on peers’ feedback. If you disagree with a suggestion, use talk pages to politely discuss and come to a consensus on your edit.
  • Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement. If there is a disagreement, suggest a compromise.
  • Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.
  • Prepare for an in-class presentation about your Wikipedia editing experience.
Milestones
  • Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

NO CLASS WEEK OF 2015-03-23[edit]

NO CLASS WEEK OF 2015-03-30[edit]

NO CLASS WEEK OF 2015-04-06[edit]

Week 9 (2015-04-13): Finishing touches[edit]

Course meetings
Tuesday, 14 April 2015
In class
  • Students give in-class presentations about their experiences editing Wikipedia.
Assignment (due Week 10)
  • Add final touches to your Wikipedia article. You can find a handy reference guide here.
Milestones
  • Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 10 (2015-04-20): Due date[edit]

Course meetings
Tuesday, 21 April 2015
Milestones
  • Students have finished all their work on Wikipedia that will be considered for grading.

Grading[edit]

  5%  
   Completion of Wikipedia training
  %  
   Early Wikipedia exercises
  %  
   Quality of bibliography and outline
  %  
   Peer reviews and collaboration with classmates
  40%  
   Quality of your main Wikipedia contributions
  20%  
   Supplementary assignments
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