text:
User talk:Stanistani

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:50, 20 March 2010 (UTC)

Creative Writing and the Author/Reader Relationship
It's my intent to create articles exploring the bond, expectations, and interactions between an author and their reader.

 * What is an ethical writing process?

 * What does a reader of a book or article expect?

 * What moral obligations exist on either side?

 * How does a author create a real bond with their reader?

 * What have authors said about these questions in the past?

Stanistani 05:57, 27 March 2010 (UTC)

Created a stub in userspace to begin. →StaniStani  00:35, 12 August 2010 (UTC)

The Author and Reader Partnership

Found blog comments, papers, and references
The Journey of Reading

The Integrity Partnership Between Author and Reader

Textual Discourse and Reader Interaction

(Portions of this paper discuss how there is an interactive, not passive role for the reader)

Conversation with a Text

A plain horse and wagon →StaniStani  22:10, 16 August 2010 (UTC) Some more: [Nature of Communication between Author and Reader - Tolstoy http://www.jstor.org/pss/4207537]
 * Dig up 'Raise High the Roof beam, Carpenters' by Salinger and list what he said about 'the general reader' →StaniStani  17:32, 18 August 2010 (UTC)

Start
Maybe you could start a page in the main namespace and link to it from Collaborative writing. The idea that an author has "moral obligations" can be explored in many directions depending on the type of writing. When I write as a scientist I have the obligation to present data fairly, not use trickery to reach unjustified conclusions and try to help the reader understand our world. When I write fiction I feel an obligation to entertain the reader and bring the reader to an interesting destination. Is your question about ethical writing a general question or are you particularly interested in one type of writing? --JWSchmidt 23:05, 16 August 2010 (UTC)
 * Although the question is fairly general, my focus is fiction, emphasis on popular culture, and in particular these genres of fiction: Mystery, Horror, Science Fiction. I'm still working out how to build a learning resource here, and appreciate your assistance. Questions about procedure and formatting will follow. →StaniStani  15:10, 17 August 2010 (UTC)
 * I have a special interest in science fiction, but I'm intrigued by the idea that software like wiki can radically change the creation of fiction...collaborative fiction writing is probably a page that Wikiversity should have. Science Fiction Challenge has a fairly narrow focus that aims to combine my interests in science and science fiction. My advice is: be bold and start a page...we can learn by doing while developing the page. If needed, the page can have its name changed in the future. --JWSchmidt 17:24, 17 August 2010 (UTC)
 * Writing with Technology intrigues me. I have developed a number of practical (and not-so-practical) methods for using technology to write in cooperation with others, although not collaboration per se. I have a forum, I have used free wikis that allow you to create a private shared space, and have even passed around a memory stick with a word processor and a document on it. →StaniStani  19:50, 17 August 2010 (UTC)
 * The Writing with technology page could use some attention. It would be useful to have sets of links to interesting existing online examples of websites that attract writers and readers...there are so many that I'm rather overwhelmed by all the experiments that are in progress. I suspect that there is too much fragmentation and dilution, but getting two readers or writers to agree on anything is often not easy...real collaboration is very rare. Are there trends? Is it possible to point to specific technology tools that are doing the most good? --JWSchmidt 21:37, 17 August 2010 (UTC)
 * I will start a page. I will in the next couple of days define the title, terms, theme, and write a short introduction, then lay out an outline to research. →StaniStani  17:34, 18 August 2010 (UTC)

A Hiatus
Due to a series of real-life events, which will reduce my online time, I am placing this project of mine on a back burner. I hope to begin again in January. →StaniStani  22:07, 19 September 2010 (UTC)

 * I intend to create a new learning project over the weekend, possibly entitled Creative Writing and the Author-Reader Relationship. Working title. I'm new at all this, so forgive any stumbles. I've been wanting to start this for months. →StaniStani  21:51, 14 January 2011 (UTC)
 * I intend to create a new learning project over the weekend, possibly entitled Creative Writing and the Author-Reader Relationship.
 * Possible section subtitles:
 * "Flights of Fancy and ROTFLMAO."
 * "Atrocious Song Parodies and Projectile Vomiting."
 * "Textual Wallucinations and Induced Comas."
 * Caprice 22:11, 14 January 2011 (UTC)
 * Good to see you again, Moulton. →StaniStani  22:30, 14 January 2011 (UTC)

I will see you all later on. I have to clean up the last bits of my day job's work. →StaniStani  22:30, 14 January 2011 (UTC)

Use of an Internet Discussion Forum for Collaborative Writing
I will be using a phpBB3 forum I administer to gather authors who will collaborate on a science fiction novel. Methods, communication resources, and results will be recorded on Wikiversity in a space linked to Collaborative writing. →StaniStani  01:11, 28 January 2011 (UTC)
 * My initiative was somewhat delayed by family and health problems. I am relaunching Project Reset on Often Inspired with an opening date of June 1st, 2011. →StaniStani  23:28, 9 May 2011 (UTC)

Add business problems caused by a comatose economy. :( →StaniStani  07:32, 15 September 2011 (UTC)

This Talk Page
I will remove any remarks from this page about political Wikidrama, no matter who posts them. Thanks! →StaniStani  06:28, 26 January 2011 (UTC)

title: User talk:Stanistani


text:
User talk:Sarahbrown

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:51, 20 March 2010 (UTC)

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

title: User talk:Sarahbrown


text:
User talk:Saldivar.jess

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

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:56, 20 March 2010 (UTC)

title: User talk:Saldivar.jess


text:
User talk:Sa79092

 Hello Sa79092, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:56, 20 March 2010 (UTC)

title: User talk:Sa79092


text:
User talk:Pieter Kuiper

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

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:56, 20 March 2010 (UTC)

title: User talk:Pieter Kuiper


text:
User talk:Philippe (WMF)

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

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 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 11:57, 20 March 2010 (UTC)

 * Thank you for the welcome! Philippe (WMF) 21:57, 20 March 2010 (UTC)

title: User talk:Philippe (WMF)


text:
User talk:Peter Buch

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:03, 20 March 2010 (UTC)

title: User talk:Peter Buch


text:
User talk:PS2801

 Hello PS2801, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * Visit a (kind of) random project.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:05, 20 March 2010 (UTC)

title: User talk:PS2801


text:
User talk:MaureenJ8

 Hello MaureenJ8, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:06, 20 March 2010 (UTC)

title: User talk:MaureenJ8


text:
User talk:Lucyhaagen

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:07, 20 March 2010 (UTC)

title: User talk:Lucyhaagen


text:
User talk:Luan

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:08, 20 March 2010 (UTC)

title: User talk:Luan


text:
User talk:Leinad

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:08, 20 March 2010 (UTC)

title: User talk:Leinad


text:
User talk:Kenia

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:09, 20 March 2010 (UTC)

title: User talk:Kenia


text:
User talk:Jjones98

 Hello Jjones98, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:09, 20 March 2010 (UTC)

title: User talk:Jjones98


text:
User talk:Hope&Act3!

 Hello Hope&Act3!, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:12, 20 March 2010 (UTC)

title: User talk:Hope&Act3!


text:
User talk:Psychoslave

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:51, 20 March 2010 (UTC)

title: User talk:Psychoslave


text:
File talk:EmotiBase-point left 045.png

pic is also at:, Erkan Yilmaz uses the Chat (try) 13:42, 20 March 2010 (UTC)

title: File talk:EmotiBase-point left 045.png


text:
User:Erkan Yilmaz/observations/2010 March

observations from Erkan Yilmaz for 2010 March

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

2010 March 29 - more people from WV do external (micro) blogging
Did you notice it? see what is available at WV atm: Category:Blogging. So, the xternal blogging: increasing awareness - about? better tools? in the end just content counts or content with some nice technical features?

2010 March 21 - WV is for what?

 * some thoughts I had while reading the comments/questions at Jtneill's page.
 * "8. "Is it your intention as a bureaucrat to make policy violators custodians?" - Well, its not my intention. I hope you and others would continue to help limit the possibility. -- Jtneill - Talk - c 00:34, 21 March 2010 (UTC)
 * Though I know that probably not all would agree: What would be so bad, about making these users or others probationary custodians? Some (e.g. me) see WV also as a place where people can develop. Is it too naive to think that WV(-people, learning resources, ...) could help people change? And also the other way: others have influence on people here? Panta rhei.
 * see also: 2008 January 29 - You are kidding ? Wikiversity is (also) about learning (?)
 * I agree that it costs effort to make someone change. So, if someone would declare to watch a troublemaker being probationary custodian and clean up + talk with the user through issues. Would that help? What if others are harmed in a way during that? not good
 * have to dream more about this :-)
 * does it help to think always about:
 * how will this user be in 7 years?
 * why is there an edit button?

2010 March 20 - I guess I am back, somehow

 *


text:
User:Dragos~enwikiversity

link title

title: User:Dragos~enwikiversity


text:
User talk:Dragos~enwikiversity

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 14:50, 20 March 2010 (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 Dragos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dragos~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Dragos~enwikiversity


text:
User:Jls 3887

I am interested in creating and editing material related to the Middle East.

title: User:Jls 3887


text:
User talk:Jls 3887

 Hello Jls 3887, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 16:25, 20 March 2010 (UTC)

title: User talk:Jls 3887


text:
User talk:Jnicolay

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

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 16:25, 20 March 2010 (UTC)

title: User talk:Jnicolay


text:
User talk:Nathan.gillock

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:05, 20 March 2010 (UTC)

title: User talk:Nathan.gillock


text:
User talk:Camatha

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:05, 20 March 2010 (UTC)

title: User talk:Camatha


text:
User talk:Ruwayda Mustafah

Hello, about this. Sorry. If you want, you can find me or others in the chat to explain more about this. Would be bad to lose you. What do you say? Erkan Yilmaz uses the Chat (try) 17:52, 22 March 2010 (UTC)

title: User talk:Ruwayda Mustafah


text:
User:Ruwayda Mustafah

Wiki Pages by Ruwayda Mustafah

 * Law of Contracts

Projects

 * Muslim Cancer Support []
 * Young Muslimah Scholarship Programmes

Websites

 * Blog
 * UK Law students
 * Pregnant Muslimah
 * Answering Christians
 * Photography

title: User:Ruwayda Mustafah


text:
Portal:Agape World Fellowship

W ELCOME TO THE H OMEPAGE OF THE A GAPE W ORLD F ELLOWSHIP S CHOOL ! An independent project of Agape World Fellowship

title: Portal:Agape World Fellowship


text:
Portal:Agape World Fellowship/Tasks

Older tasks
 * Review Christian Leadership Program
 * Review Gospel of John
 * Review Mere Christianity
 * Review Developing Discernment
 * Approve Christian Leadership Program
 * Approve Gospel of John
 * Approve Mere Christianity
 * Approve Developing Discernment
 * Begin Developing Discernment
 * Begin Pastoral Epistles 1
 * Finish Developing Discernment
 * Finish Pastoral Epistles 1
 * Begin Pastoral Epistles 2

title: Portal:Agape World Fellowship/Tasks


text:
Portal:Agape World Fellowship/Catalog

These courses are offered in partnership with Agape World Fellowship and have been separated into two categories. Courses in the "approved" section have been reviewed by AWF leaders and formally approved by the AWF board. People who complete approved courses will receive credit towards the corresponding AWF program. Other courses are either awaiting approval or were developed by participants here for enrichment purposes.

Enrichment Courses

 * The New Testament Developed and offered through the Wikiversity Department of Biblical Studies
 * Gospel of John
 * Mere Christianity
 * Developing Discernment

Under Development

 * Pastoral Epistles 1

Requested Courses

 * Experiencing Christian Leadership
 * Financial Stewardship Seminar
 * Leadership Character
 * Leadership Skills
 * Pastoral Epistles 2
 * Pastoral Epistles 3
 * Organizational Leadership
 * Team Leadership
 * Types and Shadows
 * Visionary Leadership

title: Portal:Agape World Fellowship/Catalog


text:
Portal:Agape World Fellowship/Deptnews

Older News 31 March 2010:Christian Leadership Program developed! 05 April 2010:Gospel of John finished! 22 April 2010:Mere Christianity finished!

title: Portal:Agape World Fellowship/Deptnews


text:
Portal:Agape World Fellowship/Programs

Courses developed and taken here will be applicable towards the following certificate programs offered by Agape World Fellowship.
 * Christian Leadership

title: Portal:Agape World Fellowship/Programs


text: Portal:Agape World Fellowship/Programs/Christian Leadership


text:
Portal:Agape World Fellowship/Programs/Christian Leadership/Intro

The Certificate in Christian Leadership program is a proposed program of the AWF School designed to prepare Christians to serve as leaders in their church and society. When approved by the AWF Board, it will be the School's flagship program and one of the first certificate programs to be offered on the Wikiversity platform. Curriculum and content is primarily geared towards AWF leadership, but many of the concepts covered will be applicable towards leadership in other churches. Students build upon their knowledge and faith by studying the foundational beliefs of Christianity in depth. Working from this foundation, students are instructed in Scriptural leadership in the Pastoral phase and learn God's expectations for those he has called to serve his flock as leaders.

The program will be rigorous and similar in difficulty to seminary level coursework. There are three phases in the program that will be offered through Wikiversity and will be available to the general public. A certificate will be awarded after the completion of Phases I-III, and most students will not have to progress further. The fourth phase will be a culminating internship for AWF leadership candidates only.


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Portal:Agape World Fellowship/Programs/Christian Leadership/admitreqs

Any interested and qualified individual may enroll in any course at any time. Some courses may have prerequisites, which are listed here on the AWF School website.

Students seeking full admission to the program will need to locate an individual who is willing to serve as their Mentor for the program. During a brief conference with the Mentor, you will go over your preparation for the program and check that the requirements have been met. Once all requirements are met, the Mentor will nominate you for admission and you will receive your formal admission letter by email.

Requirements for full admission are as follows;
 * Able to read and write English fluently
 * Completed the following foundational courses with average grades of 75% or better
 * CBS 1: The Gospel of John
 * CBL 1: Mere Christianity
 * CCL 1A: Pastoral Epistles 1
 * CCL 1B: Pastoral Epistles 2
 * CCL 1C: Pastoral Epistles 3
 * Has participated in a conference with a Mentor
 * Has been nominated by a Mentor (see above)
 * Enrolled in CCL 2


text:
Portal:Agape World Fellowship/Programs/Christian Leadership/Tasks

Agape World Fellowship School will award a certificate upon completion of the following approved courses with a grade of 75% or better.

Foundational Phase

 * Gospel of John
 * Mere Christianity
 * The Pastoral Epistles 1
 * The Pastoral Epistles 2
 * The Pastoral Epistles 3

Pastoral Phase

 * Developing Discernment
 * Leadership Character
 * Leadership Skills
 * Visionary Leadership
 * Team Leadership
 * Organizational Leadership

Culminating Phase

 * Experiencing Christian Leadership


text:
Portal:Agape World Fellowship/Programs/Christian Leadership/Instructors

Faculty includes those who instruct classes, mentor students, and serve as subject tutors for this program. Anyone who is interested in serving as a faculty member is encouraged to speak with the School Director.
 * Geoffrey Plourde (Instructor)


text:
Portal:Agape World Fellowship/Instructors

The faculty of the Agape World Fellowship School includes all those who instruct courses, mentor students, and serve as program/subject tutors. Instructors for approved courses are appointed by the School Director after consultation with AWF's Senior Pastor. Enrichment courses are taught by any competent volunteer. Mentors will usually be individuals who have volunteered to serve in this capacity. Tutors work with students within their respective program areas to assist in successful completion of School coursework.
 * Geoffrey Plourde


text:
Gospel of John (CBS)

GOSPEL OF JOHN INSTRUCTOR:To be assigned

The Gospel of John is the fourth Gospel in the Bible, and has a different focus than the three Synoptic Gospels. This course uses the Gospel of John to provide students with an understanding of the core tenets of Christianity. The Gospel will be taught in four thematic units over the course of ten weeks.

You will need access to a Bible with the Gospel of John to complete this course. I recommend the AMP, ASV, KJV, or NKJV versions for students in this course. There is also a Logos 21 translation of John; which is fairly small, easy to read, and freely available. A physical copy of the Bible allows for studying offline, and deeper examination of context, but I understand that people may be unable to access a physical copy. Virtual copies of most versions are available at biblegateway.com. If you have not studied the Bible before, I recommend using the online Geneva Study Bible linked to in the Resources section, because it will explain the verses you are reading.

Each week there will be a specific reading from John that directly relates to the week's lesson. After reading the assigned verses, students are expected to expand upon the topic in a well developed composition. There will be a study guide of between 20 and 60 free response questions for each unit, due prior to the unit test. Questions will be similar to the test questions, and may even appear on the unit test. Coursework has been designed to enhance student understanding of presented material, and completing it will only serve to increase scores on the tests and final exam. Most of the lessons will drawn directly from the concise edition of Matthew Henry's Commentary on the Bible. I've posted a link in the Resources section to both editions and the Geneva Study Bible, to allow for you to use it as a resource when studying.

Students will be graded for demonstrating understanding of the information being presented. I have two methods of assessment. My primary method is sets of free response questions given at the end of each unit on Moodle. Four of these sets will be unit tests, with the fifth being a cumulative final exam. Each question is worth one point and I am looking for answers that address the question in a well developed response.

Anyone is welcome to follow along and read all the course material. Students are expected to be independent and willing to learn and listen with an open mind. You will also need to be proficient in the English language to succeed in this class.

Course Schedule/Information/Materials
The course is expected to last ten weeks and has been divided into the following units. Materials and information for each week can be found on the page linked next to the corresponding week.

The Prologue

 * Week 1: Audience, Logos, Pre Existence of Jesus, Trinity, the Word

The Book of Signs

 * Week 2: Gradual Revelation of Jesus

 * Week 3: Replacement of institutions, reaction to Jesus
 * Week 4: Replacement of Old Testament feasts, life and light
 * Week 5: Lazarus

The Book of Glory

 * Week 6: The Last Supper
 * Week 7: Jesus's Final Hours
 * Week 8: Resurrection

The Epilogue

 * Week 9: Meeting the Disciples and the Call to Service

Review and Final Exam

 * Week 10: Review for Final Exam

Resources

 * Book of John - Article on the Gospel of John
 * Geneva Study Bible. - Annotated version of the Bible
 * Henry, Matthew. Matthew Henry's Complete Commentary on the Whole Bible - The six volume edition
 * Henry, Matthew. Matthew Henry's Concise Commentary on the Whole Bible - The one volume edition
 * Just, Rev. Felix SJ, PhD. Outlines of the Fourth Gospel - Various outlines demonstrating the divisions and main concepts of the Gospel
 * Roberts, Michael D. "The idea of truth as the revelation of covenant faithfulness in the Gospel of John". University of South Africa, July 2003. - Preface to a doctoral dissertation on the Gospel of John.

title: Gospel of John (CBS)


text:
Portal:Agape World Fellowship/Intro

The Agape World Fellowship School is a ministry of Agape World Fellowship focusing on providing biblically based and sound information to individuals interested in learning more about Christianity. Our programs merge Christian thought with some of the world's best practices and insights to develop solid Christian scholarship. Wikiversity will be used to host courses that are applicable to our programs, a first for a religious school.

All our course offerings are designed to be rigorous and equivalent to the level of instruction one would find at a seminary, without the "sticker shock" of books, tuition, and supplies. Courses are approved through a thorough process of review to ensure quality in material and instruction. This validates student efforts and serves as a visible witness of the academic rigor of our programs.

title: Portal:Agape World Fellowship/Intro


text:
Gospel of John (CBS)/Week 1

We start off our studies of the Gospel of John with a one week unit on the Prologue (verses 1:1-18)

Assignments

 * 1) Read John 1:1-18
 * 2) Write a well developed response that expands upon this week's topic.
 * 3) Complete the Study Guide
 * 4) Take the Unit Test

Discussion
This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

Handouts

 * Essay Prompt - Extra Credit Opportunity
 * Study Guide -20 questions, due before test

Lesson
A prologue is defined by Wiktionary as "A speech or section used as an introduction, especially to a play or novel." The Prologue in the Gospel of John is exactly that. The author is setting up for the rest of the Gospel and the Good News of Jesus Christ. He is explaining exactly what he is going to document through his writing. Today we will examine the wording and concepts of the Prologue to provide us with background that is critical to understanding the rest of the Gospel.

Lets go into the background of the Gospel before we actually get into wording. The original text of the gospel was written in Koine, or common Greek. This wasn't the language of Plato and all the famous folks, this was the language of the people. The author of the Gospel chose this language for that very reason. He wasn't writing to the rich and the enlightened, he was writing to the people! Some might ask, why didn't he write the book in Hebrew? Isn't that the language of God's chosen people? Well, the Hebrews were offered Jesus and rejected him. They blew him off! Eternal Life? Who needs that? We sure don't. Here, we'll even crucify you for your effort! The Gospel wasn't written in Hebrew because the Hebrews were not its intended audience. The Hebrews had become so focused on obeying the Law that they had made it into an idol. Their eyes and ears were firmly closed to the Message of Jesus. Since the Hebrews weren't interested, the message was directed to the Gentiles instead.

The author even used specific language to appeal to the Gentiles. For example, when we look at the text, it talks a lot about the Word. There are many different words in Greek that can be used to represent the Word, but the author chose one very special one, Logos. Logos was this Greek concept for the ultimate order of the universe and how their gods interacted with the Earth. This short video (http://www.youtube.com/watch?v=3A5mCttJQg0) made by Randall Niles, a former atheist, explains exactly what Logos is in more detail than I ever could.

When you have this powerful word in this new work, you can bet they'd pay attention. Now that the author has their attention, he can teach them more about the Good News in terms they would be able to understand. In the Gospel, and the prologue especially, there are many concepts which can be seen. The Prologue provides both background and an abstract of everything in the rest of the Gospel.

Let's look at an excerpt from Matthew Henry's Commentary on the Bible for more information on the Prologue. It can be found here and goes into much better detail than I can.

Chapter 1
''The Divinity of Christ. (1-5) His Divine and human nature. (6-14) John the Baptist's testimony to Christ. (15-18)''

Verses 1-5 The plainest reason why the Son of God is called the Word, seems to be, that as our words explain our minds to others, so was the Son of God sent in order to reveal his Father's mind to the world. What the evangelist says of Christ proves that he is God. He asserts, His existence in the beginning; His coexistence with the Father. The Word was with God. All things were made by him, and not as an instrument. Without him was not any thing made that was made, from the highest angel to the meanest worm. This shows how well qualified he was for the work of our redemption and salvation. The light of reason, as well as the life of sense, is derived from him, and depends upon him. This eternal Word, this true Light shines, but the darkness comprehends it not. Let us pray without ceasing, that our eyes may be opened to behold this Light, that we may walk in it; and thus be made wise unto salvation, by faith in Jesus Christ.

Verses 6-14 John the Baptist came to bear witness concerning Jesus. Nothing more fully shows the darkness of men's minds, than that when the Light had appeared, there needed a witness to call attention to it. Christ was the true Light; that great Light which deserves to be called so. By his Spirit and grace he enlightens all that are enlightened to salvation; and those that are not enlightened by him, perish in darkness. Christ was in the world when he took our nature upon him, and dwelt among us. The Son of the Highest was here in this lower world. He was in the world, but not of it. He came to save a lost world, because it was a world of his own making. Yet the world knew him not. When he comes as a Judge, the world shall know him. Many say that they are Christ's own, yet do not receive him, because they will not part with their sins, nor have him to reign over them. All the children of God are born again. This new birth is ( 1 Peter 1:23 ) Spirit of God as the Author. By his Divine presence Christ always was in the world. But now that the fulness of time was come, he was, after another manner, God manifested in the flesh. But observe the beams of his Divine glory, which darted through this veil of flesh. Men discover their weaknesses to those most familiar with them, but it was not so with Christ; those most intimate with him saw most of his glory. Although he was in the form of a servant, as to outward circumstances, yet, in respect of graces, his form was like the Son of God His Divine glory appeared in the holiness of his doctrine, and in his miracles. He was full of grace, fully acceptable to his Father, therefore qualified to plead for us; and full of truth, fully aware of the things he was to reveal.

Verses 15-18 As to the order of time and entrance on his work, Christ came after John, but in every other way he was before him. The expression clearly shows that Jesus had existence before he appeared on earth as man. All fulness dwells in him, from which alone fallen sinners have, and shall receive, by faith, all that renders them wise, strong, holy, useful, and happy. Our receivings by Christ are all summed up in this one word, grace; we have received "even grace," a gift so great, so rich, so invaluable; the good will of God towards us, and the good work of God in us. The law of God is holy, just, and good; and we should make the proper use of it. But we cannot derive from it pardon, righteousness, or strength. It teaches us to adorn the doctrine of God our Saviour, but it cannot supply the place of that doctrine. As no mercy comes from God to sinners but through Jesus Christ, no man can come to the Father but by him; no man can know God, except as he is made known in the only begotten and beloved Son.

Unit Test
The test will be 10 free response questions similar to the ones in the study guide. It will be offered through the Wikiversity Moodle site from the beginning of this week to the end of this week. Once the course is approved, a link to the Moodle site will be placed here.

title: Gospel of John (CBS)/Week 1


text:
Gospel of John (CBS)/Week 1/Study Guide

I have composed the following questions to help you study for the Unit 1 Test at the end of this week. These questions are similar to the ones that will be on the test, and might even be the same. I'd suggest focusing on answering them as if they were test questions, because then you will be more prepared to answer them. You can use the Week 1 talk page to seek assistance with these questions and I will personally answer questions at this week's meeting.
 * 1) Who did John write the Gospel for?
 * 2) What language was the Gospel written in?
 * 3) Why did John choose this language?
 * 4) Who is the Word that John references?
 * 5) Why did John choose Logos to represent the Word?
 * 6) What is the meaning of John 1:3?
 * 7) What does John 1:4 say is in the Word?
 * 8) Why was John sent?
 * 9) Who does the Light give light to?
 * 10) Who were the Word's people?
 * 11) What happened when he brought his message to these people?
 * 12) What does Jesus give to those who accept him?
 * 13) What was given through Moses?
 * 14) What was given through Jesus Christ?
 * 15) What are the people referenced in verse 12 born of?
 * 16) Did Jesus exist before he became a human?
 * 17) Who is more important, John or Jesus?
 * 18) Is Jesus a man or a God?
 * 19) Has anyone ever seen God?
 * 20) What has the Son done?

title: Gospel of John (CBS)/Week 1/Study Guide


text:
User talk:Mehul

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 05:38, 21 March 2010 (UTC)

title: User talk:Mehul


text:
User talk:Abby224

 Hello Abby224, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 21 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 21 March 2010 (UTC)

title: User talk:Abby224


text:
Talk:The GFDL and you

This user showed interest in the page:
 * Noura 19:50, 21 May 2008 (UTC)NouraRaslan

title: Talk:The GFDL and you


text: Category:Wikiversity ethics

title: Category:Wikiversity ethics


text:
Wikiversity:Rebooting Wikiversity

Wikiversity has had a number of problems over the years, some of which might be intractable. In this project, we'll discuss the advantages and disadvantages of how wikiversity is defined, managed, and hosted. If we could redesign Wikiversity "from scratch", what would it look like?

Just notes and comments for now:

Policies and scope

 * Wikiversity uses a fairly radical interpretation of "anyone can edit", which is particularly problematic if resources here are to have active participation by young people.
 * The scope in general was never very well defined from the start, and it has been hard to define ever since.
 * Wikiversity more than many projects directly addresses what it means to educate effectively, or to be educational; but this isn't discussed in current policy as something measurable.
 * At this time it may be useful to amend the Wikiversity research guidelines so as to explicitly exclude some types of fringe research if they disrupt Wikiversity or distract the community from its educational mission.
 * Clarify the scope of research that threatens or compromises the reputation or public image of the Wikimedia Foundation or its various projects per unwelcome research.

Management

 * To what degree is the management "local", as opposed to being at the "foundation level"?
 * As with all foundation projects, I would expect management to be entirely local, within the very limited boundaries set by the handful of foundation-wide policies and principles. Any intervention by people from other projects or from "the foundation" should be considered an emergency action, not relevant to long-term planning.  –SJ + > 22:59, 4 April 2010 (UTC)
 * What's the "right mix" for management? What's the best balance between academic professionals, enthusiastic amateurs, developers, etc.?

title: Wikiversity:Rebooting Wikiversity


text:
Wikiversity talk:Rebooting Wikiversity

start
Should content like this be in the Wikiversity namespace? Adambro 12:27, 21 March 2010 (UTC)
 * I guess you mean if page name would be: Rebooting Wikiversity? Erkan Yilmaz uses the Chat (try) 12:31, 21 March 2010 (UTC)
 * No, it's a learning project. I think the deeper issues aren't really up to us, so it's more a study of the project rather than a policy discussion. --SB_Johnny talk 12:51, 21 March 2010 (UTC)
 * I don't understand what makes this a learning project. It seems to me to be about looking at where Wikiversity is now and considering how it could be improved. Those issues relate directly to the running of the project and so I'd think it makes sense for discussions about them to happen in the Wikiversity namespace. If you wish for us to discuss where Wikiversity is going then it is probably easier to frame it as a discussion rather than a learning project. Adambro 13:29, 21 March 2010 (UTC)
 * Well, I'd really rather to treat it as a learning project. Feel free to copy it to the project namespace if you want to follow that path, but I'd like to entertain a broader approach. The "forking" element will involve discussions of servers, funding, and software configurations for potential forks (i.e., ideas for creating new educational wikis), which really aren't a policy issue. Or even completely different software platforms, or wishlists for changes to MediaWiki, or who knows what else. --SB_Johnny talk 13:44, 21 March 2010 (UTC)
 * I'm not sure that here is an appropriate place to discuss setting up alternatives to Wikiversity. If someone wants to create a fork they can go ahead and do so without using this project as a venue of planning it. Adambro 14:06, 21 March 2010 (UTC)
 * And the policy is... where? I didn't say I personally want to create a fork, but teaching people how to do so is certainly a good thing, IMO. --SB_Johnny talk 14:14, 21 March 2010 (UTC)
 * I don't remember mentioning any policy? Adambro 14:21, 21 March 2010 (UTC)

 * SBJohnny, I take it that you have some unspoken assumptions of what wikiversity, in particular a rather more restricted one than the current one, should be. The problem is that it is not likely we would get a consensus on how to restrict it.  My worry is that it may be an example the phenomenon of resorting to the short cut of using a long term and general solution to a specific and limited problem after it has been exaggerated out of proportion.  (The other recent example was the thinly-veiled threat by jimbo wales to close wikiversity simply because there are a small number of users which he couldn't handle.)

 * In raising "anybody can edit" as a problem, you have some hidden assumpations that I would like to see. Wikiversity is not supposed to be easy - we are to do what wikipedia cannot, i.e. we have to confront the problems that wikipedia avoided by hiding behind the NOR and NPOV principles.  We have to be better listeners than talkers, and tolerent to other ideas.  Anybody can edit is a fundamental wiki principle, without which you risk losing a great number of potential contributors  (c.f. wiki:WikiDesignPrinciple). There are better and more specific solutions elsewhere - like protocols for dealing with controversial researches.  It is a possible to have some rapid response protocols just to satisfy our friends in our sister projects who usually don't have a lot of time to read through the discussions.

 * Concerning the range and scope of wikiversity learning projects, the guiding idea of research guidelines is that we allow original researches if the authors are responsible and trusted, but we would err on the side of caution until the frameworks like the review board (whether you like the name) are in place. There are also legal limits like projects requiring institutional review boards.

 * To reboot wikiversity, User:WiseWoman, who was not happy with the way wikiversity started, has some comments . Hillgentleman | //\\ |Talk 13:01, 21 March 2010 (UTC)

 * It's generally not a good idea to ascribe "unspoken assumptions" to people and then deride them for having them. --SB_Johnny talk 13:05, 21 March 2010 (UTC)

 * SBJohnny, My personal apologies - if you think I am being derisive. As you know I am just saying what I observe and what I think.  I think you are doing good work on wikiversity and I simply wish to provide alternative ideas, even if they are controversial; for I think the Multiple-points of view are the essense of wikiversity.  Anyway, congrads for having your tools back.  Hillgentleman | //\\ |Talk 16:54, 21 March 2010 (UTC)
 * Okay, np. --SB_Johnny talk 17:04, 21 March 2010 (UTC)

 * Re: Adam and Johnny:  Cormaggio would love this - wikiversity learning project about building wikiversity. Hillgentleman | //\\ |Talk 16:56, 21 March 2010 (UTC)
 * Well, I hear he's defending his thesis in a couple weeks, so hopefully he'll join in :-). --SB_Johnny talk 17:04, 21 March 2010 (UTC)

reasons
someone expressed it was not clear which problems lead to this. I'll start to put here first some links which may help uncover this, add more please:
 * Proposals for closing projects/Closure of Beta Wikiversity (May 2008)
 * w:Wikipedia:Wikipedia Signpost/2010-03-15/News and notes (Wikiversity dustup, March 2010)
 * Requests for comment/Remove Founder flag (March 2010)
 * Requests for comment/Shut down Wikiversity (April 2010)
 * Requests for comment/Improve Wikiversity (April 2010)

I think it's also needed to look at:
 * Technical needs
 * Vision/2009 + Vision/2010, Erkan Yilmaz uses the Chat + Identi.ca 18:41, 22 October 2011 (UTC)

Spring cleaning
Changing the mission statement isn't going to help so long as the troll-to-legitimate-editor ratio is out of whack. This project should ban users who are banned from other projects and are known to have a history of trolling. They are not here to legitimately contribute to the project. Kaldari 15:48, 5 April 2010 (UTC)

I would also suggest strongly liberalizing the deletion criteria here. Kaldari 15:57, 5 April 2010 (UTC)

 * If you have questions about a user's participation at Wikiversity then you can drop by their user talk page and chat. If a Wikiversity page has weaknesses, click "edit" and improve the page. --JWSchmidt 16:17, 5 April 2010 (UTC)

Hosting

 * Wikiversity uses the MediaWiki software, which works fairly well. However, there are a vast number of extensions and other tools available which have never been turned on.
 * Software: I could imagine: content primarily in audio form (users joining and getting also another sense activated than in normal wikis) and a software which converts audio then to text. So, later text could be input in a system (e.g. wiki). Talking is faster and easier than writing. The question is: if that time won goes lost when correcting the converted text from audio :-) Erkan Yilmaz uses the Chat (try) 23:22, 28 March 2010 (UTC)
 * Clearly addressing what interfaces, tools, and extensions are useful, and finding people interested in hacking on those sorts of tools/extensions, are both essential to a thriving project. –SJ + >
 * federated wikis (by Ward Cunningham)
 * Some thoughts, e.g. Opera Unite or some kind of p2p, Erkan Yilmaz uses the Chat (try) 23:58, 28 March 2010 (UTC)

 * Sandbox Server (no longer active, but currently parked).

improvements

 * Vision/2009
 * review Educational wikis - see for instance AcaWiki, OpenWetware, Scholarpedia, &c.
 * Education in virtual worlds

Alternatives

 * If there are serious problems that really are intractable, what are the options?
 * Working out a better arrangement with the WMF might be best, but it's unclear what would be on the table.
 * A better arrangement for what? See comments under 'management' above. –SJ + >
 * Forking might be best, but would be complicated and expensive to carry out.
 * Details?
 * Forking shouldn't be expensive. The 'right to fork' is a central right of wikis, and MediaWiki and the dumps provided by Wikimedia projects make both of these trivial.  I don't think that is what you mean...  But the existence of an easy, cheap way to fork encourages people with different {ideas of how a project should run} to work together and avoid duplication of effort if at all possible. –SJ + >

Attempts to create a new "Wikiversity"

 * With what new features? What qualifies as 'a new wikiversity'? There are many other educational wikis out there.  I happen to think wikiversity is one of the best organized and most civilized, even if it isn't terribly big yet... –SJ + >

title: Wikiversity talk:Rebooting Wikiversity


text:
User talk:Cliguo

ping, Erkan Yilmaz uses the Chat (try) 12:53, 21 March 2010 (UTC)

title: User talk:Cliguo


text:
Wikiversity:Announcements/content

December 2013
Editor Review is available for all editors on Wikiversity. --Goldenburg111 (talk|contribs) 21:16, 20 December 2013 (UTC)

October 2013
The first Massive open online course on wikiversity together with flipped classroom sessions (via live stream) has started. Study Web Science and join the course Topic:Web_Science. --Renepick (discuss • contribs) 08:42, 28 October 2013 (UTC)

title: Wikiversity:Announcements/content


text: User:RTG

title: User:RTG


text: File:5 pillars of open academia.svg

title: File:5 pillars of open academia.svg


text: User:Sue Gardner

title: User:Sue Gardner


text:
User:Tango

I am w:User:Tango. I've been editing Wikipedia since 2002 and I'm a board member of Wikimedia UK. I don't edit here, but I try to keep an eye on every part of the Wikimedia movement.

title: User:Tango


text:
Talk:LaTeX

strategy wikimedia - Proposal:Improve interfacing with academia
Some part of ot is about latex, please see Proposal:Improve interfacing with academia, Erkan Yilmaz uses the Chat (try) 17:52, 21 March 2010 (UTC)

 * I agree to a large extend. You can never get most of the academics to seriously use wikiversity if you don't support latex to some extend.  Even allowing uploading a .tex file without much or any compiling would be highly valuable.  Hillgentleman | //\\ |Talk 17:57, 21 March 2010 (UTC)

title: Talk:LaTeX


text:
User talk:Tango

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 17:59, 21 March 2010 (UTC)

title: User talk:Tango


text:
Talk:OLPC peripheral development

strategy wikimedia - Proposal:Sugar-in-VirtualBox as a browser plugin
Please see Proposal:Sugar-in-VirtualBox as a browser plugin, Erkan Yilmaz uses the Chat (try) 18:46, 21 March 2010 (UTC)

title: Talk:OLPC peripheral development


text: Category:EGM 6936

title: Category:EGM 6936


text:
Category:UTPA STEM

The University of Texas-Pan American (UTPA)

title: Category:UTPA STEM


text:
Talk:Citing Sources

strategy wikimedia - Proposal:Tutorials for finding peer-reviewed secondary literature
Please see: Proposal:Tutorials for finding peer-reviewed secondary literature, Erkan Yilmaz uses the Chat (try) 19:18, 21 March 2010 (UTC)

title: Talk:Citing Sources


text:
User talk:Abigor

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 19:33, 21 March 2010 (UTC)

 * Thanks for your welcome :) Abigor 19:55, 21 March 2010 (UTC)

Thanks for your cleanup work
Noticed! I see that you tagged for deletion a pile of redirects that were part of my Howard Community College fiasco, where I did not realize that a block move (page plus all subpages) would create a huge mess and could not be undone, since I'd left redirects in place, as this was an active resource and I wanted people to be able to see where their pages went! In any case, that all got cleaned up and there were a lot of redirects left. Congratulations, you now have 34 deleted contributions (all broken redirects.).

If something like this happens again, and you come across it, giving me a shout on my Talk page with a Special Prefix page link showing all those redirects would have been enough to remind me or let me know. You wouldn't have to tag them all. But that probably wasn't a lot of work, either.

In any case, thanks for helping out here, it's appreciated. --Abd 17:59, 16 September 2011 (UTC)

The Wikiversity learning curve begins
. The edit in question was made in good faith. Please be careful about assuming bad faith due to content that you may not understand. Those really are rubber band aircraft. This is Wikiversity, and the world is vast. We are not an encyclopedia! It can be disconcerting if you are used to strict inclusion standards at the 'pedias. "Education" is very broad. If someone wants to argue for a Flat earth, it might be quite useful here, placed in the right context. Finding that context is part of what I do, sometimes. I'd not allow Flat earth to be non-neutral, but there might be a page Flat earth/Arguments for a flat earth, because there have been many, and, in fact, some of that is quite notable, enough for Wikipedia articles. Studying those arguments -- and that subpage, on Wikiversity, can be non-neutral -- can help one learn a great deal, about the principles of navigation, etc., about how the ancients knew that the earth was round and about how large it was, etc. It can be fascinating stuff. Wikiversity can be deep.

The page you saw, the edit you reverted, is part of the Howard Community College family of pages, which are engineering projects. The IP may be a student in the course there (I haven't geolocated it) and simply forgot to log in. Such a new user might be quite disconcerted by a comment like yours. I'm commenting there to undo the damage. Don't worry, this is just part of your learning process. The attitude here is, properly, very welcoming, focused on showing people what they *can* do, rather than blaming them for "doing it wrong." Thanks for thinking about this. --Abd 18:42, 16 September 2011 (UTC)

title: User talk:Abigor


text: Category:Cabal

title: Category:Cabal


text:
Portal:Agape World Fellowship/Related

 * School of Theology

title: Portal:Agape World Fellowship/Related


text: File:Solutions BVP odd extension.pdf

title: File:Solutions BVP odd extension.pdf


text:
User:EGM6341.s10.Team1.toddmock/HW5

= Problem 3: Change dependent variable of a function =

Given
Given the equation

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(t)=t\dfrac{h}{2}+\dfrac{x_k+x_{k+1}}{2}
 * }.
 * }.

Find
Solve the above equation so that t is the dependent variable

Solution
It is simple enough to solve this equation for t giving

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle t(x)=\dfrac{2x}{h}-\dfrac{x_k+x_{k+1}}{h}
 * }.
 * }.

Thus because

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle h=x_{k+1}-x_k
 * }.
 * }.

When

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x=x_k, t=-1
 * }.
 * }.

and when

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x=x_{k+1}, t=1
 * }.
 * }.

= Problem 6: Taylor series expansion for Bernoulli numbers =

Given
Note that this function contradicts the one given in the notes, however it has been verified through added manipulation of equation 6 on wolfram

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ x\coth(x)= \sum_{r=0}^{\infty} \frac{2^{2r}B_{2r}}{(2r)!}x^{2r}
 * }
 * }

This equation can be used to obtain the Bernoulli numbers as well as the term

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ -d_{2r}=\frac{B_{2r}}{(2r)!}
 * }
 * }

Find
Using the above relations obtain the Richardson Extrapolation Coefficients
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ d_{2},d_{4},d_{6},d_{8},d_{10}
 * }
 * }

Solution
The hyperbolic cotangent function can be defined as

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ \coth(x)=\frac{\cosh(x)}{\sinh(x)}=\frac{e^x+e^{-x}}{e^x-e^{-x}}
 * }
 * }

Furthermore we can write these terms as a series of summations

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ e^x=\sum_{j=0}^{\infty}\frac{x^j}{j!}
 * }
 * }

and

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ e^{-x}=\sum_{j=0}^{\infty}(-1)^j\frac{x^j}{j!}
 * }
 * }

Thus giving

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ e^x+e^{-x}=\sum_{j=0}^{\infty}\frac{x^j}{j!}(1+(-1)^j)
 * }
 * }

and

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ e^x-e^{-x}=\sum_{k=0}^{\infty}\frac{x^k}{k!}(1-(-1)^k)
 * }
 * }

or

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ x\coth(x)=\dfrac{\sum_{j=0}^{\infty}\dfrac{x^{j+1}}{j!}(1+(-1)^j)}{\sum_{k=j+1}^{\infty}\dfrac{x^k}{k!}(1-(-1)^k)}
 * }
 * }

With these formulations we can write the series out so that we can identify the Bernoulli numbers and the extrapolation terms

 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ x\coth(x)=1+\dfrac{x^2}{3}-\dfrac{x^4}{45}+\dfrac{2x^6}{945}-\dfrac{x^8}{4725}+\dfrac{2x^{10}}{93555}
 * }
 * }

Thus pulling out the Bernoulli numbers

we can calculate the extrapolation coefficients to be

title: User:EGM6341.s10.Team1.toddmock/HW5


text:
User talk:Kavyanpour

Hello, (some of) your submitted edits, seem like they are copyrighted. Could you please send permission to the WV:OTRS team, see also: Copyright issues for email + procedure. Thank you, Erkan Yilmaz uses the Chat (try) 21:25, 21 March 2010 (UTC)
 * also sent email to user, Erkan Yilmaz uses the Chat (try) 21:26, 21 March 2010 (UTC)

title: User talk:Kavyanpour


text:
User:Rartau

Coopa

title: User:Rartau


text:
User talk:Rartau

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:36, 21 March 2010 (UTC)

title: User talk:Rartau


text:
Portal:Agape World Fellowship/Accessing AWF

Agape World Fellowship is unique among churches in its use of a virtual world platform for many of its operations. There are several churches that were formed inside virtual world platforms, but AWF is the only one that has created its own separate virtual universe for church operations.

Access to the virtual universe is open to anyone, and available without cost, but requires certain software. This document is designed to assist people with accessing the AWF virtual universe and answering frequently asked questions about using it.

Acquiring Software
The virtual universe uses the Active Worlds platform to deliver content. The church is not using the main Active Worlds cluster and has its own stand alone universe. Currently, the church uses version 4.1, which is fully functional but doesn't have all the enhancements available in the current version. Accessing the virtual universe requires the installation of the AWF activeworlds browser, available for free at CNET. The installation process is fairly straightforward and similar to other programs.

Once the browser is installed, you will need to start it by clicking on the agape icon that will appear on your desktop. A screen will come up the first time you use the software asking for internet settings, input them and click enter. You will then reach a logon screen, where you need to use your citizen credentials or login as a tourist.

Tourist access
Tourist access allows visitors to access the virtual worlds without an account. You will need to enter a pseudonym and your email address to log in. Once you are in the world, you will notice that you don't have access to some features of the software, like messaging and contacts. However, you will be able to move around in the worlds freely and use the instant chat field (similar to IRC). Your pseudonym will be shaded in gray and have apostrophes around it to signify your status as a tourist.

Citizen access
Citizenship is the active worlds term for user accounts. As a stand alone galaxy, AWF is authorized to have its own citizenship database. These citizenships are only usable in the AWF universe, but offer access to all the features of the software. You will need to request a citizenship, which will be created by an administrator shortly thereafter. You can request your own username, within reason. They will forward you the account details which you can use to access the universe and unlock full features.


text: Category:Norwegian

title: Category:Norwegian


text:
University of Canberra/Things that don't work

This page is a summary of concerns regarding the UC computing and connectivity infrastructure, as well as the procedures in managing it. These concerns primarily come from academics in the institution who feel they are being prevented from developing innovative or more appropriate practices in their work. This document feeds into a manifesto for changes at UC - affecting governance, services, support, and academic practices. It should be thought of as an appendix to that manifesto.

The full and original log, including discussion and suggestions that helped create this apendix can be found on the version of 21 April 2010, and of course the discussion tab.

Areas of concern
Following are areas of concern that UC teaching and research staff have in relation to Information and Communications Technologies at UC. These staff members are recognised as leaders in the use of ICTs in their work. All these concerns might be addressed if we reviewed the overall values and principles that drive policy and procedures around ICT at UC. Perhaps rather than a centralised and necessarily one-size fits all approach to service and management, an individualised, personalised, and more light weight provisioned computing and connectivity environment would achieve better results. It would be necessary to separate the 'business and administration' systems from the education and research systems also.

Free software
Currently the UC computing 'image' (standard software on a UC computer) does not include much in the way of free software. This presents both a service as well as an educational issue for staff and students. The current response from ITS is that this is a resources issue. Software that generally duplicates functionality of other software (such as Open Office and Microsoft Office) is thought to be an unnecessary drain on training and support services. Apart from the functionality not being duplicate (one is free and open source, the other is not. One supports a wider range of formats, the other does not. Etc), the free software could be made available without training and support, for a trial period on 30% of lab computers.
 * If a staff member is sent an assignment digitally formatted to a free and open standard such as ODF, without free software like Open Office, the staff member will not be able to view the file.
 * Open Office is high quality software that is a viable alternative to Microsoft Office. Many staff and students face a career of self employment, and would financially benefit from a working awareness of Open Office as an option. This same rational extends across a range of high quality free software including: Scribus - desktop publishing, GIMP - photo editing and illustration, Inkscape - graphics and illustration, Blender - animation, Firefox - web browsing and quite a few others.
 * Greater awareness of quality free software will help raise awareness in the community and industry of effective cost savings in software, and best practices with document creation and formatting.

Network security
Currently UC network security in the form of proxies and firewalls disrupts workflow and productivity of UC staff and students. Specifically:
 * It prevents, interrupts or creates difficulties for uploading files to social media sites such as Youtube, Slideshare, Blip.tv etc. This issue is most noticed when the uploader dialog is Flash based, but it is not limited to that.
 * Webcams don't connect to some social media sites such as Youtube, however it does work on Ustream. It is noted that some UC computers don't have drivers for webcams. This is a separate issue covered below.
 * Can't use Ustream.tv Producer - downloaded and installed software that requires a streaming connection to the Internet
 * Lab computers with limited connectivity, or connectivity and security settings that are different to staff computers. The unexpected confusion this causes staff when they attempt to move work from one computer to the next, or plan activities only to be confronted with an unforeseen problem in the labs is an obviously frustrating disruption.
 * The username and password system is depersonalized and the requirements create difficulties for staff and students attempting to memorise them. This often results in them being written down and left, or shared between colleagues for the sake of access. It would be preferable that a personalised system be used that gives the users full control of the preferences including preferred username, bio, contact details, profile image etc.
 * Login disruptions disrupt workflows, cost time and create stress and frustration. It is estimated that network and proxy logins cost an individual 20 minutes per day, an hour per week, 40 hours per year. Separating business and admin systems from education systems might help reduce this disruption.

In the meeting with ICTS in April this project was advised that UC will remove the proxy login as of July 2010, promising to solve many of the issues stated above. A 5 year road map with a consultation period was also mentions. This project might propose that a guiding principle for policy and procedure be one that ensures maximum levels of access and freedom, that continually work to remove all barriers to Internet use, and that enable and support individualisation, preferences and choices in computing use generally.

Connectivity
Seamless and ubiquitous connectivity to the Internet provides access to information and communication - core elements to education and research. UC has issues regarding ease and reliability of access to this connectivity however. Specific issues we face now are:

ICTS advises that a significant investment is being made into the on-campus wireless. Wireless Mesh was considered in 2002-4, as was the hotspot model that would utilise the 85 separate possible connection points. The investment is being made in 2010 and it is not known if mesh, hotspots and/or a single unbiquitous wireless is being considered. This project would urge all 3 be developed, and that guest access be added to all UC connectivity.
 * Wireless is unreliable and difficult to connect, especially when using devices that operate on systems other than Windows, such as Linux and Android. Connection otherwise requires a setting in a browser, which requires a personal visit to the service desk. Often that setting is then lost when the person restarts their computer, and a few visits to the service desk are required before the user understands the setting. This process is inconsistent with expectations being set in cafes, public facilities and other free wireless hubs.
 * Having no guest access has caused numerous embarrassing moments for staff, students and their guests on campus. Guest access could be provided by way of account set up with email verification, or just an arbitrary guest access with limited data-per-session if need be. This project is seeking a copy of the terms and conditions of the Inernet provider AARNET, but it is our understanding that "guest" is included in those terms and that this could be interpreted in the context of UC being a campus that is physically isolated from resident and business zones.

Moodle
UC has invested in Moodle as the primary platform for online teaching and administration of courses. Some unit conveners are attempting to make their units more open using the platform. Others are attempting to use Moodle as a hub or portal to their discipline areas. 3 specific problems are affecting these efforts:

 * Having no ability for guests to create accounts on the platform causes difficulties for courses who are allowing open access to potential students, industry reps and other interested individuals. Moodle needs to enable the creation of accounts on the platform so that we can invite such guests in and assign them roles in the system.
 * We need more design templates and the ability to customise those templates with banners for the course and a navigation bar more appropriate for the specific use of the Moodle instance. Either resource be made in TLC for sourcing and/or creating base templates, or "teacher" roles be given access to the code for their Moodle instance so they can commission a design. This may require a review of the Moodle platform sharing the one set of layout and graphics files so that individual instances can make changes without causing changes across the platform.
 * URLs are important identifiers for a course. We need a process whereby a manager of a Moodle instance can either assign a domain name to it, or customise the URL into a more memorable one, such as http://mymoodle.canberra.edu.au where "mymoodle" is the word they choose based on availability.
 * Given that 80% of staff are reportedly using Moodle in some way, and the trend emerging that discipline areas are using Moodle as a portal site for their area, ITCS should consider Moodle as a platform for the UC website. The problems with the present CMS being used for the UC website are noted below, but the argument is that through a combination of ICTS, Webteam, Marketing and TLC resources, UC's Moodle could be enhanced so to effectively function as both a website CMS and a teaching and student admin platform.

Computing environments
This project recognises the challenges ICTS faces with providing a manageable computing environment to staff and students. However we hope to open the opportunity to rethink our approaches to that challenge, and invite wider suggestions to the solutions. As stated above, the guiding principle being proposed is to remove all barriers to use, and enable and support individualisation and preferences. Specific problems being experienced are:

 * Users can't install software. While people installing software presents obvious challenges to the security of the user's computer, the network and the reliability of the computer, almost everyone at some point needs to install software and they need to do it then and there. It is noted that the review of software included in the standard image is open for input, and if that list can be made to encompass a wider range of software, this will help somewhat. Granting admin rights with the image as backup is also a good option, although the process for obtaining such rights should be easier.
 * Extremely out of date software. Recently lecturers and guests have been embarrassed and prevented from running sessions because the browsers on UC computers have been out of date. Enabling staff to install software and plugins would quickly fix this problem.
 * Many students do not access their UC email account, and this is a problem that UC has largely set up. The need for providing email accounts to students and staff is debatable, but setting that provided account as the default channel is counter productive. Similar to the login and password barriers mentioned earlier, the principle of individualisation can guide the way UC manages this problem. Instead of requiring students and staff to set up forwarding rules or change preferences set for them, the email and other details they are contacted on should be based on their preference up front. If a staff member of student elects to use the provided email account, fine. The proposal is for it to be an opt-in service, not opt-out.
 * Further to email is difficulties using it off campus. The officially recommended method for staff to access UC email from off-network is via a webmail interface via Internet Explorer. This idiosynchratic method of accessing the mail server is cumbersome and does not allow individual preferences in browser or email client. Edit: It is possible to use the 'new' student email with an Email client that support Exchange ActiveSync. It works quite well.

The website
The UC website runs on a absolute beast of a CMS called MySourceMatrix. On the one hand marketing and the web team want to ensure 'quality' and consistency, but on the other hand the site is loaded with out of date and incorrect information due to the extreme difficulty staff have in updating the site. Specific issues with the CMS are:

 * It can only be updated on campus and through the IE browser. Many staff use other browsers, and not being to make updates off campus causes delays and disruptions.
 * Cut and paste doesn't work. Many staff prepare updates in software that is familiar to them, and that has features the CMS does not, such as spell check. However, a simple cut and paste update does not work in the CMS like it does in some other systems.
 * Adding images is difficult, time consuming and again requires hand coding.
 * Hand coding a page is easier than using the graphic user interface, resulting in specially skilled people making updates, delaying updates further
 * RSS feeds are extremely difficult to bring in and send out from the site
 * The CMS runs very slowly and unreliably, sometimes freezing the browser, or simply not finishing the process

It was mentioned earlier in the Moodle section of this document that we consider changing MySourceMatrix to Moodle. Many argue that Moodle is not designed to manage a website, yet edna.net does just that with Moodle. The advantage of such an approach is that 80% of UC staff know how to use Moodle. Further, a consolidation of TLC, Webteam, Marketing and ICTS resources around Moodle for both the website and the online learning platform would arguably be a more efficient use of resources, and with the right management - result in both an enhanced website and learning platform. From a user perspective, the one system offers a more seamless experience, and just one less thing unique to UC people have to familiarise themselves with. The project realises this is not a trivial proposal, but the approach could be by supporting discipline areas and then faculties setting up portals with Moodle. For the first few years, the present website would simply link to these Moodle based portals, until such time as the tipping point is reached and we can stop using MySourceMatrix all together.

Development notes

 * ICTS have set up a consultation process where many of these concerns will be addressed. Already, several of the issues have been and are being addressed. UC will have a much better connectivity to the Internet later in 2010, when security procedures are changed to remove the proxy, and wireless across campus is made simpler.
 * Laurie Grealish, Keith Lyons, Ben Rattray and Leigh Blackall met 4 May 2010 to discuss summarising this document to take forward to managerial meetings. This document feeds into the Vision document that is being developed as a proposal to UC managers. Edits from here will reduce the listed issues down to general issues, with a link to the full version contained in the document history for reference.
 * Leigh's notes of a fairly spontaneous meeting with ITS regarding this list


title: User:Dude1818


text: User talk:Dude1818

title: User talk:Dude1818


text: User talk:Abd

title: User talk:Abd