text:
Geometry proofs

Welcome to the third lesson of this geometry course! (Back to the course main page)

Conditionals

 * If it is sunny, then I can play outside.
 * If there are clouds, then it will rain soon.
 * If you add sodium to water, then you will create an explosion.
 * If a statement contains if and then, then it is called a conditional.

 * A conditional is simply an if/then statement. If you accept the part after the "if", also called the hypothesis, then you must accept the statement after the "then", also known as the conclusion. So, all conditionals are in the form

 * If hypothesis, then conclusion

 * You may recall using these statements in science class with the scientific method. However, remember that only the statement after the "if" is called the hypothesis. The whole statement is just called the conditional.
 * Remember, if you accept the hypothesis of a conditional to be true, then the conclusion must also be true.
 * Now, take a look at some of the old postulates. You'll notice that they can be reworded into conditionals. For example, the postulate which says Through any two points there is only one line can be read as If there are two points, then there is a unique line through the points. Yes, that is awkward wording, but it shows that postulates can be written as conditionals.

 * If there are three colinear points A, B, and C, and B is between A and C, then AB+BC=AC.
 * If there are three points, then there is at least one plane through all three points.
 * If there is a line, then there are at least two points on that line.

Conditionals which have traveled from algebra to geometry

 * The following conditionals are always true. It will make sense if, while you read them, you shout, "These are an insult to my intelligence!" for in fact, that's what they'll seem like.

 * The first one is called the reflexive property.

 * If a is a number, then a=a.

 * The second one is called the symmetric property.

 * If a=b, then b=a.

 * The third one is called the transitive property.

 * If a=b and b=c, then a=c.

 * Now, explanations of the conditionals. The first one says any number equals itself. Strangely enough, this incredibly obvious statement will be a common sight when you write proofs.
 * The second one says that equations can be reversed. In other words the statement x=4 is equivalent to the statement 4=x.
 * The third statement says that if two numbers are equal to the same number, then they are equal. Thus, if x=4 and y=4, then x=y.

 * The next four conditionals are very similar to each other.

 * The first one is called the addition property of equality.

 * If a=b and c=d, then a+c=b+d.

 * The second one is called the subtraction property of equality.

 * If a=b and c=d, then a-c=b-d.

 * The third one is called the multiplication property of equality. (Are you seeing the pattern?)

 * If a=b and c=d, then ac=bd.

 * The fourth one is called the division property of equality.

 * If a=b and c=d and neither c nor d equal 0, then a/c=b/d.

 * Now, all of these properties are very similar, as you probably can tell; for example, if x=2 and y=3, then

 * x+y=2+3 by the addition property of equality.
 * x-y=2-3 by the subtraction property of equality.
 * xy=2(3) by the multiplication property of equality.
 * x/y=2/3 by the division property of equality

 * You may notice that the division property of equality has an extra part in its hypothesis that isn't in any other property of equality. (Remember the name hypothesis? If hypothesis, then conclusion. If the hypothesis is accepted as true, then the conclusion must be accepted as true as well.) That is because division is undefined when the denominator is 0. 1/0 doesn't exist! Neither does 4/0, -200/0, or 0/0. The extra part of the hypothesis is to prevent division by 0.

 * The final conditional we will look at today is known as the substitution property, and it is incredibly useful in proofs.

 * If two values are equal, then they may substitute for each other.

 * For example, suppose we know x=y, and that x+2=4. Then we also know by the substitution property that y+2=4, since x and y can substitute for each other.
 * It is very important that you remember the names of these conditionals. The four "properties of equality" should be easy to remember, since they are named for the arithmetic operation that they have in their property. The substitution property also should be easy to remember, since you substitute values. That just leaves the transitive, symmetric, and reflexive property. You can remember the Transitive property if you remember that it uses Three values. If you remember lines of symmetry, then you can say that the symmetric property says that equations have lines of symmetry right down their equals sign. As for reflexive? Well, you'll just have to remember it.
 * Also note that you can use other properties from algebra, for example
 * a(b+c)=ab+ac by the distributive property.

Proof

 * Given: $$\overline{AC} \cong \overline{BD}$$

 * Prove: $$\overline{AB}\cong\overline{CD}$$

title: Geometry proofs


text:
Template talk:Click

Click on the icon to continue...

 * If this template is not recommended, is there any other way to create an icon that you click on to proceed? [[Image:Crystal Clear action build.png|32px]]

 * It really would be nice! Robert Elliott 15 April 2007 (PST)

An explanation would be nice too!

 * Please explain how this template works. Robert Elliott 23:36, 28 May 2007 (UTC)

Yikes ... can we nuke this?
ImageMap is installed here -- I see no need for the css hacks of this template, which work in incredibly unpredictable ways depending upon browser, OS, etc. I'd propose that we update all references to this template to use ImageMap and then mark this as deprecated. Objections? AmiDaniel (talk) 18:03, 10 July 2007 (UTC)
 * There are over 150 pages that "use" the template. --JWSchmidt 18:11, 10 July 2007 (UTC)

 * Please clarify. The link you mention is dead and not located anywhere useful (in "media", not in "versity").  I don't care what you do just so long as you give me something useful.  So far, no one has.  Robert Elliott 07:36, 11 July 2007 (UTC)

 * Take a look at mw:Extension:ImageMap. --JWSchmidt 09:14, 11 July 2007 (UTC)

 * I was not able to test this because it requires modifications to both the instructor's and the student's computer setup. Robert Elliott 13:30, 12 July 2007 (UTC)

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

title: Template talk:Click


text:
Category:Workspaces

Wikiversity is an open learning community. Some previously-established groups have come to Wikiversity to broaden their scope and share resources. This category is for named groups that have set up "workspaces" at Wikiversity.

title: Category:Workspaces


text:
Wikiversity:Metadata

This page is for discussing what kind of metadata system we could apply in Wikiversity.

Ideas from 2008
A new Wikiversity metadata tagging system is being built in the guise of Help:project boxes. The projects boxes project has two fundamental premises:

 * 1) Nobody likes metadata and nobody ever voluntarily tags a resource with proper metadata or classifies it.
 * 2) Userboxes are addictive.

The (almost) logical outcome of these two premises is that metadata/classification must be hidden behind a system similar to that of Wikipedia's userboxes if it is to have any chance of widespread adoption. Project boxes are just like user boxes, but applied to educational resources, and have multi-dimensional classification systems hidden in them.

See:
 * Help:project boxes
 * Help:Resources by completion status
 * Help:Resources by educational level
 * Help:Resources by type
 * Help:Resources by subject

Current system
Currently, our system of "tagging" resources is through categories. Our search facility has been heavily (and rightly) criticised. Is there a better way? How can we improve people's ability to find specific resources?

Needs
Wikiversity needs a way for people to tag resources so that they can be searched for by type, level, subject, context, and other criteria. Something like OERCommons's advanced search would be good.

Ideas

 * Semantic MediaWiki - a MediaWiki extension which embeds semantic elements into links as relationships.
 * WiseWoman has been supervising a student who did a Masters project on building a metadata system for Wikiversity - apparently this project is finished, but there hasn't been any demonstration of or discussion about it.
 * Learning object metadata.

Resources

 * Wikipedia and the Semantic Web - The Missing Links - Paper from Wikimania 2005 about Wikimedia's semantic structure and categories - detailing work done on Semantic MediaWiki
 * Elements of the Dublin core metadata system.

Initatives out there

 * MELT - an initative by European Schoolnet (EUN) to improve methodologies of tagging content to maximise their utility and findability for educators. (See also Calibrate - another EUN initiative.)

Ideas from 2006
We started talking about this in June of '06. A metadata tag can be referenced to and filled in by people, scripts and bots. See the discussion at meta about this.

title: Wikiversity:Metadata


text:
Portal talk:Developing Wikiversity

Please add any comments on the development of Wikiversity here.

title: Portal talk:Developing Wikiversity


text:
Wikiversity and Connexions collaboration

There is a proposed collaboration between Wikiversity and the Connexions project to create content that can be imported and used between each project as a "proof" (or perhaps "inquiry") of concept for developing other technical bridges between various open educational resource (OER) projects and platforms. This page is to develop details of this collaboration and brainstorm how the project is to be carried out. Please feel free to add, change details, move around ideas between headings, etc. Discussion can go on the talk page, and if necessary subpages can be created (by making a link that begins with a slash, like this: /Subpage name )

Aims

 * To develop a technical bridge between Wikiversity (Mediawiki) and Connexions, so that content can be imported and exported in either direction,
 * To develop content that is interoperable between the two projects (Wikiversity and Connexions), and which will be useful for the OLPC project (which will use the content in some form),
 * To analyse the relative strengths and weaknesses of different models of production.

Topic selection
The goals for the test case content topic are that it be immediately useful and attractive to children and their families in the developing world so that its inclusion on the OLPC laptops will have high impact. Additionally, the content should be something that local communities would be likely to customize and contribute back to the project. Possible topics include music, biology, or “How stuff works” content such as “How to dig an irrigation ditch”.

Technical bridge features

 * Send2Wiki: a bookmarklet that allows easy exporting of a webpage to a wiki - the idea (as I understand it) would be to make this a two-way process between the two projects.
 * IMS Content Package export from MediaWiki into Connexions. (Interoperability)

Ideas

 * Idea: MediaWiki templates - what are these to be used for, and how? Perhaps explain on talk page..
 * At wikiversity, we have many projects that will help us understand and make better use of the MediaWiki software. These are coordinated through a central MediaWiki Project
 * Topic:MediaWiki Templates - For templates for Wikiversity and any site that uses MediaWiki is one of many.

 * Idea: Try to develop a community of interest around this project that includes a wider variety of people than simply developers (building bridges between communities of interest, as well as technical systems)
 * Wikiversity outreach looks beyond the "boundaries" of Wikiversity and even the Wikimedia umbrella organization for parties interested in Open Educational Resources of all kinds. This very page is the result of such an outreach.

 * Idea: ...Wikiversity is a place to share ideas...please add yours!...

Issues
(in no particular order):

 * Semantic tagging
 * Interface with CNXML - Connexions's own version of XML
 * Authorship - OpenID?
 * Licensing (CC-BY?)
 * Social issues - how do we deal with vandalism across projects, or people's sense of ownership of "their" materials?

Interested participants
Please list yourself if you are interested in any aspect of this project (and perhaps detail what it is that you are interested in)

 * Cormaggio talk 12:20, 27 April 2007 (UTC)
 * CQ 17:36, 2 May 2007 (UTC)
 * Countrymike 21:49, 9 May 2007 (UTC)
 * Rayc 05:09, 21 October 2007 (UTC)


text:
User:Amichalis4

I need to start somthing new to change my life.

I want to use my free time to creat a short 10' film from the "idea to the script to the production face" to give my self the oportunity to learn somthing new and improve my creativity in spending more eficiently my free time.

I am in the start searching in Wikiversity for the right free material for my education to the rigth direction.

Amichalis4 from Greece

title: User:Amichalis4


text:
User:Onesh0t

Please tell us about yourself. Erase this message and begin.

title: User:Onesh0t


text:
File:Screenplay - Onesh0t.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Screenplay - Onesh0t.pdf


text:
Multilingual ways to say 'Hello'

This is a list of greetings in various different languages (from the German Wikipedia):
 * boro: खुलुम्बाइ (KHULUMBAI!)
 * Bengali: নমস্কার (Namaskar! - gesprochen: Nomoshkar)
 * Bulgarian: Здравей!, Здрасти! (Duzform), Здравейте! (Siezform)
 * Chinese: 你好!
 * Czech: Ahoj!
 * English: Hello!, Hi!
 * Esperanto: Saluton!
 * Estnisch: Tere!
 * Danish: Hej!
 * Dutch: Hallo!, Hoi!
 * Farsi: Salam!
 * Fidschi: Bula!
 * Finnish: Terve!
 * Flemish: Hallo!
 * French: Salut!, Bonjour !
 * Greek: Γειά!
 * Hawaiian: Aloha!
 * Hebrew: !שלום
 * Hindi: नमस्ते (Namaste!)
 * Italian: Ciao! (informal), Buongiorno! (formal)
 * Japanese: こんにちは! konnichi wa! (formal), おーい! ōi! (informal), もしもし moshimoshi (for the Telephone)
 * Khmer: Tchum-reaup Suw!
 * Korean: 안영하세요! (Anyeong Haseyo!)
 * Croat: Zdravo!
 * Lettish: Čau! Sveiki!
 * Lithuanian: Labas!
 * Malaiisch: Hai!
 * Mongolian: Сайн уу!
 * Norwegian: Hei!, Hallo!, Morn!
 * Polish: Cześć!
 * Portuguese: Olá! (Portugal), Oi! (Brasilien)
 * Rumanian: Salut! (freundlich), Bună ziua! (formal)
 * Russian: Привет!
 * Swedish: Hej!, Hallå!
 * Swiss German: Hoi!, Sali!, Hallo!
 * Slovak: Ahoj!
 * Spanish: ¡Hola!
 * Tamil Nadu (Sri Lanka): வணக்கம்!
 * Thai: สวัสดีคะ!
 * Turkish: Merhaba! (([[Media:Merhaba.ogg|listen]])), Alo! (on the telephone)
 * Vietnamese: Chào!

title: Multilingual ways to say 'Hello'


text: User talk:Jameshfisher

title: User talk:Jameshfisher


text:
User talk:Major doubts

French Mentoring
Salut, Major doubts. You are listed at the French stream as being a beginning student of French with prior French-language experience, who is interested in learning French at Wikiversity. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 08:51, 22 November 2008 (UTC)

title: User talk:Major doubts


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 5

Cassondra Taylor Critical Question #3

Missouri ex rel. Gaines v. Canada

In holding that "If a State furnishes higher education to white residents, it is bound to furnish substantially equal advantages to negro residents, though not necessarily in the same schools." Here the idea of separate but equal is established, and held to be constitutional.

In finding that states may operate educational institutions under the premise of separate but equal as long as they are providng such institutions within their own states or jurisdiction, Missouri ex rel. Gaines set up a situation that upheld segregation and discrimination for years to follow, given the history of segregation and the history of its demise, was such a finding constitutional, practical, adn worthwhile?

It may be that finding any other way would have left the states in chaos, and that by upholding the practice of segregation the court was in fact maintaining the peace and protecting the welfare of the citizens, however, is that the function of the court? Should they have pressed forward demanding equall and integrated schooling? Should they have done more to root out the socioeconomic/racial stratification that led to isolated schools in isolated neighborhoods?


text:
User:Jonathan Webley/Lesson template

 Previous < Up > Next

Introduction
This lesson aims to... In this lesson, you will learn how to..

Topic 1
English sentence only:
 * The man sits.

Sample sentences:

Exercises
Go and read the exercise again, memorize the new words and then try these exercises. If you need to, go back and read the previous exercises.

 * 1) Vocabulary
 * 2) Affixes
 * 3) Klingon to English
 * 4) English to Klingon

Conclusion
In this lesson, you learnt how to...

 Previous < Up > Next

title: User:Jonathan Webley/Lesson template


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 13

Cassondra Taylor Critical Question #4

I am referencing the entire UN Charter, in that having been drafted by Eleanor Roosevelt, and modeled after the US constitution it very much reflects US language, culture, history, and understanding, for example “We the people of the United Nations…United for a better world” holds infinitely more meaning for US citizens than it would for a citizen of another country for whom such wording, even though translated into his mother tongue is devoid of its rich historical and cultural quality. I hold that the language of a document is as important in some ways as the intention. It serves to articulate the meaning and intentions of it’s writers and conveys the spirit and attitude of the document. Having said such I wonder how well such a document, written by such a country can convey the sentiments and intentions of other nations, of the world? Is it a function of translation to truly articulate the ideas and attitudes? How closely can that mirror the original thoughts?

I think that within such a body as the United Nations communication is of the utmost importance, wars can be started or averted according to the messages translated an exchanged between diplomats and representatives. Indeed, Lost in Translation has a great deal of significance for UN translators and officials. Therefore, the ideas and the language in which they are communicated within the UN charter is a matter for much consideration. And anyone who has ever tried to read a translation of a work can understand how a few words can change, perhaps not the literal meaning, but the emotion and feeling of a work; which in many ways is more important to the readers understanding of said work.

[ Karlie Knudtsen    CQ 5: Judicial Review in the UN

The article, "Powers of Appreciation": Who is the Ultimate Guardian of UN Legality?” makes three statements causing me to question the legitimacy of any power of judicial review the ICJ may be claiming by its ruling in Libya vs USA. The initial concern raised breeds skepticism as to the whole structure of the UN and its legitimacy.

First, as quoted, “The question now raised by Libya's challenge to the validity of resolution 748 (1992) is whether a decision of the Security Council may override the legal rights of States, and, if so, whether there are any limitations on the power of the Council to characterize a situation as one justifying the making of a decision entailing such consequences. Are there any limits to the Council's powers of appreciation? In the equilibrium of forces underpinning the structure of the United Nations within the evolving international order, is there any conceivable point beyond which a legal issue may properly arise as to the competence of the Security Council to produce such overriding results? If there are any limits, what are those limits and what body, if other than the Security Council, is competent to say what those limits are?” I interpret this locution as an affirmation of the original jurisdiction of the separation of powers structure of the UN with the additional mention that each branch defines its own powers within the scope delegated to it by the UN Charter.

Bring the issue out, the second statement holds that, “ “While the Court has the vocation of applying international law as a universal law, operating both within and outside the United Nations, it is bound to respect, as part of that law, the binding decisions of the Security Council." [FN21] The operative verb is "respect"-not "defer to." The Court's decision, Lachs emphasized, "should not ... be seen as an abdication of the Court's powers." ” Hence, due to the enumerated separate powers within the UN, the ICJ cannot infringe upon decisions within the scope of the Security Council. The problem with this is that not only may the Security Council resolutions conflict with the sovereign power of states and the laws established therein, but the resolutions may also conflict with the purpose of the UN under the UN Charter.  The ability of the Security Council to recommend whatever it feels like appears to be unlimited and without any kind of check or balance by the ICJ. Even though the court may not be abdicating any of its enumerated powers, it certainly is conferring support for an unlimited and unchecked scope of Security Council powers of resolution.

The third statement represents the problem arising from this judgment. It seems that one of the dissenting judges put his/her finger on the situation, saying “in extreme cases, the Court may have to be the last-resort defender of the system's legitimacy if the United Nations is to continue.” Clearly, he/she sees that due to the externally unchecked scope of the Security Council’s resolutions, such resolutions may eventually turn on the system itself, like when a body begins to metabolize itself eventually leading to its death. Therefore, any claim of judicial review being claimed by “respecting” the council’s decisions is illegitimate as it has no efficacy ultimately. With such actual and potential imbalance in the UN separation of powers, none of the branches are on stable ground. This calls into question the legal force of any decision made by any body of the UN.]


text:
Concept Classification/Defined

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

What is concept classification?
There are three major ways that a concept can be learned. You can memorize either its definition, or a particular instance and its name. You can understand it to be able to describe it in your own words and explain its relationship to other things you know. Or you can learn to apply it in new (previously unencountered) situations. This third type of behavior is what we call skill application.

Why is concept classification important?
Concept classification is one of the most common types of learning. Robert Gagné (1985) has shown that concepts are the building blocks for most of the cognitive capabilities we possess. Let's look at how concepts are involved in rule-using (principle-using and procedure-using) capabilities.

Principles describe changes in things. Those "things" are concepts which are simpler components of the principle and must be mastered before it is possible for a learner to master the principle. For example, the law of supply and demand describes relationships among changes in price, supply, and demand. Those three concepts must be mastered before the law of supply and demand can be mastered.

Procedures describe how to change things (to achieve a goal). Those "things" are also concepts which are simpler components of the procedure and must be mastered before the procedure can be learned. For example, the procedure for dividing fractions indicates that the divisor must be inverted, the resulting numerators must be multiplied to form the new numerator, and the denominators must be multiplied to form the new denominator. The three concepts--divisor, numerator, and denominator--must be mastered before it is possible to master the procedure (although it is not necessary to learn those labels). Also, procedures often require the use of tools to perform a step, and those tools are concepts.

Given the importance of concept classification, it is essential that we know how to teach it well. Fortunately, much research has been done in this area, so we understand much about how concept classification is learned and what features instruction should have to best help learners learn it.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.

title: Concept Classification/Defined


text:
Concept Classification/Principles for Learning

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Overview
This section of the lesson deals with how concept classification is learned. A learner proceeds through four phases when learning concept classification:

 * Prototype formation
 * Discrimination
 * Generalization
 * Algorithm development

First, though, let's consider the importance of prior knowledge for learning concept classification.

Prior knowledge
Robert Gagné (1985) has shown that the skill of applying a concept always has some "prerequisite" skills, skills which must be mastered before it is possible to learn any given classification skill. Those prerequisites are the critical (and sometimes variable) characteristics, which are concepts in their own right. This is a principle of learning which has important implications for the instructional strategies that will be helpful for teaching concept classification.

Prototype formation
Consider for a moment your knowledge of concepts. When someone says "dog" to you, what goes on in your mind? Think about it for a minute...

You probably form an image of a dog in your mind, right? What is that dog like? What color is it? It doesn't really have any color, does it? How big is it? About average height for a dog, right? Unless you have a beloved dog of your own, your image is not of one specific dog. Rather it is of a prototype (which literally means pattern or model). It concentrates on the characteristics common to all dogs and tends to ignore the characteristics which vary across dogs, such as color and size and length of hair. Robert Tennyson has shown that prototype formation is probably the first phase of learning to apply a concept. This is our first principle of learning for concept classification.

Once a prototype has been formed, we must learn how dogs vary: that they can be different sizes, colors, shapes, and so on. So, we must learn to generalize beyond the prototype. But the other side of that coin, according to Sue Markle and Phil Tiemann, is learning ways that dogs cannot vary. So we must learn to discriminate them from nondogs.

Discrimination
All dogs have certain characteristics in common, such as being mammals, having a certain type of teeth, a certain type of diet, a certain range of body shapes, and so on. These are called common characteristics. Some of them are easily visible (e.g. body shape) and some of them are not (e.g. diet). Hence, some common characteristics are useful for classifying an animal as being a dog or not, and others aren't. The ones which are useful are called critical characteristics. They are what you need to learn to discriminate dogs from nondogs. This is our second principle of learning for concept classification.

Generalization
Dogs also have certain characteristics which vary from one dog to another, such as their color, size, and so on. These are called variable characteristics. They are what you need to learn to generalize across all kinds of dogs. This is a third principle of learning for concept classification. Generalization across variable characteristics and discrimination on the basis of critical characteristics are very important aspects of learning to apply concepts. But it is helpful to keep in mind that variable characteristics can have different degrees of variability. Some can be common to almost all of the members of the concept class, while others can be very rare in any of them. The ones that are common to most can sometimes be very useful for classifying. Almost any concept can be broken down into kinds (called "subordinate concepts"), and each of those kinds represents what Joseph Scandura calls a different "equivalence class." The different equivalence classes are sometimes called "dimensions of divergence."

Algorithm formation
Some concepts are quite complex. That is, they have many critical characteristics. This can make learning to classify very difficult. Lev Landa has identified a technique which people learn to facilitate the process. They develop an algorithm, or procedure, to follow. It is likely to be something like this:

First look to see if it has such-and-such. If it doesn't, it is not a widget. But if it does, look to see if it has either a whatsit or a whosie. If it has neither, then it is not a widget. But if it has either one, then look to see if. . ..

Learning to apply a concept always entails learning an algorithm, but for simple concepts the algorithm has just one step. This is our fourth principle of learning for concept classification. Incidentally, "experts" are usually unaware of the algorithm they use.

Given all these principles for concept learning, how should one teach a concept classification task?

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.


text:
User talk:Ec5618

w:User talk:Ec5618

title: User talk:Ec5618


text:
Concept Classification/Principles for Teaching

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Overview
Not surprisingly, the principles for teaching concept classification reflect the phases for learning concept classification:

 * Prototype formation
 * Discrimination
 * Generalization

Prototype formation
First, the learner should form a prototype. You can facilitate this by presenting a prototypical example. This example should be very common and highly representative of as many examples of the concept as possible.

Discrimination
Next, the learner should learn what the members of the concept class have in common so that she or he can distinguish them from nonmembers. These commonalities are the critical characteristics, and their acquisition can be facilitated in two major ways. One way is to tell the learners what they are. This is called a generality, or definition, of the concept. The other way is to contrast an example of the class with a nonexample that is as similar as possible to that example. This is called a matched nonexample, because its variable characteristics and all but one of its critical characteristic are matched with those of an example. The example and matched nonexample are presented simultaneously to facilitate identifying the critical characteristic that makes one an example and not the other.

Generalization
The learners must also learn to generalize from the prototype to all other members of the class. That is, they must learn how examples can differ from each other and still be members of the class. This requires learning which are the variable characteristics that should be ignored. You can facilitate this learning in two ways: by presenting a generality which identifies the most common of the variable characteristics or by presenting examples that are as different as possible from each other. These are called divergent examples. Of course, divergent practice is just as important.

It is helpful to notice that two learning processes occur in concept classification tasks. One of them is acquisition of some general representation of the concept in memory, which is probably a combination of the generality and the prototypical example. The other is learning to apply the concept representation to the classification of new examples. Acquisition of the generality is usually facilitated by presenting the generality and the prototypical example simultaneously. You could even make a game out of the instruction by presenting lots of examples without the generality and having the learners try to discover the critical characteristics (discover the generality). But this is very different from facilitating application of the generality, which requires presenting divergent examples and practice and matched nonexamples.

Therefore, there are two kinds of learner participation which can be designed into the instruction: one to facilitate acquisition of the generality, which is inductive in nature, and one to facilitate application of the generality, which is deductive in nature. Inductive participation alone is insufficient if concept classification is your objective.

So what tactics should instruction have for concept classification tasks? It may be helpful to distinguish between routine tactics (which are routinely included in all instruction for concept classification) and power tactics (which are usually only used to strengthen the instruction for difficult concept classification tasks. This distinction may well be useful for teaching all kinds of skill application, and perhaps even for facilitating other levels of learning.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.


text:
Concept Classification/Routine Tactics for Teaching

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Overview
We can group the routine tactics for teaching concept classification into:

 * Presentation
 * Practice
 * Feedback
 * Sequencing

Let's take a look at each.

Presentation
One presentation tactic is to present a generality that only includes examples that help the learner to classify. When we want the learner to learn other things about the concept, a different type of learning is involved--understanding. However, it is helpful to understand that some concepts are defined on the basis of critical characteristics, whereas others are defined on the basis of functions. These are called criterial definitions and functional definitions, respectively. For example, "chair" can be defined as something to sit in with back support, or it can be defined as having a seat, raised off the ground, and a back. A definition can also have both criterial and functional characteristics. For example, a chair is something to sit in, and it has a back.

Given the purpose of presenting examples as discussed above, we should make sure they are very divergent (as different as possible from each other), and we should present some of them with matched nonexamples. Markle and Tiemann (1969) have identified what they call a "minimum critical subset" of examples, which is one of each of the major types of examples that comprise the concept class. This means that in designing the examples, you must first identify all the major ways that the examples can differ.

Practice
Since the learners need to be able to generalize the classification skill to examples that they have never seen before, your practice should always present new instances (ones not used in the examples), and they should be divergent from each other, including at least one "minimum critical subset" of instances.

Feedback
If learners practice the wrong responses without being corrected, those wrong responses are likely to become difficult to change. Thus, it is very important to correct wrong responses as soon as possible after they occur. This is called "informational feedback." If the learners get it right, you can confirm their response. If they get it wrong, you can give them the correct response with explanations or give them hints that help them to figure out how to correct their own responses. But feedback can serve a second purpose--motivation.

Sequencing
Does this mean that your sequence of routine tactics should be generality-example-practice? Certainly not. We have seen that the instruction should begin with prototype formation. Hence, a prototypical example should lead the instruction, usually with a simultaneous presentation of the generality. Also, young learners tend to benefit from plentiful examples before presentation of the generality, and you may want to use a discovery approach where the generality isn't presented at all until it has been discovered.

Next, it is often helpful for learners to be able to skip around among the instructional tactics. After looking at the generality and prototypical example, a learner might think she already knows the concept. She could then go directly to the more difficult practice to test herself. If she gets it wrong, she could go back and look at an example of medium difficulty, then go and try out a practice item of medium difficulty or take a look at the generality again, and so forth. All that's needed to facilitate such learner control is to clearly label the various routine tactics. This is a more practical and empowering solution to individual differences than designing different instruction for each learner.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.


text:
Concept Classification/Power Tactics for Teaching

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Overview
When a concept is difficult for the learners to learn to classify, additional tactics can be used to increase the power of the instruction. It is helpful to think of such instructional enhancement as existing for each routine tactic.

Presentation
So how can the generality be strengthened? There are several ways. You can facilitate encoding by focusing the learner's attention on the important parts of it: the label and the critical characteristics. Or you can facilitate encoding by providing a variety of representations of the generality, like a diagram or a paraphrase. You can also present an algorithm (Landa, 1976), a set of steps for the learner to use in checking to see if all of the critical characteristics are present.

The most obvious way to enhance this routine tactic is to increase the number of examples. But we can also make it easier to learn from each example. Since examples are different from each other, some are likely to be harder to identify as examples of the concept. The easier examples should be presented first, followed by progressively more difficult ones. This is called an easy-to-difficult sequence. We can also use attention-focusing to relate the example to the generality by pointing out the presence or absence of critical characteristics in the example. And we can use a variety of representations for the examples, to facilitate "dual encoding" of the information.

Practice
The only ways that practice itself should be enhanced are to increase the number of practice items, to use an easy-to-difficult sequence, and to include prompting on early practice items. Otherwise, ehancements should be reserved for the feedback.

Feedback
Enhancement on the feedback should be much like on the examples. We can use attention-focusing which relates the instance to the generality by pointing out the presence or absence of critical attributes. And we can use a variety of representations for the correct-answer feedback. Of course, motivational enhancement can also be used: praise for correct answers and encouragement for wrong answers.

Click the Next button to continue.

Source

 * Concept Classification by Charles M. Reigeluth. Used by Permission.


text:
Instructional design/Psychomotor behaviors/Introduction/Answer Key

Check your responses with the answers below.

Learning Activity 1
 * 1) Imitation
 * 2) Manipulation
 * 3) Precision
 * 4) Articulation
 * 5) Naturalization

Learning Activity 2
 * 1) Non-example
 * 2) Example
 * 3) Example

Learning Activity 3
 * 1) Practice
 * 2) Habit
 * 3) Imitation

How did you do? If you feel good about your knowledge of psychomotor behaviors, go to the next lesson; Psychomotor_Behaviors_in_Practice, or go back to the lesson and review.

< Back


text:
Concept Classification/Skill Builder Practice

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Try it !
Your task is to teach a concept in no more than one paragraph. Pick a concept (a person, place, thing, or idea), develop your solution using the model in this lesson, and add it below.

 * I will teach you about Sushi. As you might already know, Sushi is a type of Japanese food. Sushi always consists of vinegared rice and one or a couple of ingredients such as raw fish or an omelet. There are mainly two types of Shushi: Maki and Nigiri. Maki means roll, so Maki Sushi is also called Roll Sushi. Maki Sushi always consists of one or a couple of ingredients wrapped by vinegared rice which is wrapped by dried seaweed. Now, what about Nigiri Shushi? Nigiri means grasp. So, the vinegared rice for Nigiri Shusi is grasped to form a rice ball. In some cases, the side of rice ball is covered by dry seaweed, but often the rice part of Nigiri Sushi is a simple rice ball. Nigiri Sushi always consists of the rice ball and one or a couple of ingredients put over the rice ball. Now, you need to be careful about the difference between Don and Nigiri Sushi. Don is a type of Japanese food consists of rice, sometimes vinegared rice, and one or a couple of ingredients put over the rice. It is similar to Nigiri Sushi in this sense, but the amount of rice used to make Don is much larger than the amount of rice used for Nigiri Sushi. While the rice part of Nigiri Sushi is a small rice ball, the rice part of Don generally fill the half of bowl. Yes, Don means bowl. Kei (discuss • contribs) 14:01, 20 February 2014 (UTC)

 * A stay at home mom wants to teach her young child the difference between a house cat and the larger cats that are at the zoo. The points out their house cat for the prototype. The mom focuses the child on the specific defining elements of their house cat. Snuggle is small. You can pick up Snuggle. Snuggle has a pink nose. She pulls out photographs of the neighborhood cats and dogs. She shows the young girl images of cats to discriminate. She shows a picture...this is a cat...this is a cat...this is a cat...this is not a cat...this is a dog. Then, when they go to the zoo the next day they go visit the Afrian Serval--the generalizes for the young girl--this is a cat. She visits the tiger--this is a cat---. They visit the lion---this is a cat. The next day they go through various cards of both cats and other animals that also include house cats and also wild cats. Through the picture cards the young girl flips and points, this is a cat. The mom is there to give immediate feedback when the young girl mislables the animals. gdysard 21:38 (EST), 15 February 2014
 * When teaching inclined plane problem in physics, there is only one thing that MUST exist: an incline with a mass on it (prototype). Any problem that does not involve an incline is not an inclined plane problem (discrimination). There are many types of inclined plane problems: the mass on the incline can be at rest, moving at a constant velocity, or accelerating. The mass may be staying still, moving up the incline, or moving down the incline. As long as there is a mass and an incline, these variable characteristics do not exclude it from being an inclined plane problem (generalization). There are 14 types of inclined plane problem possibilities, and by knowing key pieces of information (1. Is the object at rest, constant velocity, or accelerating? 2. Is the object staying still, moving up the incline, or moving down the incline? 3. Is friction present?) you can develop algorithms for solving the problem. When first presenting these to my students, I spend much time showing them how to recognize those three key pieces of information. We then practice problems together with myself giving feedback, followed by them practicing in groups with their peers giving feedback, and finally practicing on their own using our online homework system that provides immediate feedback electronically (and provides an unlimited number of tries). I facilitate encoding by using diagrams, labeling parts on the diagrams, and helping students to identify the critical characteristics of these types of problems. Smccorma 02:49, 3 February 2012 (UTC)smccorma

 * Concept lesson: What is a metaphor?

 * 1. Present the prototype: The lake was glass. 2. Prompt discrimination: Why is this a metaphor? What is the sentence doing with its component parts? Present definition: a sentence or phrase that links two non-alike things as though they are alike. 3. Establish critical characteristics with matched nonexample: The lake was like glass. Is this a metaphor? Why or why not? Present definition of a simile: a sentence or phrase that compares two things using “like” or “as.” 4. Promote generalization: present critical characteristics via examples diagrammed to show link between non-alike things (e.g., “Life is a box of chocolates.”) and nonexamples diagramming comparisons between things. (e.g., “Life is like a box of chocolates.”) 5. Practice with feedback: Encode by having learners 1.) diagram links between nonalike things (examples) and comparisons (nonexamples) and answering the question: is this a metaphor?); offer immediate feedback on learner choices. 2.) create their own metaphors; offer immediate feedback to reinforce generalization. Kevmcgra 20:44, 3 February 2012 (UTC)

 * Concept of a Prototype.

A prototype is a test example of a product. The prototype is often the first physical formation of a product. For example, before a vacuum cleaner is placed on the market, it may be prototyped several times. That means that one vacuum cleaner will be manufactured based on a design plan. After the prototype has been created, it will be evaluated to see how well it works. Changes to the design and/or materials used may be suggested. A product may go through many prototypes before the final product is put on the marker. After each prototype of the vacuum is created and evaluated, a new prototype is created that incorporates the changes that need to be done based on the previous evaluation. A prototype will often use cheaper materials or processes than will the final product. A prototype is sometimes called a “model”. However, a model is usually a finished representation of the product; the one that will go to market. Aabrell 01:47, 4 February 2012 (UTC)

 * Concept of a Proper Noun

I would present a prototype for a person, place, and thing (e.g., President Obama, Washington DC, and the White House). I would then present some matched non-examples (e.g., man, city, and building). I would ask what makes the first group proper nouns. How do they differ from the common nouns? This will hopefully prompt the class to guess the two key features of a proper noun, that they name a specific item and are always capitalized (discrimination). I would present many more examples to show how proper nouns can vary. Hatch.nicole 04:04, 4 February 2012 (UTC)

 * Concept: squash (vegetable)

(In Chinese, yellow squash is called pumpkin. While the green, lean ones are called differently. "Squash" may be a little bit confusing for Chinese learners of English.) 1. I would show a picture of a yellow, pear-shaped squash (or a real one), and tell students the name "squash". 2. Show pictures of squashes in several other colors or shapes, and ask students whether they are squash. Tell students the correct answer. 3. Present the dictionary definition: any of several types of large gourd common in the US and eaten as a vegetable. And list the characteristics of squash. 4. Show some pictures of squashes in other colors or shapes that haven't be presented before. Ask students whether they are squash. Then give feedback (confirm or correct). 5. Show a picture of pumpkin, and let students guess. Tell them that pumpkin is not squash. 6. Ask students to tell the distinction between squash and pumpkin. Summarize their distinctions. Shuya Xu 05:46, 4 February 2012 (UTC)

 * Teach concept (triangle) to preschoolers

I would like to take an “examples-generality-practice” process to teach this concept.

1).	There should be no better way than showing all types of triangles, of all sizes and colors, to preschoolers at the very beginning. 2). After that I would ask them to generalize the feature of triangle. If they cannot hit the most critical feature—a triangle has three angles, I will present more shapes, a circle, a rectangle, a polygon etc.(nonexamples), and ask them the difference between a triangle and these shapes, and remind them to focus on the number of angles each shape has. 3).	Generalize the feature of triangle, and confirm the concept. 4). Practice includes: find out triangles among several groups of shapes; find out triangles in our daily life; draw triangles; use triangle paper pieces to make collage.Zhaomeng 06:44, 4 February 2012 (UTC)

 * Teaching "Fruits"

I will do prototype - generalization - example - practice. In this case, students already know "vegetables". I would like to start with providing prototypes of fruits such as images of oranges, grapes, and apples that students usually see in their daily lives. The images of prototypes will be followed by a definition of fruits. And then, I would provide a couple images of fruits shuffled with a couple images of vegetables with explanations of what it is and why it is by comparing and contrasting with one another. After this activity, students will be given a task in which they need to take several pictures of what they think is fruits and explain why they are fruits. When they bring those pictures, students will discuss their pictures with their partners and decide if the images are of fruits or vegetables, or something else, and present their pictures with their explanation. I would give informational and motivational feedback. Dablee 21:14, 5 February 2012 (UTC) First, I would present a prototype of the sonnet from Shakespeare's Romeo and Juliet that most of learners may be familiar with. Then, I would give criterion definitions of the sonnet such as 14 lines and rhyme scheme and also give them matched non-examples of sonnet such as other general poetry or lyrics. Then, I would continue to give them other examples of sonnets from various authors from various period of time explaining how the criteria is met with all those different examples. Lastly, I would give them practice opportunity where they need to determine whether given practice examples meet the criteria of being a sonnet and at the same time, they will receive my timely feedback based on their performance.Yeolhuh 21:25, 5 February 2012 (UTC)
 * Concept of Sonnet

 * What is a credit card?

(I may first pass around a collection different credit cards (relatively more), debit cards, as well as charge cards (as prototypes) that I entirely made out of paper and list the overview of each card on the back of the "card", for example, credit line, bill payment terms etc. as prompt for generalization.) A credit card is a type of card that may repeatedly allow users to borrow money or purchase products and services on credit (definition). Credit cards are issued by banks or other businesses such as retailers. For example, Megan Adams has a Bank of America credit card as well as an Amazon credit card with a credit limit of $3,000 on each. Megan can use the credit card to access money up to $3,000 as the limit that she cannot exceed, pay it back and borrow it again when she shops online or pays bills (example). However, credit cards are different from debit cards which are directly linked to a user's bank account, used for buying goods or withdrawal of cash. The amount is taken from a bank account with sufficient balance right after the purchase. Credit cards are neither charge cards (i.e. American Express Charge Cards) that allow no pre-set spending limit while the card holder must repay full balance at the end of each month. (non-examples/discrimination)

(There is practice and feedback at the end to ask the learner to design/customize a credit card for a family member or to allow learners to compare or contrast a list of cards such as credit cards (example; not the one already mentioned in the paragraph above) and other non-credit cards. Informational and motivational feedback will be provided based on the learner's responses.) Y.Zhang 03:11, 6 February 2012 (UTC)

 * Guitar

I’d like to teach a concept of “guitar” following these steps. (1) Prototype formation: I would introduce a concept of guitar in general (probably with some pictures). For prototype formation, a guitar can be introduced as a musical instrument that makes sound by the playing of its strings; (2) Discrimination: Giving some examples and nonexamples together and pointing out why the nonexamples are not a guitar. For example, one of the matched nonexample is a violin. A violin produces sound by a bow across strings, but a bow is not used for playing a guitar; (3) Generalization: To support generalization, I’d provide more information of guitar. For example, guitar sound is projected either acoustically or through electrical amplification. Songd (discuss • contribs) 21:47, 19 February 2014 (UTC)

''Add your answer above this bullet point. sign it with your name using the signature wikicode''


text: File:CheckS.gif

title: File:CheckS.gif


text: File:CheckG.gif

title: File:CheckG.gif


text:
Talk:International Relations

Start
OK -- I've started this article. It is nowhere near finished, and is probably filled with all sorts of grammatical and spelling mistakes. I will fully flesh out the Liberalism section tomorrow, and then move on to Constructivist theories.

If anyone has any problems with the way I am classifying these theories, we should probably sort them out now, before more work is done by anyone to this article. PanzerKardinal

How about the following classification:

 * realism
 * liberalism
 * marxism
 * institutionalism
 * constructivism
 * feminism

--Filip 23:31, 19 September 2006 (UTC)
 * You may also want to add Postmodernism.--Dnjkirk 18:44, 10 October 2006 (UTC)

You're linked ;)
I've set up a link to you from the Strategic Studies Curriculum. Hope I can help in future!--Dnjkirk 18:40, 10 October 2006 (UTC)

Merging ?
What about merging this page with Topic:Introduction_to_International_Relations ? It shouldn't prove too difficult, both are rather complementary, and it would help to prevent IR courses on Wikiversity from overstretch: School of Pol. Sci. and of Strat. Studies, Dept. of IR and Division of Peace Studies all do IR in their own way. Why using wiki pages if the work here isn't collaborative ? ;) --CorentinB 23:43, 15 April 2007 (UTC)

Merging ?
Let's copy/paste my initial comment:
 * What about merging this page with Introduction_to_International_Relations ? It shouldn't prove too difficult, both are rather complementary, and it would help to prevent IR courses on Wikiversity from overstretch: School of Pol. Sci. and of Strat. Studies, Dept. of IR and Division of Peace Studies all do IR in their own way. Why using wiki pages if the work here isn't collaborative ? ;)

--CorentinB 23:49, 15 April 2007 (UTC)

 * Merged -- Dave Braunschweig (discuss • contribs) 21:31, 15 March 2016 (UTC)

title: Talk:International Relations


text: File:Ccdefine.png

title: File:Ccdefine.png


text:
Instructional design/Psychomotor behaviors/Psychomotor Objectives WorkSheet

Place a check mark next to those objectives that fall into the Psychomotor Domain.

_______The student will be able to climb the 10 foot vertically hanging rope without assistance and without pause as demonstrated in gym class

______The student will be able to walk the entire length of a balance beam within six seconds without falling off.

______The student will be able to identify examples and non-examples of marsupials from images.

______The student will be able to change the oil in the diesel engine.

______The student will be able to design a home to meet current American with Disabilities Act building codes.

______The student will be able to rewrite a sentence in present tense when given a sentence in either past or present tense with no errors.

______The student will demonstrate how to filet a swordfish imitating the procedure learned in class.

______The student will demonstrate a positive increase in attitude towards non-discrimination of physical ability when given an opportunity to work in a team with persons of varying physical disabilities.


text: File:Cclearn.png

title: File:Cclearn.png


text: File:Ccpower.png

title: File:Ccpower.png


text: File:Ccroutine.png

title: File:Ccroutine.png


text: File:Ccteach.png

title: File:Ccteach.png


text: File:Cctry.png

title: File:Cctry.png


text:
Instructional design/Psychomotor behaviors/Psychomotor Objectives Answer Sheet

The student will be able to climb the 10 foot vertically hanging rope without assistance and without pause as demonstrated in gym class

The student will be able to walk the entire length of a balance beam without falling off within six seconds.

Cognitive domain The student will be able to identify examples and non-examples of marsupials from images.

The student will be able to change the oil in the diesel engine.

The student will be able to design a home to meet current American with Disabilities Act building codes.

Cognitive domain The student will be able to rewrite a sentence in present tense when given a sentence in either past or present tense with no errors.

The student will demonstrate how to filet a swordfish imitating the procedure learned in class.

Affective domain The student will demonstrate a positive increase in attitude towards non-discrimination of physical ability when given an opportunity to work in a team with persons of varying physical disabilities


text:
Instructional design/Psychomotor behaviors/Bicycle Crunches

This article decribes a Assessment Checklist for assessing the performance of a psychomotor domain skill.

Description of proper Bicycle Crunch technique: Each individual must lie on their back and put their hands behind their head. Next they raise their legs so their thighs are perpendicular to the floor and their lower legs are parallel to the floor. The individual will curl up and bring their left elbow toward their right side while drawing their right knee in to meet it. It is like the individual is riding a bike; alternate sides, continuing the motion back and forth. The individual should not flap their elbow across their body; they actually rotate their shoulder across and squeeze their abs.

Assessment Checklist
Student will demonstrate effective technique when performing 50 bicycle crunches within 2 minutes.

Directions: Each individual must perform 50 bicycle crunches demonstrating effective technique. Each individual must complete the bicycle crunches within 2 minutes without pausing.

For each individual, use the following scale to assign a value to the individual's performance.

Scale

 * 4 (excellent) – Performs the bicycle crunches flawlessly. Does not need to check position, does not pause. Completes 50 bicycle crunches without pausing within the 2 minutes.
 * 3 – Performs the bicycle crunches but is somewhat unsteady. Completes the bicycle crunches within 2 minutes.
 * 2 - Performs the bicycle crunches but is somewhat unsteady. May pause one or more times. Takes more than 2 minutes to complete the bicycle crunches.
 * 1 - Performs the bicycle crunches but is very unsteady, may pause one or more times, and/or takes more than 2 minutes.
 * 0 – Cannot complete a bicycle crunch correctly

Conditions of Assessment

 * Assessment occurs only during the bicycle crunch phase
 * The individual indicates when the assessment should begin.
 * The assessment ends as soon as the individual reaches 50 bicycle crunch count, 2 minutes has elapsed, or the individual tells the evaluator they want to stop.


text:
User talk:John Dough~enwikiversity

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 John Dough. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name John Dough~enwikiversity 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 23:40, 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) 06:12, 19 April 2015 (UTC)

title: User talk:John Dough~enwikiversity


text:
User:8q67n4tqr5

See DannyDaWriter

title: User:8q67n4tqr5


text:
Cooking/Pasta

This page is a part of the instructional design course.

Pasta Cooking Skills
Description: 4 ounces of dry pasta per adult is the recommended serving size. A 1 pound package should yield 4 servings. Use 4 quarts of water per pound to prevent the pasta from sticking together. When the water returns to a boil, add the pasta. Don’t break the pasta to fit the pot, use a wooden spoon to bend it as it cooks. Stir the pasta often to prevent sticking. One pound of spaghetti takes about 8 to 10 minutes to cook but check it frequently until its firm to the bite.

Assessment Checklist
Objective: Student will prepare the proper amount of dry spaghetti pasta for 4 adults using the correct process resulting in properly prepared pasta.

Directions: Each individual must correctly determine the amount of dry pasta to prepare to feed 4 adults. Recommended serving is 4 ounces per adult. The individual must use the proper amount of water to prevent sticking and does not overcook the pasta.

Scale
 * 4 (excellent) – The individual prepared the pasta flawlessly. Pasta is the correct amount for each adult, 4 ounces. Pasta is not sticky or overcooked. The individual has used the proper amount of water and the pasta is firm to the bite.
 * 3 – Pasta is the correct amount for each adult, is not overcooked, but is slightly sticky.
 * 2 - Pasta is the correct amount for each adult, is slightly overcooked and is slightly sticky.
 * 1 - Pasta is the correct amount for each adult, is overcooked and slightly sticky.
 * 0 – Pasta is very overcooked, does not meet the recommended serving amount and is very sticky.

Conditions of Assessment
 * The proper cooking tools and ingredients are available
 * The individual indicates when the assessment should begin.
 * The assessment ends as soon as the individual indicates

title: Cooking/Pasta


text:
User:Haikon

My userpage at en.wikipedia

title: User:Haikon


text:
Template:Assessment checklist

This is a template for creating an Assessment Checklist for evaluation of learning objectives

Title:
d Letter to the President

Assessment Checklist
Objective: The students will write a letter to the President of the United States expressing their opinions on current issues in a letter that is at least one page typed double spaced addressing at least three issues.

Directions: Write a letter to the President of the United States expressing at least three opinions on current issues in a letter that is at least one page typed double spaced. Be sure to use proper spelling and grammar.

Scale

 * 4 (excellent)

 * 3 –

 * 2 -

 * 1 -

 * 0 –

Conditions of Assessment

title: Template:Assessment checklist


text:
Talk:Instructional design/Cognitive behaviors/Teaching Procedures, page 5

Consider adding some content from the following to the Practice section:

"Joe will probably be given two or more fractions and be asked to add them, in which case that's what Jennifer's practice should require him to do. But the post-instructional requirements may entail reading a story problem and figuring out what mathematical operation is needed, and then using the right procedure, in which case that's what the practice should do.  This is called consistency (or authenticity or performance-based learning).  Similarly, the post-instructional requirements may call for Joe to be able to handle all kinds of fractions, in which case Jennifer should give him practice adding all kinds of fractions.  This is called divergence.

"Furthermore, we know that some cases of adding fractions are a lot more difficult than others. To be consistent, Jennifer should include the full range of difficulty required after the instruction is over.  But should she start out with difficult practice?  Clearly, it will be easier for Joe to learn from if it is an easy case, unless he already knows how to handle easy ones (in which event he wouldn't learn anything from it!), although it would help you to diagnose his entering skill.  If even the easiest authentic case was quite difficult for Joe,  it would probably be helpful to compromise on the consistency rule in some ways.  This is a form of prompting—what behaviorists call shaping and cognitivists call scaffolding.

"Errors most often occur in a single step of a procedure. So Jennifer's feedback should point out the specific step that Joe did wrong and should help him to do it right.  The feedback could demonstrate the correct performance of the step, or it could give a hint that helps Joe to figure out what he was doing wrong.  When Joe gets the practice right, on the other hand, Jennifer's feedback should probably just confirm that it was right.  You should also remind Jennifer that motivational feedback (encouragement when wrong and praise when right) can also be useful.

"Jennifer should probably show Joe how to add two fractions. This is often called a demonstration or example of the skill.  But some cases (demonstrations) are a lot more difficult than others.  So again, it will be easier for Joe to learn if it is an easy one.  Now, if Jennifer just demonstrates the procedure without saying anything, would that be good instruction?  Not exactly.  So what should she say?  Think about it before you read on!

"She should explain what she is doing. This explanation could be in a form that generalizes to other cases within a given equivalence class, in which event it is called a generality.  Or it could be in a form that relates the generality to this particular case, which is called attention focusing.  There are several options as to when Jennifer could give the generality: before the demonstrations (which is a deductive approach), after several demonstrations (which is an inductive approach), or during a demonstration.  No one approach is always best.  " - Reigeluth

--Lzinsmei 03:20, 16 April 2007 (UTC)


text:
User:Budfrench~enwikiversity

Hi all !!

title: User:Budfrench~enwikiversity


text:
IPv6

IPv6 (Internet Protocol version 6) is a protocol destined to replace the IPv4 protocol that still runs the vast majority of the Internet.

More IP addresses
IPv6 uses a different method to create IP addresses than IPv4, using 128-bit IP addresses instead of 32-bit. The number of available IP addresses in IPv6 are an increase from 4,294,967,296 of IPv4 to 340,282,366,920,938,463,463,374,607,431,768,211,456. This should allow for 4.3*10^28 IP addresses for every one of the approximately 7.9 billion people on the planet.

Address notation
An IPv6 address is written using hexadecimal (base-16) digits, with letters A-F standing for the digits for 10-15, respectively (case-insensitive). The values 0-15 correspond to the possible values of 4 bits, or one nibble, so there are 32 such digits in a complete IPv6 address. Each group of 4 digits, or 16 bits, is separated from the next by a colon: 2001:db8:3df5:2a76:23f6:7300:0000:356a

IPv6 addresses can contract certain groups of zero digits. Within any group of 4 digits, leading zeros can be omitted; 2001:db8:002a:3256:adfe:05c0:0003:0006 becomes 2001:db8:2a:3256:adfe:5c0:3:6.

A single consecutive set of one or more 4-digit groups that are all completely zero can be omitted and replaced by :: in each address. The previous example 2001:db8:3df5:2a76:23f6:7300:0000:356a then can contract to form 2001:db8:3df5:2a76:23f6:7300::356a. The address 2001:db8:0000:0000:de52:32fd:0000:0000 can contract to 2001:db8::de52:32fd:0:0 or 2001:db8:0:0:de52:32fd::, but not both - this contraction may be performed only once in any particular address, as 2001:db8::de52:32fd:: leaves no information of the placement of the digits de52:32fd.

Use in URLs
Because IPv6 addresses contain colons, they cannot be directly used in URLs because the colons would conflict with both the protocol declaration (http:// or https://) and port numbers. Therefore, when a literal IPv6 address is used, it is encased in a bracket, like http://[2001:db8::1]:80. This does not affect domain names with IPv6 addresses as the URL does not contain any actual IPv6 addresses.

In DNS, domain names mapped to IPv6 addresses do so using AAAA records in DNS.

CIDR notation
Like IPv4, IPv6 also uses CIDR notation to describe address ranges in terms of a common prefix of bits, and the length of that prefix. Because each digit represents 4 bits, any prefix whose length is a multiple of 4 includes address with the exact same prefix. For example, 2001:db8::/32 describes all addresses with the common prefix of digits 2001:db8.

title: IPv6


text:
User:DragonFire1024

Hello. I am currently most active on the English Wikinews.

I am also currently heavily involved in the creation, development and directing of Wikinews Video 2.0. Feel free to view the promotional video I created for Wikinews Video. Keep in mind its only a promotion and the countries pictured represent the different languages that are part of Wikinews.

I am mostly here to gain some assistance in the project and advice from anyone who is willing to help :-)

I am also on a mission to find someone who is educated in writing grant applications for the project Wikinews Video.

title: User:DragonFire1024


text:
User talk:DragonFire1024

Hello. I am currently most active on the English Wikinews.

I am also currently heavily involved in the creation, development and directing of Wikinews Video 2.0. Feel free to view the promotional video I created for Wikinews Video. Keep in mind its only a promotion and the countries pictured represent the different languages that are part of Wikinews.

I am mostly here to gain some assistance in the project and advice from anyone who is willing to help :-)

I am also on a mission to find someone who is educated in writing grant applications for the project Wikinews Video.

Test
Test. DragonFire1024 10:30, 29 April 2007 (UTC)

Examination of Anankastic Remarks
Greetings,

Please be aware that your remarks at the Wikinews Water Cooler are being reviewed here in the context of the Wikiversity Learning Project on Ethical Management of the English Language Wikipedia.

Enough of this trolling. If you want to keep spurting out this nonsense and keep NOT contributing to this project in a constructive matter, then I will block you. I have had enough of this. DragonFire1024 (Talk to the Dragon) 01:39, 17 July 2008 (UTC)

In terms of English language grammar, the sentence structure of your above quoted remarks corresponds to that of an anankastic conditional.

In plain English, such a sentence structure is typically perceived as a bullying (or intimidating) remark, conveying an express threat, with the intent of inducing a chilling effect on the targeted individual.

Is this the perception and effect you wished to convey?

Moulton 07:23, 17 July 2008 (UTC)

title: User talk:DragonFire1024


text:
Talk:Introductory Ancient Greek Language/Lesson 5

This lesson strikes me as inadequate, but I don't have time to rewrite it. Here are notes for a future revision:

Ijon 12:47, 16 April 2007 (UTC)
 * 1) I think a clear distinction between theme vowels and endings should be made, even as early as this stage.
 * 2) The verb to demonstrate paradigms with should not be luw, but one such as paideuw/bouleuw (i.e. ending with a diphthong, to avoid the issue of contractions and lengthening before aorist and future sigmas).  Then when teaching the aorist, switch to verbs such as philew/nikaw, which demonstrate both contractions and lengthening.
 * 3) The comment saying eimi is understood implicitly before any verb such as luw is incorrect.  We may say that the personal pronoun (egw, sy, etc.) is understood before a verb without an explicit subject, but not the verb eimi.

Pronunciation
Pronunciation makes no sense without reference to the period of Ancient Greek, see w:Ancient Greek Phonology. 70.51.184.52 18:05, 11 April 2008 (UTC)


text:
Tourism/Planning

Meaning of Planning
Planning is the dynamic process of determining goals, systematically selecting alternative courses of actions to achieve those goals, implementing the chosen alternatives and evaluating the choice to determine if it is successful. The planning process regards the environment which includes political, physical, social and economic elements as interrelated and interdependent components which should be taken into account in considering the future of a destination.

Reasons for Tourism Planning
This guidance, to be read alongside national planning policies, is designed to:

* ensure that planners understand the importance of tourism and take this fully into account when preparing development plans and taking planning decisions * ensure that those involved in the tourism industry understand the principles of national planning policy as they apply to tourism and how these can be applied when preparing individual planning applications and * ensure that planners and the tourism industry work together effectively to facilitate, promote and deliver new tourism development in a sustainable way

title: Tourism/Planning


text:
Talk:Tourism/Planning

 * hi i really need to learn this

title: Talk:Tourism/Planning


text:
Template talk:Learning projects header

The "general learning projects" are supposed to be of interest to everyone at Wikiversity. It makes no sense to throw specialized projects into this list. --JWSchmidt 15:26, 16 April 2007 (UTC)

Flat list
OK. Here it is as a flat list:
 * cisLunarFreighter
 * Community service projects
 * Wikiversity the Movie
 * Wiki as a tool for learning
 * Outreach
 * Translate community discussions
 * War Seminar
 * Lunar Boom Town
 * Free top level domains
 * Hunter-gatherers project
 * The New Internet Project
 * Theory of Everything Project
 * Screensaver Project
 * Infrastructure Project
 * MediaWiki Project
 * Phage project
 * Preschool Project
 * Inkjet printhead project
 * Efficiency in Computing Project
 * Linux Documentation Project
 * Student Collaboration: Africa Project
 * Public Pupil Pizza Project
 * Storyboard Artwork Project
 * A small website project
 * Film learning project
 * Simulated Annealing Project
 * Uninformed Search Project
 * A step-by-step web design project
 * Qur%27an is the word of God Project
 * Anthropomorphic Robotics
 * Investigating Ripple
 * Distributed P2P Search Engine
 * Wikiversity Distributed Virtual Supercomputer
 * Open source science project
 * Capillary electrode array

What can we do to prioritise, organize, slice and dice this? -- CQ 20:46, 26 April 2007 (UTC)

new section on browse page?
Maybe we could have a new section on the "Browse" page for "Featured learning projects". The "General Community Learning Projects" section should only be for general projects that are of relevance to the entire Wikiversity community. --JWSchmidt 21:05, 26 April 2007 (UTC)

Wikiversity Journal
I think Wikiversity Journal should be added to the list of learning projects. This is of interest to anyone who would like to contribute to peer reviewed content in Wikiversity. Mikael Häggström (discuss • contribs) 18:29, 16 February 2016 (UTC)
 * Noted: I got your message, Mikael. This template is deprecated and has been removed from most articles in that list. See Peer review and Portal:Learning Projects and their talk pages for perhaps more relevance and currency. --CQ (discuss • contribs) 15:24, 19 February 2016 (UTC)
 * I added it still. Readers may still find their way here from the left menu. Mikael Häggström (discuss • contribs) 06:23, 24 February 2016 (UTC)

title: Template talk:Learning projects header


text:
Talk:Photography

Writing with light. I am surprised that thre in no referewnce to this vital subject in your armoury. The current trend being digital photography should excite many people. Let us begin to inform194.176.105.40 11:49, 30 March 2007 (UTC)George Davis Senior Medical Photographer Croydon England

Courses / projects
maybe put that heading as "See also" Emesee 18:21, 31 August 2008 (UTC)

Merge
Merge not supported. These are different and can continued to be differentiated further as time goes on. Emesee 05:38, 29 December 2008 (UTC)

 * I fully support the merge proposal, and am glad you brought it up for discussion. The Topic namespace is designed to organize content on a particular subject.  The main namespace is there for specific content.  I believe that organizational content here should be moved to the Topic namespace, and the rest could be placed into a specific, more appropriate mainspace, such as "Introduction to Photography".  The Jade Knight (d'viser) 06:20, 29 December 2008 (UTC)

digital SLR not required
I have a fancy Canon, but I do most of my work w/ a Kodak c875 easyshare -- which I can point directly at the Sun with good effect.--JohnBessatalk 14:36, 18 May 2011 (UTC)

title: Talk:Photography


text:
User:Peterpilgrim

Hi,

I began this page in order to explain what I believe a Christian is. I respect all other monotheistic religions but believe I can justify my particular faith without being offensive to others. I condemn the use of violence in the pursuit of persuading others to believe a particular religion and admit that people claiming to be Christians have murdered people who believe differently.

I will be delighted to discuss this with others.

title: User:Peterpilgrim


text:
Wikiversity talk:Why not to contribute to Wikiversity

What's the context of this page? Were these questions that someone asked, or are they hypothetical ones? Cormaggio talk 21:40, 16 April 2007 (UTC)


text:
File:Dark Side-Kroebuck67.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Dark Side-Kroebuck67.pdf


text:
User:Kroebuck67

Please tell us about yourself. Erase this message and begin.

title: User:Kroebuck67


text:
Photography stream

Participants
If you're interested in helping instruct or just want to learn, add your name in the appropriate list below!

Note: These lists have been reorganized recently—if you find yourself in the wrong spot, please move yourself to where you belong.

Interested students

 * G33klvr

 * jigar3

 * kri_10.rathi

--Indiramahee02 (discuss • contribs) 19:54, 5 June 2014 (UTC)
 * Daniel5644
 * User:indiramahee02

Complete (or near complete) Beginners

 * toxdavid
 * aveu
 * Spootonium
 * jjbiz
 * FWN
 * User:Nang Nyi
 * User:Maddyprac
 * User:jason emanuel
 * User:Karito
 * Rosebod91
 * nithinmurali
 * tn052002
 * ModestPropaganda
 * Slodewa
 * User:amirduke

Advanced Beginners

 * Elatanatari
 * Lance Edwards
 * Jinesh
 * Chris Harvey
 * Eternalsunshine

Intermediate Students

 * Keibr 13:44, 14 March 2008 (UTC) Hmm.. Student or teacher - It's hard to say! I started my working life at Kodak and during those six years I developed a real interest for photography.  Then I moved on to other things and the interest was less intense, at least partly due to lack of money! Many years later along came digital photography and suddenly that old interest wakened again. I still have an awful lot to learn but I have taught digital beginners, and anyway good teachers are life-long learners!
 * Corey7506

Proficient Students
--Toddmclosson 13:35, 13 July 2011 (UTC)I graduated from the University of Alaska Digital Art degree in 2007. I have owned and operated a portrait studio since graduation and currently teach community based beginning photography in Spring, Texas. I will forever be a student to the art of Photography, however I consider myself a resource person for beginners and a colleague to beginning professionals. I do consider portraits and photographic critique to be my strong points.

Interested teachers

 * Sidon 22:59, 2 February 2008 (UTC) I can instruct and offer instruction in digital photography, digital work flow, and software associated with the art/science of photography.

 * Severoon 11:03, 19 January 2008 (UTC) I feel I could provide guidance on various aspects of photography, including most technical aspects of the digital 35mm SLR camera as well as fundamentals of composition, color, and other basics on the artistic side of photography. I can also contribute in the area of digital workflow management, including coverage of the ethics and methods of post-processing in Photoshop (up to the intermediate level), basic color management, and basic printmaking. I believe that film can be a compelling medium for working photographers and artists—however, I feel strongly that those learning photography are better off using digital for the following reasons:
 * immediate feedback allows for quick correction and technique adjustment
 * photos are automatically annotated with EXIF data (aperture, shutter speed, ISO, etc), freeing the student from manually recording details associated with each image for later review
 * more flexible—shooting film requires understanding characteristics of the particular film type, can only change ISO of film when changing rolls.
 * digital allows the student to take many more pictures without increasing cost
 * digital allows the student to post-process many more pictures without increasing cost
 * digital allows selective printing, meaning that physical resources and associated costs are only incurred for specific images
 * no chemicals involved in image processing, so digital is better for the environment
 * though film is a perfectly valid medium for working photographers, digital is more relevant to the vast majority of students

title: Photography stream


text:
User:Nantoreturns~enwikiversity

You've followed a link to a page that doesn't exist yet. Perhaps the articles are designed.

Welcome
Many Wikiversity participants are interested in education in general and how learning takes place at Wikiversity, in particular. This page is meant to be a user-friendly guide to education-related Wikiversity content. You may also be interested in the Wikiversity School of Education and help for School and university projects.

In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". The Board requested that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The modified Wikiversity project proposal that was approved by the Board calls for two major components of Wikiversity: learning materials and learning activities.

Extreme Diet Coke and Mentos Experiment

 * 2 liters of Diet Coke
 * 4 Mentos

Experiment 137
Nothing but Diet Coke and Mentos!

Links

 * [|YouTube]

title: User:Nantoreturns~enwikiversity


text:
User talk:Nantoreturns~enwikiversity

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 Nantoreturns. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nantoreturns~enwikiversity 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 23:44, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Nantoreturns~enwikiversity


text:
User talk:Pmhollow

Mandarin
Hi Pmhollow - thanks for the work you've been putting into the Chinese/Mandarin pages! I'm going to Wikimania this year (in Taipei), so I'll need to learn a few bits to keep me going! What's my first activity? :-) Cormaggio talk 17:27, 17 April 2007 (UTC)

 * Thanks for such a detailed reply! I'm sorry it took so long for you to "be noticed" - it makes me think of pages that I've scrolled through, thought were interesting, but neglected to leave a note for the authors - shame. I'm encouraged that you're making such good progress without being a native speaker. I'm think User:Hillgentleman (who is probably more active on beta) is a native speaker and might like to help. He might also know of others who could be of assistance. All the best with it, and I'll let you know how I get on - whenever I find the time. Cheers! Cormaggio talk 21:04, 17 April 2007 (UTC)
 * Oh, and regarding Flash-like animations, it's a thorny issue, and I don't think there is any open source equivalent to Flash out there, despite a number of attempts to do so. I think there are open-source flash players, and attempts at creating Flash files through open-source programs, but nothing does the job all-in-one. However, Ogg Theora, Java, and possibly even animated GIFs might be your friends... Cormaggio talk 21:32, 17 April 2007 (UTC)

Hullo, there (你好). Are you still working on your Chinese project anymore? It looked like you were off to a good start, but I haven't noticed much recent activity. The Jade Knight (d'viser) 11:07, 22 November 2008 (UTC)

title: User talk:Pmhollow


text:
User talk:Chrismo/Blog/rss

Just like to remind you that &ctype=application/xml+rss does didly squat. you can only specify text/x-wiki text/javascript or text/css (There was some other one, but i can't remember). This is served with text/x-wiki (I tried to convince someone to change it, and they didn't liek the idea - 8490. Bawolff 04:00, 17 April 2007 (UTC)

title: User talk:Chrismo/Blog/rss


text:
Design Document Elements

If you search the internet for instructional design document examples, most likely you will find templates and examples that often vary in the elements that they contain. This can be due to several reasons, one of which is that many organizations may adapt the typical document to their needs. However, most design documents have certain elements in common. And, the affective domain can be accounted for in each element.

Elements That Documents Have in Common

 * Introduction and purpose
 * Description of the target audience
 * Course objectives
 * Breakdown of concepts and sequence
 * Presentation and Activities
 * Evaluation

Introduction and Purpose
You use this section as a business case for the course being designed. describe the purpose of the instruction as well as what needs it will fulfill.

Immediately, you can set a presidence for the general design principles you will use. For example, you can specifically discuss affective elements in the projected content as well as the other domains that will need to be treated.

Description of the Target Audience
You should spend some time analyzing the target audience. This section includes your findings based on your audience analysis. Findings may include audience characteristics like age, socioeconomic status, profession, skill level, education level, etc. You will also want to find out about prior knowledge of the subject matter.

This is the section where you really need to start thinking about the affective domain. What attitudes or emotions does the audience have toward the subject matter. What level of value do they put on the concepts you'll teach? For example, In the movie "Take the Lead" Antonio Banderas plays a ballroom dance instructor. Subject matter? Ballroom dance. Easy enough right? However, he volunteers to oversee detention at an inner city school and teach his trade. His audience? Inner city urban teenagers. Not an exact fit. Click [| here] to see how Antonio catered to the affective needs of his particular audience to get them to dance. It wasn't until Banderas' character learned who his audience was that he found out how to open up his audience to new information. Soon after the scene in the video you just saw, the students started to actively participate. By the end of the movie, the students had attached worth to the new ideas, incorporated them and had become advocates for the new concepts.

Course Objectives
A whole course can be written about objectives. Indeed, Robert Mager has written an entire book dedicated to the subject. Our interest here is in the representation of the affective domain in your objectives. Ask yourself, do I want my learners to value the concepts I'll teach? What am I going to do to get the learner to actively participate with the new information? Remember, affect deals with attitudes, opinion, values, and emotion. Most affective objectives use verbage taken from the domain that our lessons have presented so far. Verbs like volunteer, value, receive, participate, incorporate, defend, etc. help you as a designer to write more precise affective objectives. In Antonio's case, an objective might be: Learners will volunteer to choose a partner to dance with.

Breakdown of Concept/Procedures and Sequenceing
Most courses are dealing with concepts and procedures that fall under other domains. However, like we mentioned on the previous screen, affective elements often accompany cognitive and psychomotor elements. Learners must choose to adopt an idea or skill. Most information a learner receives elicits some emotional response whether it be excitement, boredom, fear, or happiness, you need to deal with these affective elements as you consider your instruction. In this lesson, I specifically chose not to start with the objectives. I wanted to start with Hoops and Yoyo because I figured they would grab your attention and open you up to the content of this lesson. If you're still with me, that means that you are actively participating. Hopefully you are starting to value the need to document your design decisions in a document =).
 * Are there any concepts or procedures that are strictly affective in nature?
 * What parts of the other concepts or procedures have or are influenced by affective elements?
 * What conceptual sequence will be most successful in opening up the learner to the new information?

Presentation and Activities
The heart and soul of any lesson is the presentation of the content. In order to acheive our learning outcomes, we may add a few activities to reinforce concepts, practice procedures, discover new ideas, and so forth. This section of the design document allows you to document your decisions about how you present content and describe in detail what the presentation is, what the generative activities consist of, and how objectives will be met. Once you have considered what affective elements might be present in your content, it is up to you as a designer to consider the style of presentation and the type of activities would best elicit the desired affective behavior. Check out this [| educational website on forests]. The concepts are forests and could be given to a learner in a simple word document to learn about. Why are the forest concepts presented the way they are in the website? What did the designers do to elicit affective behaviors concerning forests? Why is it more effective this way? When I discovered this example to use in my lesson, I found myself getting sucked in by the beautiful pictures and the interesting facts and animations. All of a sudden I wanted to learn more! I think I accidentally stayed on the site for a half an hour before I realized the time! When considering affective behaviors, presentation and activities can mean everything. It could be the difference between the student learning concepts and adopting procedures and not taking the course at all. The design document is where you get your presentation and activity ideas down on paper and flesh them out.

Evaluation
Evaluation is important for several reasons. Towards the top of the list is measure student learning. Have your students met the learning outcomes? Are they performing the desired behavior at the desired level? This section of the design document should outline how you plan to evaluate learning in your context. If you have affective elements in your course, evaluation of these can be difficult. Affective behaviors aren't always visible considering that you are often dealing with values, attitudes, and emotions. The design document allows you to outline your evaluation strategy. A good place to start is Kirkpatrick's four levels: Click Next to see if the design documents support their corresponding learning objectives.
 * Level one evaluation can sometimes reveal whether or not you've achieved affective outcomes. Students are able to express their opinions and feelings about the subject matter and whether or not they value what they have learned.
 * Level two evaluation can be very difficult in evaluating affect and may not accurately tell you if the student has learned affective behaviors. However, use of short answer and essay questions will be more effective in finding out about affect.
 * Level three evaluation is a good way of evaluating affect. You can easily see if the learner values a behavior, adopts a behavior or advocates a behavior by observing them on the job or in the target environment. Take our Hoops and Yoyo example. Suppose I used the video on opening a door to teach students this very concept. After the 'course' I give out a survey (level one). Students respond telling me how much they liked the video, they know they should be polite, it was so funny, etc. I also give a test (level two) to see if they know how to politely open a door. Most do well. Then, I perform a stake out on each student following them and observing them each time they approach a door with someone else. If they have learned the affective behaviors, what should I observe?
 * If they just received the information, they might not open the door very often
 * If they actively participated, they probably are opening the door more often then not and it's done nicely.
 * If they valued the concepts, They probably open the door very kindly most of the time and in the off chance they noticed when they didn't, they might apologize.
 * If they have incorporated the new ideas, they habitually open the door, rarely if ever missing and are always kind.
 * If they've become and advocate of the new behavior, not only is it habit and they are always kind but they are actively sharing their new knowledge with others and attempting to get others to adopt the behavior as well.
 * Level four evaluation is another good way of measureing affective performance. Better results usually mean adopted behaviors and vice versa.

title: Design Document Elements


text: File:Edit No Roll90.png

title: File:Edit No Roll90.png


text: File:Music No Roll90.png

title: File:Music No Roll90.png


text:
User talk:Kefcnx

Hi there - is this Kathi by any chance? Thanks for the contribution to Wikiversity and Connexions collaboration - looking forward to working on it more! Cormaggio talk 10:30, 17 April 2007 (UTC)

title: User talk:Kefcnx


text:
User talk:Polly's Cake

Hi, and welcome to Wikiversity. I have undone your edit to Template:Unknown license, primarily because I believe the Windows XP icon you used isn't a free image. If you want to discuss it further (here, on my talk page, or on the template's talk page, I'd be happy to do so. Cormaggio talk 12:19, 17 April 2007 (UTC)

 * I don't understand what you are trying to do with your changes to Template:Unknown_license - can you please explain your motivations for me? The image in the version you keep reverting to is not free - see Copyrights for details. Thanks. Cormaggio talk 13:22, 18 April 2007 (UTC)

What about changing the face from ;) to ;(?
This is my custom video description:

This is my modded psp ;( soon i'll add another blue led on the left side of the psp but i'm out of wire so i have to buy new ;(

Replaced wink happy face

Copied Windows XP Video Driver Crash description
What do you do my custom description is? I've copied the title and pasted the title from the YouTube upload videos page, and I started uploading.

Blocked
You have been blocked from editing. You don't need to use the email this user feature unless a valid email address is specified in your account preferences.

title: User talk:Polly's Cake