text:
User:Lindsay Ridgeway/The Case for Dog Training in the High School Curriculum

= THE CASE FOR DOG TRAINING IN THE HIGH SCHOOL CURRICULUM =

Abstract
Because dog training is at heart the study and practice of behavioral science, training dogs can materially enhance the trainer's understanding, not only of dogs, but of how humans interact at every level, from daily life to global affairs. So fundamental and sweeping is the field of behavioral science that the world would be transformed in a single generation if every high school student were required, by a mandatory semester or more of dog training, to gain that kind of practical experience and share in that body of knowledge.

Introduction
Dog training is one of America's niche avocations, with only a few thousand enthusiasts. Many are intuitive trainers, who learn from experience and from other trainers what seems to work and what doesn't. Others are serious students of behavioral science who strive to be highly disciplined in its practical applications to dog training. For both groups, what they learn about training dogs can enhance their understanding of parts of their lives that have nothing to do with dogs.

I'm a dog trainer. Though it is only a hobby for me, after I became interested in the subject in 2004, I soon began to see the world in a new way. I would see someone, possibly a stranger in a public place, having a conflict with a child or a friend, and I'd see the parallel of that problem in dog training, which in turn would suggest insights I might not have had in the past. Or I would hear a news report and wonder that no one involved in shaping such important events seemed to be aware of principles that are commonplace in the dog trainer's world.

Now, after four years training dogs, I've come to feel that a great deal of harm occurs unnecessarily in this world because so few people understand some of the principles that for many dog trainers have become second nature. And I've thought that if every high school student took a semester or two, or even more, of dog training as one of his required courses, along with math and English and current events, the world would change dramatically for the better in only a few short years, as all those students went on to take their places in life and apply, day in and day out, the knowledge of behavior that had become woven into their very fabric.

I don't attempt to solve the practicalities of such a program in this paper. I freely stipulate that the barriers would be enormous, and impossible to overcome without serious commitment. Who's going to pay for the dog food and the vaccinations? Who gets sued if someone gets bitten? Where do the dogs live, both during and after the school year?

But practicalities are not the first issue. The earlier questions are, what would be the benefits of such a program, and would those benefits be so immense as to make overcoming those barriers a worthwhile endeavor?

In this paper, I try to outline some of the dog training principles with which I've become familiar, and to show how those principles might apply to everyday living as well as the shaping of world events. To me, the soaring scope of those applications makes a compelling case for every student in America to learn those lessons, as practical experience in training a dog can teach them far better than any book.

Behavior and Outcome
As you'll see in later sections, a dog trainer juggles many principles. But the holy grail of dog training is the principle that a dog's behavior is largely shaped by outcome. The name of this principle is operant conditioning, and it's generally represented as four quadrants: two outcomes (based on pleasant or unpleasant stimuli) that result in behavior increasing, and two outcomes (again, based on pleasant or unpleasant stimuli) that result in behavior decreasing. Here are names and descriptions for each:

 * Positive reinforcement (+R or R+) A pleasant outcome increases behavior.  The dog sits on cue and receives a treat.  The next time she hears "sit", she's more likely to sit again.
 * Negative reinforcement (-R or R-) Escape or avoidance from an unpleasant outcome increases behavior.  Initially, the dog ignores "sit" and is whacked with a stick until the dog sits (escape).  The next time she hears "sit", she's more likely to sit before she gets whacked (avoidance) and she is not whacked, which she likes better than being whacked.  Thereafter, she's even more likely to sit when she hears the cue.  Both the escape and avoidance outcomes shaped her behavior.
 * Positive punishment (+P or P+) An unpleasant outcome decreases behavior.  The dog tries to pick up a burning ember and feels pain.  Thereafter, the dog is less likely to repeat the behavior.
 * Negative punishment (-P or P-) An outcome of losing something pleasant, or of losing the opportunity to obtain something pleasant, decreases behavior.  The dog barks as someone arrives and is put in her crate, depriving her of freedom and removing the opportunity to play with the new arrival.  If she perceives the loss of freedom as undesirable, she is less likely to bark the next time someone arrives.  If she perceives the loss of opportunity to play with someone as undesirable, she is also less likely to bark the next time.  For some dogs, both outcomes may be undesirable and the effect is doubled.

Although by no means all of a dog's behavior is determined by those principles, dog trainers constantly see the principles accurately describing and predicting how their dogs will respond to a training procedure. The result of all those observations is that the principles become deeply ingrained in the trainer's view of dog behavior, and are soon seen as predominant forces in human behavior as well. He then becomes mystified by the countless obvious missteps he sees taken by others who haven't formed the habit of analyzing the effect of outcome on behavior. A student who had learned to habitually look for correlations of behavior and outcome in high school could avoid those missteps.

Management
By management, dog trainers mean using tools that prevents unwanted behavior, but that do not use classical or operant conditioning to modify the dog's behavior. An example would be a fence.

It turns out that management is an excellent training tool, because while management tools do not allow the behavior, and therefore no outcome is available for the dog to learn from as in the OC model, habits are nonetheless formed and learning does occur. An example is using a slip cord to prevent a dog in field competition from breaking toward a mark (a thrown retrieval object) before the handler sends the dog. If the handler has placed a slip cord through the dog's collar and the dog tries to break, the handler can hold on tight and the dog won't succeed in breaking. Over time, the dog stops even trying to break, because she learns she won't succeed. The habit becomes so strong that, even in competition, where no slip cord is allowed, the dog usually still doesn't break because the habit of not attempting a break has been formed.

But trainers learn something else, too. If you try to depend entirely on management, the chances are good that your attempt to manage will occasionally fail. Someday, someone will leave the gate open; someday, the collar will break; someday, no one will be watching the dog when Grandma walks in the front door.

Therefore, the trainer doesn't depend entirely on management if he can help it. He makes the confined area attractive to the dog; he trains the dog not to pull on the leash, and to sit or lie down or come back on cue; he teaches the dog not to jump on people even if no one is there to stop the dog or call her off.

One more point. Although the dog gets in the habit of not attempting a behavior, that habit may well be temporary. In the movie Jurassic Park, the T-Rex discovers within hours that the fence is no longer electrified. As a general rule all organisms continue to test boundaries, and if the management tool is no longer in place, after some interval, a behavior previously suppressed spontaneously begins to recur.

Competing Influences
One of the central facts of life when you're training a dog is that you can't ask the dog why she exhibited a particular behavior. You often wish you could, but on the other hand, you don't waste time with incorrect explanations for behavior. After all, you can ask a man why he exhibited a particular behavior, but does he always, or even often, know the real reason? Twin studies suggest that human behavior is far more pre-programmed than we sense when we think we're making choices.

If a high school student learned to train dogs, he'd learn that some of the influences on a dog's behavior in a particular context are:

 * Instinct
 * Classical conditioning
 * Operant conditioning
 * Establishing operations

It's also possible that dogs reason to a certain extent, and some trainers believe that quite strongly. Another widely held belief is that, in some cases, dogs consciously evaluate outcomes and choose the one they prefer.

Without going into detail about each of those principles, it's clear that having such a template for understanding behavior would put a person at an advantage in everyday events life and would put a leader at an advantage in shaping world events.

Of further interest is the fact that those influences on behavior are sometimes, in fact usually, in conflict. The dog's natural instincts tell it to do one thing, but life experiences tell it to do another. Or, when the dog is hungry, one behavior occurs, whereas when the dog has just eaten, she responds differently to identical stimuli. In addition, life experiences themselves are contradictory in their influence.

For example, a dog with an undesirable tendency to be aggressive toward other dogs is being walked on a leash, and as another dog comes within sight, the first dog begins to show aggression. The trainer responds by giving the dog a treat. From an operant conditioning point of view, the trainer has reinforced the dog's aggressive behavior, and that behavior should become more probable in the future. But from a classical conditioning point of view, the dog has learned that seeing another dog predicts receiving a treat, which suggests that the dog will be happier the next time she sees another dog and will be less likely to act aggressively. Which of those two forces will predominate?

The answer happens to be that, in most cases, classical conditioning trumps operant conditioning, and the procedure mentioned above will tend to reduce aggression, though it's probably not be the most efficient way to go about it.

But more important than the answer is the fact that dog trainers habitually think in these terms, and use that thinking to plan their own behavior and also to adjust their behavior when their observations conflict with what they expected. A student who had trained dogs in high school would grow into an adult who habitually monitored his behavior and then modified it according to objective evaluations of how his plans were working out.

Beyond that, the dog trainer also learns in due time that sometimes, the dog's instincts will reawaken a behavior pattern that cancels out the effects of training. The dog isn't behaving irrationally, she's doing what she was born to do in that context. Instead of being provoked by the situation, the trainer recognizes the nature of the challenge and simply rolls up his sleeves and renews his training of the desired response. In the same way, we want new parents to recognize that the natural behavior of their children may sometimes undo their parental influence, and our leaders to recognize that cultural forces may sometimes skewer their influence as politicians. The high school student who had faced such situations with the dog he trained in high school would be better prepared by that experience to deal with an analogous situation in the real world than an adult who had no idea what was thwarting his well-intended and well-planned influence.

Recognizing the Quadrant

 * Intent is irrelevant, behavior is only way to determine R vs. P: Is behavior increasing or decreasing?
 * Is outcome based on pleasant or unpleasant stimuli?
 * Superstitious behavior
 * Unintended shaping, such as viciousness (not giving into growling) and danger (emergency recall)

Reward-Based Training

 * Coercion and side effects
 * Coercion and trainer's feelings about it: -R is highly +R for trainer, and is generally more persistent than +R; but for some, such as those who see themselves in spiritual bond with dog, the end does not justify the means
 * Coercion and loss of temper
 * Training without coercion: the 2-quadrant dog
 * Tug
 * Premack
 * Self-reinforcement and discovery training

Markers

 * Bridges (secondary/conditioned reinforcers), NRMs, and warnings
 * Anything that predicts +R becomes +R, including subsequent cues
 * Clickers
 * Delayed reinforcement reinforces something else, and intended effect is lost

Training Procedures

 * Motivation vs. learning: motivation is temporary.
 * Motivation vs. drive: drive is inborn.
 * Reinforcement vs. luring: the reward is produced after the behavior is complete.
 * Establishing operations, such as hunger, promote motivation and may promote learning.
 * Shaping complex behaviors with successive approximations.
 * Errorless learning (cues and prompts).
 * In shaping, trainer and dog train one another to get what they want.
 * Videotaping ("greatest invention since the secondary reinforcer").
 * "If the training method you're using isn't working, change your behavior." Generalized to, "If what you're doing isn't working . . ."
 * Intermittent reinforcement produces persistence, but may also produce variability
 * Train without distractions, then introduce distractions and generalize for location
 * The no-glance rule to avoid associating frustration with trained behavior, which can reverse the effect of the training
 * Extinction includes extinction bursts and spontaneous recurrence
 * Short sessions, high rate of success and reinforcement (compare to typical education practices)
 * Building duration

Conclusion
Beyond the principles discussed in this paper are even more that always come up when a group of people train dogs: special considerations for the shy dog, the aggressive dog, the performance dog (the author's primary area of interest), and training several dogs simultaneously (the perhaps unfortunate natural trajectory of this hobby). To train dogs is to delve into a rich and many-faceted sea of ideas and practices. And much of what we learn about dog behavior carries over to the behavior of all organisms, especially other mammals, and even more especially mammals who readily form companionships with humans, such as other humans.

Does this mean that all dog trainers become skillful in dealing with their fellow men? Hardly. A personal observation by the author is that people often seem drawn to dog training specifically because of social discomfort. The author may well be a case in point: "The more I learn about people, the more I like my dogs," as the bumper sticker says.

Yet most dog trainers do have well thought out beliefs about child rearing, friendship, marriage, and politics, beliefs that are deeply informed by their dog training experience and, in some cases, the behavior science they also come to study. Dog training may not be the cure for social awkwardness, but a kid who's made a mistake training his dog, and seen with his own eyes the nature and consequences of that mistake, is that much less likely to make the same mistake raising a child when he's older. And a kid who's been rewarded with success in training a dog with gentle clarity is that much more likely to bring that lesson to his interaction with his fellow humans as well.

How would the world change if all the reflexive, unthinking, and negligent actions toward fellow humans that we see in our daily lives and our daily news media were replaced by the conduct of people who had studied firsthand the effects of their actions on the canine species, both in theory and in living practice, not once but countless times, and not only personally but in an entire community of others facing identical problems and testing the identical palette of solutions, and had discussed what they'd learned day in and day out in an academic milieu for months or years on end? Can there be any doubt that a new age would dawn?


text:
User talk:Lindsay Ridgeway

Welcome
Hello Lindsay Ridgeway, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 21:53, 8 December 2007 (UTC)

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

title: User talk:Lindsay Ridgeway


text:
User:Dario vet

Hello! I'm an Italian Computer science student at the University of Padua in Italy. I want to work on this wonderful project!

You can also find me here My user page in it.wiki

it:Utente:Dario vet

title: User:Dario vet


text:
Talk:Socrates, Plato and Aristotle

With reference to the "Socratic method", I think it may be important to refer to his use of dialectics. I do not imply inclusion of the Marxist idea of this (to be utterly clear upon the matter), but rather Socrates' and Hegel's. --Amanda 02:13, 9 December 2007 (UTC)

title: Talk:Socrates, Plato and Aristotle


text:
User talk:Dewnans~enwikiversity

Welcome
Hello Dewnans, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 09:13, 9 December 2007 (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 Dewnans. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dewnans~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Dewnans~enwikiversity


text:
User:Mollymac57

Mollymac57

title: User:Mollymac57


text:
File:Manuelciosici Telephoto.jpg

Used with the WikiU Film School Lesson on how to Lesson:3D_Storyboard

title: File:Manuelciosici Telephoto.jpg


text:
File:Manuelciosici Wide.jpg

Used with the WikiU Film School Lesson on how to Lesson:3D_Storyboard

title: File:Manuelciosici Wide.jpg


text:
File:Manuelciosici Wide Corrected.jpg

Used with the WikiU Film School Lesson on how to Lesson:3D_Storyboard

title: File:Manuelciosici Wide Corrected.jpg


text:
User:Prasuk historyk

About me
Hey, my nickname is Prasuk historyk. I like computers, football and history.

Contact
e-mail:Prasuk monkey interia.pl

Another projects
Prasuk historyk na Wikimedia Polska

Prasuk historyk na wikiźródłach

Prasuk historyk na wikispecies

Prasuk historyk na wikisłowniku

Prasuk historyk na wikicytatach

Prasuk historyk na wikibooks

Prasuk historyk na Meta

Prasuk historyk na wikinews

title: User:Prasuk historyk


text:
User talk:Prasuk historyk

Welcome
Hello Prasuk historyk, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 17:34, 9 December 2007 (UTC)

support staff
Here is a starting place for information: Support staff. --JWS 14:13, 10 January 2008 (UTC)

title: User talk:Prasuk historyk


text:
Template:Did you know?

Below is a list of facts about Wikiversity. de:Vorlage:Schon gewusst (links ausgerichtet)

title: Template:Did you know?


text:
Template talk:Did you know?

Suggestions

 * OpenOffice.org, as of version 2.3, has an option to export documents into MediaWiki format

title: Template talk:Did you know?


text:
User talk:Tarekkarim

Welcome
Hello Tarekkarim, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Steven Fruitsmaak (Reply) 19:08, 9 December 2007 (UTC) --Steven Fruitsmaak (Reply) 19:08, 9 December 2007 (UTC)

Curriculum
Do the active participants wish to collaborate on an overall curriculum?

title: User talk:Tarekkarim


text:
Brezhoneg Pevar

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" Brezhoneg Pevar Brezhoneg
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Brezhoneg Unan
"Brezhoneg Pevar" is a course in the Breton Department. In this Beginner's course, students are introduced to simple texts, grammar complements and some phrases for a simple conversation.

Breizh
 * rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Breton literature In the 19th century antiquarians and Celtic revivalists undertook the collection of folk texts, songs and stories. Writers such as Anatole Le Braz and Kervarker brought new readers to traditional Breton literature.

The poet Yann-Ber Kalloc'h (1888-1917) was killed during the First World War. His posthumously-published collection Ar en deulin established his reputation as a war poet.

In the 1920s a movement, in which the linguist and author Roparz Hemon played an important part, arose to introduce the trends of modern literature into Breton. The literary magazine Gwalarn provided an outlet for modern authors, such as Jakez Riou and Youenn Drezen (who published the first long novel in Breton in 1941).

Per-Jakez Helias (1914-1995) wrote prose and poetry in both Breton and French. His contemporary Añjela Duval (1905-1981) wrote poetry reflective of her peasant origins, mysticism, and social conscience.

 * style="width: 60%; background-color: #f7ff3c; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #f7ff3c; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons

 * Kentel kentañ :  Poems & rhymes
 * Eilved kentel :  In town
 * Teirved kentel :  Plurals
 * Pederved kentel :  More tenses
 * Pempved kentel :  Traoù fentus (jokes)

 * }

title: Brezhoneg Pevar


text:
File:Pruthvirajg screenplay 1.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Pruthvirajg screenplay 1.pdf


text:
File:Pruthvirajg animated version1.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Pruthvirajg animated version1.pdf


text:
Brezhoneg Pevar/Lesson 1

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Petra 'ra ma dorn ? - What does my hand ?
Skrabat a ra, skrab, skrab, skrab Flourañ 'ra, flour, flour, flour Piñsañ 'ra, aioù ! aioù ! aioù ! Skeiñ 'ra, pan ! pan ! pan! Hilligat a ra, guili, guili, guili ! Lavarout 'ra, kenavo ! kenavo ! Ha kuitaat a ra...

''It scratches, scratch, scratch, scratch, It caresses, caress, caress, caress, It pinches, aioù ! aioù ! aioù ! It taps, pan ! pan ! pan! It tickles, guili, guili, guili ! It says goodbye ! goodbye ! And it goes away ...''

Source

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Barzhonegoù / Poems
Brezhoneg
 * style="width: 50%; background-color: #f7ff3c; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #f7ff3c; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lagad an Heol

— Heol ! Perak out ken diwezhat o tiblouz ?

Ha perak eo ken ruz da lagad ?

Ha bet ac’h eus en noz-mañ ur gwall-hunvre,

En deus graet dit leñvañ dre da hun ?

— Na hun na hunvre na fall na mat.

Beilhet am eus an noz-pad…

Tra ma kouske ar c’hornôg dibled war ludu louet e lore me ’m eus graet tro an Douar.

Ha gwelet am eus tud o vervel gant an naon.

Gwelet ’m eus tud o vervel gant ar riv.

Gwelet tud o vervel gant an dic’hoanag.

Gwelet am eus tud o lazhañ tud, breudeur o ’n em dagañ.

Gwelet ’m eus pobloù mac’het.

Gwelet ur penntiern meur o kouezhañ dindan boled ur foll.

Gwelet forzh tud o leñvañ :

Ha chomet on bepred digas…

Gwelet ’m eus, avat, tud o c’hoarzhin goap ouzh ar re zo er boan,

Ouzh ar re zo en dienez

Ouzh ar re zo dindan ar yev.

Ha neuze am eus ranket leñvañ,

Ma ’z eo ruz c’hoazh va lagad.

— Heol ! Sec’h bremañ da zaeroù !

Mor-Breizh, emberr, a vo dous

D’az lagad ruz hag entanet…

Ur beure goañv 1964

Orin

 * rowspan="2" style="width: 50%; background-color: #f7ff3c; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

English

The sun's eye

— Sun, why are you so late getting up?

And why is your eye so red?

Did you have a nightmare

And weep in your sleep?

— I've neither slept nor dreamt.

During the night I've kept watch,

While the West slept without a care

On the grey ashes of its laurels,

I took a trip around the World.

— Sun! What did you see on your way?

— I saw people dying of cold.

I saw people dying of hunger.

Saw people dying in despair.

Saw people killing people, brothers striking each other.

Saw people oppressed.

Saw a great leader falling under a madman's bullets.

Saw I don't know how many people weeping.

And I still remained indifferent.

I saw people jeer at their afflicted brother,

At those in need,

At those under the yoke.

Then, however, I had to weep,

So that my eye is still red.

— Sun! Stop your weeping now.

Very soon in the Breton Sea,

You will soak your inflamed eye.

May 1964.

Source

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Exercises
Go to the Quiz

 * }

title: Brezhoneg Pevar/Lesson 1


text:
Fairy Rings/List

Example:

 * Ecosystem: lawn
 * Manifestation: dark vegetation
 * Shape: ring
 * More of objects: yes-6
 * Diameter: 3 m
 * Annular ring: 23 cm
 * Month: May
 * Altitude:
 * Latitude:
 * Temperature:
 * Water:
 * Sporocarps: no

 * Other observations of the same object:
 * Notes:

Make a new section of via

title: Fairy Rings/List


text:
Introduction to the History of Life Science

"One might think of science as a tool, and over time, the tools get better and better. One does not see anyone lining up to get a hole drilled into their skull to release the bad spirits when they have a headache anymore." Unknown

 * Philosophy of Science
 * History of Biology
 * History of Science

Participate
WikiProject History of Science


text:
User talk:RicardoDiaz92

Welcome
Hello RicardoDiaz92, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 00:07, 10 December 2007 (UTC)

title: User talk:RicardoDiaz92


text:
Java Tutorial/Arrays

Arrays are collections of other things. Their structure is as follows:

[0][1][2][3]...

Each [x] section is one of the "thing". As you can see, they begin not at 1 but at 0. An example of declaring an integer array:

More ways to Declare
An array can be declared like this:

type[]name;

It can be initialized like this:

name = new type[size];

You can combine those steps, but the types always have to match up:

Setting and Accessing Values
You can set a value in an array like this:

Each element in the array is just like a variable! You can do anything to it that you can do to a variable. Remember how we learned about for loops in the last lesson? Well, that can be used to set things in arrays:

Arrays of Arrays
You can make 2D arrays, 3D arrays, and even 4D and 5D arrays!! Here is how:

Then, you can use a simple double for loop to set them:

Using Arguments
Have you been dying to know what the  within the main method is? Well, if you have (and also if you haven't, because you should know), read onwards!

It is just an array with the ones you have been playing with (hopefully) in the rest of this lesson. Try executing the command:

Notice how it doesn't say anything. Where is the "hello hello hello" going? Well, it is going into the arguments (args) array.

The array would be something like:

["hello"]["hello"]["hello"] << length of 3

You can access these in your class. Here is an example that prints the arguments that you send into it:

With the command, the program would output a single line saying "hello".

Uses of Arrays
So... what can you do with these things? Well, you can make (as an example) the basics of a bank account now!

Exercises

 * Make the bank account program print the accounts it received
 * Now edit it so that it removes 1 from each account, and then prints the values

An example of a valid answer:

title: Java Tutorial/Arrays


text:
Portal:Applied Mechanics/Books

 * Functional Analysis
 * Introduction to Hilbert Spaces with Applications (3rd Edition) by Lokenath Debnath and Piotr Mikusinski, 2005, Elsevier, ISBN: 978-0-12-208438-6.
 * Materials
 * Defects and Microstructures: Modeling Across Scales by Rob Phillips, 2001, Cambridge University Press.
 * Elasticity
 * Theory of Elasticity (3rd Edition): Volume 7 (Theoretical Physics, Vol 7) by L. D. Landau and E. M. Lifshitz, 1986, Pergamon Press.
 * Continuum Mechanics
 * The Non-Linear Field Theories of Mechanics (2nd Edition) by C. Truesdell and W. Noll, 1992, Springer-Verlag.

title: Portal:Applied Mechanics/Books


text:
Portal:Solid mechanics/Books

 * Differential Equations
 * Nonlinear Ordinary Differential Equations: An Introduction to Dynamical Systems (3rd Edition) by Dominic William Jordan and Peter Smith, 1999, Oxford University Press.
 * Functional Analysis
 * Introduction to Hilbert Spaces with Applications (3rd Edition) by Lokenath Debnath and Piotr Mikusinski, 2005, Elsevier, ISBN: 978-0-12-208438-6.
 * Crystals
 * Crystals, Defects and Microstructures: Modeling Across Scales by Rob Phillips, 2001, Cambridge University Press.
 * Foams
 * Cellular Solids: Structure and Properties by Lorna J. Gibson, Michael F. Ashby, 1999, Cambridge University Press.
 * Elasticity
 * Theory of Elasticity (3rd Edition): Volume 7 (Theoretical Physics, Vol 7) by L. D. Landau and E. M. Lifshitz, 1986, Pergamon Press.
 * Continuum Mechanics
 * The Non-Linear Field Theories of Mechanics (2nd Edition) by C. Truesdell and W. Noll, 1992, Springer-Verlag.
 * Nonlocal Continuum Mechanics
 * Nonlocal Continuum Field Theories by A. Cemal Eringen, 2001, Springer-Verlag.
 * Adiabatic Shear Bands
 * Adiabatic Shear Localization: Occurrence, Theories and Applications by Yilong Bai, Bradley Dodd, 1992, Pergamon Press.
 * The Physics and Mathematics of Adiabatic Shear Bands by T. W. Wright, 2002, Cambridge University Press.
 * Spall
 * Spall Fracture by Tarabay Antoun, 2004, Springer.

title: Portal:Solid mechanics/Books


text: File:MaxwellModel.jpg

title: File:MaxwellModel.jpg


text: File:Electron.jpg

title: File:Electron.jpg


text: File:Porous.jpg

title: File:Porous.jpg


text: File:MoleculeLead.jpg

title: File:MoleculeLead.jpg


text: File:ShengExpt.jpg

title: File:ShengExpt.jpg


title: File:Springs1.jpg


title: File:Springs2.jpg


text: File:ContourInt.jpg

title: File:ContourInt.jpg


text: File:PotatoStress.jpg

title: File:PotatoStress.jpg


text: File:SplitCylArray.jpg

title: File:SplitCylArray.jpg


text: File:AcousticInterface.jpg

title: File:AcousticInterface.jpg


text: File:HelmholtzRes.jpg

title: File:HelmholtzRes.jpg


text: File:HelmholtzModel.jpg

title: File:HelmholtzModel.jpg


text: File:EffYM.jpg

title: File:EffYM.jpg


text: File:GenMaxwell.jpg

title: File:GenMaxwell.jpg


text:
User:Chintan upadhayay

Hi this is the user page of Chintan Upadhyay. I am here to be a part of a community of techies who contribute to life of millions by the power of knowledge.My personal interests are Mechanical Engineering and Thermal Science.--Chintan upadhayay 09:22, 10 December 2007 (UTC)chintan upadhayay

title: User:Chintan upadhayay


text:
User:Millosh

 * email: millosh@gmail.com

Projects

 * Programming bots on Wikimedia projects
 * Installation of GNU/Linux system

title: User:Millosh


text:
File:Pruthvirajg Thumbnail frame.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Pruthvirajg Thumbnail frame.png


text:
File:Pruthvirajg Thumbnail Image2.jpg

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Pruthvirajg Thumbnail Image2.jpg


text:
Programming bots on Wikimedia projects

Skills needed for the course

 * English language
 * Using contemporary computers
 * Using MS Windows
 * Using Unix-like operating systems Active
 * Using GNU/Linux: Debian or Ubuntu Active
 * Using other GNU/Linux distribution
 * *BSD operating systems
 * MacOS X (and higher)
 * Tools
 * GNU tools or equivalent for your operating system Active
 * Subversion Active
 * Programming
 * Introduction to programming
 * Programming languages (one of them)
 * Python Active
 * Perl
 * C#
 * Introduction to Wikimedia and Wikimedia projects
 * Introduction to Wikimedia and Wikimedia projects

Course topics

 * Paths
 * Pywikibot Active
 * Perlwikipediabot
 * C# and the .NET Framework
 * Interwiki bots and other simple actions
 * Writing a simple greeting bot for MediaWiki (C# and .NET approach)
 * Hello, world! on all Wikimedian projects
 * Localization

Legend

 * -- knowledge is of vital importance for the course; if it has subcategories and subcategories don't have "mandatory" template, this means that you may choose one of the options;
 * Active -- course is active;
 * -- course is supported, but not active; this means if you want to choose this path, you will have some support, but not full.

title: Programming bots on Wikimedia projects


text:
Brezhoneg Pevar/Lesson 5

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Traoù fentus / Jokes
1) Peder demoazell ba-kreiz ar lann Kaer 'ra glav gober, 'c'hlebant ket tamm
 * Respont : Peder bronn ar vioh

2) Perag e vez atao lakeet eur hillog war bég an tour? Ha perag ne ziskenn ket?
 * Respont : Ma vefe lakeet eur year e torrfe he viou o koueza d'an traoñ.
 * Respont : Anad eo! N'eus netra da skraba gand ar veleien!

3) Lavar din, peur e vez ar muiañ a blu war eur yar?
 * Respont : A pa vez ar c'hog warni!
 * Tell me, when is there the most feathers on a hen ?
 * Well, when the cock is upon her !

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #f7ff3c; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Exercises
Go to the Quiz

 * }

title: Brezhoneg Pevar/Lesson 5


text:
User talk:Raimondo

Welcome
Hello Raimondo, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:07, 10 December 2007 (UTC)

title: User talk:Raimondo


text:
User talk:Millosh

Welcome
Hello Millosh, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:14, 10 December 2007 (UTC)

title: User talk:Millosh


text: File:Link preview gadget.png

title: File:Link preview gadget.png


text:
Solar System, interactive/Earth/Solar System overview/Venus

Venus  (Mercury)←Venus→(Earth)

Venus is the hottest planet in the solar system. Venus is the brightest planet in the whole solar system and it is also known as the morning and the evening star.


text:
Solar System, interactive/Earth/Solar System overview/Earth

The Earth  (Venus)←The Earth→(Mars)

Earth is the third planet from the Sun, and the fifth largest of the nine planets. The Earth is orbited by one moon.


text:
Obstetrics and Gynecology/Gynecological Examination

The Gynecological Examination must always follow a comprehensive history as it is the history which guides the physician's examination. It must be performed with a chaperone. There are 3 aspects to the Gynecological Examination:

 * General Approach
 * Inspection
 * Palpation
 * Conclusion of the examination

General Approach
Most women are anxious about seeing their gynecologist, especially the very old and the very young. The physician's approach must optimise trust and confidence in the patient from the outset. After taking a history, explain to the patient that you would like to perform an internal examination. It is essential that the patient understands fully what the examination is going to entail and it is equally important to ask the patient for verbal consent to the procedure. It is wise to explain what you are about to do during the procedure as well.

The examination should be performed with enough exposure to allow adequate inspection, but try as much as possible to maintain the patient's dignity throughout by allowing uninteresting parts of the body unexposed. If possible, allow the patient to undress herself behind a curtain. The examination should be performed with the patient in the supine position with her legs in stirrups.

Inspection
Inspection of the area must be thorough, but swift. Items of interest include:

 * Pubic hair distribution - Pubic hair can be absent or reduced in conditions that cause adrenal insufficiency such as hypopituitarism, Turner's Syndrome, Alopecia and Delayed Puberty.
 * Presence of scars - Stretch marks would indicate previous parity, surgical scars may be present
 * Presence of ulcers - There may be evidence of the herpes simplex virus
 * Presence of warts - These are caused by Human Papilloma Virus which is a risk factor for cervical cancer
 * Evidence of trauma - Trauma may be a result of recent delivery, which will appear in the history, or by sexual assault, which may not!!
 * Presence of swelling - Look for swelling of Bartholin's glands

Once these areas have been swiftly addressed, it is time to assess stress incontinence and genital prolapse. This can be done by asking the patient to cough and "bear down" respectively.

The physician can now move on and inspect the cervix of the patient using a speculum. There are many steps in this procedure:

 * 1) Choosing the size of the speculum - Too large a speculum may hurt the patient and too small a speculum may make visualizing the cervix difficult
 * 2) Warming and lubricating the speculum - It is important to make the speculum examination as comfortable as possible or the woman may tense her pelvic muscles making the examination unnecessarily difficult.
 * 3) Warning the Patient - This should be done verbally and by touching the groin with the speculum
 * 4) Insertion of the speculum - The closed speculum should be inserted with the handle in the horizontal position and rotated 90 degress in any direction before it is opened and then locked in position.
 * 5) Inspection of the cervix - Colour, contours and position of the cervix. Examine the os and note the position, appearance and presence of discharge.
 * 6) Optional Smear testing - A smear test can be performed by gently inserting the point of the speculum into the os and rotating it 720 degrees in either direction.
 * 7) Removal of the speculum - Removal of the speculum involves simultaneous withdrawal and closure of the speculum to avoid nipping the cervix or vaginal walls.

Palpation
Palpation begins at the labia in which Bartholin's glands are palpated with the index finger and thumb of the dominant hand. These glands are located in the 5 and 7 O'Clock positions and are palpated for any presence of swelling.

The next step is the bimanual examination. This involves the insertion of the index and middle fingers of the dominant gloved and lubricated hand into the patient's vagina and placin the palm of the other hand on the patient's lower abdomen wih the aim of palpating the major structures of the female reproductive system. A systematic approach is essential and should strictly follow this structure:

 * 1) Palpation of the Posterior Fornix - the uterus should be lifted up towards the non-dominant hand. Its position, size, shape, consistency, and mobility should all be noted.
 * 2) Palpation of the Adnexae - Both hands should be brought together and moved in a slow-sliding motion as if warming the hands
 * 3) Palpation of the Rectovaginal Septa -  The dominant hand should be brought anteriorly to meet the non-dominant hand to assess a retroverted uterus.

Conclusion of the Examination
The moment the examination is over, it is essential to inform the patient that the examination is over and that she can now get dressed before you talk to her again. When the patient is sitting comfortably opposite the physician, the examination is summarised and any findings are clearly explained to the patient. If further investigation is required it is important to explain why these procedures are necessary. The patient should be reassured and thanked for her co-operation.


text:
User talk:Stvonasile

Welcome
Hello Stvonasile, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 00:53, 11 December 2007 (UTC)

title: User talk:Stvonasile


text:
Human evolution

External resources

 * Genetic Anthropology, Ancestry, and Ancient Human Migration - Human Genome Project
 * The Genographic Project Public Participation Mitochondrial DNA Database
 * Arguments for the theory of evolution

title: Human evolution


text:
Technical writing/Strategies

User Involvement
The perils inherent in ignoring users while developing a product are as obvious as they are prevalent. Only a very few software projects consciously involve end users throughout the whole process. So almost every project is plagued with misunderstandings, slow communications, unclear requirements, and unrealistic expectations.

Yet, most often the developers get together in a room with a white board and cobble together bits of structure, hoping to support functions, that may or may not be of value to the users.

So what can we do about it?

If we look at the Systems Development Lifecycle, we can see that User Goals ought to be our focus:

The key processes always have to start with the User. How could it be otherwise?

 * For the process to begin the cycle with Structure leads to obvious problems of incompatibility.

 * Starting from Functions, you'll do a bit better. But because you've not really taken the time and effort to know the Users' Goals, meeting their approval is at best a fifty-fifty bet.

 * Starting from the User makes much more sense. By keeping the focus on the important Goals, you can be certain that what you produce will actually be used.

It's not enough only to start with the User, you must ensure that you remain in nearly constant contact with your User, always verifying that the Functions and Structures you make into a Product will meet your Users' Goals.

Online Literature Review Excerpts and Commentary
Note: This section is under development and welcomes assistance in commenting on the findings of the studies. Additional studies and commentaries are always welcome.

Source: Helping and Hindering User Involvement - A Tale of Everyday Design

Stephanie Wilson, Mathilde Bekker, Peter Johnson and Hilary Johnson HCI Group, Department of Computer Science Queen Mary and Westfield College

Commentary:

Source: | USER INVOLVEMENT AND ENTREPRENEURIAL ACTION

Eva Heiskanen and Petteri Repo National Consumer Research Centre Helsinki, Finland

Commentary:

The technical writings is very good work stalin_singh@infosys.com

Clear Statement of Requirements
Writing Clear Requirements is a skill that you must practise and build up over time.

title: Technical writing/Strategies


text: File:SDLCUserGoals.png

title: File:SDLCUserGoals.png


text:
Solar System, interactive/Earth/Solar System overview/Mars

Mars  (Earth)←Mars→(Jupiter)

Mars is sometimes called the "Red Planet". Mars has two tiny moons which orbit very close to the surface. Their names are Phobos and Deimos.


text:
Solar System, interactive/Earth/Solar System overview/Jupiter

Jupiter  (Mars)←Jupiter→(Saturn)

Jupiter is the largest planet in the solar system. Jupiter is so big that you could cram 1,000 Earths inside of it! Jupiter has 4 big moons and many small ones. Jupiter has rings around it, like Saturn, but they are not easily seen. As you can see there are shapes of mountains and a sea in this image of Jupiter.


text:
Solar System, interactive/Earth/Solar System overview/Saturn

Saturn  (Jupiter)←Saturn→(Uranus)


text:
Solar System, interactive/Earth/Solar System overview/Uranus

Uranus  (Saturn)←Uranus→(Neptune)


text:
Solar System, interactive/Earth/Solar System overview/Neptune

Neptune  (Uranus)←Neptune→(left our Solar System)


text:
Solar System, interactive/Earth/Solar System overview/Moon

Moon  (back to the Earth)←Moon→(go to the Solar System)

The Moon is a natural object that moves round the Earth. It is a satellite. Its path is called its orbit. It has four phases:
 * 1) New moon
 * 2) First Quarter
 * 3) Full Moon (above)
 * 4) Last Quarter


text:
Solar System, interactive/Earth/Solar System overview/Pluto

Pluto  (Neptune)←Pluto→(go to the Solar System)


text:
Filmmaking Basics/3D Storyboard/FrameForge:Getting Started SBTDS

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The steps of this lesson
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=20 cellpadding=5 style="background-color:Cornsilk;"
 * bgcolor=Cornsilk |

The steps for this lesson

 * Step 1
 * Complete the Quick Exercise which teaches you about over the shoulder shots. Send me your .previs file and I will send it back corrected.  (Please SAVED AS a cross platform file which is big and fast. This is one of the options when you save the file.)

 * Step 2
 * Create or download the movie set.

 * Step 3
 * Put your actors on the movie set.

 * Step 4
 * Create a rough version and send the .previs file. (Please SAVED AS a cross platform file which is big and fast. This is one of the options when you save the file.)

 * Step 5
 * Go to the next lesson which is on lenses and complete that.

 * Step 6
 * Return to this lesson and correct any shots which you need to correct and send me your final .previs file.

 * bgcolor=Cornsilk | [[Image:Save options FrameForge 3D Studio.png|300px]] Always select cross platform when you save the file. It is under the FORMAT option.

 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Getting started with FrameForge 3D Studio
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk | [[Image:Completed simple movie set SBTDS.png]]
 * bgcolor=Cornsilk |

Creating a simple movie set

 * To do rough storyboarding with FrameForge 3D Studio, you do not need a movie set.

 * However, a movie set looks nice and helps you get orientated.

 * Therefore, I have built a movie set which you can download or there are optional instructions for people who want their own movie set.

 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" 1. Create a wall in FrameForge 3D Studio
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #01

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #02

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #03

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #04

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #05

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #06

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #07

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #08

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #09

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #10

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #11

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #12

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #13

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #14

 * Here is a frame from the storyboard.

 * }

{| border=0 cellspacing=0 cellpadding=5 Click on pictures to see full size.
 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk |

Shot #15

 * Here is a frame from the storyboard.

 * }
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" What is wrong with these pictures?
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=25 Original In this scene, the boy and the man become friends. How to I show that using the camera lens?
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Something's wrong!!!!

 * Above is a rough storyboard. What is wrong with it?

The mood of the lenses

 * All of the shots use the same lens. In the next lesson, you learn that different lenses (different focal lengths) create different moods.

 * By using the same lens, there is only one mood for the entire story. That is wrong!!!

Corrected Therefore, I start with a wide angle lens and end with a telephoto lens.
 * bgcolor=Cornsilk |
 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" 1. Create a wall in FrameForge 3D Studio
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #01

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #02

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #03

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #04

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #05

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #06

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #07

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #08

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #09

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #10

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #11

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #12

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #13

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5
 * bgcolor=Cornsilk |
 * bgcolor=Cornsilk |

Shot #14

 * Here is a possible correction by your instructor.

 * bgcolor=Cornsilk |
 * }

{| border=0 cellspacing=0 cellpadding=5 Click on pictures to see full size.
 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk |

Shot #15

 * Here is a possible correction by your instructor.

Click on pictures to see full size. {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" When two actors talk
 * bgcolor=Cornsilk |
 * }
 * }
 * style="width:35%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Eye direction

 * Watch the eyes
 * When two people are talking, their eyes are pointed the opposite way. One points left and one points right.

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

Eyes right?
 * style="width:65%; vertical-align:top; border:1px solid PaleTurquoise; background-color:LightCyan;" |

 * Not good
 * Both actors eye's point the same direction

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

Their eyes cross!
 * style="width:65%; vertical-align:top; border:1px solid PaleTurquoise; background-color:LightCyan;" |

 * Better
 * The actors' eyes point in different directions.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" You need to practice with FrameForge 3D Studio
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Look at the instructions for creating a simple movie set in FrameForge 3D Studio.

 * }


text:
User:Delefalaiye

I am very much delighted to have an account with Wikiversity. This is because to me, knowledge means progress and there is no substitute for an enlightenment that comes from associating with people who love reading/study. For now, I am jobless, but as soon as I started working and have an income, I am going to be contributing regularly to Wikifoundation.

Keep it up please and may God continue to bless you all more abundantly.

Dele Falaiye Lagos, Nigeria

title: User:Delefalaiye


text:
User:John Vandenberg

Hi, my name is John. See Wikimedia Australia for more info.

el:Χρήστης:Jayvdb

title: User:John Vandenberg


text:
File:Manuelciosici rough 01.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 01.jpg


text:
Solar System, interactive/Earth/Solar System overview/SSQ

Questions to go  (back to our Solar System)←End of our Solar System→(leave to the open space) Before leaving to the open space, you should answer some questions:

1. How many planets has our Solar system?


text:
File:Manuelciosici rough 02.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards]] with ArtRage2 free version.

title: File:Manuelciosici rough 02.jpg


text:
File:Manuelciosici rough 03.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 03.jpg


text:
File:Manuelciosici rough 05.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 05.jpg


text:
File:Manuelciosici rough 04.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 04.jpg


text:
File:Manuelciosici rough 06.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 06.jpg


text:
File:Manuelciosici rough 07.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 07.jpg


text:
File:Manuelciosici rough 08.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 08.jpg


text:
File:Manuelciosici rough 09.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 09.jpg


text:
File:Manuelciosici rough 10.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 10.jpg


text:
File:Manuelciosici rough 11.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 11.jpg


text:
File:Manuelciosici rough 13.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 13.jpg


text:
File:Manuelciosici rough 12.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 12.jpg


text:
File:Manuelciosici rough 14.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 14.jpg


text:
File:Manuelciosici rough 15.jpg

Used with the WikiU Film School Lesson on creating 3D storyboards with ArtRage2 free version.

title: File:Manuelciosici rough 15.jpg


text:
Template:Bcpm/prag/12

December

This template makes a link to the December key for Prague, and adds plant pages to Category:BCP/PRAGUE/12 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in December in Prague.

This template should only be used in the "Prague = " field of Bloom clock plant middle

title: Template:Bcpm/prag/12


text:
Category:BCP/PRAGUE/12

This category is for plants found flowering in December in Prague, Czech Republic.

title: Category:BCP/PRAGUE/12


text:
Bloom Clock/Keys/Prague/December

December

 * 1) All plants recorded in December

title: Bloom Clock/Keys/Prague/December


text:
Bloom Clock/Keys/Prague/December/All

The plants pictured below have been recorded as blooming during the month of December in Prague, Czech Republic.

last updated --Juan 16:17, 11 December 2007 (UTC) with 4 plants

title: Bloom Clock/Keys/Prague/December/All


text:
User talk:Juan-Cesky Krumlov

Welcome
Hello Juan-Cesky Krumlov, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 16:37, 11 December 2007 (UTC)

title: User talk:Juan-Cesky Krumlov


text:
User:Juan-Cesky Krumlov

This is the alternative user acount used in Bloom Clock project for User:Juan (known aka ´Juan de Vojníkov´).

title: User:Juan-Cesky Krumlov


text:
Template talk:Bloom clock plant middle

Have a question. Can I add in here new locations? Can I modify actual locations?--Juan-Cesky Krumlov 16:44, 11 December 2007 (UTC)

title: Template talk:Bloom clock plant middle


text:
Brezhoneg Daoù/Lesson 5

{| cellpadding="10" cellspacing="5" style="width:99%; background-color:inherit; margin:auto;"
 * style="background-color:#87e990; border:1px solid #777; border-radius:8px 8px 8px 8px;" colspan="2"|

Lesson 5: Questions / Kentel Pemp : Goulennoù
Here are the main ways of asking a question.

{| cellpadding="10" cellspacing="5" style="width:99%; background-color:inherit; margin:auto;"
 * }
 * style="background-color:#87e990; border:1px solid #777; border-radius:8px 8px 8px 8px;" colspan="2"|

What: Pe, Petra
You will notice there are two ways of saying "what" in Breton: pe and petra. They're all translated as "what" or "which" in English, but are they are put together with different words.
 * Pe only goes with a noun:
 * Pe gador ? Which/What chair?

 * Petra' only goes with verbs:
 * Petra emaoc'h o'ch ober ? What are you doing?

 * Some questions
 * Petra eo hemañ ? What is this?
 * Petra eo hennezh ? What is that?
 * Pe anv oc'h ? What is your name? (lit. What name are you?)
 * Pe hini ? Which one?
 * }

title: Brezhoneg Daoù/Lesson 5


text:
User:Musoku

Musoku lives in Copenhagen Denmark. Musoku is generally interested in generally everything. Musoku is here, to correct information.

title: User:Musoku


text:
User talk:Musoku

Welcome
Hello Musoku, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:45, 11 December 2007 (UTC)

title: User talk:Musoku


text:
User talk:Certes

If you wish to contact me, please use my Wikipedia talk page. I am not active at Wikiversity, but have reserved this name to avoid future confusion.

title: User talk:Certes


text: Template:Style/ril

authors: לערי ריינהארט

title: Template:Style/ril


text:
Template:Style/yid

noinclude
     commons:template:style/yid ·

de:Vorlage:Style/yid it:Template:Style/yid

title: Template:Style/yid


text: Template:Style/IPA

authors: לערי ריינהארט

title: Template:Style/IPA


text:
User:לערי ריינהארט

 *  user: · /common.css · /common.js · c: · d: · m: · m:…/global.css · m:…/global.js · w:en: · all subpages T · [/?title=special:ListUsers&limit=1&username= rights] · Notifications · Global account information
 * PAGEID: · [https:/?curid=# links here] · REVISIONID: · [https:/?oldid=# permanent link] (2015-08-22)

The transcription of « [ ] » is « ». FindMe

Pages redirecting here: Gangleri, i18n

English : English language translations – upper case lower case diacritics special characters sort order (extended) numbers unicode.org: "English" "Latin Extended-A" U0100.pdf "Combining Diacritical Marks" U0300.pdf – Unicode fonts browser setup Welcome!

b: c: * m: * n: q: s: t: v: w: wikt: ? / de: en: eo: ro: yi: + ++ [ e] / MediaZilla (→) / [ ↺] [ rev-ID : ]

special:Prefixindex/user: T monobook .css .js ** / cvs L M mail * shell-dev's #tech

→  template:DIRMARK     special:Listusers/sysop version all messages Common.css Common.js Monobook.css Monobook.js wikivar

Last update: 11:31, 8 January 2008 (UTC) [ ↺] validator.w3.org

commons:user:

 * #kavehoyz, #wikipedia-balkan
 * #wikimedia, #mediawiki, #wiktionary
 * w:de:Benutzer:
 * w:en:user:
 * w:eo:Vikipediisto:
 * w:is:Notandi:
 * w:mi:user:
 * w:ps:user:
 * w:ro:Utilizator:
 * w:yi:באַניצער:
 * wikt:pl:category:jidysz (indeks) · wikt:pl:Portal:Jidysz
 * meta:user: BiDi workgroup ?

 * test:user:

 * Reinhardt (InterWiki), Munich, Germany

012225 ·לערי ריינהארט·T·m:Th·T·email me· 00:18, 12 December 2007 (UTC) 00:18, 12 December 2007 (UTC)

de:Benutzer:לערי ריינהארט es:Usuario:%D7%9C%D7%A2%D7%A8%D7%99_%D7%A8%D7%99%D7%99%D7%A0%D7%94%D7%90%D7%A8%D7%98

title: User:לערי ריינהארט


text:
User:Adam Arredondo

Hello

title: User:Adam Arredondo


text:
Talk:Composing free and open online educational resources/2008

Running this course again in July 2009
Hello everyone. I'm thinking to run this course again in July 2009. I will need to edit it a bit to fit my intensions. At the moment I am trying to resist the urge to copy it all to Wikieducator. I like it just where it is, and want the people who participate in my courses to experience it here, but all the other courses they have done are on Wikieducator, and I worry a little that they will freak out. If I am able to edit the content here just for the running of the July course, then that shouldn't be a problem... what do other's think? Would you like to see a copy started over at Wikieducator, or would you like to see the course continue to evolve here? --Leighblackall 23:01, 2 March 2009 (UTC)

Free, open, libre
i.e. free/libre as opposed to free/gratis - see Say "Libre".

See also: Creative Commons for some resources that may be useful. (above comment is not mine ... some people can't sign their posts!?) Countrymike 09:21, 13 December 2007 (UTC)

Video
Very difficult to come up with a video sharing assignment that will be under 4- 5 hours and good for newbies. Perhaps we should think about extending the media creation and sharing topics over more weeks... --Leighblackall 02:43, 7 January 2008 (UTC)

First things
Shouldn't one of the first requirements/homework be to enter something into your Wikiversity user page? Countrymike 23:22, 2 March 2008 (UTC)
 * I agree fully - this helps that new users get along faster with new technology. See e.g. Introduction. Erkan Yilmaz Wikiversity:Chat  11:50, 9 March 2008 (UTC)
 * I just see in week2's assignment that this is told: "After registering with LeMill or Wikiversity, create a user profile page with information about you.", Erkan Yilmaz Wikiversity:Chat  17:10, 9 March 2008 (UTC)

Following the student blog entries
I'm wondering if there is a better way to organize the following along with the blog entries. Getting everything on one channel in jaiku is useful, I am wondering if we can organize channels be week or assignment. Having the student intros mixed in with the Ilkka reviews makes it difficult to follow along. -- Prawstho 18:57, 6 March 2008 (UTC)

 * I agree that it's difficult to follow - and made even more difficult as the jaiku channel contains all posts to all blogs, not just posts relevant to the course. I was going to suggest that feeds only include a given tag (ie "oercourse"), but your suggestion might indicate that tags could be made more specific, and then organised (eg "oercourse-intro"; "oercourse-tuomi"). However, this will be difficult to manage, and people will inevitably not tag their items - which might leave them out of the feed aggregator... Cormaggio talk 12:05, 7 March 2008 (UTC)

 * Here could be used again the rule: write at begin what is the most important. Always consider that the reader might stop at any time and you guarantee he had all important info read until then. So, if people chose a good title for their blog post this could help minimize the probs described above. Erkan Yilmaz Wikiversity:Chat  11:48, 9 March 2008 (UTC)

 * Yes, well named postings would be helpful... Is it possible for Hans or Teemu to export the OPML file from their Jaiku account, then I could subscribe to them all in my google reader... -- Prawstho 21:42, 10 March 2008 (UTC)
 * well, why don't we pester them also by mail ? :-) Erkan Yilmaz Wikiversity:Chat  21:52, 10 March 2008 (UTC)
 * Teemul replied here, Erkan Yilmaz Wikiversity:Chat  22:48, 10 March 2008 (UTC)

Discussion Board
Would it be worthwhile to set up a google group for this course to start discussions or should we be doing this through blog comments? -- Prawstho 18:57, 6 March 2008 (UTC)

 * Or just here :) I mean that opening more tools would increase the difficulty of following all the conversations, and since this discussions have started here, this is not a bad place (specially because the course it's a Wikiversity born project). --Esenabre 20:27, 7 March 2008 (UTC)
 * Agree - we don't know yet the technical capabilities of all participants. Learning to use a wiki is pretty easy. Erkan Yilmaz Wikiversity:Chat  11:39, 9 March 2008 (UTC)
 * It would have made sense I think to have centered discussions in Wikiversity itself, perhaps breaking off each week into a seperate page for discussions. This way the content of discussions would have remained somewhat centralized for other people to have engaged with over time. It is a wiki I guess, so perhaps the participants (of which I'm not really one) will do this themselves. Countrymike 20:39, 9 March 2008 (UTC)

What I also find interesting is: I didn't so far see any reactions by Teemul or Hans here or on the posts. I see Teemul + Hans online in IRC, but I doubt most of the participants use IRC. Sorry, if I oversaw their comments somewhere. Did anyone see any reaction (e.g. also like you emailed them)? Erkan Yilmaz Wikiversity:Chat  11:43, 9 March 2008 (UTC)

In the end, it is the discussion that occurs around a course that becomes an important part of the learning. So this discussion should be attached to the course page. So when people come back a year from now they can review what happened and potentially learn from it. Sooo... we should keep the chat here. Now we need a way to encourage Teemu and Hans to contribute here. ;) -- Prawstho 22:22, 10 March 2008 (UTC)

Wiki in education
I'm very interested in using wikis in education. Started researching collaborative learning of secondary school students, using wikis as a mean (collaborative space) but also as a goal (build a educational resource for other students). See my user page Jeroencl 15:53, 11 March 2008 (UTC)
 * Hello Jeroen, about the Macedonia Netherlands Project: on German Wikiversity there are also such similar projects between pupils of a German and Bulgarian university. When I see the project I had two thoughts: the many (private) pictures of the students and also that there are contributions at concentrated times (not over longtime period). What are your experiences ? Erkan Yilmaz Wikiversity:Chat  19:21, 11 March 2008 (UTC)
 * Jeroen, if your developing secondary school curriculum you may want to consider WikiEducator as a place to deploy it. We are working very hard to create a complete K12 curriculum available as OER by 2015. I believe the approach of having primary and secondary students create this content is not being promoted loud enough, please consider this as an option. -- Prawstho 20:05, 11 March 2008 (UTC)
 * Created an account on WikiEducatorJeroencl 17:04, 16 March 2008 (UTC)
 * Peter, Wikiversity is also set up to develop curricula (and not at all confined to university/tertiary level material - see Pre-tertiary portal). Jeroen - that's great! Your wikispaces project (between Dutch and Macedonian students) looks very interesting - have you or anyone else in the project written about the project, how it went, what you learnt...? Cormaggio talk 21:37, 11 March 2008 (UTC)
 * Cormaggio, Peter and Erkan: I am working with Jeroen on the secondary school wikispaces project. The project is still going on! It started January 31. We haven't written anywhere public about that yet, but we may do it here on wikiversity. Jeroen will you reply here?Anicap 15:59, 14 March 2008 (UTC)
 * I'm doing a research project on computer supported collaborative learning. I'm doing this in a Academic School project. In this project 3 schools work together with an university to work on 3 topics: 1. teacher group, which works on teacher education ( iniversity and school work together), 2. development group: Develop new educational ideas / materials / lession plans. 3. Research goup. I'm working in the research group as a teacher/resaercher now. Look at my user page for more information on that. It could be interesting to translate my research in English and start discussing the findings. How about this? I would really love to have some feedback. I work with a group of teachers and professors who don't know anything about web 2.0 at all, so i don't get much usefull feedback there. We will, as Anica told you, write about the Macedonia-Netherlands experience also.Jeroencl 16:03, 16 March 2008 (UTC)
 * Hello Jeroencl, sounds ok. If oyu could add how much pages this would be to read perhaps you could get faster responses :-) Erkan Yilmaz Wikiversity:Chat  16:13, 16 March 2008 (UTC)
 * first I have to write everything in Dutch, after that I can translate. But I would like to discuss some things thats are puzzling me earlier. Jeroencl 16:26, 16 March 2008 (UTC)

My students have made a WIKI, concerning The Enlightment in Philosophy and English and Dutch literature. It's in Dutch. In my research I look at three questions: 1. how do the students collaborate online, 2. how do the students work on interdiscilinary cohesion online / in the wiki and 3. How does working this way influences their motivation to learn. What I have to do now is to look at the data and get a clear picture of how students did work online. This means to categorize speech acts etc. I'm still not happy with the way I do this now. Does anybody have sugestions how I could work on this? There must be research projecst where they have figured out interesting ways of doing this. Or is there another project in wikiversity were they collaborate on this research issue?? Jeroencl 16:42, 16 March 2008 (UTC)
 * Hello Jeroencl, some questions:
 * 1. data: what is this data ? and in what kind of form is this data available ?
 * Probably the user contributions in that specific wiki; do you have a tool to analyze these ? e.g. select wished data from the database by queries ? perhaps studying the response time on all posts, the amount of people clicking on a post, building clusters of who works with whom, ...
 * Feedback by interviewing people (the students, teachers, others) ?
 * as you tell observation of their acts Erkan Yilmaz Wikiversity:Chat  17:58, 16 March 2008 (UTC)
 * the data are indeed the contributions to the wiki. I would like to look at quantitative data ( how much contributions from whom, which links are clicked how many times etc, but especially qualitative data: what sort of contributions, relating to colaboration, cohesion and motivation. The qualitative interpretation is the hardest to do. I also have feedback from teachers, and from other students who looked at the WIKI. Jeroencl 22:02, 16 March 2008 (UTC)

 * 2. "I'm still not happy with the way I do this now." ok, so how do you do it actually ? categorizing speech, acts, ... is so general - probably you are using quantitative and qualitative methods, e.g. content analysis ? Erkan Yilmaz Wikiversity:Chat  17:58, 16 March 2008 (UTC)
 * I should do this, but I have not how to do the content analysis. Jeroencl 22:02, 16 March 2008 (UTC)
 * I have used qualitative content analysis (German Wikipedia article) in my diploma thesis some years ago. I have a summary on how to use it (but in German :-( if you want, I can send it to you ? since your language is similar to German). What I remember from back then is: reading examples is good, but better having someone who did it already so she can correct your first try with content analysis - that helps a lot. Let me look if I can find some literature from back then. Erkan Yilmaz Wikiversity:Chat  22:15, 16 March 2008 (UTC)
 * Please send me all the information you've got. Thank you in advance Jeroencl 22:29, 16 March 2008 (UTC)
 * See your mails, Erkan Yilmaz Wikiversity:Chat  22:35, 16 March 2008 (UTC)
 * maybe some other people have some additional help also. Jeroencl 23:51, 16 March 2008 (UTC)

 * 3. "Or is there another project in wikiversity were they collaborate on this research issue??" You could also ask in the Colloquium about this - the more people see it the higher your chances with a satisfying response. As told above at the German Wikiversity there is also such collaborations (e.g. here) - I am sure to a friendly hello (with a link to here) you could get a friendly reply back :-) You could ask e.g. Jeanpol. Erkan Yilmaz Wikiversity:Chat  17:58, 16 March 2008 (UTC)
 * I have put my request on the Colloquium page. Jeroencl 22:32, 16 March 2008 (UTC)
 * I've just seen this and left a comment on Colloquium. I propose we set this up as a project - perhaps Enlightenment course research? Cormaggio talk 11:10, 18 March 2008 (UTC)

 * Updated the Enlightenment course research project page today. Lets start! Jeroencl 09:16, 25 March 2008 (UTC)

Wiki way of doing things
Continuous attempt to look for the best ways to do things is a reason why I like (and hate) wikis. The wiki is an open space for process innovations. If you feel that we should have a mailing list / google group for the class discussions, just do it and we will be there. --Teemu 06:36, 13 March 2008 (UTC)

I created a couple of resources for this course, I hope they help; Composing free and open online educational resources -- Prawstho 22:30, 13 March 2008 (UTC)

 * Thanks for this Peter. Could you explain somewhere how I am to use the OPML file from Bloglines? The Wikipedia article is all Geek to me... Cormaggio talk 16:24, 14 March 2008 (UTC)

 * Ooops, what a propeller head I have been. An OPML file is essentially a file that contains a list of all the RSS feeds (blogs) you have subscribed. I now use google reader to manage all my blog subscriptions. I can use the OPML file to export and import all my blog subscriptions. So now that I have created all the blog subscriptions in bloglines I can now export all the subscriptions into the OPML file and import it into google reader. Once imported to google reader (or any RSS / blog reader) I have my own subscriptions to all the blogs within the oercourse. With my own subscriptions I can now see which posting I have read and which ones are new. Really all I have done is simplified the effort of everyone in the course having to set up their own subscriptions to everyones blog. -- Prawstho 20:03, 14 March 2008 (UTC)

 * I'm still trying to figure this out - I've never used an RSS/blog reader in my life. I think I managed to import them, but Google reader seems to be giving me loads of things from people that I know, but that I never subscribed to (very strange). But thanks a lot for your help, Peter! Cormaggio talk 22:53, 14 March 2008 (UTC)
 * @Peter: the OPML is working fine, thx. I advise more people to use it. Erkan Yilmaz Wikiversity:Chat  20:22, 15 March 2008 (UTC)

week3 - standing on the shoulders of giants

 * Was just added the WP article Standing on the shoulders of giants to above. If this is unwished, please someone revert. Erkan Yilmaz Wikiversity:Chat  12:44, 16 March 2008 (UTC)

Blog feed needs attention
It seems to me the blog feed needs some cleaning up - e.g., I'm not sure why Topic:Marine biology wikiversity page changes are included. Also, I joined a few days ago and emailed my feed, but can't see it appearing yet. Seems like a kinda quiet course this one. No matter, it got me excited and hooked on wikiversity, so I have plenty to do and already got a lot out of it. -- Jtneill - Talk 13:08, 19 March 2008 (UTC)
 * If it makes you feel more in the thick of things, I'm watching and learning. Thanks lucychili 13:37, 19 March 2008 (UTC) :)
 * James, you must pester people to gettheir attention here :-)
 * btw: hello Lucychili, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:16, 19 March 2008 (UTC)
 * James, this is why I created the bloglines and therefore the OPML file. It was to fix up the Jaiku channel... OPML, let me know if you require assistance. -- Prawstho 19:31, 25 March 2008 (UTC)
 * Prawstho, I'm still confused; not sure if you can help: Participants of the composing free and open online educational resources course. -- Jtneill - Talk 15:54, 29 March 2008 (UTC)

mini-PLE
I made this table as a mini-PLE for this course. Feel free to use or suggest adaptations. -- Jtneill - Talk 11:45, 22 March 2008 (UTC)

Week 7: Sharing Audio
I created week sevens lesson, I hope you don't mind... It's emptyness was a distraction for me. -- Prawstho 23:17, 8 April 2008 (UTC)

Weeks/Dates
Perhaps its time to remove dates from the weeks now that the course is complete? Maybe archive the page with dates. -- Jtneill - Talk 23:55, 21 May 2008 (UTC)

Featured
Please comment: this page has been nominated for featured status: Featured. -- Jtneill - Talk 23:55, 21 May 2008 (UTC)

 * I'm interested, too. Contributing this comment should keep a link active (in the list of "My Contributions"), so that I can find this page again, and again. I feel confident of finding good things, since one of my "friends" has commented above. Ray Calvin Baker (talk) 16:46, 25 April 2012 (UTC)

UNESCO (Communiqués de presse): Wikiversity offers a course on online educational resources, 7th February 2008
written in French, Erkan Yilmaz uses the Chat (try) 13:27, 22 August 2008 (UTC)

Adverstising
How was this course advertise?--Juan de Vojníkov 16:20, 21 November 2010 (UTC)


text:
User:Gangleri

m:…/global.css · m:…/global.js · global account information · global user contributions
 * SITENAME: · language: : [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#footer #footer]
 * local curent version: · versions at b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · m:special:sitematrix# · template:Wikivar · m:
 * mediawiki:Sidebar [#top  ] · [#top ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ]
 * [#top your ] [#top local preferences ] · [#mw-prefsection-personal Einstellungen ] · [#mw-prefsection-rendering Preferencias ] · [#mw-prefsection-editing Préférences ] · [#mw-prefsection-rc Preferenze ] · [#mw-prefsection-watchlist Настройки ] · [#mw-prefsection-gadgets 设置 ] · [#mw-prefsection-betafeatures تفضيلات ] · [#mw-prefsection-betafeatures העדפות ] · [#top मेरी वरीयताएँ ] · [#top Preferoj ]
 * user /     :  user:  · [/?title=special:ListUsers&limit=1&username= rights] · all subpages T · /common.css · /common.js · /previous user page · archives archived talks · b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · w: · en:
 * [#top local WLH ] · [#top local RC ] · [#top local logs ] · [#top local watchlist ] [#top edit ] · [#top local ontributions ] · local mediawiki:Common.css · local mediawiki:Common.js · local mediawiki:Gadgets-definition · local notifications
 * PAGEID: · [https:/?curid=#top links here] · [https:/?curid=&action=purge# purge ↺] · [https:/?curid=&action=edit&section=0# section=0] · REVISIONID: · [https:/?oldid=# permanent link] · (layout: 2015-09-17…b LTR RTL short)
 * testing and validation links: BiDi issues · gadget issues · /  · /local notes

Welcome to  !

 * Gangleri (discuss • contribs) 22:54, 17 September 2015 (UTC)

title: User:Gangleri


text:
User talk:Gangleri

m:…/global.css · m:…/global.js · global account information · global user contributions
 * SITENAME: · language: : [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#footer #footer]
 * local curent version: · versions at b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · m:special:sitematrix# · template:Wikivar · m:
 * mediawiki:Sidebar [#top  ] · [#top ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ] · [#top  ]
 * [#top your ] [#top local preferences ] · [#mw-prefsection-personal Einstellungen ] · [#mw-prefsection-rendering Preferencias ] · [#mw-prefsection-editing Préférences ] · [#mw-prefsection-rc Preferenze ] · [#mw-prefsection-watchlist Настройки ] · [#mw-prefsection-gadgets 设置 ] · [#mw-prefsection-betafeatures تفضيلات ] · [#mw-prefsection-betafeatures העדפות ] · [#top मेरी वरीयताएँ ] · [#top Preferoj ]
 * user /     :  user:  · [/?title=special:ListUsers&limit=1&username= rights] · all subpages T · /common.css · /common.js · /previous user page · archives archived talks · b: · c: · d: · d2: · m: · mw: · n: · q: · s: · t: · t2: · v: · voy: · w: · wikt: · w:en: · w: · en:
 * [#top local WLH ] · [#top local RC ] · [#top local logs ] · [#top local watchlist ] [#top edit ] · [#top local ontributions ] · local mediawiki:Common.css · local mediawiki:Common.js · local mediawiki:Gadgets-definition · local notifications
 * PAGEID: · [https:/?curid=#top links here] · [https:/?curid=&action=purge# purge ↺] · [https:/?curid=&action=edit&section=0# section=0] · REVISIONID: · [https:/?oldid=# permanent link] · (layout: 2015-09-17…b LTR RTL short)
 * testing and validation links: BiDi issues · gadget issues · /  · /local notes

Welcome to  !

 * Gangleri (discuss • contribs) 21:01, 10 September 2015 (UTC)
 * Gangleri (discuss • contribs) 06:56, 19 September 2015 (UTC)

title: User talk:Gangleri


text: File:Answer.jpg

title: File:Answer.jpg