text:
Wikiversity:Colloquium/archives/June 2011

modern communication system
--123.49.2.110 19:09, 6 June 2011 (UTC)

Wikiversity Views needed! Help discuss and choose Wikimedia's Leadership
I think the size of this banner is effectively and is hence vandalism.--JohnBessatalk 17:57, 9 June 2011 (UTC)

WV attention suggested.
A recent thread on the Foundation-l mailing list mentions WV quite a few times. The most recent email suggested that WV community be invited into the discussion, and while I have no desire to wade into it, I thought others might want to read it. The conversation is roughly about if/why/how a global WMF ban should be instituted against one of our editors. The short form is that the Foundation itself doesn't and won't do that sort of thing, and that if any sort of global ban mechanism it would have to be organized by the communities. This, of course, seems an insurmountable task as consensus forming across projects is very difficult to say the least. Thenub314 16:15, 5 June 2011 (UTC)
 * I'm not active enough to represent enwv on this one, but note that the custodian notice boards are being monitored if any intervention is needed. --Draicone (talk) 17:16, 5 June 2011 (UTC)
 * Glad to hear that, Draicone. I see no need for any action at this time, beyond routine. --Abd 17:43, 5 June 2011 (UTC)
 * (ec). As is common with long discussions like that, many take the basic facts, misunderstand or misinterpret them to make them seem more dramatic, and then call for action based on the dramatized stories. There is no cause presented for blocking the user here, there is only suspicion that, if the user did something Bad elsewhere, that it should be assumed he'd do it here.

 * The precedent is clear: each project makes its own decisions on matters like this, and when global locking is used for other than blatant vandalism, it's been rejected by some local wikis. The decision-making process for non-vandalism global bans has been far less than transparent, secret discussions have taken place, with what appeared to be highly biased decisions -- and since the discussions were private, we can't really tell.

 * The user in question should be allowed to work in peace here, and even raising the issue locally would be a form of harassment. I've now seen edits by two new users, one of which uses a name that was a known sock of the user in question, but that is quite likely not him, and the other makes a direct reference to socking, through the use of an image implying how difficult it would be to actually implement a "global ban." That's a major issue that is largely ignored by the Foundation-l discussion, it seems to be thought that it could be done, with some beneficial effect, if only the Foundation, or the steward community, would agree. No, it would drain resources, newly dedicated to fighting was is generally acknowledged to involve maybe one user per year at the most. If they do set this up: watch! The number of such users will rise dramatically. Prohibit it, they will flock to do it, plus it will creep to be applied to more and more. And such enforcement causes real disruption.

 * So there is, already, some minor effort to stir up controversy here. We should resist that, by ignoring it, or with w:WP:RBI, as necessary, protecting our own users from harassment from outside. We've where a Wikiversity user did use Wikiversity as a haven for attack or harassment, creating true cross-wiki issues. We should not allow that. That is not happening. --Abd 17:43, 5 June 2011 (UTC)
 * David Gerard wrote" "Poetlister is the level of case where project autonomy is an actively bad idea. e.g. en.wikiquote deciding to demonstrate their independence"
 * I really think all the ban stuff is to attempt to centralize control, which makes WMF an accurate microcosm of sur-real life. Good onto Wikiquote! The moulton ban was partly based on trollism, which is ironically a bias that moulton supports, but a bias none-the-less.

 * Here is a weird quote from the same email-list page: "If the door is unlocked, you don't imprison every person who tries to open it, you lock it (and then imprison those who break in)"

 * Aren't we an open community?--John[[Image:bessa66.png|12px]]Bessatalk 23:32, 7 June 2011 (UTC)

logical approach
I think we need to deal with what threatens us in terms of what it is: mental illness that is not curable. In the DSM it is something like cluster A and B comorbidities on the schizoid-schizotypal-schizophrenic spectrum that I will add has a probable association with aspergers (in other words, endless varieties of autism). I only mention this in reference, I am for burning the DSM as it puts the shoe on the other foot (that is that it is a purely Nazi document). A really good symptom to look for is concrete thinking which is linked to bigotry (Sadock). moulton falls into the harmless category, and as such we like him, in the end, there is no such thing as a completely harmless mentally-ill person, as we found with his "breeching of the Wales." This is what asylums are for, and this is why I think we should have one (but how do we implement a virtual mental hospital?) From evolutional thinking I learned that all life, including the lives of the mentally ill, is divided into collaborative and predatory. Predatory is symbolized by the Humboldt Squid, as it uses binary communication to coordinate the hunt. (This squid is also an excellent area to study anthropomorphisis!) Normal life is collaborative and happy; this is what predatory life exploits, and as coordinated predation is ancient, responses to it are evolutional-- the suffering of the an attacker brings joy to normal people, just ask Hollywood! The latest threat so fits this model that it is actually a gift, just as the bipolar (and sadistic) batch plant operator gave me all this underlying information. I think we need to take this in stride, and use our educational merit to show the world how to easily walk through the valley of death that exploiters consistently promise and deliver: Zen. This exploitation actually goes a long way to describe our success as well; WP is so full of misinformation and so discredited by educators, for instance, that WMF is turning here for validation. Of course they will do here what they did to the WP, as we all can guess. So much for my !--JohnBessatalk 14:52, 10 June 2011 (UTC)
 * Hmm... which users are mentally ill exactly? Who gets to judge our illness, based on what sort of evidence?  I think we have a lot of things to work out before we get to the point of asking questions about how to implement a virtual mental hospital. Thenub314 16:50, 10 June 2011 (UTC)

Self- and group-dynamics in mutually supported substance recovery: APA and Wiki
These two links have been my hard work for the past month. I created the wiki style version to show that the old APA-style version is effectively obsolete. I attempt to present addiction recovery research as a functional model. The wiki is wikified APA (american psych assc) writing, but the "2nd Cycle" section presents it purely as a functional model. I want to post this, but it is in HTML and translating it into "Jimbo's" crippled mark-up language will take time--JohnBessatalk 17:15, 9 June 2011 (UTC)

Wiki functional model structure (to be programmed) click

APA-style writing click

"ABSTRACT: Self-efficacy in those attempting to recover from substance abuse disorders is believed to contribute to abstinence. Participation in mutual support groups is believed to reinforce self-efficacy by giving participants the opportunity to help others. Self-efficacy, as a component of the conceptual "system of self" works in conjunction with self-esteem to help goal achievement, or self-agency, which, for those with substance disorders, is abstinence. To reinforce research from previous largely qualitative studies, this study proposes to correlate self-efficacy and self-esteem as predictors of the rate of abstinence, or self-agency, of a group 30 men with a mean age of 30 who attend mutual support substance abuse programs. It is hypothesized that increases in self-efficacy and self-esteem will predict self-agency in terms of higher abstinence and lower drug craving, but that self-efficacy will be a greater predictor. The study also proposes to explore innovative data collection and statistical methodologies that leverage cell phones, the internet, and continuous online statistical analysis for the benefit of other researchers and those who want to manualize self-efficacy and self-esteem concepts in the group context for substance abuse recovery."

 * You may find the HTML-to-wiki converter on toolserver useful. --Draicone (talk) 09:09, 10 June 2011 (UTC)
 * ty--John[[Image:bessa66.png|12px]]Bessatalk 15:49, 10 June 2011 (UTC)

Community Review/Custodianship process
What do you think about the custodianship process? How could it be improved? Feel free to contribute your ideas. Sincerely, James. -- Jtneill - Talk - c 22:23, 10 June 2011 (UTC)

Wikiversity Day 15.8.2011
Wikiversity Day/2011: ideas/wishes? Erkan Yilmaz uses the Chat + Identi.ca 00:16, 11 June 2011 (UTC)

Voting is about to close
It is currently 10:34, 12 June 2011 (UTC), voting closes at 23:59 UTC, so just hours after this post. If you want to vote, please do so. Additionally, there's been an on-going discussion about a recommendation for voting to be extended to give people more time, opinions welcome. --Alecmconroy 10:34, 12 June 2011 (UTC)

Wikiversity as a Benefit Corporation, and more
See this discussion commented on by Jimbo Wales and others:
 * w:Wikipedia:Village pump (idea lab). --Timeshifter 03:43, 9 June 2011 (UTC)

 * Please stay on topic. There are other sections on this talk page. Start more sections to cover your topics. --Timeshifter 22:01, 9 June 2011 (UTC)

 * I looked at Timeshifter's material and it is pretty weak--mostly business week-type magazine articles talking about how business can take over volunteer operations and make them better and make money, presumably off of the volunteers. He cites home schooling success on test scores as supporting evidence, for instance, but I am not sure what that is evidence for; there are plenty of home schooling resources for free.  I posted some ideas about a college of arts and sciences portal a while back, and I wonder if that is what got them drooling for dollars.--John[[Image:bessa66.png|12px]]Bessatalk 00:53, 10 June 2011 (UTC)

 * /Ignore. --Timeshifter 04:09, 10 June 2011 (UTC)

 * Heh, he noticed! A small but significant step in the right direction :) --John[[Image:bessa66.png|12px]]Bessatalk 14:30, 10 June 2011 (UTC)

 * Timeshifter removed a section of comment by John Bessa, and then added the "/Ignore" non-comment. I urge Timshifter to not delete the comments of others, though some exceptions are possible. I'm going to respect, for the moment, Timeshifter's objection, but address it by putting John's original comment in collapse. John Bessa may remove the collapse, but I don't recommend that, the comment could be considered disruptive. I'll also suggest to John that he be a bit less ... personally confrontive? --Abd 15:56, 10 June 2011 (UTC)

Ty, ADB --JohnBessatalk 13:53, 14 June 2011 (UTC).
 * Thanks for posting this attempt at an obvious attempt at capital exploitation. Remember that "Jimbo" Wales got his start in the commodity pits of the Chicago trade operation. Commodities are the most useless component of a highly-damaging capital structure that is literally cooking the only planet we have. The huge deriviatives scandle that brought down the US economy in 2007-8 was traded as commodities.

 * The WP power-elite on consists of Ayn Rand-style libertarians who see anarchy as a vehicle for pure capital control (rather than the native peoples' revolutions), and any who disagree are "trolls who are trolling for abuse." According to the aptly self-named killerchihuahua, moulton was ultimately blocked because killerchihuahua's rag-tag cadre was attacking mouton's non-WP pages (felonies).  This is what the Nazis did at Nuremberg: blame the victim.  It didn't work for the Nazis, but times have changed since then.  It may be that the WP is simply namespace perversion by a forward thinking...  Does Wales own Wikia?  What is the relationship because if there is one, it needs to be exposed.

 * I think, among things, we need to see the books to see where they are getting "anarchistic," or, in the eyes of the law, breaking the rules. I have been planning to get away from google docs, and when I looked at WordPress.com, I saw a potential wiki.  Packing a parachute?--John[[Image:bessa66.png|12px]]Bessatalk 17:15, 9 June 2011 (UTC)

Ty, ABD.--JohnBessatalk 13:54, 14 June 2011 (UTC)

Hello
Hi. I'm MrABlair23 and I was here last year with my Human Legacy Course. I don't know if this is the correct place to put this and I do apologize if I have caused any inconvenience with this posting. However, I have been looking around Wikiversity and I see that it is a bit abandoned. Thus, I was wondering if there was anything that I could do to help as I have many courses that I have been planning to teach, but are there still any students around here? It's probably just a dumb question, but if somebody could just pinpoint to me where there is some activity or if there is anything that I could do to possibly help out a bit, then that would be greatly appreciated. Thank you very much and I hope to hear from you soon!

--MrABlair23 16:40, 13 June 2011 (UTC)
 * Hello and welcome back! :D Wikiversity is not abandoned because I'm here. Even if I'm the last WV editor alive I'll still contribute to the project. I guess I'm a student but drawing in more contributors and growing the community I would say is a definite priority for me and should be for us all. I think the best way to go about bringing people in is adding more content to WV and hopefully that'll increase WV's SEO ranking on Google and other places and gain more attention. If you're into programming then you can work with me if you want at Pyjamas. Otherwise I'd just say monitor the Special:RecentChanges page for vandalism and to locate activity on WV. Also it helps to locate new contributors. I'd say if someone with a new account is adding content then I'd welcome them. Devourer09  ( t · c ) 18:50, 14 June 2011 (UTC)

Dangers of wiki commercialization: an recent real-life case
This describes the transfer of the formerly free camerapedia to for-profit Wikia: Link to post-mortum discussion on Camerapedia

Note: rebollo_fr paints himself as a hero, but in my experience he is the worst martinet.

Being a photographer, I worked on the camerapedia for a short period (and hated it). But it has been commercially "hybridized" in a way Timeshifter suggests, by being absorbed into the Wikia empire, so I suggest that Wikiversians take a look at the post-mortem conversation that took place after the transfer. In it the Wikia personnel rationalize the commercialization as if they are doing everybody a favor, deliberately ignoring the fact that they are gaining financial resources from the hard work of volunteers, as the volunteers point out. The camerapedia founder, Lbstone, got an undisclosed sum from Wikia, and appears to have operated camerapedia as a capital investment from the beginning (Jimbo?) by flippantly minimalizing the the work of his volunteers. The camerapedia editors continually bring this up, but are ignored in the conversation--though not censured (Timeshifter).

BTW, we need to make censorship a crime here to further distinguish us from the oligarchic WP and WMF as a true democracy. I am also thinking court injunction -- our operating expenses cannot possibly be more than a few thousand per year, far less that the $10,000,000 that WMF requires (for what?!). --JohnBessatalk 14:17, 14 June 2011 (UTC)

 * Timeshifter's link above to the WP village pump has many pro-commercialization comments from Leutha, who "branded" my Rogers 19 point theory page as the property of the University of Westminster. I didn't like it, but I was being "collaborative" (really cooperative) and then wound up in an edit conflict with him over the number of columns.  What  you need to know is that Leutha is in with Timeshifter in his desire to exploit our hard work for his personal resources.  What I learned from their conversation at the virtual pump is that Jimbo is indeed running things at Wikia, and hence had to have been involved in the above commercialization of Camerapedia. (In my opinion, the new site looks horrendous, throwing strong doubt on web skills.)  Seeing that text confirms for me that Jimbo did in fact invest in the WP to leverage it commercially, just as I suspect camerapedia's Lbstone probably did.  This actually confirms something else that is much more significant, which is that commercial "hybridization" describes a "split" (in Gestalt terms) that cannot possibly exist.  Either you work collaboratively for the good of community, or you work cooperatively to exploit community efforts (which is capital).  The split cannot exist because the difference is etched in the individual's neurology, usually through DNA, but also from cocaine or similar drug abuse (which is significant).  It isn't as if exploitive cooperators have something that others don't giving them the ability to accumulate wealth, they are missing the ability to interact on an emotional level, which deprives them of normal generous human qualities.   Dawkins describes it in his selfish gene, which, while not being evolutional, is not reverse evolutional as we are told (such as in de-evolution, or devo), but a hard turn away from the natural track which naturally heads towards humaneness, aesthetic beauty, and genuine information.  Neurologically it is probably a deficit in the connective networks between the modern intelligence centers of the neocortex and the ancient affection, or affective, centers lower in the brain.  (This will be confirmed in next couple years, we will know which gene expression isn't signalling, and we will have a test--and maybe even a cure!)

 * Clearly Jimbo is seeking to exploit the "outer projects," and I am looking for ways to document it. (In his words, "I've had a longstanding interest in hybrid models, due to the limitations of both the non-profit and for-profit models," or " imagine if Wikinews could raise $4 million in venture capital, with the investors expecting to make a return from an advertising-based business model")  I don't want to impact his venture-ism, because I want to document it.  This is an exact xerox copy of every single annexation of the public domain by the wealthy, where the public domain is not land but public information.  I imagine the "hybridization" approach attempts to not "cook the goose that lays the golden egg" by exploiting it, but keep it laying based on misconceptions.  Like every other annexation (Lewis Mumford, Technics and Civilization), this involves serfdom, or slavery, and native (ex)termination.  Some feel that they can directly profit, for instance, by helping Wikia annex the public domain.

 * Timeshifter's and Leutha's financial examples are the weakest I have seen to date. Jimbo points out to them and the others that the only way to make money off the net is advertising.  I don't think I need to say why advertising would be bad for WV--even Timeshifter and Leutha can see that!  I would hope that the WV contributors would fight advertising, and the way to do that is to show that we are a genuine community of people, and that the discussion at the virtual pump would be the equivalent of bulldozing a community (as often happens) to have it replaced with people, who it will soon be proved, have taken a sharp turn away from normalcy (in the big scheme of things).  The place to do this is the courts.  Win or lose, what we all know that in our current world, it is all about the information!  As far as the bit string "John Bessa" is concerned, it's SEO is high enough, and my work here is based on recent research, so new versions of my material written elsewhere will supersede it, and a commercial venture would probably want to erase most if it anyway, (as rebollo_fr did) so I won't lose too much.  (I bet rebollo_fr is really angry because he did not get his cut of the payout from Wikia!) Its really up to all of you if you want to preserve the WV and support the other projects from exploitation.  Otherwise we can let the WMF sink as no one really trusts WP information anyway.--John[[Image:bessa66.png|12px]]Bessatalk 17:23, 15 June 2011 (UTC)

--Cocadimarco 19:10, 15 June 2011 (UTC)I am just registered here. I newer went to college and English is not my mother tongue. I want to start up my honey brand. I would be happy to find someone direct me and suggest me with the business plan. Of course i have all informations, but have to put them together and make a rational theory that shows profits, so it justifies the investition. Tnank you. Marko

 * Commercialisation doesn't have to be bad persé, it depends on where the money that is earned with the commercial practise goes to. A good businessman invests in his own company. I have the impression that isn't happening with Camerapedia, which seems to be exploited from the outside. The bad way of commercialisation would be that the volunteers and visitors of Wikiversity are bombarded with advertisings aimed at making them buy products, while the owner of the website uses the money for his private uses. A good way of commercialisation could be that material made on Wikiversity can be for sale, and the money obtained will go back to Wikiversity itself, for instance by paying contributors for their work. The community at large can do quality control to prevent that material is made for commercial reasons which doesn't live up to a certain ethical standard.Daanschr 09:42, 18 June 2011 (UTC)

Free Learning Manifesto
Hi all, I would like to submit a collaboratively written, open, and continually editable manifesto to Wikiversity, but I don't know what category would suit it best. For the moment, I've put it under my own user page at User:Arided/FreeLearningManifesto. This is something I've done with other personal learning-related projects in the past, so I assume that that, at least, is OK. However, I'd like to find a more permanent/shared home for the content. Your thoughts? Arided 17:01, 19 June 2011 (UTC)
 * Is this manifesto meant for Wikiversity to declare what its intentions are with respect to free open educational resources? It seems similar to WV:Mission. If you want I guess you could put this in WV:Manifesto. Devourer09  ( t · c ) 20:20, 20 June 2011 (UTC)

 * I don't want to give the impression that it's supported by Wikiversity (unless it is!). This is just an educational project -- but from a political angle.  There doesn't seem to be a place on Wikiversity for this kind of project at present? Arided 10:12, 21 June 2011 (UTC)
 * So this would be a learning resource on writing a manifesto? I guess it would be categorized under something like composition. You also mention the political aspect which may pertain more to School:Political science such as the political aspects of drafting a manifesto. Would the United States Declaration of Independence be considered a manifesto? Devourer09  ( t · c ) 14:38, 21 June 2011 (UTC)

fine art in America during economic downturn
communities with little exposure to the arts have always had issues accepting contemporary art in the economic landscape of their active business model

what is possible when existing business models lack experience in accepting original art in their venues or experiment with exposing their customers with examples of local, original artists' work? —The preceding unsigned comment was added by Magnusonart (talk • contribs) 12:26, 22 June 2011 (UTC)
 * Can you give a specific example of what you mean? Devourer09  ( t · c ) 16:39, 23 June 2011 (UTC)

sedimentary rock
--41.138.164.95 19:40, 29 June 2011 (UTC)
 * Was this supposed to be a question? Devourer09  ( t · c ) 02:06, 7 July 2011 (UTC)

Creating content categories in SEQUENCE layers is important when students lose interest if out of their depth. A website called freebase is a similar idea and DB pedia. Marsupiens 22:50, 20 July 2011 (UTC)
 * What? Devourer09  ( t · c ) 22:33, 27 July 2011 (UTC)


text:
Literature/1990/Ashley

 * http://books.google.com/books?id=0XCbS0Zc3NAC

Excerpts

 * Stephen William Foster : "Symbolism and the Problematics of Postmodern Representation"

In his well-known fable "The Library of Babel," Jorges Luis Borges (1962) tells of a totalizing architecture, an archive of all possible books in all conceivable languages. It contains all possible permutations and errors, and -- somewhere -- the book that catalogues all the others. This representation of all possible "knowledge" seems to promise a power which is inchoate yet alluring; the librarians travel frantically from one part of the library to the next, desperately searching for this book of books, in order to determine its secret meaning. Borges's image, however, can be read not as stating the obvious point that there is a "crisis of representation," but as representing ("describing") the process of struggle with this problematic which resonates powerfully with a social world saturated with uncertainty and disenchantment. This postmodern world raises many questions: Where and what is power? How can knowledge be stabilized? What systems of categories are viable? Are there truths? What is interpretation? How can we know what anything means?

Answers to these and related questions are not readily forthcoming either from philosophical reflection or from a close "analysis of the facts"; precisely because of such conditions, representation, imagery, metaphor, and symbols swim up out of the cacophony of discourse as constructs which promise or intimate meaning, but do not disclose it. Hence the tension which motivates interpretation, the reason for the librarians' sprint from one part of the archive to another, ceaselessly raiding and rummaging through the shelves (no full stop except in death). Anthropologists and literary critics have become eloquent commentators on this complex of dilemmas and paradoxes. Recent work in both fields have given frequent testimony to this problematic and suggests a self-conscious, sporadically self-reflective acknowledgement of its importance.

From this perspective, a critical evaluation or cultural analysis of interpretation, in the sense of "the interpretation of symbolism, " is long overdue. In this essay, I will suggest some beginning points for such a project by deconstructing symbolic anthropology, taking a case in point, in order to define, with intended irony, what Borges and others "mean" by raising the issue of meaning, the problematics of representation. This problematic furthermore situates the movement that can be observed from symbol to discourse as a locus of interpretation. Historically, symbolic analysis has been understood as a method of "decoding" what symbols (or texts and their elements) "mean." The paradigm of structural linguistics and semiology took the question of meaning as a matter of establishing stable relations between symbols or signifiers and denotative and connotative "sense." Literary studies and anthropology have both applied this understanding of the relation of symbols and meaning to the domain of culture, that is, to social discourse broadly conceived.

With the dawn of postmodernity, the stability of this relation between symbols and meaning has become problematized (Harvey, 1989). What a symbol means is no longer any one "thing" (if it ever was). There is no referential foundation or substrate, but only symbolic forms scattered and situated by the forces of rhetoric and the configurations of power as they prevail on a given occasion or at a particular historical moment. This formulation raises suspicions about what anthropology does when it interprets symbols and what literary studies does when it reads texts. (pp. 117-118)

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

title: Literature/1990/Ashley


text:
Literature/1975/Pask

Wikimedia

 * Conversation Theory
 * Conversation Theory regards social systems as symbolic, language-oriented systems where responses depend on one person's interpretation of another person's behavior, and where meanings are agreed through conversations. But since meanings are agreed, and the agreements can be illusory and transient, scientific research requires stable reference points in human transactions to allow for reproducible results. Pask found these points to be the understandings which arise in the conversations between two participating individuals, and which he defined rigorously.    Conversation Theory describes interaction between two or more cognitive systems, such as a teacher and a student or distinct perspectives within one individual, and how they engage in a dialog over a given concept and identify differences in how they understand it.

Chronology

 * Pask, Gordon (1993). Interactions of Actors (IA), Theory and Some Applications.
 * Pask, Gordon (1976). Conversation Theory, Applications in Education and Epistemology. Elsevier.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1976). Conversation Theory, Applications in Education and Epistemology. Elsevier.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1976). Conversation Theory, Applications in Education and Epistemology. Elsevier.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1976). Conversation Theory, Applications in Education and Epistemology. Elsevier.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.

title: Literature/1975/Pask


text:
Literature/1996/Pask

Wikimedia

 * Gordon Pask
 * ... he remarked IA was meant to stand AI, Artificial Intelligence, on its head. Pask believed it was the job of cybernetics to compare and contrast. His IA theory showed how to do this. Heinz von Foerster called him a genius, "Mr. Cybernetics", the "cybernetician's cybernetician".

Chronology

 * Pask, Gordon (1993). Interactions of Actors (IA), Theory and Some Applications.
 * Pask, Gordon (1976). Conversation Theory, Applications in Education and Epistemology. Elsevier.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.
 * Pask, Gordon (1975). The Cybernetics of Human Learning and Performance. Hutchinson.

title: Literature/1996/Pask


text:
User:OpenScientist/ESOF 2012/WEppensCV

Wolfgang Eppenschwandtner is Executive Coodinator of the Initiative for Science in Europe, which is a platform of European learned societies and scientific organisations to promote science in Europe.

Prior to joining ISE, he worked at the Austrian Research Promotion Agency (FFG) as a Programme Manager for Structural Programmes and Human Potential.

In 2006, Wolfgang received a Ph.D. in mathematics from Vienna University of Technology where he worked in research projects on category theory and applications of algebra in logic and set theory.

title: User:OpenScientist/ESOF 2012/WEppensCV


text:
Literature/1975/Fodor

Wikimedia

 * Jerry Fodor
 * Language of thought
 * Jerry Fodor on mental states

title: Literature/1975/Fodor


text:
User talk:Bencmq

 Hello Bencmq, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 15:18, 28 June 2011 (UTC)

title: User talk:Bencmq


text:
User:Abd/Landmark Education/Abd/Criticism of Landmark

This is a seminar to look at criticism of Landmark. Landmark has been regarded as a cult by some. Some criticism of Landmark has been based on misinterpretations or misrepresentations (Such as the claim that people are not allowed to go to the bathroom, which, if it ever happened, is clearly not true about current Landmark programs. People are discouraged from leaving the sessions for any reason, because the piece missed may be crucial for them, but discouraging a thing is not prohibiting it, and there is no report of actual kidnapping, which it would be if people were held against their will.)

However, there is also criticism that is much more deeply grounded. We will look at some of this here, and consider the implications. The purpose here is educational, and it is not our task to judge fact, but to think about what is being said and learn from it.

Personal opinions, especially if grounded in experience, original research, etc., are welcome here, appropriately placed so that overall presentation is neutral.

/Karin Badt/

 * Huffington Post, March 5, 2008

Participants here should read the entire source. Fair-use excerpts from this source may be placed on the subpage. Discuss them on the attached Talk page.

Is Landmark a cult?
Wikiquote has a page of quotations on the topic of cults, permanent link, which seem to have been selected to be almost entirely about Landmark. This content has been copied to the subpage here, to be a framework for commentary and analysis. --Abd (discuss • contribs) 13:22, 31 October 2013 (UTC)

The Skeptic's Dictionary

 * Landmark Forum, The Skeptic's Dictionary, (July 31, 2012), by Robert T. Carroll

Essays
/Abd bliki/ on internet criticism of Landmark.


text:
User:Abd/Landmark Education/Abd/Media accounts/Karin Badt

The article.


text:
User:JayM~enwikiversity

Hello, My name is Jay and I am a postgraduate student at the University of Southampton, England. I am a graduate in Aerospace Engineering and currently specialise in design, computational modelling and optimisation.

title: User:JayM~enwikiversity


text:
User talk:StraginEMR

 Hello StraginEMR, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:38, 28 June 2011 (UTC)

title: User talk:StraginEMR


text:
User talk:MRLambert

 Hello MRLambert, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:40, 28 June 2011 (UTC)

title: User talk:MRLambert


text:
User talk:9yearmortgage

Rhis is a spammy userpage, by an account created solely for posting such nonsense. --Gaidheal1 18:41, 28 June 2011 (UTC)

title: User talk:9yearmortgage


text:
User talk:Snipe~enwikiversity

 Hello Snipe, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:44, 28 June 2011 (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 Snipe. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Snipe~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) 06:22, 19 April 2015 (UTC)

title: User talk:Snipe~enwikiversity


text:
User talk:Ana.mervar/Lea fatur

Certainly plenty of Slovenian interest in Wikiversity! Shame the articles couldn't be posted directly onto the Slovenian language version... should be moved there. --Gaidheal1 18:47, 28 June 2011 (UTC)

title: User talk:Ana.mervar/Lea fatur


text:
User talk:Rgiltner70~enwikiversity

 Hello Rgiltner70, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:48, 28 June 2011 (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 Rgiltner70. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rgiltner70~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 23:50, 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) 06:19, 19 April 2015 (UTC)

title: User talk:Rgiltner70~enwikiversity


text:
User talk:Kroth

 Hello Kroth, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:51, 28 June 2011 (UTC)

title: User talk:Kroth


text:
User talk:Danielle123

 Hello Danielle123, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:52, 28 June 2011 (UTC)

title: User talk:Danielle123


text:
User talk:Ushuaia~enwikiversity

 Hello Ushuaia, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:54, 28 June 2011 (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 Ushuaia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ushuaia~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 00:10, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Ushuaia~enwikiversity


text:
User talk:Ernestest-learner

 Hello Ernestest-learner, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:58, 28 June 2011 (UTC)

title: User talk:Ernestest-learner


text:
User talk:Mrfields21

 Hello Mrfields21, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:59, 28 June 2011 (UTC)

title: User talk:Mrfields21


text:
User talk:Ghulam Abbas

 Hello Ghulam Abbas, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:59, 28 June 2011 (UTC)

title: User talk:Ghulam Abbas


text:
User talk:Johnsonkaif

 Hello Johnsonkaif, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:01, 28 June 2011 (UTC)

title: User talk:Johnsonkaif


text: File:Egm6936.s11.FENICS.burgers.solution.ogv


text:
Talk:Latin American and Latina/o Cultural Studies/Essays/Cultural imaginary

 Hello Cultural imaginary, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:04, 28 June 2011 (UTC)


text:
User talk:S.Venera

 Hello S.Venera, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:07, 28 June 2011 (UTC)

title: User talk:S.Venera


text:
User talk:Warford

 Hello Warford, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:12, 28 June 2011 (UTC)

title: User talk:Warford


text:
User talk:Nutellachill

 Hello Nutellachill, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:14, 28 June 2011 (UTC)

title: User talk:Nutellachill


text:
User talk:Sajid zap

 Hello Sajid zap, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:15, 28 June 2011 (UTC)

title: User talk:Sajid zap


text:
User talk:Joer~enwikiversity

 Hello Joer, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:21, 28 June 2011 (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 Joer. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Joer~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:Joer~enwikiversity


text: User:Gaidheal1/Survey responses

title: User:Gaidheal1/Survey responses


text:
User:OpenScientist/Data sharing statement

This page is to become a contribution to the discussion on whether and how journal articles should include a statement about the availability of the data underlying the research reported therein.


text:
ACT Teaching Nursing Home Bid/Writing with external participants - 12 August 2011

12 August 2011

Venue to be confirmed at the University of Canberra (map).

Please RSVP to Laurie.grealish@canberra.edu.au

This second writing meeting is for those people who attended the March Open Forum and have expressed an interest in writing. An UC team has developed three working documents for consideration, discussion and development at this meeting

Attendance
Rosemary Oates, Jane Kellett, David Jeffery, Jenny Symons, Russell McGowan, Carmel McQuellin, Rachel Bacon, Jo Gibson, Gabrielle Cooper, Laurie Grealish (chair)

Apologies: Margaret Thornton, Luke Oborne, Darlene Cox, Greg Kyle, Irene Stein, Kasia Bail

Summary
In this second meeting, volunteers from the March Open Forum, considered three papers that had been prepared by the UC team. This is a summary of the discussion.

Laurie provided a brief overview of the work done to date including:
 * 24 March Open Forum
 * 19 May First meeting of writing team, sub-committee of Open Forum
 * June meetings of UC team, with administrative support through an internal grant
 * Today’s second meeting of the writing team
 * 22 September – report to an Invited Forum (people at last meeting and those who have made contact with UC since)

Governance
The governance paper outlined principles. These principles were agreed with the following additions:
 * Add ‘formal agreements’ to the first bullet to read: relationships are clearly articulated through formal agreements
 * Add a bullet such as ‘responding to a changing policy environment’ to the first section
 * Add value statements consistent with the Productivity Commission Report such as: person-centredness, evaluation/continuing improvement, focus on health and well-being and others

Russell advised that Darlene Cox has a program that may help identify buzz words from the Productivity Commission Report that may be useful for the tender bid.

For revision: Action UC team Collection of ‘buzz words’: Russell and Darlene

Communication
The communication paper provided the group with a framework for discussion about operational structure. It was agreed that: and well-being; Someone from government should sit on the board (federal or state dependent upon the tender requirements); The ACPHRI model and the Medicare local models of governance may be instructive in managing a broad stakeholder group (loose network); An audit, risk, finance sub-committee of the board is required;
 * Four operational areas were required to reflect the strategic goals of the TNH – research, service innovation, community engagement/ external relationships and workforce development or professionalizing the workforce;
 * Each of the four areas would have an advisory group providing advice on strategy to the board as well as sponsoring specific projects;
 * The board of the TNH would be representative of the diverse stakeholder groups with a vested interest in the TNH (vested interest implies some type of financial or in-kind support); The TNH should be broader than health and include other areas that inform health

For revision: Action UC team

Possible projects
This discussion focused on identifying the possible types of projects that could be undertaken by each of the four advisory groups – the nature of the projects will be dependent upon the tender.

For noting in revised papers.

Conclusion
It was agreed that the UC team would revise the papers for presentation to an Invited Forum on 22 September. Papers would be by 10 September for circulation with the agenda on 15 September.

Laurie thanked members of the group for their support.


text: File:ACT Nursing Home Bid Second Writing Meeting Governance Principles June2011.pdf


text: File:ACT Nursing Home Bid Second Writing Meeting Communication Principles June2011.pdf


text: File:ACT Nursing Home Bid Second Writing Meeting Possible Projects June2011.pdf


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User talk:JayM~enwikiversity

 Hello JayM, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 02:52, 29 June 2011 (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 JayM. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JayM~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 23:34, 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:JayM~enwikiversity


text:
Talk:Special relativity and steps towards general relativity

2011
The freely licensed material for this Wikiversity course has been used in a real-life, "bricks-and-telescope" university during the northern summer semester of 2011. It is quite likely to be used again from Feb to June 2012.

The June 2011 version of the course can in no way be considered to be sufficient as an "introduction to GR"; at most, it provides a few steps towards an introduction to GR. The WIMS exercises provided significantly underuse the teaching power of WIMS: clickable spacetime diagrams and clicking to create parts of spacetime diagrams should be added as part of the SR exercises; maxima should be used as a backend so that exercises allowing students to be tested using elementary algebra, differential calculus, componentwise tensor calculations and intrinsic tensor calculations can be added.

Once the initial version of the course has been fully uploaded, the free licensing of the lectures and exercises will hopefully encourage people to develop this course further. Boud 09:26, 29 June 2011 (UTC)

2012
The course has again been used from Feb to June 2012 and the exercises are now available in WIMS - see the Exercises section in the article. A few minor errors were corrected in the Wikimedia Commons sources and rendered versions of the pdf files. This year's students again found the difficulty level about right - not too easy, not too difficult. Diagrams and some algebraic calculations in the WIMS exercises would be a good next step for the 2013 version. Boud (talk) 09:04, 28 June 2012 (UTC)

pdf uploading - discussion and notes
See and find the section What_is_a_reasonable_way_to_upload_a_wikiversity_pdf_fullscreen_presentation + source?. It may have been archived by the time you read this - look for a link to the archives near the top of the page. Boud 10:55, 6 July 2011 (UTC)

.fig files
Boud 11:47, 6 July 2011 (UTC)
 * xfig -specialtext -latexfonts -startlatexFont default FILENAME.fig for using latex type fonts for formulae
 * export to .svg format
 * aptitude install librsvg2-bin (debian) for a lightweight svg viewer
 * let's try rotation1 and rotation2:
 * Rotation Euclidean1.svg

The .svg exported files do not use the LaTeX special information for writing mathematical expressions. TODO: It would be great if someone found a tool for creating .svg files as good as .eps files that are made using the "combined ps/latex" pstex + pstex_t output files from xfig. But postscript to pdf works at the present, so should be OK for the first iteration, prior to an svg vs LaTeX tech debate.

My .fig files for the SR part of the course are now all uploaded, i think. The script for downloading them from Commons and generating .eps files seems to work. It just needs adding a download of svg/png files and converting them to .eps and we are fairly close to being able to upload the sr.pdf along with the full source code, making something like 1/4 of the course nearly being ready. Boud 23:33, 8 July 2011 (UTC)

Feasibility of videos
I'm thinking of recording videos to go along with the pdfs + exercises. Commons:Commons:Video recommends VP9/webm videos, but the VP9 patent issue looks a bit fuzzy. w:Theora in w:ogv containers is accepted, and would be appear to be the more ethical choice, so that would be preferable, e.g. container:ogv, video codec:theora, audio codec:vorbis (see allowable file types).

If you're interested in participating in live recordings, then please add a comment with your signature ~. A possible first session would be March 2024 - the bbb location will be provided later.

 * Conditions of participating in the live recording
 * your voice will be included in the recording if you ask questions interactively during the session and will be included in the video published on Wikimedia Commons under CC BY-SA
 * the chatbox and participant list will not be included in the video (you are welcome to use the chatbox, in which case I'll react to questions without naming you)
 * please don't enable your camera during the recording, since the aim is to mainly show slides, possibly also diagrams scribbled on the whiteboard, with a small box to show the lecturer's (my) face to make it a bit more friendly
 * if you draw on the whiteboard during the recording, then your username is likely to be recorded in the video to be published on Wikimedia Commons.

Boud (discuss • contribs) 16:58, 5 March 2023 (UTC)

Editing?
I haven't done this before, so I don't yet know how much post-recording editing will be needed - e.g. if I say something wrong, misleading, confusing or inaudible, should I cut and paste that bit of the video? Redoing a 90-minute or so video just for a single wrong sentence would be a lot of work, but leaving up a video with confusing, misleading or wrong statements would be annoying to people trying to learn. I guess an alternative to directly editing the video would be to put comments on the Commons page of the video, e.g. "my statement at 14:20-15:50 was wrong because ..." - and then let the WMF community decide how to handle that - e.g. adding a subtitle file with corrections would be a lightweight (cpu, disk space) way of adding corrections that I could trivially do myself. This is not a multi-million dollar Bollywood or Hollywood production :).

Suggestions welcome. Boud (discuss • contribs) 17:19, 5 March 2023 (UTC)

 * Mpv with e.g.  or something similar should be straightforward for cutting out pieces if necessary. Boud (discuss • contribs) 22:06, 12 January 2024 (UTC)

Likely participants
I don't expect many :), but who knows? Please list your possible time slots - which would be on XXX DD March HH:MM-HH:MM UTC+1 ... (TBC). See w:timezone if you're not sure of your timezone. Boud (discuss • contribs) 17:31, 5 March 2023 (UTC)
 * (add brief comment + four tildes and remove this howto line)


text:
Help talk:Article

i'm quite sceptical about the role of article-like lectures here on Wikiversity. When can an article-like page be more pedagogical and attract a sufficient number of editors that it becomes more useful to students than the corresponding Wikipedia (or Wikibook) pages? In SR and GR, we have these lectures: i didn't want to compete with existing material, so it took me some time to realise how these should be classified and placed in the Topic:special relativity and Topic:general relativity, and in what way my own contributions (a course, which contains lectures in non-article format + exercises) would be complementary.
 * Special relativity
 * General relativity
 * Introduction to general relativity

The reality on Wikipedia for physics/mathematics subjects is that even though in principle, Wikipedia is supposed to be "encyclopedic and not pedagogical", in practice the culture for physics/mathematics subjects is that the pedagogical quality is often quite high. My guess is that for a physics/maths course here on Wikiversity, the first question before contributing material should be: am i contributing something which is not already present or better done on the Wikipedia or on Wikibooks?

Someone with web access can use web resources and local software (octave, maxima) to learn much more efficiently than by reading serially through a text. Boud 09:48, 29 June 2011 (UTC)

title: Help talk:Article


text: User:Pusht~enwikiversity

title: User:Pusht~enwikiversity


text: File:Egm6936.s11.FENICS.theta.imp.burgers.solution.png


text:
Category:Authors &

This category relates to all the years and perhaps all the authors with the surname initial other than "A-Z".

title: Category:Authors &


text:
Business, politics and sport

Download a PDF or order a book version of this course.

Business, Politics and Sport is a unit of study that introduces you to some of the varying aspects of political processes and corporate involvement in local, state, national and international sport, exercise and recreation. The unit aims to give you the opportunity to investigate topics that are of interest to you, to establish professional expertise in that topic, and make a contribution to public knowledge about these topics.

Topics
The coordinator will organise a number of events, seminars, interviews and panel discussions, to assist you in accessing and understanding the subject range of this unit. Use these topics to help decide on the topics you cover in your assignments. Exceptional assignments from present and past students may also appear in this list.

 * 1) /Orientation to the unit/
 * 2) /Chain reactions/ - cycling in Australia
 * 3) /Greater than the sum of the parts?/ - The Crawford Report
 * 4) /Open water/ - Australian canoeing
 * 5) /Wayfinding/ - Orienteering in Ausralia
 * 6) /Individuals and sport/ - the role of family, politics, and marketing in the development of a generation
 * 7) /The use of sport as a political vehicle/ - Considering nation state politics in the Olympic Games
 * 8) /The history of the paralympic movement in Australia/ - Tony Naar talking about the History of the Paralympic Movement in Australia
 * 9) /The corporate approach/ - Alannah Magee from Sportsman's Warehouse talking about her work and outlook (notes only, no recording)
 * 10) /The role of sport in communities/ - Sport is uniting and dividing communities, says Keith Lyons
 * 11) /Football power and politics/ -  under development

Resources

 * Unit weblog - up to date news, links and resources

Assignments
You have three assignments with which to demonstrate your grasp of the learning objectives for this unit:

 * Essay
 * Presentation
 * Exam

Examples

 * Essays
 * Presentations on Youtube (other presentations included in the essays)
 * 2011 exam questions

Objectives
The learning objectives for this course are:

 * 1) Explain the major catalysts responsible for the commodification of Australian sport
 * 2) Identify the similarities and differences between the commercialisation of Australian sport and international sport
 * 3) Discuss the ways in which sport and politics intersect
 * 4) Contribute to public debates about the politics of sport in modern societies.
 * 5) Communicate - express knowledge and ideas, present arguments and ideas effectively, listen and respond to the ideas of others and create and present new ideas.
 * 6) Develop your information literacy – locate, identify, collate, analyse, evaluate, interpret and present information.
 * 7) Engage in problem solving – identify problems and analyse the main features of problems relevant to their professional field, apply appropriate problem solving processes, arguments and critical thinking, implement and evaluate strategies for the resolution of problems, anticipate and define new problems, and identify and resolve new problems in new fields.

Feedback

 * Feedback from participants is collected on the discussion page of this wiki

title: Business, politics and sport


text:
User:OpenScientist/ESOF 2012/Publishing scientific data

About
''This page hosts a proposal for a scientific session at the Euroscience Open Forum 2012 that will take place in Dublin from 11-15 July, 2012. It was submitted on 30 June, 2011 and rejected in November. Call. ''

Title
Publishing scientific data

Programme
Scientific Programme

Theme
Science: Reshaping the Frontiers of Knowledge

Session format
Panel

Abstract
Scientific communities essentially centre around different kinds of data and the methods used for their generation. Ongoing specialization produces a wider variety of data, and digitization fuels the generation of ever larger amounts of data. In an increasingly interconnected digital science landscape, there is a growing interest in reusing shared data, but the sharing itself is actually not rewarded by current research performance metrics.

One solution to this essentially cultural problem is to hybridize the act of sharing data with an act of formal publication by way of data papers or data journals. While some of these have existed for over a decade, it is only now that such publication venues start to flourish, despite the multiple challenges that persist. These include the hosting of data, their indexing, archiving, visualization, peer review, version control, retrieval, citation, reuse and long-term preservation, as well as ethical issues like patient privacy and community norms like giving proper attribution.

The purpose of this session is to highlight emerging standards in several of these domains and the approaches taken by several scientific communities to the issue of publishing and sharing data.

Target audience
Scientific publishers, researchers, research institutions, research funders, research communicators and other stakeholders in fields pertaining to scientific research.

Length of session
90 min

Special needs and remarks
General remark: The session will be prepared on-wiki at http://en.wikiversity.org/wiki/User:OpenScientist/ESOF_2012/Publishing_scientific_data. IT requirements: stable LAN for the panelists, stable WLAN for the audience. Remote participation is encouraged.


text:
UCNISS/Sport Wiki Academy/Academies/Adelaide

Adelaide details
Date:  TBA. Time:  TBA. Location: TBA.. Cost: $0.00

Facilitators

 * Primary: Laura Hale
 * Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)

Attendees
If you plan to attend, please feel free to list yourself as attending to give an idea as to who will attend.


text:
NTEU discussion on TEQSA framework for standards in teaching and learning

This wiki page has been created by the National Tertiary Education Union (NTEU) for the purpose of discussing the Tertiary Education Quality and Standards Agency (TEQSA) Review into the Teaching and Learning Standards.

About the Review
The TEQSA Taskforce in the Department of Education, Employment and Workplace Relations has prepared a discussion paper on the development of teaching and learning standards in Australian higher education.

This paper has being released for response by the sector, which will be passed to the Chair of the Higher Education Standards Panel for their consideration once they have been appointed.

NTEU’s Policy and Research Unit is in the process of preparing a submission in response to the paper, and to assist us in framing our response we invite comments from people with an interest and/or expertise in this area.

Submission Deadlines
NTEU’s submissions to the Review is due cob 22nd July. Any feedback or comments you wish to make in relation to the discussion paper and the issues raised can be posted either on this wiki or alternatively emailed to tmacdonald@nteu.org.au.

More info
For more information please contact the Policy and Research Unit at [mailto:tmacdonald@nteu.org.au tmacdonald@nteu.org.au]

Overview of Document
This paper initiates a process of discussion on possible approaches to articulating, reviewing and reporting on teaching and learning standards in Australian higher education. It presents the policy context, including the role of the Tertiary Education Quality and Standards Agency (TEQSA); incorporates an analysis of relevant developments as background; and proposes a way forward.

The TEQSA legislation introduced into the Parliament of Australia in March provides, among other things, that a Higher Education Standards Panel (Standards Panel) will be responsible for developing the Higher Education Standards Framework, including teaching and learning standards. The Standards Panel must consult with interested parties when developing the standards.

The Standards Panel will be independent of the TEQSA Commission and will provide advice and recommendations directly to the Minister for Tertiary Education and the Minister for Research. This will ensure the separation of standard setting from the monitoring and enforcement functions carried out by TEQSA.

The Interim TEQSA Commission seeks feedback from higher education providers, professional associations, industry bodies and government agencies about directions for development before detailed work begins. The outcomes from this discussion process will be provided to the Standards Panel for further consideration once the Commission is formally established.

There are three sections in the paper, each with associated discussion points:

1. The policy context for national teaching and learning standards, including proposed statements of principle for TEQSA’s approach.

''Feedback is sought on the proposed definition of teaching and learning standards. Feedback is also sought on the proposed statements of principle describing TEQSA’s approach to teaching and learning standards.''

2. A brief review of international and domestic developments, including student surveys, qualification frameworks, explicit statements of learning outcomes, common tests and peer review. Feedback is sought on the analysis of these developments in terms of their utility in developing a teaching and learning standards framework.

3. Steps toward Australian teaching and learning standards, how Australian higher education, including TEQSA, might further develop a national approach to teaching and learning standards.

''Feedback is sought on the proposed structure of the framework, including on the relationships between the various elements. Feedback is also sought on the particular considerations and possibilities described for developing standards statements, measures and indicators, and processes for expert review.''

Items of Interest in the Paper
There are a number of issues raised by the paper. NTEU welcomes comments in relation to any number of these as well as responsed to the questions posed by the paper.

In addition, NTEU poses the following discussion points for comment:

 * Is there anything additional required in the proposed principles for TEQSA's approach to national teaching and learning standards? Are the proposed principles appropriate? See page 6 for the 7 principles.
 * Benchmarking of assessment needs to be resourced and supported, as well as embedded in substantial assessment frameworks.
 * Teaching standards and learning standards are proposed as conceptually different but there is scope in the document to look more at the teaching side, especially formal background and qualifications of staff who conduct peer-reviews. Should these be treated as seperate concepts?
 * In the brief review of international and domestic developments, is the use of student satisfation/engagement and graduate surveys an appropriate tool to measure quality in teaching and learning?
 * Are there likely to be problems in linking the Australian Qualifications Framework to Leaning outcomes and using these to provide a point of reference when accrediting qaulification within an education system?
 * The Discussion paper notes the use of external tests for generic skills (such as the Graduate Skills Assessment (GSA)and the Collegiate Learning Assessment (CLA) in the USA) to determine quality in teaching and learning. Is this a practical measure for TEQSA to adopot as part of the standards?  Is it likely to lead to ranking and game playing by institutions?
 * Are the measures proposed for determing teaching quality (The Teaching Standards Framework (TSF) project, Macquarie University's internal teaching standards framework, DEEWR's proposed Higher Education Performance Framework) appropriate for this task?
 * NTEU supports the peer reivew process. However, the paper asks if this is appropriate for teaching and learning, given that  peer review is considered to usually focus on curriculum design and realted teaching processes, and does not appeart to be applied when assessing learning outcomes. It also contrasts external peer review to disciplinary peer review and raised the issue of transparency of process.
 * Is the proposed framework for the construction of national teaching and learning standards appropriate? What difficulties are the likely to be in codifying higher education standards and is there are risk of setting the bar too low or that institutional diversity may be impacted upon?
 * Are the proposed models for structuring standards statements and standard's descriptions appropriate? Is using student experience survey data to evaluate effective teaching and learning support an effective mechanism for this? Are common test instruments suitable to determine quality in teaching and learning?
 * The Discussion paper notes (pg 20) that in relation to revieing teaching standards that:

''There is a case to be made for the sector exploring how it might systematically expand existing practices of external review of curricula, beyond professional programs. People with appropriate expertise and experience might be recruited to review programs in their general discipline area. Such practice could make an important contribution to a national approach to teaching and learning standards.......The challenge for TEQSA lies in determining how to best utilise such practices for its role as the national regulator. If any such processes were mandated, rather than voluntary, they would need to be both cost-effective and efficient, for TEQSA and for institutions.''

What should TEQSA's role be in reviewing the standards of Teaching and Learning?

There are many issues in this discussion paper that will impact on NTEU members and there is value in establishing a restricted shared forum for further input.