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Ubuntu/Ubuntu 6.06 LTS Installation

Installation
This module will cover the installation process of Ubuntu 6.06 LTS. Before we get involved in the installation we will run through the steps of downloading ubuntu 6.06 LTS or later and all the relavent software required to complete this unit successfully.

Required Downloads

Dowloading Ubuntu is rather simple. You need to navigate to the Ubuntu Distribution Site and follow the onscreen instruction to download a copy of Ubuntu. When downloading the ISO file make sure you obtain a x86 distribution.
 * Ubuntu 6.06 LTS or Later

The next piece of software you require is Virtual Box. Virtual Box is a x86 PC Emulator that can be used to install a virtual machine on your existing PC. Once at the site click on the Downloads Section, then click on the Binaries (all platforms). This will redirect you to a Sun Microsystems Web Page where you can select the required platform and language of Virtual Box. Read the License Agreement and tick the checkbox. Then Click Continue. Then to finish click on the VirtualBox_*.msi Link and start your download.
 * Virtual Box

This is all the software you will require to complete this unit.

Installing Virtual Box

The Installation of Virtual Box is straight forward. Locate the installation MSI file and open it. You will be presented with a Window as shown below. Click Next to Continue After you click next, you will be presented with the screen below. Make sure you Read and Accept the License Agreement. Click Next when you are ready.

Next you will be prompted with a Custom Setup Window as show below. Just leave everything as it is and click next.

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TESOL Materials/New Dynamic English-Grammar (Names and Places)

Exercises:
1. Fill in each blank with the correct form of "Be"

 * Ex: They are teachers.

2. Look at the pictures and write the correct statements and questions

Ex: Rocio
 * (+) Rocio is Argentinian/from Argentina.
 * (-) Rocio isn't from France/Germany/Brazil/etc..
 * (?) Is Rocio from Miami/Argentina/Moscow/etc. ?

Chuck
 * (+) ______________________________________

 * (-) ______________________________________

 * (?) ______________________________________

Vanessa
 * (+) ______________________________________

 * (-) ______________________________________

 * (?) ______________________________________

Carl
 * (+) ______________________________________

 * (-) ______________________________________

 * (?) ______________________________________


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User:Jtneill/Sandbox/Respondus example export

About

 * Example return-delimited export of multi-choice quizzes and answers from a Respondus database

Text
When social psychology began to come into its own as a field in the 1950s and 1960s, mainstream psychology was divided between two main theoretical camps. These were a. trait theory and behaviorism. b. Freudian psychoanalysis and humanism. c. humanism and trait theory. e. behaviourism and cognitive psychology. How are social psychologists generally similar to behaviourists? They b. are both interested in the mind, thoughts, and emotions. c. are both originally rooted in psychoanalytic theory. d. are both interested in the unconscious mind. e. None of the above Social psychologists are generally similar to Freudian psychoanalysts in that they both a. are more interested in abnormal behavior than in normal behavior. b. tend to favor experiments and the scientific method. c. are primarily interested in external behaviors rather than the internal workings of the mind. e. None of the above Compared to personality psychologists, clinical psychologists, and even behaviorists, social psychologists are more likely to attempt to explain a person's behavior by looking to the a. person's unconscious motivations. b. person's personality. d. person's childhood. e. past pattern of the person's behaviour. Although sociologists and social psychologists are both interested in group behavior, sociologists tend to focus on __________, whereas social psychologists tend to focus on __________. a. individual members within the group... the group as a single unit c. how group are unique... how various groups are similar to one another d. how various groups are similar to one another... how groups are unique e. class... individual social status In recent years, __________ has emerged as an important subfield of social psychology that explores the ways in which people think about social situations. a. cognitive sociology c. cognitive psychology d. socionition social perception e. sociometry The key distinction between philosophy and psychology is the fact that psychology a. is concerned with observable phenomena (e.g., behaviors) rather than unobservable phenomena (e.g., thoughts). b. is concerned with unobservable phenomena (e.g., thoughts) rather than observable phenomena (e.g., behaviors). d. primarily relies on the case study method. e. is more relevant to everyday life. In social psychology, the "ABC triad" consists of a. attitudes, beliefs and commitments. b. ambiances, biology, and culture. d. attributions, boundaries, and corrections. e. ambivalence, beingness, and consciousness Dr. Khanmohamed is conducting a research project with young children to examine the effect of exposure to different cultural groups on the development of empathy. The independent variable in this research is: a. young children c. empathy d. how empathy develops e. Dr. Khanmohamed Suppose that you conducted an experiment to test the effects of violence in TV shows on aggressiveness in children. The dependent variable in this study would be a. how violent the TV shows were b. how many hours of violent shows the children needed to watch before they became violent. c. whether or not the children should be exposed to violence. e. TV Suppose that you are planning to conduct a study to look at the effect of pet ownership on empathy, but that you cannot find any good measures of empathy (all of the measures that you find seem to fall short of your understanding of what empathy is, or to miss the mark completely). Unless you can find a measure that you are satisfied with, your research may end up being low in a. internal validity. b. external validity. c. construct validity of the cause. e. reliability If a researcher conducts an experiment in which the independent variable is poorly defined (i.e., has a poor operational definition), then the experiment can be said to have low a. internal validity. b. external validity. d. construct validity of the effect. e. interpretative validity. When a researcher conducts an experiment and is fairly certain that changes in the independent variable caused changes in the dependent variable, that experiment is said to be high in a. construct validity. b. construct validity of the effect. d. external validity. e. interpretative validity. Suppose that a cereal manufacturer tried out a new cereal box design for a few months, and—during the same time period—notices that its sales have tripled. One of the cereal executives, Mr. Correl, boasts that the new cereal box must have sparked the increase in sales. But another executive, Mr. Scien, points out that the increase could be due to the new advertising campaign that the company is using, or to new distribution practices that have taken hold, or to the fact that more and more people are eating cereal these days. That is, Mr. Scien suggests that the company's "test" of the new cereal box design is low in __________. a. operationality. b. generalizability. d. external validity. e. interpretative validity. Can correlational studies or experiments ever be conducted outside of the laboratory? a. No, both of these types of studies are always performed in the lab. b. Correlational studies can be conducted inside the laboratory or out in the "real world," but experiments are always conducted in the lab. c. Correlational studies are always conducted in the "real world" (not the lab) and experiments are always conducted in the lab (not the "real world"). e. Experiments are conducted in labs; Correlational studies are conducted in the field. If an experiment gets participants psychologically involved and engaged, but the setting does not resemble the real world, then the experiment would be said to be a. low in experimental realism and low in mundane realism. b. low in experimental realism and high in mundane realism. d. high in experimental realism and high in mundane realism. e. None of the above If a study is high in external validity, then a. the findings are likely to generalise to other people and other settings. b. the researcher can confidently conclude that there is a cause-and-effect relationship between the variables in the study. c. participants in the study are highly engaged and involved in the study. e. the findings are also likely to be high in internal validity. Allport's famous definition of social psychology was it focuses on how ____________ are(is) influenced by ______________. a. thoughts, feelings, and behaviours... other people b. people... their thoughts, feelings, and behaviours c. thoughts, feelings, and behaviours... the implied, imagined, or actual presence of others e. thoughts, feelings, and behaviours... the implied, imagined, and actual presence of others The main criticisms of social psychology which lead to a "crisis" in the 1960s were that it was too: 1. airy-fairy 2. deterministic 3. qualitative 4. broad 5. positivistic 6. reductionist a. 1 & 3 b. 3 & 4 d. 4, 5 & 6 e. 6
 * d. behaviourism and Freudian psychoanalysis.
 * a. both tend to favor experiments and the scientific method.
 * d. have an interest in thoughts and feelings as well as behaviors.
 * c. immediate situation that the person is in.
 * b. the group as a single unit... individual members within the group
 * b. social cognition
 * c. primarily relies on the scientific method.
 * c. affects, behaviors and cognitions.
 * b. exposure to different cultural groups
 * d. how aggressive the children were.
 * d. construct validity of the effect.
 * c. construct validity of the cause.
 * c. internal validity.
 * c. internal validity.
 * d. Both correlational studies and experiments can be performed in the lab or in the "real world;" when experiments are performed in the "real world" they are called field experiments.
 * c. high in experimental realism and low in mundane realism.
 * d. the research situation physically resembles a real-world situation.
 * d. the implied, imagined, and actual presence of others... thoughts, feelings, and behaviours
 * c. 5 & 6


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Instructional design/Learning objectives/Cognitive Domain Verb Usage

Verbs Used in the Cognitive Domain
Here is a brief description of each level of Bloom's Taxonomy of the Cognitve Domain which includes a short list of cognitive action verbs, a performance phrase, and a measurement strategy. The external links at the end provide access to more information concerning verbs for each cognitive domain.

Knowledge
Knowledge is the lowest level in the cognitive domain. It involves the recall or remembering of information that was previously learned. The information could be a fact, concept, procedure, or principle.

Comprehension
Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).

Application
Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.

Practice and Feedback
Now let's practice identifying verbs for the knowledge, comprehension, and application levels of the cognitive domain. Choose the correct answer for each question below by clicking a box. At the end, click the Submit button for the correct answers.

{Which of the following is a performance verb for knowledge? + Name - Examine - Validate - Compose
 * type="[]"}

{Which of the following is a performance verb for comprehension? - Choose - Create - Diagnose + Explain
 * type="[]"}

{Which of the following is a performance verb for application? + Demonstrate - Test - Write - Match
 * type="[]"}

References and Writing Aids
Two tables that may be used as writing aids for learning objectives. They contain Bloom's Taxonomy of the Cognitive Domain with several performance verbs.

(1) Bloom's Cognitive Domain and Action Verbs

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

Navigation
Click Next to continue.


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Examples and Nonexamples of Performance Phrases

When constructing the performance phrase for a learning objective, ask the following three questions:
 * Is the performance a main intent of the instruction?
 * Is the performance observable? (If it is not overt, can an indicator verb be used that is observable)
 * Is the performance measurable?

Nonexamples of Performance Phrases

 * Know the Law of Gravity
 * Understand the evolutionary process
 * Appreciate Grunge music
 * Learn the correct steps to CPR

These verbs have been used on examples from classes you have taken before. The actions in these performance phrases are neither observable nor measurable. When the learning goal is covert, then an indicator must be used that is observable.

If we want them to know the law of gravity, a better representation would be to Phonebein 04:33, 2 April 2008 (UTC) Well done.
 * State the Law of Gravity (knowledge)
 * Describe how the Law of Gravity affects a falling object (comprehension)
 * Demonstrate the Law of Gravity by jumping out of an airplane (application)

Examples of Performance Phrases

 * Knowledge
 * State Newton's Third Law
 * List Gagne's Nine Events of Instruction
 * Define Instructional Technology

 * Comprehension
 * Describe the Accident Investigation Process
 * Summarize the main point of the article
 * Translate the sentence into Spanish

 * Application
 * Solve the following equation
 * Apply Honebein's theory of scaffolding Phonebein 04:34, 2 April 2008 (UTC) Honebein doesn't have a theory of scaffolding. He uses Collins et als. Plus, you gotta spell Honebein's name correctly :) (OOPS!)
 * Demonstrate the law of gravity

 * Analysis
 * Differentiate between a normal red blood cell and a sickle cell
 * Detect the error in grammar in the following statement
 * Analyze the sequence of events for the system defect

 * Synthesis
 * Formulate your own theory of instruction
 * Design an instructional strategies table
 * Create a lesson in wikiversity

 * Evaluation
 * Assess the learning objective
 * Choose the best mousetrap car
 * Evaluate the effectiveness of an instructional strategy


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Instructional design/Learning objectives/Performance self-test

Navigation
Congratulations, you have finished the first lesson. Click Next to continue to Conditions for Learning Objectives.


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User:MartinDKing

I joined the Educational Development Centre at Royal Holloway University in September 2002. My remit includes the development and implementation of the College's e-learning strategy, and the promotion, management, development, delivery and evaluation of the growing and increasingly refined use of online learning technology, including Virtual Learning Environments (Moodle), online discussion software (PHPBB), online assessment (Question Mark, Moodle) and electronic plagiarism detection systems (Turnitin).

As part of the Moodle Development Team I support the College's implementation of the Virtual Learning Environment Moodle, I also design and deliver (standard and bespoke) Moodle training. I continue to support the online discussion area 'PHPBB', the Electronic Assessment Service 'Question Mark' and the electronic plagiarism detection service 'Turnitin'. Visit these services using the links to the right-hand side of this page.

title: User:MartinDKing


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User talk:MartinDKing

Welcome
Hello MartinDKing, 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 uses the Wikiversity:Chat (try) 15:12, 17 March 2008 (UTC)

title: User talk:MartinDKing


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User talk:Pistolpetemia

Hello back to you :-) Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:12, 17 March 2008 (UTC)

Welcome
Hello Pistolpetemia, 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 uses the Wikiversity:Chat (try) 15:12, 17 March 2008 (UTC)

title: User talk:Pistolpetemia


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Talk:Primary mathematics/Subtracting numbers

negative numbers
"You should not teach children negative numbers at a young age as there is no way to physically show them a negative number."

Is there any evidence for this? I would teach that a negative number represents an opposite. That if 5 means "steps to the right", then -5 means "steps to the left", and teach by giving a children instructions, such as "move 5", "move -5". ("Let's do the Time Warp again.")

I find that many calculus students do not understand negative numbers. This can only be because they are taught badly in K through 12. I want students to understand at an early age that a negative number represents an opposite.

Rick Norwood 15:14, 17 March 2008 (UTC)
 * Hello Rick, that is a good idea. Also from my point of view this seems good. Opens the horizon at an early age. Erkan Yilmaz uses the Wikiversity:Chat (try) 15:17, 17 March 2008 (UTC)


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User talk:Rick Norwood

Hi Rick, good idea, btw: below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:17, 17 March 2008 (UTC)

Welcome
Hello Rick Norwood, 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 uses the Wikiversity:Chat (try) 15:17, 17 March 2008 (UTC)

title: User talk:Rick Norwood


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Assistant teacher course/Individual curriculum/Computer science

Computer science
Computer science isn't really a hard science, unless it's seen as a branch of mathematics; that's why computer science should be taught with one or several actual sciences (e.g. mathematics) as the focus of attention. To make computer science more interesting educators may combine it with play or creative work, which is suitable for children or teenagers who are not yet interested. For an individual curriculum, however, it is appropriate to assume that the children or teenagers already are interested in computer science, so the additional motivation is probably not required and computer science can be used to motivate harder science instead.

An individual curriculum for a child that isn't interested in science or needs more encouragement to stay interested can begin with programming environments like Alice or CeeBot but should introduce more serious topics in between and as the curriculum goals.

Example: Write a function plotter
Writing a function plotter is a sensible project with a focus on mathematics that can be useful to improve a pupil's understanding for mathematics. A function plotter can be extended and enhanced over several years to follow the growing mathematical knowledge of the pupil. As part of an individual curriculum the function plotter has a strong relation to school education and goals can be found that develop in parallel with the mathematics curriculum, which makes a function plotter a good choice.

Tasks:
 * Write your own functional programming language; an interpreter for the evaluation of simple expressions is a good start and can be extended later on.
 * Write a visual function plotter class, which makes use of your programming language.
 * Write a user-friendly user interface, which makes use of the function plotter class.


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Assistant teacher course/Individual curriculum/Astronomy

Astronomy
An individual curriculum in astronomy has connections to physics, computer science (e.g. simulations), mathematics and geography (e.g. properties of Mars, Venus, Earth and Moon). Astronomy is usually not a school subject and often holds a special fascination for children and teenagers, which makes it very appropriate as a part of an individual curriculum. Children and teenagers interested in science and science fiction are especially likely to be interested in astronomy. The initial motivation can be a better understanding for science fiction topics but the individual curriculum should introduce more serious topics in between and as the curriculum goals.

Selected hard science fiction books can also be suitable to increase the motivation of a science fiction enthusiast to take a greater interest in the science aspect of the curriculum.


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Assistant teacher course/Individual curriculum/Microscopy

Microscopy
Microscopy as part of an individual curriculum should be introduced with the book (or film) Powers of Ten (which is, by the way, also suitable for an astronomy curriculum).

To motivate research in microscopy the curriculum should motivate pupils to make their own learning diary with photographies of preparations and documentary articles. This way a microscopy curriculum can have connections to biology, chemistry, medicine, scientific writing and photography.


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Assistant teacher course/Individual curriculum/Journalism

Journalism
A curriculum in journalism should aim to produce a pupil magazine (if the school already has one the pupil(s) can join the team or find another focus and make their own).

In order to add a science aspect pupils can write reviews or summaries of scientific articles from (e.g.) Scientific American or Technology Review. The article/magazine should have a sufficient level to represent a challenge for the pupil but shouldn't be too difficult either (e.g. Nature). Journalism can (obviously) offer connections to almost any topic but a curriculum should encourage a certain amount of topics that involve sciences.

Pupils should be given false clues on occasion, so they can learn that they have to distinguish between nonsense and correct research. There is a sufficient amount of magazines that provide articles about nonsense. Pupils can also draft a code of conduct for their own publication concerning research and verification of sources.

Weblinks: youthpress.org, de.youthmedia.eu


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User talk:Balkenborg

Welcome
Hello Balkenborg, 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 uses the Wikiversity:Chat (try) 16:31, 17 March 2008 (UTC)

title: User talk:Balkenborg


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User talk:Hcberkowitz

Hello, you have a reply here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:59, 17 March 2008 (UTC)

Welcome
Hello Hcberkowitz, 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 uses the Wikiversity:Chat (try) 16:59, 17 March 2008 (UTC)

title: User talk:Hcberkowitz


text: User talk:Xitaggerix

title: User talk:Xitaggerix


text: User:Daniel Evans

title: User:Daniel Evans


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Open educational resources and globalization

Event title: Open educational resources and globalization See a video of the event

Open educational resources - open space event takes place in the Wikimania conference on Thursday July 17th, 2008.

Open educational resources and globalization panel discussion is part of the Wikimania conference program and scheduled on Friday, July 18th. The time and space will be released in the Wikimania 2008 schedule page.

Abstract
Open educational resources (OERs) are a global phenomenon. In fact, potential behind OER as a 'global' movement is huge. The Wikimedian and the Wikimedia Foundation’s approach of emphasizing every single human being’s right to share his/her knowledge is clear, but also problematic.

Would Wikimedia play for or against preserving cultural diversity? The answer is not evident, given that there still exists a wide "digital divide". If not accompanied with adequate measures, this educational mission may actually strengthen cultural deprivation and marginalization, and at the same time speed up non-sustainable globalization, harming the diversity of cultures.

However, Wikimedia's grassroots activity has mobilized many stakeholders to offer their services and resources in a "global marketplace". This opens up the question how could the OER movement promote a fair economy and ecology of OERs that will benefit every single human being.

The event will be a 40 minutes panel discussion with four representives of the OER movement. Each will give a 5 minutes talk following Q&A and discussion with the audience.

Panelists / Participants
Teemu Leinonen, Panel moderator
 * University of Art and Design Helsinki, Finland
 * Wikiversity user Teemu
 * Teemu is a researcher, designer, and educator working mainly in academia. His areas of interest and experience covers computer supported collaborative learning (CSCL), online cooperation, learning software design, educational planning and educational politics. Since 1998 Teemu has led the Learning Environments research group (http://legroup.uiah.fi) of the Media Lab, University of Art and Design Helsinki, Finland. Teemu is somehow active in Wikiversity and several other free, libre and open educational initiatives, because he thinks that they may help us to achieve badly needed global educational reform.

Mohamed-Nabil Sabry
 * Université Française d’Égypte, Egypt
 * Prof. Mohamed-Nabil Sabry is in charge of the Continuing and Distance Education Center of the Université Française d’Égypte. He has long been involved in the OER movement since the incipience of its 'name' in a UNESCO meeting in Paris 2002. He was in charge of the first project launched in this framework gathering a group of African and American Universities about OER usability improvement. He has participated as a consultant in many projects both at national and international levels and has been an invited speaker in many related conferences.

Nadia El Borai
 * Researcher, educator, Wikideducator user:
 * Nadia is an Egyptian researcher, educator as well as an ikebana master living in Japan.

Kim Tucker
 * Meraka Institute, CSIR, South Africa]
 * Wikiversity user Ktucker

 * Researcher, software libre, libre knowledge thinker.

Melissa Hagemann
 * Open access, open educational resources, open society
 * United States of America

Cormac Lawler, Panel moderator
 * Wikiversity / University of Manchester, UK
 * Wikiversity user Cormaggio
 * Cormac Lawler is a PhD candidate at the University of Manchester (school of education). He has been involved with setting up Wikiversity as a 'sister' Wikimedia project, and continues to work on developing Wikiversity, which is the focus of his research. His interests and experience range from media to education to human development, and is passionate about creating an open and accessible system of education through various initiatives, including Wikiversity, which is both a repository of OERs, and a space for open learning.

Hempal Shrestha
 * FOSS Nepal Community, Kathmandu, Nepal
 * SAP International, Kathmandu Nepal
 * Hempal is a Program Officer at Bellanet Asia (www.bellanet.org) based in Kathmandu, Nepal. His primary intrest area is Open Development including Open Source, Open Content and Open Standard. He is an active facilitator for promoting and advocating for FOSS and Open Content among development community especially through use ICT in South Asia. He strongly believes in FOSS and Open Content and had been actively involved in creating and facilitating FOSS Nepal community (http://fossnepal.org/), a community of FOSS enthusiast in Nepal and south Asian countries. and also, Asia Commons: Asian Conference on the Digital Commons (http://www.asia-commons.net/).

Leigh Blackall
 * Otago Polytechnic New Zealand
 * Wikiversity user: Leighblackall
 * Wikieducator user: Leighblackall
 * Leigh has been leading his tertiary education and training organisation into using and developing OER. Wikieducator is the primary wiki being used, but gradually staff are reaching out into Wikibooks for text book authoring, Wikispecies, Wikinews, and Wikipedia. Leigh has been exploring models of open access learning using OER, but in a way that does not compromise fee paying services.

Salvor Gissurardottir
 * Iceland University of Education / University of Iceland, Iceland
 * Wikipedia User Salvor
 * Salvor teach at the Iceland University of Education (currently merging with University of Iceland). Her field is Educational Technology and use of computers and Internet in education.

Abbas Bazargan
 * Faculty of Psychology and Education, University of Tehran, Tehra, Iran

Taan Chaib
 * Talal Abu-Ghazaleh Educational Consulting (TAGEC) Member of Talal Abu-Ghazaleh Organization, Beirut, Lebanon

Hago Elteraifi Mohamed Dafalla
 * Faculty of Engineering and Technology, University of Gezira, Wad Medani, Sudan

Kathy Kikis-Papadakis
 * Institute of Applied and Computational Mathematics, Foundation for Research and Technology, Greece

Paul W. Little
 * School of Learning Innovation, Red River College of Applied Arts, Science and Technology, Winnipeg, Manitoba, Canada

Rwagasana Gerald
 * Center for Instructional Technology and the AVU Learning Center, National University of Rwanda

Lila Rajabion
 * Lawrence Technological University, Michigan, U.S.A

Topics for discussion
The following are some themes that we could talk about in the session - please add ideas of your own...

 * Access - are OERs really accessible to all the people of the world? (Does everyone have the internet access/bandwidth/software/hardware to access them?) If not, how to improve on this?
 * Relevance - are OERs appropriate to different cultures? If not...?
 * What can be done to help, improve accessibility and help in skills for contributors.


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Template:Ee Electronics fundamentals classnav

see discussion/talk for instructions


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Template talk:Ee Electronics fundamentals classnav

HOW TO USE
all classes for the digital electronics section can now use a common template for headers footers and the main page for headers for footers  Eadthem 06:15, 29 September 2007 (UTC)

Usage of this template
i will describe the parts you can edit  everything else must remain static <includeonly> </includeonly> only use includeonly tags to define what code shows up when a template is called.

horazontal example
Eadthem 19:41, 29 September 2007 (UTC)


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User:ExplorerCY~enwikiversity

Hey, everybody. I am on Wikipedia most of the time but would like to start contributing here as well.

Peace.

title: User:ExplorerCY~enwikiversity


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Template:Unblock denied

This template puts pages into Category:Denied requests for unblock.

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Instructional design/elearning formative evaluation

Back to Topic: Instructional Design

Course Overview
One of the good practices of instructional design is the tryout of learning experiences prior to full deployment to the target audience. Yet, with tight schedules, global distribution of learners, nonaccessibility of the target audience, and other barriers, training designers often skip or minimize this critical quality assurance step. Furthermore, with e-learning solutions, designers not only need to assess the efficacy of their instruction, but also the quality and performance of the systems that deliver the instruction.

When conducting a formative evaluation of e-learning solutions, training designers must be able to generate a plan that blends instructional objectives, user testing, software quality assurance, and the overall user experience. In other words, designers must incorporate the good practices from the instructional field and the good practices from the software field to ensure the quality of their solutions.

“E-learning” is a broad term that describes distributive and advanced distributive courseware that can be delivered in different ways. These mediums include, but are not limited to, delivery over the Internet, a computer network, by CD-ROM, interactive TV, or satellite broadcast. There are many types of e-learning, such as synchronous virtual classrooms, asynchronous forums/chats, asynchronous self-paced courses, and blended learning that incorporates several models. For the purposes of the instruction proposed in this design document, “e-learning” is limited to web-based, self-paced, asynchronous instruction.

The course will introduce the concept of formative evaluations and why conducting them is a good practice when designing e-learning. “Formative” means to shape or transform and formative evaluations should be conducted at regular review intervals during the development cycle. “User Testing” is a specific type of formative evaluation that occurs at the end of the development cycle. Building on the “what and why” of formative evaluation, the instruction will provide information on how to develop an evaluation plan for “User Testing,” as well as how to set up and conduct the evaluation plan.

Finally, guidance on how to analyze the results of a User Test will be provided.

Course Goal
Upon completion of this course, people who have designed an e-learning module or lesson will be able to conduct a formative evaluation (in the form of User Testing) of the learning experience. The result shall be a list of recommendations for enhancing and improving the learning experience.

Course Objectives
Upon completion of this course, you will be able to:
 * Describe the role formative evaluation plays in the ADDIE model
 * Describe the role user testing plays in the instructional design development process
 * Create a user testing plan for the e-learning course
 * Conduct user testing on the e-learning course
 * ...?...Given the findings of a user test of an e-learning course, the learner will be able to analyze its results.
 * ...?...Given the analysis of a user test of an e-learning course, the learner will be able to prepare a report of recommendations for improving the e-learning course.

Course Lessons
To go to a lesson, click its title below:
 * 1) Course Introduction
 * 2) User Testing Fundamentals
 * 3) Developing a Plan
 * 4) Conducting User Testing
 * 5) ...?...Analyzing the Results
 * 6) Course Summary


text:
User:Jdehlic

user page for jdehlic

title: User:Jdehlic


text:
Category:Outdoor education

Outdoor education is closely related to adventure education and experiential learning.

title: Category:Outdoor education


text: Template:Film Scoring for Musicians:Butchering Midi:Completed Assignments


text: File:Cubinoid Melody.ogg

title: File:Cubinoid Melody.ogg


text: File:Cubinoid Delicate.ogg

title: File:Cubinoid Delicate.ogg


text: File:Cubinoid Chord.ogg

title: File:Cubinoid Chord.ogg


text: User:McCormack/icons

title: User:McCormack/icons


text:
Level of measurement

Level of measurement (LoM) is an important characteristic of data. The LoM determines what types of descriptive, graphical, and inferential statistical analyses can be used. There are four levels of measurement:

 * 1) Categorical/nominal
 * 2) Ordinal
 * 3) Interval
 * 4) Ratio

It is possible to recode a variable into a lower level of measurement, but not the other way around. So, data can be simplified, but not complexified.

Non-parametric statistics are appropriate for categorical and ordinal data. Parametric statistics are appropriate for interval and ratio data.

However, social science researchers often treat composite scores based on multiple items measured using ordinal scales (e.g,. using verbal frequency scales) as continuous for the purposes of parametric analyses.

Categorical/nominal

 * The simplest type of variable is dichotomous (or binary, e.g., 0 = male/ 1 = female; 0 = black/ 1= white; 0 = yes/ 1 = no).
 * Categorical or nominal variables simply provide numerical labels (or names) for two or more categories e.g., 0 = red/ 1 = blue/ 2 = green / 3 = yellow; 0 = car; 1 = bus; 2 = bicycle; 3 = aeroplane; 4 = train.

Ordinal

 * 1) When categorical variables can be meaningfully ordered, they become ordinal variables
 * 2) The distance between the ordered categories may vary
 * 3) e.g., 1 = 1st, 2 = 2nd, 3 = 3rd in a race; verbal frequency scale (0 = never, 1 = sometimes, 2 = often, 3 = always)

Interval

 * 1) Ordered categories (discrete values) which have equal distances (e.g., Strongly Disagree - Disagree - Neither Agree or Disagree - Agree - Strongly Agree)
 * 2) Allows use of parametrics statistics (which assume a normal distribution)

Ratio

 * 1) Continuous (not discrete) - values can take on (in theory) infinite decimal points
 * 2) Has a meaningful 0 (e.g., the 0 point isn't arbitrary), which allows ratio comparisons (e.g,. according to the sample of participants, males are, on average, 20% taller than females).

title: Level of measurement


text:
Assistant teacher course/Individual curriculum/Sports

Sports
Sports can be a topic of an individual curriculum but should connect to academic topics, especially if the individual curriculum contains no academic topics itself. Sports can connect, for instance, to nutritional science, human biology, medicine, pedagogy and psychology. A sports trainer is often a special authority for a pupil interested in sports, which can be attributed to interest-driven learning; that influence can be used to motivate academic topics as mandatory components of the individual curriculum.


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Portal talk:Egyptology

This page may be more appropriate in the Topic: namespace as subdivisions of School:Archeology or Topic:Ancient history. "Egyptology... is a regional and thematic branch of the larger disciplines of ancient history and archeology," (from Egyptology). --Remi 07:23, 18 March 2008 (UTC)

title: Portal talk:Egyptology


text:
User talk:Mlisak

Welcome
Hello Mlisak, 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 uses the Wikiversity:Chat (try) 07:30, 18 March 2008 (UTC)

Image:ADDIE.png
Hello, Mlisak. Your image lacks copyright information and is tagged as such. Hillgentleman|Talk 02:51, 9 September 2008 (UTC)

Copyright problem with Image:Previous.png
Hi! The images on these pages were created by my colleague on this module: Tracy Meyer. She created them based on knowledge that is available from several sources. Additionally, her example graphics are dummy examples based on her own creativity. I don't think that she has applied for copyright for these images as these pages were created as part of a course we took. One of the requirements of the project was for us to use 100% of our own material and to reference appropriately according to APA guidelines. user: mlisak (Maria Lisak) August 19, 2009 7:11am Seoul time

title: User talk:Mlisak


text:
User talk:ExplorerCY~enwikiversity

Welcome
Hello ExplorerCY, 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 uses the Wikiversity:Chat (try) 07:32, 18 March 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 ExplorerCY. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ExplorerCY~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 23:36, 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) 06:08, 19 April 2015 (UTC)

title: User talk:ExplorerCY~enwikiversity


text:
Assistant teacher course/Individual curriculum/Game design

Game design
Pupils with a strong interest in games may often receive support to change their interests, not to develop the topic further. An individual curriculum can allow a pupil to explore the connections between games and academic topics instead. All game designers should take an interest in game theory, stochastic, pedagogy and psychology. The pupils should be motivated to be creative and design their own games from scratch, not to play or modify available games (with the possible exception of chess and similar board games). Developing a good game can require a high amount of planning, group work and game testing. The game designers can also develop and train soft skills in the process.

Pupils interested in computer games can take an interest in computer science and the underlying mathematics of 3D computer graphics or the physics for a physics engine. The underlying mathematics will initially be much too difficult but VPython, Python Physics and Alice can also be used by younger pupils. 3D computer graphics and a physics engine can create a continual challenge until college, the challenge for the educators is to find a balance between using software libraries (possibly without understanding for the internal logic) and designing own libraries. Another challenge for the educators is to find a balance between using game design as an end in itself and using enthusiasm for game design to motivate harder science.


text:
Talk:Libre

This resource on libre looks great http://www.wikieducator.org/Say_Libre

title: Talk:Libre


text:
Talk:Education and collaboration

Bill Kerr maps a continuum from rote learning to more constructivist or collaborative learning. Similar to Blooms Taxonomy re autonomy in learning.

title: Talk:Education and collaboration


text:
Talk:Open educational resources and globalization

Clarifications
What is meant by the following sentence?: "When applied in the field of education it may actually strength cultural deprivation and marginalization, and same time speed up non-sustainable globalization harming diversity of cultures."

I would imagine it is talking about access - both to the various technologies themselves (computers, sufficient internet connection - if any at all), and also to knowledge of where to find relevant resources. I agree with this, of course - but I would recommend changing the language, explicitly recognising the specific barriers to access, and not simply saying "when applied in the field of education". I think I'll just 'be bold' here, and with other stuff - please review. ;-) Cormaggio talk 11:40, 18 March 2008 (UTC)

 * Made some changes - now I'm not sure about the following sentence (as it is now), and whether I've understood the original meaning: "However, Wikimedia's grassroots activity has mobilised many stakeholders to offer their services and resources in a global marketplace." Cormaggio talk 11:50, 18 March 2008 (UTC)

Panel participants
Have everybody on the list said that they will participate? Or are they interested that such a panel will happen? (Does it matter?) Cormaggio talk 11:40, 18 March 2008 (UTC)

In my case, I would love to participate (and this would be a definite session for me) ... but if the session is moved to 17th, I will not be available (busy at FKFT). - Kim 09:48, 4 June 2008 (UTC)
 * Hopefully, the session will stay on the 18th as indicated here. - Kim 07:52, 8 July 2008 (UTC)

Ideas for Discussion

 * 1) Everyone has their own story of "globalisation" - what does it mean to the participants? Small group discussions.
 * 2) Have each group report back and try to distill a common understanding of the term.
 * 3) * This might be tricky as some may have negative associations, some positive.
 * 4) * In each story identify what was "globalised" - an idea, a product, a way of thinking, a cultural practice, social practice, attitude, knowledge, ...
 * 5) Next, separate out the things which if globalised seem universally beneficial, from those which seem potentially destructive in some way, ....
 * 6) * During this discussion, think about what principles are emerging.
 * 7) Formulate principles for "positive" globalisation towards sustainability.


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User:Rick Norwood

Rick Norwood is a professor of mathematics at East Tennessee State University. He has published many articles on math and math education, and strongly believes that math taught well is easy and fun, and that the current state of innumeracy is caused by so many teachers and school boards insisting that math today be taught in exactly the same way that they didn't learn it when they were in school.

He also writes the media column for www.sfsite.com and is the editor of Comics Revue magazine.

title: User:Rick Norwood


text: Template:Category Welcome Header (TESOL)


text: Template:Resource Welcome Header (TESOL)


text:
Correlation/Introductory quiz

Correlation quiz

This introductory correlation quiz has 10 questions. If you achieve 8/10 or higher, maybe you don't need to study this topic!

{Correlation is a __________ type of statistical analysis. - univariate + bivariate - multivariate
 * type="[]"}

{Correlation is: + the covariance of standardised scores - the mean of the population standard deviations - a way of testing cause and effect - for comparing mean differences - none of the above
 * type="[]"}

{What would you expect the correlation between daily calorie consumption and body weight to be? + moderate to large positive - small positive - zero or near zero - small negative - moderate to large negative
 * type="[]"}

{Estimate the correlation between driving performance and blood alcohol levels: - moderate to large positive - small positive - zero or near zero - small negative + moderate to large negative
 * type="[]"}

{Estimate the correlation between use of contraception and likelihood of pregnancy in heterosexual intercourse: - large positive - small to moderately positive - zero or near zero - small to moderately negative + large negative
 * type="[]"}

{Estimate the correlation between consumer cost and consumer satisfaction: - moderate to large positive - small positive - zero or near zero - small negative + moderate to large negative
 * type="[]"}

{Estimate the correlation between solar flares and suicide: - moderate to large positive - small positive + zero or near zero - small negative - moderate to large negative
 * type="[]"}

{The degrees of freedom for Pearson’s product-moment $$r = \frac {\sum z_x z_y}{n - ?}.$$is equal to: - 0 -  1 +  2 -  7
 * type="[]"}

{Which of the following checks are not relevant to deciding whether the Pearson product-moment correlation is an appropriate indication of the degree of linear association between two variables? - Check the scatterplot for outliers - Each variable is normally distributed + The data represent a sample, not a population - Check the scatterplot for linearity
 * type="[]"}

{The square of the correlation coefficient or r2 is called the + coefficient of determination - variance - covariance - cross-product - Big R
 * type="[]"}

title: Correlation/Introductory quiz


text: Filmmaking Basics/Editing Entrance Exam

title: Filmmaking Basics/Editing Entrance Exam


text:
User talk:Hempal

Welcome
Hello Hempal, 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 uses the Wikiversity:Chat (try) 16:48, 18 March 2008 (UTC)

title: User talk:Hempal


text:
Wikiversity talk:Building successful learning communities

Dont know, if understand this well. But, can I add in e.g. the courses around Filmmaking as succesfully working community? Is this the aim?--Juan 16:51, 18 March 2008 (UTC)

 * Hi Juan - yes, absolutely! The point here is to add examples of what you think is or isn't working, so we can discuss whether it is or isn't working, and figure out what we can learn from it - i.e. how we could improve this community, or use it as an example to improve others. I would stress the focus here is on learning communities, rather than anything else - I've also proposed we have a similar page on developing courses, resources, etc.. Cormaggio talk 17:03, 18 March 2008 (UTC)

Cool. This is simmillar what I am just editing on cs.--Juan 17:46, 18 March 2008 (UTC)


text: Film scoring/Entrance Exam

title: Film scoring/Entrance Exam


text:
User talk:Kghanem1981

Hello, thank you for your interest in: Creating a Development Environment. How about you contact: User:Prawstho ? You could also mention if you have any previous knowledge on the topic. Erkan Yilmaz uses the Wikiversity:Chat (try) 16:58, 18 March 2008 (UTC)

title: User talk:Kghanem1981


text:
File talk:275px-HTML.svg.png

see User_talk:Cberr968, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:51, 18 March 2008 (UTC)

title: File talk:275px-HTML.svg.png


text: Template:User Law

title: Template:User Law


text:
Template:User British Citizen

fr:Modèle:Utilisateur habite Royaume-Uni

title: Template:User British Citizen


text: Template:User British

title: Template:User British


text: Template:User Male

title: Template:User Male


text: Template:User Copyright

title: Template:User Copyright


text: Template:User Europe

title: Template:User Europe


text: Template:User UN

title: Template:User UN


text: Template:User Conservative

title: Template:User Conservative