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Wikiversity:Candidates for Custodianship/SB Johnny (Bureaucrat)

I've been thinking of doing this for a long time, but have held off because of my deep respect and love for respect for JWSchmidt. "Bureaucratship", like custodianship, has nothing to do with power or politics, but rather has to do with being trustworthy and having sound judgement. I also realize and understand that any time an "RFX" is brought before the community, the community cannot help but act as a political body, because we are, of course, voting. With that in mind, here is my "platform":

 * 1) Custodianship is not a big deal
 * Rumor has it that Jimbo Wales's original thoughts about administratorship was that it should be "no big deal". I'm sure most of us are aware of how the pursuit of that ideal has failed (or perhaps even been forgotten) on Wikipedia, but I think that among all the Wikimedia Foundation wikis, we at Wikiversity stand the best chance of living up to it. Our system of mentorship has taken the politics out of the tools, and left them to be simply tools: all we ask of our custodians is that they be trustworty and that they only use the tools when it is appropriate or necessary to do so.
 * As far as I'm concerned, every trusted user should be a custodian. Our community uses a wiki, where we all just fix problems when we see them. Correcting a spelling error or grammar mistake really isn't all that different from blocking a vandal... the only difference is that we want to get to know someone a bit before we let them block, delete, or protect. The worst case scenario is that someone suddenly goes wacky, but even then the Stewards are only an IRC ping away, and there's nothing one custodian can do that can't be just as easily undone by another custodian.
 * 1) Same goes for bureaucrats
 * When we got started at Wikiversity, we has some conversations about what to call our sysops, because "Administrator" had come to be associated with power and heirarchy. "Custodian" was chosen because it's a hard word to associate with power. I suspect that the word "bureaucrat" might have been chosen for similar reasons: at least in the US, the term connotes someone who just pushes papers and follows policy. Again, "Bureaucrat" has come to mean something else entirely on Wikipedia, but again we can escape that if we act pre-emptively.
 * I can assure you from my experience as a b'crat on Wikibooks that it's not an exciting "job". I've re-named quite a few accounts, promoted one bot and demoted another, and made one sysop. If you ignore the silly politics, the b'crats really only serve as the grease for the wheels (not even the greaser, just the grease!), and have absolutely no room to freely interpret or be creative, because the tools are only used when you're quite certain that the tools need using.
 * 1) Power corrupts, but power is only the perception of power
 * While I'm not foolish enough to believe in politial anarchy (in the sense of "no heirarchy") in real life, I truly believe we can achieve that ideal as a community here. By encouraging all of our trusted users to become custodians, we can prevent the creation of an "Admin Caste". By giving the b'crat tools to anyone who feels the need for them, is willing to use them, and will obviously not misuse them, we can avoid creating the "Bureaucrat Caste". We should avoid castes at all costs: wikis work when those who are willing are enabled, period.
 * I understand JWSchmidt's suspicion of power, because he has long been involved with Wikipedia and is all too familiar with its failings. However, I don't want to see those failings repeated here, and I feel strongly that his refusal to accept the tools --and the reasons for his refusal-- can only serve to import those bad old habits to our young and growing wiki. They're just tools.
 * I also understand JWSchmidt's reluctance to have Checkuser tools and b'crat tools combined, but I don't agree with him. The two responsibilities do have a lot in common: above all both can only be effectively used by someone who has a passion for "reading the tea leaves" and having restraint: the b'crat tools require a dedication to understanding the community's will and using the tools when you're sure it's right, and the checkuser tools require an interest in following editing/vandalism patterns, and only using the tool when you need more evitence to connect the dots. Checkuser is by far the greater responsibility, and the only time I've ever used it in relationship to custodian candidates on Wikiversity was to check into a user who had (1) vandalized a prominent page in the Wikiversity namespace, (2) had a history of blocks and sockpuppetry on Wikipedia, and (3) was asking for a mentor for custodianship (I found no evidence of problems, but the candidate found no mentor in the end).
 * I do agree with JWSchmidt that b'crats should have nothing to do with promoting people they are in a mentoring relationship, but for me that only means that we should have plenty of b'crats so that we can all recruit and encourage new users. I would never under any circumstances feel comfortable promoting someone I was offering to mentor, and I would hope all future b'crats would feel the same way about that.
 * 1) There's no time like the present to start a good habit
 * I said at the start that I've been reluctant to open this "RFB" out of love and respect for JWSchmidt. I changed my mind because, frankly, my father died a few days ago, and the most immediate lesson for me is that it's better to breach the topic and do the right thing than it is to avoid uncomfortable conflicts. While it's certainly not the most important question I would have asked my father, one thing we're struggling with is what charity to ask people to donate to in his name. For me, without a doubt, it would be Wikiversity. I'm sure I'm not at all alone in holding Wikiversity and it's mission to be one of the most important things to me: this is my family too. I don't want the failings of Wikipedia to haunt us here when it comes to the misinterpretation of user priveledges as castes. I don't want any good contributor to ever want to help more, but be daunted by petty politics. I want everyone to feel free to contribute, to feel empowered, and to feel valued.
 * JWSchmidt was my mentor, and in many ways still is. We are very cautious here about using sysop tools, and owe that to his guidance and almost constant presence over the first year of Wikiversity. The custodians of wikiversity really are just custodians: folks with the keys to the janitor's closet who pull out the mops when we see the need for them. I just think we need to go one step farther and make the tools even more mundane.
 * I hope (in a very demanding way) that if I am accepted as a bureaucrat, JWSchmidt will accept the tools as well. I hope that my "platform" will set a precedent and help prevent petty politics from tainting our efforts to reach a community of equals, where any good contributor is given the opportunity to take on responsibility without fear. I hope my daughter will find the same open and supportive community I found here two summers ago (she's 4, so that will be some time from now). I hope we can be guided by hope for the best, rather than fear of the worst. I don't want to let things go awry because I'm afraid of offending my friend, so here I am requesting the b'crat tools.--SB_Johnny | talk 02:42, 3 March 2008 (UTC)

Questions and requests

 * SB Johnny, All you have said above are no so much why you would want the bureaucrat's tools as reasons why you would not refuse them. :) But bureaucrats need to interpret the community consensus. How would you comment on the process (not the candidacy itself, but the process) of CountryMike's candidacy of custodianship?  Do you think there was sufficient communication for a consensus to arrive? Hillgentleman|Talk 22:29, 3 March 2008 (UTC)
 * Well, I wouldn't have closed that one because I had a rather strong opinion about it (not about CountryMike per se, but about a number of the underlying assumptions and theories being presented). Sebmol's summary was right on though, and I think done at the right time, because the fundamental question seemed to have been agreed upon, even if some of the new questions brought up in the process remained unanswered.
 * Consensus on wikis is often hard to achieve and interpret, in part because it's rather novel to many users. My own experience with it comes mostly from being a quaker, but of course that's a rather different story. In a quaker context, we search for the "sense of the meeting", which is similar to the weighing of arguments. We also someimes need to cut off one discussion when it becomes quite tangential and needs to be made separate, and I think Sebmol did a good job sorting through that. The major differences lie in the "elders" (who are not elected among friends... it just becomes clear over time who they are), and the theological reasons behind the use of consensus (which might have a strong paralell in usergroups being "no big deal", but that's one of those tangents that would belong somewhere else :-)). Discussions of this nature on wikis are more of a hybrid between consensus and election, but I'm quite familiar with the process.
 * As for my specific reasons for wanting the tools (rather then not refusing them), it's just that I feel I could use them helpfully from time to time and when the need arises. I also think it's good to maintain a critical mass of b'crats so that any b'crat can feel free to join a discussion, voice strong opinions, and then recuse themselves from performing the closure. Having people in the position who are well-entrenched in the community and know the personalities of those who regularly engage in policy discussion is important as well, as is being comfortable with "taking someone aside" to ask if they are willing to concede.--SB_Johnny | talk 01:56, 4 March 2008 (UTC)

Comments

 * After a lot of thought, I support SB_Johnny’s candidacy for bureaucrat. The most critical things for any bureaucrat are respect for consensus, conflict management skills and an ability to be impartial, and quite honestly, I don’t really know what his skills are in this area. On the other hand, SB_Johnny’s extraordinarily wide sysop and bureaucrat experience on Wikimedia projects is a big plus, as is his record-holding level of contributions to Wikiversity content. In terms of the bigger picture, I would like to see sebmol retired from WV bureaucracy, and two appointments to take his place, with a minimum of 3 bureaucrats (see below for my other recommendation). --McCormack 16:50, 3 March 2008 (UTC)
 * support: SB_Johnny is a good man for this job. And the additional tools will be a help here for his work. Erkan Yilmaz Wikiversity:Chat  18:55, 3 March 2008 (UTC)
 * Support: SB_Johnny has made a large quantity of high quality contributions to this project, has earned the trust of the community, and has the enthusiasm and selfless dedication to move wikiversity forward. --mikeu talk 13:55, 4 March 2008 (UTC)
 * I support SB_Johnny - he's running on a good (solid, but still humble) platform, and has done bucketloads for Wikiversity so far. I don't know how many bureaucrats Wikiversity needs (which has always been one of JWSchmidt's questions), but 2/3 more seem fine to me. (And I strongly defend Sebmol in maintaining his b'cratship - he's been by far the more effective b'crat of the two of us so far.) Cormaggio talk 20:00, 5 March 2008 (UTC)
 * Support - As per others : ) --Remi 23:15, 14 March 2008 (UTC)
 * Support - A fantastic interpretation of consensus making on the wiki; one that should be quoted in many places. Have always found SB to be a highly articulate and respectful participant and he runs a mean project there. Countrymike 07:39, 16 March 2008 (UTC)

✅. sebmol ? 23:33, 21 March 2008 (UTC)


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User:Onlinegrandma

I don't know if I am Onlinegrandma or not, if I follow the instructions I have just read!!

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

title: User:Onlinegrandma


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User talk:Onlinegrandma

This should be the page where I receive messages for Onlinegrandma, I think ...
 * Indeed. How are you getting along here so far ? Found anything interesting ? Erkan Yilmaz Wikiversity:Chat  21:31, 10 March 2008 (UTC)

title: User talk:Onlinegrandma


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Talk:Learning the Basics of French/Learn the tenses

Would it be useful to introduce the arrow of time to show how the different tenses worked with each other?

Present tense -+-> time Now Passé compose

++-> time event                 Now ...

 * Sounds ok, would you like to implement this ? Then we could see how it looks like. Just be bold ! Erkan Yilmaz Wikiversity:Chat  17:09, 3 March 2008 (UTC)

Perfect Infinitive
Hi. I'm a new user, so I hope you don't mind me adding to the article. St91 14:28, 10 March 2008 (UTC)
 * Of course not, we are a wiki - optimize the pages as best as you can, Erkan Yilmaz Wikiversity:Chat  16:15, 10 March 2008 (UTC)


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Template:Bcpgt/3

Early Spring

This template makes a link to the Global Temperate Key for late winter, for plants that are in full bloom during late winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/3


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Assistant teacher program/Chess

Chess
Chess can be useful to train and to analyze the ability of a pupil to explain something or to understand and to discuss the explanations of somebody else.

A useful setup is that a teacher or assistant teacher (the examiner) plays a game of chess against a team of two players. The team can consist of two pupils or one pupil and an assistant teacher. If the second player is an assistant teacher he can pretend not to understand the explanations and he can offer his own explanations, which can be intentionally suboptimal.

The examiner should play the game silently, possibly making notes on paper during the game. The players must agree on their moves, if they cannot agree the game ends. The examiner has the opportunity to form an opinion about the ability of one or two pupils to discuss the state of the game and future strategies and he is free to listen and to consider what is said because nobody expects him to talk during the game.

The examiner should pay attention to the reasoning of the pupils but the primary focus of attention should be the pupils' ability to explain and their social behavior while explaining something. A future assistant teacher should be able to keep his voice down, even during a dispute about strategy.

The examiner doesn't have to explain his motivation, so a pupil may be likely to expect that winning the game was the purpose.

The assistant teachers can try out this situation by forming small groups and playing chess as one examiner against two players, who discuss their strategy openly. Instructors can begin this unit with a small group of participants as players, who become the examiners for the following group, so that most participants have the chance to play and to be an examiner to players who don't know the exact role of the examiner already.

An examiner could maintain a checklist and notice occurrences (or absence) of each type of behavior he was prepared to notice.

Afterwards the participants should discuss their observations with the instructor.

Literature

 * Arimaa (Wikibooks)
 * Chess (Wikibooks)

title: Assistant teacher program/Chess


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Wikiversity:Candidates for Bureaucratship/Archive of pending nominations

 * JWSchmidt was nominated for bureaucrat on 19th August 2006 with a 5 day period for discussion. The discussion continued for 562 days without the candidate accepting the office. For full discussion, see Candidates for Custodianship/JWSchmidt.


text: Category:Bloom clock project templates/global tags/temperate


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Wikiversity:Candidates for Custodianship/Mu301 (Bureaucrat)

Nomination
I'd like to nominate Mu301 for bureaucrat. My reasons are as follows. Foremost, Cormaggio has been an excellent bureaucrat and we could do with more of the same. I think that in Mu301 we have someone of the same calibre, although with a lot more academic experience. The most critical things for any bureaucrat are respect for consensus, conflict management skills and an ability to be impartial. These are things which I see very strongly in Mu301. He also has a modesty, reflected in the belatedness of his overdue candidacies, which should help keep “power” decentralised. I know there are custodians who are more experienced and “senior” than Mu301, but I see bureaucrats as something very different from super-custodians. It will make WV a better place to encourage Mu301 to play a bolder role in administration. --McCormack 16:47, 3 March 2008 (UTC)

 * Thank you for the kind words. I do accept the nomination.  I'd like to do anything that I can to help wikiversity grow and thrive.  --mikeu talk 13:17, 4 March 2008 (UTC)

Comments

 * I think Mike would be an excellent bureaucrat, though I'm not sure it will "encourage him to play a bolder role in administration" :-). He is a seasoned, solid, and dedicated contributor to our project, and has considerable experience directing students and organizing academic projects at the University where he works. His reserved approach towards policy matters is no conflict whatsoever with using the tools, as this is not, of course, a legislative position. --SB_Johnny | talk 02:12, 4 March 2008 (UTC)
 * Support: I echo McCormack's and SB_Johnny's comments above. Mike is a fantastic contributor - thoughtful, helpful, learned, enthusiastic - everything we need. :-) Cormaggio talk 20:06, 5 March 2008 (UTC)
 * Support: the more people have access to the tools the better the service quality for Wikiversity participants, Erkan Yilmaz Wikiversity:Chat  16:38, 15 March 2008 (UTC)

✅ sebmol ? 23:34, 21 March 2008 (UTC)


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User talk:Pru.Mitchell

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  17:03, 3 March 2008 (UTC)

title: User talk:Pru.Mitchell


text:
User talk:Linuxlover101

Welcome
Hello Linuxlover101, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  17:15, 3 March 2008 (UTC)

title: User talk:Linuxlover101


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User:Erkan Yilmaz/observations/2008 March

You are invited to add your comments (e.g. but my perception of this issue is different) - please sign anything you add (howto Signature).

todo

 * read assignment

thoughts

 * copyright consists of two words: copy and right. Right alone can mean that someone or some people have a right (e.g. to copy) and others not. Someone is making here a distinction between haves and have-nots, insiders and outsiders to a certain group. How to get this right ? How long you have that right ? Is that right binding to anyone ? Copying can be done by more people - also by people who have not a certain right. How are the goals of the copying people and the right-owners identical or not ? Can these groups merged to one (some day) or does the struggle continue (see below in 557 A.D where 3,000 men were killed) ? What kind of change does this require in people's heads ? Who can help to bring this change of mind ?
 * "Try to ellaborate why the copyright is as it is and why Lessig is claiming that we need "Free Culture". Try to also contextualize these ideas in your own work and country."
 * Lessig (btw: great presentation) seems to point that the "individual" (we) have done nothing to prevent that "others" control the creativity/freedom. Perhaps because lawmakers, lawyers,... are too strong and/or indviduals are not interested, lazy, not organized, ... ?
 * So, what have I done recently to enable freedom/creativity ? Examples:
 * All my contributions are e.g. at
 * en.WV under GFDL and
 * de.WV under CC-BY-SA 2.5
 * but I quote myself:
 * "my edits here are under GNU FDL - but hey, just ask me and you can use it under another licence - what's the big deal ?" (source)
 * My Personal learning environment is in public, so others can profit and also I can profit.
 * my answer to the question: "So I'm a newcomer to Wikiversity. What can I write?":
 * "Anything, as long as it helps you achieve your learning (goals) and if also others can participate in the learning process: even better (so, that comment probably will cause now a lot of heat :-) ) One good thing about Wikiversity from my point of view (POV) is the freedom it offers in comparison to other Wikimedia projects. So, just be bold !"
 * Wikiversity:IRC meeting:New licence for Wikiversity Beta
 * Probably that is not all listed, but if any of us does a little something, it will work. We are more people than a few people at critical, powerful positions (I hope that does not sound aggressive ?). Just be creative and find a way through the bottleneck.
 * [[Image:2ndAvenueSubwayStationBottleneck.jpg|200px|left]]

 * Probably some of you know "The Cape Town Open Education Declaration" (see here)

 * Figures from Germany are:
 * 31st March 2008: 108 signatures are from Germany (from a total of 1512 signatures by individuals) - that makes about 7% of all signatures
 * on 3rd Feb. 2008 it was 89 signatures from Germany, which was about 6.8% of all total individual signatures (see here)

 * Did you sign it already ?
 * TODO: check how the figures are for other countries

 * Unfortunately many people (especially newcomers in wikimedia projects) don't know (or care) much about copyright. It seems easier for them this way, but causes more effort/trouble later on to correct. How does this bring the Wikimedia foundation into legal trouble ?
 * some pages which might help then:
 * Uploading files, The GFDL and you, Free content

other participants

 * Let's ask the participants what kind of licence they release their stuff on their blogs (see also: here)
 * I started writing to some blogs, but since this may be interpreted as spam and I also have not the time, I posted this at the course blog here - hope some people read it.

History of copyright law
557 A.D.:
 * "One of the earliest copyright disputes reputedly took place in 557 A.D. between Abbot Finnian of Moville and St. Columba over St. Columba's copying of a Psalter belonging to an Abbot. The dispute over ownership of the copy led to the Battle of Cúl Dreimhne (also know as Battle of Cooldrumman), in which 3,000 men were killed."

14th + 15 century developments:
 * increase of mercantile trade
 * secular universities appear
 * movable type by Gutenberg

Copyright origins in Britain:
 * 1662: Licensing Act
 * 1709: Statute of Anne (enacted in England, Scotland and Wales)
 * "This statute first accorded exclusive rights to authors (ie, creators) rather than publishers, and it included protections for consumers of printed work ensuring that publishers could not control their use after sale. It also limited the duration of such exclusive rights to 28 years, after which all works would pass into the public domain."

international:
 * 1887:
 * "Internationally, the Berne Convention in 1887 set out the scope of copyright protection, and is still in force to this day."
 * "As soon as the work is "fixed", that is, written or recorded on some physical medium (e.g. words written on page, music recorded onto tape, etc.), its author is automatically granted exclusive rights to the distribution of the work and any derivative works unless and until the author explicitly disclaims them, or until the copyright expires."

2008 March 29 - German Wikiversity has its 1000th article
Learning content in de.WV is separated into courses ("Kurs") and projects:
 * Kurs: 831 pages
 * Projekt: 641 pages

 * Kurs Diskussion: 156 pages
 * Projekt Diskussion: 119 pages

Since we have now a number 1000 let's celebrate this:
 * The German Wikiversity has now its 1000th article.Thanks to all who helped achieving this.

That is all numbers and doesn't have to mean anything - also in comparison to other figures. But it is a small start. Help us grow !

2008 March 27 - Usurpation is against assume good faith ?
background info with SUL:

 * 0-edit-contributors: why take from them back the faith we put in them ? Did they do something that provoked this ?
 * will the new owners of that account contribute here more ? if so, why didn't they so far contribute or noticed that the account was gone ?

 * more to come, during that, feel free to think loud here
 * edit 2008-03-30: see Wikiversity talk:Changing username

2008 March 27 - a journey into the past
If you wanna go back ca. 2400 years back in time this Saturday, 29.3. click here.

2008 March 24 - importing pages from other projects: Wikimedia Garbage Detail
Today someone else than me suggested to import pages into de.WV :-) see de:Projekt:Fundstücke aus anderen Wikimedia-Projekten

2008 March 23 - Wikimedia Foundation & Google Summer of Code™
Wikimedia Foundation is taking part in the Google Summer of Code™ as a mentoring organization.Student application period is from [http://code.google.com/opensource/gsoc/2008/faqs.html#0.1_timeline 24.-31. March]. Join and please also tell others ! See the list of project ideas which surely will help the wikimedia projects.
 * 2008-04-02: extended until 7th of April

Todo

 * read [[Image:Green tick.svg|20px]]
 * assignment for this week: read mostly articles on WP, discuss them, e.g. show similarities and differences
 * I think I will start with the German WP articles first and read then the English ones - I guess with this I can help also WP: optimize both articles, ...
 * When was the first Folk high school founded in Denmark ?: it is told 1844 and the German article (see discussion) tells: 1830. Does somebody have any info regarding this ?
 * a text change regarding Wikiversity

thoughts

 * How many of the participants edited a Wikipedia article while reading or wrote a comment on the talk page there ?
 * I wonder how many course participants signed The Cape Town Open Education Declaration ?
 * It is tiring to read all always the same topics on all the blogs - I pity the facilitators :-( So I made a fun section
 * Perhaps it could be better to "force" people to do something collaboratively (e.g. reviewing + optimizing a Wikipedia article together) ?

Age of Enlightenment
What is it that brings enlightenment/changes ? (age of) people ? "correct" mindset ? emotions ? (new) technologies ? disasters ? luck ? other factors ? All together ?

 * Doubt everything at least one time, even if it is the sentence: 2 x 2 = 4 („Zweifle an allem wenigstens einmal, und wäre es auch der Satz zwei mal zwei ist vier“) (Lichtenberg)
 * "Knowledge is power." (by Francis Bacon)
 * tolerance (e.g. against religions); human is naturally good, you just have to show him, that he realizes it
 * -> Assume Good Faith, Please do not bite the newcomers

 * Categorical imperative: often forgotten
 * Lesegesellschaft -> see also Wikiversity:reading groups
 * new method of book printing (Gutenberg) -> Mediawiki software (initial release: January 2002)
 * Enlightenment was primarily done by the wealthy, especially by the economically successful bourgeoisie. ("Die Aufklärung war vor allem Sache der Wohlhabenden, namentlich des ökonomisch erfolgreichen Bürgertums." )

 * timeline of some important persons during the Age of Enlightenment (in general I like the French article better, because it gets relaxed with pictures, where you can catch the atmosphere from back then)
 * famous persons from the Age of Enlightenment: de.WP, en.WP

Standing on the shoulders of giants
I have here a picture in mind what we do normally with kids. Parents put them on their shoulders, so they can see more. So, they see the world from a different angle. Also some kids have the wish to climb on trees (which probably have seen many things in all the years, but don't tell to us). Becoming tall needs time. Change in position needs some effort, force to fight (against gravity), which kids don't have yet.

Isn't it most of the times easier in the wiki-verse to continue an existing page than creating a new one ? Don't most of the Wikipedia readers just consume (without giving back) ?

 * when reading the intro following associations popped up in my head:
 * dwarf -> Snow White
 * giants -> Titans

 * profiting from (edits by) previous contributors
 * knowledge communism (Wissenskommunismus)

when searching in commons I found these pictures only which relate a little to the picture I had in mind:

Origins of the public library as a social institution

 * I still get some books from the library, but I must say I like to buy them, because then I can write in them and others are not influenced when reading (when I edit a note in wiki others get influenced).
 * After seeing the pictures in the article I had the urge to show you one: Here is a youtube video of my university library (jump to position 3:10 to see the building from outside). In the video you can also see where I lived on campus :-)

TODO

Popular Education

 * Paulo Freire, started in Latin America for analphabetic farmers
 * goal: transfer knowledge and also change of society

 * History from below (todo)

TODO

Folk High School
TODO

Free Software Movement
TODO

fun section: not serious answers (perhaps they are ?)
1. Why access to information is important?
 * than ?

2. Why education is considered as a human right?
 * by ?

3. Who will benefit if the access to information and education is improved?
 * they (don't say it loud, not even think of it)

4. Who is afraid of the access for all and why?
 * they (don't say it loud, not even think of it)

"they": didn't you read Big Brother (1984) ?

2008 March 10 - OER week2: Introduction to LeMill and Wikiversity
So, we survived already the 1st week of the course. Assignment of week2 begins today.

my assignment for this week
>* You should register with LeMill or Wikiversity, contribute something in the form of constructive feedback in discussion forums, editing, or new page creation, then write one (1) blog post about the experience
 * Well, I am doing this already at Wikiversity. But I have an idea: I want to help the course participants (this means YOU) who decide to contribute here also.
 * Advantage:
 * perhaps this can help people being faster efficient here by getting appropriate hints ?
 * I don't know what the expectations of people were in the 1st week, but I personally expected that there was more interaction between each other and this could help perhaps ? Also saving time for Teemu + Hans :-)

 * Disadvantage: I fear this will cost some time and let's see if I can explore LeMill more.

survival guide for Wikiversity
>* Try to locate a group or project where people are working on some learning resource or study project that you could assist with, and join the group or project by notifying the other editors of your interest.
 * some hints how to proceed here:
 * can the course participants tell on a central page their interested areas ? e.g. here
 * This can be used to find others from this course having similar interest, so you would be already a team :-)
 * Please also don't forget to foster cooperation with other projects - so why not join with different people from here and there ?
 * Try the search button in Wikiversity (see left navigation bar)? Did it not bring good/enough results ? Perhaps this page might help: Searching (there are the go- and search button, last one delivers more results) Besides the search there is also available the major portals where you can dive in. When you don't find anything, why not create it ?
 * There are the recent changes, where you can see what is actually being edited.
 * Advantage: if someone is editing at the moment, you can join hands with this person, because in some learning projects contributors are e.g. in vacation.
 * use all means to find people, e.g. the Chat - try this link to go directly there. There should be always someone (Support staff, ...) able/willing to help you.
 * You could e.g. ask in the Colloquium also to find people who are interested in same topics.
 * If you found a learning project/page you can find people lately being active there over the "history"-button on top of each page or see the talk page.
 * on every user page you can find on the left navigation bar "Toolbox" the link: "E-mail this user" - if the person has activated email in his preferences (see tab "User profile" > E-mail > Enable e-mail from other users") she might react faster

 * I would recommend to go in yourself and search something where you have interest (e.g. hobby,...). This is what is always good when doing things.
 * I nearly forgot, this is the standard message a new user receives here: Template:Welcome

 * Probably there are still some questions or ? Either contact me or even better: write in the Colloquium and even faster: visit the Chat
 * Be bold !

expected outcome ?
>* As well as joining an existing project, start your own new content or wiki-page resource in LeMill or Wikiversity.
 * I think one result of this week could be a separate page about the experiences so that future participants will profit from this ?
 * And hopefully much more from you :-)

Questions I have at the moment

 * how many people will join ?
 * what happens when it is too much for me ? I think I will find some other good souls around here to help us.
 * Is this bad since I perhaps don't have the time to get to know LeMill more ?
 * Is this in the goal of the assignment ? I mean should people learn on their own or use such an offered advantage ?

TODO

 * ask Teemu + Hans what they think [[Image:Green tick.svg|20px]]
 * create this list of people already being here active (from the participant list) [[Image:Green tick.svg|20px]]
 * why don't you edit that page if you get active here ?

 * write them on their talk page or email them ?
 * not done, if someone doesn't want to come here, don't spam him :-)

 * btw: is there a mailing list available ?

examples what was done already

 * Wikiversity talk:Research
 * Talk:Web design
 * Talk:Composing free and open online educational resources
 * Talk:Web design
 * comments in blogs: Peter, Janet, Mark, Jeanette, Ari, Keith, James
 * "You just have to clear the mind to let flow the ideas (ok, sounds now as if I had some illegal substance in me - but no - I don't use these - but I hope you get the idea ?)." (source: me)

observations

 * people still do not use the interaction possibility much (Chat, ...) :-( Why isn't the collective mind used more ? You have a question ? Someone will know the answer and save e.g. you the time to search. Also you learn new people with this. Therefore when I post on their blogs, I try to reference other participant's blogs - a good example for interaction was that of Anica, see here
 * Today I saw 3 course participants successfully participate in the Chat. Also from another participant I know she did this in the past. And from the others I assume now: they are already experts and selected nick names from which others can not infer who they are ;-)
 * The participation level of James is just incredible

 * I fear people expect that everything must be super perfect and such ? It is a wiki - if the next one finds your contribution this will already be a help - so just be bold - really. Imagine in 1 week doing a completely new project is impossible - I guess nobody expects that. Just start - it takes time to learn the wiki way.
 * I also try not to overwhelm them - perhaps it can be seen as too intrusive ? If I reply on their edits referencing the edit itself with a history link - perhaps they fear then: "Ah, each edit is observed ?" Just do more edits, then nobody will have the time to do so :-) And really we have other things to do then watch every step of yours :-)

2008 March 9 - making my notes to Thucydides: The Peloponnesian War available on Wikiversity
nothing dramatic: they can be found on the German Wikiversity here. Was thinking why I released it now: I assume it was because of these recent posts: Juan, Daan.
 * In case you don't know: our weekly chats are also published - here on Wikiversity

week1: 3rd post: Study the open education projects online and write a commentary about them in your blog.
There are given following 5 online projects where I should give a commentary :-) So, I will do this with an use case (in the hope to simulate a normal user): I am interested in history, at the moment in Thucydides: The Peloponnesian War (431-404 BC) - let's see if these projects can offer me information regarding this.

summary

 * licence: Wikiversity uses GNU FDL - all others use some kind of a CC licence
 * finding people with same interest: tags help to find easier other people with same interests, seen so far at LeMill.net, Open University - check the others also
 * Wikiversity hasn't something like this in this form, but there are categories, which could be used or user boxes

 * register an account: could not register an account at MIT OpenCourseWare, the other four offered this
 * could I as normal user find the info I wish ?
 * search gave back at least 1 hit for Thucydides and/or Peloponnesian War at:
 * Open University, MIT, Wikiversity, LeMill.net

 * multilanguage:
 * all wikimedia projects have several languages - a complete list you can find on meta. Especially for Wikiversity there is a "breeding ground": betawikiversity
 * To have a new Wikiversity site, you need ten active participants for the project. Then you can request (at meta) for a new language domain to be set up.
 * Also LeMill offers more pages in other languages, but I am not sure how much the percentage is

Open University (UK) Open Content Initiative

 * visting at March 5th, 2008:
 * The website tells: "The OpenLearn website gives free access to course materials from The Open University."
 * Ok, I have an account now there.
 * seems they are more multimedia oriented: I see a world map, chat possibility, link to video meeting possibility
 * TODO: test this
 * I want to jump first to "Arts and History" :-)
 * I am a little impatient, so my search for Thucydides or Peloponnesian War does not reveal a hit - ok, let's scan the material then page by page
 * First thought: why not have the possibility to show all in one page ?
 * When using the main search I get 34 hits on the term Thucydides and 15 hits for Peloponnesian War
 * TODO: scan them
 * Aha: "Finding information in Arts and History": let's join it for a later read :-)
 * subscribe also to: "French Revolution"

 * TODO: read FAQ
 * If I go to my profile and click on my learning interest's tags I can find other people, e.g. History tag leads me to 20 other persons with this tag
 * licence: Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

 * So, more to come, gotta go

Rice Connexions

 * it says: "a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc."
 * also have an account here now
 * TODO: read quick start + FAQ, TED Talk Richard Baraniuk - Talks about the Connexions project
 * licence used is: CC by 2.0
 * wow: in the confirmation email they offer a telephone number if I have problems

MIT OpenCourseWare

 * I remember somewhere in a deeper part of my brain cells, that I got this told by a friend. Probably also because of the MIT :-) Was before getting involved in wikimedia projects. But didn't do much more back then.
 * Well let's go the history department. I thought: perhaps they have something about Thucydides: The Peloponnesian War (431-404 BC) ? hehe, there might be something at The Ancient World: Greece: "...Thucydidean rationalism, and the Peloponnesian War; ..."
 * so, I found something there already which might interest me, didn't have yet the time to assess the quality of that info :-(
 * suggestion: perhaps they can implement a column with a time line of the courses to sort at the main page of the history department ? could help people to find info faster ?
 * licence: CC by-nc-sa 3.0

LeMill.net

 * it tells: "LeMill is a web community of 2156 teachers and other learning content creators. At the moment LeMill has 1127 reusable learning content resources, 206 descriptions of teaching and learning methods, and 387 descriptions of teaching and learning tools. If your learning resource is not yet in LeMill, please join the community and let's make it together."
 * ok, let's also register here then
 * here the history tag leads me to 37 other participants who I have the chance to contact
 * licence: Creative Commons Attribution-ShareAlike 2.5 License
 * got a result for "Peloponnesian War", but the page is not yet created - who knows, perhaps I might add some info :-)
 * offers and probably wants to be multilanguage
 * my collection
 * TODO: Take a Tour + read FAQ

 * no 24/7 service:
 * when going there 2008 March 4th, 18:37 UTC I see: "We are updating LeMill.net and the service is in read-only mode. You can browse LeMill, but not log in or edit content. The service will be back in few hours. Apologies for the inconvenience."
 * ok, let`s postpone my visit a little then
 * haha, when visiting commons 2 mins later I got:
 * Wikimedia Commons has a problem
 * Sorry! This site is experiencing technical difficulties.
 * Try waiting a few minutes and reloading.
 * (Can't contact the database server: Too many connections (10.0.0.231))

Wikiversity

 * Well, what do you expect now from me to write ? haha :-)
 * One of the most important things for it to work: trust. Most of us do this in our free time and don't even get paid.
 * Just thinking if I should write more BAD things about it :-) Let's see, have some more days until the assignments for week1 have to be delivered.
 * licence: GNU FDL

other participants

 * "The participants are expected to evaluate and give constructive feedback to each other through comments on other blogs and synthesis of other's ideas on their own blog." (see here).

 * edit 9th March:
 * I have now replied on a few blogs and some thoughts regarding this:
 * only a few don't allow immediate showing of comments
 * what kind of licence are their posts under ? I would like to cite them, but since nothing mentioned, I better don't quote :-( my edits here are under GNU FDL - but hey, just ask me and you can use it under another licence - what's the big deal ?
 * So I put a CC-BY on my blog. Erkan, I believe you are correct in suggesting all participants put some kind of licence on their blogs / posts... -- Prawstho 21:57, 9 March 2008 (UTC)
 * Hello Peter, thanks for the initiative with the licence. Let's see how many others will follow. Erkan Yilmaz Wikiversity:Chat  22:00, 9 March 2008 (UTC)

 * I will call people now by their first name - hope nobody cries now ? :-)
 * I am not sure but from the yet 70 subscribed participants not all seem to participate - roughly I would say maximum 30 are out there ?

 * edit 10th March:
 * I must say that I wanted to write more on the blog posts itself, but the reading of the other blogs cost also much time than was available. So I had to make a decision - and I preferred the interaction with others :-)

 * I guess a hello doesn't hurt.
 * Visited some blogs and wrote in a few a comment, could use some for the microfinance argument (see above). Who knows, perhaps there could be even a cooperation with French Wikiversity ?
 * edit March 9th: Thanks to Jean-Marie there is something happening :-) see fr:Composer des ressources éducatives en ligne libres et ouvertes (see discussion)
 * "Luca's page" I agree fully - it is a mental thing
 * "Michelle's page" I loved her argument
 * hey, Jean-Marie mentions me :-)
 * Barbara's blog: digitalizing books from libraries. I forgot to mention also wikisource as an example :-(
 * freenode + IRC - Jeanette you just brought a smile on my face
 * Sylvia's post about blind alleys :-( see my reply there

 * Per's blog has in comparison to others a much different design. You immediately switch your attention there.
 * Can't tell you exactly why, but I found the animal pictures on Michelle's blog refreshing.
 * interesting wiki seen on Enric's blog.

 * edit 15th March: that is what I am talking about: more interaction - course participants contacting each other: 1

week1: 2nd post: Open Educational Resources: What they are and why do they matter?

 * thoughts about page3 of this pdf "Open Educational Resources: What they are and why do they matter?" by Ilkka Tuomi, October 2006, Report prepared for the OECD :

 * "Assume, assume": am I in a mathematics lecture ? Assume this and that :-) I am exaggerating, we are especially in a virtual world, so anything can be possible.

 * creating and access to OER: still people need either internet or hardware. I am wondering how much people in the developing countries can access them when they want/need it. E.g. me, when I want some info, I just search at any moment. access stats for Wikiversity.org from Alexa (that does not mean these stats are true at all, they are just stats and should be treated so)

 * speaking in general: there are concepts like Microfinance already giving very good examples. I am wondering why it takes so long then ?

 * edit 2008 March 4th:
 * sad:, , 2nd comment: I was not able to begin yesterday because there was a long power cut ( it happens here!!!), Barbara's blog

 * edit 2008 March 8th:
 * page 5: "Cognitive technologies will be used to repair defects in learning styles and to compensate the effects of aging."
 * sounds interesting, especially the latter part
 * page6: hehe Wikipedia is mentioned

 * edit 2008 March 9th:
 * page7: I am wondering how many of the course participants did ever help to make open source software better in any kind of form by mailing feedback, bugs, ... to the developers so that the community profits from this. From a simple: "Hi, your software is great" to telling: "there is a typo in the help" or "Do you guys know that this function does not work, when you do this and that? It's reproducable, but on another pc it is not :-(" If you did, please reply :-)

 * page26: examples for hierarchical levels of openness at Wikiversity:
 * see also the comments by Keith and Rosmareri.

 * Openness I (access and accessibility):
 * users can not edit e.g. the Main Page, only read it because it is protected
 * "available but in a language that is incomprehensible for the user"
 * happens sometimes people don't see there is betawikiversity and input here the content and I have the chance then to find out in which language this is written :-) E.g. we also have language departments here, see School:Language and literature.

 * "or because some disabilities make the content unusable for some users"
 * definitely: wondering if there is a learning project about "how to improve Wikiversity content for disabled persons" ?

 * Openness II (the right and capability to enjoy the services generated by the resource):

 * example given which tells: to use content to pass a course with the users should be able to gain formal degrees if they so choose.

 * well in this OER course it says: "At the end of the course the facilitators (Teemu and Hans) will provide PASS, FAIL or COMPLEMENTARY WORK REQUIRED statements for each participant."

 * Here at Wikiversity there is no formal degrees, see also Will I earn a diploma at Wikiversity?: "No. That's one thing we don't do. At the moment you cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. For now this is about the learning itself, by itself."

 * Openness III (the right and capability to modify, repackage, and add value to the resource):
 * we are a wiki, see also: Be bold; also fair use possible

 * page28ff: learned something about the history of copyright - thanks Ilkka

week1: 1st post: personal introduction

 * Regarding the introduction I am asked to make 3 posts - the first about introducing myself:

 * I am Erkan YILMAZ - at the moment living in Karlsruhe, Germany
 * >why I want to take this course ?
 * For me as Wikiversity user: I like the idea and I wanted to grab the chance.
 * >You may also use audio or video to present yourself.
 * perhaps later and in addition with the Wiki Campus Radio. If someone wants to hear my voice click here (even on the risk you laugh too much about it) and read here the story about it.

 * things in my mind at the moment:
 * I want to use not a regular blog system, but this page in wiki style. Probably it will not work with the Jaiku channel :-( Let's see if I am forced and must either boost it up with RSS feeds or change to another blog system.
 * I am eager to appear also on the Jaiku, so I decided to post on my other blog with RSS feed links to here, so others see me also in the list. group pressure ? ;-)
 * deadlines of posts each week are until Sunday 23:59 UTC ?
 * can people join afterwards ?
 * I fear: no
 * what licence does this pdf have ? (for citing)
 * All rights reserved. Fair use (such as citing it in context) seems ok, for other things it's probably best to ask permission from the author.
 * edit 09th March: see also Jean-Marie's post

 * edit 2008 March 4th:
 * As you can and will see, I just write here some things an continue to add more to it during the next days: wiki style. I am wondering if some of the other participants do this also like this ?
 * I am wondering, since we have in the group many teachers I might ask them one day: what do you think contributing at a public place where everyone can edit posts ? Would they think of things like: my original idea gets lost due to other persons edits ? manipulation ?
 * Do they know, that the community looks after this ? They are mostly not seen, but they are there. I am not sure if it can be compared to an invisible hand (Adam Smith) ? Do they know about ideas like: page protection ?

 * edit 2008 March 9th: see Luca, Jean-Marie, Annika, Jeanette


text:
Process and People

People in the process
People are central to the way that software gets developed and the managers in the software process are primarily concerned with managing the motivation of their team members.

Needs and motivation
Maslow's hierarchy of needs categorizes five needs of people. Three of these - social needs, esteem needs and self-realization needs are the main concerns of people managers.

 * Social needs: In the software process this translates to creating opportunities for interaction and communication
 * Esteem needs: In the software process this translates to bonuses and stock option, recognition and service awards, positive appraisals
 * Self-realization: In the software process this translates to what might be termed progression. Allowing people to train and learn new skills and progress to positions of responsibility.

Personality types
Maslow's needs provide good guidelines for understanding team member motivation, but this is not enough. People managers also need to understand the different personality types of team members and how that effects how their motivation and individuals and as a team.

 * Task oriented: motivated by the task undertaken. They must "believe" in what they are doing
 * Self oriented: their motivation is external to the task. The task represents means of achieving their own goal
 * Interaction oriented: motivated by social interaction and actually being at work

In spite of this categorization, it's never clear cut. People's motivation may change depending on the task, personal circumstances or other factors.

Introduction
It is important for managers to motivate the members of the team working on a project. Motivation keeps the people interested in what they are doing which is good for everyone concerned.

There are many theories of motivation:
 * Maslow's hierarchy of needs Maslow%27s_hierarchy_of_needs
 * Herzberg’s two factor theory Two_factor_theory
 * Alderfer’s ERG theory Motivation
 * Self-determination theory Self-determination_theory

These theories describe why people behave in a certain way in order to achieve a certain goal, e.g. get food, be promoted, etc. The goals can be basic (food, shelter, etc), personal (self-esteem) or social (acceptance).

In order for a team member to be satisfied and motivated, the manager must help the team member in achieving/satisfying their needs. This could be done by providing a wage, setting-up teams (such as sports teams), providing promotion opportunities, training, etc.

People are not only motivated by their own goals and beliefs but also by groups and cultures that they are involved with. These groups can be a motivating reason why someone does what they do while around that group.

Personality Types
Not only should the “need hierarchy” be taken into account but also “Personality Types”.

The following are personality types:

Task-oriented

The work is the motivation

Self-oriented

Work is a way to achieve a personal goal

Interaction-oriented

The motivation comes from the involvement of co-workers because the person likes to go to work.

Agile Processes & Teams
Individuals and interactions over processes and tools - Agile Manifesto

In our quest for repeatability, we have sacrificed individualism - Jim Highsmith

At the heart of any discussion about the differences between agile and plan driven development is the approach to people. This approach is probably the defining difference between agile and plan driven methodologies.

''Process doesn't turn people into star performers. People turn people into star performers'' - Jim Highsmith

In the Agile philosophy, the belief is that by putting the individual at the centre of the process you allow them to be as creative as possible.

A key element in getting teams to work together is the physical organization of the team to maximize communication. Discussions of Extreme Programming will often include guidelines on layouts, seating arrangements and floor plans. See Chapter 3 of Agile Software Development: The Cooperative Game, Second Edition, for an example.

Another common element of Agile projects is the use of a highly visible dashboard to track progress and highlight problem areas. Dashboards are updated frequently and keep in high-visibility, high-traffic areas. For distributed teams, a virtual dashboard is often used.

Agile Teams are considered to be self-organizing, that is, that while they have a leader who keeps the team on track for meeting goals, it is up to the team to understand and organize tasks.

Introduction
In software project management one of the most important issues is an effective software team organization, formation and management. It is essential to form a competent team for a project that is a short or long-term project, taking into account project scope, organisational structure and processes within the organisation. Balancing the know-how, procedures and skills of the team members, who form a group, which works as an entity.

To improve weak areas, necessitate identifying personal strength and ability of the team members who benefit to the project success. Complex parts of identifying types of personality and other factors a specially in multinational organisations and teams required more than knowledge, includes experience in project management. There have been researched and proposed assemble types of team members model for software team formation.

Myers-Briggs Type Indicator
MBTI was developed a model to identify the psychological type of a personality through a questioner. This model was developed during 40’s based on the theories of psychological types for women entering the industrial workforce, to identify which position is most suited.

All of us have different psychology and some are better at one thing while weaker at another. MBTI proposed model identifies four pairs of opposite psychological inclination. Those four pairs are called dichotomies. Each preference is assigned a letter E for Extraversion etc, resulting in 16 combinations.

ESTJ - Extraverted, Sensing, Thinking, Judging

INFP - Introverted, Intuitive, Feeling, Perceiving

Extraversion-Introversion stand for attitude, Sensing-Intuition and Thinking-Feeling stand for Functions and Judging-Perceiving stand for Lifestyle. After completion of the test and answering to questions, MBTI identifies for what position is the person better suitable.

Tuckman’s Stages
Another model was developed by Bruce Tuckman in 1965. This model is called Forming-Storming-Norming-Performing. In order for team to form and grow team must follow these Tuckman’s group development stages.

Forming stage is when team meets and identifies tasks and goals to be achieved. This stage is very important because project stakeholders meet face-to-face, get to know each other in person. If project is not collocated for future collaboration and work is recommended to have face-to-face meetings frequently.

During Storming phase propose ideas on the project; define what development model to follow. This stage might be harsh and tolerance between team members is required.

Norming stage brings project participants closer together in human sense. Teamwork is developed through collaboration agreeing on workflow, rules, behaviour and values.

Performing stage comes after with a well developed teamwork and interdependent structure and workflow. Teams are able to productively function as a entity without a supervision.

Agile Software Teams and Distributed Teams
In agile development great emphasis is on people well being. Small, well formed teams of good developers, collocated, formed in agile development perform better then well-organized processes and tools. It is crucial to form well organised and experienced team, especially in agile, short or long term projects. Well formed team in agile can do better than a bad team regardless what effective processes it follows.

The best advantage is collocation of the team. Effective collaboration between software team members and stakeholders is the key in successful software projects. Agile and adaptive team is better answer then using linear waterfall model. Software should be developed in iterations for dynamic purposes of the project. Iterations are also beneficial to developers, that can gain experience and overall improvement of themselves.

Combination of small teams up to ten members, also possible to apply greater number up to forty team members in agile development. Bigger teams and distributed teams have other advantages like more technology onboard and possibility to incorporate more skilled participants. Also there are numerous negative aspects of distributed teams like time zone – put off collaboration between team members on regular working hours and cultural habits and specifications.

Group composition
Group composition would depend on what kind of project we are taking. The key point would be: “Let the appreciate people do appreciate work.”

“You need a mix of people for every task. Some people are good at having insightful ideas, but not at implementing them; Some are good at design concepts, while others are better at implementation; Some people enjoy finishing off and putting the ‘polish’ on the product, while others hate it. Occasionally you may have to get people to do things they fundamentally dislike. You may have to do some things yourself that nobody else will do.”(Gerry, 2008)

A developer with good performance on programming would be the best choice. Their behaviour on themselves likes a good example shown for other people. However, if most of developer are less experience and unsatisfied performance in a team, the critical thing should be using a appreciate process to control and manage them as a criterion.

Group cohesiveness
Group is better than the sum of its parts. Every member in the team is unique and important. Every team member should have the cognition and spirit of team-work. How to improve and cohesiveness in the development team? Following initiative would be useful for reference:
 * Deeply understand our colleagues work with you
 * Learn from the mentor within the team

“Advantages of a cohesive group are:
 * Group quality standards can be developed
 * Group members work closely together so inhibitions caused by ignorance are reduced
 * Team members learn from each other and get to know each other’s work
 * Egoless programming where members strive to improve each other’s programs can be practiced.” (Gerry, 2008)

However, the cohesive group is affected by following factors:
 * Organizational culture
 * Group individuals

Developing group cohesiveness on the primes

 * Same wish in one team
 * Efficient communication
 * Trust each other

How to develop group cohesiveness

 * Social events
 * Developing a group identity and territory
 * Explicit team-building activities (Training &Outdoors) (Gerry,2008)

Openness with information is a simple way of ensuring all group members feel part of the group

 * Give people a plenty of time on communication between each other
 * Motivate people interested over award
 * Let people pride in work
 * Let people in accomplishment
 * Let people in contribution
 * Encourage people’s achievement in working

Using P-CMM for improving the way in which an organization uses its human assets.
The main purposes for 5 maturity level of P-CMM:
 * Continuous Capability Improvement
 * Construct active and efficient group
 * Motivate improving performance
 * Training resource for future use

Office space and team collocation
Office space and team collocation is involved with the managing of the environment that the people work in and the communications between the people there.

Group communications should not be centralised but set up in such a way that people can talk to whoever they need when they need to. Employees should be allowed to organise their own meeting and their own work spaces.

Agile methods, such as Crystal Methods, greatly encourage team collocation and free-flowing communications between team members. [See http://en.wikiversity.org/wiki/Crystal_Methods#Close_or_osmotic_communication]

Teams, of sizes 6 to 12, can benefit from close proximity and the “caves and common” room arrangements. Ideas can be discussed, problems resolved more effectively, etc.

If team members are situated away from each other, such as in distributed project, then there is far less informal communication which leads to increased discussions in formal meetings. This is somewhat alleviated by used of instant messaging (not liked in some organisations) or phone calls but this increases the communication overhead.

When global projects are concerned, then issues such as language, culture, working hours & time-zones need to be considered.

Team Productivity
Small teams are capable of achieving high productivity. They can benefit from having a close proximity to the other members in the team but also from shared knowledge as a result through interaction. This is also known as “Tacit Knowledge”. In small teams information is easily shared and problems are quickly resolved. Also fewer communication formalities exist such as too many meetings and intensive documentation.

Distributed projects
Many projects are executed in a distributed fashion. This means that project team are interacting with each other without actually sharing the same office space. Team members may be on different floors in the same building or even in different buildings. Distributed projects therefore cannot benefit from tacit knowledge or settle with informal communications. Potentially more formality procedures need to be in applied.

Global projects
Major multinationals are now executing projects in a global manner. This is the next step after working in distributed projects. In global projects the challenges lie in the management of team members who are located in different countries. These challenges include issues around management, time zones, cultural differences etc. On the other hand software companies are more and more outsourcing their software development to low cost countries and companies find new ways to collaborate globally.

title: Process and People


text:
TI-BASIC/Disp

Last time we used the function Disp, which displays whatever comes after it. Something has to be written after it, which is it's only parameter.

Parameters
A parameter is the requirement to use a function, unless you satisfy all parameters of a function the program doesn't fully comprehend what it is supposed to do, and will return an error. will return an error if there is nothing after it, so it needs to have either a number (variable which is what the letters are really) or a quoted symbol. example; PROGRAM:TEST
 * Disp "=123ABθ"

More complex functions require full attention, and have many more parameters. For Example needs to be written as  where x is the horizontal position in respect to the left side and y is the vertical position in respect to the top side. example; PROGRAM:TEST
 * Output(5,3,"HELLO"

will display as prgmTEST

HELLO The parameters are that has an x and a y and a variable, where x is on the screen size (between 1 and 16) and y as well (between 1 and 8). back | next

title: TI-BASIC/Disp


text:
User:Narayan (usurped)

Hi

title: User:Narayan (usurped)


text:
TI-BASIC/Loops

PROGRAM:TEST
 * 1→X
 * While 1
 * While XE-10
 * .5X→X
 * Disp X
 * End
 * End

 * → is on the buttonpad as sto>
 * While & End can be found in the program menu
 * < & > can be found in TEST (above MATH)
 * !; to stop this function press ON, which is the emergency break for any program on the TI.

Loops
Loops are features in programs that tell it to repeat a certain number of commands over and over, for as often as you tell it to. The above program will use X (which starts off at 1) and will double it continuously until it reaches 1.7*1010, at which point the While logic says it isn't true and will skip to the other While until that is disproven as well.
 * why does While 1 keep repeating? time for an exercise with logic

Logic
Logic is what the calculator uses to understand when conditions are right. If 1=1 is typed on the regular calculating screen, the calculator will awnser with 1, telling you you're right 1 is equal to 1. If you were to type 3<2 it would tell you 0, which is it saying 3 isn't smaller than 2, that doesn't make sense. When While 2X1
 * Then
 * Disp "NOPE"
 * Else
 * If H=2
 * Then
 * Disp "MHM"
 * Else
 * Disp "COOL"
 * End
 * End

If, Then and Else can all be found in the CTL list of the program menu. They all serve as a conditional clause, that inhibit some commands to be run, and enables them only if the condition proves true. In this example, If K=1 asks about K, but because it doesn't have Then following it, so (inclusively to TI-basic) it only proves the next line true. This example also has a condition within a condition. Within Else and End it conditions for H, and it had to be ended before the If ended, otherwise it doesn't know when the inbound condition ends and simply skips it.

For(A,1,100,5
For is another loop, where increments are taken for every time it is run. PROGRAM:TEST
 * For(A,1,100,5
 * Disp A
 * End

will run and display A for every time from 1 to 100 with increments of 5; 1 6 11 16 21 26 ... For can be very useful when all values for a certain length have to be run through. example; PROGRAM:NAME
 * For(A,1,8
 * For(B,1,16
 * Output(A,B,"H"
 * End
 * End

= HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH back | next

title: TI-BASIC/Loops


text:
Wikitechnic

How does it work?

This school collects and studies interesting wiki-technologies; Participants are to gain a working knowledge of the engines which support this Wikiversity, to develop enhancement of them, and to understand how to break wikiversity apart and rebuild it from its components. For topics specific to the MediaWiki engine, please visit also Topic:MediaWiki.

MediaWiki technology

 * special:version - ("how is wikiversity configured?")
 * MediaWiki engine/index.php - ("How is this page generated?")
 * MediaWiki engine/Parser.php - ("How does it convert my contributions to HTML?")
 * the quiz extension: help:quiz, mw:extension:quiz
 * dynamic page list
 * subpage list mw:extension:subpage list 3
 * migration to the new preprocessor

robots

 * User:HagermanBot - the robot which keeps the archives of the colloquium
 * pywikipedia - interwikibots et. al.
 * Auto wiki browser

dynamics contents and templates

 * generating dynamic contents
 * topic:templates
 * meta:help:templates
 * meta:help:ParserFunctions
 * wikiversity blogs
 * wikiversity feeds
 * Main page learning project

css and javascripts

 * Naviagation frames
 * javascript gadgets
 * mediawiki:common.js
 * mediawiki:common.css
 * meta:User:Pathoschild/Scripts/AJAX transclusion table
 * special:gadgets/mediawiki:gadgets-definition

technologies for custodial works

 * How to merge history
 * various ways for protecting pages
 * What is cascading protection
 * Not just for custodians: script for mass revert : botwiki:python:revertAll.py - under development (it works)
 * blacklisting
 * Popups

others

 * IRC - (what is it? How does it work? How can I use it?)

external resources

 * http://sandboxserver.org/wiki

school news

 * 21:27, 3 March 2008 (UTC)

title: Wikitechnic


text:
User:Cicero Oliveira

My name is Cicero Oliveira and you can contact me through my email: PowerProgrammingPoint@gmail.com.

I am an IBM mainframe developer with more than ten years of experience. I've worked in Brazil, Portugal and Canada, mostly in insurance companies. I am proficient in many Mainframe tools like: COBOL, CICS, DB2, JCL, ISPF, SDSF and others.

Apart from School:Information_Technology, my bread winner, I am also interested in reading, writing and movies. I am still writing my first fiction book which I intend to publish this year.

In March, 2008, I will start a Movie Production course.

I have a blog dedicated to IT, mostly with informations and tips related to mainframe and important skills for developers. The address is: http://powerprogrammingpoint.blogspot.com.

Links of interest:

Getting_involved

Introduction_to_Wikiversity

Help:Editing

COBOL Wikibook

title: User:Cicero Oliveira


text:
Talk:Wikitechnic

How does it work?

title: Talk:Wikitechnic


text:
User:Jency83

This is a test page..

title: User:Jency83


text:
Invertebrate Clock

The Invertebrate Clock is a research and learning project dedicated to insects and other terrestrial non-vertebrates. The goal of the clock is to match the occurrance of invertebrates to other seasonal events such as flowering plants, birds, and so on. The clock will employ templates and logs in a similar manner to the Bloom Clock.

This clock will likely need to be split into a number of smaller clocks to address specific orders, since the life cycles will be quite different for the various classes of organisms.

To add an organism to the list below, use ~.

Insects (Lepidoptera: Moths and Butterflies)

 * --SB_Johnny | talk 14:00, 26 April 2008 (UTC) (small nests on Prunus sp. and Malus sp.)

 * --SB_Johnny | talk 14:00, 26 April 2008 (UTC) (adults)

 * --SB_Johnny | talk 14:01, 26 April 2008 (UTC) (adult)

Insects (Coleoptera: Beetles)

 * --SB_Johnny | talk 10:37, 29 March 2008 (UTC) (have left the house, over the past 2 weeks)

 * --SB_Johnny | talk 14:03, 26 April 2008 (UTC) (grubs, feeding near the surface)

Insects (Hemiptera: Bugs)
--SB_Johnny | talk 16:01, 28 March 2008 (UTC) (adults flying, now emerging from hibernation and leaving the house and outbuildings)

Insects (Hymenoptera: Wasps, Bees, and Sawflies)

 * --SB_Johnny | talk 14:05, 26 April 2008 (UTC)

 * --SB_Johnny | talk 14:05, 26 April 2008 (UTC)

 * --SB_Johnny | talk 14:05, 26 April 2008 (UTC) (adults, seem to be looking for nesting sites)

Worms

 * --SB_Johnny | talk 14:03, 26 April 2008 (UTC) (numerous sightings the past few weeks)

title: Invertebrate Clock


text:
User:Stevesilsbee

Welcome to my User page. If you have any questions or comments, please click on the discussion tab above. Thanks. -Stevesilsbee 13:13, 4 March 2008 (UTC)

title: User:Stevesilsbee


text:
Category:Pediatrics (LMCC)

The LMCC (Licentiate of the Medical Council of Canada) is the licensing examination for all Canadian medical students upon entering residency. The MCC website is located at http://www.mcc.ca .This category covers the pediatric objectives.

title: Category:Pediatrics (LMCC)


text: Template:LMCCPediatrics

title: Template:LMCCPediatrics


text: LMCC/Milk Caries

title: LMCC/Milk Caries


text: LMCC/Colic

title: LMCC/Colic


text: LMCC/Injury Prevention Counselling

title: LMCC/Injury Prevention Counselling


text: LMCC/Sudden Infant Death Syndrome

title: LMCC/Sudden Infant Death Syndrome


text: LMCC/Immunization

title: LMCC/Immunization


text: LMCC/Development

title: LMCC/Development


text: LMCC/Failure to Thrive

title: LMCC/Failure to Thrive


text: LMCC/Circumcision

title: LMCC/Circumcision


text: LMCC/Toilet Training

title: LMCC/Toilet Training


text: LMCC/Elimination Disorders

title: LMCC/Elimination Disorders


text: LMCC/Child Abuse and Neglect

title: LMCC/Child Abuse and Neglect


text: LMCC/Normal Sexual Development

title: LMCC/Normal Sexual Development


text: LMCC/Cardiology

title: LMCC/Cardiology


text: LMCC/Dermatology

title: LMCC/Dermatology


text: LMCC/Endocrinology

title: LMCC/Endocrinology


text: LMCC/Gastroenterology

title: LMCC/Gastroenterology


text: LMCC/Genetics

title: LMCC/Genetics


text:
LMCC/Hematology

Hematology is the study of blood, its components and functions in heath and disease conditions. The practice of Hematology globally, reveals that we have clinical hematologists, laboratory hematologists, experimental hematologists and comparative hematologists.

title: LMCC/Hematology


text: LMCC/Infectious Diseases

title: LMCC/Infectious Diseases


text: LMCC/Neonatology

title: LMCC/Neonatology


text: LMCC/Nephrology

title: LMCC/Nephrology


text: LMCC/Neurology

title: LMCC/Neurology


text: LMCC/Oncology

title: LMCC/Oncology


text: LMCC/Respirology

title: LMCC/Respirology


text: LMCC/Rheumatology

title: LMCC/Rheumatology


text: LMCC/Urology

title: LMCC/Urology


text:
User talk:Bekkerd1

Welcome
Hello Bekkerd1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:44, 4 March 2008 (UTC)

title: User talk:Bekkerd1


text:
LMCC/Regular Visits

Schedule

 * newborn
 * 1 week post discharge
 * 1, 2, 4, 6, 9, 12, 15, 18, 24 months
 * yearly until age 6
 * every other year until age 11, then yearly until 18

History

 * pregnancy/neonatal history
 * feeding/diet
 * immunizations
 * developmental assessment
 * growth, energy, appetite, sleep and review of systems
 * past medical history, medications, allergies, family history and social history

Physical Exam

 * Growth parameters:
 * serial height
 * weight
 * head circumference (until age 2)

title: LMCC/Regular Visits


text:
User:Jenny Rosen Gomez

Jenny Rosén Gomez jro@du.se

Jenny är doktorand i Pedagogik inom Forskarskolan i Utbildningsvetenskap vid Örebro universitet. Hon arbetar även inom Svenska språket och Svenska som andraspråk vid Högskolan Dalarna där hon bland annat undervisar i Kultur- och migrationskunskap och Andraspråksinlärning.

''Jenny is a doctoral student in Pedagogy at the Research School in Education at Örebro University. She works also in Swedish as second language at Högskolan Dalarna (another university) where, among other things, she teaches Culture and Migration Studies and second language learning.''

Intresseområden Kommunikation, identitet, mångfald, intersektionalitet, postkolonial teori, flerspråkighet, Svenska för invandrare.

Areas of interest: Communication, identity, diversity, interdisciplinarity, post-colonial theory, multilingualism, Swedish for immigrants.

Jenny belongs to the learning community KOIIA

title: User:Jenny Rosen Gomez


text:
Talk:Nella Larsen "Quicksand"

Copyright violation?
The first sentence seems to be a direct copy and paste from this webpage. Content on Wikiversity must be "free content", and sources used must be made explicit. Can you make sure that the content here is free (ie your own content, or from a free content source), and that sources of content are cited? Thanks. Cormaggio talk 21:12, 4 March 2008 (UTC)
 * To clarify, I've discussed this via email with User:Candyangel43, and I'm happy that the page is being developed in good faith. Cormaggio talk 16:49, 6 March 2008 (UTC)

title: Talk:Nella Larsen "Quicksand"


text:
Instructional design/Learning objectives

Introduction
The crafting of well-formed learning objectives is becoming a lost art in instructional design circles. The time devoted to teaching the proper construction of learning objectives in bachelor- and masters-level courses is low, and numerous pundits in the field have dismissed the relative importance of learning objectives. [Substantiation required] But there are many reasons why we should care about learning objectives. For example, Gronlund (2000) identifies some of the benefits of objectives:

 * 1) They provide an instructional focus for participants (learners, instructors, and instructional designers).
 * 2) They provide participants with guidelines for learning and teaching.
 * 3) They provide standards for assessment (including self-assessment) and evaluation.
 * 4) They communicate instructor and course expectations to participants.
 * 5) They communicate instructional intent.
 * 6) They provide instructional designers with guidelines for selecting media, materials, and strategies.

Well-formed learning objectives, like user requirements for software products or SMART objectives for project management, result in more robust and creative instructional solutions. For many instructional designers, the ability to craft such objectives is a significant advantage when designing successful learning experiences.

The Structure of Learning Objectives
Since it is important to learn how to write objectives, we need to identify the components of a well-written learning objective. One of the most common descriptions is provided by Robert Mager. He describes the three major components as follows:

 * Performance: The objective should describe what the participant should be able to do; also referred to as behavior.
 * Condition: The objective should describe under what constraints the participant’s performance occurs.
 * Criterion: The objective should determine at what point the performance is acceptable; it describes the standards that must be met.

For example, the objective for this, the current module of instruction, is:

Given a content scenario that reflects a cognitive skill(s), a cognitive verb job aid, and a writing-objectives checklist, the participant will be able to write a well-formed learning objective for that content. The components of the objective must answer 90% of a writing-objectives checklist.

The breakdown of the components of this objective is:

Performance: The participant will be able to write a well-formed learning objective for that content.

Condition: Given a content scenario that reflects a cognitive skill, a cognitive verb job aid, and a writing-objectives checklist, the participant will be able to [do a certain thing].

Criterion: The components of the objective must answer 90% of a writing-objectives checklist.

Learning to Write Well-Formed Objectives: Overview
To learn how to write well-formed objectives, we will look at each of the components separately, then put them all together at the end. The following is an overview of the lessons for writing objectives.

If this is your first time here, you can navigate through the entire module by clicking the next button at the bottom of each page. The module takes approximately one hour to complete. Otherwise, for quick access to a specific page, click one of the following links:

 * Lesson 1 (15 minutes): Performance for Learning Objectives
 * Bloom’s Taxonomy of the Cognitive Domain
 * Cognitive Domain Verb Usage
 * Cognitive Domain Verb Usage, Part 2
 * Examples and Non-Examples of Performance Phrases
 * Performance Self-Test

 * Lesson 2 (10 minutes): Conditions for Learning Objectives
 * Where Conditions Come From
 * Examples and Non-Examples of Conditions Phrases
 * Conditions Self-Test

 * Lesson 3 (15 minutes): Criterion for Learning Objectives
 * Examples and Non-Examples of Criterion Phrases
 * Where Criteria Comes From
 * Criterion Self-Test

 * Lesson 4 (20 minutes): Writing a Well-Formed Learning Objective
 * Authentic Learning Objectives
 * You are the Instructional Designer
 * Instructional design/congratulations

Navigation
Click Next to go to the first lesson: Performance for Learning Objectives


text:
User:SmokeyFromClark

I'm Smokey, from Clark University.

...Whuddup?

title: User:SmokeyFromClark


text:
User talk:Tarmo

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  21:42, 4 March 2008 (UTC)

title: User talk:Tarmo


text:
User talk:Towers1209

Thank you. Here you have more info about Wikiversity, Erkan Yilmaz Wikiversity:Chat  21:43, 4 March 2008 (UTC)

title: User talk:Towers1209


text:
Instructional design/Learning objectives/Conditions

Introduction
The second component of a well-formed objective is the condition. Simply identifying the performance required from the learner is not enough. We also have to describe the conditions that affect that performance. In this lesson you will learn the definition of conditions and how to clarify the intended performance. Examples and information about what constitutes conditions will help the learner to correctly identify well-written conditions. A self-test will help the learner to remember some of the key concepts from this lesson. Topics include:

 * Defining Conditions
 * Where Conditions Come From
 * Examples and Non-Examples of Condition Phrases
 * Conditions Self-Test

Defining Conditions
Once the performance phrase is written for the learning objective, the learner understands what action, or behavior, is required. By including conditions to the objective, instructions are provided to the learner concerning "how" the performance is done. It provides the circumstances, resources, and supervision that the learner is given (or not given) to initiate the behavior. According to Robert Mager, the inclusion of the condition is to prevent misunderstanding. The condition helps clarify the objective so the learner knows what is expected of him/her. In a well-formed objective the condition provides the following:

 * It identifies what the learner will be able to use to meet the desired performance.
 * Given a periodic table of the elements, the participant will state the atomic number of hydrogen......

 * It identifies what the learner will not be able to use to meet the desired performance.
 * Without reference to the periodic table of the elements, the participant will be able to state the number of protons in titanium.....

 * It identifies the context or environment the performance is accomplished in.
 * During a simulation where the laboratory catches on fire, the participant will be able to implement emergency procedures .....

Navigation
Click Next to continue.


text:
Instructional design/Learning objectives/Performance

Introduction
When writing well-formed learning objectives, one of the most important tasks is to identify "what you want the learner to do." During this first lesson, you will learn to identify verb phrases that state a "performance" of a cognitive learning objective. This lesson describes Bloom's Taxonomy of the Cognitive Domain, provides examples of cognitive domain verbs and performance phrases, and allows several opportunities for practice and feedback. The lesson topics are:

 * Defining Performance
 * Bloom’s Taxonomy of the Cognitive Domain
 * Cognitive Domain Verb Usage
 * Cognitive Domain Verb Usage, Part 2
 * Examples and Non-Examples of Performance Phrases
 * Performance Self-Test

Defining Performance
The performance, or behavior, is a description of "what the learner must do" by the end of instruction. In addition, the behavior must be something we can see, evaluate, and should be described by using an action verb. The main characteristics of a performance are:

 * It is observable, and
 * It is measurable.

Sometimes the goal of instruction may be a behavior that is not observable, which means it is covert. These learning goals use words such as "know", "understand", or "distinguish". Since we cannot observe these behaviors, we need to include an indicator that allows us to observe the learner's performance.

For example:

"The learner will be able to know the capitals of each state" is not something that is observable and measurable. To "know" or "understand" a subject is a covert process which cannot be observed without providing an alternate method of measurement. However, I can determine if a learner knows the capitals of each state by writing the performance like this:

 * "The learner will be able to label each state capital on a map" or
 * "The learner will be able to list each state capital on a sheet of paper".

While "Know" and "Understand" are not observable; "List" and "label" are overt actions which can be assessed according to a standard.

Practice and Feedback
Now, let's identify some observable and measurable verbs. Click the appropriate box for each question, then click the submit button for the correct answers.

{Which of these describes an overt action? - ...identify a red blood cell that contains the sickle cell. - ...recognize a red blood cell that contains the sickle cell. + ...circle a red blood cell that contains the sickle cell.
 * type="[]"}

{Which of these is the best example of an observable action verb? - ...determine + ...diagram - ...reflect
 * type="[]"}

Navigation
Click Next to continue.


text:
Instructional design/Learning objectives/Criterion

Introduction
One of the three components of an effective well-formed objective is the criteria. No matter how well the objective has been written, without a clear and specific way to measure whether the student has achieved an appropriate level of performance, the objective is flawed. In this lesson you will learn the definition of well-formed criteria and some of the advantages it gives to instructors and learners. Examples and information about where criteria comes from will help the learner to correctly answer the quizzes and gives their own explanations that are offered throughout. A self-test will help the learner to remember some of the key concepts from this lesson. Topics include:

 * Defining Criterion
 * Examples and Non-Examples of Criterion Phrases
 * Where Criteria Comes From
 * Criterion Self-Test

Defining Criterion
Criteria or sometimes called degree or standard is a statement that tells the learner to what degree of accuracy or quantity they must achieve in order to demonstrate an acceptable level of performance. In other words, criteria provides the measurable portion of a well formed objective. It specifically tells the learner what they must do to reach an acceptable level of performance. Criteria can be defined in several ways; speed, accuracy, quality and quantity.

 * Speed- gives a time limit in which the acceptable performance must be completed. For example:
 * within 45 seconds
 * under 60 minutes
 * Accuracy- gives a range of acceptable performance. For example:
 * with no more than 3 incorrect answers
 * within 1/16 of accuracy
 * Quality- gives a degree or grade of excellence which can be measured by subjective evaluation or matching.
 * correctly scoring 90% from an expert panel
 * exceeding 8 out of 10 standards
 * Quantity- gives an amount or count.
 * producing at least 12 dozen widgets
 * writing at least 100 words

Robert Mager tells us that by using the “yardstick” of criteria in our objectives we strengthen their usefulness and give learners and educators several advantages including:

 * A standard to test the success of the instruction.
 * A gage for students to know whether they have achieved or exceed expectations.
 * Provides information that the instructor can use to prove that students can do what has been      given to them to accomplish (1997).

Navigation
Click Next to continue.


text:
Instructional design/Learning objectives/Writing a Well-Formed Learning Objective

Putting It All Together
Now that we have reviewed each component of a well-written learning objective, let's review the major questions to ask when formulating each part. The questions we covered under each lesson are compiled here in a "writing learning objectives checklist."

Performance
 * 1) Is the performance required a main intent or goal of the instruction?
 * 2) Is the performance an observable (overt) action? If the performance not directly observable, is there an action indicator?
 * 3) Is the performance measurable?

Conditions
 * 1) Have you described what the learner will be given (or not given) during the performance of the objective?
 * 2) Have you described the context or environment that will influence the performance?
 * 3) Is the condition focused on the learner (and not the instruction)?

Criterion
 * 1) Does the criterion specify how well the learner needs to perform in order to appropriately achieve the objective?
 * 2) Does the criterion specify when the behavior has been achieved, or the performance is completed?
 * 3) Is the performance measured by speed, quality, quantity or accuracy?
 * 4) Is this measurement realistic?

Writing Learning Objectives Job Aids
Please access or print the following two documents to help with formulating learning objectives. Use them as we look at a few examples of objectives. Answer the questions on the Writing Learning Objectives Checklist.

[[media:Writing_Learning_Objectives_Checklist2.pdf|Writing Learning Objectives Checklist]]

[[media:Table_of_Cognitive_Verbs.pdf|Table of Cognitive Verbs]]

Learning Objective Example - CPR Scenario
According to a recent study on choking fatalities, roughly 14% of all choking incidents occur in restaurants. Of the 19 choking episodes occurring in restaurants, only one employee was documented to attempt a resuscitative effort. The study concluded that though choking is an "infrequent event, victims who choke to death in restaurants appear to lack intervention from restaurant personnel (only one in 19), with no CPR in almost half of the cases until medical help arrived (53% of the interventions came from other patrons).” You have been chosen to write the learning objectives for a CPR course of instruction for a local restaurant. The resources the class will have are the participants who are taking the course, a rescucitation mannequin, a CPR/First-Aid handbook, and a First Aid / CPR checklist. Since choking and heart attacks are life-threatening situations, the particpants must be able to master the knowledge and skills.

Examples of learning objectives:

 * Given a scenario where a customer is choking, the participant must be able to list the symptoms of choking victim with 100% accuracy. (Knowledge)

 * During a simulation, the participant must be able to explain how to check the customer's airway with 100% accuracy. (Comprehension)

Write an objective
(Add an objective here for checking the pulse rate or breathing of a victim. Click the edit button next to the Write an Objective headline and type it below here.  After you're done, click the save page button below)

Given a watch that displays seconds and a simulated victim, the learner will be able to check the pulse of the victim. The victim's pulse must be checked within 15 seconds and be within +/- 5% of the reading of an electronic pulse measuring device. Phonebein 20:14, 19 April 2008 (UTC)

given a watch that displays seconds & a simulated victim, the learner will be able to check the pulse rate. Victim's pulse must be checked within 60 seconds and be within +/- 5% of the reading of an accurate electronic pulse measuring devise. 41.78.40.23 06:33, 3 January 2011 (UTC) 41.78.40.23 06:48, 3 January 2011 (UTC)

Navigation
Click Next to continue.


text: File:Upss.jpg.jpg

title: File:Upss.jpg.jpg


text: File:TI-84 buttons.jpg

title: File:TI-84 buttons.jpg


text:
TI-BASIC/Input

The few previous functions may help write some excellent programs, but what does the user do while the program is running? They act more as movies than programs, so to have interactive features on a program, it needs to listen to the user. PROGRAM:NAME
 * While 1
 * Output(1,1,getkey
 * End

is in I/O in the program menu. Getkey is a very valuable function, because once a button is pushed in program, it returns a value. This feature may be used alongside conditions, and create an interactive program. PROGRAM:NAME
 * ClrHome
 * 1→A
 * 1→B
 * Output(A,B,"O"
 * While 1
 * getkey→K
 * If K=/0
 * Output(A,B," "
 * X-(K=24)+(K=26)→X
 * Y-(K=34)+(K=25)→Y
 * If K=/0
 * Output(A,B,"O"
 * End
 * End

This may seem very large, but in each line are very simple instructions, together it tells the program what is allowable. When followed correctly, this program is an O that moves around the screen according to the arrow keys.

prompt
Prompt is a function that allows the user to give a value to a variable (between A to θ). PROGRAM:NAME
 * Prompt A
 * Disp A

Input is similar to prompt, but what is displayed can be altered. PROGRAM:NAME
 * Randint(1,500→A
 * While 1
 * Input B,"GUESS:"
 * If A=/B
 * Disp "NOPE"
 * If A=B
 * Disp "YOU GOT IT"
 * End

Randint( can be found in math. This program is the standard guess the number game, you can play with and show your friends on a slow day.  back next

title: TI-BASIC/Input


text:
User talk:Thomas Gabriel Coleman

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  06:40, 5 March 2008 (UTC)

title: User talk:Thomas Gabriel Coleman