text:
Film scoring/Spotting Session

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" This lesson page has changed
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid #7d7; background-color:#efe;" |

Watch a movie

 * All you have to do is watch a movie. Very easy!

 * Star Movie Shop has created a new disks called "Only a Dream" which is the final scene from a popular television series. The disk contains a rough edit, an overview of the best of the film dailies and a spotting session.

 * The spotting session is the instructions from the film's Producer to the film's composer listing all the musical cues which are needed. This disk gives you a good introduction to a spotting session.

 * If you wish, you can also score the scene and send me the audio file of the score or the score plus the dialog.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Ordering the disk
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Disk required for this lesson

 * Lesson requirements
 * Wikiversity Film School uses the disks from the Star Movie Shop.

 * I can loan the disks to you if you promise to return each disk in one month. (The disks are not copy protected.)

 * When you are ready, tell me that you want to borrow the disk called "Only a Dream".  @undefined

 * Earn extra points.
 * If you wish, you can try to create the film score for this scene. Send me just the audio file (preferably the score mixed with the dialog.)

 * style="padding:0em 0.5em 0em 0.5em;" |

Getting Started
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

There is a page which tells you how to set up GarageBand to do film scoring. If you have not done this before (with any program), go to How to score with GarageBand.
 * If you need help setting up your program

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" More exercises in film scoring using real scenes
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next exercise

 * When you send me the score or you send me your comments, I will send you the next disk.

 * }

title: Film scoring/Spotting Session


text:
Assistant teacher course/Dialectic

Socratic debate
The teacher cross-examines a pupil and aims to expose contradictions or inconsistencies in the pupil's propositions. The teacher formulates questions the pupil can easily admit or deny or which require the pupil to admit a contradiction or inconsistency in his propositions. It is the goal of the teacher to make it easy for the pupil to carry forward the dialog with simple answers. Teacher and pupil should agree on the dialog style beforehand and the pupil should readily follow the direction of the teacher.

...

The handout "Example propositions" contains examples that can be used to test out the socratic method in work groups.

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

title: Assistant teacher course/Dialectic


text:
Learning Finnish/Common phrases

Conversational Phrases
Missä (sinä) asut?
 * Where do you live?

Asun [...]
 * I live in [...]

Mistä olet kotoisin?
 * Where are you from?

Olen kotoisin [...]
 * I'm from [...]

Kuinka vanha olet?
 * How old are you?

Olen [...] vuotta vanha.
 * I am [...] years old.

Mitä sinä teet?
 * What are you doing?

Goodbyes
Heippa, heihei, näkemiin
 * Good bye

Hyvää päivän jatkoa!
 * Have a nice day!

Nähdään!
 * See you later!

Other Useful Phrases
Kyllä
 * Yes

Ei
 * No

Kiitos
 * Thanks!

Eipä kestä.
 * Don't mention it/You're welcome

Anteeksi
 * Sorry/Pardon me/Excuse me

Ole niin kiltti
 * Please

Puhutko suomea/englantia?
 * Do you speak Finnish/English?

 * Kyllä, hiukan.
 * Yes, a little (response to previous question)

 * Ei, en lainkaan.
 * No, not at all.

(Minä)puhun Suomea hyvin/huonosti .
 * I speak Finnish well/bad.

En ymmärrä.
 * I don't understand.

Minä tiedän.
 * I know.

Yksi olut.
 * One beer, please.

Annapa lonkero/kaksi makkaraa
 * Give a long drink/two sausages

Saisinko laskun?
 * Can I get the check, please?

Anteeksi, miten pääsen lentokentälle/kirkolle/keskustaan?
 * Excuse me, how can I get to the airport/church/centre?

Tästä eteenpäin/vasemmalle/oikealle/tuohon suuntaan
 * From here forwards/to left/to right/to that direction

Tiedätkö mitä kello on?
 * Do you know what time it is?

Tiedätkö missä vessa on?
 * Do you know where the bathroom is?

Missä on lähin sauna/baari/sairaala? Where is the nearest sauna/bar/hospital

Missä on Amerikan/Englannin/Ruotsin suurlähetystö?
 * Where is the American/English/Swedish embassy?

Haluaisin ostaa Ladan/talon/koruja
 * I would like to buy a Lada/a house/jewellery

title: Learning Finnish/Common phrases


text:
User talk:Jenny Rosen Gomez

Hornberger, Nancy (2003) link to my text and reflections on the text Hornberg, Nancey The continuaa of biliteracy

Davies, A (2003) The Native Speaker: Myth and Reality, link to my text and reflections on the text Davies, Alan The Native Speaker

'''Linell, Per (2005): The Written Language Bias in Linguistics. Its nature, origins and transformations.''' Linell, Per The Written Language Bias in Linguistics

title: User talk:Jenny Rosen Gomez


text:
User talk:DenisFLASH

Welcome
Hello DenisFLASH, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:56, 27 February 2008 (UTC)

title: User talk:DenisFLASH


text:
User talk:Mikael~enwikiversity

Welcome
Hello Mikael, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:57, 27 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mikael. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mikael~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 23:43, 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:Mikael~enwikiversity


text:
User talk:RRKGOKU

Welcome
Hello RRKGOKU, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  17:02, 27 February 2008 (UTC)

title: User talk:RRKGOKU


text:
User talk:Thuldai

Welcome
Hello Thuldai, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  17:05, 27 February 2008 (UTC)

title: User talk:Thuldai


text:
Moon

Basic Information

 * Orbits around the Earth
 * Has a radius of 1740 Km (making it the 5th biggest moon).
 * Has a rocky composition with a poor metal content.
 * No atmosphere
 * Shows different phases based on the moon's position in its orbit.

How Has The Moon Benefited Earth?

 * Controls Water movement (tides)
 * Fixed the Earths wobble (see Earth Creation/History for more information)
 * May Also help Protect us from collisions from other objects (ex. Meteors)
 * Provides natural light during the night as a result from the reflection of light from the Sun

title: Moon


title: User:Spartacus007


text:
User:Mansoor~enwikiversity

'''== Thanks for visiting..... This is my User Page, my name is Mansoor Abdullah, and I am a Telecom/Network System Test Engineer =='''

title: User:Mansoor~enwikiversity


text:
User talk:Anurag.panda

I agree to the name change. --Anurag.panda (discuss • contribs) 20:10, 11 May 2014 (UTC)

Welcome
Hello Anurag.panda, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  22:40, 27 February 2008 (UTC)

title: User talk:Anurag.panda


text:
User:Anurag.panda

Currently a electrical engineering student at The Cooper Union for the Advancement of Science and Art.

title: User:Anurag.panda


text:
User:M123

 Welcome to my user page. My interests include science, medicine, nonprofits, microfinance, women's issues, and education. Looking forward to a fruitful exchange here in Wikiworld!

title: User:M123


text:
User:Law soma

I'm a Japanese wikipedian. Sysop since February, 2008 at jawp. Please leave your message on my JAWP talk. Thanx.

My main contributions are to ja.wikipedia about History of Japan, Shinto, Geography of Japan, etc.

About Babel, about twenty years ago, my native English teacher said my ability to speak or write English has been a infants level though that to listen or read has been a early teens level. Therefore, it accurately becomes en-1.5. I can read French while consulting the dictionary. Therefore, it accurately becomes fr-0.5.

ja:user:Law soma

title: User:Law soma


text:
User:Bobthebookworm

Hi.

I read alot.

title: User:Bobthebookworm


text:
User:Bonifatius~enwikiversity

I am a teacher in a national plus school in Jakarta, Indonesia. I am very interested in the issue of sharing resources in education. Our world is shrinking as the result of the rapid improvement of information technology nowdays.The cost of education is also increasing. In order to get the same quality of education with the low cost, I think the open education resource could be the alternative. How to use and create oer is the main reason why I am here with you all guys to learn. Hope we will share and learn together.

title: User:Bonifatius~enwikiversity


text:
User talk:Bobthebookworm

Welcome
Hello Bobthebookworm, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:38, 28 February 2008 (UTC)

Also see Portal:Reading_groups. Countrymike 01:39, 28 February 2008 (UTC)

title: User talk:Bobthebookworm


text:
User talk:M123

Welcome
Hello M123, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:40, 28 February 2008 (UTC)

title: User talk:M123


text:
User talk:Bonifatius~enwikiversity

Welcome
Hello Bonifatius, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:40, 28 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bonifatius. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bonifatius~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bonifatius~enwikiversity


text:
User talk:Law soma

Welcome
Hello Law soma, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:41, 28 February 2008 (UTC)

 * Thank you! --Law soma 05:52, 13 March 2008 (UTC)

title: User talk:Law soma


text:
User talk:Spartacus007

Welcome
Hello Spartacus007, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:41, 28 February 2008 (UTC)

title: User talk:Spartacus007


text:
User talk:Onlyvinod56

Welcome
Hello Onlyvinod56, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:42, 28 February 2008 (UTC)

title: User talk:Onlyvinod56


text:
User talk:Mansoor~enwikiversity

Welcome
Hello Mansoor, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 01:42, 28 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mansoor. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mansoor~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 23:42, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Mansoor~enwikiversity


text:
Instructional Design/Constructivism/Design Document/Task-based development schedule

Task-Based Development Schedule

Our task based development schedule includes the creation of scenarios, examples and activities. The overall task is to develop an hour-long instructional module that contributes to achieving the module goal. This module shall consist of at least three self-paced lessons. The key deliverables and deadlines are:

February 27, 2008

 * 1. Produce a design document that meets the criteria in Table 1.

 * 1.1 Describe audience.

 * 1.2 Describe context.

 * 1.3 Describe learning goal(s).

 * 1.4 Describe learning objectives.

 * 1.5 Describe learning experience.

 * 1.6 Create a design document and publish on the Wikiversity site by February 27, 2008.

March 25, 2008

 * 2. Produce a Beta version which is a content complete module that includes all lessons, interfaces, and activities: one which is ready for formative evaluation.

 * 2.1 Design each lesson.

 * 2.2 Design each activity, example and scenario.

 * 2.3 Create a Beta version and publish on the Wikiversity site by March 25, 2008.

April 26, 2008

 * 3. Produce a content complete module that has undergone formative evaluation with at least three members of the target audience.

 * 3.1 Revise/update modules/lessons.

 * 3.2 Conduct formative evaluation with target audience: instructors.

 * 3.3 Compile results.

 * 3.4 Review and prioritize proposed changes.

 * 3.5 Make changes.

 * 3.6 Submit a content complete module and publish on the Wikiversity site by April 26, 2008.

Team Budget: 125 hours

Design_Document

Topic:Instructional_Design

Syllabus Description

Project Description

Shhammer 00:10, 6 March 2008 (UTC)


text:
Instructional Design/Constructivism/Design Document/The roles and responsibilities of the team members and other parties

Team Member Roles and Responsibilities

Primary responsibilities on the project by team member

The following were the responsibilities of each team member during this project:

Stephen

 * (Project Manager)	Responsible for coordinating all aspects of project. Oversees documentation and tasks involved with project. Arranges team meetings and relays information to all team members re: messages from SME and communication from one another.

Shaun

 * (Resource Coordinator)
 * (Technical Coordinator)	Obtains, provides and maintains all research material required to facilitate project. Oversees :technical implementation of project and Wiki site.

Susan

 * (Evaluation Coordinator)
 * (Supplemental Lesson Material Coordinator) Coordinates the formative evaluation of this course, including: locating a target audience of 3 instructors; scheduling a location where the course would be held; gathered all materials needed for use during  the instruction of the course; possibly videotape all of the lessons; personally observed the instruction. Oversees all supplemental lesson materials.

Stephen, Susan, Shaun

Prepare the glossary and list of materials required to teach the lesson, as well as creates the videos and technical material required. Documents instruction for final report.

Stephen, Susan, Shaun

Reach consensus on our SME, (Shaun proposed P. Honebein) work in conjunction with the SME to ensure that our instructional materials were accurate and adhere properly to constructivist principles and the Authentic Activity Checklist.

Stephen, Susan, Shaun

Editing. Contribute to the drafting and revision of all documents.

Design_Document

Topic:Instructional_Design

Syllabus Description

Project Description

Shhammer 23:52, 5 March 2008 (UTC)


text:
Instructional Design/Constructivism/Design Document/Learning objectives

Learning Objectives

1. Key Objective: Given content, front-end analysis information, quality checklist and an instructional plan where the incorporation of an authentic learning experience would enhance its stated objectives, learning participants will be able to create an authentic learning experience that addresses objectives and aligns with constructivist principles, practices and strategies. The authentic learning experience must score greater than 80% on the authentic learning experience quality checklist.

• After viewing authentic learning experience content and a video of two instructional lessons consisting of an identical objective for learning, yet content differing in authentic and non-authentic learning experiences presented, learning participants will be able to:

 * 1.1  Describe deficiencies of teacher-centered cognitivist instructional activities

 * 1.2 List instructional strengths of engaging and learner-centric constructivist activities

 * 1.3 State the need for incorporating more authentic learning experiences into their instruction.

• After viewing demonstration of various examples of incorporation of authentic learning experiences within instruction, learning participants will be able to:

 * 1.4 Identify how authentic learning experiences reflect constructivist principles, practices and strategies.

 * 1.5 Identify ways in which authentic learning experiences enhanced instruction examples.

• After being presented with an instructional plan where an authentic learning experience could enhance stated objectives and a quality checklist outlining components of authentic learning experiences, learning participants will be able to:

 * 1.6 Create an authentic learning experience for instructional plan which achieves instructional objectives and aligns with components of authentic learning experiences identified on quality checklist.

•  Given an expert testimonial’s example of incorporation of the authentic learning experience into instructional plan, along with detailed review of their strategy addressing quality checklist components, participants will be able to:

 * 1.7  Evaluate their achievement of incorporating components outlined below from quality checklist in their authentic learning experience which includes:

 * 1.7.1 Embedding learning in complex, realistic and relevant environments

 * 1.7.2 Providing for social negotiation

 * 1.7.3 Supporting multiple perspectives and the use of multiple modes of representation

 * 1.7.4 Encouraging ownership in learning

 * 1.7.5 Nurturing self awareness of the knowledge construction process

 * 1.8   List deficiencies/superiorities of their created authentic learning experience in comparison to authentic learning experience created by expert witness.

Design_Document

Topic:Instructional_Design

Syllabus Description

Project Description

Shhammer 19:33, 2 March 2008 (UTC) Shhammer 04:03, 28 February 2008 (UTC) Shhammer 01:05, 29 February 2008 (UTC) 76.252.31.54 03:27, 29 February 2008 (UTC)


text:
Instructional Design/Constructivism/Design Document/Learning experience

Learning Experience

Learners completing this course have the key objective of creating an ALE. They will step into the role of an instructional designer. In this scenario, the learner is given three tasks to perform. First, the learner will compare two sample lessons and describe how the presence or absence of constructivist methods enhance and/or detract from the learning experiences. Second, the learner will use provided resources to envision constructivist experiences and incorporate them into sample instruction, aligning these learning experiences with common constructivist principles, practices, and strategies. Finally, they will evaluate their output using expert examples and an authentic learning experience quality checklist.

Introduction: The module begins with a screen which provides an introduction of the learner’s role and key objective. This is done to provide context and motivation for the entire module and specifically for the ill-defined, first linked page entitled “Exploration.” The introduction page also contains links to the three lessons.

Exploration: As learners arrive at this page, they will simply browse the internal links containing  information on constructivist principles, practices, and strategies. Their goal is to gather information and form conclusions about conditions, methods and outcomes of constructivist learning experiences and record it on the provided C-M-O worksheet. With constructivist concepts fresh on their minds, learners will advance to Lesson 1.

Lesson 1: Upon arrival at Lesson 1, the learners will view a linked video of two instructional lessons consisting of similar content, yet differing in use of non-authentic and authentic learning experiences. They will then be directed to a blog specifically designed for learners to post responses to the following questions about the video lessons:

 * What deficiencies do you detect in the teacher-centered cognitivist instructional activities?
 * What are the instructional strengths of engaging and learner-centric constructivist activities?
 * What is a clear way to state the need for incorporating more authentic learning experiences into instruction?

This blog will allow learners to formulate and demonstrate their constructed knowledge about constructivism. They will also have opportunity to view and interact with previous learner responses. This is a subtle form of social negotiation characteristic in ALEs. Once the blog activity is completed, the learners will return to the Module and advance to Lesson 2.

Lesson 2: Once learners arrive at Lesson 2, they will view five demonstrations of examples of incorporation of authentic learning experiences within instruction. Learners will then return to the blog designed for learners to post responses to the following questions about the demonstrations.

 * How did the authentic learning experiences in the demonstrations reflect constructivist principles, practices and strategies?
 * In what ways did the authentic learning experiences added to the instruction in the demonstrations enhance the instruction?

Learners will then be directed to a link containing an instructional plan where an authentic learning experience could enhance stated objectives and a quality checklist outlining components of authentic learning experiences (detailed in Lesson 3). Participants will be asked to create an authentic learning experience for the instructional plan which achieves instructional objectives and aligns with components of authentic learning experiences identified on quality checklist.

Lesson 3:

At this lesson, participants will view a video highlighting an expert witness detailing his/her incorporation of an authentic experience to the same lesson given to participants in lesson 2. Expert witness will also detail how he met all the components identified on the quality checklist. Participants will then be asked to self-evaluate their learning by comparing their newly created authentic learning experience from lesson 2 with the authentic learning experience checklist detailed below. Participants will then be asked to evaluate their achievement of incorporating components from quality checklist in their authentic learning experience and to list deficiencies/superiorities of their created authentic learning experience in comparison to authentic learning experience created by expert witness.

This Authentic Learning Experience Checklist was based on Peter Honebein’s material presented at the ISPI 2006 International Conference Workshop Authentic Activities for E-Learning and Beyond. Participants will utilize the following Rubric: then add up the points.

Reference:

Woo, Y., Herrington, J., Agostinho, S., & Reeves, T. (2007). Implementing Authentic Tasks in Web-Based Learning Environments [Electronic Version]. EDUCAUSE Quarterly 30(3).

See:

 * 7 points is a Beginning level designer;
 * 8-14 is a Developing level designer;
 * 15-21 is an Accomplished level.
 * 21 points and higher is considered Expert level for this lesson evaluation.

Design_Document

Topic:Instructional_Design

Syllabus Description

Project Description

Shhammer 23:38, 12 March 2008 (UTC)


text:
Hindi 1/Plurals and Postpositions

Plurals
Singular nouns are nouns that describe one object or thing (e.g. one dog, one idea). Plurals nouns describe more than one thing (e.g. two dogs, two ideas).

Hindi forms plurals by modifying the end of a noun, just like English adds an s to the end of a noun. However, in Hindi there are four different ways of forming a plural depending on the gender of a noun and its ending (type 1 or 2).

Masculine Nouns

Type 1

Type 1 masculine nouns form plurals by changing the आ ā into an ए e:

लड़्का laṛkā boy

लड़्के laṛke boys

कुरता kurtā an indian collarless shirt

कुरते kurte kurtas/shirts

Type 2

The plural form of type 2 masculine is the same as the singular:

आम ām mango, mangoes

गाँव găv village, vilages

Feminine Nouns

Type 1

Type 1 feminine nouns form plurals by replacing ई ī with इयाँ iyă:

लड़्की laṛkī girl

लड़कियाँ laṛkiyă girls

साड़ी saṛī sari

साड़ियाँ saṛiyă saris

Type 2

Type 2 feminine nouns form plurals by ading एँ ẽ to the end.

औरत aurat lady, woman

औरतें auratẽ ladies, women

बस bas bus

बसें basẽ buses

Postpositions
Postpositions are words that come after a noun to indicate a relationship to something else. (English uses prepositions which come before the word). These are words such as, in, before, about, with. Some examples:

को ko to

में mẽ in

से se of, with

पर par on

तक tak up to

Hindi also uses more complex prepositions beginning with के ke:

के पास ke paas near

ले लिए ke liye for

के बारे में ke bāre mẽ about

के अंदर ke andar inside

के बद ke baad after

के बिना ke binā without

के साथ ke saath with

के ऊपर ke ūpar on top of

The nouns that postpositions act on must be put into a new case, called the oblique case. (Note: the case previously considered is called the direct case) The oblique case has two endings for singular and plural nouns:

Masculine Nouns

Type 1

लड़का laṛkā boy

लड़के को laṛke ko to the boy

लड़कों को laṛkõ ko to the boys

कुरता kurtā an indian collarless shirt

कुरते के पास kurte ke paas near the kurta

कुरतों के पास kurtõ ke paas near the kurtas

Type 2

आम ām mango

आम से ām se with a mango

आमों से āmõ se with mangoes

गाँव găv village, vilages

गाँव में găv mẽ in the village

गाँवों में găvõ mẽ in the vilages

Feminine Nouns

Type 1

लड़की laṛkī girl

लड़की के बाद laṛkī ke baad after the girl

लड़कियों के बाद laṛkiyõ ke baad after the girls

साड़ी saṛī sari

साड़ी के ऊपर saṛī ke ūpar on top of the sari

साड़ियों के ऊपर saṛiyõ ke ūpar on top of the saris

Type 2

औरत aurat lady, woman

औरत के लिए aurat ke liye for the woman

औरतों के लिए auratõ ke liye for the women

बस bas bus

बस के अंदर bas ke andar inside the bus

बसों के अंदर basõ ke andar inside the buses

The pattern here might look complicated, but there are some straightforward rules:

 * Masculine type 1 nouns change by removing ā from the end and adding a letter
 * Feminine type 2 nouns change by removing ī and adding iy + a letter
 * All type 2 nouns change by adding a letter to the end

 * In the accusative plural masculine type 1 nouns add e, feminine type one add ă, and feminine type 2 add ẽ. Masculine type 2 nouns do not change.
 * Only masculine type 1 nouns change in the singular oblique, adding e just like the plural.
 * All nouns add õ in the plural oblique.

==ExercisesVI. *Write Opposite Words* A.   नीचे                  D.  बहुत B. शांत                   E. पुराना C. बूढा                   F. देश =

title: Hindi 1/Plurals and Postpositions


text:
User talk:Singhapan

Welcome
Hello Singhapan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

Writing your own materials
Hi Singhapan, thanks for your note on your userpage about having to write about the things you're looking for. It's a commendable attitude. :-) It's also a very useful way of learning about something - learning by doing, ie teaching, writing, etc. However, I'm also thinking at the moment about making Wikiversity work as a personal learning space - which several others have mentioned recently. In other words, I'd like Wikiversity to help people learn even when there aren't materials here for them to access. I'm going to start this at Making Wikiversity a personal learning space - feel free to add your own thoughts/ideas/experiences on that page, here, or on my talk page. Oh yes, and welcome to Wikiversity! Cormaggio talk 12:06, 29 February 2008 (UTC)

Economic Portals
If anybody currently active in doing Economic-related topic please let me know, I'm interested in helping out and probably make this more active and better than its current state. Singhapan 14:41, 1 March 2008 (UTC)

 * You might want to put that note on your userpage too - where people will be more likely to see it.. Cormaggio talk 19:10, 1 March 2008 (UTC)
 * In reply to the message on my talk page, although there may have been random contributors, I have not noticed anyone who I would consider particularly actively editing economics content with any zeal. --Remi 20:00, 1 March 2008 (UTC)

economics
You could check out School:Economics. However, no one comes to mind that is particularly active in developing content for economics. But all good faith contributions are welcome. --Remi 09:40, 6 March 2008 (UTC)

title: User talk:Singhapan


text:
User talk:Oboeist

Welcome
Hello Oboeist, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

title: User talk:Oboeist


text:
User talk:Dark Sunshine~enwikiversity

Welcome
Hello Dark Sunshine, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Dark Sunshine. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dark Sunshine~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Dark Sunshine~enwikiversity


text:
User talk:Professor~enwikiversity

Welcome
Hello Professor, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Professor. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Professor~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Professor~enwikiversity


text:
User talk:Broar

Welcome
Hello Broar, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

title: User talk:Broar


text:
User talk:Ianmathwiz7

Welcome
Hello Ianmathwiz7, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

title: User talk:Ianmathwiz7


text:
User talk:Vpuri

Welcome
Hello Vpuri, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

title: User talk:Vpuri


text:
User talk:Nyskraa

Welcome
Hello Nyskraa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:48, 28 February 2008 (UTC)

title: User talk:Nyskraa


text:
User talk:Bbadz39

Welcome
Hello Bbadz39, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  07:17, 28 February 2008 (UTC)

title: User talk:Bbadz39


text:
KOIIA/Communication and Identities in Institutional Arenas - Part I/Literature list

Sara F 09:28, 28 February 2008 (UTC)Förslag till litteratur till delkurs 2 :

I serien "Educating boys, learning gender" finns två böcker som jag finner intressanta, den första har jag lånat på ub och kollat i, den andra kan beställas och kan kanske vara relevant även i vår första delkurs?:

 * Archer, Louise (2003): Race, masculinity and schooling. Muslim boys and education. Berkshire: Open University Press

 * Rowan, Leonie, Michele Knobel, Chris Bigum & Colin Lankshear (2003?): Boys, literacies and schooling. The dangerous territories of gender-based literacy reform. Berkshire: Open University Press.

Mycket intressant bok har läst delar ur den, finns att låna på ub. Länk till författaren: http://antioppressiveeducation.org/director.html

 * Kumashiro, Kevin (2002): Troubling education. Queer activism and anti-oppressive pedagogy. New York & London: Routhledgefalmer.

Det vore givande att läsa crip teori inom ramen för kursen, och detta är ett exempel:

 * McRuer, Robert (2006): Crip theory. Cultural signs of queerness and disability. New York & London: New York University press.


text:
KOIIA/Communication and Identities in Institutional Arenas - Part 2/Literature list

Följande böcker kan vara intressanta komplement till Davies, A The native speaker: Myth and Reality.

Pennycook, Alastair (1998) English and the discourses of colonialism. London : Routledge

Pennycook, Alastair and Makoni, Sinfree (eds) (2007).Disinventing and reconstituting languages. Clevedon: Multilingual Matters

Sara F 19:03, 5 March 2008 (UTC)Jag gör ett nytt försök att lämna

förslag till litteratur till delkurs 2:

(Finns att låna på UB)
 * Archer, Louise (2003): Race, masculinity and schooling. Muslim boys and education. Berkshire: Open University press.

 * Rowan, Leonie, Michele Knobel, Chris Bigum & Colin Lankshear (2003?): Boys, literacies and schooling. The dangerous territories of gender-based literacy reform. Berkshire: Open University Press.

(Mycket intressant, har läst delar ur den, finns att låna på UB. Länk till författaren: http://antioppressiveeducation.org/director.html )
 * Kumashiro, Kevin (2002): Troubling education. Queer activism and anti-oppressive pedagogy. New York & London: Routhledgefalmer.

(det vore givande att läsa crip teori inom ramen för kursen och detta är ett exempel på litteratur, finns att låna på UB)
 * McRuer, Robert (2006): Crip theory. Cultural signs of queerness and disability. New York & London: New York University Press.

Ett annat förslag (från Karin)

(ännu ej utgiven, men publiceras i år)
 * Linell, Per (2008): Rethinking Language, Mind and World Dialogically:Interactional and contextual theories of human sense-making Book ms.


text:
User:Ukkosjalka

Ukkosjalka = Thunderleg. As a personal joke, the name has become my internet-alias in several places. This is the newest one at the moment.

title: User:Ukkosjalka


text:
User talk:Olivera~enwikiversity

Welcome
Hello Olivera, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:56, 28 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Olivera. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Olivera~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 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Olivera~enwikiversity


text:
User:Hillgentleman/spectral sequence

 * $$E^{p,q}_r$$ - differential bigraded vector spaces
 * $$d_r:E^{p,q}_r \longrightarrow E^{p+r,q+1-r}_r$$
 * $$d_r \cdot d_r =0 $$
 * $$E^{p,q}_{r+1} = \frac{Ker d_r : E^{p,q}_r \rightarrow E^{p+r,q+1-r}_r }{ Im d_r : E^{p-r,q-1+r}_r \rightarrow E^{p,q}_r} $$

 * graded/bigraded algebra
 * differential graded algebra
 * differential bigraded algebra

title: User:Hillgentleman/spectral sequence


text:
User talk:Taxonrath

Welcome
Hello Taxonrath, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:33, 28 February 2008 (UTC)

title: User talk:Taxonrath


text:
Topic talk:Theistic Satanism studies

Inappropriate Categorization
This school should be removed from the category of old religions as there is no evidence of any gathering or group of people of old that would qualify as any type of religion. - Magosgruss 11:46AM 02/28/2008

Possible page move
Maybe move to the main namespace and change the page name to "Theistic Satanism". It may be more appropriate there. --Remi 04:57, 20 March 2008 (UTC)

Removed discussion on main page
Any discussion regarding this topic should be limited to the discussion page and not posted on the main topic namespace. Also, the comment posted is nothing more than unsubstantiated disgracing one of the fine Wikiversity topic pages. Magosgruss 17:39 4/3/08 (UTC)

title: Topic talk:Theistic Satanism studies


text:
Category:Thelemic Studies

Pages related to Topic:Thelema.

title: Category:Thelemic Studies


text:
User:Danthemango

Want to learn Ti-basic programming language?

Born: July 4th, 1990 Location: Canada

I wish to contribute to wikiversity, update some of the earlier sections of Biology, (I haven't taken biology in university, but I have high school notes that I hope will help.) My issue with science and other sections of learning is, that we have made it more of a song than knowledge. The majority of the public will just learn the worlds of a song, whether german or somali (I don't know what kumba-ya means but it sure sounds good in a song), similarly they will memorize the terms of science. If we only memorize the terms, we don't understand the structure or the meaning and significance of the subject, and though the grades reflect the student's ability to regurgetate the phrases back onto a test, it doesn't reflect the true understanding in his or her mind, and it doesn't form structures in their brain, so the terms are lost and the subject has to be relearned, wasting yet another year. A reason why I truly appreciate Wikimedia, because not only is if free knowledge, but this knowledge will be passed onto those that wish to learn, those that wish to seek. Kid in Canada

Things I made

 * Ti-basic
 * User:Danthemango/physics/equations

Things I need to get to

 * TI-basic:Examples
 * User:Danthemango/chemistry/poly

title: User:Danthemango


text:
User talk:Danthemango

Welcome
Hello Danthemango, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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 * Browse our portals, schools, and research activities;
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  19:20, 28 February 2008 (UTC)

Learning resources
I've used your quote in the Learning Resources article. If you wish, I can remove your name - ? --McCormack 11:44, 1 March 2008 (UTC)

You can keep the name it's all good--danthemango 12:05, 1 March 2008 (UTC)

Signiture
Hi, I would like to ask you, if you can add singniture if you are addeding comment. It help other yousers to identify you faster. Thanks! You can add it by clicking ont the signiture button in the edit toolbar which is situated to the righ, from that red button with "W" (it looks firstly like: --~, but than it is a signiture).--Juandev 08:01, 8 January 2009 (UTC)

title: User talk:Danthemango


text:
User talk:Laleena~enwikiversity/US History

are you involved in wikinews? I go there everyday, and you seem to know quite a bit about current events. --danthemango 19:24, 28 February 2008 (UTC)
 * No. This comes from Wikibooks. However, maybe I will get active over there. Cheers, Laleena 23:21, 28 February 2008 (UTC)


text:
Portal:Comparative religion

School of Theology Anthropology • Communication • Development Science • Economics • Geography • History • Linguistics • Media Studies • Political Science • Psychology • Public Policy • Social Work • Sociology • Theology • Women's Studies

 Comparative Religion Hello and welcome to the Wikiversity Department of Comparative Religion. Thank you for your interest and please join in editing the Comparative Religion pages! Prior to doing so, we recommend you check out our page Templates for use in the Comparative Religion Department. The Templates page also details the basic organization of this department. This department is dedicated to unifying the diverse religious community here on Wikiversity so that we may come together to study and expand each others understandings of theology. You can help by continuing to grow and expand this page with accurate and informative articles and information regarding your particular cosmology.

 Current Learning Projects The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are:

Creation

 * 2 creation stories of Genesis
 * Taoist
 * Hindu myth of Purusha
 * Gnostic 'demiurge'

consciousness science

 * 7 planes and sheaths
 * 7 spirits before the throne

Judgment

 * Judaism
 * Christianity
 * Islam
 * Egyptian
 * Hindu

Wheel of Rebirth

 * Judaist
 * Hindu
 * Buddhist
 * Jainist
 * Taoist

Laws of right conduct

 * 10 Commandments (613 in total) of Judaism
 * Sila of Buddhism
 * Yama & Niyama of Yoga
 * The 'Do what thou wilt shall be the whole of the Law' of Thelema

 Department History
 * The Department of Comparative Religion was founded within the Wikiversity's School of Theology on 28 February, 2008.

 School news
 * The Department of Comparative Religion was created at the request of discussion on the School of Theology talk page. It is not yet finished. Do you want to expand this ? from 28th February 2008

 Related Schools

 Selected Research Topics Please feel free to add a topic or contribute your hunting and gathering time (see Hunter-gatherers_project) to expanding the resources in an existing one!

 Quote "Magick is the science and art of causing change to occur in conformity with will" Aleister_Crowley,  British Mystic (1875-1947 CE)

 Self Paced Learning Program: Theology The intent of this School is to offer a program, not unlike a degree program, in Comparative Religion. Given this objective, a series of courses are listed below so that students will be able to fulfill their goal of undertaking a comprehensive and university-style Undergraduate degree program. The program is structured over a hypothetical four-year period, in which a student takes ten classes per year. The core classes must be completed and should be augmented by selections from the electives. Strategic Studies is a multidisciplinary study. It is therefore encouraged that students select courses from other Schools that have application in light of the direction they wish to take their studies. Students taking a Christian focus should feel free to round out their general understanding of Christianity by taking dominantly Christian courses that perhaps have a relation to the student's ethnic areas of interest from School: Theology. Students wishing to emphasize religion from a socialogical standpoint in their studies are encouraged to take general courses from School: Religious Studies. Students may notice that Comparative Religion has a strong overlap with Theology, and Courses from that Department may make up part of a student's Course load. Guidelines: for definitions of Courses, Classes, and Projects, please see the Templates page. Students should complete ten Courses per "year." All Core Courses must be completed. The student may round out their Course load with appropriate Electives. Appropriate would imply that they come from the "year" in which the student is studying at that time. While there is nothing to stop you from taking courses in any order you wish, it is recommended that courses be taken in some semblance of order. Upon completion of the full degree program... pat yourself on the back. Education is its own reward.

Core Courses First Year Second Year Third Year Fourth Year
 * CORE 100 - Introduction to Comparative Religion
 * CORE 110 - Introduction to Comparative Mythology
 * CORE 120 - Comparative Axiology: Aesthetics & Ethics
 * CORE 130 - Epistemology: Agnosticism or Gnosticism?
 * CORE 140 - Introduction to Metaphysics: Cosmology & Ontology
 * CORE 142 - Creation Myths Around The World
 * CORE 150 - A Study in Eschatology
 * CORE 152 - A Study on The Wheel of Rebirth
 * CORE 210 - Varieties and Unity of Theism
 * CORE 256 - Worldwide Sacred Texts Temurah And Introduction to The Seven Keys
 * CORE 310 - Masters, Saviours, Teachers: Muktis, Buddhas, Messiahs
 * CORE 410 - "Do Even Greater Things:" The Mukti, Bodhisattva, Service Path

Elective Courses  Electives  First Year Second Year Third Year Fourth Year
 * CORE 132 - Introduction to Alchemy
 * CORE 150 - Introduction to Shamanism
 * CORE 151 - Comparative Afterlifes
 * CORE 154 - Introduction to Mysticism
 * CORE 155 - The place of Allegory in Religion
 * CORE 156 - Introduction to Esoterism
 * CORE 160 - Esoteric Mysticism of The Pagan Religions
 * CORE 170 - Esoteric Mysticism of The Great Religious Founders
 * CORE 180 - Esoteric Mysticism of The Perennial Philosophers
 * CORE 260 - Comparative Gnosticism
 * CORE 360 - Comparative Yogas And Hermetism
 * CORE 450 - Advanced Theosophy

Associated Wikimedia for Comparative Religious Topics

title: Portal:Comparative religion


text:
File:Project Overview S-3.pdf

S-3 Project overview R626

title: File:Project Overview S-3.pdf


text:
File:Constructivist Learning Experiences Rubric.pdf

S-3 Rubric Design document


text:
FLOSS/FLOSS and education

This writing started with a question about how it might be possible to effectively provide support for open source technologies in Australian schools. The writing pans back from that specific question and looks at the structures of schooling and open source technologies and what possibilities we have in meshing them.

Flexible tools
It is very possible to use open source technology as a tool in a traditional industrial context, and to provide technical support for it in a centralised and broadcast kind of way. In this kind of approach the technology might be considered a tool which is readily available and other aspects of technology use would be consistent with other kinds of tools.

Say Libre on wikieducatorFor a comprehensive explanation of FLOSS Free Libre Open Source Software

Flexible tools and learning objects
It is also possible for open source technology to 'teach us twice' Hall because students can learn about how things work. This makes the tool more participative or transparent. The tools can be customised by schools or by students. This kind of participation offers room for schools teachers and students to understand how the tools work and to change them suit their own needs.

Australian schools and FLOSS Challenges and opportunities

Schools and FLOSS Examples of schools and working with FLOSS (Free libre open source software):
 * include pedagogy and examples of free software in use in schools.
 * include support models and examples of software support in schools.

Flexible tools, learning objects and community collaboration
There is also another level of learning which involves participation in the wider open source community. For this to happen it is useful to actually examine the ways that open technologies and communities work and to look at the aspects of the education and schooling sectors which are also looking for ways to express this kind of distributed participative learning. The skills developed in participative practice are not specifically technical skills but are more directly related to techniques for developing personal agency, skills in contributing to community practice and for negotiating in a free society.

Education and collaboration Discussion paper regarding models for education policy
 * Workshop for Australian education policy

title: FLOSS/FLOSS and education


text:
Instructional Design/Constructivism/Design Document/Learning goal

Learning Goal

People who are designing an instructor-led training course will be able to align the learning experience with constructivist principles, practices, and strategies. This will be accomplished through a three phase process:

 * Analyze instruction to detect need for an Authentic Learning Experience (ALE).

 * Envision constructivist strategies to create an ALE.

 * Evaluate the design against an ALE checklist.

 * [[Image:ALE_S-3.png]]

This Venn diagram illustrates the three-part mechanism instructional designers will employ to align instruction with constructivism: analysis, solution envisioning and design evaluation. These elements culminate in an ALE.

Note: We are using the term “Authentic Learning Experience (ALE)” to describe instruction that is aligned with constructivist principles, practices, and strategies.

Design_Document

Topic:Instructional_Design

Syllabus Description

Project Description

Shhammer 22:29, 5 March 2008 (UTC)


text:
Talk:FLOSS/FLOSS and education

Mel's notes

 * note - this is from an email between myself and Janet, the original author. trying to move further discussion to this page. Mchua 05:34, 2 March 2008 (UTC)

* Agreed. Would it be ok if they were living references and not other academic papers. eg. Would you like to do case studies based on for example the olpc stuff happening near you?, What other open code/make culture happens in schools near you? http://code.google.com/opensource/ghop/2007-8/ for example. Perhaps with * experience comments from students * experience comments from teachers * experience comments from projects * other community participants or perspectives eg Google (Leslie Hawthorn might be good for this)
 * Need references throughout to back this up - are there demographic profiles of FOSS contributors that show they're more likely to be active volunteers, etc?

* and students who step into it? * and teachers who step into it? * and education systems which see it as valuable and want it to scale? How does that conversation work? i guess i am trying to look at the foss critical aspects of that conversation? how would you scale it and still have the characteristics of volunteering participation and reciprocity. if partnering with a system which is largely oriented around industrial efficiencies of scale and quantitative outcomes. * I think there is plenty of contention on lists when there are folks learning the ropes or where people dont quite make it work. * Ive got a bit of thinking on the dynamics of contention in foss but not sure if it is useful in this paper (stuff from an email thread I'll paste it in the bottom of this page.)
 * Beware the correlation != causation trap; perhaps FOSS contributors have skills in negotiation and conflict resolution because only people with those tendencies go into FOSS in the first place.

* http://www.oreillynet.com/pub/a/network/2000/04/13/CFPkeynote.html *http://www.zdnet.com.au/news/business/soa/Carr-calls-for-industry-to-submit-on-innovation/0,139023166,339286453,00.htm?feed=generic * Students being able to make something which wasnt there to start with. * Students being able to try something which the student and teacher might not have tried before. * Being able to contribute something new to the world. * Being able to contribute to projects which might not get attention from a commercial perspective. Distributed projects might not offer a financial bounty at the core perhaps so then it is in distributed communities that folks find its value and make it go. so this is a kind of social capacity?
 * What do you mean by "innovation"?

* What can I contribute? * I have a bug, I can express it and contribute it, I can talk with someone about how it does or doesnt happen? * I have an idea about something we could code? I need advice with these aspects, * How does my contribution fit in? Are there upstream issues? * if we include wikimedia as an open content community then disambiguation and this kind of conversation is a part of it? * Thanks. I read some work by someone called sayke which was about liquid democracy. * Yes Cathedral/Bazaar stuff is pretty close to this isnt it.
 * What opportunities do people have for negotiation in FOSS? (Give sources.)
 * Look up a paper called "Open Source Democracy" (it's available for free on the web). That would make an excellent source for this paper.
 * Also papers that have been published on the motivations of FOSS contributors, and etc. (and almost anything by Eric S. Raymond.)

Winner: Jeffrey Elkner, teacher, Arlington County Public Schools; project leader, Open Book Project Jeffrey Elkner currently teaches mathematics and computer science in the Arlington County, Virginia, Public Schools. He also serves as co-Web master of the The Open Book Project, a site that “aims to cover projects that are connected with either open source hardware or software. The Open Book Project seeks to encourage and coordinate collaboration among students and teachers for the development of high quality, freely distributable textbooks and educational materials on a wide range of topics. Through the Open Book Project, Elkner writes educational material and places that material on the Web for others to use. He also involves his students in active and positive ways. *
 * Some schools have implemented FOSS into their ICT curriculum. Look up Jeff Elkner's work, for starters.
 * Also look up the GASP project on Launchpad, which has some high school students as contributors,
 * see the IMSA OLPC campus chapter page, http://wiki.laptop.org/go/IMSA, for what a group of teenagers at school can do -

* Thanks
 * there are far more examples of students doing FOSS outside the classroom, but they tend to be a self-selective demographic. Scott Swanson and Jim Gerry from IMSA, and a professor named Hans Sittler in the Chicago area, are good people to look up as well.

* Yes there is likely to be plenty around atm. eg Google's response to ooxml
 * Point to and cite the use and justification of open standards in government and other places (Groklaw is a good place to find this type of information).

* Thankyou
 * For why OLPC is using open source software (it's more or less the arguments you've made here for why it should be used in schools) see http://wiki.laptop.org/go/OLPC_on_open_source_software

* Lovely. Barbara Dieu does great language stuff in Brazil using online communities, not necessarily foss but open participation.
 * FOSS-thought can extend far past software. Creation of open content for math, history, science, etc. classes can hook students into a participative community of learners in the field they're working in, in general. And I don't just mean Wikipedia. Look up Kevin Driscoll (Developing Curriculum, Inc.) and Free Culture chapters on any campus.

Peter is looking for evidence of

 * free and open source software(FOSS); enabling
 * higher order ICT skills.

This paper is looking at the policy and structural foundations which could support that kind of participative practice.

Discussion
The first presentation you posted might be hard to cite in a paper and have people take it very seriously, but there's something called "hofstede cultural dimensions" that has a lot of papers out there that could serve the same purpose. Look it up. 66.108.80.238 00:57, 29 February 2008 (UTC)

 * thanks Mel I probably missed something but it didnt feel like hofstede was the right fit. It is about national distinctions between cultures? I am trying for something more about humans in context with biological diversity and responses to that based on how we scale cultures generally. As a technique for scaling monoculture grouping has implications on how we organise as people. I think we need to find ways to function at our current scale which do honour real and listen for high fidelity data about social and environmental costs and opportunities. lucychili 02:24, 3 March 2008 (UTC)

 * This means we have to listen differently and to be able to process complexity in more distributed ways. More trust in our societal fingertips. I think this is what FOSS does. I think it is also what constructivist and connectivist learning are about. I used hoebeke in the presentation because he talks about our love of the abstract simplicity at the expense of the real. lucychili 02:24, 3 March 2008 (UTC)

 * http://www.mngt.waikato.ac.nz/ejrot/cmsconference/2003/proceedings/philosophy/hoebeke.pdf lucychili 02:24, 3 March 2008 (UTC)
 * http://cybernetics-society.wikispaces.com/Useful+Links.menu lucychili 02:24, 3 March 2008 (UTC)
 * http://kt.flexiblelearning.net.au/tkt2007/edition-13/narayaran/ lucychili 02:24, 3 March 2008 (UTC)

Cormac's notes
Nice paper so far - and interesting comments! I think the paper would be significantly improved by a literature review on 1) the development of FOSS and 'FOSSlike' initiatives, and their impact on their contributors; 2) collaboration in the classroom (and educational implications of collaboration in general); 3) participation as a paradigm. I'd also note that there is loads of relevant literature that is not confined to the post-FOSS world - for example, Stenhouse and Elliott's work on teachers designing their own curricula on the basis of student feedback, and any number of studies on conflict within democratic processes (which it's good you've recognised).

I'd want to make it clearly distinguishable between your literature and your data - not just using any old 'living source' when you feel like it. :-)
 * I know it is a great mess at the moment. If my paper is about being able to hear voices from our actual educational context about what is useful in a classroom how does the academic paper form enable that kind of 'living source'? eg I once did openoffice training in an Aboriginal community. I showed them the wikipedia article for their town which listed a different community/language group as being located in that place. It also listed their own language group as being *extinct*. The articles were correctly referenced to authoritative sources. I changed the article but had a sense of loss about how we define authority even in open community projects and what kinds of voice it costs us. Thoughts about making a credible paper with informal data welcome. Perhaps it is not a credible paper I am making but a question which asks for responses perhaps as credible papers but perhaps in other forms? lucychili 01:08, 3 March 2008 (UTC)

 * In an industrial efficient context where decisions about technology and freedom are frequently centrally defined, often the individual instances of anomaly or innovation exist because people do things for themselves regardless. This means I am cautious about citing living sources of individual innovation in schools in case the attention around unique approaches causes problems. If the model itself is supportive of diverse approaches that is a different thing, but if I am writing about a system which is actually closing down projects which have been more open then there is a risk in listing pointing out projects which work differently. This is part of my concern about this paper. I am trying tolisten for whatI am trying to say but also to listen to ways it might be heard.lucychili 00:33, 3 March 2008 (UTC)

I also think, when you mention open source allowing people to see under the bonnet, you should look up the writings of John Seely Brown - see John Seely Brown reading group for some links (and please feed back if you do read them!). See also the following for background on FOSS and relationships to education: Good luck with the writing - I'll try to follow its development, but let me know if you need my help in any way. Cormaggio talk 18:05, 29 February 2008 (UTC)
 * http://www.iosn.net/education/foss-education-primer/fossPrimer-Education.pdf
 * http://www.ellak.gr/pub/osdocs/education/carmichael.pdf
 * Oh, I didn't at all mean to suggest that using 'living sources' are a bad idea or somehow lessen the validity/authority of a paper. Absolutely on the contrary - and the case you cite from your own experience is a clear case where the context is not being done justice by academia, and where your/their stories need to be told. What I meant was to be able to distinguish the basis on which you choose your data, as opposed to your literature.

Thanks I see.

 * Usually, the literature will cover a wider range than your data, and your data will be selected from particular sources (interviews with groups of people, policy documents, etc) on the basis of what it contributes to the literature. Doing this helps the reader see the process by which the paper was written - with what assumptions, using what sources - so that they can see, more or less transparently, how it was constructed. So you're right to think of how the paper might be heard. And on your worries about analysing and making recommentations on the basis of one particular case study - I think it's always good to select your cases well, thinking of building a rich picture, and in being careful in the strength of your claims.

I am doing it a bit backwards as I have a question which I am looking for information about whereas I should probably start with the research and then look at thoughts based from what I find. The writing is really just defining a question or suggestion. Given that the material is pure wiki now (ie I need to do the conference work as a poster) the wiki pages are open for editing and lets see what other people think and find on the topic? Or if they disagree and have other pieces of puzzle.

 * If you think you've found something which deserves to be really looked at in more detail; or if you feel nervous about making recommendations on the basis of two case studies - say so! Research is helped so much by a sense of humility, I think - constantly asking yourself: "how might I be wrong?. However, 'humility' shouldn't stop you from making a strong proposal, claim or critique where you feel appropriate.. Cormaggio talk 22:37, 3 March 2008 (UTC)

Appreciate the advice folks. Quarantine is over. Show me how this should be done in the proper wiki sense =).

Janet

 * Well, now I think you're being too humble. ;-) I don't have a method for how to do this in "the proper wiki sense" - my advice is based on pretty canonical research training. And your method is actually bang on - start with a question. Without a question, research doesn't really have any meaning. But yes, of course, developing questions is a part of the research process - and you will inevitably end one cycle of inquiry with further questions that need addressing. I suppose this research process right here is an exploratory one - you're interested in finding collaborative models for education in order to influence policy. Perhaps that's your question: "what 'FOSSlike' models exist, how do (or could) they fit with educational practice, and what can we learn from them in developing educational policy?" Ok, that's kinda three questions - you could treat your initial phase as doing a survey-like study based on the first sub-question; or you could take one model and focus on its (potential) applications and implications. Or you could do whatever else you're interested in... But perhaps you don't want this to be 'other people commenting on your work', and want to reformulate this as a collaborative learning project - in which case, I'd make this page an explicit workspace (perhaps loosely based around the above three questions), and move the paper to a different page (or create the workspace on a different page - it doesn't matter). I could do this if you weren't happy with the technicals of wiki - but I want you to continue to define how this best serves your own needs/interests. Cormaggio talk 16:31, 4 March 2008 (UTC)

Heh It isnt about humble or not humble. I was pulling together thoughts for a paper and wanted to get it right for the context it was heading to. I am not now and it is free wiki space, its context is here.

I am interested in what happens if we re-examine aspects of the education systems which use industrial thinking.

One of the core things which started me off is that I am interested in the potential for open code and communities in schools. My feeling is that if we use open code with centralised technical support we have only done half the job. Distributed community technical support would be interesting, could include student/cadet folks in shaping and maintaining the network. There could be people in the opn code communities who could help directly, the school communities may be able to help some projects directly. The main shift is that the schools need to be participants rather than dependent on central support. The capacity in technical skill which students are able to bring to their schools is currently an interesting question because there are teacher shortages and technical folk are not flocking to support schools. Particularly people with good skills who want to help things be adaptive and open. It is hard for teachers to risk and to make new things happen if there is no support for that in a technical sense or in a systemic sense. This is what started me on the series of thoughts. I think re-examining the implications of dependence and looking at local diversity and capacity and having permission to work with those elements, to make mistakes and to refine skills and connect p2p with other schools as well as to the wider internet offers more opportunities than the current model.

Schools participating in open communities which already exist need to be able to negotiate the culture shift from broadcast dependence to p2p participation to make it all go. So partly it is about how to make open code practice scale too.

 * Thanks for this - and I like the idea of schools becoming part of a community around their open source technological systems - a community which involves students as well as teaching and/or technical staff. I've been involved in a research project for the last two years about learning systems (VLEs, CMSs) in universities, with a working title 'technology at the planning table' (I can point you to publications if you like), and this would be a fairly radical departure from even the most radical of the case studies we looked at (which ranged from centralised, commercial systems like WebCT, to 'homegrown' open source systems). But your paper covers a much wider area as far as I can see - with not just FOSS, but also 'FOSSlike' solutions (FOSS as a metaphor for ways of working). However, it's also quite a specific paper - with a particular focus - and it could well be worked up for submission to another publication. Personally, I think I might be happier to start another workspace (perhaps more general at first, which might break into several specific topics), instead of directly editing this paper (for which I think I'd still like to talk more with you to see how I could contribute, as opposed to simply comment). How about something as general as FOSS and schools? Cormaggio talk 20:46, 4 March 2008 (UTC)
 * PS: You added a gmail link twice (above) in this edit - I'm presuming this was by accident, or...? Cormaggio talk 20:54, 4 March 2008 (UTC)

hmm posted in the wrong talk page.

here is a rerun

re: making new material in a different page go for it. I dont know how ideas are usually structured for wikiversity so it would be interesting to see what these thoughts look like in context. for me the core ideas are about the industrial model achieving coherence and clarity through excluding data/voices, fencing dependent participants/non-participants, and through systems which express direction/value from a centralised source. optimised for simply expressed centralised value.

the more distributed models are open, therefore require more effort and skill about working through fit for purpose. there is more effort, responsibility and skill required in negotiation of purpose and therefore what is useful to contribute. developing those skills, an appreciation of the different mistake tolerance and contention tolerance and methods of valuing etc are all required for adapting these systems for open participative practice.

there is likely to be concern that participative distributed open processes are difficult to budget, scope, support. i think fidning the distributed efficiencies and the value of local sharing will offset the simplicity of scaled broadcast models, and the fingertip knowledge and adaptability available for students and teachers will bring different rewards, but that this kind of thinking will be a process. there will need to be some practical trials and some looking at friction points.

if our culture does not re-examine the way that we structure we cannot function at this scale sustainably. i think foss in schools is a part of that but am interested in the wider social choice between fenced and central profit driven models(does it scale etc) and the kinds of value that geetha narayanan finds in structuring for local value and sustainability which require a sesne of local responsibility and preparedness to work through complexity to ge things done openly?

wade davis' TED talk is one of the ideas which made me want to look for what we could do if we did not assume blocks of monoculture were valuable and 'other' was not. http://www.ted.com/index.php/talks/view/id/69

Looking for ways to hear or engage with multiple truths or values feel like prerequisites for being able to step back from systems relying on abstracted monopoly and industrial momentum and finance. ie its not just schools and software, but that seems a sensible place to think from because there are a lot of natural synergies with constructivist and connectivist thinking which we are currently trying to do in an industrial framework. Geetha feels like that thinking in practice. What needs to change for AU or anywhere to help us adjust for distributed sustainabile economics?

fair enough if the nation slicing is not useful in the wikiversity context and is something which could be done once some general ideas have been thrashed. i am just trying to find ways to listen for local realities students, teachers, projects, experiences, and to see what the policies look like around those opportunities. lucychili 23:54, 4 March 2008 (UTC)

 * PS: You added a gmail link twice (above) in this edit - I'm presuming this was by accident, or...? Cormaggio talk 20:54, 4 March 2008 (UTC)

yes sorry didnt see that slip in. lucychili 23:54, 4 March 2008 (UTC)

the water restrictions are not metaphors but they do perhaps act as a fundamental motivation to look at the real and try and hear what we need to change, perhaps with more urgency and appreciation for the idea that things we do currently are not structured for local sustainability and that the systems have a kind of momentum or hearing which enables them to function at scale. that we need different methods for listening and also different kinds of responsibility for local value. hence an interest in local solar, greywater, wind power, all technologies which we could explore on a local level because the transport of power from a central source has a cost over distance and so there are opportunities in skill development grass roots innovation and more sustainable local energy in looking at these kinds of questions as an open community of practice with more support and interest in that model from the wider government in terms of valuing distributed practice.
 * http://www.sawater.com.au/SAWater/Environment/WaterRestrictionsConservationMeasures/
 * http://www.abc.net.au/am/content/2007/s1903154.htm

Countrymike's Notes
Famous Linux proponent John "Maddog" Hall used to have a lecture that he peddled around at various conferences called Free Software: It teaches you twice which was really good; the closest I've found on it so far is this slideshare presentation: http://www.slideshare.net/maddog/free-software-teaches-you-twice-242585. Countrymike 01:44, 1 March 2008 (UTC)

ps. can you guys please, please, please start signing your contributions ... Alex! Its easy... either find the sig button the editing toolbar or add 4 tildes, like this ~. Countrymike 01:44, 1 March 2008 (UTC)

 * alex signs. I havent been lucychili 01:11, 3 March 2008 (UTC)

title: Talk:FLOSS/FLOSS and education