Reading/Mexico Readers Research/Classroom at Tec de Monterrey

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We interviewed a classroom of university students taking Medical English at one of the Tec de Monterrey campuses in Mexico City. The transcript doesn't call out any particular students - each response could be from a different student. The classroom was composed of 5 men and 15 women.

Note: we will not be publishing raw video from this interview because some of the students requested to be kept anonymous and it's not possible to edit them out of the video.

Transcript[edit]

(video starts a little late as we were collecting releases)

Brief introduction of Wikimedia projects.

How many know Wikipedia? Everyone

Abbey: my role at the Foundation is a researcher, so I learn from people what they need to access and contribute to the sum of all human knowledge and there's lots and lots and lots and lots of humans. So, one of the things that we're doing here is coming to Mexico to learn about people who we don't know as much about. People in rural areas, people who have just a little internet, maybe intermittent internet, maybe people who are on the internet mostly on their phones. So we're here and we're going to do interviews with people in their homes and we're talking to experts here and in Puebla and what we're going to do is also go to other countries around the world and see what's in common, and what is different also. And then we bring this understanding, what we learn, from people who are the experts in how they learn. We're going to bring that back to our headquarters and see how teams at the Foundation can use that information to make it easier for people to share and learn from Wikipedia. And these are my colleagues, Anne and Joaquin. Anne's a product manager and Joaquin is an engineer. We're here with a team of 6 people, all different skillsets. 2 are design researchers, 1 is a prototyper and engineer and also design researcher, and these 2. So we're a crew going around to learn.

Anne: I have an idea - so, you have a question?

Student: No it's ok. I have a question about the forms. I'm curious what does it mean "you have complete access to my monitor screen, microphone, and webcam?"

Abbey: Oh, we don't have that. Thank you for asking! This is when we were possibly going to interview people and watch how they work online. But we have no way to connect to you online.

Student: Oh, I thought I would have to give you my information afterwards and then...

Abbey: No, we don't collect information. It's one of our principles. Any other questions? Some people are still reading, so we want to give them time. Basically it's a release form so that we can record. And on the back there's a box that you acn check if you only want us to share this recording inside the Wikimedia Foundation. It's about 2 or 3 hundred people who work there. And if you don't check it, Leigh is going to put her video on commons and everyone will be able to see it, and we would be able to share it widely.

[mumbling]

Anne: Who's done with your paper? We'll take the ones that are done.

[mumbling]

Abbey: Thank you for being patient with us, and our paperwork.

[mumbling, paper collection]

Abbey: Does anyone still have questions? How many people are done? How many people are still working on it?

Anne: I think we have everyone.

Abbey: Thank you for inviting us to your class. We really appreciate it. Ok. So one of the things we want to learn about is people's technology ecosystem. So that's how people use technology, what kind of technology you have, how you access the internet, when you do, when you don't. So how many people have a phone.

Anne: [counting raised hands] Everybody.

Abbey: Me too. How many people have a smartphone? [hands raised] Everybody. How many people have 2 phones?

[laughter, no hands raised]

(7 minutes)

Abbey: And does anyone have a laptop? Wow lots of technology! What about tablets? So everyone has a smartphone, everyone has a laptop, and most have a tablet. And what about how often you get online?

Various students: Daily, constantly, that's a hard one to ask, every 5 minutes. [laughter]

Abbey: Ok, so how many people have access to the internet, any time you want, 24/7.

[all hands raised]

Abbey: Really, even when you're going around. And is it if you're in a car, moving around?

Student: Well that depends on the signal.

Student: Sometimes it's bad when you're like, in a car, or in a place like the middle of nowhere.

Abbey: Are you on cell network? Are you on wifi? How are you getting connected when you're farther away?

Various students: cellular network.

Abbey: How often is it bad?

Various students: Pretty often. I don't even use it when I don't have to. I normally use wifi because the cell internet is really bad.

Anne: Even in the city?

Various students: In some places like here, it really sucks. And when there area lot of cell phones around it's bad.

Abbey: But the wifi is good?

Various students: Ehh. Well... It depends. How many devices connected to the wifi.

Abbey: Raise your hands and let's take turns.

Student: For example, the wifi at my home, it's ok because it's only like your family. But wifi, here in the school, it's like everybody is connected so it's horrible.

Abbey: How often is it like 50% of the time you can get online. Wait, that was a really weird question. Ok nevermind. So it's iffy for wifi.

Anne: So is it really good sometimes? When?

Student: No, it's not good. It's never good. It's just like, it works. But...

Abbey: And how often is it not good.

Student: 70% of the time

Abbey: and do you all agree with that?

Student: No, I think for example... I think that in case of the wifi here at school, yeah. It's not good. But in my cell phone in the plan that I have it's like.. If I'm going from Toluca to Mexico in that piste my internet is not working. I don't have signal and things like that. But if I'm in the city or in Toluca it works perfectly.

Abbey: Does everybody have a cellular connection? Do you pay per month?

Students (lots of them): Yes

Abbey: and what about your laptops? Are you here with your laptops or at home?

Students: Everywhere. Here and at home.

Abbey: and do you plug in? or use wifi?

Students: Wifi. Or sometimes hotspot.

Abbey: And do you make your own hotspot?

(10:20)

Students: yeah, from the cellular network.

Abbey: How many people do that?

[lots of hands raised]

Student: when I don't have wifi the best thing is to use the hotspot.

Student: When it's the worst case scenario I would use that, but sometimes the internet here is really really slow, so it's even better to use a hotspot.

Abbey: Do you pay the same amount every month?

Various students: the same amount, it depends, mumbling.

Student: I have a limited plan.

Student: In my plan I don't have limits. Actually my plan is you can use it whenever you want, forever.

Student: I have like 6 gigas, so it's like a lot.

Abbey: How often do you hit that ceiling? How do you know?

Carious students: No... never.

Student: At the end of the month, I hit that.

Abbey: How do you know when you hit it?

Same student: Oh my phone tells me. It records all the gigas I've been consuming and it tells me.

Student: and it offers you if you want to buy more

Abbey: they take the opportunity, in your time of need.

[laughter]

Student: yes

Abbey: yes

Anne: I have another question... How many people have Android phones?

[60% Androids]

Anne: and what about you, you have an iPhone? Who has iPhones?

[40% hands]

Anne: and what about any other kind of phone, like maybe a blackberry?

[laughter]

Anne: Windows phone..?

[laughter]

Abbey: so... what about... what about when you're in school, you're all students. And please raise your hands and we'll call on each of you. When you're learning, first tell me what device you use most? Is it your laptop or your phone? Where do you go? Ok... one more everybody question. How many people use books for learning?

[lots of hands]

Abbey: and when you're not using a book, when you're not learning from a professor or speaking to each other, which are all ways to learn, what do you do?

Student: I want to make a clarification. We all of us use books, but mostly we use electronic books.

Students: no, no, no.

Student (same): At least I know that everybody has an electronic version because med books are very expensive and some people don't have the possibility to buy them.

Abbey: And where do you get those?

[Students laugh, look around]

Abbey: if you don't want to tell us, that's ok

[Lots of laughter]

Abbey: Ok, that's really interesting. What are some of the other benefits of using an online book besides cost?

Student: You don't have to carry them. If you have all the books of all the topics, it's impossible.

(15:00)

Student: Also it's easier to find, like, one word. It's easier.

Abbey: Oh you mean search.

Student: Yeah

Abbey: Ok, what else? Were those the 2 main things? The benefits? That's 3 things.

Student: Also the photos. Sometimes in a book you don't have the right light. I prefer to read in my tablet because you can see all the photos, zoom in, zoom out.

Abbey: Ok, that made me have another question. So what if. How many people prefer reading a book to a tablet? Book?

[all hands]

Abbey: Tablet?

[no hands]

Abbey: But you just said you liked the tablet better?

Student: I prefer book when I have to read, but I prefer photos in the tablet.

Abbey: Thank you for the clarification. Ok, thank you, that helps me get a grounding in your resources for learning. What about other sources of information on the internet? Maybe raise your hand and tell me some of the places you guys learn?

Student: Especially for things that are really important, there's this national library... NHBI or something like that on the internet. It has a lot of articles that are really well done and they take you to other articles and journals. They take you to another journal.

Abbey: is that free or do you have to pay for it?

Student: some are - most free, but some you have to pay for.

Abbey: and what happens when you run into one you have to pay for?

Student: I actually don't pay because I don't work right now and it's my parents money and..

Abbey: so do you not go there and go somewhere else?

Student: Yeah, you can find something else.

Student: Actually, I look for articles in pubmed. And some of them have a price, say like $40. So I as the Tec, I mean the school, to buy the article for me and they do it. And they send you the file.

Abbey: Does everybody do that?

[most students don't know that you could do that]

Student: Since you asked about other sources, I think that nowadays we use apps. For example there is, in the case that we're studying anatomy and things like that, there's an app that has the skeleton in 3D. So it helps you to have a better perspective. So I don't use them a lot, because I'm not good at searching good apps [laughter from class], but there are some apps that I use them and they're pretty cool and I use them to learn and you can have them in your cell phone and you can use them anywhere if you're bored...

(18:00)

Abbey: On your cellphone, right? Or also laptop?

Students: No, cellphone or tablet.

Abbey: Does anyone else have any other places?

Student: Here in school we have databases so maybe... you pay when you pay to the school, but there are a lot of informations that you could reach with only 1 thing and you'd have to pay for it. But you don't have to pay for it because you've already paid to the school.

Abbey: Oh, that's great. Anyone else have anything? Did we cover them all?

Student: Sometimes we look into the internet in "official" websites from another university or college or school, and they work for the topic.

Abbey: Ok, how do you find those?

Same student: Well the link says that it's official.. so...

Anne: How do you find the link?

Student: An engine, like Google.

Student: I use Google Scholar.

[other students agree]

Same student: Yes it's like articles that are supposed to be, good.

Student: Google scholar doesn't have the information you need - it just has very specific -

Previous student: Well it's better... I'm not going to say this because you're from Wikipedia.

Abbey: No, tell us. Please, please listen. You're the experts in how you learn. There's no wrong answers, you're not going to offend us. We really want to hear your honesty...

Same student: Well our teachers don't allow us to have information from Wikipedia. I think for example it's better sometimes to look in Google Scholar. For example you look for a word and maybe you find an article that the whole article's not going to work for you but maybe you find there the meaning of the word and it's better to say - it looks better - if you say you find it a journal instead of Wikipedia .

Student: I use sometimes references that come in Wikipedia pages. Because those are permitted.

Abbey: Give us an example.

Same student: Oh I don't know... no I don't remember because sometimes there are papers, or other links. It depends what I'm looking at but those, that information is useful because it proves where they got that, what they're reading from.

Abbey: So if you happen upon a Wikipedia page about something you're trying to learn about, you can -

Same student: Scroll to the bottom - [gestures scrolling on a touch screen]

Abbey: And you can see if the references are pretty reliable.

Same student: Yeah, yeah.

Abbey: And how do you know when those sources are good sources, ones that are reliable?

Student: You have to put... We're not supposed to search from pages that everyone can upload information because we're not sure if they know the right information. So we usually go to sites with information from other universities or articles where they are certified.

Abbey: So what I was asking was: if you see a Wikipedia article and you're going, seeing references like you're describing, it's a way for you to find reputable sources? Or no?

Student: What I do is I see, like, the sources and I see one that has the topic I want, so I just copy the link and put it in google and stuff like that. And I see the article. If it works I use it, if not, I go again to Wikipedia and search in other sources until I find one that I like or that has certain credibility.

Abbey: And what is that certain credibility that you look for?

Student: Uh for example, if it's like journals or papers, they have these, I don't remember the name right now, but it's like this code that's from a magazine, and that magazine is from... I do't know how to say it. There are magazines that you can see that there have been, that they have passed through many revisions, that they are evaluated by scientists

Abbey: "Peer Review" - the scientists that know about the topic, or doctors or...

Student: Exactly

Abbey: Um, yes?

(23:00)

Student: To be completely honest about Wikipedia and using the references there, I normally avoid Wikipedia because it's very tempting. It's a lot of information and it's the easy way and when I was in elementary school it was really easy. Even in high school, well I don't know, but maybe middle school, it was easy enough. Although the problem is I don't think it's easy enough to. If I'm not mistaken you're reading the article in Wikipedia. And there's a small number that takes you to the reference, but I don't find it that appealing. I'm like "Oh I have to go and then take that down, and then I don't know, I think I'd rather go..." [trails off]

Student: I think that even though we're not allowed to use Wikipedia (start video 2) to cite our work, I use Wikipedia really often just to read and understand the main ideas because it's very concrete. That's what I like about Wikipedia. It's very concrete. And if you're using articles and in books, you need to read a lot more. So I just read the first of all Wikipedia and then I go to more specific things, to other places.

Abbey: And you were going to say something

Student: Yeah, in other places, sometimes you don't know anything about the homework or whatever, so first you go to Wikipedia and you search, like, you have many questions but you have concrete questions. Like at the beginning it's like "What is this?" and then you can find a book or whatever resource to be more specific. Because Wikipedia many times is not that specific as the report.

Abbey: Anyone else have thoughts about this? Let's move to - [to researchers] and feel free to jump in - what about in Español vs. English.

Students: English

Abbey: And why is that?

Student: Because -

Abbey: You didn't raise your hand

[laughter]

Abbey: sorry, sorry

Student: sometimes better results when you look for that in English. I don't know, I just find that.

Student: I really like that possibility that you can change the languages not only between English and Spanish, but also between French and German because I speak those languages

[classroom groans, laughs]

Student: And, for example, sometimes you are asked to prepare a class or something about a certain topic and you don't have all the language of the words translated, but you can find them in Wikipedia and you have a great guide.

Abbey: Do you do that on your computer or at home?

Student: Usually in the computer because in the phone, you don't have that option to change languages.

Abbey: I just want to let you know that there is the option. It's really hard to find but we've done some research and Joaquin is building

Joaquin: We're trying to fix it

Abbey: It will be sticky, so you will be able to find it, right now you have to scroll all the way down and it depends on if you're in the app, mobile web, it's confusing and I'm really, really sorry...

[laughter]

Student: Another thing that I use for Wikipedia is that for example if you're searching for someone famous and you want to know the age, it's really easy to find it that way.

Abbey: That's actually where I wanted to go next. Set aside education - it's very important, you guys are students, that's your whole life right now, but we talked about that a lot. So what about in your personal life? How do you learn about things that's not about school? Whatever things you're interested in.

Students: Wikipedia

Abbey: How many times is it Wikipedia? Sometimes anyway...

[most hands raised]

Abbey: and then what else? Where are other places that you learn things?

Student: Well it depends on what you're looking for. For example things that I am looking for that are not for school, I will think like movies or something like that, I'll look on IMDB.

Abbey: Ok, are there other sources?

(4:00)

Student: Well what I like a lot about internet is when you look for something, the cookies or I don't know how it works actually, but they save the info and for example when you are in Facebook there are these suggested posts that are related to the things that you have recently searched. And there are maybe like - I use a lot Facebook maybe - but there are a lot of things. For example in the case of food there is recently Tasty or Buzzfeed so actually if I want to look for things to cook or whatever, I go to Buzzfeed or Tasty or Youtube. Youtube is... Or Pinterest.

Students: I use Pinterest...

Student: Pinterest is good. IT's good to take ideas...

Student: Yeah it's for taking ideas. For example, it's going to sound weird, but I don't know if this is the right word, but - Tony? - Tony's on his phone.

[laughter]

Student: He's searching in Wikipedia

Student: What I mean is you just want more and more. It's weird. You start seeing something and it works for me. I love handicraft things, I love crafts, and sewing stuff and when I see one thing I don't actually do it, but I want more and I see more and I just like seeing it. It's appealing.

Abbey: How many people use Facebook?

(5:45)

[most, maybe all hands up]

Student: I use it but I don't like it.

Abbey: Why don't you like it?

Student: I don't know, it's just to gossip, I don't know.

Student: I had Facebook like 4 years ago and then I erased it. But I opened it again in college because -

Student: All of the groups

Student: There's a lot of groups, like Tony's class's group, Tony's English class or whatever. And we need to work in a lot of groups.

Abbey: Do you guys ever do work through Facebook?

Various students: Yeah, yes or google docs. We use google drive. Yeah google drive.

Abbey: But sometimes on Facebook?

Student: No, Facebook for example is for like when we have groups and we hav an event, so we post the image and maybe some reminders, things like that.

Abbey: So it's a coordination...

Student: Also guides. So if we're having an exam or something like that we share guides there.

Student: Yeah, but it's not like for making work. We use google drive.

Abbey: Ok, cool.

Student: I think Youtube is one of the most main sources for things you like, for homework, for everything. You can find whatever you want through Youtube.

Abbey: Did you say Youtube or Facebook?

Students: Youtube, Youbtube.

Abbey: How are we doing on time?

Anne: 2:30 - maybe we'll give you guys some time to ask questions of us?

Abbey: Yeah, we've been asking a lot of questions so far.

Student: Do you pay for being the first link in Google? Or it just appears like that?

Anne: [to Joaquin] you might know more about SEO...

Joaquin: Basically, the Wikipedias have so much content so Google sees that it's original content - it's not copied between pages - and it runs it really high because it's usually high-quality content. And that drives visits, which makes Google think that the page is more important .

[laughter]

Student: Thank you

Abbey: Who else has questions?

Student: What does Wiki mean?

Anne: ... That is a good question. There's defintely a better answer than the one that I have. You might know, Leigh, actually...

Leigh: I do - Wiki is the Hawaiian word for "quick" and wiki does not refer to Wikipedia, wiki refers to the technology that allows readers to modify webpages. Before wiki technology, in late 1999, early 2000, the idea of a reader being able to change a webpage just didn't exist. Wikipedia started as Nupedia and was supposed to be like an encyclopedia britannica online. It was Larry Sanger who founded wiki technology and made Wikipedia as a side page, a side project. What happened - Nupedia was supposed to take whatever came out good from Wikipedia. But what happened was Wikipedia exploded, swallowed Nupedia. And Nupedia exists now only as a page on Wikipedia.

[laughter]

Leigh: I've been doing that spiel for 7 years

Anne: Yeah, that was good. I know that story but mine's not that good... One other thing is that we, so we have software called MediaWiki which is what Wikipedia, WikiVoyage, all of our wiki projects are built on. And you can use the software if you want, you can set up your own version, but there are also other wikis out in the world that you can look at.

Abbey: And it's all open source, and free so anyone can use it, anyone can go in and change the code, create your own wiki.

Student: So there must be some kind of, not a person, but some kind of stats for something for checking if someone wants to put their own biography around...

Abbey: So there's bots. There's a lot of robots

Joaquin: And people

[laughter]

(10:00)

Abbey: And people. So it's a sociotechnical system. So there's humans and robots. And without the robots, the humans wouldn't be able to keep up with everything. And I think that's - from the data scientists I work with, that's one of the reasons Wikipedia, English Wikipedia was able to get so big and take in so much content. So for example there's 2 robots. One's called Snuggle, and one's called Huggle. And Snuggle, I don't know why they named them. Maybe it will become apparent. So Snuggle is a little robot that goes around looking on every edit for vandalism. So there's really clear data patterns of what vandalism is. So, for example, if a whole page gets wiped and a picture gets put up, most likely it's vandalism. So then Snuggle will go and say "Ooh vandalism" and it'll revert it back. Sometimes people who are just learning to edit, they're in good faith making mistakes, they might accidentally do something like that. So they get stuck in this robot that's looking for vandalism. And they feel really bad and they probably won't come back. So one of our data scientists was researching this robot, Snuggle, and that this is a really bad thing for this robot to be doing. And because it's only looking for vandalism, it's only treating everything that's a mistake as vandalism. So he created a robot called Huggle, which is a robot that looks for people who are new editors just learning and making mistakes and connects them up with a mentor, a person to help teach them how to edit Wikipedia. Because we're very aware that it is har dot learn how to edit Wikipedia. Especially in the world of apps, the interaction that ew've designed and built as humans than when you go to the first time and push the edit button and try to edit. Well, I have a question. How many people have ever wanted to try to edit Wikipedia?

(12:00)

Abbey: Wanted to, without having tried or anything.

[some hands raised]

Abbey: And how many people have tried to edit?

Student: Me, but as a homework

Abbey: Oh, ok, you got homework for that?

Students: Yeah

Abbey: And then how did it go? You have stories?

Student: Well our teacher asked us to, like, create an account at home because I understood that you bring like a code, but you can't create more than 6 codes in the same IP direction, so that's why we did it at home, and then here, all together we edited the page.

Abbey: So that's the Huggle robot. Huggle is out looking for people just trying to connect them up with someone. That's one of the thigns we're working on a lot - is making it easier for more prople to contribute. So that people from different perspectives, different cultures, different languages, different wikies - there are 300 something language wikis. We want to make it easier for them to contribute and we need to make sure people aren't doing vandalism so, robots.

Anne: I have a question. How many of you who have edited before are still editing, or do it at all outside of class?

[no hands]

Student: There's no time.

Anne: There's no time?

Student: No actually, we could do it, yes we do have time, but we don't have time, but we really don't have time...

[laughter]

Same student: But we do, we could because actually we have to realize that as college students we look for really interested articles and new information that's coming up. And we could actually edit. That's a reality. My reason maybe for not editing is maybe the single fact that I made association with Wikipedia with plagiarism or just vandalism maybe. Literally once I was looking for someone's life, biography, and it said something like he went to space or something and I thought "oh, maybe my homework's not real..." But no, so maybe with that conception now I don't go into Wikipedia anymore.

(14:25)

Abbey: So do you guys have any other questions for us?

Student: Where does Wikipedia get his sources to improve to pay his employees if they don't have ads in the pages?

Anne: I can talk about that... So I actually, I work half with the reading team and I also work with the fundraising team. So the Wikimedia Foundation, which is where we work, supports Wikipedia, and we only take money from donations. So we don't have any corporate sponsorships, we don't have any ads. All we do, is we put - you guys are going to see this soon, actually we're going to start in Mexico maybe next month maybe the month after. You'll see a banner, it'll say like "help us, support us" and you'll have the option to give us money. We're literally only supported by people who care about what we're doing supporting what we're doing.

Student: Really?

Anne: Yep!

Abbey: And the content -

Anne: And we're a nonprofit. Do you guys - actually that's a question that I have - is a nonprofit, like a foundation, is that a common thing here? Do you guys know what that is?

Student: Yeah, we know what that is, but it's not really common.

Anne: Do people - do you know people who donate to those nonprofits?

Student: Yeah but not to Wikipedia.

Anne: We haven't asked for money in Mexico here before, so that would be kind of difficult, we're just getting, it's a technical thing. We didn't have any way to process payments in Mexico until, like, right now. So do people that you know donate to other nonprofits?

Abbey: And to be clear, that's not to create the content in the article. That's done by about 80,000 volunteers. who just decide to push that edit button.

Anne: Including Leigh and some of your students, I think.

Abbey: The money goes to buy servers to keep it running, to hire engineers and designers and product managers and lawyers. Community engagement team - half the Foundation is people whoa re ver connected with community and learning from community what's needed and, you know, there's a grants making department where people apply for grants to do things that help move the movement, which is about sharing knowledge, contributing knowledge, to keeping it free for anyone to access.

Student: Wikipedia makes donations to some things, some places or do you only...?

Anne: We write grants. So, none of us are on that team, so personally I'm not as familiar with what they do, but Abbey was just saying for other groups that are trying to further the movement, or help edit the wikis, or find knowledge, or access libraries that are open to more people, that kind of stuff we do support financially. There is a pretty rigorous process for that, but for example one project that we've supported is one called the Wiki Medicine Project, WikiMed, which works on translating medical articles into many many different languages so that people all over the world can have at least basic information about different diseases and stuff.

Abbey: And that's another thing, it's for doctors and medical people mostly, right?

Anne: WikiMed is for everybody. So they work on making simple versions of articles available in many languages.

Abbey: For example, on English Wikipedia if you type in HIV you get an article on HIV. I don't understand the language, you might understand it more than me because you're medical students but, if I were a person who was like "ooh I just found out I have HIV, what do I need to know?" I could read that article but I may not understand it. There's, in the language switcher, which you use, there's a way to switch to simple English. So it's writing about HIV that's nota bout the medical parts of it, it's really about what that individual would need to learn to understand - what?

(18:20)

Student: So it's like, these books that are like, you know, like "genetics for dummies"...

Abbey: Well, it's not for dummies, that's the thing -

Student: No no no, it's like the books that are for example Genetics for Dummies it's not like for dummies, it's for you to use if you only want to know the basics.

Abbey: Yeah, the basics, yeah.

Anne: And the Wiki Medicine Project has also worked on really, as we were talking about, I forget his name, we've met a lot of people... They work on bringing fuller content as well. There's a lot of really interesting stuff there and I'm sure that Leigh can help you learn more about it. Do you have anything else on that?

Abbey: You were going to say something?

Student: Lots of the times I prefer the information in English because if somebody produces it's wrong or maybe it's not the context, but also there's a lot of information in English and maybe it's not the same amount of information in Spanish. So it's better if you use that. At the beginning it's English then you finish in English.

Abbey: So if you want to improve it, you can go in and edit - anyone can edit.

Anne: Maybe we can take one more question and then we should go, unfortunately.

Student: Is it fun being a Wiki - they don't have to hear this - is it cool being a Wikipedia employee.

Abbey: Yeah

Anne: I mean, I think so, we all work here by choice. I think it's really cool. It's amazing the amount... it's a very human project. It's huge, there's so much going on and it's messy and it's chaotic and there's all sorts of different things happening, but that's how people are, right? And it's really really awesome getting to work with other people who are passionate and volunteers who are passionate and meeting people like you who care about knowledge and care about learning and do it in a way that's open, and free, and accessible. It's super fulfilling for me .

Abbey: Yeah, for me, too. I'm a masters in design. So I have a masters degree in design. And I went into design to support humans in living good lives and solving good problems for humans. And this is one way - I used to work at big corporations like Cisco Systems and Salesforce and that was like selling the product to the people. But this is much more fulfilling to me, to be able to help the sum of human knowledge get big, and it's for everyone and it's free. It's kind of fulfilling the reason I went into design and I'm very happy to be here.

Joaquin: As my perspective, you know we are not working to get more money out of people. We are working to do the right thing, to spread knowledge and that's... usually we come here after being greedy for companies. And realizing that it's senseless helping somebody get rich and it has no meaning what you're doing. And working here has a huge meaning. It impacts millions and millions of people every day. It's really an amazing thing to be a part of.

Abbey: Thank you, it was really nice to meet you all.

Anne: Thank you for inviting us!

Abbey: Professor, thank you for inviting us.

Tony: Yes, thank you for sharing