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Instructional design/Interpersonal behaviors/Introduction

Back to Topic: Instructional Design

Back to Interpersonal Behaviors

Introduction
The interpersonal domain is one of four domains, the other three being cognitive, affective and psychomotor. This unit will introduce you to this domain by providing definitions, list the types of interpersonal skills and give you an opportunity to test your understanding.

 * This unit is broken into six sections:
 * An Overview
 * A chart of types of interpersonal skills with examples
 * Best Practices
 * Assessments
 * A Summary
 * Self Assessment

Objective
Given a list of definitions, explanations and examples, the learner will be able to identify the interpersonal domain and skills.

 * At the end of this lesson you should:
 * Be able to define the interpersonal domain
 * Be able to give examples for each category
 * Identify examples belonging to the interpersonal domain

Overview
Let's get started with some of the basics.

The interpersonal domain and interpersonal skills centers around building relationships, interacting positively with others, working cooperatively in teams, having empathy for others, and being able to listen while others are speaking then subsequently presenting their own ideas respectfully and responsibly in relation to their fellow teammates, colleagues or fellow students.

A primary requirement in both the educational environment and workplace is the ability to work cooperatively/collaboratively and effectively as part of a team or group. The development and refinement of interpersonal skills can be a pivotal point for the success of individuals in these arenas.

Students should be provided the opportunity to exhibit their skills as they are developing. Positive reinforcement in a supportive setting allows the student to grow and build on the feedback given. For example, teaching a student to become an active listener benefits the student by encouraging them to concentrate on what is being said not what they have to say in rebuttal. This is an important interpersonal skill to develop in order to work effectively as part of a team or group.

Here is an activity intended to provide more information about active listening. You will want to get paper and pencil ready, and take a few notes as you listen and watch the video about active listening. The video is about 16 minutes. Click here to watch the video

Interpersonal Skills - Best Practices
Interpersonal skills are best learned in a face-to-face situation. In addition, with the abundance of videos available on-demand the student has opportunities to view the self-help type videos as needed. However,these videos can never replace the immediate feedback and critique a student needs from a qualified instructor while trying to perform the skill. Videos can only provide one half of the equation at best.

Although as virtual environments evolve and communication through these environments improve there is still something to be learned from direct face-to-face communication that cannot be replaced at this point in time. For example, it is far easier to teach a person how to shake a hand in person than it is by watching a video, reading text, or listening to someone describe it. When the student actually practices shaking hands with an instructor the feedback is immediate. If it is done incorrectly the instructor can demonstrate how to do it correctly then have the student try to duplicate the hand shake correctly. In American culture this is a form of greeting in both casual and business settings. It is an important interpersonal skill to learn to do correctly.

Types of Assessment
Assessing student performance of interpersonal skills and behaviors can take many forms:
 * Face-to-face evaluation
 * Team or group assessment by members of the group
 * Recorded video of student's performance
 * Recorded audio of student's performance for verbal skills
 * Self-assessment; checklist

Summary
The interpersonal domain concerns itself with interpersonal relations, the way people interact with one another, the way individuals work in groups or teams. The skills are focused on individuals acquiring the ability to work effectively with each other and to be able to relate to one another.

The interpersonal skills can be broken down into six categories:
 * Seeking or giving information
 * Proposing
 * Building and Supporting
 * Shutting out and Bringing in
 * Disagreeing
 * Summarizing

As stated by Heinich, Molenda & Russell (1989) "Most learned capabilities actually contain elements of all domains..." (p. 41) This may cause you to pause and consider how would you know which domain a skill belongs. Consider the example mentioned under the Best Practices section - hand shaking. The objective is to shake hands. It requires the student to have knowledge of the proper series of motions it takes to shake a hand (cognitive), the student will want to shake hands (affective), the student will need to physically have the capability to raise an arm, extend a hand, grasp the other individual's hand and perform the final pump to complete the hand shake (psychomotor). In the American culture this is part of a person to person relationship which is performed millions of times daily as part of doing business, greeting each other, the start and close of a meeting, or the close of an agreed upon deal by people of all ages (interpersonal). Although elements from all domains are included in this one skill the instructor would have in mind the domain where the most emphasis is placed. (Heinich et al., 1989) In this case, a hand shake falls in the interpersonal domain.

What have you learned?
Here is a brief assessment to help you with this unit and to think about how you might design instructional material for interpersonal skills.

Interpersonal Domain Introduction Assessment

References and Resources

 * Heinich, R., Molenda, M., Russell, J.D. (1989). Instructional Media and the New Technologies of Instruction (pp 44,440). New York: Macmillan Publishing Co.
 * Romiszowski, A. (1999). The Development of Physical Skills: Instruction in the Psychomotor Domain. (pp 462-463) In Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.

Links used in this lesson

 * Active listening
 * Active listening video
 * Cooperative and Collaborative Learning

What's next?
Move to the next lesson Topics, Issues and Resources to Spark your Imagination

Back to Interpersonal Behaviors


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User:X-c0nnect

HI, I am X-c0nnect , I have always been interested in computer science, IT , and any technology-related thing, I am who u can call a Tech. freak, but i have a couple of problems which prevent me from making what i love to do , first of all , i am a highschool student in EGYPT , so i have to study to go to Engineering College , so i can be a telecommunication engineer , 2nd of all i am an Arabian Egyptian Muslim , which makes it a bit difficult for me , when i will try to get a job , I am planning to Take CCNA , CCNP , CCVP , CCIP , MCSE , MCP , 2 CCIEs, CCIE voice , and CCIE storage networking and planning to work outside Egypt , but unfortunately i don't know a lot of people in America & Europe so i can work outside after Education , but my passion in life is computers.......

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

title: User:X-c0nnect


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Wikiversity talk:Getting involved

Hi, I work on a project called openlearn http://www.open.ac.uk/openlearn/home.php which makes open educational resources available for free under a Creative Commons licence.

Obviously our projects have a lot in common and I wondered how it would work with making our material available in wikiversity. Would it be a case of copy and pasting course content into the relevant pages (but how would we deal with the Flash/Mpeg/MP3/interactive quizes in openlearn units?) or could we link from relevant pages in Wikiversity to associated pages on openlearn? Or is there no way we can work together?

Please let me know what you think!

Best, Stuart--Jinky32 09:25, 13 April 2007 (UTC)

 * Feel free to make links from Wikiversity to resources at other education-oriented websites. Wikiversity will always allow commercial re-use of content according to the GFDL. Many people and profit-oriented institutions are not comfortable with the idea of making their educational resources available for commercial re-use, so those resources have to be linked to from Wikiversity, not included at Wikiversity. Media in formats such as Flash and mp3 are not allowed in Wikimedia Foundation projects because they are not free and open file formats and they are not compatible with the GFDL. Wikiversity uses ogg audio and video resources. Wikiversity has its own system for quizzes. --JWSchmidt 13:35, 13 April 2007 (UTC)

Creating course pages
This section must seem really confusing to newcomers - it basically gives no overview of the Naming conventions at all. Any input on how to make it make sense? Trinity507 04:00, 19 September 2009 (UTC)

Write reviews and reflections
Even though I'd like to write about and discuss academic papers I read, after reading this section and looking at reading groups I'm still unsure how to do so.

 * Welcome! The reading groups aren't particularly active right now. Most people adding content to Wikiversity are either teachers who create their courses and/or lessons on Wikiversity or students who have been asked to contribute to Wikiversity as part of their course requirements. Pick something you'd like to help educate others about and see if it's a resource we already have. If so, see if it needs to be enhanced. If not, consider adding something about it. As you add content, try to add things that help others learn by doing. If it's just a written explanation, that probably belongs at Wikipedia. Instead, think of something a learner might do with that information to help them learn it. For examples of this, see Internet Fundamentals as one approach and some of the featured resources on the guided tours for other ideas. -- Dave Braunschweig (discuss • contribs) 20:26, 1 May 2020 (UTC)

 * Thanks for the explanation! I was thinking more about a way to have an organized and persistent conversation about an academic paper or a textbook. As far as I'm aware, pages about particular academic papers are not common in Wikipedia.--Wp complete (discuss • contribs) 08:08, 3 May 2020 (UTC)

 * That wouldn't be accepted at Wikipedia but is welcome here. What I would recommend is a main page that introduces the overall subject with links to resources providing background understanding, and then one or more subpages for discussion. Unless there is currently someone active and prepared to engage in the discussion with you, this is likely to be more like alternating perspective essays rather than ongoing discussion. -- Dave Braunschweig (discuss • contribs) 12:40, 3 May 2020 (UTC)

title: Wikiversity talk:Getting involved


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User talk:Jinky32~enwikiversity

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 Jinky32. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jinky32~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 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jinky32~enwikiversity


text:
User talk:JHessick~enwikiversity

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 JHessick. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JHessick~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:JHessick~enwikiversity


text:
User talk:Chelodonium

Hi!
Hi Cheledonium. The clock actually uses some templates... I really need to write something more clear about how to use them. As fas as uploading files, it's easy: just click "upload file" (on the left-hand side of the screen near the bottom), select a licence (GFDL is generally the best), and upload it!

I'll give some more details in the morning... absolutely exhausted right now :). --SB_Johnny | talk 22:58, 17 April 2007 (UTC)

Hello SB_Jonny
Thanks for getting back to me. I am am cautious wiki newbie, more at home in a field than with a computer, so will try but any extra information would be appreciated. also, possibly dumb queestion. is it convention for us to have this conversation on my talk page or to respond accordingly on each others ? --Chelodonium | talk 13:09, 21 April 2007 (UTC)

 * I'll jump in and answer this question...I hope SB doesn't mind! You can have a conversation anywhere on Wikiversity, but if you post on another person's talk page, they will see a "you have new messages" bar at the top of their screen when the sign in. However, this fragments the conversation if participants go back and forth, so some people like to respond in one only place. --HappyCamper 00:49, 27 April 2007 (UTC)

 * Hi again... sorry I wasn't watching your page, I've been pretty swamped lately (springtime for a farmer). I think for now, just log anything you see, using the main log page as you did before. If the same thing is flowering 5 days later, you can log the same flower again too.
 * I actually want to reorganize the clock so it shows pictures and allows people to either log by scientific or common name, but I'm a bit short on time (might have to put that off until next winter, at this point). In any case, data of any sort will be useful, so long as we have a location and a date. --SB_Johnny | talk 13:03, 27 April 2007 (UTC)

 * Thank you Happy Camper, I agree with the idea that a bounced back and forth conversation would appear very fragmented. On the notes that you posted SB_Jonny, I will happily log information about blooming by botanical name, date and location. So much at this longditude and latitude is bursting forth. It is certainly an unusually early spring for some varieties. Thank you. --Chelodonium | talk 23:30, 27 April 2007 (UTC)

Welcome to the Bloom Clock!
Hello, Chelodonium, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!

(Apologies for the long-belated welcome message... finally got around to writing one!) --SB_Johnny | talk 09:24, 13 March 2008 (UTC)

title: User talk:Chelodonium


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User:Punkstar

Hi! :D

title: User:Punkstar


text:
PHP Sessions

Just what are sessions?
Sessions are a method to store information relating to a user in an environment where the user has no direct control. They can be thought of as cookies that are stored on the web server, as opposed to the user's browser.

How to use sessions
Before using sessions in any way, shape or form you need to start the session. This is done by calling the session_start function before any HTTP headers have been sent, i.e. before anything has been echoed or printed to the browser. Note that any errors that occur will be sent to the browser (depending on your PHP configuration).

Session information is stored in a special variable called $_SESSION. It is very easy to get and set elements that are added to this special array.

Now this may not seem very clever, in fact, it may look like a waste of energy and time doing this, but the real beauty can be seen when we navigate to another page that looks like the following:

The above will echo Nick assuming we visited the first page previously.

Sessions and security
When dealing with sessions, a unique key is assigned to the user, the Session key. This key is commonly stored as a cookie on the user's machine, and only lasts as long as the browser is open. The session key is the string that is used to fetch the session information on the server.

Common sense dictates that if this session key was to be given to another individual, then it would be possible for that individual to gain access to the session that the user was using, compromising the session's integrity.

It is for this reason that it would make sense to regenerate this session key every once in a while. This can be done easily by using the session_regenerate_id function.

To delete a session completely, the function session_destory should be used.

title: PHP Sessions


text:
User talk:AaronRichard~enwikiversity

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:23, 1 November 2007 (UTC)

French Mentoring
Salut, AaronRichard. You are listed at the French stream as being a proficient French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 10:04, 4 November 2008 (UTC)

German
I saw you on the teacher list for the German language. I'm interested in learning the language. Could you help? --Salixa 20:06, 23 September 2009 (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 AaronRichard. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name AaronRichard~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 23:26, 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) 06:01, 19 April 2015 (UTC)

title: User talk:AaronRichard~enwikiversity


text:
User:Christycritter23~enwikiversity

ChristyCritter23 is an avid crocheter from Illinois who is willing to provide what help she can to other crocheters. Her blog is at http://christycritter.livejournal.com, and her email is on her userinfo page.

She is also an enthusiastic collector of salt and pepper shakers and My Little Ponies. In her spare time, she explores abandoned buildings, crochets, spends time with her husband, bicycles, hikes, rollerblades, and plays copious amounts of DDR.

New to ChristyCritter23 is the unexpected difficulty of writing about oneself in the third person.

title: User:Christycritter23~enwikiversity


text:
Template:Sisterprojects/Tr

Wikiversite Vikimedya Kuruluşa sahiptir. Vikimedya başka birçok dilde ve bedava madde ile projelere sahip olan bir kazançsız organizasyondur:

title: Template:Sisterprojects/Tr


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YouTube

YouTube is a popular free video sharing website which lets users upload, view, and share video clips. Videos can be rated, and the average rating and the number of times a video has been watched are both published. The main purpose of this project is to find and promote educational videos, though it isn't necessary for this learning resource to be only about that. Focusing on the interface and exploring alternative interfaces might be topics to explore, among other things. Another topic that can be explored is the mechanics of the site, interacting with the site with various software. Comparing functionality between users that have logged in and visitors to the site. Exploring the legal terms to which one is bound to when registering or otherwise using the site. For further discussion and suggestions of similar sites please see the talk page.

YouTube also is one of the most favorite site in internet to watch a different videos uploading of many citizens. It is a site that you can easily view and watch many videos. You can react to all videos as long as you have an account for this site it can allow you to comment, like, or dislike the video. Million of citizens use this site because it's a lot of purposes for us. You can upload a video for advertising, for entertaining, for expressing, for researching, for educating, and many more. So it can be the one of the best site in the internet.

Channel page
Channel pages are divided into multiple sub pages including "Home" (front page), "Videos", "Playlists", "Channels" with other channels featured by the user, "Discussion" or "Community" depending on subscriber count, and "About" for channel description and information.

Videos can be sorted by most recent (default), oldest, and popularity (view count). This can be done through the drop-down menu or the URL parameters,  , and   respectively.

On the desktop site,  and   formerly changed the appearance of the video list, of which grid view shows a more compact layout with multiple videos per row, whereas list view shows a short snippet of each video's description text. User reports suggest that this feature has been removed in June 2020, and only grid view remained.

Studio
YouTube is equipped with a digital Studio, with a wide range of tools to manage videos.

Subtitles
YouTube allows automatically generating and/or transcribing subtitles. These features are accessible from the video options inside the channel management (Creator Studio).

Analytics
YouTube Analytics is a toolbox which allows video creators to analyze their audience, in order to optimize their content. For example, users can view which parts of the video were played most, how long the audience watches a video on average, geographical data (a list and a map with views by country), and views by device type (desktop, Android, iOS, game consoles, Smart TV, etc.).

Cards
Users can add Info cards and end cards to videos, which can contain suggestions for other videos to watch or channels to open. The video can be a random or the most recent upload from one's own channel, as well as any specifically selected video. Polls with up to five were supported until 2020.

This feature is a partial successor of the discontinued annotations, which YouTube did not bother to adapt to their mobile application and web site front ends.

Tips

 * It is recommended to keep offline backups of videos, as YouTube effectively acts like cloud storage when used for video, over which the uploader lacks technical control. Depending on an online service to retain data without having a local copy is a frequent cause of data loss.
 * When reviewing cameras, make sure to show crops of pictures and footage zoomed well beyond 100%, as not all viewers watch at the highest resolution to be able to view the full detail.
 * Screen recordings can be made more convenient to watch on mobile devices by setting a lower resolution to make interface elements appear larger.

Learning Project
This unit is associated with Topic:Internet Audio and Video.

How to hunt
First add major scientific field (or other) names to the built in search engine, like biology, chemistry, language learning, tutorial, etc. Not all videos displayed are suitable to link into this page however, so it is up to you to select the appropriate ones (should be educational related). Browse also the Related videos and More videos from the same user to find more material. Happy hunting!

Photoshop

 * Photoshop tutorial

Molecular biology

 * DNA wrapping and replication - Description: Computer animation, 3 min.
 * DNA repair (nr1) DNA repair (nr2) - Description: Computer animation, nr1 is with voice (approx. 1.5 min), nr2 without voice, but nicer animation (0.5 min.)

Genetics

 * Genetics 101 (part1 part2 part3 part4) - Description: The very basics of genetics in a short animation series (approx. 1 minutes

Hebrew

 * Vowel points
 * Do-re-mi exercise for Hebrew vowels
 * Technic for learning Hebrew
 * Learning Hebrew Lesson1, Lesson2, Lesson3, Lesson4, Lesson5, Lesson6, Lesson7, Lesson8, Lesson9, Lesson10, Lesson11
 * Bible Hebrew Alphabet
 * Biblical Hebrew Lesson1, Lesson2, Lesson3 (marked as 'private' on YouTube)

Tibetan

 * coming soon!

Music

 * video of an interesting music device
 * another video of an interesting music device

Physics and Astronomy

 * Gravity visualized 2 meter diameter stretched membrane depicts gravity, orbits, dark matter, and the formation of the solar system.
 * Make an amazing magic ball Demonstrates the concept of torque, center of mass, and potential energy: A weighted ball on a ramp will not roll because although a torque is developed, the center of mass is displaced from the center of the ball. This would cause the ball's center of mass to rise if it rolled.  But this ball has an extra property that makes it seem alive.  Easily explained and understood.
 * Make a cloud dissappear (Physical science) When water vapor is supersaturated it means that the pressure and temperature are such that droplets should form.  But the molecules have trouble "finding each other" unless a small particles (called aerosols) are in the air.  The sudden decompression somehow plays a role...but how?
 * Hammer torque demo. The center of mass (gravity) is directly below the balance point.
 * Chaos
 * The Strange New Science of Chaos 56 minutes. Begins with the Sierpinski triangle and goes on to applications in fields such as biology.
 * Chaos Part 1 A series of 15 minute lectures. Number 7 on the Lorenz system looked very good.

Wikiversity
Some Wikiversity participants have posted their work on YouTube:
 * Wikinews Video - Pilot intro Wikinews by DragonFire1024
 * TheWikicaster - Wikipedia article of the day read by Mac Davis
 * Feedforward #2 - Part of the proposed One-hand clapping by Fidocancan
 * one and another by leighblackall
 * a course assignment at Wikiversity Film School
 * editing tutorial by JWSchmidt (Screencasting, Animation with DAZ Studio)

Web 2.0 and copyleft

 * copyleft video

To be sorted out

 * Berkeley - 270 videos from University of California, Berkeley, various topics, lectures, approx. 1 hour each
 * National Geographic - 623 videos from National Geographic, various topics
 * FAOmultimedia - videos from FAO, multiple languages
 * PBS - 1048 videos from this broadcaster, not so specific topics and clear educational content, like in previous cases, but definitely looks interesting
 * NOVAonline - 53 documentary videos from PBS

Participants
Note: Participant may flag themselves with template YouTube hunter
 * --Gbaor
 * --CQ

title: YouTube


text:
User:Jumping cheese

See Main User Page: Jumping cheese at Wikipedia

title: User:Jumping cheese


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Film Score:Pop Quiz 2

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%" I need your help. Please tell me!
 * bgcolor=Cornsilk |

Question 1 - The meaning of the story

 * What does this story mean?

Question 2 - The moods during the story

 * A. What is the mood before the scene starts?
 * B. What is the mood when Eggbert speaks the first time?
 * C. What is the mood when Eggbert is finished speaking? (optional)
 * D. What is the mood when Penny speaks?
 * E. What is the mood when Penny is finished speaking? (optional)
 * F. What is the mood when Eggbert speaks the second time?
 * G. What is the mood when Eggbert finishes speaking?

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" | Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }
 * }

{| cellspacing="0" cellpadding="0" style="margin:.5em 0em 1em 0em; width:100%"
 * style="width:40%; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

The meaning of the story?
What does this story mean and what moods are needed to explain the movie to the audience?

Only you can decide!

Write me!
First, tell me what does this scene mean? What do you think is really happening?

Second, tell me the moods of the scene.

 * 1. What is the mood before the scene starts?
 * 2. What is the mood when Eggbert first speaks?
 * 3. What is the mood when Penny speaks?
 * 4. What is the mood when Eggbert speaks the second time?
 * 5. What is the mood when everyone is finished?

 * And what are the moods between the dialog?

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

The history of Penny and Eggbert
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

An ancient story from long ago

 * The story of Penny and Eggbert is as old as mankind.

 * Hieroglyphics of Penny and Eggbert have been found in the sacred pyramid texts written on strips of linen that were wrapped around mummies in the tombs of ancient Egypt.

 * Carved glyphics of Penny and Eggbert have been found in Temple of Inscriptions which is a 65 foot tall Mayan temple on the Yucatan peninsula along the Gulf of Mexico.

 * In the Asian, the story of Penny and Eggbert often substitutes an elephant and a monkey for the penguin and the duck. But it is still the same story.

 * There are references to the story of Penny and Eggbert in the Vedic Sanskrit scriptures over two thousand years before Budda. There are at least three references to the story of Penny and Eggbert in the apocrypha of the Old Testament... as well as a brief mention in the both the Koran (see the French-to-Greek translation) and the Book of Mormon (Northwestern Edition, circa 1779.)

 * Even a simple Google search will produce over 2,564,883 unique references to the story of Penny and Eggbert.

But what does it all mean?

 * Yet, despite all that we know about this story, no one can agree on its meaning.

 * It is up to you, the editor of this story, to decide what this story means.

Please tell me!

 * Tell me what you think this story means.

 * And once you have decided what this story means, you must decide what moods must be created with the musical score.

 * }

Tell me what you think!

 * What does this story mean and what moods are needed to explain the movie to the audience?

@undefined 2 points for what you think the scene means and 2 points for the moods in this scene!

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Creating the film score
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * After you tell me which moods are needed, go to the film scoring page and begin designing a film score. Click here to go to the next page.

 * }


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Instructional design/Psychomotor behaviors/Self Talk in Psychomotor Skills/Review answers

Lesson work sheet

1. What are the similarities between each of these cases?

< Back


text: Template:Void

title: Template:Void


text:
Instructional design/Psychomotor behaviors/Self Talk in Psychomotor Skills/Review your answers

Lesson work sheet answers

1. What are the similarities between each of these cases?

 * Each of the performers likely have the skills and knowledge to perform well in these tasks
 * Each of the performer is operating under potentially high stress circumstances
 * Each of the performer's performance gaps are unlikely to be caused by a lack of motivation or lack of skills or knowledge

< Back


text: User:Darkspots

title: User:Darkspots


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Talk:C/Data Types and Keywords

Uh, whats the next page ?--209.47.31.4 00:04, 14 April 2007 (UTC)

 * No idea. --Devourer09 19:04, 2 August 2007 (UTC)

Exercises
In the exercise that says: "What data type should I put for the name of a person (not a number)? Can someone give me an answer???PLEASE!

You would use an array of chars, but since it's a bit early to be talking about arrays that question should probably be changed. RunningDroid (talk) 17:15, 2 November 2012 (UTC)

title: Talk:C/Data Types and Keywords


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User talk:Julien1311

Thanks!
Hi Julien1311! Thanks for working here at EN.WV and welcoming folks. I noticed you've welcomed several but haven't been welcomed yourself! Please have a look at WV:IBC and check out the FR version over there if you have time. I don't know anything but English, But I'm exited about interlingual work at Wikiversity. CQ 21:08, 2 May 2007 (UTC)

Translation of slogan
Hi Julien, thanks for the question - I had seen it on the Colloquium too, and I mulled it over but didn't get back to you, so I appreciate the direct contact. :-) I suppose whatever the fr: community think is best and easiest is what you should do. Do you feel competent enough to translate it yourselves? If so, I don't think there would be any need to ask on meta or beta - but if you want to do so, you can go ahead and set that up. In either case, I think some sort of central multilingual page for this to be organised seems like a good plan - beta makes sense in the Wikiversity context, but meta might have a better chance of attracting translations. Hmm, I'm not much help here, but you should do whatever you think best, advertising it in appropriate places, and then we can try to coordinate the resultant activity for the benefit of other projects. Cormaggio talk 11:47, 4 May 2007 (UTC)

 * Julien, I am not sure how to reply to your question. Is it appropriate for each language version to have a separate decision process about mottos? A discussion on beta about this is perhaps best. --Reswik 19:00, 12 May 2007 (UTC)

belated thanks
I was still finding my feet when I registered. Thanks for the welcome. PeterMG 08:15, 23 May 2007 (UTC)

Penpal Program
Would a pen pal program interest you at all?Elatanatari 00:02, 30 June 2007 (UTC)

French Mentoring
Salut, Julien1311. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:35, 4 November 2008 (UTC)

Salut
Comment ça va ? Je cherche toujours des amis français. Laisse-moi un commentaire sur ma Page Talk, si tu voudrais. KirbyPuckettFan 06:23, 6 December 2008 (UTC)

title: User talk:Julien1311


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User:Jkelly

w:en:User:Jkelly

title: User:Jkelly


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User:Gmanius

Good time-of-day to you, fellow wikian. I'm Gareth.

I've joined the wikiworld to contribute to the school of economics. I earned a Batchelor of Commerce and Administration with economics and public policy majors from Victoria University of Wellington, New Zealand. However I continue to work in the fast moving consumer goods market (also known as supermarkets!) and am three quarters through a National Diploma of Small Business Administration. Until I change career, it looks like this will be the best way to keep my skills at least somewhat fresh.

As a completely new user I'm bound to screw at least a few things up. Please be nice to me and I promise to learn... fast!

title: User:Gmanius


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User:Putnik

… full info can be found at ru.wikipedia and meta …

… you may ask me at russian and english …

title: User:Putnik


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Talk:Microeconomics/Indifference Curves and Budget Lines

I understand the contents of this page all right, but I'm a graduate of economics... I've tried to simplify the material for starting students but retain the awesome technical detail. Gmanius 06:31, 14 April 2007 (UTC)

There are some suggestions I want to make. First, I think it is very hard to understand concept of indifference curves and budget lines without graph, visual would be a good help there and I wish there is a tool to make graph on this editing page ( If there is please let me know). Secondly, should mathematical equation be put into this page to make it easier for people to understand the concept of IC and Budget line? I'm only doing undergraduate degree in economic and have limited knowledge about vector but I think equation like y=m1p1 + m2p2 should make it easier for people to understand or maybe put Cobb-Douglas utility function in. singhapan


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User talk:Klinkaeo~enwikiversity

Abstract The purpose this research were to compare with achievement students in Thai subject (Thai 31101)...E-mail : rungsun kk (AT) yahoo (DOT) com (klinkaeo (AT) gigya (DOT) com

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 Klinkaeo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Klinkaeo~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) 06:13, 19 April 2015 (UTC)

title: User talk:Klinkaeo~enwikiversity


text:
User:Klinkaeo~enwikiversity

Abstract The purpose this research were to compare with achievement students in Thai subject (Thai 31101)...E-mail : rungsun kk (AT) yahoo (DOT) com (klinkaeo (AT) gigya (DOT) com

title: User:Klinkaeo~enwikiversity


text:
BCP/Galanthus nivalis

Galanthus nivalis

title: BCP/Galanthus nivalis


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User talk:B9 hummingbird hovering

Hello, if you are at this site regarding the Tibetan Language Course please leave your name by clicking the <> tab above (the third tab from the left at the top of the screen) signing with four tildes ( ~ ) which is generally located at the top left of a QWERTY keyboard and place the tildes after an asterisk (*) which forms a bullet point and press the <> and follow the rest of the instructions as per your initial point of contact. Please refine you entry by trial and error by revising it in edit mode to ensure it conforms with the entry I have left as a template:
 * B9 hummingbird hovering 06:04, 1 July 2009 (UTC)
 * Spiritup
 * Crissi 04:04, 3 July 2009 (UTC)
 * Truebodhi
 * Brozkeff 12:56, 15 July 2009 (UTC)
 * PalmdaleHermit 22:14, 2 March 2010 (UTC)

userpages
Hi, I've been following some of the development of the Tibeten resource with interest. This looks like a wonderfull addition to wikiversity. Also, I noticed that you made these edits. Why not ask the members of the project to create their own user page? After all, it is good practice on learning how to edit a wiki. Many contributors here use the userpage to describe what they are interested in and what their learning goals are. This could be an extension of blogging, to perhaps include something in Lesson One: creating a weblog on Wikiversity where step one is to create an introduction about themselves on the userpage. Typically people will visit a bluelink userpage with the impression that it will tell them something about the person who created the account. To find a comment that was not written by the person is perhaps a little less than usefull. --mikeu talk 13:57, 17 July 2009 (UTC)

YouTube
I asked: I have located some guys who have uploaded heaps of audiovisual onto YouTube regarding Tibetan language learning amongst others. Is there a way to embed this stuff from YouTube in Wikiversity directly? I tried embedding in HTML tags but didn't work. Or is this new Wikimedia Player I have heard about within Wikiversity pages a good way to embed the url? Or do we need to encourage them to upload it somewhere within the auspice of the Wikimedia Foundation projects? Where would be most appropriate? Is there a different location other associated media such as translations should be placed? Recommendations about how to establish project linkages? Is there a protocol? Dictionaries, would you know how best to incorporate the doings of our group within Wiktionary? Is there a forum within the Foundation to maximise interactivities between projects? Is this information somehow already captured within Wikiversity from other language learning projects? Is this information harvestable? You're prolly thinking OMG but if you may assist in any way or foster appropriate linkages I would be most appreciative. Is there a mentor program on Wikiversity?

You answered: Wikiversity is currently testing some innovative features such as this. However, we don't currently have anything that is stable enough to inlcude here. We have a Sandbox Server where we try out new things and experiment. Think of it as an entire server/website that is one big Sandbox. Some of the current experiments include embedded twitter feeds and YouTube. You are welcome to create an account there and try these features out. I would hesitate to include too much in the way of finished lessons there, since the tests could disrupt any learning project that relies on them. We often make changes that have the side effect of breaking something that was working... But it is a long term goal of ours to enrich the content here with multimedia and we welcome any participation in working toward this goal. --mikeu talk 13:12, 22 July 2009 (UTC) Here is part 2 of my reply. For a start, take a look at Interlingual coordination. I'm not familiar with wikitionary, but I'll give you an example using www.wikiversity.org of how interlanguage projects work in wikimedia. Take a look at a project that I started at International Year of Astronomy. This was an attempt to translate some info about this worldwide event into as many languages as possible. Would you like to add Tibetan? ;) There are independent wikiversity projects now for Spanish, German, French, etc.  Those languages that do not yet have enough people involved can start a section on  to develop resources in that language.  For example, you are at the right place here at en-wikiversity for creating projects to teach English speakers the Tibetan language.  But betawikiversity might be the best place to create learning resources written in Tibetan for people who already speak the language.  There are currently no hard and fast rules about where to create projects.  Mostly the decision is done to maximize the audience of speakers of a language to insure the broadest partiticipation, and also the development of a community.  From what I can tell Tibetan is one of the few languages that wmf does not yet have much support for...  It looks like the language code for Tibetan is "bo" as in bo.wiktionary.org. However, it looks like someone started that project, but it was later closed. They now recommend that you develop here at the incubator which is pretty much empty at this point. I would suggest contacting the community at bo.wikipedia.org to see if there is any interest in reviving the project. BTW, I had a hard time with the webpage interface on bo-wikipedia, probably due to the character set issues. Let me know if you need some help in viewing it. Also let me know if you are interested in creating anything at beta-wikiversity, I can give you a little help on that. --mikeu talk 00:46, 27 July 2009 (UTC) Part 2a. You might also want to take a look at meta:Template:User language for use by your multilingual students on their userpage. Maybe you can help with translating the messages to Tibetan. This is a handy way of finding out how best to communicate. --mikeu talk 01:07, 27 July 2009 (UTC) Hmmm... It is more complicated than I thought. See for a list of language codes for the various Tibetan languages/dialects. These 2 or 3 character computer codes are used to name wikimedia language projects. For example xct.wikitionary.org would be a hypothetical Classical Tibetan Wiktionary. --mikeu talk 01:18, 27 July 2009 (UTC)

 * YouTube is intended to be a master list of links to YouTube content by and for Wikiversitans. CQ 17:35, 26 July 2009 (UTC)

Have you explored ideas for uploading translations and a dictionary? Wikisource would probably be the place for a translations of public domain text. Feel free to drop me a note if you need some advice or help. I just imported bo and bo-wo but they will need a little copyediting to fix the broken links. --mikeu talk 11:14, 3 September 2009 (UTC)
 * Details about writing templates can be found at meta:Help:Template. I would start by deciding if you want to create a local page for help on template use, or just link to wikipedia.  For the latter you can just search for the redlinks and "w:" to fix the broken link.  --mikeu talk 11:31, 3 September 2009 (UTC)
 * We also have some local information about templates at Templates and Topic:MediaWiki_templates. --mikeu talk 12:17, 3 September 2009 (UTC)

I would start by asking questions at wikt:Wiktionary:Information_desk. They will be able to give you an overview of how multilingual information is organized on the project. Drop me a note if you post there, and I'll follow the discussion to see if I can help facilitate something. --mikeu talk 12:17, 3 September 2009 (UTC)
 * You could also be bold and just start creating something at Wt/bo. You will likely need to show that you have a few active and dedicated contibutors before they will reopen bo.wiktionary.org.  The incubator site will allow you to make progress and develop a community.  Asking at the wiktionary forum that I mentioned above is a good place to start in any case.  --mikeu talk 12:24, 3 September 2009 (UTC)

Tools
Hey B9HH and welcome. You're doing some fabulous work and I'd like to help out. I put some ideas in your path and would like to present you with some tools. I think you can use some transclusion to develop Topic:Tibetan. Look into the structure of Portal:Languages and my New Testament Greek portal for some insight. And please, step back, relax and slow down a bit. I can't keep up! --CQ 17:10, 26 July 2009 (UTC)

RFC on en.wikipedia.org: moving towards extreme exclusionism
Dear B9 hummingbird hovering,

You may be interested, there is a RFC on this talk page: []. Some form of extreme exclusionism appears to emerge, where people argue that items on lists [i.e. SAL] are only permitted if they have a wikipedia article, otherwise they are not deemed worthy for inclusion. Perhaps you'd like to comment. Many thanks!

Yours, Mootros 13:55, 4 September 2009 (UTC)
 * B9hummin'bird_hoverin' (en.wikt,en.wp,en.wikiv) 14:19, 7 September 2009 (UTC)

RSS Feed
Thank you hummingbird for your welcome. I've already tried the alphabet game it looks promising. However I have not yet learned how to work this RSS feed thing.

By the way as I was finding my place on this page I saw something about exclusions?? Is there no place where people don't go for the in group nonsense? As a person living with disability (A.K.A. legally blind and hard of hearing from birth)I find the idea of just one more place where some people feel some strange need to belittle or exclude just a bit wrong. Maybe I'm just being sensitive but it really doesn't make sense to me. Well once again thanks for the welcome and I'll let you know how well it goes --PalmdaleHermit 02:15, 4 March 2010 (UTC)

Tibetan Fonts
Hummingbird in answer to your recent questions. 1. yes I have loaded and can use Tibetan unicode fonts. I am using Tise for imputing in Tibetan Uchen script 2 My system configuration is as fallowed windows XP for the Os. OpenOffice for word processing spreadsheet and data base

hope this is helpful. Oh by the way I noticed that the games for the alphabet says its not sounding any dialect but just the Wylie transliteration. --PalmdaleHermit 03:12, 12 March 2010 (UTC) hello i have left a comment on "your" mindstream page. the article is a mess and only you can save it!!!!!!

Naked brain study of the world
I read some of your blog and was provoked to ask how you think we can actually achieve a reasonably good fundamental understanding of the universe and our place in it. Our brains are available tools for generating beliefs about the nature of reality, but I'm a skeptic about the prospects for any naked brain study of the world leading to beliefs that are well-founded. I say "naked brain" in the same way I would discuss "naked eye astronomy": we gain greater understanding of astronomy by inventing and using new tools (like telescopes) rather than relying only on naked eye observations. Thinking and philosophizing and reaching fundamental conclusions on the basis of "naked brain" observations seems as unlikely to reveal the true nature of the universe as trying to understand the nature of galaxies by looking up at the stars with our naked eyes. Are there any good reasons to believe that pre-scientific philosophical traditions (which rely on "naked brain" observations) can provide us with a coherent and meaningful narrative about the universe, our place in it and how we can have a degree of certainty about the validity of our beliefs? --JWSchmidt 02:01, 10 June 2010 (UTC)
 * Thanks for your reply to my question. "a sense of purpose" <-- You make me want to describe "the human condition" as something like: "willing to construct all manner of stories in an attempt to hold on to a sense of purpose". "textbook on consciousness" <-- I tried to help with such a book at Wikibooks, but there was another person there who had a fixed set ideas about the topic and did not understand/welcome my perspective. Sadly, there seem to be amazingly few people who can actually use wiki technology as a tool for collaboration. I have not followed your travails at Wikipedia. I've studied some of the roots of institutionalized POV-pushing and bullying within Wikimedia, topics that fall in the topic area of Wikimedia Studies. One of the interesting features of the Wikimedia Foundation is that its highest paid officials actively suppressed study of the weaknesses of Wikimedia by scholarly participants at Wikiversity. Is there anything that can be done about this sorry situation? Several "forks" of Wikiversity now exist where Wikimedia Studies can be explored beyond the reach of the Wikimedia censors. I also continue to have hope that intellectually honest scholars will some day gain control of the Wikimedia Foundation...the struggle continues. --JWSchmidt 07:31, 10 June 2010 (UTC)

Is this initiative dead or just de-railed?
To get back on Topic for "Learning Tibetan", is this project still alive? It does not appear to be. I am new to the Wiki idea for the Tibetan Language so hoping we can get this thing back on track to its stated purpose. If not, well, take care, all. --Pfstevenson32 (discuss • contribs) 13:39, 14 June 2013 (UTC)

title: User talk:B9 hummingbird hovering


text:
BCP/Hamamelis x intermedia

Hamamelis x intermedia

title: BCP/Hamamelis x intermedia


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Talk:Viola

This is a Talk Page. Feel free to discuss this article by making suggestions and proposing new ideas. Please be curtious to other users, and do not change anything that is peticuarly controverisal with out reviewing the discussion that has taken place here.

Fingers
How about adding a little more under Rudiments, such as more precise bow finger placement. A od diagram would be supurb. Also, a diagram listing the parts of the instrument we good, if anyone has any exspirience in doing such. ThanksWforlines 16:24, 14 April 2007 (UTC)ŗ

title: Talk:Viola


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User:Wforlines~enwikiversity

Nothing here... I'll be starting a Stagecraft lesson, as well as working on the music section.

title: User:Wforlines~enwikiversity


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Geometry

Hello, and welcome to Wikiversity's online geometry course!

Course Description
A course in plane and solid geometry will investigate the basic concepts of Euclidean geometry. Undefined terms and axioms will be presented and used to prove conjectures. The properties of two- and three-dimensional shapes will be explored. Students will also work with coordinate geometry, including transformations. The goal of this course is not only to master the facts of geometry necessary for advanced courses but also the techniques of deductive mathematical proofs as well.

Curriculum
One lesson should be learned every weekday. Chapter 1 ~ Essentials of Geometry Chapter 2 ~ Reasoning and Proof Chapter 3 ~ Parallel and Perpendicular Lines Chapter 4 ~ Triangles Chapter 5 ~ Similarity Chapter 6 ~ Trigonometry Chapter 7 ~ Quadrilaterals Chapter 8 ~ Properties of Circles Chapter 9 ~ Measuring Length and Area Chapter 10 ~ Surface Area and Volume of Solids Chapter 11 ~ Final Exam

Homework assignments
Homework will be assigned after most class sessions at the bottom of the page. Homework will be emailed the day after you complete your assignment. Homework will be graded for completeness and correctness. A student can receive up to 3 points for a question. Two points will be awarded for attempting to solve a problem. A third of the assigned problems will be graded for correctness, with an additional point given for the correct answer. No credit will be given for problems not solved. Therefore, every problem should be attempted. As we are more interested in learning methods of solving problems than in answers, all work involved in solving a problem must be shown for credit to be received.

Tests
Tests are given after every chapter and must be completed within 45 minutes. Tests are out of 100 points. To be granted access to the test. All homeworks must be handed in on time. Except for 2, if you wish

Quizzes
One quiz may be given a chapter, depending on the difficulty. Quizzes are given 15 minutes to complete. Half the homework, minus 2 of them, must be handed in to access the quiz.

Exams
An exam is given half-way through the program and at the end. Exams are given 60 minutes to complete. Exams will be given after you complete half, and then all the tests.

title: Geometry


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Acting (Film and Stage)

Welcome to the Department of Acting (Film and Stage).

Acting as the world knows it today is an approximately 2,500-year-old tradition with origins in Ancient Greece. This started with the festival of Dionysis, a week long ritual which included several performances of plays written by the classic Greek playwrights. These first plays were perfomed outdoor lit merely by the sun as opposed to the lights people use today in theatre and film. These actors were not heavily engaged in character as is seen today, but the actors had an emphasis on story. While there was theatre throughout the world it was nothing like the acting most people see today. The art form disappeared for a while after the Romans conquered Greece and it did not resurface again until the Middle Ages. Even then actors were not given any respect for the art and were merely tools for the Church to use in plays only supporting the Church. Acting did not become the art we see today until the 16th century. The notably most famous playwright of the time, William Shakespeare, was penning plays regularly. The first acting companies emerged in England; The Lord Chamberlains Men and The Lord Admirals Men. These acting companies led to the first dispute of how acting should be done. At the time, the two styles were Realistic vs Theatrical. These two styles would compete with one another constantly. They still clash in the minds of actors today.

Approaches to acting vary from each actor. It depends on what the actor performs in, a matter of personal taste and how much a director influences different styles of acting. Acting for theatre differs widely from acting for film or television. There are numerous training programs that train actors with a variety of different styles. Every country and culture has its way of acting and each has made its own contribution to the art of theatre. Various styles come from the Ancient Greek theatre dating back to 2000 B.C., the Russian theatre of the late 19th to early 20th century, and the Japanese Noh theatre. However, the father of all modern theatre training is Konstantine Stanislavsky of Russia. Almost all acting today as we know it derives from his approach to the art. However, how one acts is always up to the individual choice of the actor.

title: Acting (Film and Stage)


text: User talk:Sgutkind

title: User talk:Sgutkind


title: File:PlotArticlesMar2007.png


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Category:Transwiki

Copy to add a page to this category.

fr:Catégorie:Attente Transwiki

title: Category:Transwiki


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Wikiversity:Multilingual communication

Communicating across the many languages of Wikiversity can be tricky at first. Here are a few simple phrases in a number of languages, to help break the ice when connecting with editors in other languages.

Hello! in many Languages
How do you say "Hello!" in your language? Please help us translate this word below, adding a link to the topic for the language in question:
 * Portal:English - Hello!
 * Portal:German - Herzlich Willkommen!
 * Portal:Spanish - ¡Hola!
 * Portal:French - Bonjour!
 * Portal:Czech - Ahoj!
 * Portal:Estonian - You!
 * Portal:Hungarian - Szia!

Spread the word
Copy this page to the corresponding page on your language's Wikiversity. Make sure your language has its own Multilingualism index page.

""

 * add a language

Language specific topics'
 * Portuguese

title: Wikiversity:Multilingual communication


text:
Template:Interwiki

   See m:Help:Transwiki and Special:Whatlinkshere/Template:Interwiki for more insight.

ja:テンプレート:Interwiki

title: Template:Interwiki


text:
Instructional design/Interpersonal behaviors/Introduction/Assessment

Interpersonal Domain Introduction Assessment
Personal Assessment of What You Learned In This Unit

Print this page and write your answers in the space provided. Once you have completed the two sets of questions click on the link in the Answers section to see how you did.

Briefly answer each question by printing the page and writing your answers

'''The following are skills that may or may not fit into the interpersonal domain. Identify each skill that falls into the interpersonal domain by answering the question with Yes; if the skill does not belong in the interpersonal domain answer No'''

Answers
View the answer sheet

Back to Introduction: What is the Interpersonal Domain?


text: User talk:Casvilar

title: User talk:Casvilar


text: File:Translation barnstar.png

title: File:Translation barnstar.png


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Instructional design/Interpersonal behaviors/Introduction/Answers

Answers to:
Your answers may be slightly different than the ones listed below. Keep in mind no one is going to know but you.
 * You should have a basic understanding of the interpersonal domain
 * You should be able to give examples for each of the categories. You may also have loads of other examples to add to the list from your own personal experiences now that you have a better understanding of interpersonal skills and the domain.
 * You should also be able to identify examples and non-examples of skills belonging to the interpersonal domain.

Personal Assessment of What You Learned In This Unit

Briefly answer each question

The following are skills that may or may not fit into the interpersonal domain. Identify each skill that falls into the interpersonal domain by answering the question with Yes; if the skill does not belong in the interpersonal domain answer No

Back to Introduction: What is the Interpersonal Domain?


text: Template:Barnstar 16

title: Template:Barnstar 16


text: Template:Barnstar 7

title: Template:Barnstar 7


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User:Athrash/Template3

For each page with more than three headings, a table of contents (TOC) is automatically generated from the section headings, unless: When either or  (with two underscores on either side of the word) is placed in the wikitext, a TOC is added even if the page has fewer than four headings.
 * (for a user) preferences are set to turn it off
 * (for an article) the magic word (with two underscores on either side of the word) is added in the edit box

Section 1
Thus there may be some introductory text before the TOC, known as the "lead". Although usually a header after the TOC is preferable, can be used to avoid being forced to insert a meaningless header just to position the TOC correctly, i.e., not too low.

Preferences can be set to number the sections automatically.

In a page calling a template with sections, the sections in the template are numbered according to their position in the rendered page, e.g. if the template tag is in the third section, then the first section of the template is numbered four. Any text in the template before its first section shows up as part of the section with the template tag, and any text after the tag before a new header shows up as part of the last section of the template. This may be done deliberately, but can usually better be avoided (see also below).

Using it's possible to disable the normal Table of Contents. Section links as explained below allow to create compact ToCs, e.g. alphabetical A B etc.

The Table of contents can be forced onto a floating table on the right hand of the screen with the code below

title: User:Athrash/Template3


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Mandarin

←Topic:Chinese

Basic Mandarin Chinese Courses for Foreign Learners
For people fluent in English wanting to communicate in Standard Mandarin, to get credit by examination for their first two years of study, or to study for the HSK test.

An introduction to Mandarin: Parallel to first-year college courses
 * Mandarin One - in development
 * Mandarin Two
 * Consists of listening, speaking, reading, and writing Mandarin Chinese. The written and spoken languages are presented concurrently throughout both courses.

 * The 400 characters as defined by Joël Bellassen

An introduction to Mandarin: Parallel to first-year college courses (Traditional characters)

 * Mandarin One (Traditional) - in development
 * Mandarin Two (Traditional) - not exist

Parallel to second-year college courses
 * Mandarin Three
 * Mandarin Four
 * Continued work in Mandarin, with an emphasis on mastering all basic grammatical structures, developing conversation skills, and building vocabulary in the written and spoken languages using the correct pronunciation. Recommended prerequisite: Mandarin Two.

Conversational Chinese (Mandarin)
Practical and informative classes for the casual tourist and their families offered in a fun "non-credit" style

Adult Conversational Courses
For native English speakers fluent in written Chinese, and another Chinese dialect (e.g. Cantonese), wanting to also become fluent in Standard Mandarin, and those wanting to focus exclusively on the spoken language
 * Conversational Mandarin One
 * This class will teach you the basics of speaking, listening, and surviving in China in a fun and supportive environment as a tourist

 * Conversational Mandarin Two
 * Expand your ability to communicate in practical situations. It will give you more grammer, pronunciation, and conversation. This vocabulary boost will enable you to speak basic phrases with confidence. Includes the introduction of basic business phrases for the occasional business traveler.

For Kids Only
To be made for Chinese children adopted by parents with no assumed knowledge of Mandarin Chinese and for other Children who will be traveling to China in the future. Language, culture, and identity will be explained in parallel with a multimedia approach.
 * Preschool Chinese: Toddler to Kindergarden
 * Children’s Chinese: Grades 1-6
 * Teen Chinese Challenge: Grades 7-12

Intermediate Mandarin Chinese Courses for Foreign Learners
For people fluent in English wanting to become fluent in Standard Mandarin or basic Classical Chinese

Year Three
Parallel to third-year college courses
 * Mandarin Five
 * Mandarin Six
 * Includes intermediate conversation, reading, writing, vocabulary building, and grammar. Introduction to literary texts. Recommended prerequisite: Mandarin Four.

 * Short Stories
 * A course of manually annotated Chinese short stories is available at http://popupchinese.com/archives/shows/short-stories. The course focus is on extensive reading of contemporary texts. All texts are annotated with mouseover popups to avoid the reader to need to constantly check other reference tools and dictionaries. Recommended corequisite: Newspaper Chinese.

 * Newspaper Chinese
 * Practical introduction to the reading and accurate understanding of Chinese newspapers and other related styles of writing. Recommended as a complement to Mandarin Five and Six. Recommended prerequisite: Mandarin Four. Recommended corequisite: Mandarin Five.

 * Business Chinese
 * Practice in oral and written Chinese at the upper-intermediate level, with emphasis on business vocabulary. Recommended as a complement to third-year Chinese. Recommended prerequisites: Mandarin Five and Newspaper Chinese. Recommended corequisite: Mandarin Six.

 * Modern Chinese Literature
 * Emphasizes the most influential works of the twentieth century, from semi-traditional to the latest genres. Could be conducted in English.

 * Chinese Vernacular Literature (pre 20th Century)
 * Emphasizes traditional poetry and fiction from 700 BC to the late nineteenth century. Could be conducted in English.

 * Introduction to Literary Chinese One, Classical Chinese Wikibook
 * Introduction to Literary Chinese Two
 * Readings in the traditional literary language, designed to provide familiarity with the essential grammer, build vocabulary, and introduce works from all genres and periods. Recommended as a complement to third-year Chinese; preparation for advanced work in either modern or classical Chinese. Recommended prerequisite: Mandarin Four. Recommended corequisite: Mandarin Five.

Advanced Chinese Courses for Fluent Speakers
For native English speakers fluent in Mandarin and also wanting to master Classical Chinese or other advanced Chinese topics at the "graduate" course level (links have Wikimedia references)

Year Four/Graduate
Parallel to fourth-year and graduate level college courses
 * Advanced Chinese One
 * Advanced Chinese Two
 * Learn complex patterns in conversation including reading and writing. Topics such as Rural China, The Philosophers, Documentary Chinese, The Structure of Chinese are included. Recommended prerequisites: Mandarin Six, Newspaper Chinese, and Intro. Literary Chinese I & II.

 * Advanced Classical Chinese
 * Readings from classical works of various genres and historical periods, designed to solidify the grammer introduced in Intro. to Literary Chinese I & II, build further vocabulary and introduce the fundamentals of classical Chinese literary history. Recommended prerequisites: Mandarin Six and Intro. to Literary Chinese I & II.

 * Classic Chinese Literature One
 * Classic Chinese Literature Two
 * Reading, analysis, and discussion of representative literary texts. Classic Chinese Lit I focuses on pre-modern topics such as "Traditional Chinese Fiction" and "Chinese Classical Masterpieces," while Classic Chinese Lit II addresses primarily twentieth-century topics such as "Chinese Nativist Literature" or "Chinese Urban Literature." Recommended prerequisites: Mandarin Six, Newspaper Chinese, and Intro. Literary Chinese I & II. Could include: Poetry of the Tang Dynasty and The Works of Sima Qian.

 * History of the Chinese Language
 * History of the Chinese language and language family, with emphasis on the development of the current standard language. Evolution of of the language in spoken Chinese, development of the Chinese writing system, and current language policy. Could be conducted in English. Recommended prerequisite: One second-year course in lingustics or Mandarin Four.

Resources

 * Chinese (Mandarin)
 * Pinyin
 * Pinyin
 * English-Chinese
 * Popup Chinese: Supplementary Chinese Recordings, Tests and Reference Tools

title: Mandarin


text:
Mandarin/Mandarin One

Nǐ hǎo! Welcome to Mandarin One! This self-paced course will help introduce students to the basic spoken Mandarin and written Chinese language as learned in a first semester college course. This is for people studying for a test, like HSK, or while refreshing their knowledge before taking a more advanced course. At the same time it is meant to be as practical as possible for the person that simply wants to pick up some Chinese before their next trip.

 * Those wishing to learn the Traditional Character set can do so by using the new Simplified Chinese to Traditional Chinese translation tool on Google while studying these lessons.

Lesson One 第一课

 * Chapter One - Pronouncing Single Syllables
 * The four tones and Hanyu Pinyin.
 * Finals and Initials
 * Chapter One Quiz

/Lesson Two 第二课/

 * Chapter Two - Pronouncing Syllables in Combination
 * Numbers 1-10
 * Brief Chinese History
 * Chapter Two Quiz

/Lesson Three 第三课/
This Lesson introduces the vocabulary for an introductory conversation. This section also contains a brief introduction to Chinese names. The method for counting from 11 to 99 will be introduced.
 * Chapter Three Vocabulary - 生字
 * Chinese Names - 名字
 * Dialogue - 对话
 * Introductions - 介绍
 * Activity - What is your name? (你的名字是什么？)
 * Numbers 11-99 - 号码 十一到九十九
 * Asking for Help - 问题
 * Chapter Three Quiz - 第三课 小考
 * Chapters One - Three Test 第一章 第三棵 考试

/Lesson Four 第四课/

 * Chapter Four Vocabulary - Hěn gāoxìng rènshì nín. (Glad to meet you.)
 * Introduction to Chinese Writing
 * Grammer - Pronouns
 * Numbers 100-300

/Lesson Five 第五课/

 * Chapter Four Quiz

/Lesson Six 第六课/

 * Chapter Five Vocabulary - Nǐ yǒu méiyǒu xiōngdì jiěmèi? (Do you have brothers or sisters?)
 * Family

/Lesson Seven 第七课/

 * Celebrations and Festivals
 * Chapter Five Quiz

/Lesson Eight 第八课/

 * Chapter Six Vocabulary - Nǐ xiànzài yǒu méiyǒu shì? (Is there anything you have to do now?)
 * Writing Chinese Characters

/Lesson Nine 第九课/

 * Chapter Six Quiz
 * Chapters Four-Six Test

/Lesson Ten 第十课/

 * Chapter Seven Vocabulary - Nàme, nǐmen mài shénme? (Well, then what do you sell?)
 * Shopping, How Much?

/Lesson Eleven 第十一课/

 * Chapter Seven Quiz

/Lesson Twelve 第十二课/

 * Chapter Eight Vocabulary - Nǐmen yǒu fàngjiān ma? (Do you have any rooms?)

/Lesson Thirteen 第十三课/

 * Chapter Eight Quiz

/Lesson Fourteen 第十四课/

 * Chapter Nine Vocabulary - Nǐmen dǎsuàn zhù duōjiǔ? (How long do you plan to stay?)

/Lesson Fifteen 第十五课/

 * Chapter Nine Quiz
 * Final Exam

Required Texts

 * Williams, P.F.C., & Wu, Y.(1999). Chinese: The Easy Way. New York: Barron's Educational Series, Inc.
 * Chinese Wikibook

Required Free Software

 * Dim Sum: Chinese Reading Assistant and Dictionary
 * Shared Talk Language Exchange Network - for email and chatting with fluent speakers
 * Lab Recording: Mandarin syllables recorded on the Mandarin_sounds.zip file from chinese-lessons.com (same as the recordings used in the Dim Sum program).

Supplemental Materials

 * A comprehensive Chinese (Pinyin) - English Dictionary
 * Tao, S.(2005). Chinese Learning Cards for HSK Beijing: Morning Glory Publishers
 * Lafayette De Mente, B.(1995). Chinese in Plain English Chicago: Passport Books

Online Reference

 * Nciku online interactive dictionary - Dictionary, Pronunciation, Dialogues, Character Writing
 * Yellow Bridge online vocabulary resource - Dictionary, Flashcards, Character Writing
 * Google Translate basic online translation for web pages and text - Rudimentary translation

title: Mandarin/Mandarin One


text:
Centers, groups, laboratories, organizations, and institutes

The purpose of this page is to better enable Wikiversity to connect with outside organizations devoted to research, education, and the betterment of society.

 * w:Category: Universities and colleges in the United States
 * w:Category: Universities and colleges by country
 * w:Category: Universities and colleges in the United States by city
 * w:Category: Universities and colleges in the United States by state
 * w:Category: Business schools in the United States
 * w:Category: Two-year colleges in the United States
 * w:Category: Graphic design schools
 * w:Category: Schools of medicine in the United States
 * w:Category: Schools of medicine by country
 * w:Category: Schools by type
 * List of community colleges
 * w: Category:Universities and colleges in the United States by association

California

 * California Fuel Cell Partnership

Categories

 * w:Category: Academic libraries
 * w:Category: Institutes
 * w:Category: Medical research institutes
 * w:Category: Research institutes
 * w:Category: Professional certification
 * w:Category: Research institutes by country
 * w:Category: Artificial intelligence laboratories
 * w:Category: Advocacy groups
 * w:Category: Aerospace companies
 * w:Category: Agriculture companies
 * Aircraft engineering companies
 * Amateur astronomy organizations
 * Civic and political organizations
 * Communications and media organizations
 * Law firms
 * Law schools
 * Manufacturers
 * US Newspapers
 * Organization lists
 * NGO's
 * Physics laboratories
 * Physics organizations
 * Private equity firms
 * Printing companies
 * Public utilities of the United States
 * Space organizations
 * Venture capital firms

Lists

 * Lists of colleges_and_universities
 * List of think_tanks
 * List of research_institutes
 * List of organizations
 * List of professional_organizations
 * List of oldest_universities_in_continuous_operation
 * List of institutes_by_region
 * List of academic statistical associations
 * List of banks
 * List of biotechnology companies
 * List of campus radio stations
 * List of colleges and universities in the United States
 * List of cooperatives
 * List of law firms
 * List of low-cost airlines
 * List of major newspapers serving cities over 100,000 in the United States
 * List of marketing research firms
 * List of mobile network operators
 * List of national and international statistical services
 * List of pioneering solar buildings
 * List of political parties
 * List of publishers
 * List of research companies
 * List of research support companies
 * List of scientific journals
 * List of silicon producers
 * List of steel producers
 * List of student newspapers
 * List of venture capital firms
 * Lists of universities and colleges
 * Lists of public utilities
 * Lists of companies


text:
Category:Wikiversitans

What is a Wikiversitan? Check up there toward the upper right-hand corner of you browser window or tab. If you are logged in, you are a Wikiversitan. If you add  [[:Category:Wikiversitans ]]  to your userpage, you'll show up here. CQ was the first wikiversitan to be bold enough to sign up here (but not the last).

title: Category:Wikiversitans


text:
Mandarin/Mandarin One/Lesson One

Reading Material (dúwù 读物)

 * Williams: Chapter 1
 * Chinese Wikibook: Pronunciation
 * Lafayette: Part 1 - Chinese Pronunciation and tables one through five
 * Lab: Listen to the initials and finals recorded on the Mandarin_sounds.zip file from chinese-lessons.com.

Notes (tíjiě 题解) on Pronunciation (fāyīn 发音)
Pinyin syllables are usually similar to what is pronounced in English, but in some cases the pronunciation of Chinese syllables (usually the initial part), as written in Pinyin, is very different from how one would pronounce them in English. Pinyin is meant to cover all of the possible sounds that exist in Standard Mandarin instead of making learning Chinese easy for English speakers. Start with practicing the four tones that change pitch with the syllables that comprise ma. A link is provided below to a recording that will assist you in developing an appropriate pitch for each syllable. Then work through the sounds presented in the initial consonant and final semivowel tables. Do not start practicing any vocabulary until these sounds have been practiced with a fluent Mandarin speaker or at least with audio recordings and voice feedback. It is crucial for your future ability to communicate since Mandarin only has a limited set of syllables and tones. Unlike in English, mastering this language requires a good pronunciation of every syllable right from the beginning, but true proficiency will only be obtained by years of practice.

The Tones (yīndiào 音调)
Labeled with normal pitch levels used (1=Lowest - 5=Highest) The previous are 1. mother（ 妈）, 2.hemp（麻）， 3. horse （马）, 4. "admonish" or scold(骂）, and 5. a question particle 吗.
 * 1) High flat (e.g. mā) - Pitch: 5-5. Similar to reciting the alphabet at a high even pitch.
 * 2) High Rising (má) - Pitch: 3-5. Similar to the last syllable in a question ("What?") in English.
 * 3) Low Droppping and Rising (mǎ) - Pitch: 2-1-4. Similar to expressing disbelief ("Huh?!") in English.
 * 4) Sharply Dropping (mà) - Pitch: 5-1. Similar to the last syllable of a sharp, angry command ("Don't you dare!") in English.
 * Neutral (ma) (tone varies on the spreading out the preceding syllable) - See the table below for for the pitch range.

Question and Answer (wèn dá 问答)
{What tone number starts from a high of 5 and ends with a low of 1? - 1 - 2 - 3 + 4 - 5 - None of the above
 * type=""}
 * The pitch range for the High Flat tone is 5-5.
 * The pitch range for the High Rising tone is 3-5.
 * The pitch range for the Low Dropping and Rising tone is 2-1-4.
 * Great! You selected Sharply Dropping. Knowing the tone numbers are necessary when inputting Chinese characters via an IME.
 * The pitch range for Neutral tone varies according to the preceding syllable.

Initial Consonants (shēngmǔ 声母)
Note: Column one is unvoiced and column two are plosives which need more of an explosive puff of air than in English.

Wèndá 问答
{What initial sounds like the "sh" in sheep? - shī - sī - cī + xī - None of the above
 * type=""}
 * The sound for shī is like the "sh" in shirt with the tongue flexed back further.
 * The sound for sī is similar to the English "s".
 * The sound for cī is like "ts" in bits but stronger.
 * Correct! The Chinese initial x is like sh in English.

Final Semivowels (yùnmǔ 韵母)
Note: parenthesis in the row name indicate the first letter of the final when there is no initial. Parenthesis elsewhere indicate the irregular spelling of a final when it is without an initial.

Row A Tíjiě 题解
The following finals sound like the English sounds in italics.
 * -i cannot occur alone and must follow a dental sibilant or retroflex. It prolongs the initial with a "schwa"(ə)-like buzzing after a sibilant (about), and the sound of ear in "earn" after a retroflex
 * A is like ah in "papa"
 * E is like uh in "'nuff of that!"
 * Ai is like eye in "aye-aye captain!"
 * Ei is like a in "weight of eight"
 * Ao is like aow, and is between "awe" and "cow"
 * Ou is like oe in "okay"
 * An is like ahn, and is two-thirds between "an" and "on"
 * En is like un in "women", but not pronounced like "men". Although with some initials it is pronounced like in.
 * Ang is like ang in "angst"
 * Eng is like ung in "rung"
 * Ong is like oong, and it has the vowel sound of "ohm" but ends with the nasal sound of "rung"
 * Er is like ur in "earn", but the fourth tone sound is like "are"

Row I (Y) Tíjiě 题解

 * I (yi) is like ee, and all other row I finals because it begins with the sound of i in "machine"
 * Ia is like ee-ah in the sound "ja" in German and is somewhat like "yet"
 * Ie is like ee-eh in "yet"
 * Iao is like ee-ow in "yowl"
 * Iu (you) is like eo in "yeoman"
 * Ian is like ee-in in "yen"
 * In (yin) is like een, but is halfway between "in" and "sheen"
 * Iang is like ee-ang, and begins with the same row i starting sound and has the vowel sound like "angst" in German
 * Ing (ying) is like eeng, and the vowel quality is like singing
 * Iong is like ee-ong, and is a combination of yeoman and rung

Row U (W) Tíjiě 题解

 * U (wu) is like oo. Pronounce by rounding the lips as in whistling a very low note but vocalize the starting "u" sound that every syllable has in this row. Place the tongue toward the back of the mouth.
 * Ua is like wa in wash
 * Uo is like waw, and has the vowel sound of store
 * Uai is like why in wine
 * Ui (wei) is like way in weigh or wee depending on the initial
 * Uan is like wahn in the Spanish "Juan"
 * Un (wen) is like wun in "won"
 * Uang begins like wahng in want and ends with wronng
 * Ueng is like wung, and starts like "won" and ends like "rung"

Row ü (Yu) Tíjiě 题解

 * ü is somewhat like eeoo, and is more like the German üben or French "lune", and is like all row ü finals. The sound is formed by by saying "ee" with rounded lips and getting the tongue in position to say the Chinese i in machine with the lips as round as and saying the Chinese u instead.
 * üe is like eeoo-eh, and rhymes with ie but begins with ü
 * üan is like eeoo-en, and rhymes with ian but begins with ü
 * ün is like eeoon (similar to French une) which adds the "n" ending to the ü sound

Wèndá 问答
{What final sounds like the Spanish word "Juan"? + uan - uang - ueng - ün - None of the above
 * type=""}
 * Correct! It sounds "wahn" in English.
 * is like "wahng" in English
 * is like "wung" in English
 * Starts with the ü and ends with the n sound

Quiz (tí wèn 提问)
Lesson One Quiz

title: Mandarin/Mandarin One/Lesson One


text:
Talk:Filmmaking Basics/Thumbnail Storyboard/Crossing the line

" one hundered and eighty- rule" I beleive 62.49.23.200 09:51, 15 April 2007 (UTC)

Got it!
I added this title. (The "one hundered and eighty degree" rule) Robert Elliott 10:07, 15 April 2007 (UTC)


text:
Talk:Filmmaking Basics/Thumbnail Storyboard/Eye direction

clicking an 'arrow' goes off to a strange page not conneted with the lesson

http://en.wikiversity.org/wiki/Image:Crystal_Clear_action_loopnone.png

62.49.23.200 09:56, 15 April 2007 (UTC)

The wiki software does not have a good CLICK routine. Therefore, you need to click on the words and not the symbol. I will try to find a better way. Robert Elliott 10:30, 15 April 2007 (UTC)


text:
Talk:Filmmaking Basics/Animatic/Film Scoring

'next page' button   no next page, just the button!

http://en.wikiversity.org/wiki/Image:Crystal_Clear_action_forward.png

Rough draft
Ops! I still need to finish that. The entire course should be finished by the end of the year. I spend about 8 hours a day on this and it just keeps growing and growing. Robert Elliott 11:15, 15 April 2007 (UTC)


text:
Template:If you have any questions: Filmmaking

If you have any questions

 * Your instructor for filmmaking classes is Robert Elliott.

 * If you have any question, @undefined to email me. [[Image:Crystal Clear app xfmail.png|32px]]


text:
Portal:Developing Wikiversity

Welcome to the department for developing Wikiversity. This page will organise all pages devoted to the development of all aspects of Wikiversity—its content, organisation, community, software, and any other aspect of Wikiversity that mediates its activity. This page will be closely interlinked with pages and projects about understanding and researching Wikiversity. Please help develop this page and linked pages to further discussion about how to make Wikiversity a quality resource. If you have any feedback on what you think Wikiversity could be improved, please say so on the talk page.

Developing resources

 * Learning resources
 * Developing high quality educational resources
 * Adding content
 * Content development

Pedagogy

 * Learning by doing
 * School:Education

Feedback
How can we tell if material in Wikiversity is of any quality? How can we ourselves have a say in this review process? See, for example, initiatives at Assessment and Quality, and help develop (or suggest other initatives).

Organisation
See Organizing Wikiversity for pages related to Wikiversity's community structure.
 * Metadata

Welcoming newcomers and increasing participation

 * Supporting Wikiversity participants
 * Welcome, newcomers
 * Introduction Overhaul Taskforce - a project for giving Wikiversity's introduction pages a makeover. (For example, are our Main Page or our Help section comprehensive and user-friendly enough? How could they be improved?)

Software

 * MediaWiki Project
 * Topic:MediaWiki
 * Technical needs

Culture
Culture:
 * Wiki Campus Radio
 * Chat

Collaborations and outreach

 * Outreach
 * Wikiversity and Connexions collaboration
 * Giving a presentation about Wikiversity

title: Portal:Developing Wikiversity


text: Category:Special Relativity

title: Category:Special Relativity


text:
Portal talk:Klingon

I have listed your resources in the School of Language and Literature resource catalog--please post any further resources there! Thanks! Oh, and to put in my two cents--I think that if people want to take the time to put together Klingon language resources on Wikiversity, then they should go right ahead--but I think it's pretty silly to have a Klingon language Wikipedia. Maybe instead of trying to set up courses you should set up a "just-for-fun" language stream? --Trinity507 03:38, 26 February 2009 (UTC)

I am very doubtful about this topic. I would like to remind that the Klingon-language Wikipedia has been closed by a decision of Jimbo Wales and the associated wiktionary is going to close very soon. So please don't open yet another project about Klingon language here, as it will probably be deleted too. Thanks. guillom 13:19, 15 April 2007 (UTC)

 * I think we need to delineate between learning the language of Klingon, and having a project in Klingon. I wouldn't support a Klingon Wikiversity (unless i could see a real need for it), but I've no problem with people learning Klingon on the English (or other) Wikiversity. Cormaggio talk 15:01, 15 April 2007 (UTC)

 * Does teaching/learning Klingon provide a greater educational benefit than learning French or Chinese? Does having resources on Klingon further or detract from Wikiversity's mission and vision? --Remi 11:00, 16 February 2008 (UTC)

 * Klingon is a minor language which cannot compete with French or Chinese. Perhaps a comparison with sign language or computer languages would be better? I tend to agree with Cormaggio that learning projects on languages of this kind are fine. On the other hand, the languages of Wikiversities should be restricted to languages which cater for populations of people who speak that language as a native language. --McCormack 12:37, 16 February 2008 (UTC)

 * I understand that as one of the founders of the wiki concept Jimbo is very influential, but does that give him a right of censorship? Do you also propose deleting all other fictional content? What about the Tolkien languages? Or Harry Potter pages on Wikipedia? Jonathan Webley 15:59, 15 April 2007 (UTC)

 * Jimbo does very occasionally delete things that he thinks are contrary to the general goals of the Wikimedia Foundation - though he prefers to leave it to communities to decide for themselves. I honestly can't see a problem with having a Klingon learning group on Wikiversity - bearing in mind that it would be for non-encyclopedic, non-dictionary content. Cormaggio talk 16:16, 15 April 2007 (UTC)
 * The problem is that Klingon is copyrighted by Paramount Pictures afaik. guillom 15:52, 16 April 2007 (UTC)

 * I don't believe it is possible to copyright a language. If the language is protected by copyright, that means all the invented words are protected by copyright - Klingon, Vulcan, et al. So are you saying that no wikimedia page can use these words? Jonathan Webley 06:33, 17 April 2007 (UTC)

 * There's a non-profit devoted to learning Klingon and it hasn't been sued yet by Paramount. Technically, Paramount appear only to own copyright over the official dictionary - and I don't think they'll be pushing it too much unless there's mega-bucks in it. I still can't see a major problem with this learning group/material. Cormaggio talk 10:23, 17 April 2007 (UTC)

title: Portal talk:Klingon


text:
Developing high quality educational resources

This page is devoted to educational resources, particularly Open Education Resources (OERs). It is hoped to be relevant to educators who are trying to develop good quality educational resources - and therefore to be a resource for the Wikiversity community. Through the course of this page, the terms "(learning) material", "(learning) resource", and "learning object" are largely synonymous, and refer to some sort of material (textual, aural, visual, etc.) that can be used in an educational context ("education" taken in its broadest definition, and therefore not limited to formal education).

What is a good learning object?
It is difficult to say categorically what a good learning object is, particularly as this often depends on its context of use. How to prompt educational experiences is a very large question, and will be dealt with on other pages than this one. However, it is possible to outline characteristics of a learning object that make it easier to be used and understood, including specifying how it is to be used, what its learning objectives are.

Granularity
What is the smallest piece of a particular resource that can be tagged and reused? Is it the whole document, a part of the document, an activity, an embedded video, a sentence/question..? This is a question of granularity - how resources (or parts of resources) can be aggregated to create a learning resource/schema appropriate for a particular person's or class's learning context. The better we describe and segment our resources, the more we empower people to make creative and personal use of these resources.

Semantic tagging
There are billions of web pages on all sorts of subjects - how are we to know where to find the pages (or parts of pages) that best suit our needs? Google, as we may have found ourselves, does not always bring the "best" results (i.e. the ones that best suit our specific needs) to the top of a search - so how are we to find the resources that we need?

Use and Reuse
In order to be "open", Open Educational Resources need to be released under a licence that permits other people to use them and reuse them. There are a number of licences that allow various types of reuse, ranging from the totally free Public domain to licences specifying that they cannot be used commercially, and that no derivative works can be made of this work. If this is confusing, please take a look at our page on Free content.

Assessing quality
How can we tell if the resource is of any quality? One way of telling would be to conduct research on the use of different materials to see what materials fostered more learning. Another is to integrate a feedback model into resources so that people - educators and learners - can "rate this resource". The wiki model has a discussion model inherent within it - but is this user-friendly enough for the newly-arrived educator/learner to give feedback?

Interaction
Materials are used by learners and educators - they exist within a specific context (e.g. the framework of a particular class, or the current knowledge of a self-learner). This use implies an interaction between the learner and the material - a communication and construction of meaning back and forth between the material and the user. Good educational material should allow the user to apply their own prior understanding, in order to come to a personal understanding of the material, as well as to see their understanding in a wider context. Material should also allow for the active participation of the learner, to make the learning more "real" for them.

Rubrics
A variety of rubrics are available which may be used to rate educational resources, or at a minimum, provide ideas and suggestions for developing resources that have reflected high quality in other projects. These include:
 * Achieve.org: Open Educational Resources Rubrics
 * Illinois Online Network: Quality Online Course Initiative

Resources (about resources)

 * OLCOS Roadmap 2012 (Salzburg Research)
 * A Review of the OER Movement (Atkins, Seely Brown, & Hammond)