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Connectivism

'''What is Connectivism? Week 1: CCK09''' Original: George Siemens, What is connectivism?, September 12, 2009, licence;

Forked: James Neill, September 17, 2009

Anyone can edit: Be bold

Note that there are also tweets (#CCK09), blog posts, and a Discussion forum about this topic. Mashups of the feeds include:.

What is connectivism?
Connectivism is a learning theory advocated by George Siemens and Stephen Downes, among others, which emphasizes the importance and role of networks and connections between people (and things?) as prominent (central) to the learning process.

"Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves... A key feature of connectivism is that much learning can happen across peer networks that take place online."

This learning theory claims individual's knowledge is distributed and lives not only in their brain, but also in connections with electronic and human components. That, in turn, allows the learner to develop in their course of learning. It is truly a learning theory for this digital era.

The theory of connectivism has been created to understand how we learn in a networked society and exists due to the exponential growth and complexity of information available on the Internet and the new possibilities to communicate on global networks (Siemens, 2008). The three learning theories most frequently utilized in instructional contexts: behaviorism, constructivism, and cognitivism receive an ambitious approach named connectivism which addresses learning within and across the networks.

Additionally, connectivism refers to connected learning networks, or “nodes”. The greater the network of a node, the greater the connection and therefore, the greater the likelihood of learning. Weaker connected nodes or small world networks, such as finding a new hobby or new job, rely more on chance rather than high-level nodes or networks (Siemens, 2005). A strength of the connectivist approach is its emphasis on learners claiming autonomy over their own learning in development of a personal learning network (Siemens, 2005).

The Principles of Connectivism

• Learning and knowledge rest in the diversity of opinions.

• Learning is a process of connecting specialized nodes or information sources.

• Learning may reside in non-human appliances.

• Capacity to know more is more critical than what is currently known.

• Nurturing and maintaining connections is needed to facilitate continual learning.

• Ability to see connections between fields, ideas, and concepts is a core skill.

• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision (Siemens, 2004).

• Knowledge is created as learners work to understand the experiences around them (Driscoll, 2000).

• Learning as community development.

Weaker and Stronger Ties

The concept of weaker ties making a network stronger is presented in Network Theory, based on Granovetter’s article on the nature of strong and weak ties, and was further expanded upon by Barabási (2003) and Buchanan (2003) with the observation that many networks are “scale free.” “Power functions mathematically define the fact that in real networks, the majority of points have only a few ties, and these numerous little points coexist with a few large central points that have an unusually large number of ties” (Barabási, 2003, p. 100).

Péter Csermely makes the point that weak ties are what make networks strong. “A tie between two elements of the network is weak if taking away or adding the tie does not influence in a statistically sensitive way the average of the network’s typical characteristics (usually one of the group-defining characteristics of the network). Weak ties stabilize networks” (Csermely, 2005, p. 363).

In 2006 Jones and co-authors also discussed the non-hierarchical nature of networked learning in which many weak ties exist, including the ties between students and their professors, each other, and other sources of knowledge.

Siemens says that, “Knowledge does not only reside in the mind of an individual, knowledge resides in a distributed manner across a network. . . learning is the act of recognizing patterns shaped by complex networks" (Siemens, 2006, p. 10).

Role of the Educator

Siemens discusses the role of the educator in one of four models: Master Artist, Network Administrator, Concierge, and Curator. The idea of the Master Artist (Seely Brown, 2006) sets the instructor as a master painter in an art class, free to observe the students and point out areas of exceptionalism. Here the students learn from each other with inspiration and guidance from the Master. Clarence Fisher (n.d.) postulates that the teacher functions as a Network Administrator, helping the learner create their learning network. The instructor is available to give perspective on the information and assist the student in evaluating their findings to decide which is the best sources for learning. The Concierge model, by Curtis Bonk (2007), sees educators directing their students by offering resources to start their exploration. The Concierge shows the learner avenues they may not have found on their own, sometimes through a traditional lecture format and other times allowing the learner to explore on their own. Siemens adds the last role of the educator as Curator: "A curator is an expert learner. Instead of dispensing knowledge, he (she) creates spaces in which knowledge can be crafted, explored, and connected. While curators understand their field very well, they don't adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored. While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline" (Siemens, 2008).

All four roles work together with the goal of joining educator expertise to learner construction. As educator take on the active and essential role of teaching and evaluating learners, they must be mindful of the “rapid information growth, increased learner control of information creation and dissemination, and the growing reliance on network models to address complex changes in society are trends that continue to impact much of society.” Educators must support students by facilitating learning experiences that are social, engaging, and connected to prior knowledge (Siemens, 2008, p. 17).

In the Overview of Connectivism video, George Siemens (2013) discusses how connectivism emerged through the digital age as opposed to a face-to-face classroom setting. Connectivism is a "social connected process of learning." Siemens asserts that, "in a networked world, learning is a network forming process, knowledge is a networked product" and occurs at three levels: a biological level, forming conceptual connections, and, lastly, through external social spaces.

Within connectivism in open online learning environments is that the learning involves "active engagement of people with resources in communication with others, rather than the transfer of knowledge from educator to learner" (Kop, 2011, p.20). This means that knowledge is shared among everyone and a sense of connectivism is gained. The knowledge isn't just gained with people in the same room, but can be distributed across the internet, with users engaging with it online "constitute learning" (Kop, 2011, p.20).

Connectivism glossary
A helpful way to get started with understanding connectivism is to read over the connectivism glossary.

The rest of this page
What follows is some (currently) lightly adapted content originally by Siemens about "what is connectivism?" - an initial class reading - which readers should feel welcomed to edit and improve upon as an introduction to connectivism.

Distinguishing learning theory
Mergel’s emphasis on Ertmer’s and Newby’s “five definitive questions to distinguish learning theory” (Distinguishing One Learning section, ¶ 1) provides a framework to organize various theories:

 * 1) How does learning occur?
 * 2) What factors influence learning?
 * 3) What is the role of memory?
 * 4) How does transfer occur?
 * 5) What types of learning are best explained by this theory? (¶ 2)

How connectivism differs
The table below indicates how prominent learning theories differ from connectivism:

Criticisms
Even Siemens (2008) points out that his idea of a new learning theory “based on network structures, complex changing environments, and distributed cognition” has drawn criticism (Learning and Knowing in Networks: Changing roles for Educators and Designers). For example, Pløn Verhagen (2006), in his critique of connectivism, deems it ineffective and “unsubstantiated philosophising” (¶ 14). In Bill Kerr’s challenge to connectivism (2006), he agrees that networks have become important for learning but disagrees that connectivism is necessary because we already have existing theories that satisfactorily address learning in a technologically connected world. Curtis Bonk similarly argues against connectivism as theory and instead suggests it “belongs in a sociological, or anthropological, conception of learning” (Siemens 2008).

Frances Bell ((2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98-118. https://doi.org/10.19173/irrodl.v12i3.902) argues that although Connectivism is influential, without the development of a substantial research base it will not be perceived as a standalone learning theory.

Another critique is that other, more suitable, theories exist to answer the questions connectivism attempts to address, such as communities of practice, actor-network theory, and activity theory.

Despite these and other detractors, proponents of connectivism and the concept of networked learning in general, continue to pursue a model of learning that reflects the network-like structure of online interactions that Siemens proposes. Siemens presents as evidence the attendance and discussion at University of Manitoba’s 2007 Online Connectivism Conference, and the level of interest in the course he built with Stephen Downes, Connectivism and Connective Knowledge (CCK08). However, the popularity of a topic or theory should not be the sole basis for declaring something a "new learning theory."

The alternative? Some propose that connectivism be viewed as pedagogy rather than theory, as methodology rather than model, as practice rather than principle. Seen in this way, connectivism as a pedagogical movement has some promising methods worthy of consideration and adoption. Cf. Connectivism as Pedagogy.

Distinctiveness
What then, do we find to be distinct about connectivism?
 * 1) Existing theories of learning fail to account for the expansion and creation of knowledge (what Bereiter calls the learning paradox: “If learners construct their own knowledge, how is it possible for them to create a cognitive structure more complex than the own they already possess (cited in Cambridge Handbook of Learning Sciences, p. 103). Connectivism and networked learning, on the other hand, suggest a continual expansion of knowledge. New and novel connections open new worlds and create new knowledge.
 * 2) The primacy of the connection – all other forms of learning flow from an initial connection to something – a person, a concept, and idea. Connectivism emphasizes the primacy of the connection and suggests understanding learning is found in understanding how and why connections form. Connections are formed at various levels: neural, cognitive/conceptual, and social.
 * 3) Growth in abundance and complexity of knowledge. The sheer quantity of information available to most people today is overwhelming. How can we manage? How can existing theories of learning assist us in embracing information as a continual process, rather than an event (constructivism comes closest in this regard)? How do we account for self-organization? For complexity? Clearly, a learning theory is one that should provide a conduit for considering more than the act of learning itself and inform us as to how multiple aspects of information creation interact and evolve.
 * 4) Technology. There is hesitation to emphasize technology as it suggests an embrace of web 2.0 utopian hype. But it’s difficult to ignore technology. Looking to our history reveals the prominence of technology in opening new doors – from writing to air travel. Technology is an enabler of new opportunities. While we’ve encountered years of hype, the internet is truly a unique invention that ties together the globe and people.
 * 5) Connectivism brings together concepts from different domains in a novel way. It is rare to have a singularly unique idea. Even existing theories – behaviourism, constructivism, and cognitivism, do not stand as fully complete and original ideas. What makes each of these theories unique is the manner in which they bring together research and concepts prominent during their particular age. Constructivism is an aggregation of thoughts that span from Dewey to von Glaserfeld to Papert. In a similar sense, connectivism is unique in bringing together ideas of neuroscience, cognitive science, network theory, complex systems, and related disciplines. While it is still a somewhat uneasy mix (we can’t simply throw buzzwords into a pot and call it a theory), as much (perhaps more) evidence exists for the key assertions in connectivism as does in any other theory of learning. The very intent of this course is to expand the base of connectivism and explore which principles are involved in the theory.
 * 6) Beyond a summative theory, it is simultaneously a method. Like many learning theories, connectivism attempts to describe or deconstruct how we learn in such a way as to inform changes to instructional design. But it can also be considered outside of the instructor-learner dyad, allowing an independent learner of any type to deploy a method for investigating a topic of interest, or to laying the foundation for future learning by, for example developing their personal learning network. Learners may choose to identify a professional learning network.

Questions

 * 1) What's the difference between connectivism and networked learning?
 * 2) What's the difference between connectivism and constructivism?
 * 3) What's the difference between connectivism and social / situated learning as in communities of practice?
 * 4) What's the difference between connectivism and autopoiesis?
 * 5) How does connectivism fit within a professional learning network? Are those two related?
 * 6) What is the role of teachers and instructors in connectivism?
 * 7) How does the validity of the information on the internet effect the teachers and instructors in connectivism?
 * 8) With connectivism being the way education is leaning, how do we assure protection from predators and marketers for our students?
 * 9) How do we ensure learners have interpersonal skills while engaging in technology based learning?

Blogs/ blog posts

 * 1) Connectivism and constructivism, Christy Tucker
 * 2) Deciphering connectivism, April Hayman
 * 3) User:Jtneill/Blogs/CCK09, James Neill
 * 4) What Connectivism Is, Stephen Downes
 * 5) Connectivism: The Future of Learning?, Erika Huezo
 * 6) Constructing Knowledge, Alyssa Mills
 * 7) Connecting with Knowledge, Zelma Soto-Rodriguez

title: Connectivism


text:
User talk:Monobi

welcome
Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 01:36, 15 June 2008 (UTC)

 Hello Monobi, 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;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 01:36, 15 June 2008 (UTC)

ping
ping2 Erkan Yilmaz uses the Chat (try) 01:51, 15 June 2008 (UTC)

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

title: User talk:Monobi


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Open source chairs

Part of Technical writing projects at wikiversity.

An Open Source repository of accurate requirements for various user persona.

Online students are welcome to practice and collaborate here.

Begin posting at the bottom of this page...for startup details, contact TWFred

Describe your persona.

Suggetions:

Grandmother
When Grandmother is comfortable napping in front of television will she need anything?

 * Name
 * Age, physical health, job, children, history
 * Goals in life
 * How a chair could support those goals

Other personas

 * Movie Cowboy. Has to break his chair over his fellow actor's back, looking good for the camera.  This one is fun for beginners.
 * Astronaut. Name, rank and serial number --or-- new open source space race supporter.  Describe your astronauts and their needs in a chair.  Intermediate students.
 * Make up your own, practical or outlandish. It's a wiki and we encourage experimental learning.

Persona Description
Nani is a grandmother who is 85 years old.She is a retired person and spends most of the time at home. Nani suffers from periodic backaches and stiff joints. Nani lives with one of her sons. She has 3 sons and a daughter.

User Goals
Nani suffers from periodic backaches and stiff joints. She spends most of her time lying on her bed. Nani loves watching TV but oftens complains that she is uncomfortable watching TV sitting on the sofa in the living room, so she needs a chair that can provide her comfort and relief from joint pains when watching TV.

 * Nani's Chair Goals

 * Nani wants to sit for at least two hours without feeling pain from the chair
 * Nani wants to be seated in a position that allows her to watch and control the television
 * Nani wants the chair to operate normally, and allow her to get up and down without ever looking or feeling awkward

Functional Requirements

 * Relief from pain goal

Pain-010
Chair must provide additional cushioned head, shoulders, back, bottom and arm support for elderly females,while allowing ventilation and not restricting circulation to arms,legs or other areas of body that contact the  chair.

TV-010
Chair must in no way interfere with the operation of any standard television or it's remote control devices. Chair must allow for placement of control device within reach of hand, without exertion or extension of arm or wrist. Chair must have side-pockets for magazines or knitting supplies. Side pockets should be positioned so as not to interfere with operation of chair or TV remote controls.

TV-020
Chair shall support television through optimum positioning of Nani for viewing and hearing her television. (note: implies moving parts for the chair? if so, mechanical or electrical?  how controlled?)Chair must be ergonomically enhanced to adequately support television and to allow for safe placement of all cables and power supply cords out of the path of access to chair. Chair will move and adjust to allow tv to swing or arc in three planes of rotation. TV will transmit audio into speakers in (optional) head rest. TV audio will be available via headphone jacks in right or left arm rest. Auxiliary audio jacks will be located within headphone storage pouches within easy reach of left or right arm. Optional upgrade will be task lighting feature available in flexible low voltage fiber optics that retract into left or right arm rest.
 * Normal chair use goal

 * Universal "never make the user feel stupid" goal

Safe-010
Chair fabric will be available in four textures and colors to allow matching to existing furniture and decorum of host room. Nani's Chair will compliment existing furniture and attract positive comments. Fabrics and cushions will be UL-listed as fire-resistant and anit-microbial. Seat cushions will be moisture resistive. Chair will have optional integrated remote assistance request capabilities.

Safe-020
Chair shall be situated in height, depth, and breadth to allow Nani to seat herself and stand up unassisted

Safe-030
While seating herself or standing up, the chair must provide support situated so that Nani does not make any strenuous efforts and is safe from falling

Pain-011
Chair must provide head and back support as well as comfortable seating for at least 2 hours (Test note: Nani will not fidget or readjust herself for discomfort reasons for at least 2 hours while watching television)

Pain-011
Chair shall incorporate rests and supports for head, shoulder, back, and arms consistent with clinical research (insert reference here) demonstrating increased comfort for elderly females.

Chair should have the ability to gently push grandma to a standing position so that she does not have to heave herself out of it.

Test Pain-010

 * Functional Requirement: Pain-010

Chair must provide additional cushioned head, shoulders, back, bottom and arm support for elderly females

Note also: Structural Requirement: Pain-011

Chair must provide head and back support as well as comfortable seating for at least 2 hours (Test note: Nani will not fidget or readjust herself for discomfort reasons for at least 2 hours while watching television)
 * Test Prerequisites: Nani, chair, interviewer, video camera, television

 * Steps

 * 1) Nani sits in chair and watches television for 2 hours
 * 2) Video tape Nani from three directions while she sits
 * 3) Interview Nani after the two hours specifically asking about any pain or discomfort in head, neck, shoulders, back, bottom, and arms.

 * Outcome

 * 1) The video tapes shows Nani using the head, shoulder, bottom, and arm rests
 * 2) The video tapes shows Nani sitting, watching television with no visible distraction from pain due to her seating position
 * 3) The interview contains no reports of pain or discomfort from Nani

Functional Requirement: Television watching and controlling goal TV-010 Chair must in no way interfere with the operation of any standard television or it's remote control devices

Test Prerequisites: Nani, chair, interviewer, video camera, television, measured distance between Nani and chair Steps 1.	Nani sits in chair and watches television for 2 hours 2.	Video tape Nani watching the TV and the remote control from measured distance between Nani and chair 3.	Interview Nani after the two hours specifically asking about any problems in operating the TV and the remote control. Outcomes 1.	The video tapes shows Nani using the head, shoulder, bottom, and arm rests 2.	The video tapes shows Nani operating the TV with the remote control with no visible inconvenience due to her seating position 3.	The interview contains no reports of discomfort or inconvenience from Nani

TV-020 Chair shall support television through optimum positioning of Nani for viewing and hearing her television. (note: implies moving parts for the chair? if so, mechanical or electrical? how controlled?)

Test Prerequisites: Nani, chair, interviewer, video camera, television, measured distance between Nani and chair Steps 1.	Nani sits in chair and watches television for 2 hours 2.	Video tape Nani watching the TV from measured distance between Nani and chair 3.	Interview Nani after the two hours specifically asking about any problems in viewing, hearing and operating the chair ( the chair is operated manually) Outcomes 1.	The video tapes shows Nani using the head, shoulder, bottom, and arm rests 2.	The video tapes shows Nani watching the TV with no visible inconvenience of hearing or viewing due to her seating position 3.	The interview contains no reports of discomfort of hearing or viewing from Nani

Safe-010 Chair must conform with standards of chair usage and appearance in Nani's home culture

Test Prerequisites: Nani, chair, interviewer, video camera, television

Steps 1.	Nani sits in chair for 2 hours 2.	Video tape Nani sitting in the chair and relaxing 3.	Interview Nani after the two hours specifically asking about any problems in comfort and appearance as per her taste and expectations Outcomes 1.	The video tapes shows Nani using the head, shoulder, bottom, and arm rests 2.	The video tapes shows Nani relaxing and watching the TV with no visible inconvenience due to appearance or usage 3.	The interview contains no reports of discomfort in chair usage or appearance from Nani

Safe-020 Chair shall be situated in height, depth, and breadth to allow Nani to seat herself and stand up unassisted

Test Prerequisites: Nani, chair, interviewer, video camera, television Steps 1.	Nani sits in chair for 2 hours 2.	Video tape Nani sitting in the chair and standing for every 30 minutes up without assistance 3.	Interview Nani after the two hours specifically asking about any problems in seating and standing up herself without assistance Outcomes 1.	The video tapes shows Nani using the head, shoulder, bottom, and arm rests 2.     The video tapes shows Nani relaxing and using the chair, standing and sitting up with no visible inconvenience due to her seating position and absence of assistance 3.	The interview contains no reports of discomfort in chair usage from Nani

Safe-030 While seating herself or standing up, the chair must provide support situated so that Nani does not make any strenuous efforts and is safe from falling

Test Prerequisites: Nani, chair, interviewer, video camera, television Steps 1.     Nani sits in chair for 2 hours 2.     Video tape Nani sitting in the chair and standing up without falling or making any strenuous efforts 3.     Interview Nani after the two hours specifically asking about any problems in  the support offered by the chair Outcomes The video tapes shows Nani using the head, shoulder, bottom, and arm rests The video tapes shows Nani standing up and sitting herself without assistance The interview contains no reports of strenuous efforts or falling during chair usage from Nani Pain-011 Chair shall incorporate rests and supports for head, shoulder, back, and arms consistent with clinical research demonstrating increased comfort for elderly females (Tinetti has proposed an algorithm based on evidence from randomised controlled trials and the epidemiological literature. She recommends that people of 75 years or older, or over 70 if they are known to be at increased risk of falling, should be asked about falls and balance or gait difficulties, and observed getting into and out of a chair and walking. 	Reference: Department of Health Sciences, University of York, York YO10 5DD 	http://bmj.bmjjournals.com/cgi/content/full/bmj;328/7441/653)

Test Prerequisites: Nani, chair, interviewer, video camera, television Steps 1.	1.Nani sits in the chair and watches television for 2 hours 2.	2.Video tape Nani from three directions while she sits 3.	3.Interview Nani after the two hours specifically asking about any pain or discomfort in head, neck, shoulders, back, bottom, and arms. Outcomes 1.	The video tapes shows Nani using the head, shoulder, bottom, and arm rests 2.	The video tapes shows Nani sitting, watching television with no visible distraction from pain due to rests and supports for head, shoulder, back, and arms 3.	The interview contains no reports of pain or discomfort from Nani

title: Open source chairs


text:
Open source cantennas

Part of Technical writing projects at wikiversity.

Open source cantennas allow users to utilize focused wifi signals for great distances.

This is also known as a "Pringles Cantenna".

Describe users including their hardware, radio, or electrical wiring experience, if any.

Search with keyword "cantenna"

Do not copy/paste. Summarizing what you read and referencing the place you found the information is encouraged.

Remember the audience you are writing for.

 * Enthusiasts
 * Engineers
 * Policy makers
 * Journalists
 * Do it yourselfers

Some video links to demos would be great.

Outside References
(If you paraphrase this or any other site, you must reference it.)

A well done cantenna description Copyright 2003-2007 Gregory Rehm.

title: Open source cantennas


text:
Austrian School/Simple economic theory

Simple economic theory
Let's borrow an idea from the book, Economics for Real People, and say that we have a man named Rick, who is trapped on an Island. The first thing Rick has to do is choose an end: will he stay, leave, or doing something completely different? Let's pretend that Rick is a Jainism follower and it is against his religious principles to harm living creatures. Now, Rick will find a few plants to eat, but will not survive because of the lack of food. Is Rick behaving irrationally? To some schools of economics he is, however, to the Austrian School the simple answer is "no." Rick is following the values he holds highest, which is to follow Jainism.

Now, imagine that, instead of starving to death, Rick decides his end will be to survive. He'll need food, water, shelter, and rest. There is some food scattered around the island, springs of fresh water on parts of the island, and Rick has no shelter. Since Rick must employ yet other means to acquire food, water, shelter, and rest, they become subsidiary ends. Food is a means toward the end of survival, but an end sought by employing the means of rat hunting. The same good can be a means from the vantage point of plan A and an end from the vantage point of plan B.

Rick must now "economize" his time and conserve his resources. He can't hunt for rats all day just to have the meat spoil. Even after choosing to survive, he must now choose how he is to achieve his goal. Economics isn't concerned with how Rick arrives at his values. To economics, it is a given that what is valued more is chosen, and what is valued less is forgotten.

The idea that we choose what we prefer might seem too extreme. For example, you might say "I don't prefer to go to the doctor, but I go anyway." In everyday speech this is fine, but to economics it is much more detailed. By going to the doctor you have weighed your options of not going to the doctor against the costs. The fact that you ultimately decide to go to the doctor implies that you prefer your health to the alternative costs of health issues.

title: Austrian School/Simple economic theory


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Wikiversity:Random/1

1

title: Wikiversity:Random/1


text:
Wikiversity:Random/2

2

title: Wikiversity:Random/2


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Template:Random

Or click here for a truly random experience.

 ''The page below is a snapshot of a random selection from Wikiversity's current projects. |Visit the real project page here.''

title: Template:Random


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Help:Activity

An activity is a type of resource which you can add to Wikiversity.

Activities are a broad range of things which usually motivate a learner to do more than just edit the wiki. Wikiversity contributors have created (among other things): challenges, experiments, games, labs, learning activities, quizzes and simulations. Activities are normally included into larger projects such as courses and lessons, although there are also excellent resources which are simply collections of activities.

You should feel free to create new kinds of activity not already listed here. Don't forget to tell everyone about your new kind of activity.

Other meanings of "activity"
Some contributors use the word "activity" to refer to formal academic undertakings such as conferences, workshops and expeditions. See Help:Event.

title: Help:Activity


text: Category:Assessments

title: Category:Assessments


text:
User:Jtneill/Random

Have you already visited Random? Try a chaotic path through Wikiversity. Click the treasure box to go to a random Wikiversity page R A N D O M | Main space - Discussion - Help - School - Topic - Portal - User - Category - Media - Redirect - Wikiversity |

Table of random results
- click to refresh -

Random challenges

 * How to show a random image from commons?

title: User:Jtneill/Random


text:
Portal:Mines and earth sciences

Departments

 * Applied geology
 * Applied geophysics
 * Geotechnical engineering
 * Mineral Processing
 * Mining Engineering
 * Mining machinery engineering
 * Petroleum Engineering

Interested people

 * Emesee

title: Portal:Mines and earth sciences


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Portal:Informatics

 * Topic:Health informatics
 * Topic:Space science informatics
 * Topic:Biomedical informatics
 * Informatic Communication Technologies

title: Portal:Informatics


text:
Portal:Physics and Astronomy/To-do

 * Do further research on boson particles
 * Study the effect that neutron stars have on their surrounding systems

title: Portal:Physics and Astronomy/To-do


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Help talk:Activity

Origin of this resource type
The main problem with recognizing and defining this resource type was that the very numerous examples of activities were spread all over Wikiversity in an unusually badly coordinated fashion. Most of the work behind this has been searching and categorising. --McCormack 10:55, 15 June 2008 (UTC)

title: Help talk:Activity


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Meta-analysis

is a systematic technique for reviewing, analysing, and summarising quantitative research studies on specific topics or questions.

This page provides information and resources about how to conduct a meta-analysis. The target audience includes post-graduate students conducting a meta-analysis or beginning researchers in meta-analysis. These pages could also be used by students involved in research methods coursework.

Introduction

 * 1) A meta-analysis is quantitative technique for conducting a "study of studies".
 * 2) Use of meta-analysis has flourished, particularly in the social, health, and medical sciences, since it was developed in the 1970s
 * 3) Meta-analysis was initially developed in response to controversy over traditional, subjective literature review methods (specifically, at the time, those used in to review the psychotherapy outcome studies).

Lecture slides

 * 1) Practical meta-analysis (Lecture slides; Wilson, 1999)
 * 2) How to do meta-analysis (Lecture slides; Basu, 2005)
 * 3) Meta-analysis: combining information(Lecture Slides; LeBauer, 2010) — includes outline of three approaches to inferences:  moment matching, maximum likelihoo, and Bayesian.

How to do a meta-analysis

 * 1) Meta-analysis involves analysing the summary data from many studies. It can be performed by hand, using a spreadsheet and formulae, using scripts, syntax or macros with generic statistics software packages, or by using dedicated meta-analysis software packages.
 * 2) Before starting, identify a clear question(s), e.g., "What are the outcomes of psychotherapy?"
 * 3) Questions can also involve the effect of independent variables, e.g., "Are the outcomes of psychotherapy similar for males and females?"
 * 4) Read other related meta-analyses to get a feel for the kinds of questions asked.
 * 5) Make sure that any independent variables (IVs) and dependent variables (DVs) are very clearly defined.
 * 6) Because of the importance of establishing a well-defined question and variables, developing a peer-reviewed proposal for a meta-analytic study is strongly recommended.
 * 7) It can be helpful to identify several similar or related meta-analytic studies as models for your meta-analytic study. Consider the strengths and weaknesses of their methodologies.
 * 8) Establish clear criteria for selection of studies, e.g., does it need to be published in a peer-reviewed journal, or will you also accept theses and non-peer reviewed papers (e.g., conference papers)?
 * 9) Conduct an exhaustive and systematic literature search, recording your steps along the way (important for the Method - must allow replication)
 * 10) Create a "coding sheet" - this is the list of fields (variables) you want to extract from each study, and how each of the variables are to be coded - get this peer-reviewed, otherwise you will limit the potential/quality of your analyses
 * 11) Enter the data - one study per row, but note that there may be multiple outcomes and/or groups of interest for each study, in which case each of these will receive their own row in the database, with a column to code which type of outcome was measured.
 * 12) Analyse the data using spreadsheet formulae, or by writing syntax commands for a generic statistics package, or by using a dedicated meta-analysis software package (with in-built meta-analysis tools).

Effect sizes

 * 1) Central to understanding meta-analysis is an understanding of effect sizes.
 * 2) The chief value of effect sizes in the context of meta-analysis is that they provide a way to standardise effects across studies using different measures, allowing for common analysis.
 * 3) There are many possible effect sizes, but essentially there are two commonly reported types in meta-analysis:
 * 4) Correlational: e.g., r (product-moment correlation)
 * 5) Mean differences: e.g., Cohen's d, Hedge's g, etc.

Limitations

 * 1) An important limitation of meta-analysis is that its results can only be as good as the original data is valid.
 * 2) Meta-analysis can only analyse the role of independent variables in explaining variance in dependent variables if sufficient data is provided in the original studies.
 * 3) "Apples and oranges" effect - i.e., there is a risk/tendency in meta-analysis to average/mash together disparate effects.
 * 4) Can lack in qualitative insight (e.g., as may be more likely to be contributed by an expert conducting a traditional literature review).

Example meta-analytic studies

 * 1) Hattie, J., Biggs, J., Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
 * 2) Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.
 * 3) Purdie, N., Hattie, J., Carroll, A. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: What works best? Review of Educational Research, 77, 61-99.

Comparison table
Some dedicated meta-analysis software includes:

Alternative (software
Non-dedicated, generic statistics software which can be used for conducting meta-analysis include:
 * R
 * Stata
 * SPSS
 * Excel
 * DStat
 * NCSS

Other comparisons/lists

 * 1) Meta-analysis
 * 2) http://www.um.es/facpsi/metaanalysis/software.php
 * 3) http://www.lehanathabane.com/personal/metalinks.htm
 * 4) http://www.med.umich.edu/csp/Course%20materials/Fall%202005/Rogers_Meta%20Analysis%20software%20packages.pdf

Tasks

 * To do

title: Meta-analysis


text: Category:Writing activities

title: Category:Writing activities


text:
Template:Film School-OTS Storyboards-Answer Box

 , --   has created a wide angle over-the-shoulder shot and a telephoto over-the-shoulder shot.


text: File:Joshlobel tele OTS.jpg

title: File:Joshlobel tele OTS.jpg


text: File:Joshlobel wide OTS.jpg

title: File:Joshlobel wide OTS.jpg


text: File:Joshlobel Tele correction.jpg

title: File:Joshlobel Tele correction.jpg


text:
Talk:HTML/Introduction

merger
I do not think that this merger would be a good idea, as there is room for alot of information in the way of development history, that although it doesn't seem all that important to most, I can play a great role in a better understanding of the development of HTML in the ast and its progression in the future. It is always a good idea to to give a student some history on what they are learning and places a greater personal value on what they learn. I will add content on this topic in the very near future.

Justin 13:48, 15 June 2008 (UTC)

Oppose to merge. It was design like this so why to change it?--Juan 15:00, 20 August 2008 (UTC)

 * Wikiversity certainly needs a learning resource called "Introduction to HTML". No merge. No delete. Welcome and expand. --JWSchmidt 18:24, 4 September 2008 (UTC)

 * I am for the merger. The way the article is now, you only learn what HTML stands for, not what it can do and be used for.--Navy blue84 18:19, 7 October 2008 (UTC)

 * There is a resource called What is HTML. If author of this page, think this is a way how to teach HTML I respect that. Good methodology doesnt mean that there is a long page filled by text. And Wikiversity respect multiple resources for one issue.--Juan 05:37, 8 October 2008 (UTC)

 * Moreover "What is HTML" is a different course.--Juan 00:53, 26 November 2008 (UTC)

There is no consensus to merge, per Requests_for_Deletion. --mikeu talk 19:38, 30 November 2008 (UTC)

title: Talk:HTML/Introduction


text: File:Joshlobel Wide correction.jpg

title: File:Joshlobel Wide correction.jpg


text:
User talk:Sevela.p

__NOINDEX__Sevela.p (cs.wikipedia.org)

 Hello Sevela.p, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --HappyCamper 18:47, 15 June 2008 (UTC)

welcome
Ahoj Sevela, I just saw that you also contribute to WV now (besides the total of 713 wikimedia projects). Are you using a bot (e.g. n:User talk:Sevela.p) ? Anyways: welcome here and thanks for your help with the interwikis. Erkan Yilmaz uses the Chat (try) 19:57, 15 June 2008 (UTC)
 * No, I don't use bot for my edits. I really do these edits manually. Thanks for your welcome. --Sevela.p 10:43, 16 June 2008 (UTC)
 * Thanks for the response. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:31, 16 June 2008 (UTC)

 Hello Sevela.p, 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;

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:31, 16 June 2008 (UTC)

title: User talk:Sevela.p


text:
BCP/Gaillardia aristata

Gaillardia aristata

title: BCP/Gaillardia aristata


text:
BCP/Gaillardia aristata/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Ngravagna 19:50, 15 June 2008 (UTC)
 * Ngravagna 17:22, 21 June 2008 (UTC)
 * Ngravagna 18:26, 28 June 2008 (UTC)
 * Ngravagna 22:45, 2 September 2008 (UTC)

title: BCP/Gaillardia aristata/Logs


text:
User talk:TW Sruti Roy

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:28, 15 June 2008 (UTC)

 Hello TW Sruti Roy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 20:28, 15 June 2008 (UTC)

title: User talk:TW Sruti Roy


text:
Template:Film school - Filmmaking course - About me

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto" 128px
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name

 * External Links

 * Location

 * School

 * Why I want to learn filmmaking.

 * Contact

 * }


text:
Austrian School/Application of Austrian School

Forethought
The Austrian School insists on asking the question "if this policy is implemented, will it have the effects you intend?" instead of "should this policy be implemented?" As such, the School is based on principles and practical application.

Austrian School solutions
Austrian Economics emphasizes free market capitalism, as both morally correct and practically applicable. All students of the Austrian School agree that the Market shouldn't be forcibly regulated by any body or entity, such as the State or a government. They say in a true free market environment the Market is self-regulating. For example, let's say we have Bob and Fred. Both sell children's toys, however Bob's products are tainted with lead paint, while Fred's are not. An independent review board doing a study on the most popular toys discovers the lead paint in Bob's product and reports this to consumers. Obviously parents don't want a child playing with Bob's toys, so either he has to redesign his product to remove the lead or he'll go out of business. From this point forward it would mostly likely end a business if a company sells toys tainted with lead. Thus, the Market has regulated that lead children's toys are unwanted.

While the Austrian School agrees on the free market, the role of government varies. This lesson will present the later views of the Austrian School. Many earlier students of the School spoke of an extremely limited government, however the later students, such as Murray Rothbard, promoted anarcho capitalism.


text:
BCP/Delphinium

Delphinium

title: BCP/Delphinium


text:
BCP/Delphinium/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Ngravagna 22:18, 15 June 2008 (UTC)
 * Ngravagna 18:27, 28 June 2008 (UTC)

title: BCP/Delphinium/Logs


text:
Medical School Curriculum

 Recommended Curriculum 'The Wikiversity School of Medicine has devised the following plan of study for anyone taking this course as a novice. People will come to this course with different degrees of expertise in different fields of medicine and may begin where they like. However, this is our recommended learning pathway.

Level 1 Modules

 * MED1.1 Evidence-based medicine
 * MED1.2 Molecular biology
 * MED1.3 Chemistry
 * MED1.4 Anatomy
 * MED1.5 Physiology
 * MED1.6 Cell biology
 * MED1.7 Histology
 * MED1.8 Embryology
 * MED1.9 Medical physics
 * MED1.10 Community medicine
 * MED1.11 Medical ethics
 * MED1.12 Latin

Level 2 Modules

 * MED2.1 Pathology
 * MED2.2 Microbiology
 * MED2.3 Pharmacology
 * MED2.4 Clinical skills
 * MED2.5 Immunology
 * MED2.6 Biochemistry

Level 3 Modules

 * MED3.1 Hematology
 * MED3.2 Cardiovascular medicine
 * MED3.3 Respiratory medicine
 * MED3.4 Gastroenterology
 * MED3.5 Nephrology
 * MED3.6 Neurology
 * MED3.7 Endocrinology

Level 4 Modules

 * MED4.1 Ophthalmology
 * MED4.2 Otorhinolaryngology
 * MED4.3 Dermatology
 * MED4.4 Psychiatry
 * MED4.5 Oncology
 * MED4.6 Orthopedics and Rheumatology
 * MED4.7 Urology

Level 5 Modules

 * MED5.1 Pediatric medicine
 * MED5.2 Anesthesiology
 * MED5.3 Emergency medicine
 * MED5.4 Reproductive medicine
 * MED5.5 Geriatric medicine
 * MED5.6 Primary Care Medicine
 * MED5.7 Sleep medicine
 * MED5.8 Military medicine

title: Medical School Curriculum


text:
Psychology/Australia

This page is for organising information about teaching, learning, and research in the area of psychology in the country of Australia.

As a subject, psychology is taught at secondary and tertiary levels in Australia. At the tertiary-level, degree-granting programs may or may not be accredited by the peak professional body, the Australian Psychological Society. If you are selecting a university, then this is important to keep in mind.

title: Psychology/Australia


text:
User:Sciberdude

A. Whitmore's Page
Hey! How's it going??? Have a nice day!

--Whitmore 01:53, 16 June 2008 (UTC)

title: User:Sciberdude


text:
User talk:Sciberdude

 Hello Sciberdude, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 01:59, 16 June 2008 (UTC)

title: User talk:Sciberdude


text:
BCP/Malva neglecta

Malva neglecta

title: BCP/Malva neglecta


text:
BCP/Malva neglecta/Logs

2008 Logs

 * --SB_Johnny | talk 08:27, 16 June 2008 (UTC)
 * --SB_Johnny | talk 09:18, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:32, 14 July 2008 (UTC)
 * --SB_Johnny talk 09:57, 11 August 2008 (UTC)
 * Jomegat 01:15, 12 October 2008 (UTC)

Recent Logs

 * Jomegat 02:09, 1 June 2009 (UTC)

title: BCP/Malva neglecta/Logs


text:
BCP/Leonurus cardiaca

Leonurus cardiaca

title: BCP/Leonurus cardiaca


text:
BCP/Leonurus cardiaca/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 10:25, 16 June 2008 (UTC)
 * --SB_Johnny | talk 09:19, 2 July 2008 (UTC)
 * --SB_Johnny | talk 09:58, 14 July 2008 (UTC)
 * --SB_Johnny talk 12:16, 9 August 2008 (UTC)

title: BCP/Leonurus cardiaca/Logs


text:
User talk:Srhat

 Hello Srhat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
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.
 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 13:20, 16 June 2008 (UTC)

Merhaba
Herhalde seni tanıyorum :-) Erkan Yilmaz uses the Chat (try) 15:34, 16 June 2008 (UTC)

title: User talk:Srhat


text:
BCP/Persicaria

Persicaria

title: BCP/Persicaria


text:
BCP/Persicaria/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Persicaria/Logs


text:
BCP/Amaranthus blitoides

Amaranthus blitoides

title: BCP/Amaranthus blitoides


text:
BCP/Amaranthus blitoides/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 15:28, 16 June 2008 (UTC)
 * --SB_Johnny | talk 09:00, 25 June 2008 (UTC)
 * --SB_Johnny | talk 08:36, 2 July 2008 (UTC)
 * --SB_Johnny | talk 09:08, 14 July 2008 (UTC)
 * --SB_Johnny | talk 13:01, 28 July 2008 (UTC)
 * --SB_Johnny talk 12:25, 9 August 2008 (UTC)
 * --SB_Johnny talk 10:29, 17 August 2008 (UTC)

title: BCP/Amaranthus blitoides/Logs


text:
User:D. Can Aktan

Linkler
http://tr.wikibooks.org/wiki/Kullan%C4%B1c%C4%B1:D._Can_Aktan

http://tr.wiktionary.org/wiki/Kullan%C4%B1c%C4%B1:D._Can_Aktan

title: User:D. Can Aktan


text:
User:PamD

I'm mainly active on English Wikipedia. PamD 16:01, 16 June 2008 (UTC)

title: User:PamD


text:
User talk:PamD

Hallo! I'm likely to read your message more promptly if you leave it on my English Wikipedia talk page. PamD 16:05, 16 June 2008 (UTC)

 Hello PamD, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:PamD


text:
User:Ebkirby

Name: Beth

Location: Falls Church, VA

Likes: Animals, all things Irish, all things Native American, music, theatre, fine arts, being creative

E-mail: irish@finalgirl.us

General: I am working on becoming a full time online training programmer. I also love to write so I'm trying to learn how to be a technical writer - which can be an asset to the online training programming gig.

title: User:Ebkirby


text:
User talk:Ebkirby

 Hello Ebkirby, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 16:14, 16 June 2008 (UTC)

title: User talk:Ebkirby


text:
User talk:Driscoll~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:43, 16 June 2008 (UTC)

 Hello Driscoll, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
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 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 20:43, 16 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:06, 19 April 2015 (UTC)

title: User talk:Driscoll~enwikiversity


text:
User talk:Zoltek~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 22:15, 16 June 2008 (UTC)

 Hello Zoltek, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 22:15, 16 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zoltek~enwikiversity


text:
User:Digitaldave80

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * David Sarsfield

 * Location
 * Montreal, QC

 * }

 * Digitaldave80 has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 June 16, 2008 -- Digitaldave80 has formatted the script with Final Draft 7. You can download it at [[Media:Digitaldave80 Seduced By The Dark Side.pdf]]. Nice job. Don't forget to add the scene number.

 June 18, 2008 -- Digitaldave80 has created a thumbnail storyboard.

title: User:Digitaldave80


text: File:Digitaldave80 Seduced By The Dark Side.pdf


text:
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produces this box :

Test content using the default theme = 1.

Test content for the second box also using the theme = 1.

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This code: Test content using the default theme = 1. Test content for the second box using the theme = 2.

produces this box :

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{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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This template can be combined with Template:RoundBoxRight and must conclude with Template:RoundBoxBottom.

Theme 1: Tan (default)
This code: Test content using a box of theme = 1. Test content using a box of theme = 1.

produces this box :

Test content using a box of theme = 1.

Test content using a box of theme = 1.

Theme 2: Tan (default)
This code: This code: Test content using a box of theme = 9. Test content using a box of theme = 7.

produces this box :

Test content using a box of theme = 9.

Test content using a box of theme = 7.

Theme 2

 * Simple example
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This template can be combined with Template:RoundBoxLeft and must conclude with Template:RoundBoxBottom.

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This code: This code: Test content using a box of theme = 5. Test content using a box of theme = 7.

produces this box :

Test content using a box of theme = 5.

Test content using a box of theme = 7.

Theme 1

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Not this side; Only the right side
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produces this box :

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Theme 2: Tan (default)
This code:

==My big title== ;My theme :Test content using a box of theme = 6. ==My other title== ;My cool theme''

Test content using a box of theme = 7.

produces this box :

My big title

 * My theme
 * Test content using a box of theme = 6.

 * I indent this text because the box is longer and it looks better. To indent the text, use a : symbol at the beginning of the line.

My other title

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Test content using a box of theme = 7.

I do not indent this text because the box is smaller.

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{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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This template can be combined with Template:RoundBoxLeft and must conclude with Template:RoundBoxBottom.

Theme 1: Tan (default)
This code: Test content using a box of theme = 1. Test content using a box of theme = 1.

produces this box :

Test content using a box of theme = 1.

Test content using a box of theme = 1.

Theme 2: Tan (default)
This code: This code: Test content using a box of theme = 5. Test content using a box of theme = 7.

produces this box :

Test content using a box of theme = 9.

Test content using a box of theme = 7.

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GNUmedia

The GNUmedia are creating and distributing multi-media (text, audio, video, computer code, &c) in a manner compatible with (or in the spirit of) the GNU GPL and GNU FDL, including the CC-by-SA. Similarly, the use of software tools licensed under the GNU GPL and/or GNU AGPL is key to maintaining multimedia liberation.

For a more complete list of tools see GNUmedia recommended multimedia tools.

GNUmedia Guidelines
Background

Computer technology was born out of a community of collaboration and knowledge sharing. In the early 1980s the practice of sharing efforts and ideas was losing momentum. Richard Stallman, taking the initiative to restore the culture he endeared, founded the GNU Project and Free Software Foundation.

GNU and FSF are cornerstones of modern Copyleft. Copyleft intends to remind persons of freedoms which Copyright takes away and allow them to share these liberties with others. Software Libre is so named to remind us of the distinction between financially free (gratis) and freedoms which are granted (libre).

Most software users receive comes packaged under various EULAs [End-User License Agreements.] All of these applications are released under the GNU's Not Unix General Public License. The GNU GPL is a liberating license designed [and recently re-designed] to promote software freedom. The freedoms at stake are individuals' ability to access software, examine it's structure, modify the structure to suit one's needs and give a copy of [or redistribute] the software to a friend or person in need.

Create Multimedia
There are a number of GPL multimedia tools and GPL harmonious educational resources available, enabling persons to learn and create or modify new and existing cultural artefacts. Utilizing these resources does not mandate that one embrace fully the GPL ideals or perpetuate them with one's own efforts. By experiencing the freedom granted and the empowerment to create with as few encumbrances as possible one might wish to amplify the efforts and ideals of the GNU Copyleft movement.

Audio Production

 * WikiEducator: Using Audacity
 * LMMS Wiki
 * Wikia: Using Psycle

Graphic Design

 * Wikibooks: Blender3D: Noob to Pro
 * Wikibooks: GIMP

Software Development

 * Ruby Language on Wikibooks
 * How to become a Programmer
 * Why's (Poignant) Guide to Ruby

Contribute Multimedia
Copyleft Considerations

Copyleft allows creators the freedom to selectively license their cultural creations, enabling varying degrees of liberty for other persons. The spectrum of Copyleft extends between the Public Domain, which allows complete liberty with a given work, and Copyright, which has evolved in the last century to restrict access to culture for generations after the initial creation. Some Copyleft fails to preserve the liberties granted for subsequent iterations of the culture if allowing derivative works at all.

 * Demonstrate GPL freedoms and contextualize for multimedia.

Copyleft Multimedia Repositories
Public File Repositories and the Creative Commons

Our collective consciousness is expanding with the advancement of digital storytelling and recording devices. A great project is at hand, to help store vast quantities of multimedia, called the Internet Archive (iArchive). the iAarchive allows persons to easily submit cultural works and multimedia artefacts for public access and distribution.

Some multimedia repositories disallow access from non-registered users. Open access is an important feature and is necessary to maintain harmony with GNU Copyleft ideals. Another important function of a multimedia repository is the ability of the users to freely move content to other file mirrors if necessary.
 * iArchive
 * Wikimedia Commons

Collaborate
Information and ideas can be amplified when people get together. It is possible for persons to interact, on a global scale, over milliseconds and/or generations. This section intends to explore some helpful tools which enable persons to share and collaboratively evolve multimedia, information and culture.

Recursive Media
Explain the importance of derivative works.

'Real-Time' Collaboration
In addition to file repositories, there are technologies which enable users to distribute content to one another in 'real- time.' The act of users directly sharing data is sometimes referred to as Peer-to-Peer (P2P)

eXtensible Messaging and Presence Protocol (XMPP) is a communications standard for communications and data transfer. XMPP is an open standard, allowing developers to incorporate it's functionality into software tools and eXtend it's functionality with additional features.

XMPP is not specifically designed for multimedia collaboration, it is a more general means of communication. NINJAM, however, is a platform for global, low-latency, audio transfer. Musicians spanning the globe can plug in their instrument or microphone and transmit streaming audio to/from other collaborators!

Content Management and Website software
It is economical to host one's own web portal to display and promote self-made and collaborative media. There are quite a few GPL Content Management Systems available to be utilized for self expression and feedback. Below are a few popular and well developed systems.

Communications Infrastructure and Mass Media
All the creative freedoms we allow persons with our multimedia are dependent on people having access to said contributions. Physical and electronic distribution methods are subject to ownership, unnecessary impediment and/or exploitation. The GNUmedia are dependent on non-discriminatory, equitably accessible, distribution channels and technologies such as:
 * Open communications protocols.
 * Public bandwidth of the electromagnetic spectrum.
 * Patent-free codecs.
 * Low-cost production hardware.
 * Public access to our national, regional and local broadcast networks.

Article 27 of the Universal Declaration of Human Rights states: "Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits."

We are all 'standing on the shoulders of giants' and it is senseless for our ideas and technology to be 'owned' and monetized by a narrow margin of the global population. Universal access to our mediums of expression is essential for an empirical understanding of our population and cultures to emerge. It is important that we also aspire for the universal ability to contribute to and improve our culture and the infrastructure by which it is distributed.

title: GNUmedia


title: File:EE-102-L07-Fig2.jpg


text:
File:EE-102-L07-Fig1a.jpg

Licensing
--Thuvack | talk

title: File:EE-102-L07-Fig1a.jpg


text: Template:Home

title: Template:Home


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text:
Lectures

While lectures may be less popular in college classrooms than in decades past, they are still very popular between universities and the public. Consider the following examples.

Public lectures
"In our automated lives, we generate and interact with unprecedented amounts of data. This sea of information is constantly searched, catalogued, analyzed and referenced by machines with the ability to uncover patterns unseen by their human creators. These new insights have far reaching implications for our society. From our everyday presence online, to scientists sequencing billions of genes or cataloging billions of stars, to cars that drive themselves – this series of six lectures will explore how the confluence of humans, data and machines extends beyond science – raising new philosophical and ethical questions."

"Since September 1922, Steward Observatory has been hosting public evening lectures in astronomy. The lectures begin at 7:30 p.m. and are held in Room N210 of Steward Observatory, 933 N. Cherry Ave., Tucson. AZ 85721(unless otherwise noted.) Following all Monday evening talks, the Raymond E. White, Jr. Reflector in the historic Steward Observatory dome will be open for public viewing of the night sky (weather permitting). All of the lectures and the use of the telescope are free of charge and open to the general public."

Classroom lectures
"Lectures are a very common (I could safely generalize and say even the most common) method of teaching at the university level. This does not mean that there are no labs, seminars, discussion sessions, group projects etc. It only means that if we look at the academic schedule of most disciplines, the majority of the booked times are under the heading “lecture”. During these lectures, the teacher imparts information on a specific topic to a group of students. What happens is known as “information transfer”: the teacher shares her knowledge with the students, who take notes and can ask questions whenever something is not clear. At the end of the session, the teacher and the students are in possession of the same amount and quality of information about the specific topic – the transfer of information has been completed."

title: Lectures


text:
Lecture

A lecture is an oral presentation intended to convey information or teach people about a particular subject. Lectures are often given, for example, by university or college teachers.

A group of lectures can make up a course, specifically a lecture course. According to Wikipedia, there are various types of courses, and lecture course is one type of course.

Wikipedia

 * Course (education) - this Wikipedia article specifically mentions lectures and how they relate to courses.

External

 * Lecturing Effectively

title: Lecture


text:
Wikiversity:Users

A Wikiversity user is anyone who visits, reads, or contributes content to Wikiversity. Users may or may not have registered accounts.

Registered users have more rights available, but must wait 4 days until they are autoconfirmed.

title: Wikiversity:Users


text: User:Devyn

title: User:Devyn


text:
User talk:Devyn

 Hello Devyn, 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;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 13:38, 17 June 2008 (UTC)

title: User talk:Devyn


text:
User talk:Cheptim

me

title: User talk:Cheptim


text:
User:Cheptim

I

title: User:Cheptim


text:
User:MenoBot

This is an interwiki bot operated by Meno25.

ar:User:MenoBot cs:User:MenoBot de:User:MenoBot el:User:MenoBot es:User:MenoBot fi:User:MenoBot fr:User:MenoBot hi:User:MenoBot it:User:MenoBot ja:User:MenoBot ko:User:MenoBot pt:User:MenoBot ru:User:MenoBot sl:User:MenoBot sv:User:MenoBot zh:User:MenoBot

title: User:MenoBot


text:
User talk:Daniel Mietchen

Sei auch hier gegrüsst :-) Unten findest du mehr zur englischsprachigen Wikiversity, Erkan Yilmaz uses the Chat (try) 16:03, 17 June 2008 (UTC)

 Hello Mietchen, 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;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 16:03, 17 June 2008 (UTC)

Additional user accounts
Hi. So far as I'm aware, additional user accounts are fine, provided that you declare them and don't use them for voting purposes. Did you actually create a user account for OpenScientist, or did you just create the user page? If the latter, you should have done the former. --McCormack 09:23, 19 June 2008 (UTC)
 * I did create the account, and I will not use it for voting purposes. -- Mietchen 09:27, 19 June 2008 (UTC)
 * And you can log in under the sockpuppet and edit using that name - it's not a problem! --McCormack 09:59, 19 June 2008 (UTC)
 * Good to know but that's not what I'm up to. -- Mietchen 10:32, 19 June 2008 (UTC)

irc
hi, I saw the message you left on irc. Feel free to drop back in or leave a message on my talk page. --mikeu talk 05:22, 10 September 2009 (UTC)

 * WV:CHAT is one of the tools that we sometimes use to collaborate. I often leave my irc program window open when I am away and then later look at the messages that others have typed, which is how I noticed that you had joined the channel.  It appears that no one was active at the time that you joined, but at other times we might discuss projects that we are working on, ask for advice, or exchange ideas. There is some information at IRC but this is more about how to connect and some basic guidelines.  Try dropping by again and get to know the other people in our community.  --mikeu talk 13:34, 10 September 2009 (UTC)

sandboxserver
Welcome to the http://www.sandboxserver.org/wiki - our test and development server. Let me know if you have any questions or need any help. --mikeu talk 04:40, 14 September 2009 (UTC)
 * Thank you. --Daniel Mietchen (talk) 09:00, 14 September 2009 (UTC)

GLAM Wiki presentation
Hi Daniel, it would be great if you could put a link to your presentation at GLAM wiki on Wikiversity. Leutha 22:17, 28 November 2010 (UTC)
 * Hi Leutha, the link is http://www.science3point0.com/coaspedia/index.php/User:Daniel_Mietchen/Talks/GLAM-WIKI_UK_2010/Science_as_a_wiki - feel free to put it where you see fit. Cheers --Daniel Mietchen (talk) 01:36, 29 November 2010 (UTC)

Elsevier boycotts
I just started Elsevier boycotts to collect together material about people boycotting Elsevier journals. Eventually, I'd like it organised by discipline. You may want to join in with collecting materials for it. Tom Morris 13:08, 22 January 2012 (UTC)

User:OpenScientist/Open grant writing
I happened to be taking a spin through here today, catching up after a holiday, and stumbled across the Open grant writing resources that you're collating. I'm impressed. I'll watch it with interest and anticipation. Philippe (WMF) (talk) 06:41, 26 August 2012 (UTC)
 * Thanks for the visit. You are also welcome to dive deeper, e.g. by helping with code review at https://github.com/erlehmann/open-access-media-importer .--Daniel Mietchen (talk) 07:22, 26 August 2012 (UTC)

Journal
Hi. A recent edit in Template:Peer reviewed linked me to the Journal of the future page. I now remember having seen this page before starting Wikiversity Journal of Medicine. It did provide considerable inspiration for this journal, so I made a mention of it at Wikiversity Journal/Timeline. This journal if focused on medicine, but I'm sure its structure could be used for journals in other subjects as well, such as biophysics. The journal is always in development, and further ideas and suggestions are very welcome. Mikael Häggström (discuss • contribs) 09:49, 12 May 2015 (UTC)
 * I mentioned those criteria in numerous talks, e.g. here and in Uppsala. Happy to hear that they inspired you. I do have ideas on how to improve the journal, but need to write them down in a way that is useful to you. --Daniel Mietchen (discuss • contribs) 10:20, 12 May 2015 (UTC)

title: User talk:Daniel Mietchen


text: Category:Language user templates/nl

title: Category:Language user templates/nl


text:
Afrikaans/Alphabet

A Short (A) Long (AA)

B Similar to English

C Either S or K, e.g. SirKel

D Similar to English

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Short (A) Long (AA) Similar to English Two sound possible, soft and gutteral Similar to English Short (I) Long (IE), and not (II) Like English Y, e.g. JES(afr) = YES(eng) Similar to English Similar to English Similar to English Similar to English Short (O) Long (OO) Similar to English KW used, eg. KWART = 1/4 Similar to Spanish Similar to English Similar to English Short (U) Long (UU) Similar to English F Unique sound Used in loan words only Like English "ay" e.g. YL(afr) = ALE (eng) S is often used

Similar to English Either S or K, e.g. SirKel Similar to English Short (A) Long (AA) Similar to English Two sound possible, soft and gutteral Similar to English Short (I) Long (IE), and not (II) Like English Y, e.g. JES(afr) = YES(eng) Similar to English Similar to English Similar to English Similar to English Short (O) Long (OO) Similar to English KW used, eg. KWART = 1/4 Similar to Spanish Similar to English Similar to English Short (U) Long (UU) Similar to English F Unique sound Used in loan words only Like English "ay" e.g. YL(afr) = ALE (eng) S is often used

title: Afrikaans/Alphabet


text:
BCP/Opuntia

Opuntia

title: BCP/Opuntia


text:
BCP/Opuntia/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 19:15, 17 June 2008 (UTC) (I don't know the species)

title: BCP/Opuntia/Logs


text:
BCP/Potentilla arguta

Potentilla arguta

title: BCP/Potentilla arguta


text:
BCP/Potentilla arguta/Logs

2007 Logs

 * --Jomegat 3 August, 2007 (from photos)

2008 Logs

 * Jomegat 19:58, 17 June 2008 (UTC)
 * Jomegat 22:15, 25 June 2008 (UTC)
 * Jomegat 23:12, 1 July 2008 (UTC)
 * Jomegat 18:39, 12 July 2008 (UTC)
 * Jomegat 02:49, 30 July 2008 (UTC)
 * Jomegat 20:38, 9 August 2008 (UTC)
 * Jomegat 15:03, 31 August 2008 (UTC)
 * Jomegat 12:43, 2 September 2008 (UTC)

2009 Logs

 * Jomegat 00:18, 9 June 2009 (UTC)
 * Jomegat 04:03, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 03:29, 12 June 2010 (UTC)

title: BCP/Potentilla arguta/Logs


text:
Category:Textbooks

This category is for articles listed under "Textbooks"

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Category:Wikipedians interested in Chinese astrology

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text: Category:Public discourse

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pt:Categoria:Desenho

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User:Allanminium

I'm a student majoring in Film, TV and Media Studies at Auckland University, New Zealand.

title: User:Allanminium