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Digital Libraries/Application software

 * Older versions of the draft developed by UNC/VT Project Team (2009-10-07 PDF WORD)

Module name
Application software

Scope
This module covers commonly used application software, which are specifically designed for the creation and development of digital library (DL) systems and similar types of collections and services, for example, digital repositories or open access archives.

Note: Section 9 "Body of knowledge" lists multiple technologies used in application software. Since the technologies evolve and the applications are being updated, please refer to the documentation on the application software homepages for details of the latest information.

08:41, 5 September 2015 (UTC)101.212.67.114 (discuss)←==Learning objectives:==
 * a. Students should know the features and technologies (e.g., OS, servers, indexing/searching system, programming language of the source code, etc.) of the DL application software, which are introduced in this module. Then, students should be able to evaluate the DL application software through critical comparison.
 * b. Students should be able to search, browse, add and delete items from the digital library systems built by the DL application software.
 * c. Students should be able to critically compare different application software
 * Note: The following optional objective, 3.d, might be achieved through a semester-long class project, which is to develop a DL system using application software. For details, please see 'Optional semester-long project 12.d' in the section 12.
 * d. (Optional) Students are able to both install and configure DL application software. This is to provide practical experiences to students.

5S characteristics of the module:

 * Four S's are present - Streams, Spaces, Scenarios and Structures. However, Societies component (e.g., DL patrons, administrators, etc.) was not considered in this module.
 * a. Streams: current DL applications are typically designed to deal with various types of data such as multimedia data (e.g., audio, images, videos) as well as text data.
 * b. Spaces: storage space to store digital contents and the user interface for the DL patrons to communicate with the system are present in the application software.
 * c. Scenarios: DL application and its patrons interact with each other following a series of steps to achieve tasks.
 * d. Structures: DL application software has their architecture, metadata formats used, etc., which have the structure.

Level of effort required:

 * 1. To achieve learning objectives 3.a, 3.b and 3.c:
 * a. Out-of-class time:
 * i. Preparation for group presentations (Learning activity a-1): 4-6 hours (reading the assigned papers or web pages, creating and submitting concept maps individually and preparing group presentation slides)
 * ii. Writing a short white paper (Learning activity a-2): 1-3 hours (assuming that the assigned papers are already read)
 * iii. Review of demos, etc. (Learning activity b): 1-2 hours (visiting the demo sites, trying basic services such as searching, browsing, depositing an item, removing a deposited item or watching a short video tour)
 * b. In-class time: total 2 hours
 * i. 1.5 hours for presentations and question/answer session and 0.5 hours to complete the learning activity c (assuming that the assigned papers are already read).
 * 2. To achieve (optional) learning objective 3.d:
 * a. Out-of-class time: it depends on the project. It is expected that this learning objective will be achieved through a semester-long project.

Relationships with other modules:

 * 5-a: Architecture overview/models should be taught in advance so that the students could have the base knowledge about the DL architectures/models to learn about the application software, which were developed based on those knowledge.
 * 9-a: Project management and 9-b: DL case studies module
 * (After 5-b) 9-a and 9-b can be taught to provide students the real-world examples of the projects and DL systems created by the application software.

Prerequisite knowledge required:

 * (completion optional)
 * If DL application software is to be installed and configured as an optional learning activity and the instructor would like to supervise and help student groups, some knowledge about the pre-requisite software such as database systems (e.g., MySQL), Linux (e.g., Fedora Core, Ubuntu), HTTP server (e.g., Apache) as well as some knowledge about metadata, digital objects, indexing and collection building might be useful.

Introductory remedial instruction:

 * a. open sources are all the sourc codes are avaliable

Topic: EPrints (version 3)

 * 1. Overview
 * a. It was developed in 2000 as a direct outcome of Santa Fe meeting in 1999, where there was the first meeting of the Open Archives Initiative.
 * b. It is commonly used as an institutional repository
 * c. It has been developed at the University of Southampton School of Electronics and Computer Science
 * d. Open source under GPL license
 * e. A list of real-life systems using EPrints can be found at: http://www.eprints.org/software/archives/
 * f. Or visit the Electronic Theses and Dissertations (ETD) Individuals repository at http://etdindividuals.dlib.vt.edu:9090/ for a specific example
 * 2. Features
 * a. Duplicate avoidance
 * b. Auto complete for entering metadata
 * c. Full-text search
 * d. Metadata search
 * e. Subscriptions
 * f. Multi-language support
 * g. Optional multi-lingual metadata

 * (The benefits of the new features for administrators, developers, researchers, institutions, depositors, etc. are introduced below - excerpt and modified from Eprints homepage at http://www.eprints.org/software/v3/)
 * a. Repository managers
 * i. With metadata auto-completion feature, the collections value and its metadata quality can improve.
 * b. Depositors
 * i. Takes less time to deposit with metadata auto-completion
 * ii. Import data from other repositories and services
 * c. Researchers
 * i. Works with desktop applications and new Web 2.0 services
 * ii. RSS feeds and email alerts keep you up-to-date
 * d. Developers
 * i. Tightly-managed, quality-controlled code framework
 * ii. Flexible plug-in architecture for developing extensions
 * e. Institutions
 * i. Can create high quality institutional open access collections
 * ii. Conforms with research funding agency's open access mandates
 * 3. Content types
 * a. Text
 * b. Multimedia (image, audio, video)
 * 4. Technologies used
 * a. Unix-like OS (e.g., Linux)
 * b. Written in Perl (allows rapid development and modification)
 * c. XML (for import/export of data, partial configuration)
 * d. Apache server with mod_perl installation
 * e. MySQL database
 * f. Unicode (UTF-8 encoding)
 * g. OAI-PMH support

Topic: DSpace

 * 1. Overview:
 * a. It was developed as a collaboration between MIT libraries and Hewlett Packard Research Lab
 * b. Research institutions use it to build various digital archives for institutional repositories, learning object repositories, digital preservation, publishing, etc.
 * c. Open source under BSD license
 * d. A list of repositories using DSpace can be found at: http://www.dspace.org/index.php?option=com_content&task=view&id=596
 * e. Or visit the Electronic Theses and Dissertations (ETD) repository in the University of North Carolina at Chapel Hill at http://etd.ils.unc.edu/dspace/ for a specific example

 * 2. Features
 * a. Long-term preservation supported
 * i. There are three types of data formats (supported, known and unsupported types)
 * ii. For all three types, DSpace does bit preservation: the preserved file remains exactly the same over time - not a single bit is changed
 * iii. For supported types, DSpace does functional preservation: the file changes over time so that the material can be immediately usable in the same way it was originally, while the physical media and digital formats change
 * b. Interoperability
 * i. It can export digital content with its metadata in an XML-encoded file or METS
 * ii. DSpace Java API can be customized to allow interoperation with other systems
 * iii. Handle System from CNRI is assigned to each digital item as a persistent identifier
 * c. Support for Open Archives Initiative's Protocol for Metadata Harvesting (OAI-PMH)
 * i. DSpace supports OAI-PMH v.2.0 as a data provider
 * ii. OAI support was implemented using OCLC's OAICat
 * iii. Institutions running DSpace can turn on and off OAI and choose to register as a data provider or not

 * 3. Content types
 * a. Text
 * b. Multimedia (image, audio, video)

 * 4. Standards
 * a. Well-defined APIs for interoperability with other systems
 * b. CNRI handles for persistent identifiers
 * c. X.509 certificate-based access control
 * d. Dublin Core metadata for digital objects
 * e. OAI-PMH for metadata harvesting/providing
 * f. METS profile can be used to export digital items

 * 5. Technologies used
 * a. Operating system: Linux, Solaris, HP/UX, etc.
 * b. Server: Apache, Tomcat, OpenSSL
 * c. Indexing/searching: Lucene
 * d. Database system: PostgreSQL, JDBC
 * e. CNRI Handle System
 * f. Jena (RDF history system)
 * g. Java, JSP, Servlets
 * h. JUnit (testing) and Log4j(logging)

Topic: Greenstone

 * 1.	Overview
 * a.	It was developed and distributed as an international cooperative effort established in 2000 by the University of Waikato with UNESCO and Human Info NGO, "New Zealand Digital Library Project."
 * b.	It helps the universities, libraries and public service institutions build their own digital libraries.
 * c.	It is a suite of software that has ability to build new digital library collections and provide services for them.
 * d.	Open source under General Public License (GPL)
 * e.	A list of systems using Greenstone is at: http://www.greenstone.org/examples
 * f.	Or visit Oxford Digital Library at http://www2.odl.ox.ac.uk/gsdl/cgi-bin/library/ for a specific example

 * 2.	Features
 * a.	Installation of Greenstone digital library (GSDL)
 * i.	It runs on Windows, Unix/Linux, and Mac OS/X. It can be installed easily by using the ready-to-use binaries which are included in the distribution (but some functionality is limited).
 * ii.	It might be installed on a laptop for personal use (built-in web server), or run on the main web server (Apache or Windows IIS).
 * b.	Collection building
 * i.	It can harvest documents over OAI-PMH to include them in a collection
 * ii.	Full text tagging is supported for hierarchical document browsing
 * iii.	Automatic text extraction and indexing are provided
 * iv.	Data compression is supported
 * v.	Metadata
 * 1.	Automatic extraction of simple metadata
 * 2.	Explicit metadata via classifiers
 * 3.	Used for browsing and searching
 * vi.	Multiple languages supported via Unicode
 * c.	Browse and search provided
 * i.	Full text search
 * ii.	Metadata field search
 * iii.	Either Boolean or ranked (when indexed with MG indexer)
 * iv.	Search history, search term highlighting, etc.
 * d.	Presentation
 * i.	Search results formatting available
 * ii.	Homepage customization available
 * e.	Collection administration
 * i.	Adding new documents (batch operation)
 * ii.	Usage monitoring
 * iii.	Security
 * f.	Interoperability
 * i.	Any Greenstone collection can be exported to DSpace
 * ii.	Any DSpace collection can be imported into Greenstone
 * iii.	Any collection can be exported to METS (in the Greenstone METS Profile) and Greenstone can ingest documents in METS form
 * g.	Customizable, extensible
 * i.	New document and metadata formats can be accommodated by writing 'plug-ins' in Perl
 * ii.	New metadata browsing structures can be implemented by writing 'classifiers.'
 * iii.	User interface can be customized using 'macros' written in a simple macro language
 * iv.	CORBA protocol allows agents (e.g., written in Java) to use all the facilities associated with document collections

 * 3. Architecture
 * a. Receptionist
 * i. Provide user interface
 * ii. User input accepted
 * iii. Page generation
 * iv. Send to appropriate collection server
 * b. Collection server
 * i. Collection content management
 * ii. Search/filter information
 * iii. Return results
 * iv. Handle multiple collections
 * c. Metadata supplied by communities

 * 4. Content types
 * a. Text
 * b. Multimedia (image, audio, video)

 * 5. Standards
 * a. Dublin Core metadata for digital items
 * b. Z39.50 client-server protocol for searching and retrieving information from remote computer databases.
 * c. Support for OAI-PMH both as a client and a server
 * d. Unicode for multiple language support

 * 6. Technologies used
 * a. Greenstone runs on all versions of Windows and Unix/w:Linux:Linux and Mac OS-X.
 * b. Apache HTTP server
 * c. Source code in C++ (experimental Greenstone v.3 is written in Java) and Perl available
 * d. Greenstone provides a choice of three indexing tools
 * i. MG is the default indexer. It does section level indexing and the searches can be either Boolean or ranked. For phrase searching, Greenstone does 'AND' search on all the terms.
 * ii. MGPP (MG plus plus, new version of MG). It does word level indexing, which provides fielded, phrase and proximity searching. Boolean searches can be ranked. Document/section levels and text/metadata fields are all handled by the one index. It's a bit slower compared to MG when large data is to be indexed considering MGPP does word level indexing.
 * iii. Lucene was added for incremental collection building, which cannot be provided by MG and MGPP. It handles field and proximity searching but only at a single level for example, complete documents or individual sections but not both. It also provides single-character wildcards and range searching.
 * e. Multiple GNU software are integrated
 * i. Apache web server
 * ii. Perl
 * iii. wget to download pages from the web
 * iv. XML::Parser used to read and write internal XML documents
 * v. Stemmer for English documents
 * vi. CVS for version control
 * vii. GDBM for database
 * viii. and many more

Topic: CONTENTdm

 * 1. CONTENTdm Overview
 * a. It was conceived by the Center for Information Systems Optimization (CISO) at the University of Washington. It was then taken over and extended by the Online Computer Library Center (OCLC).
 * b. It is commercial software.
 * c. Its users are universities, public libraries, government entities, museums, non-profit organizations, etc.
 * d. It is 100 percent web compatible so the servers and collections can be administered remotely. There could be a maximum of 50 'acquisition stations', which are remote locations for items and their metadata entry. Those data entered through the acquisition stations are stored and provided by the central CONTENTdm server.
 * e. Collection sharing is supported.
 * i. Collections can be added to OCLC WorldCat catalog system so that the user collections can be part of WorldCat's 80 million record global catalog.
 * ii. CONTENTdm functions as OAI data repositories for the users who want their metadata available for harvesting.
 * iii. Its Multi-Site Server allows users to query multiple CONTENTdm servers from a single user interface.
 * f. Example collections can be browsed at http://www.oclc.org/contentdm/collections/
 * g. Or visit the Virginia Commonwealth Univ.'s PS Magazine, the Preventive Maintenance Monthly collection at http://dig.library.vcu.edu/cdm4/index_psm.php?CISOROOT=/psm

 * 2. Features (based on http://www.oclc.org/contentdm/about/default.htm)
 * a. It supports both text documents and multimedia. For example, it builds documents, books and other multiview and multipage materials. It can also present video and audio files with related transcripts.
 * b. By using the batch import tools, it can import images and metadata quickly and easily as well as text files for full-text searching.
 * c. By utilizing the compound object import wizard, CONTENTdm can import multiple compound objects, such as newspapers, in batches. I also can queue multiple compound objects and process them during off-hours to not slowdown the system use.
 * d. It supports JPEG2000, which is a format for high-quality and large format images without a browser plug-in.
 * e. To prevent unwanted copying of images it manages, CONTENTdm has three different options for image rights: band, brand or watermark. Band uses a band of color and words (in here, a 'band' means a layer in a digital image. The term originally came from electrical engineering field to represent a range of wavelengths or colors). Brand uses icons and words. Watermark uses grayscale images.
 * f. For digitized text documents, CONTENTdm provides an integrated Optical Character Recognition (OCR) capability for full-text searching. Users will be able to search words in the digitized text in addition to searchable metadata fields within your collections. When viewed, items prepared with this feature will display highlighted search terms within the digitized document image.
 * g. To index subjects of various still images (so that they can have consistent and uniform metadata), CONTENTdm uses the Library of Congress Thesaurus for Graphical Materials I (TGM I), which provides a controlled vocabulary to describe activities, objects, types of people, events or places.  Proper noun names of those are excluded.  As an option, you can develop your own controlled vocabulary to index images.
 * h. It provides customizable user interfaces-Create predefined queries and customized interfaces to collections.
 * i. Its flexible search features include Dublin Core and Latin-1 character set support, Boolean search and advanced search option. Advanced search option provides search-by-fields, across all fields, by proximity, and across one or many collections.  CONTENTdm also auto-generates the search terms based on the existing metadata.

 * 3. Content types
 * a. Text
 * b. Multimedia (e.g., image, video, audio)
 * c. Compound objects (items which consist of multiple views. For example, two-sided objects such as postcards, brochures, ticket stubs, or six-sided objects such as images of a chair seen from six different directions)
 * i. CONTENTdm allows the users to define compound objects so that all the views of a compound object can be retrieved.
 * d. Null data type support for the items not yet in the system
 * e. URL data type support allows lengthy video and audio files stored in the streaming media server to be accessed through CONTENTdm.

 * 4. Standards and technologies
 * a. CONTENTdm is fully compliant with OAI-PMH v.2.
 * b. Its default metadata templates are Dublin Core and Visual Resource Association (VRA) Core. Collection admins can still add their own descriptions.
 * c. It is Z39.50 (client-server protocol to access and retrieve information in remote computers) compatible through ZCONTENT, open source software developed by the Univ. of Utah Marriott Library. ZCONTENT allows users to access the collections of CONTENTdm and download items.
 * d. XML is used for all the internal structure description. For example, it is used to export the metadata descriptions in order to work with other systems that have different metadata standard.

(Optional) Topic: Critical Comparison of the DL application software

 * Based on the resources in the next section 10. Resources (especially 'Comparing the DL application software'), a comparison table can be built to show the similarities and differences of the DL application software. This will provide students with ability to think critically when they need to select DL application software to set up a DL.

Resources

 * Note: Feel free to read about features, technologies and (optionally) installation and configuration manuals as well as the assigned portion in the software homepages.
 * Eprints 3
 * a. Reading for students
 * i. Read 'Introducing EPrints 3' and watch short QuickTime video clips at http://www.eprints.org/software/v3/
 * DSpace
 * a. Reading for students
 * i. Visit DSpace homepage at http://www.dspace.org/ and read 'About DSpace' under 'New to DSpace?' on the top left pane.
 * b. Advanced reading for students (optional) and instructors
 * i. DSpace architecture review group, "Toward the next generation: Recommendations for the next DSpace Architecture", January 24, 2007. http://wiki.dspace.org/static_files/0/0e/DSpace-recs.pdf
 * Greenstone
 * a. Readings for students
 * i. Ian H. Witten and David Bainbridge, A brief history of the Greenstone Digital Library Software, at http://wiki.greenstone.org/wiki/gsdoc/others/Greenstone_history.htm
 * ii. Katherine J. Don, David Bainbridge, and Ian H. Witten, The design of Greenstone 3: An agent based dynamic digital library, at http://www.greenstone.org/docs/greenstone3/gs3design.pdf
 * b. Advanced readings for students (optional) and instructors
 * i. Ian H. Witten and David Bainbridge. (2003). How to build a digital library. Morgan Kaufmann.
 * CONTENTdm
 * a. Readings for students
 * i. Visit http://www.oclc.org/contentdm/about/default.htm and read the topics under 'About' on the left pane.
 * Comparing the DL application software
 * a. Readings for students
 * i. Witten, I. H., Bainbridge, D., Tansley, R., Huang, C. & Don, K. J. (2005). StoneD: A Bridge between Greenstone and DSpace. D-Lib Magazine, 11(9). http://www.dlib.org/dlib/september05/witten/09witten.html
 * ii. Wang, J. Y., Assion, M. & Matthaei, B. (2003). Open Archives Forum: Inventories-Open Archives Software Tools. http://www.oaforum.org/otherfiles/tv-tools.pdf
 * iii. William Nixon. DAEDALUS: Initial experiences with EPrints and DSpace at the University of Glasgow. Article is in http://www.ariadne.ac.uk/issue37/nixon/
 * iv. Goh, D. H.-L., Chua, A., Khoo, D. A., Khoo, E. B.-H., Mak, E. B.-T., & Ng, M. W.-M. (2006). A checklist for evaluating open source digital library software. Online Information Review, 30(4), 360-379. http://dx.doi.org/10.1108/14684520610686283

Concept map
(created by students)
 * After studying the material in this module, students will create a concept map, which represents the concepts in the module and their relationships with one another. By transforming the knowledge in their mind into a graphical representation, students will have a 'clearer picture' of the content.

 * Students might create concept maps not only for the content in the body of knowledge section, but also for the learning activities section. For example, students may show the steps to search, browse, add, delete, import or export an item in a concept map.  Or, they can list features of different DL application software and compare them to promote critical thinking. Even a concept map (or multiple concept maps) can be created for the semester-long DL development project, showing several phases of the project such as preparation step, actual installation and configuration of the software, content selection, collection development, etc.

 * Note: IHMC Cmap Tools is an open source client tool to create concept maps. CmapServer enables the users to collaborate and share concept maps anywhere on the internet.  Both software can be downloaded freely for educational purposes from http://cmap.ihmc.us/download/index.php

Exercises / Learning activities

 * 1. a-1. Group presentations on specific DL application software

 * Note: These group presentations will substitute for a formal lecture by the instructor. The instructor should be prepared to fill in gaps or make corrections if any of the presentations are incomplete or misleading.

 * a. During the previous class, students form into groups. Each group chooses a particular DL application software for their group presentation. Readings are assigned from the Resources list in section 10. Instructors may provide guidelines such as what to address and time limits for each group presentation.
 * b. The students in a group should work together to create their presentation slides explaining the features and other information of the software such as services, technologies and standards used.
 * c. In the class, each group gives a presentation about their application software followed by a question and answer session. Each presentation should be done within a time limit given by the instructors.

 * a-2. Writing a short white paper on specific DL application software (suggested by Bob Allen, iSchool at Drexel)

Note: This individual activity may be used instead of a-1: Group presentation activity. This exercise can provide details of the DL application software to students. Instructors should select appropriate class activity based on the students' learning styles.

 * a. The instructor assigns (or each student selects) a topic (e.g., one of DL application software) and write a short white paper about it.
 * b. The instructor reviews students' white papers for accuracy and provide necessary comments to students.
 * c. Students revise their white paper based on the instructor's comments and re-submits it.
 * d. The instructor makes the white papers available to all students by posting them to the class website so that the papers could be used as resources.

 * 2. Individual learning activity: Interacting with software demos
 * Prior to the class session, each student should complete the following activities. Students may work individually or together.
 * a. (EPrints demo) Try searching and browsing. You need to create an account if you want to try depositing an item. Examine the metadata fields when you enter the metadata while depositing an item.
 * i. Demo site at http://demoprints3.eprints.org
 * b. (DSpace demo) Interactive demo for students
 * i. Learn how to submit an item at http://libraries.mit.edu/dspace-mit/build/dspace-demo.html
 * ii. Try searching and browsing at http://dspace.mit.edu/
 * c. (Greenstone demo)
 * i. Demo page for searching for an item at http://diglib.auburn.edu/gsdlr/cgi-bin/library?site=localhost&a=p&p=about&c=demo&ct=0&l=en&w=utf-8
 * d. (CONTENTdm) Watch the four minute tour video clip at
 * i. http://www.oclc.org/contentdm/tour/tour.htm

 * 3. Scenario-based application software selection (prior to this exercise, please read the papers under 10.Resources ' Comparing the DL application software)

 * In this exercise, three scenarios are given. For each scenario, your job is to select the   most appropriate digital library (DL) application software, which might satisfy the requirements described in the scenario.  In addition, you need to provide your reasons to do that.

 * In case students have diverse opinions about the software selection, there will be a class debate to resolve the issues.

 * a. Scenario 1:
 * As a member of an NGO, Susan has been working with indigenous people in country X, which is one of the third world countries. This tribe has a unique wood carving techniques using hand tools and a variety of traditional songs that are sung when they work together to make a huge sculpture.  These techniques and songs have been passed down from generation to generation until recently.

 * However, things have been changed significantly. Younger generation is not interested in learning the wood carving techniques and songs anymore.  To them, movies and rock music are new and much more fun culture.  But the chief of the tribe and older generation realize the importance of preserving their unique culture, so they consulted Susan to develop a local digital library.  She has a background in Library and Information Science and could educate people about the basics of librarianship.

 * With the help of the tribe, Susan could take pictures of the wood artifacts. She also collected traditional songs using a digital recorder.  Since the data is prepared, the next step is to set up a digital library system on a computer.  But, the problem is that there is no internet connectivity in that region.  There are some computers for educational purposes, but they are old, 386-processor computers.  Considering the situation in this village, what kind of digital library application software should Susan choose?  And why?

 * b. Scenario 2:
 * The professors in the school of engineering at Y Tech are very active in their research projects. Every year, they and their graduate students publish various journal articles, conference proceeding papers, posters, demos, as well as experimental program codes.  The dean made a decision to set up a central repository to collect all those published materials for internal use (and possibly open to public in the future).

 * She puts much emphasis on the 'preservation' of the resources in this repository because there are foundational theories developed and published in this school, whose access should be guaranteed even after several decades. In addition, scholars should be able to access this repository on the internet.  Since this system is used by faculty members and graduate students themselves, the process of submission should be simple and does not require knowledge of a librarian.  To set up this central repository, the school recently purchased a computer, which is equipped with quad-core processors, internet connectivity and a Linux operating system.  Which digital library application software should be selected to set up a repository in this school?  Please provide your reasons, too.

 * c. Scenario 3:
 * A research institution, S, produces tons of text-based content such as peer-reviewed journal articles, theses and dissertations as well as some multimedia content such as data sets, images from experiments, lecture video clips and audio files. In addition, the institution plans to import educational resources in a couple of months later from other institutions.   Those materials need to be preserved for a long period of time considering their values.

 * Therefore, a project was set up to establish an institutional repository, which would hold the content mentioned above (mostly text-based material). The principal investigators of the project made a list of requirements that should be satisfied by the repository.  They are as follows:
 * i. Students and faculty members should be able to easily deposit and manage their submitted content such as theses, dissertations, lecture slides, lecture video notes, or audio data files
 * ii. The administrator's user interface in the repository software should support easy maintenance of the repository software settings
 * iii. The repository software should be OAI-compliant
 * iv. The repository software should support a type of educational material element set (e.g., SCORM).

 * Which application software will be appropriate in this institution? EPrints?  DSpace?  CONTENTdm? Or would it be better to create two repositories using the different application software then connect the two repositories seamlessly?  If you were one of the principal investigators, what would you say in the PI meeting?  Please provide your reasons to choose the software.

 * 4. Optional semester-long project (group activity)
 * Step 1: Students form a group and meet with clients who want to have a customized DL system developed.
 * Step 2: The clients give the student groups specifications of the DL systems they want.
 * Step 3: Each student group explores different DL application software to find the most appropriate application to meet their client's needs.
 * Step 4: Student group installs the application software chosen in step 3, including installation of any pre-requisite software. For example, to install EPrints 3 in a linux machine, the Perl programming language along with its multiple modules, MySQL database and Apache server should also be installed in advance.
 * Step 5: The installed application software is customized. For example, the students might configure the subject classification system as the Library of Congress (LOC) system or ACM classification, change the appearance of the user interface, modify the metadata fields used, etc.
 * Step 6: The client verifies whether the installed DL application software is appropriately configured to meet his/her needs.
 * Step 7: Student groups begin to create collections by adding the items provided by their clients to develop a DL (e.g., adding a group of pictures to create the Digital Library of Native American History or the Virginia Digital Museum of Cars, etc.).
 * Step 8: Student group members make sure all the services of the developed DL system work well.
 * Step 9: Clients evaluate the developed DL system and the student group refines it based on the feedback.

Evaluation of learning outcomes

 * Note: Since the learning objectives and the learning activities are in one-to-one mapping relationships, the performance and the quality of the learning activities achievements are evaluated as the means to evaluate the learning objectives of this module.

 * a. Group presentations on specific application software
 * The group presentations described in section 12 could be graded, to evaluate students' learning.
 * i. Group presentations might be evaluated in terms of their comprehensiveness (did they include the important features and characteristics of the software?), their clarity (did they explain the software in a way that it could be distinguished from the alternative software packages?), and the quality of the presentation (e.g., slide quality, presentation style, use of time, and Q/A session).
 * b. Individual concept maps on specific application software
 * i. After the class, each individual student creates one or more concept maps for the different application software packages and submits them to the instructor. The concepts maps are expected to demonstrate the student's overall understanding of all four software packages introduced in this module.
 * ii. The concept maps should be evaluated in terms of their comprehensiveness (did they include all the major concepts covered in the module?), their richness (were the concepts well-connected?), and their organization (was there a clear depiction of the concepts and their relationships?).
 * c. After reading each of three scenarios, students will answer the questions at the end of each scenario and participate in the class discussion. Instructors will assign points based on the participation and the clarity of the reasons.
 * d. (Optional) semester-long project
 * i. Each instructor may develop a different method for evaluating the learning achieved through this project. We suggest that points might be assigned as follows:
 * 1. The DL application software is incorrectly installed and not working (0 points)
 * 2. DL application software as well as all the pre-requisite software is correctly installed (3 points)
 * 3. DL application software is installed and fully configured (6 points)
 * 4. The DL system is fully configured and a collection(s) is created with the data provided by the clients (10 points)
 * 5. All the features of the new DL system are fully functional (15 points)

Glossary

 * Application software is a complete, self-contained program that performs a specific function directly for the user. This is in contrast to system software such as the operating system kernel, server processes, libraries which exists to support application programs and utility programs. - Dictionary of Computing -
 * API (Application Programming Interface) The interface (calling conventions) by which an application program accesses operating system and other services. An API is defined at source code level and provides a level of abstraction between the application and the kernel (or other privileged utilities) to ensure the portability of the code. An API can also provide an interface between a high level language and lower level utilities and services which were written without consideration for the calling conventions supported by compiled languages. In this case, the API's main task may be the translation of parameter lists from one format to another and the interpretation of call-by-value and call-by-reference arguments in one or both directions. - Free On-Line Dictionary Of Computing -
 * CORBA is the acronym for Common Object Request Broker Architecture, OMG's open, vendor-independent architecture and infrastructure that computer applications use to work together over networks. Using the standard protocol IIOP, two application programs that are based on CORBA but developed by different vendors, on different operating systems, programming languages can interoperate with each other. - Object Management Group (OMG) -
 * OpenURL is a type of URL that contains resource metadata for use primarily in libraries. The National Information Standards Organization (NISO), has developed OpenURL and its data container (the ContextObject) as international ANSI standard Z39.88. On 22 June 2006, OCLC was named the maintenance agency for the standard.
 * Dublin Core metadata element set is a standard for cross-domain information resource description. It provides a simple and standardized set of conventions for describing things online in ways that make them easier to find. Dublin Core is widely used to describe digital materials such as video, sound, image, text, and composite media like web pages. Implementations of Dublin Core typically make use of XML and are Resource Description Framework based. Dublin Core is defined by NISO Standard Z39.85-2007
 * Z39.50 is a client-server protocol for searching and retrieving information from remote computer databases. It is covered by ANSI/NISO standard Z39.50, and ISO standard 23950. The standard's maintenance agency is the Library of Congress. Z39.50 is widely used in library environments and is often incorporated into integrated library systems and personal Bibliographic Reference software. Interlibrary catalogue searches for interlibrary loan are often implemented with Z39.50 queries.
 * OAI-PMH (Open Archives Initiative Protocol for Metadata Harvesting) is a protocol developed by the Open Archives Initiative. It is used to harvest (or collect) the metadata descriptions of the records in an archive so that services can be built using metadata from many archives.
 * XML (Extensible Markup Language) is a general-purpose markup language. It is classified as an extensible language because it allows its users to define their own tags. Its primary purpose is to facilitate the sharing of structured data across different information systems, particularly via the Internet.
 * SOAP (Service Oriented Architecture Protocol) is a protocol for exchanging XML-based messages over computer networks, normally using HTTP/HTTPS. SOAP forms the foundation layer of the Web services stack, providing a basic messaging framework that more abstract layer can build on.

Contributors

 * a. Development
 * i. Seungwon Yang (Virginia Tech)
 * ii. Edward A. Fox (Virginia Tech)
 * b. Evaluation
 * Eunyee Koh (Texas A&M)
 * Uma Murthy (Virginia Tech)
 * Jeff Pomerantz (UNC)
 * Sanghee Oh (UNC)
 * Barbara Wildemuth (UNC)
 * Robert B. Allen (iSchool at Drexel)
 * Sally Jo Cunningham (Univ. of Waikato)

title: Digital Libraries/Application software


text:
R (programming language)

R is a
 * powerful, free and open source, cross-platform, statistical and graphing software package;
 * programming language;
 * software environment for statistical computing.

Downloading R
Visit the R Project home page.

Integrated development environments for R
R can be accessed from a. There are a variety of s that work well with R, including one that ships with it.

is a very popular that works well with R and other languages, as does Jupyter.

RStudio supports RMarkdown, which makes it relatively easy for researchers to make their work reproducible by allowing them to mix text with code of different languages, most commonly R, in the same document. The platform supports mixing R with Python (programming language), s, SQL,, , CSS, , , , and other languages in the same RMarkdown document. Jupyter notebooks provide a similar capability but may be more popular among Python users while RStudio may be more popular among people primarily using R.

Both RStudio and Jupyter are, but RStudio is developed and maintained by a commercial enterprise that offers paid support options.

RStudio in the cloud
There are web-based portals for RStudio, including the following:
 * RStudio Cloud As of 2020-10-24 users can "get started for free".
 * RStudio Server Pro for AWS

Tutorials

 * Installation process
 * /Tutorials/
 * /Tutorials/Algebra/
 * /Tutorials/Connecting Fortran and R/
 * /Tutorials/Introduction/
 * /Tutorials/Linear algebra/
 * /Tutorials/Loading data/
 * /Tutorials/Plotting/

Books that are Helpful When Learning R

 * An R Companion for Applied Regression (2nd ed.) - ISBN 141297514X
 * An Introduction to R, by W. N. Venables, D. M. Smith, and the R Development Core Team (PDF)
 * R in Action - ISBN 1935182390
 * Efficient programming in R.
 * Advanced R by Hadley Wickham

Books

 * Books on R and S - list
 * Shravan Vasishth and Michael Broe - The foundations of statistics: A simulation-based approach - draft
 * Benjamin M. Bolker - Ecological Models and Data in R
 * R Development Core Team - R Language Definition - (aka `R Language Manual'), the basics of R, draft, 60 pages
 * R manuals, tutorials and samples - fairly large number of documentation available/downloadable for free, also non-English learning materials

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

title: R (programming language)


title: User:Lewis1350


text:
User:Queen Fairley

Ms. Queen Fairley
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Queen Fairley


text:
Technical writing/Writing clearly EE

 * back to Technical Writing Level 1

Writing clearly Lesson Plan
Writing clearly quickly communicates information to the people who need it.
 * Write in simple sentences.
 * Use words that the readers understand.
 * Explain what the reader does not know but do not waste the reader's time by explaining concepts that they already know.
 * Utilize the most common method to define steps in a procedure or task.

Note: When defining the steps in a procedure, ensure that you are using the most common method to perform the task. For example, if the procedure requires defining how to save a document, each step in the procedure would be defined using menu commands, not keyboard strokes or shortcut menus. In addition, avoid the use of the phrase, "Do one of the following." This phrase distracts from content when multiple methods to perform the step are provided.

Example of Bad Technical Writing
Example: Imagine you are a user of the software program who wants to draw a graph using the computer software. First, the user must install the software program. Then, you can select some data with the mouse or keyboard. Then finally the user must click on the Draw button in the software program's on-screen toolbar. The computer will now hopefully draw the graph.

Questions

 * 1) Why do the readers have to imagine? Either the readers use the software or they don't.
 * 2) Why mention installing the software? The software would normally be installed by an IT department.
 * 3) Why is the instruction of how to select data bad?
 * 4) Would a numbered list help?
 * 5) Why use the most common method to define a step in a procedure or task?

Exercise 1
Rewrite the bad example above using MS Excel or other similar application to draw the graph
 * Only explain new terms
 * Give your reader the information required to draw a graph
 * A screen shot will help

Put important information first
Important information must be at the beginning of the sentence. The reader then knows what the most important part of the sentence is. This rule applies to English and may be different in other languages.

Example of unclear writing
Example (1):

“We highly recommend that person or persons walking on or near the area adjacent to the cliff edge supervise children pets and it is considered ill-advised to venture past the red flags. Due to erosion and high winds there may be a heightened risk of injury/fatality due to falling. Actions such as these may result in a dangerous fall necessitating emergency service assistance which may include the Air Force (AF) or Coast Guard Helicopter Search and Rescue Service. These services will be chargeable to the incumbent and therefore it is recommended that visitors to this area remain at a safe distance to maintain the personal safety.”

Example (2):

1. On the File menu, click Open.

2. In the Open dialog box, browse to the appropriate file location.

3. Click the file to select it.

4. Do one of the following:

Click Open.

- OR -

Press Enter on the keyboard.

Example of clear writing:
Danger! Do not cross the red flags. Stay away from the cliff edge. If you fall then we will charge you for the rescue

George Orwell's rules for writing:
Compare how similar they are to the technical writing rules Note: there are three exceptions specific to technical writers:
 * 1) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.
 * 2) Never use a long word where a short one will do.
 * 3) If it is possible to cut a word out, always cut it out.
 * 4) Never use the passive [voice] where you can use the active.
 * 5) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
 * 6) Break any of these rules sooner than say anything outright barbarous.”
 * 1) If the reader always uses particular metaphor or simile in their work use that metaphor or simile. The first rule only applies to journalism and fiction writing.
 * 2) If a scientific or jargon word is an Industry standard of the industry, use that word.
 * 3) Once a word or term is defined in the document it must be used consistently  as defined.

How long should a sentence be?

 * Every sentence should be as short as possible.
 * Every sentence must express a concept.
 * Every additional word increases translation costs.
 * Every additional word is a word that can be misunderstood

Why use lists?
Lists are useful because they:

 * Simplify long sentences
 * Create information chunks

How long can a list be?
Readers can typically only remember between five and nine items. Therefore keep your lists short. Divide any list of instructions with more than seven steps into two groups.

Remember most people divide telephone number into groups of three or four numbers

Example 00420 555 888 777

End of lesson Test
1. How long should a sentence be?

2. Why do we group together information in lists?

3. What type of information is written a numbered list?

title: Technical writing/Writing clearly EE


text:
User:Nazira

Be veg...... Go green.... Save the planet.... (http://www.suprememastertv.com)

title: User:Nazira


text:
User:Kioma

Kioma Winterwolf is one of the nom de plumes of a certain nerd living in a small country town in Victoria, Australia.

He'll get around to updating this page at, uhm, some point. Yup.

title: User:Kioma


text:
User:Kioma Winterwolf

Kioma Winterwolf is one of the nom de plumes of a certain nerd living in a small country town in Victoria (Australia). He'll get around to updating this page at, uhm, some point. Yup.

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

About me

 * Name
 * Scott Thornby

 * External Links

 * Location
 * Victoria, Australia

 * School
 * None, apart from Wikiversity.

 * Why I want to learn filmmaking.
 * I've been fascinated by it for years, and have been an amateur writer for a long time. This is a matter of branching out my knowledge in a practical manner, you might say.

 * Contact

 * }

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

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

title: User:Kioma Winterwolf


text:
User:Jtneill/Blog/CCK09

Week 1: What is connectivism?
See Connectivism and CCK09

 * Connectivism is more than the sum of the parts

My initial rather humble thought about "what is connectivism?" is simply that by being connected we get more than the sum of parts.

A bunch of wiki pages, for example, scattered about is less useful in many respects than a bunch of wiki pages which are inter-linked.

 * Connectivism is complicated

I guess connectivity theory might suggest that connectivity between learners may facilitate their learning? On face value this can often seem to be the case. But it is more complicated - e.g., we may run into limitations such as Dunbar's number and too much connectivity may even be detrimental.

A Deweyian approach would probably say that the proof is in the pudding - or in our case - in the dog food (reference to comment by Downes in the first CCK09 session - i.e., that in this course, we aim to eat our own dog food - if we're talking about connectivism, let's do connectivism).

The more I think and learn about connectivism, the more it seems to me that connectivity has always been important and that we are simply exploring connectivity's potential in our current cultures with new technology tools (such as the internet and web 2.0). Downes' and Siemens' thinking, research, and teaching into, about, and through connectivism, nevertheless is fascinating, worthwhile, and timely and may even be most notable for articulating and highlighting something we've always been doing when we learn, a skill/quality which is now vastly extendable with internet and web2.0 technologies. And the course is very successful in eating its own dog food, with knowledgeable experts at the helm, all helping to make it authentic.
 * Connectivism is old

My main suggestion, then, is that connectivity theory could be strengthened by acknowledging its evolutionary role and historical importance, as opposed to positing it as a distinctly new learning theory.

-- Jtneill - Talk - c 07:09, 19 September 2009 (UTC)

title: User:Jtneill/Blog/CCK09


text:
User talk:ALISHA

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:14, 19 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 07:14, 19 September 2009 (UTC)

title: User talk:ALISHA


text:
User talk:Test dummy

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:15, 19 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 07:15, 19 September 2009 (UTC)

title: User talk:Test dummy


text:
User talk:Silverwind~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:15, 19 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 07:15, 19 September 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Silverwind. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Silverwind~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 00:00, 18 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) 06:22, 19 April 2015 (UTC)

title: User talk:Silverwind~enwikiversity


text:
Template:Blog

Post something on your blog:

title: Template:Blog


text:
User talk:ETINM

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 13:35, 19 September 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Microsoft Silverlight vs. Adobe Flash
Hi, the content at Category:Microsoft Silverlight vs. Adobe Flash should really be shifted to Microsoft Silverlight vs. Adobe Flash since its main space content, not a category (see Help:Category. You could just cut and paste. Sincerely, James. -- Jtneill - Talk - c 13:38, 19 September 2009 (UTC)
 * FYI, I've switched the content over. -- Jtneill - Talk - c 13:56, 19 September 2009 (UTC)

title: User talk:ETINM


text:
Anishinabe/Course plan

Anishinabe studies
As follows is a recommended course sequence for obtaining a comprehensive education on the culture and history of the Anishinabe people. Many of these courses are still under construction; completion status is indicated by the symbols to the right of course titles. Note: Wikiversity is not an accredited institution, and finishing this course sequence will not provide any recognized accreditation outside of Wikiversity.

Required prerequisites

 * Introduction to Anishinabe culture
 * Introduction to Anishinabe history

Cultural electives
Students must pick three (3) of the following, and may specialize in a certain area if they wish:

title: Anishinabe/Course plan


text: User:Kifo

title: User:Kifo


text:
User:Lance Nelson

Lance Nelson
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Caputo, Philip J. A rumor of war. New York: Henry Holt and Company, LLC, 1977. Print.

A marine lieutenant by the name of Philip J. Caputo landed at Danang with the first ground combat unit committed to fight in Vietnam in 1965. After having served on the line in one of modern history's ugliest wars, he returned home, physically whole but emotionally wasted, his youthful idealism forever gone. A decade after leaving Vietnam, Caputo wrote this book, which he said was "simply a story about war, about the things men do in war and the things war does to them."

"It has nothing to do with politics, power, strategy, influence, national interests, or foreign policy; nor is it an indictment of the great men who led us into Indochina and whose mistakes were paid for with the blood of some quite ordinary men." (xiii). "In a general sense, it is simply a story about war, about the things men do in war and the things war does to them." (xiii).

title: User:Lance Nelson


text:
User:Egm6321.f09/Report table/Best of HW1

 I don't look through all reports or problems. So if you catch any errors, particularly in the "best solution", do let the TA and I know. Egm6321.f09 17:34, 9 October 2009 (UTC)

Latest archived version (possibly with comments): Team 1 | Team 2 | Team 3 | Team 4 | Team 5 | Team 6 | Team 7 | Team 8 Current version (possibly with comments):

Team 1 Team 2 Team 3 Team 4 Team 5 Team 6 Team 7 Team 8

 TA: Please provide a rationale on the selection of the team with the best solution based on the following criteria: Correctness, completeness, clarity, presentation. Egm6321.f09 17:34, 9 October 2009 (UTC)

 Best solution:

Problem 1: Team 1 - Clear and concise with numbered equations.

Problem 2: Team 1 - Clear and concise with numbered equations.

Problem 3: | Team 4 - Correctly defined differential operator, clear write up.

Problem 4: | Team 6 - Correctly defined differential operator, complete solution.

Problem 5: | Team 4 - All examples were exact, nonlinear ODEs.

 Best of  HW1 HW2 HW3 HW4 HW5 HW6 HW7


text:
Connectivism and Connective Knowledge/Header

Connectivism and Connective Knowledge


text:
User talk:Abrambrown

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:15, 20 September 2009 (UTC)

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

title: User talk:Abrambrown


text:
Technical writing/Structuring Information EE

 * back to Technical Writing Level 1

Structure and Function?
Structure describes how a thing is built (the architecture).

Function describes what a thing does.

We can describe the structure and functions of everything

Figure 1-1 A Kettle
 * This kettle is made out of metal (structure)
 * This kettle boils water (function)

A computer program also has a structure and functions

Structures require Descriptions
Give your reader the information required to identify a bicycle.

To describe the structure of a bicycle:

Define what a bicycle is in general terms
 * List all the major parts of the bicycle
 * Describe how the parts are attached
 * Describe how the parts relate to one another

Functions require Instructions
To give someone instructions for riding a bicycle:
 * First warn of any hazards and possible dangers
 * Crashing
 * Loss of balance
 * Falling over
 * Instruct how to mount the bicycle
 * Explain the function of the saddle
 * Instruct how the brakes work
 * Give your reader the information required to ride the bicycle

How does the reader find the information they need?
Structure

The most important information must be first.

Find out what information is most important to your reader and then put that information first.

Then the reader will always quickly find needed information.

The information without structure is not useful.

The reader must understand how the document is structured.

If the document is part of a set of documents all of the documents must have the same structure.

The order in which the concepts are introduced.

What order must the information be in?
The order that the information is presented is important.

Warnings must come first because they keep the reader safe.

For example:

“WARNING: Do not attempt to smooth out your facial wrinkles with this steam iron.”

Next write a scope that clearly defines what the document: For example:
 * Contains
 * What product including software release that information relates to

“This document describes the Lemon group of products. For the configuration tables please see Lemon Configuration Tables.pdf”

Readers look for a specific piece of information when they read a document.

Provide your reader with:
 * An Index
 * A Table of contents
 * cross references (For Web based content)

Assume your reader is intelligent enough to find their way if your organization is clear and consistent.

Types of Structure
There are five types of structure possible. Three are listed here. These are: lists)
 * Hierarchical structures (used in Functional Specifications and feature
 * Linear structures (read from start to finish like a novel)
 * Non-linear structures

Hierarchical Structures
The Hierarchical Structure describes each screen of the user interface, from the top left to the bottom right, listing each menu item, command button, or text box in order. A hierarchical structure describes all the functionality that must be displayed, for example, in a specification. Content Management Systems can be arranged as a Hierarchical Structure.

End of Lesson Test

 * 1) Why is it important to structure the document in a way that the reader understands? If you structure information in a way, that is not understandable for the reader, s/he won`t be able to find information that s/he needs and the documents will be unuseful.
 * 2) What order must the information be in? Warnings should be first, next you need to tell what the document contains and what product the information refers to, an index, a table of contents and cross references should be the next.
 * 3) What type of document is a hierarchical structure for? Functional Specifications and feature lists.


text:
Technical writing/Collaborating EE

 * back to Technical Writing Level 1

Collaborating
Before more than one person can work on a document everyone must be sure which copy of the document they are working on. It is very easy to start working on an outdated copy and this will duplicate work and sometimes create multiple parallel copies none of which contain all the necessary information. Most companies use a form of versioning or document control. This can be as simple as serially emailing the document so that one author has control of the document at a time or by using a versioning system that only allows certain people to book out the document one at a time. Increasingly companies use: be edited at the same time
 * Content Management Systems (CMS) so that different sections of the document can
 * tasking and tracking programs which link the document to a software release

Which Version of the Document is the latest?
If the technical writer cannot validate which document is the latest version then the technical writer cannot give the reader the correct information. If the version is old then the reader can cause damage to the product. If there are several versions of the product or software the problem of identifying the latest version multiplies exponentially.

Tracking versions of documents with a CMS or Versioning system
If more than one person works on a document (including validation or editing) use a Versioning system to track the version of the document. Examples are: (All the above automatically number each version of each section each time they are edited) Most Software tracking and tasking systems can be adapted to track the relevant documents for example: ● TFS
 * Open source Wiki based content management systems
 * Wiki Media
 * Confluence
 * DocBook
 * Madcap Flare
 * FrameMaker
 * RoboHelp

Tracking versions of documents without a Content Management system (CMS)
The reader needs the latest version of the document. If more than one person work on a document use a Versioning system to track the version of the document. Examples are:
 * accepted rules for naming, numbering and archiving documents including the:
 * software version
 * service-pack or patch
 * date and time
 * Wiki based content management systems
 * WikiMedia
 * Confluence
 * Madcap Flare

Then Technical writer and SME must work on the latest version of the document.

Collaborating on a document
Where more than one person works on a document (for example in large companies) one person must be responsible for:
 * the delivery of the document by the deadline
 * the inclusion of all content
 * communication with all SMEs
 * the completion of the document
 * the format of the document
 * securely archiving the document

Define the type of a document
Decide on the type of format of the document. Often companies have a global template and style guides to follow.

For example: Is the document a user manual? The type of information will be very different to an administration guide.

Estimate the extent of the work
How many man hours will it take to complete the work? Add 50% for contingency

Negotiate and define the deadline
When is the document needed by? Agree deadlines and procedures to keep the work on time.

What is the Scope of the document?
Decide what information will be included in the document and what information must be excluded for commercial reasons. Include the software release and any patch or service pack number.

Develop the structure of the document
Draft a list of chapters or section headings to be included in the document. Make a detailed plan of SMEs that will contribute to the document.

Development
Once the work has been fully planned we now instigate the following steps:

Planning the tests

 * Scope of the tests - what is to be tested and how?
 * Test schedule - when are the tests due to take place and how long will they last?
 * Pass/Fail criteria

Test Cases
When a test documented, this is known as a test case and has three parts.
 * Information This section contains general information about the test, such as:
 * Identifier - each text case has a unique number or code for ease of tracking
 * Tester - the person who created the test
 * Name - a test should have a human-friendly title for easy recollection
 * Purpose - a brief description of what the test expects to do

 * Activity This describes the actual test in the following terms:
 * Environment — the conditions under which the test took place
 * Initialisation — tasks undertaken before the test begins
 * Finalisation — tasks undertaken once the test is completed
 * Actions — a step-by-step guide to the test

 * Results
 * Expected results - what should happen
 * Actual results - what really happened

Testing needs to ensure that the document fulfils the stated requirements of the project. When the requirements are established, each requirement must have a stated test. It is necessary that each requirement be testable, otherwise the requirement is pointless.
 * Test Tracking

Write for your reader.

 * Use simple language.
 * Use your reader's vocabulary.
 * Use diagrams and pictures
 * Use the Systems Development Life Cycle.
 * Explain things in a way the reader will understand.
 * Provide accurate and precise information to your reader.
 * Correct the Document
 * Get some one else to check and validate the information and formatting
 * Nothing you write belongs to you.
 * If the information is not useful to the reader, delete it.

The famous English actor and scriptwriter Michael Knowles once said, "Leave your ego at the door. Big egos cause big problems. Give me one good, persistent writer with a small ego and the two of us will do the work of ten"

End of lesson Test

 * 1) How do we ensure that the Document is the latest version?
 * 2) Why do we negotiate deadlines?
 * 3) Why do we estimate man hours?
 * 4) When do we define the scope of the document?
 * 5) Why are you on this course?

 * back to Technical Writing Level 1

title: Technical writing/Collaborating EE


text:
User talk:Billsmith~enwikiversity

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:14, 20 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 07:14, 20 September 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Billsmith. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Billsmith~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 23:30, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Billsmith~enwikiversity


text:
User talk:Ypare23

 Hello Ypare23, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 11:20, 20 September 2009 (UTC)

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Kofi Pare
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title: User talk:Ypare23


text:
User talk:JDCOLE

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 12:48, 20 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 12:48, 20 September 2009 (UTC)

title: User talk:JDCOLE


text:
User talk:EGM6321.f09.Team3.cgs

 Hello EGM6321.f09.Team3.cgs, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 12:48, 20 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 12:48, 20 September 2009 (UTC)

title: User talk:EGM6321.f09.Team3.cgs


text:
User talk:Egm6321.f09.team3.diggs

 Hello Egm6321.f09.team3.diggs, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 12:48, 20 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 12:48, 20 September 2009 (UTC)

User:egm6321.f09.team3.diggs/HW1

title: User talk:Egm6321.f09.team3.diggs


text:
User talk:Rotapod

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 12:48, 20 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 12:48, 20 September 2009 (UTC)

title: User talk:Rotapod


text:
Medical Ethics Topics/Surrogate decision-making

Surrogate Decision Making Outline Fall 2009

Surrogate Decision Making Cases Fall 2009

Vermont Advance Directive Short Form

Surrogate Decision Making Lecture

Surrogate Decision Making Discussion


text: Category:AP Language

title: Category:AP Language


text: Category:Brainstorm Forum

title: Category:Brainstorm Forum


text: Category:Ejump

title: Category:Ejump