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Technology Supported Learning & Retention/3. Active/Engaged Learning

Bus/CS Project - Technology to Support Student Learning & Retention (TSSLR) 2007

3. Active/Engaged Learning

Ideally, all students are active and engaged learners most of the time. However, the reality is that instructors must work to provide the environment that motivates students to participate in their learning.

Students are comfortable with technology in many forms. Enhancing instruction to tap into the media literacy of students is not difficult, as we shall see.

Some of the strategies for promoting Active/Engaged Learning include project based learning, and educational games.

Learning outcomes

 * review strategies for including active and engaged learning in instruction
 * discuss problem-based learning in higher education
 * create an activity that requires new approach to instruction of curriculum content and add activity to own course
 * discuss assessing student performance

Introduction
We have heard it before.

Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work.

from Motivating Students http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

All these suggestions are easily enhanced with technology.

 * Good questions can prompt analysis, critical thinking, research and problem-solving.
 * Discussion forums provide a particularly rich learning environment as students must read and write to participate. Students are not limited by the class time to prepare their responses. Many more voices can be heard in the class.
 * Assignments and quizzes require direct interaction with the course materials and provide engagement.
 * Collaborative writing, peer review and other forums of active engagement can be facilitated with technology.

Students say...

 * Don't bore me. If you are going to stand up and lecture me from your yellowing notes, put it on a disk, and I will take it home and read it on my time. Use an electronic forum or presentation- music, video, computer-based tutorials, visual peripherals - not just lecture.

 * Interaction is an important part in online classes. The previous online courses I took barely involved any discussions and thus I could not learn much from those classes. I only learnt from the notes and texts. The classes were so boring.

Learning Support
When we think of active, engaged learning, with usually thing of students actively doing something, directing their own learning.

Creating and Preparing Activities
Developing and refining online materials may necessitate populating the course during a live course session. Fortunately, the "hide" feature enables you to work on developing activities. For sections or individual activities like discussions, visibility options provide "privacy" for behind the scene work to set up anything and hide it until you are ready for students to see it.

Another use of hidden resources - Prepare standard wording for feedback, warnings to students, notes to self, etc., and save them as permanently hidden resources. These resources are part of the course and will automatically be included in subsequent semesters' live courses.

Privacy and Personal Information
Students need to learn about Privacy and Personal Information as they apply to Computers and Society - from the notes, readings and assignments. Are they aware of computers around them and how computers affecting society? Although access to information within the course management system class is limited to enrolled students, students need to understand that sharing personal information needs to be considered carefully.

Asking students to post information and work outside the course management system is generally discouraged for privacy reasons.

Images for Visual Interest
Adding visual components to your course can convey strong messages and attract students' interest. Images can be placed in the main course page, in resource pages. Images can be used in quizzes as prompts.

There are many sources of images and video media that can be added to classes without charge. See the Resources section for information.

Teaching and Learning
Managing learning via technology requires some additional tools and techniques.

Quizzes
How many times should students be permitted to submit a quiz? Is there value in instant feedback? Are quizzes learning opportunities? There are many good ways to use quiz technology to enhance instruction.

 * some forms of quiz questions can be automatically graded - they can provide instant feedback to students. The correct / incorrect response reply function can reinforce of answers and provide correction, clarification or further information as students work through the quiz questions. Students are usually highly motivated to learn in a graded activity.

 * quizzes can be set to permit allow students to retake a quiz
 * the highest score will count
 * it is important to learn the material. If you need more than one attempt, that is ok.
 * learn something each time you review the material for retaking the quiz.

The Quiz function allows students to save answers to individual questions, and submit the quiz for grading as a separate step. Periodically, students will answer all the questions but not "submit" the quiz for grading. The quiz remains in "open" status and is not graded.

Questions
Like most course management systems, Catalyst / Moodle separates the Questions function form the Quizzes. You can create questions independently of a quiz. This way, you can assemble a quiz from a pool of questions. The same question can be used in self-study quizzes, chapter reviews and final exams. Questions can be selected at random from a group of questions to ensure that each student receives a unique quiz - just one of many features provided to reduce academic dishonesty.

Graded Assignments
Assignments allow the teacher to specify a task that requires students to prepare digital content (any format) and submit it. Typical assignments include essays, projects, reports, presentations and web pages.

Depending on the type of assignment, grading feedback can be provided as

 * points
 * letter grade
 * satisfactory/unsatisfactory
 * separate note from the instructor, only visible to the student
 * mark-up - instructor adds directly to the student submission

Model behavior
Many students understand requirements best if they see an appropriate model. Often, the students who post first to a discussion are good, outgoing, confident students and their postings provide a good model for other students to follow. Requiring students to post their assignment answers in a discussion forum helps weaker students understand how to do the work and prepare their own submission. This works well for weekly research questions, and issue analysis discussions.

Learn more...

 * A Picture is Worth . . . http://www.schoollibraryjournal.com/blog/1340000334/post/1760011576.html and http://www.schoollibraryjournal.com/blog/1340000334/post/1920011592.html

 * Google image search http://images.google.com/imghp?tab=wi&hl=en

 * 3. Active/Engaged Learning :: Activities


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Technology Supported Learning & Retention/4. Prompt Feedback

Bus/CS Project - Technology to Support Student Learning & Retention (TSSLR) 2007

4. Prompt Feedback

It seems that students have shorter attentions spans than ever, and with some justification. "Generation Instant Gratification" has never had to wait for anything. Although the Seven Principles date back to the late 1970s and 80s the principle of Prompt feedback is as important as ever.

Fortunately, technology provides some relief - Self-grading quizzes, comments and annotated assignments, chat, all allow students to work at their own pace AND receive Prompt Feedback. This can be a big help in the 24 / 7 world where today's students live, work and learn.

Learning objectives

 * review issues of plagiarism, intellectual property, cheating
 * investigate tools for assessing student learning
 * complete quizzes and develop quiz questions and quizzes in own course
 * complete assignments with feedback and add activity with feedback to own course
 * discuss appropriate level of control and feedback response for learning being assessed

Introduction
The earliest implementations of technology in education was the dreaded "drill and kill" - an endless stream of multiple choice that students answered, usually by guessing. Used in conjuction with other activities and good teaching practices, online quizzes can be a valuable learning resource. Prompt feedback can be provided automatically with self-grading quizzes. Students appreciate the immediacy. By using the feedback to reinforce correct answers, and providing references to teaching for incorrect responses, students can be guided through the lesson material.

On instructor-graded assignments, you can add comments and annotating to help students understand where they lost points in an assignment. Course management systems are constructed to provide a variety of tools for assessing student learning. These are just a few.

Students say...

 * I love being able to check my grades anytime. It helps me make sure I have submitted all my assignments.
 * I learn more taking quizzes and getting the wrong answer feedback. Having review information and extra help right in the quiz is great.
 * I am aways nervous about quizzes. Taking quizzes online is much better for me.
 * The instructor notes in the assignments along with the grade shows me how I can improve.
 * assignments that ask us to comment on our peers’ work really does help you get to know each other. After a while, you tend to remember certain people, such as those who post their work the earliest, or those who respond to your work the most often, or who is more interested in what topic. In its subtle way, the assignments for this class have allowed me to get to know more students

Learning Support
How prompt is "prompt" when applied to feedback? Unfortunately, for instructors in this "always on" world, students' expectations may need to be reset so that 2-3 day turn around on minor assignments is "normal".

Replying to student questions within 24 hours is a reasonable expectation.

Assignment grades
There is a Grades link in the left navigation menu. The Grades page lists all the assignments, quizzes, etc. that will be graded throughout the quarter.

Grades are always available. If there isn't a grade for a submitted assignment, it hasn't been graded. I usually grade assignments within a couple of days of the due date. Late assignments are graded periodically as it requires extra processing.

Peer review
In some situations, peer review can be a valuable addition to the learning process. Students often learn as much reviewing the work of others as they do preparing their own work, or having their own work reviewed. Posting work to discussions or a collaborative writing tool like a wiki allows for easy access for sharing and comment.

CCC Confer
Use the phone and the internet to meet in real-time. Great for lectures with audio, slides whiteboard, and audience poling. CCC Confer can be used for whole class discussions, small group work, individual counseling, or office hours. CCC Confer was designed to allow communication and collaboration, using Web conferencing technology, for all staff, faculty and administrators in the California Community Colleges system. It is ADA and Section 508 accessible.

CCC Confer http://cccconfer.org/about/about.aspx

Teaching and Learning
Prompt feedback encourages students to stay engaged in the learning process. Reducing the time between thinking of questions or seeing solutions presented in class, the time to remember where the learning left off is greatly reduced.

Discussion Subscriptions
Many discussion forums have a subscription feature. If someone posts to a discussion that you subscribe to, you automatically are sent an email with some or all of the information in the new posts. There are several variations and options that usually accompany the subscriptions feature - daily digest, summary or full text of posts, subscribe to all topics within a forum, or just replies to something you posted.

You can change the general forum subscription settings in your profile. Check the options in the post form when you post - you have some additional control over the "subscribe" function there.

Everyone seems to have personal preferences about the "best" subscription setting. Try different configurations and options. See what works for you and your course needs.

Instructor comments
Students like to know why they got points, as well as how the missed them. Instructor notes along with the assignment grade are accommodated as part of the regular point-assignment grading mechanism.

There are a number of features within the assignment grading to streamline grading student work. Separate windows, automatically displaying the next student's assignment, sorting submissions by time submitted, are just a few of the tools to assist instructors and reduce the time and key strokes required to manage student work.

Students are sent notification when instructor comments are added to the assignment. It looks like this.

07M_0202 -> Assignments -> Games in Education Valerie Taylor has posted some feedback on your assignment submission for 'Games in Education' You can see it appended to your assignment submission:

Assignment markup
For some assignments, it may be appropriate to annotate directly on the student's assignment submission. There is an option to permit this which must be enabled, if you wish to use the tool. Usually, the instructor can add notes as a separate item (much like posting in a discussion). Only the student and the instructor can view these. With the markup option enabled, the instructor can actually edit the student submission.

Learn more...

 * Prompt Feedback (assessment) http://www.tltgroup.org/seven/4_Feedback.htm

 * Prompt feedback :: Activities

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Technology Supported Learning & Retention/5. Time on Task

Bus/CS Project - Technology to Support Student Learning & Retention (TSSLR) 2007

5. Time on Task

"Time plus energy equals learning. There is no substitute for time on task." -- Arthur W. Chickering and Zelda F. Gamson

Some assignments and course activities produce wonderful learning experiences for students Some are viewed as drudge work and don't produce the desired results. We think our subjects are important and interesting. Getting students to spend the time is a challenge.

For promoting student Time on task there are a number of technology-facilitated learning activities. These include web-based research, collaboration and presentation.

Learning objectives

 * review types of media
 * discuss use of media in course work
 * access media types
 * locate and include media appropriate for own course
 * explore other activity types and suggest suitability - books, workshop, etc.
 * discuss accessibility issues, adaptive and assistive technologies

Introduction
Time on task alone is not enough. There has to be real energy put in, as well.

 * Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike.

 * Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

 * Seven Principles - Arthur W. Chickering and Zelda F. Gamson http://web.archive.org/20040118192529/honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

There is no question that working independently on assignments - problem sets, essays that demonstrate analysis and critical thinking are important. However, the technologies are available to provide activities that encourage students to work on subject content in other ways - research, collaboration, presentation, share, analyze.

Students say...

 * Personally, I think that it is great that there is online group work in this class because I have another online class without group work and it is so boring.
 * I really liked that group that I ended up with [students pick a group using Choice to limit group size to 5 students]. We had lots in common and were able to voice our opinion on the topic at hand freely. Everyone was accommodating and worked well together.
 * I like how webcasted lectures enable students to be more flexible with their schedules. It was also very useful when I was studying for the midterms and final because I could go back and review any of the lectures to understand better what the professor was saying.
 * It became quite fun as well--I could sit on my bed with my laptop in my lap, comfortably listening to the lectures and learning about...

Learning Support
Interactive technologies greatly extend the level of resources that can be offered to students. The internet provides world-class lectures, videos, audio in addition to images and text. Encouraging students to avail themselves of these resources is much easier than getting them to go to campus libraries.

Media in Course Work
Many students enjoy watching and listening to their learning. For many students, being able to rewind and review lectures is invaluable.

There are plenty of well-respected instructors who have recorded their lectures and make these available. Even if their views and content isn't exactly in line with your course, these differences provide a wonderful opportunity for asking students to compare and contrast your course point of view or facts with those in the external content. Students spend time on task watching the video AND on the critical thinking assignments that you create to bring the students back into your focus.

Web-based Research
There are lots of different web search activities. For the module on research and trusting sources, I ask students to find a wikipedia article of interest to them and look at the history and discussion as well as the text of the article. I have them report their findings in a discussion so everyone can see their selections and analysis. The results are wonderful. For the most part wikipedia is a good resource, but it is clear to students after this assignment, that they really need to find other sources as well - which was the learning objective.

Student Presentations
Using new skill or knowledge to create a product or deliverable is an important milestone in learning. Having students create presentations of their work reinforces their learning. Presentations can be PowerPoint slides, web pages, wiki entries - all can be shared with other class members who benefit from the work as well.

Teaching and Learning
If the objective is to encourage students to spend more time and energy learning, using technology can facilitate the process by providing access to resources and guiding students to direct their own learning.

Course Organization
In-person classes tend to very linear. Presentation of material processes throughout the semester as directed by the instructor. Instruction that is enhanced with technology is not limited to linear, step-wise presentation - it can be but it doesn't have to be.

Depending on the subject, it may be desirable to have students direct their own learning and address lessons, or assignments in a sequence of their own choosing. This sounds somewhat chaotic, but it doesn't need to be. Allowing students to select among assignments, or even topics can encourage students to learn much more on all topics.

Assignments
Each module has a Note and assignment page. Everything for the module should start there. If you are in a big hurry, all the activities for the module are listed at the bottom of the Notes ans assignments page.

Open Source Content
Rather than having to create everything from scratch, many creative and computer literate instructors have gone ahead and made their work available to any faculty or students who wish to make use of it. One such example of a library of college-level course materials is the Sofia project made available through Hewlett Foundation funded project at Foothill. Sofia initiative includes courses in language arts, art, geography, music and computer programming. http://sofia.fhda.edu/

Other sources of open source content are maintained by MIT, Harvard, Rice University, UC Berkeley and many others. All the materials are available under the Creative Commons licensing that permits any use of the material.

Changing Discussion Posts
You have 30 minutes to edit a posting in the discussion forums. During that time, there will be a link "Edit" next to "reply" at the bottom of you post. It goes away after 30 minutes.

Students can "amend" their posts by Replying to it and adding a note there - the second post will then appear in the "thread" from the original post. It doesn't change the original post, but the additional information is recorded.

Faculty can delete posts. If you want to make a significant change, post the "correct information. Delete the original, incorrect post.

There are a number of discussion management tools available - move, split. See the faculty guide for more information.

Learn more...

 * Sofia Initiative http://sofia.fhda.edu/

 * MIT http://ocw.mit.edu/index.html

 * Rice University Connexions - a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. http://cnx.org/

 * Virtual Lectures at UC Berkeley http://webcast.berkeley.edu/index.php

 * Harvard @home Program List http://athome.harvard.edu/archive/archive.asp Harvard @home provides access to special lectures, talks, and public addresses. Topics include the current affairs, arts, social science, events, history, math, and more. You can choose between 3 different media players: Quicktime, Windows Media, or Real player. The clips can be quite long so plan ahead and test. Can be used in class or for personal development.

 * 5. Time on task Activities :: Activities


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Technology Supported Learning & Retention/6. High Expectations

Bus/CS Project - Technology Supported Learning & Retention (TSLR) 2007

6. High Expectations

Setting High expectations for students lets them know that this important and interesting. Being clear about what you are asking them to do directs their actions. Students coming to higher education at a community college vary enormously in background, recent academic experience and motivation for learning the subject.

Expectations can be presented and reinforced through evaluation, communication, and modeling.

Learning objectives

 * review communication tools
 * understand grading options and displays
 * review tracking features
 * discuss student expectations and instructor's role in setting course expectations
 * participate in communication activities - asynchronous and real-time
 * explore grading options and setting in own course
 * discuss evaluating student participation and performance

Introduction
Hold high but realistic expectations for your students.

Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so.

Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success.

from Motivating Students http://web.archive.org/20040318050323/honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

Students say...

 * I learned that online groups can actually work pretty well using discussion board. I think since you can see who's participating on the discussion board, everyone feels the need to participate in some way.

Learning Support
There are a number of ways to communicate your expectations to students. Anything web-based will help. Students appreciate having online access to the course syllabus, assignment information, grading criteria. While they may not actually read the information, at least they have access to it if the need arises.

Grading Rubrics
Rubrics or explicit descriptions of grading criteria help students determine what is expected of them for a particular assignment, and can determine if they have adequately fulfilled the requirements. Rubrics take the guess work out of the assignment definition and grading process. Publishing the rubric along with the assignment helps set expectations.

Discussion Participation
Defining requirements for discussion participation is important.

 * counting posts - "I agree" doesn't count
 * grading a few individual posts as mini essays
 * checking for critical thinking in reply to a prompt

Required Regular / Frequent Access to the Course
Asynchronous discussion is one of the important technology-supported learning activities. To be effective, students must participate regularly and often. Requiring frequent access is essential to keep discussions moving and to ensure that all student contribute.

There is a tendency for students to assume that "anytime, anywhere" assignments means the 20 minutes before the due time and date. Establishing guidelines for participation frequency is key to successful discussion.

Academic Integrity
I ask students to find sites that address academic integrity and discuss their findings. Here is an example.

http://www.lib.umich.edu/acadintegrity/students/index.htm  This website gives a range of plagiarism by dividing the academic dishonesty into four categories of fraud, patchwriting, failure to cite, and failure to quote. These four actions fall under three branches of consciousness of plagiarizing, which include intentional, unintentional, and non-attribution. It can occur because of lack of understanding or inexperience with citations and sources.  I think that academic integrity is an issue at any school, especially with up to date technology. I think that DeAnza's distance learning and switching questions on different quizzes is the right step in preventing academic dishonesty.

Teaching and Learning
Online presentation and course navigation contribute to students' success. Students need to be able to locate information and understand how it relates to them. Help students by describing your expectations and placing them where students will access them.

@ONE Scholars Research in Instructional Technology
The @ONE Scholars Program is a fellowship for California Community College (CCC) faculty to conduct research on the impact of instructional technology on student learning in their own classrooms. Faculty members study the characteristics of their students, their own changes in pedagogical practices using technology, and changes in student learning in technology-enhanced learning environments. http://www.cccone.org/scholars/index.htm

Course Settings
Appearance is important. Students are sophisticated consumers of tech-based presentation. The general "look" - background colors, font, icons, ... are all controlled by the Theme for the course. Even within the same course management system, if individual courses are set to different themes, they may look a lot different. This may be desirable as it allows students to tell courses apart at a glance and keeps them from being confused. Some organizations want to "brand" their courses so they can be easily identified by their "look" and consistent layout reduces the student "learning curve."

Catalyst - In the Settings page, near the bottom, is a pull down menu for Force theme - you can change that and your whole course automatically looks different. I use chameleon for CIS 2 and orangewhite for something else I'm working on. The option "do not force" is the plain mostly white theme.

Note - You can only change your settings in catalystdev, not the live server. However, settings in your Master course on the development system will be copied along with the rest of your course to the live course.

Hybrid courses
In "hybrid" classes, a significant amount of the course learning activity has been moved online, making it possible to reduce the amount of time spent in the classroom. Traditional face-to-face instruction is reduced but not eliminated. http://www4.uwm.edu/ltc/hybrid/index.cfm

Ten Questions to consider when redesigning a course for hybrid teaching and learning http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm

Tracking Students
Tracking student participation is made easy. Tracking access to course content, responses to quiz questions, discussion participation, grade point totals - all are readily available for viewing and analysis.

 * attendance - not logging in for 10 days "counts" as 3 or more unexcused absences
 * log of messages to students - record of conversation
 * quiz response report - are students understanding the concepts that this question test? Should the questions be changed? Should the teaching be changed?

Students have expectations too...
Are YOU and your course meeting your students' expectations? Do you know what students are expecting from a technology enhanced instructor? Ask them. Including frequent surveys or critical thinking assignments that ask students about their own learn experience in your course environment are wonderful sources of information and insight. You are not required to act on their suggestions, as some may not be practical or support your course objectives, but some are really useful.

Learn more...

 * Moodle Teacher's Manual - online book format http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=92

 * Moodle Teacher documentation http://docs.moodle.org/en/Teacher_documentation

 * Assessing Teacher Technology Projects http://ldt.stanford.edu/~tacyt/projectrubric.html

 * Rubrics http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/rubric.htm

 * Hybrid courses http://www4.uwm.edu/ltc/hybrid/index.cfm

 * 6. High Expectations :: Activities


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Technology Supported Learning & Retention/7. Diverse Talents and Ways of Learning

Bus/CS Project - Technology to Support Student Learning & Retention (TSSLR) 2007

7. Diverse Talents and Ways of Learning

The seventh and final principle concerns Diverse talents and ways of learning. Learning styles, modality, cultural influence all play significant roles in the differences in students within a class.

One of the most exciting aspects of technology enhanced instruction is the ability to provide learning experiences that acknowledge and encourage this diversity, in ways that are not practical, or even possible, in traditional classroom teaching.

Learning objectives

 * review learning styles, learning modality, cultural differences
 * discuss impact of technology and learning styles
 * plan and add activities to own course to address learning modality differences
 * discuss implications for student / instructor learning style differences

Introduction
Accommodating many different talents and ways of learning can benefit from the application of technology. Multimedia, self-paced work, repetition of practice quizzes are supported. Providing opportunities to see, hear and read course material is facilitated within a course management system.

We looked at learning styles and modality in earlier modules. Cultural influence is another factor in how students learn.

Students say...

 * I tried out the low vision simulation, which lets you experience a web page through various vision related disabilities, such as Macular degeneration, cataracts, and Glaucoma. The simulation definitely gave me a better understanding of the problems faced by computer users with vision disabilities. Web designers must consider who their audience are and accommodate to them because if they are trying to sell something, the audience must be able to read it or else they will give up and go to another website. The strategies for access friendly websites gives a different perspective of how you design the website. You need to consider where you put the information, how you put the information, and the colors you choose. It needs to be usable and readable.

 * After posting each other's AIM screen names on the board, we mobilized and got to chat with each other pretty quickly in the chatroom, seeing that all of us are on AIM every time we are on the computer, and that makes talking to each other very convenient and easy. ... Although it would have been more efficient and fun to speak to each other face-to-face, the fact that we had a chance to collaborate outside our individual spheres was effective.

 * Even though getting all the members to meet on AIM at the same time is hard, I personally think it is the best way to communicate, since the response time is instant, and ideas may flow more easily within the group.

Learning Support
One big advantage of using technology is instructional reproducibility - the delivery will be the same every time. Over time, the lessons, the activities, the media can be built and improved on. It is possible to offer the same material in multiple formats to capitalize on many ways of learning.

Adaptive Technology
DeAnza provides support to individuals with disabilities through a broad range to resources to help them through education and training. People with disabilities are able to participate more fully in work and careers through the use of Adaptive Technology. Here are some websites with good information on Adaptive Technology.

 * AbilityHub http://www.abilityhub.com
 * Abledata http://www.abledata.com/
 * Indiana University also has a site with a lot of information http://www.indiana.edu/~iuadapts/sitemap.html
 * High Tech Center Training Unit of the California Community Colleges http://www.htctu.fhda.edu/

Chat
Students are likely more comfortable with Chat than instructors are. Encouraging students to use chat for collaboration gives them the opportunity to communicate quickly and resolve issues in real-time, without the delays that are introduced in the asynchronous discussions. If students use the Chat function within Catalyst, a record if kept. However, students use AIM for their personal communication and often conduct these discussions outside the Catalyst system.

Some students may not be available for the Chat time, so allowances must be made for this situation as well.

Teaching and Learning
Students teaching themselves and other students reinforces student learning. Our students are amazingly talented, and encouraging them to contribute to the overall course benefits everyone.

Learning Styles
Getting students to think about their learning styles and how they relate to others is important. Even if the quizzes are somewhat accurate, they help students understand that there are several key variations and being sensitive to these makes for better communication.

Students' English Language Skills
As more of technology enhancement of the course teaching and learning takes place online, there may be few or no on-campus meetings. There is a lot of writing required for a distance learning course. Students' work is expected to demonstrate college-level research, analysis, writing and paper formatting and will be graded accordingly. Students' English language skills must be at a level where they can understand the instructions for the activities and assignments.

Prerequisites or Advisories should be for English Writing 100B and Reading 100 (or Language Arts 100), or English as a Second Language 24 and 72 (or English as a Second Language 4). If students do not meet the prerequisites, they will not be successful in a distance learning course. Please consider this carefully.

Students' contribution to course development
Students are very generous with their time and their knowledge. Asking students to participate in enhancing or updating course materials can yield some great results. Ask them for feedback about assignments. Include assignments that require research to find new resources to update the course. Include optional or extra credit assignments that encourage students to "teach" something they have learned.

You could be the next DeAnza star
The DeAnza Media Center is available to help instructors create video or audio to enhance course material. This may be as simple as recording a weekly reading of student work with comments. Some faculty have developed extensive videos to demonstrate medical procedures and practices to prepare students for actual clinical work.

Learn more...

 * Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web http://tesl-ej.org/ej41/int.html

 * High Tech Center Training Unit of the California Community Colleges http://www.htctu.fhda.edu/

 * 7. Diverse Talents and Ways of Learning :: Activities


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Technology Supported Learning & Retention/Resources

see http://tslr.wikispaces.com/Resources for newer version

Moodle, Catalyst

 * Moodle Teacher's Manual - online book format http://moodle.tokem.fi/mod/book/view.php?id=16397&chapterid=4445

 * Moodle Teacher documentation http://docs.moodle.org/en/Teacher_documentation

 * Moodle themes - downloadable http://moodle.org/mod/data/view.php?d=26&page=0 themes documentation http://docs.moodle.org/en/Themes

 * Catalyst Up-And-Running for Faculty at De Anza College https://catalystdev.deanza.edu/moodle/course/view.php?id=3

 * Catalyst Student Guide = For Faculty Viewing https://catalystdev.deanza.edu/moodle/course/view.php?id=101 (catalystdev) https://catalyst.deanza.edu/moodle/course/view.php?id=3 (catalyst)

Resources
TSLR Resources - Additional information on educational technology, teaching and learning

Some of these resources are big articles with lots of links, some of the links contained are also shown with the listing site

 * Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web http://tesl-ej.org/ej41/int.html

 * “Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making.” - from the Project Gutenberg EBook of Areopagitica, by John Milton http://www.gutenberg.org/files/608/608.txt

 * Podomatic http://podomatic.com - enables anyone to easily find, create, distribute, promote and listen to both audio and video podcasts, directly into their computer, iPod, mp3 player or even TiVo. It encodes the podcast and syndicates it to all podcast directories.

 * http://del.icio.us/tag/P2P-EFL-ESL-X

 * TeacherTube http://www.teachertube.com/

 * multiliteracies and transliteracy http://en.wikipedia.org/wiki/Transliteracy

 * Podcasting - Useful article describing and outlining case studies in the use of podcasting in learning: "the creation and distribution of lecture archives for review, the delivery of supplemental educational materials and content, and assignments requiring students to produce and submit their own podcasts." PDF. http://connect.educause.edu/files/CMU_Podcasting_Jun07.pdf

 * BE VOCAL: Characteristics of Successful Online Instructors - The VOCAL approach summarizes the key characteristics that a master instructor utilizes to be effective in an online environment. VOCAL is an acronym for Visible, Organized, Compassionate, Analytical and Leader-by-example. http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=4&IssueID=15&ArticleID=73

 * 21st century Information Literacy Project - Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. http://21cif.imsa.edu/

 * Tutorials - MicroModules are self-paced, on-demand learning experiences each tailored to a specific topic. They are designed as 10-15 minute tutorials. Many MicroModules contain audio and/or video segments to communicate key concepts. http://21cif.imsa.edu/tutorials/micro

 * Copyright and Fair Use Resources - Copyright and Fair Use http://21cif.imsa.edu/tutorials/micro/mm/copyright

 * 10 Big Myths about copyright explained http://www.templetons.com/brad/copymyths.html

 * example of an educational wiki that is all about collaboration and spreading knowledge: http://the-moon.wikispaces.com . With over 2,000 pages it has become an amazing reference wiki!
 * Our Space: The-Moon Wiki is a repository for scientific and historic information about the Moon and the people who study it. We want the wiki to be THE place to find out about every named lunar landform. Each piece of data is signed or has a reference listed so users can evaluate the quality of the information.
 * Our Community: There are three main (=obsessed) contributors including Chuck Wood, a lunar scientist, Mark Tillotson, an engineer and amateur astronomer who has fallen in love with the Moon, and Jim Mosher, a retired physicist. Each has contributed knowledge, hard work and skills, allowing us to create 2055 pages in less than 2 months. Amateur astronomers and professional lunar scientists use and contribute to The-Moon.
 * Our Experience with Wikispaces: Wikispaces is a very easy to use tool. We created computer programs to harvest information from sources across the Internet, and then used the Wikispaces template feature to create pages. We did have to add each page by hand, and also hundreds of images - how we wish there were bulk uploads and global editing (for use as we discover new data sources)! Wood has two other Wikispaces sites (including a private one for study of Titan data from the Cassini spacecraft) and will use a new Wikispaces site as a classroom for an online course this fall on education about the Moon.

 * educational games news and resource blog. It has a lot of other relevant links. learninginvideogames ?? spam filter - web .com
 * Approaches That Work: How Authentic Learning Is Transforming Higher Education http://connect.educause.edu/library/abstract/ApproachesThatWorkHo/44821?time=1186025389 Authentic learning aligns well with the needs of today's participatory learners. The challenge is to channel their online and collaborative abilities and interests into academic pursuits, helping them develop the higher-order thinking skills they may not

 * @ONE Improving Education through Technology http://www.cccone.org/ mailing list

Recent additions

 * Networks, Ecologies, and Curatorial Teaching http://connectivism.ca/blog/2007/08/networks_ecologies_and_curator.htmlthe role of the "individual formerly known as teacher"


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PowerPC Assembly/Introduction

Why Learn Assembly?
Assembly is the most primitive tool in the programmers toolbox. Entire software projects can be written without ever once looking at a single line of assembly code. So the question arises: why learn assembly? Assembly language is the closest form of communication that humans can engage in with a computer. Using assembly, the programmer can precisely track the flow of data and execution in a program. Also, another benefit to learning assembly, is that once a program has been compiled, it is difficult -- if not impossible -- to decompile the code. That means that if you want to examine a program that is already compiled, you will need to examine it in assembly language. Debuggers also will frequently only show the program code in assembly language. If nothing else, it can be beneficial to learn to read assembly language, if not write it.

Assembly language is also the preferred tool, if not the only tool available for implementing some low-level tasks, such as bootloaders, and low-level kernel components. Code written in assembly has less overhead than code written in high-level languages, so assembly code frequently will run much faster than programs written in other languages. Code that is written in a high-level language can be compiled into assembly, and "hand optimized" to squeeze every last bit of speed out of a section of code. As hardware manufacturers such as Intel and AMD add new features and new instructions to their processors, often times the only way to access those features is to use assembly routines. That is, at least until the major compiler vendors add support for those features.

Developing a program in assembly can be a very time consuming process, however. While it might not be a good idea to write new projects in assembly language, it is certainly valuable to know a little bit about assembly language anyway.

Who is This Book For?
This book is for those who are learning assembly for the first time, or hoping to optimize their PPC specific code, or even those hoping to learn more about a RISC processor.

title: PowerPC Assembly/Introduction


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Logic for Computer Science/Querying Proofs

Partial Isomorphism
Definition (partial isomorphism on relational S-Structures)

Let $$\mathfrak{A}$$ and $$\mathfrak{B}$$ be relational S-Structures and p be a mapping. Then p is said to be a Partial Isomorphism from $$\mathfrak{A}$$ to $$\mathfrak{B}$$ iff all of the following hold
 * dom(p) $$\subset$$ A and codom(p) $$\subset$$ B
 * for every $$a_1$$, $$a_2$$: $$a_1$$ = $$a_2$$ iff p($$a_1$$) = p($$a_2$$).
 * for every constant symbol c from S and every a: a = c iff p(a) = c
 * for every n-ary relation symbol R from S and $$a_1$$, ..., $$a_n$$: $$R^\mathfrak{A}$$ $$a_1$$ ... $$a_n$$  iff $$R^\mathfrak{B}$$ $$p(a_1)$$ ... $$p(a_n)$$

where $$a_*$$ $$\in$$ A, $$b_*$$ $$\in$$ B.

Remark

 * I.e. a partial Isomorphism on $$\mathfrak{A}$$ and $$\mathfrak{B}$$ is a (plain) Isomprphism on the substructures obtained by choosing dom(p) and codom(p) and 'prune' constants and relations respectively.

Example

 * Let S ={<} be defined over A ={1, 2, 3} and B ={3, 4, 5, 6} the 'usual' way. Then $$p_1$$ with 1->3 and 2->4 is a partial isomorphism (since 1 < 2 and p(1) < p(2)) as well as $$p_3$$ with 2->3 and 3->6 as well as $$p_2$$ with 1->6. Whereas neither $$p_4$$ with 1->6 and 2->3 (since 1 < 2 but not p(1) < p(2)) nor $$p_5$$ with 2->5 and 3->5 is a partial isomorphism.

 * Let S ={R} with $$R^\mathfrak{A} =\{(1, 2), (2, 3), (3, 4), (4, 1)\}$$ (a 'square') and $$R^\mathfrak{B} =\{(1, 2), (1, 3), (3, 4), (3, 5)\}$$ (a 'binary tree'). A ={1, ..., 4} and B ={1, ..., 5}. Then p: {1, 2, 3} -> {1, 3, 4} with 1->1, 2->3, 3->4 is a partial isomorphism from $$\mathfrak{A}$$ to $$\mathfrak{B}$$, since {(1, 2), (2, 3)} becomes {(1, 3), (3, 4)}.  Notice that in case $$R_\mathfrak{B}$$ contained e.g. (4, 1) additionally, p would not be a partial isomorphism.

 * Let S ={<} be defined over A ={1, 2, 3, 4, 5, 6} and B ={1, 3, 5} in the 'usual' way. Then p with 2->3 and 4->5 defines a partial isomorphism. Notice that e.g. $$\exists_x( x<4 \land 2<x )$$ holds on $$\mathfrak{A}$$ but $$\exists_x( x<p(4) \land p(2)<x )$$ does not hold on $$\mathfrak{B}$$. I.e. in general the validity of sentences with quantifiers is not preserved.  So in order to preserve this validity we need sth stronger than partial isomorphism.  That is mainly what the Ehrenfeucht-games will provide us with.

Ehrenfeucht-Fraisse Games
Definition

Suppose that we are given two structures $$\mathfrak{A}$$ and $$\mathfrak{B}$$, each with no function symbols and the same set of relation symbols, and a fixed natural number n.

Then an Ehrenfeucht-Fraisse game is a game with the subsequent properties:
 * Elements
 * a position is a pair of sequences α and β, both of length i, i $$\in$$ 0, ..., n
 * the starting position is the pair of empty sequences (i = 0)
 * the game is finished iff α and β are both of size n
 * the players are the 'spoiler' S and the 'duplicator' D
 * Moves
 * moves are carried out alternatingly
 * S moves first
 * S chooses exactly one element of either A or B that has not been chosen already (latter is not relevant in the first move)
 * D chooses exactly one element of the other set, i.e. if S has chosen from A then D has to choose from B and if S chose one from B then D has to choose from A.
 * Winning & Information
 * D wins iff the final position defines a partial isomorphism by mapping the i-th elements of α and β, for all i.
 * else S wins
 * both players know both of the structures completely and also know about all the moves played previously

Remark

 * notice that above constants are not mentioned (yet)

Example

 * Let A ={1, 2, 3}, B ={1, 2}, S ={ < }, where '<' is defined the 'usual' way. Here player S can win by playing 2 in the first move and playing the second move corresponding to D's first move in the following way: to 1 he responds 1 and in case of 2 his answer is 3.  In both cases D can not follow.  He may have isomorphic structures e.g. {2, 3} and {1, 2} but the mapping defined by the sequence of moves is twisted, i.e. it maps 2 to 2 (1st move) and 3 to 1 and thus is not a partial isomorphism.

 * Let A ={1, 2, ..., 9}, B ={1, 2, ..., 8}, S ={ < }, where '<' is defined the 'usual' way. So, what is the best way to play for S? In case S picks 1 from A, D picks 1 from B and the game left is mainly the same as before just with 1 element less but also 1 move played already.  But we can make a better deal for the price of one move: by playing 5 in A, D is forced to play 5 (or 4) in B what leaves two possible ways to proceed for S: either playing the {1, 2, 3, 4} vs {1, 2, 3, 4} game what of course would lead to an obvious win for D, or playing the {6, 7, 8, 9} vs {6, 7, 8} game.  Choosing the latter the quickest win for S is 7 - 7, 8 - 8 and finally 9 with a 4 move win.  Since there is no better way to play for both sides S wins if n > 3 for the structures above.

 * The result from the above example can be generalised to: For linear orders in an n-move Ehrenfeucht game D has a winning strategy if the size of each of A and B is less or equal 2^n.

 * [[Image:Logic-FMT-EFGame-Strg01.gif|thumb|Caption]] The following is an (popular) illustrative representation of an Ehrenfeucht-game: from the two sequences S has won iff the lines connecting matching letters cross (if D can find a match at all), e.g. S wins after three moves:

...

Quantifier Rank
Definition

The function qr(φ) is said to be the Quantifier Ranking of φ iff
 * $$qr(\varphi) = 0$$, for φ atomic
 * $$qr(\varphi_1 \land \varphi_2) = qr(\varphi_1 \lor \varphi_2) = max(qr(\varphi_1), qr(\varphi_2))$$
 * $$qr(\lnot \varphi) = qr(\varphi)$$
 * $$qr(\forall \varphi) = qr(\exists \varphi) = qr(\varphi)+1$$

Remark

 * qr(φ) describes the 'depth of quantifier nesting' of φ.
 * We write FO[k] for all Formulas of Quantifier Rank up to k.
 * Notice that in prenex normal form the Quantifier Rank of φ is exactly the number of quantifiers appearing in φ.

Example

 * The sentence $$\forall_x ( \exists_y ((\lnot x = y) \land x R y ) ) \land ( \exists_y ((\lnot x = z) \land z R x ) ) $$ has the Quantifier Rank 2.
 * The sentence in prenex normal form $$\forall_x\exists_y\exists_y ((\lnot x = y) \land x R y ) \land ( (\lnot x = z) \land z R x ) $$ has the Quantifier Rank 3.  Notice that it is equivalent to the above.

...

Ehrenfeucht-Fraisse Theorem
Theorem

Let $$\mathfrak{A}$$ and $$\mathfrak{B}$$ be two structures in a relational vocabulary. Then the following are equivalent

 * $$\mathfrak{A}$$ and $$\mathfrak{B}$$ agree on FO[k]
 * $$\mathfrak{A}\equiv_k \mathfrak{B}$$

Remark

 * The proof is omitted here
 * The concept of back and forth relations is not mentioned here, since we do not need it subsequently

Expressibility Proofs employing Ehrenfeucht-Fraisse Games
The basis for considering expressibility by Ehrenfeucht-Fraisse-Games is given by the following corollary from the above theorem:

Corollary

Let P be a property of finite σ-structures. Then the following are equivalent

 * P is not expressible in FO
 * for every k $$\in \mathbb{N}$$ there exist two finite σ-structures $$\mathfrak{A}_k$$ and $$\mathfrak{B}_k$$, such that the following are both satisfied
 * $$\mathfrak{A}_k\equiv_k \mathfrak{B}_k$$
 * $$\mathfrak{A}_k$$ has P and $$\mathfrak{B}_k$$ does not have P

Example

...
 * To begin pick two linear orders say A ={1, 2, 3, 4} and B ={1, 2, 3, 4, 5}. For a two-move Ehrenfeucht game D is to win, obviously.  This gives us two structures that satisfy the above conditions for k = 2 and the Property having even cardinality (that A has and B doesn't).  Now we have to expand this over all k $$\in \mathbb{N}$$. From the above example we adopt that in a linear order of cardinality $$2^k$$ or higher D has a winning strategy.  Thus we choose the cardinalities depending on k as |A| = $$2^k$$ and |B| = $$2^k$$+1.  So we have found an even A and an odd B for every k, where D has a winning strategy.  Thus (by the corollary) having even/odd cardinality is a property that can not be expressed in FO for finite σ-structures of linear order.
 * Graphs in general are a popular object of interest for FO expressibility. So e.g. it can be shown that the following properties can't be defined in FO:
 * Connectivity
 * Cyclicity
 * Planarity
 * Hamiltonicity
 * n-colorability
 * etc


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User talk:Duaneb~enwikibooks

Welcome
Hello, welcome to Wikibooks!

 * Wikibooks is a collection of open-source textbooks. Find out what this means.
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Explore, be bold in editing pages, and have fun!

Come introduce yourself at the new users page. If you have any questions, you can ask there or you can contact me personally on my talk page. Just hit the "+" sign on the top of either page, and enter your question! Urbane  (Talk)   (Contributions)  21:43, 26 August 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Duaneb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Duaneb~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:06, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:54, 19 April 2015 (UTC)

title: User talk:Duaneb~enwikibooks


text:
User talk:Etellman

Welcome
Hello, welcome to Wikibooks!

 * Wikibooks is a collection of open-source textbooks. Find out what this means.
 * To sign your name (on talk pages), use four tildes, like this: ~~~~
 * For help in using the wiki, see the editing guide.
 * For site news, see the Bulletin board.

Explore, be bold in editing pages, and have fun!

Come introduce yourself at the new users page. If you have any questions, you can ask there or you can contact me personally on my talk page. Just hit the "+" sign on the top of either page, and enter your question! Urbane  (Talk)   (Contributions)  21:45, 26 August 2007 (UTC)

title: User talk:Etellman


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Cookbook:Cuisine of Armenia

Armenian cuisine is the cuisine of Armenia or of the Armenians in the Armenian Diaspora. Given the geography and history of Armenia, Armenian cuisine is a representative of the cuisine of the Mediterranean and the Caucasus, with strong influences from Eastern Europe, the Middle East, and, to a lesser extent, from the Balkans. It is also to note that Armenians themselves have greatly influenced the culinary traditions of nearby countries or cities, such as Aleppo. The preparation of a large number of meat, fish and vegetable dishes in the Armenian kitchen requires stuffing, frothing and pureeing.

Appetizers

 * Boeregs -- savory pies made with phyllo pastry and stuffed with cheese
 * Hummus -- smooth chickpea paste
 * Narsharab
 * Sarma -- cabbage leaf roll filled with meat, rice and onions
 * Telov panir -- string cheese

Barbecue
Barbecue is very popular in Armenia, and makes the primary offer of main courses in most restaurants. It is often eaten as fast food.

 * Khorovats -- kebab: grilled meat (beef, lamb, chicken, fish)
 * Gharsi Khorovats

Soups

 * Arganak
 * Blghourapour
 * Bozbash
 * Brindzapour
 * Chkhrtma
 * Chorba
 * Dzavarapour
 * Flol
 * Harissa -- porridge with chicken
 * Katnapour
 * Khash -- boiled cow's feet (considered a delicacy)
 * Katnov
 * Kololik
 * Mantapour
 * Matsnaprtosh
 * Poutouk
 * Sarnapour
 * Sounkapour
 * Spas
 * Tarkhana -- flour and yogurt soup
 * Vospnapour

Seafood

 * Crawfish Served with beer.
 * Ishkhan -- Sevan trout
 * Karmrakhayt
 * Kogak
 * Sig -- Cisco fish

Main course

 * Adjapsandal
 * Fasulya -- a stew made with green beans, lamb and tomato broth or other ingredients
 * Ghapama -- pumpkin stew
 * Karmir plav -- red rice with beef especially common among Persian-Armenians
 * Ktchoutch
 * Koufte -- fried or boiled dumplings consisting of spiced ground beef (sometimes with pine nuts) surrounded with a thin shell of bulgur and meat
 * Lahmajoun -- soft flatbread topped with mince meat(usually beef, sometimes lamb), tomatoes and onions.
 * Moussaka -- baked dish consisting of spiced lamb and aubergine
 * Mujaddara -- cooked lentils and rice
 * Parinje plav or hajare plav -- a grain pilaf common among Persian-Armenians
 * Plav -- fried rice
 * Tjvjik -- fried liver and kidney with onions
 * Tolma -- spiced rice and meat wrapped in vine leaves or stuffed in squash or peppers.
 * Sarma -- cabbage leaf roll filled with meat, rice and onions

Meat products

 * Bastourma -- highly seasoned, air-dried cured beef
 * Soujoukh -- dry, spicy beef sausage
 * Yershig -- smaller, spiced pork sausage

Dairy products

 * Labneh -- Dense yogurt made from sheep, cow, or goat milk. Often served with olive oil and spices.
 * Matsoun -- yogurt
 * Ttvaser

Bread

 * Choreg -- a sweet breakfast bread, often rolled into a thin layer, rolled up and eaten by unpeeling the layers
 * Lahmajoun -- soft flatbread topped with mincemeat
 * Lavash -- soft, thin flatbread
 * Matnakash -- soft and puffy bread
 * Zaatar (with thyme)
 * Zhengyalov hats -- bread stuffed with herbs, a speciality of Artsakh (Nagorno-Karabakh) cuisine

Salads

 * Tabouleh -- wheat and mint salad
 * Fattoush -- pita bread salad
 * Eetch -- bulgur salad

Sweets

 * Alani
 * Pakhlava -- sweet phyllo pastry filled with pistachio paste and covered in honey
 * Burek -- savory phyllo pastry filled with meat, cheese or vegetables
 * Gata -- sweet bread
 * Ghataif -- phyllo pastry
 * Halva -- ground and compacted sesame sweetened with honey
 * Kozinakh
 * Nazuk
 * Noush
 * Perok
 * Ponchik

Ritual

 * Aghablit -- salty bread taken the night of Surb Sargis Day (Feb. 14th) by youngsters, which can then cause them to see who their future partner will be, by offering them water in their dream
 * Nshkhar -- bread given to churchgoers after the Holy Badarak (Holy Mass)
 * Matagh -- sacrificial meat
 * Paska -- cylindrical pastry made on Easter, usually decorated by colored eggs around it and a cross on top
 * Pokhindz -- enjoyed on Trndez

Non-alcoholic

 * Armenian Coffee -- strong black coffee, finely ground, sometimes sweet
 * Jermuk -- mineral water
 * Kefir -- fermented milk drink
 * Kvas -- sweet, fermented bread drink
 * Tan (carbonated)
 * Hayq
 * Gazoz

Alcoholic

 * Kilikia
 * Kotayk
 * Ararat
 * Oghi

title: Cookbook:Cuisine of Armenia


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User:Whiteknight/Notes/Communication Networks

< Book Foundry — Dormant Books
 * 9 Nov 2008: Recently completed a merge from Networking, and needs to be cleaned up. Needs more images. Needs massive expansion of content, including for some red TOC links, and several empty sections throughout. Needs lots of work.


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User:Whiteknight/Notes/Data Coding Theory

< Book Foundry | All Books
 * 13 November 2008:Book is a stub with mostly redlinks and very little content. Content that is here is disjointed and stubby. Massive need for more text content and more illustrations. Very poor condition.


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Radiation Oncology/Physics/ASTRO Curriculum

 * ASTRO; 2007 PMID 17674973 -- "ASTRO's 2007 Core Physics Curriculum for Radiation Oncology Residents." (Klein EE, Int J Radiat Oncol Biol Phys. 2007 Aug 1;68(5):1276-88.)


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Radiation Oncology/Treatment planning

Radiation Therapy Treatment Planning
 * Contraindications to radiotherapy
 * Anatomy
 * Contouring
 * Bone marrow distribution
 * Examples of treatment fields
 * Motion
 * IMRT
 * Devices used in simulation
 * Treatment of patients with pacemakers
 * Fetal dose (TG 36) (see also: AAPM Reports page)
 * Dose evaluation
 * Radiomics
 * Molecular Imaging
 * Monte Carlo (MC) Method ( 29945636)
 * Artificial Intelligence ( 31495281)
 * Ergonomics ( 22316817)

 * Duke; 2006 PMID 17056197 -- "Dosimetric feasibility of cone-beam CT-based treatment planning compared to CT-based treatment planning." (Yoo S, Int J Radiat Oncol Biol Phys. 2006 Dec 1;66(5):1553-61.)
 * Conclusion: CBCT treatment planning is feasible; dosimetry comparable to CT-based plans

 * UCSF; 2005 PMID 15936579 -- "Method to account for dose fractionation in analysis of IMRT plans: modified equivalent uniform dose." (Park CS, Int J Radiat Oncol Biol Phys. 2005 Jul 1;62(3):925-32.)
 * Modified equivalent uniform dose (mEUD) that accounts for dose fractionation using biologically effective dose for use in IMRT plans

title: Radiation Oncology/Treatment planning


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Data Coding Theory/Forward Error Correction

Forward Error Correction
If we are sending data through an unreliable communications channel, it is frequently a good idea to provide some mechanism to correct data that has been received in error. Incorporating redundancy into your packet, in order to detect and possibly correct errors in the data is known as forward error correction (FEC).

Forms of FEC
There are many forms of FEC. Some of the most simple are repitition codes where the data is replicated and transmitted multiple times. If the information does not match between the repititions, the value that has been received most commonly is selected as the "correct" version.

More advanced forms of FEC are block codes and hamming codes. We will discuss all these things later.

Parity
Parity is not strictly an FEC technique, but it's one that we will reference frequently. In a parity situation, an extra bit is appended to the data to detect simple errors. There are two types of parity: even and odd parity.

 * Even parity:Even parity counts the number of 1's in the data. If there is an odd number of 1's the parity bit is 1. Otherwise, the parity bit is 0.
 * Odd parity:Odd parity counts the number of 1's in the data. If there is an even number of 1's, the parity bit is 1. Otherwise it is zero.

Parity can detect when a single bit is in error, but it cannot determine which bit is wrong. Also, parity cannot detect errors in multiple bits. If two bits, 4 bits, or 6 bits are in error, the parity will indicate that the data is correct.

FEC Limitations
Just as parity can only account for situations with up to 1 error, various FEC codes are designed for other situations. FEC codes can detect one number of errors, and can correct another number. For instance, a particular code could detect up to 3 errors, but only be able to correct up to 1 error.


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Guitar/Tuning Your Ear

Almost as important as learning how to tune your guitar is learning how to tune your ear. Most people do not have "perfect pitch", which is an umbrella term for anyone who is really accurate at determining or singing notes. Although you can naturally be more or less inclined to hear correct pitches, this is a skill that can be learned, and there are several ways of learning it. However, the truth of the matter is that no one is absolutely "perfect" when it comes to pitch, and indeed, many songs you listen to could be deliberately composed slightly sharp or flat.

Some guitar players prefer their instruments not to be exactly tuned, because it gives some extra texture. Tuning the thinner strings slightly sharp can make chords sound brighter, while tuning thicker strings down slightly can give chords some "bite". Another important reason to learn to tune your ear is that one day you will sit down to jam with someone, and have no tuner available, and you will be forced to tune to one another. This is especially true if you have a band, and you are playing live shows; being able to quickly adjust your instrument can be the difference between a great performance and a terrible one.

Using a Human Voice
If you are in a band, and you have a singer that can never quite hit those notes perfectly, sometimes it is easier to retune your guitar rather than try to retune the singer. Learning to tune your strings to a note someone is singing is a valuable skill, and is surprisingly similar to other regular tuning methods, especially if you can tune to a piano.

First the singer should sing a note, preferably an A or an E, and in the most comfortable range of their singing voice. If they can sing high notes, or different notes on command, it is sometimes easiest to tune each string to the singer, and then quickly do some fine adjustments to make sure the guitar strings are consistent.

Using Dissonance
Players that have been playing for a long time begin to learn what a chord or interval is "supposed" to sound like. Sometimes this is because a favourite song starts with this chord, or because they always play a particular chord type (like a power chord, major barre chord, etc.).

With this method of tuning, you simply play the appropriate chord, and then adjust your strings until it sounds "right". For example, switching into Drop D tuning is often easy for many people, because the open power chord has a certain tone when it is properly tuned. Power chords are especially easy to tell when they are out of tune, because they contain only two notes.

Chords for Tuning
These are some common chords that players use to tell if their guitar is properly tuned.

The power chord is a useful tool in tuning as well as it mimics the natural overtone series of the guitar. Playing a note and a fifth above it, on a piano for example, will allow you to more precisely tune your instrument.

title: Guitar/Tuning Your Ear


text:
Technology Supported Learning & Retention/Instructional Technology Literacy Rubric

Learning Support Technology Literacy Rubric

Assessing "literacy" associated with Technology to Support Learning & Retention (TSLR)

Introduction - overview, media, communication, web based research

 * log into an online course, navigate through resources, activities
 * participate in online discussion, real-time chat, meeting
 * complete activities requiring direct input, selection
 * upload text and image files
 * view streaming video
 * listen to podcast audio - streaming, download mp3
 * use web resources for researching topic

Learning Support - assignments, quizzes, grades, presentation

 * create an assignment
 * input quiz questions and assemble into quiz
 * publish lecture notes
 * populate grades for student viewing
 * discuss pedagogy, learning outcomes for learning activity types
 * demonstrate activity displays

Teaching and Learning - course management, administration, evaluation

 * facilitate online discussions
 * implement assessment technologies appropriate to learning outcomes
 * discuss technology support for learning styles, accessibility issues
 * demonstrate technology options to personalize instructor "presence"

21st century Information Literacy Project

Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. http://21cif.imsa.edu/

Tutorials - MicroModules are self-paced, on-demand learning experiences each tailored to a specific topic. They are designed as 10-15 minute tutorials. Many MicroModules contain audio and/or video segments to communicate key concepts. http://21cif.imsa.edu/tutorials/micro


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Data Coding Theory/Repetition Codes

Repetition Codes
Repetition codes are not special "codes" so much as they are tricks to try to reduce the error rate. In a repetition code, data is transmitted multiple times, verbatim. The receiver reads enough of these repeats until a clear consensus emerges as to the value of the message.

Perhaps the most popular repetition code is "triple modular redundancy", sending the same message 3 times.

To send n data bits with k repetitions, nk bits need to be transmitted.

Other, more complicated codes can detect and correct occasional single-bit errors with much less overhead, giving a higher goodput data rate through the same channel.

Example
Let's say we have a repeated message of 3 bits that is sent 3 times. When it is received, each message is different:

Because we didn't receive exactly the same message all 3 times, we have detected that some errors occurred.
 * 101
 * 001
 * 100

We can see that the middle bit is almost certainly a 0, because it is the same in all messages. We can also see that the first and the last digit are likely to be a 1 because 2 out of 3 of the messages say that these values are 1. The transmitted message then was most likely 101.

title: Data Coding Theory/Repetition Codes


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Technology Supported Learning & Retention/Students say...

Students say...

I ask students for their suggestions for improving the course and the learning experience. These comments just amaze me. I couldn't write this stuff...

Managing the Catalyst main course page display
One thing about Catalyst that may help a student feel less overwhelmed by the mass of information on each page is that, like this class, when the modules are divided up, you can click the little square box in the top right corner of each module section to isolate one module at a time. This makes the page a little less cluttered and easier to navigate.

If a class has a variety of assignments and activities, such as survey questions, quizzes, discussions, etc., it helps to recognize the icon that's associated with each. By using the links on the lefthand side of the main page for your class, you can look at all the quizzes for the class at once, instead of module-by-module. This allows you to make sure you've fulfilled all the types of activities assigned for the class. -- Stephanie Y, M07

Discussions for critical thinking
I honestly think that all these discussions force students to think critically rather than fill in bubbles on a multiple choice and forgetting the material as soon as the exam is over. And when we practice to facilitate a discussion and introduce new ideas, then will we truly learn and understand the material. The various mix and matches of different assignments for each week is a great strategy to engage students with the course material. I couldn't have thought of a more innovative strategy to educate students online. -- Rambo S, M07

Some of the responses I read to certain topics just blew me away and made me really analyze the topic in detail. I discovered how creative my peers can be. Their insights really helped me understand certain issues from another perspective. -- Rhea W, M07

Podcasts Add a Personal Touch
I think it would be beneficial for you (Professor Taylor) to create podcasts that explain project assignments since there are a lot of students that have questions about them. Plus, the students will be able to feel more connected to you by hearing your voice. My EWRT2 distance learning professor used podcasts to explain essays and also included visuals (thanks to iTunes' video feature!). In general, this class suits my learning style well -- I'm a multimodal Visual, Auditory, and Read/write learner. Including videos, reading, research, and group projects makes the course fun and dynamic. -- Katherine S, M07

Simulations Provide Learning Experiences
I really liked the links [to simulations of] disabilities and what the consequences are. I think more interactive simulations such as the ones on those sites would help me learn more about Computers and Society. That way, I can learn the material through experience rather than just reading a bunch of information from a textbook and websites. -- Lucy L, M07

Problem Posting A Web Address in Assignment Text
The game can be found at: http://jayisgames .com/ archives/2006/03/ word_sandwich.php I had to insert random spaces into the web address because it wouldn't show on the assignment submission otherwise. -- Sarina Y, M07

Try putting some text in the line before the web address so that the web address is not the first text in the assignment submission text.

Use the actual HTML <A HREF=... tag with text like "click here" to insert a link to a web address.

Leave off the http:// part of the web address.

Put around the web address

Controlling Discussion Subscriptions
One thing about Catalyst is that it gives you the option of subscribing to forums so that you can get an e-mail for every new post in that forum. If for some reason you change your mind and want to switch your subscription option to Yes/No, an easy way to do it is to go to the left column on the homepage, and under "Activities" click "Forums." Listed are the different forums and discussions, and on the right side under the heading "Subscribed" you can change your option to Yes/No. -- Kevin S, M07

You can change the default for yourself for all forums. From the left navigation menu, select Edit Profile. Find the option Forum auto-subscribe: and select No: don't automatically subscribe me to forums. You can subscribe to any forum or topic individually even if you set the default to no automatic subscriptions.

Accessibility Issues
Simulations : AbilityHub http://www.abilityhub.com Abledata http://www.abledata.com/ Indiana University http://www.indiana.edu/~iuadapts/sitemap.html

I tried out the dyslexia simulation. It required you to read two short paragraphs. Easy, right? Wrong. The paragraphs were formatted in the way a dyslexic would read it. It was immensely difficult to comprehend because letters were switched, turned upside down, transposed, and more. With these handicaps, I am impressed at how much harder dyslexics must try in order to comprehend anything on the web. I'm glad the end of the simulation gave tips for how to create dyslexic-friendly websites. -- Katrina T, M07

I tried out the Distractibility Simulation and it did work on my computer. It was incredibly hard to finish off the tasks as well as move the little man on the bottom of the screen. If that is representative of the problems faced by computer users with vision disabilities, then I sympathize with them and realize how we take so much of these opportunities to go online for granted. I understand now how difficult it must be for certain people who are distracted easily to get tasks done on the computer. -- Jasmine G, M07

I tried out the low vision simulation, which lets you experience a web page through various vision related disabilities, such as Macular degeneration, cataracts, and Glaucoma. The simulation definitely gave me a better understanding of the problems faced by computer users with vision disabilities. Web designers must consider who their audience are and accommodate to them because if they are trying to sell something, the audience must be able to read it or else they will give up and go to another website. The strategies for access friendly websites gives a different perspective of how you design the website. You need to consider where you put the information, how you put the information, and the colors you choose. It needs to be usable and readable. -- Francesca W, M07

Online Collaborative Writing (WIKI) Group Project
I am really happy to be in my group that we work together as a team, help each other, understand our strengths and weaknesses. For example, I let my group acknowledge that I am not familiar with computers and group online, so I need them to remind if I make mistakes. In addition, they would always be there for me, such as posting their suggestions or thoughts. I am proud to say that our group was able to work together to produce a good report. -- N-C T, M07

I think the thing that I will remember most is the group work. It was something that I did not expect and it turned out to be a very pleasant surprise. It was a lot of work though, especially in the beginning when I was not used to it. -- Andrew N, M07

There are problems with two people trying to edit the same wiki page at the same time (content locking isn't active ..vt).

Peer Reviews
assignments that ask us to comment on our peersï¿½ work really does help you get to know each other. After a while, you tend to remember certain people, such as those who post their work the earliest, or those who respond to your work the most often, or who is more interested in what topic. In its subtle way, the assignments for this class have allowed me to get to know more students -- Odelia L, M07

Time Management
One thing that I was worried about was time management. I finished most of my assignments on time except for a few. If I was to retake this class again, I think I would start on all my assignments earlier. -- Yee Y, M07

If I wasn't committed to the course I would have never been able to have a successful experience with online distance learning. If there is anything that I wish I could have done differently throughout the quarter it would be to have completed the assignments earlier. Sometimes I feel that I didn't do as much as I could during the week and thus I would spend my whole weekend finishing up assignments. My time management skills are not the best that they can be, but I am constantly working hard to manage my time more wisely. -- Rhea W, M07

Meeting Other Students and Making Friends in an Online Course
I have met wonderful people in my group. I am so glad that I took this class because I not only learned about how computers affect people but I also learned about people themselves. It's interesting that a class on technology can help people associate with other people and for that, I am grateful. -- Eugene S, M07

Succeeding in Online Courses
I learned more about my own learning style. After taking two online courses this summer, I do not think I will even take another online course again. It may be convenient, but it is extremely time consuming. I’d rather take a class in a formal classroom environment. If I were to do one thing differently this quarter, I would probably try to do as much work as I can throughout the week rather than waiting till the last minute. I tended to procrastinate a lot with the work in this class. However, I found out that I work well under pressure. Having a deadline approaching initiates a spark on me to work very efficiently. -- Jennifer G, M07


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Technology Supported Learning & Retention/Advanced Topics

Advanced Topics

Advanced topics are those that are beyond the scope of the Technology to Support Student Learning & Retention (TSSLR) course, but are of interest to participants who have a technical background and/or are experienced users of instructional technology.

Revisiting Teaching and Learning Issues
Discussed briefly in the introduction to Teaching and Learning in module 1. Student-faculty contact, it is worth revisiting Teaching and Learning issues in the Advanced Topics section.

A recent EDUCAUSE article, Top-Ten Teaching and Learning Issues, 2007 identifies a number of issues applicable to this course - assessment and best instructional practices, changes in student, faculty, and institutional expectations, collaboration, work together, ethics, privacy, and data stewardship. http://www.educause.edu/apps/eq/eqm07/eqm0732.asp?bhcp=1

This big-picture overview of teaching and learning is helpful, and demonstrates the need for all instructors, particularly those in higher education, to acquire instructional technology literacy.

Are these the important issues in your teaching practice? Are the issues being addressed by the administration? What responsibilities fall to the individual instructors?

Catalyst / Moodle Groups function
The Module 2 group activity questions assume that you will augment your in-class group activities with some of the basic Catalyst functions - discussions, chat, messaging, choice for students to select topics or groups.

The subject of the Catalyst / Moodle Groups function came up. This is an "advanced" topic which is beyond the scope of this TEI course. However, the Groups function is available, and, as there is interest, it needs to be addressed.

I thought there would plenty of good documentation about the Groups function available at moodle.org. I would just reference a couple of good sources and it would be covered, right? Well, there are resources, and you are welcome to poke around through them. However, they aren't what I was hoping for - a nice summary of group use and an overview of selecting among the options provided.

 * Groups FAQ - MoodleDocs http://docs.moodle.org/en/Groups_FAQ -- lots of questions and answers, some general overview, others more complex

 * Groups - MoodleDocs The Groups feature allows a teacher to assign teachers and students to a group within a course. Participants in a course can belong to more than one group ... http://docs.moodle.org/en/Groups -- instructions for setting up groups

 * Using Moodle: Groups You may wish to browse and/or contribute to Moodle Docs Groups. .... Have you solutions to these drawbacks of moodle groups please? ... http://moodle.org/mod/forum/view.php?id=1490 -- discussion forum - enter as guest - whole discussion on groups with people asking and answering specific questions

 * Using Moodle: Thinking Through Groups Here are some comments and observations about the "Groups" interface (where an instructor can put participants in distinct groups) and other group-related ... http://moodle.org/mod/forum/discuss.php?d=63054 -- discussion forum - just enter as a guest ok to see comments - more talking about the function than how students and instructors use it, but it might answer some of your questions

Do any of these give you a good general understanding of the Moodle Groups function? Do these answer your questions?

If you find other resources that are good ones, please pass them along.

CCC Confer
The CCC Confer project, funded from a grant from the California Community Colleges Chancellor’s Office, offers a viable means to meet and collaborate at a distance. CCC Confer, powered by HorizonLive Web conferencing technology, is available to all staff, faculty and administrators in the California Community Colleges system. It is ADA and Section 508 accessible. http://www.cccconfer.org

Archived sessions available for viewing - the @ONE webinars are terrific - informative and applicable to Technology Enhanced Instruction http://www.cccconfer.org/CCCC/OpenArchives.aspx?ShowType=Teach%20Confer

Information competency
Information Competency is defined as the ability to recognize the need for information, and to identify, locate, validate, and effectively use that information for the issue or problem at hand. How would you determine if someone is "information competent"?

One student responded: I would determine if someone is "information competent" by assessing his or her problem-solving skills. I would give them situations to think about or maybe put them in situations where their "competence" can be measured. Someone is "information competent" if he or she can acknowledge the problem at hand and ask questions, research information, follow up on new discoveries, and then make a decision. The person must have good deductive skills and focus on what needs to be found or solved in order to make the process of locating and using the information the most efficient.

No wrong answers
Offering students a multiple choice question with no wrong answers followed by the opportunity to explain their selection, allows students to demonstrate critical thinking, analysis, perhaps some research, and logical explanation skills. They have to make a case for their selection over the other choices.

Video Games
“No Gamer Left Behind” - video games are in fact used to educate high school and college-level students. Even though most educational games are stereotypically for children and toddlers, video games are used to simulate tasks and goals in different types of careers. http://www.edutopia.org/no-gamer-left-behind

This video initially features a technical high school in which computer programming is a huge part of the curriculum. For one of the projects, the students had to create games that provided information on safety by simulating scenes that involved fire and power outages. Next, the video showed how games simulated an operation for medical students or even building for architects. So video games aren’t just for brain dead fun, but can be used to teach and for others to learn. -- Collin Y, m07

Time Savers for Instructors
Profile : Editor - use the simple standard forms most of the time - pages display more quickly - don't need fancy editing for reading student submissions, discussion participation, grading quizzes

Quiz : Manual Grading : Grade all

Quiz : comment


text:
Technology Supported Learning & Retention/ePortfolio

ePortfolio

ePortfolio - a collection of products and processes selected and organized to highlight specific aspects of the portfolio creator and his or her work

Learning outcomes

 * products - may contain photos, graphics, videos, written narratives and hypertext
 * process - use technology to create, collect, organize, present, distribute
 * literacy - competence

Consideration

 * scope - course, school, lifelong
 * audience - faculty, classmates, employers
 * duration
 * media - hosted service, removable media DVD
 * reflection - personal information, privacy

Infrastructure requirements

 * digital repository - content organization, management, access control
 * content creation - applications, hardware
 * media reformat
 * instruction - why, what, how
 * support

Assessment: Student Portfolios

A student portfolio is a collection of products and processes selected and organized to highlight specific aspects of the portfolio creator and his or her work. What goes into the portfolio depends on its purpose and usually includes reflection on the materials included and the portfolio as a whole. Portfolios may be required for a course, a major, or a career goal. Electronic portfolios may contain photos, graphics, videos, written narratives and hypertext links to organize the material.

The links provide information on portfolio development and examples of student portfolios. The links in the section on electronic portfolios could prove useful to students as they develop their own portfolios. http://fod.msu.edu/OIR/Assessment/portfolios.asp

NLIEE Report on the Use of ePortfolios in Higher Education

This white-paper is an overview of ePortfolio implementation. Three types of e-portfolios are described in this report: student e-portfolios, teaching e-portfolios, and institutional e-portfolios. E-portfolios can support student advisement, career preparation, and credential documentation; the sharing of teaching philosophies and practices; department and program self-studies; and institutional and program accreditation processes. This report defines and categorizes e-portfolios, offers examples of higher education e-portfolio implementations, reviews e-portfolio technology, and addresses adoption issues. http://connect.educause.edu/library/abstract/AnOverviewofEPortfol/39335

Becta Research Report http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007

Helen Barrett, E-Portfolios for Learning Helen Barrett links to and discusses the Becta report, Impact study of e-portfolios on learning, and in particular, displays an interesting graphic of “the three distinct components of an e-portfolio system: the digital archive (repository of evidence), tools to support different processes, and different presentation portfolios developed for different purposes and audiences.” http://electronicportfolios.org/blog/2007/07/becta-research-report.html


text:
Data Coding Theory/Resources

Wikibooks

 * Communication Systems
 * Communication Networks

title: Data Coding Theory/Resources


text:
Data Coding Theory/Licensing

License
This book is released under the following license:

title: Data Coding Theory/Licensing


text:
Communication Networks/Resources

Wikibooks

 * Communication Systems
 * Data Coding Theory
 * Signals and Systems
 * Fundamentals of Information Systems Security/Telecommunications and Network Security

title: Communication Networks/Resources


text:
Communication Networks/Licensing

Licensing
The text of this book is released under the following license:

title: Communication Networks/Licensing