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Instructional design/Interpersonal behaviors/Resources

Back to Topic: Instructional Design

Back to Interpersonal Behaviors

Introduction
Welcome! This lesson is a guide for "generating ideas" for instructional tasks about interpersonal behaviors. It provides useful information about the interpersonal domain, but can also be used as a resource whenever you are assigned an interpersonal task.

Included in the lesson is:
 * this introduction
 * a definition of terms
 * a starter activity
 * a table of data linking topics with keywords
 * a case study
 * a learning activity

“Generating ideas? Why would I need a guide to come up with ideas?” – you might ask. “What’s so special about interpersonal tasks? They tell you the subject, you get the information, and you train the people, right?”

Creating instruction for the interpersonal domain can be very different than other domains. To demonstrate how, let’s compare two tasks:

 * procedural training, such as how to ride a bicycle (psychomotor domain) and
 * interpersonal training for effective communications for a sales team.

If you’re training people on how to ride a bicycle, the task is pretty straightforward. True, you’ll want to know about the learners and their experiences with bicycles, or if they have any physical limitations. But the procedure as a task is stated: the trainer will teach the learners how to ride bicycles.

With an interpersonal task, you might be assigned something quite broad, like "provide a communications workshop for the sales team". Usually, there is a reason, a lack, an issue or problem that need, issue or problem that a client or company needs to address. The client may not even know the exact problem; even though they know something needs to become better. Chances are, they didn’t just choose to hold a training about interpersonal issues because it’s a “nice thing to do”. They believe that a trainer and/or a workshop can improve the situation.

Let's take the sales communication workshop in our example. Is it communications between sales reps and customers? Between sales reps and each other? Is it about correctly communicating specific orders to avoid mistakes? Is it to get the sales staff to stop bickering about commissions?

It’s up to you, as the course designer and/or trainer, to find out. It's up to you to ensure that the training you provide addresses the underlying issue. And once you ask the right questions (of learners, managers, experts or clients, through your analysis) ...you'll be able to refocus or refine the topic, and generate ideas from that new information.

What You Will be Doing in this Lesson
This lesson includes various parts.

 * In the first part of the lesson, you will review definitions of some key terms that are important to know for generating ideas for your work within the interpersonal domain.
 * Once you have covered this material, you will do a “starter” activity, to help get you thinking in terms of interpersonal issues.
 * Next, you will be following a case study about Tanya the Trainer. You will read about Tanya's task, her analysis, how she refocuses the task, and what decisions she makes.
 * Then you will review how keywords or key terms can be linked with interpersonal topics. You'll follow Tanya's search and see how she used a table and keyword search to generate an idea for her task.
 * When you have finished seeing what Tanya did, it will be your turn, and you will move on to the Activity part of the lesson where you will select an authentic task, and do research to help you generate ideas.

Learning Objectives
Given an authentic instructional task, information about your learners, and data about Interpersonal Domain Topics, you will be able to generate ideas to help meet your specific instructional objective.

Additionally, you will be able to:

 * Select topic and subtopic information from the data that is most relevant to your authentic instructional task.
 * Consider how this relevant information applies to your task, problem and learners' needs.
 * Break down your instructional task into components using data about topics and subtopics within the interpersonal domain.

Defining Terms
To generate ideas about an interpersonal task, it’s important to define some key terms. Read the definitions below. Then proceed to the Starter Activity where you will have a chance to apply what you just learned.

If people were perfectly happy all the time in interpersonal relations, and everyone got along with everyone, always got the results they wanted from every interaction, then there wouldn’t be any “interpersonal issues”. The idea of “issues” is that there is at least one person being affected by something of concern, in question, something needing resolution, clarification, improvement or to be settled.

Why is the area of interpersonal issues and topics so broad? This is because it represents every subject or issue that could possibly come up when any two or more people interact or relate.

Many times a problem you are asked to address as part of an interpersonal task is not neatly tied to one interpersonal topic or issue. Sometimes the everyday situations presented to you as the trainer, comprise parts of different overlapping interpersonal issues and topics. Later in this lesson, we’ll take a look at different interpersonal issues, and how they relate to everyday situations and relationships.

Starter Activity
Before you proceed with the lesson, do this starter activity to get your mind thinking about interpersonal relationships and issues.

 * Select how you will note your ideas: either a new Word document or a pen/pencil and paper will do.

 * Consider some of the relationships you have or have had. Don’t stress on this. Perhaps you have a sibling, a parent or parents, co-workers, an old boss, a teacher, a friend. Then write down 2 of the relationships you thought of.

 * Now think about an incident or issue that needed resolving, clarification, or something being settled between you and that person. Consider what it was about. Did this issue get triggered by a specific interpersonal interaction? If yes, what was the issue and what was the interaction that triggered it? Write that down.

 * Next, think about how it could have been resolved. What skills did each person bring to improve the situation? What skills would have been useful? Did the outcome involve negotiating or compromise? See if you can identify the general issue.

 * Then move on to the next relationship. Try to remember or recall the issue. Repeat the steps above. When you are done consider what kind of workshop or training could have been of benefit to you or the other person at the time. This is just an exercise to get you thinking about the types of problems you may address as a workshop designer in this domain.

A Case Study
The following is a case study based on a real situation. Read through the study and follow what happened to Tanya the Trainer.

The owner of a crossword magazine publishing company asked Tanya to do a workshop for the editorial team. The owner told Tanya there have been conflicts and tension since the new manager came on board a few months ago. The owner said tension has grown; production time has increased; which has added indirectly to his costs. He also added that spirits are low; and that it doesn't feel like the team he used to know. He asked Tanya to create a communicatons workshop to reduce conflict and create a happier and more productive department. Since she’s the professional, he thinks she’ll know how to do the job.

The Analysis
What happened when Tanya separately interviewed the team members and manager as part of her learner and context analysis?

 * According to individual team members: the manager first tells them to do something one way, but then seems to change what he wants after they're done with a project. He gets angry and tells them they didn't do it as he directed. He asks them to start over, re-explaining what he wants. The team members now feel nervous about their jobs as they feel he isn't satisfied with their work.

 * According to the new manager: The team members don’t listen well. He explains what he wants done, but the team never seems to hear it. They go back and do things it seems however they want. The results are unacceptable. He has to ask them to do it over again. He knows they have the skills, but he doesn't understand why they aren't connecting. Why can't they do it right the first time? It takes too long, and he fears it reflects badly on his department.

The Discovery
After Tanya conducted her interviews, she discovered that the manager explained things in a way that the team members didn't understand. He used different words than the team members used for certain processes and tool names. He skipped steps that he assumed everyone would do, and took that part of it for granted. He was accustomed to doing things another way that the team was unfamiliar with. When he attempted to explain what he meant, his vocabulary was different than theirs. Yet when he had to explain things a second time, he often gestured which gave the team clues about what he wanted them to do.

Based on this discovery, think about what you would do if you were Tanya and you had this assignment. After some reflection, write down your responses to the two questions posed below. This is an exercise for you, to develop your skills in generating ideas. Imagining that you were Tanya, answer the following questions:
 * What would the new subject of your workshop be?
 * What ideas would you generate about what to be sure to include in your workshop to address the issue?

What Tanya Did Next
Tanya decided to narrow her focus, to emphasize how miscommunications and misunderstandings happen, and to provide a solution to the misunderstandings that had previously happened. She decided it was important to create a workshop where nobody was blamed; but where the issue of clarification was addressed.

Next, Tanya decided to do research by looking at data using the Internet and the library. As she had just started working in interpersonal tasks, she also started a table, for linking broad interpersonal topics with related key words. Using the Internet and library, she selected relevant keywords and did research to generate ideas.

How to Brainstorm to Find Data and Generate Ideas
Brainstorming for keywords and key terms is an effective way to find data for generating ideas. Two ways you can brainstorm are:
 * create an Interpersonal Topics table to use and add to.
 * freely associate key words or key terms on paper.

The next section provides an example of a brainstorming table you can use as a model. To create a brainstorming table:
 * List some of the broader interpersonal topics, one per row. For each topic, create a column for keywords or key terms; you might also want columns for issues, activities, links and situations.
 * Fill in the table with issues or key words that you think are really relevant to the specifics of your task. Don't go for things that are just remotely related. Fill in what you can.
 * When you have your list of key terms/words and issues, use the library search tool at www.worldcatlibraries.org. to find books.
 * To find links to data and other research, use a good search engine like Google, entering key terms or key phrases.
 * You will probably know quickly which things are irrelevant. But when you find a relevant link, you can save it as a favorite, or make a list until you have a set of data you can review to generate ideas.

To freely associate key words or key terms:
 * Focus on the specifics of the assigned interpersonal task and pertinent information you know about it.
 * Write down key words or key terms in a list, without stopping to do a search on each word or phrase you think of. Remember that if you do think of a phrase, such as "interpersonal issues", to put this search in quotes, when doing a Google search.

Tanya linked her task with the topic of communications. Then she searched for keywords and related topics, and used data on “mixed messages”, “communications”, and “miscommunications” to generate her own ideas for her specific workshop.

An Idea Tanya Generated
Using a table, Tanya searched using keywords after looking for data under “communications, mixed messages, miscommunications, common terms, definitions.” Through her exploration, she came upon the following website with definitions of common words and phrases, somewhat unrelated to her task. (http://www.library.yale.edu/~llicense/definiti.shtml)

But from that site, she generated an idea. She decided to create a similar looking form with common words and phrases used by the magazine editorial staff. She then decided to use the form for her workshop, to both ensure everyone agreed on the definitions and uses; and to create a game or exercise the editorial team members could play as a way to reduce tension.

The table below connects broad interpersonal topics and related keywords/key terms. Review the information to see examples of how you could link keywords to your assigned tasks. For your own use, you can also start a table and continually add to it to help you generate idea from data resources.

Important Things to Remember in your Search:
 * In a Google search, make sure to put keywords that go together in quotes, such as "common terms".
 * As you search through data, notice how certain search terms yield results that are much more relevant than others.
 * If you don't find links to relevant information this way, keep refining your search terms based on how close you seem to be getting to the relevant topic or subtopic.
 * Keep track of links and jot down any ideas that spark your imagination, so that you can later go back to generate ideas from various sources.

Learning Activity
Now that you have followed Tanya’s process, it’s your turn. For the final activity, either think of an authentic interpersonal task you have been asked to do; or invent a task that you imagine could be assigned to you.

 * Write down the title of the task and what information you initially received (or could receive) as presented to you.
 * Write down the types of questions you would then need to ask your subject matter experts, clients, or learners in order to clarify, refine or focus to understand the issue or needs.
 * Assuming you asked these questions (real or imagined), and received answers, now write the new topic focus or refined task based on this feedback.
 * With your new focus or refined topic, either use the table provided in this lesson; or generate your own lists of keywords that you feel are directly related to the task.
 * Then, using data found on the Internet or in the library, search until you find links to relevant data that spark your interest. From those links, review the relevant data for relevant information. Then think of your task and write down one idea that you generated from your research.

Resources and References

 * Cahn, D.D. (1994). Conflict in Personal Relationships. Mahwah, New Jersey, Lawrence Erlbaum Associates
 * Caroselli, Marlene (2003). Interpersonal Skills. Mason, Ohio. South-Western
 * Heinich, R., Molenda, M., Russell, J.D. (1989). Instructional Media and the New Technologies of Instruction. New York: Macmillan Publishing Co.
 * Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.
 * Triandis, H.C. (1977). Interpersonal Behavior. Monterey, Calif, Brooks/Cole Pub. Co.
 * Zaleznik, A., Moment D., (1964) Dynamics of Interpersonal Behavior. New York: John Wiley & Sons.

 * Conflict Resolution
 * Team Building Resources
 * Interpersonal/Human Skills from Free Management Library
 * Thiagi.com: "seriously fun activities for trainers, facilitators, performance consultants and managers".

What's next?
Move to the next lesson

Delivery Methods and Delivery Considerations for Instruction within the Interpersonal Behaviors

Back to Interpersonal Behaviors


text:
User:Shanel

Hello! My name is Shanel Kalicharan. My edits on this wiki are mostly part of my steward work. If you have any comments or questions, please let me know on my global talk page!

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

title: User:Shanel


text: File:Penny and Eggbert Music 2 150.png

title: File:Penny and Eggbert Music 2 150.png


text:
Film editing/Penny and Eggbert/Intro

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A fun exercise in the course on Narrative Film Editing
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The Story of Penny and Egbert
Let's take a look at an extremely simple example of a scene which needs editing. It is an animated movie called "The Story of Penny and Egbert". I hope you will find it fun!

The purpose of this example is to study creating "L-Cuts" and inserting narrative film music.

If you already know all the basics of film editing skip all the pages up to the lesson page on "L-Cuts".

The two most difficult concepts in film editing

 * The two most difficult concepts in dialog editing are "L-Cuts" and inserting narrative music.

 * 1. "L-Cuts"
 * When you edit a conversation, you will always create "L-Cuts" if you use the editing method taught here at Wikiversity Film School. It is very easy!

 * Note: This is also called rolling the picture edits while the audio is locked.

 * 2. Narrative film music
 * Sometimes it is useful to insert narrative film music between the sentences of dialog. This is similar to adding "L-Cuts" but much more challenging.

 * Note: This is also know as adding music which tells a story to a conversation.

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

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Why did I create this lesson?
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Why I wrote these instructions
One of the best ways to learn film editing is to purchase the film editing disks from the Star Movie Shop. You will learn a lot from these disks. (Note: These disks are free if you earn enough points at Wikiversity.)

Disks without instructions
However, there is a problem with the disks from the Star Movie Shop. The problem is there are no written instructions except for the first disk ("Follow Dave?" Editing Workshop CD-ROM).

The missing manual on film editing theory
Therefore, I created these instructions in this lesson which hopefully will help you understand the theories covered in the disks. This lesson your are beginning now is totally separate from the disks of the Star Movie Shop. You will not find this lesson on any of their disks so pay attention!

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Buy these disks!
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The disks from the Star Movie Shop

 * I think these disks are helpful for learning the basics of editing a dramatic scene.

 * 1. "Follow Dave?" Editing Workshop CD-ROM gives you an overview of narrative film editing.
 * 2. "24 Unedited Scenes" gives you a tour of the movie sets of Hollywood.
 * 3. "Fireworks Display" explains the theory of "L-Cuts"
 * 4. "Hearing Voices" shows you a simple example of both "L-Cuts" and cut away shots (or insert shots.)
 * 5. "Blindman's Bluff Production" gives you a quick look at film scoring (and editing for film scoring) for narrative productions.

This is lesson separate

 * Note : This lesson is completely separate from the disks from the Star Movie Shop.

 * You need both this lesson and the disks from the Star Movie Shop to understand the whole concept of narrative dialog editing.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The most unusual movie in the world
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A super simple scene

 * To help you viualize "L-Cuts" and inserting narrative music, I have created a very simple scene called "The story of Penny and Eggbert".

 * I also created instructions showing how this scene can be edited.

 * I use lots of pretty pictures of each for the steps so I hope that everything is clear. If not, @undefined.

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Prerequisites
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Before you start

 * Get the first two disks from the Star Movie Shop. These are:

 * "Follow Dave?" Editing Workshop CD-ROM
 * "24 Unedited Scenes"

Free

 * These disks are free if you have earned enough Wikiversity Film School points. Simply complete the first few lessons of the basic filmmaking course and you will have enough points to get these disks for free.  (Void where prohibited by law.  Offer can be canceled at any time.)

 * Then before you begin this lesson, you should watch the 11-minute animated instructional movie on "Follow Dave?" Editing Workshop CD-ROM called "Start Here" and then look at all the overview movies of the film dailies on the DVD-Data disks called "24 Unedited Scenes".

 * These two disks will give you the background that you need to understand this lesson. "The story of Penny and Eggbert" will be much easier to understand once you have seen the movie about the basic theory of dialog editing and look at real film dailies.

 * Note: These are the same two disks described in the first two lessons of the course on narrative film editing.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Introduction
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Inside your editing program
On the timeline of your editing program, you work with film clips.

Each film clip consists of a picture track and an audio track which are synced together.

To the right, you see a short film clip of Eggbert saying "Quack, quack, quack." You see Eggbert's mouth wide open and you see the audio waveform of his conversation. For this clip, there is a slight pause before Eggbert begins to speak and a slight pause at the end. Do you see this?

The Rule: Remember that the picture and the audio must never go out of sync. That is the rule you must follow always while you create "L-Cuts" and insert narrative music.

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Here is sample clip in the timeline (picture and audio)
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A film clip
This is my drawing of a film clip. This shows one piece of dialog from the scene called "The story of Penny and Eggbert".

 * 1. The picture and the audio tracks are in sync.

 * 2. Editing is never destructive. It only hides the unwanted frames at the beginning and end of the clip (as shown here).

 * 3. Even though the audio and picture are locked together, you can trim the ends of the audio and the picture separately.  The clip still remains locked in sync even if you roll the picture edit separate from the audio.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Look at the script
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The next page

 * First, you should take a quick look at the script. This script is extremely short and simple. Click here to go to the next page.

 * }

title: Film editing/Penny and Eggbert/Intro


text:
Sustainable design in architecture

The World Commission on Environment and Development has put forth a definition of sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs” (from Our Common Future, 1987). Fundamentally, sustainability in architecture is three-fold: environmental sustainability (the most familiar), economic sustainablity and social sustainability. There are many types of sustainable designs in architecture, and many ways of designing sustainably. Environmental sustainability refers to the general problems of energy needs, waste load (and emissions), urban transport, poverty, urban population growth, biodiversity loss, undervaluation of natural areas.

General principles
Sustainable design in architecture considers: life quality, environmental quality, human health, building health, energy efficiency and cost. And these topics are related to economy of resources (especially energy, water and material conservation), life cycle design (concerning the pre-building, building and post-building phases), and humane design (considering preservation of natural conditions, urban design site planning and design for human comfort). Consequently, its mains features are the following: i.	Adequacy of buildings to the environment and human needs. ii. Efficient and rational use of energy. iii. Obtention of environmental comfort through the optimized use of renewable resources.

Passive Design is presented as a system used in architecture to obtain environmental conditioning by natural processes. This system uses solar radiation, breezes and winds, material characteristics, orientation, trying to minimize the use of heating or cooling systems in order to reduce energy consumption, providing comfortable conditions in interior and exterior spaces. The most effective design measures are:

-Thermal insulation. The minimization of transmission losses of the building envelope (conservation) is the main goal in order to reduce consumption.

-Natural ventilation. Control of air flows is important both for comfort and for energy saving.

-Thermal mass. The incorporation of materials with high thermal mass retains heat effectively.

-Orientation. Proper orientation of the building increases the possibilities of solar caption and wind potential.

-Passive solar systems. Their main applications are related to “direct solar gain” and “heat storage”.

Incorporation of efficient equipment, substitution of alternative energy sources for non-renewable energy sources and usage of local products are other important topics to consider in relation to sustainable design.

Sustainable designs in residential architecture
Some sustainable designs for residential construction include Straw-bale housing, Earth-bag housing, Micro housing, Earth Sheltered homes, Sod houses, and Hybrid homes.

Straw-bale housing is typically a house that is utilizing the construction qualities of Hay, or straw bales. They are a natural insulator, don't burn well due to absence of oxygen in the strawbale, and no insect, or vermin voluntarily eat straw. Often, People building strawbale homes plaster the outside of the straw bale, and build the walls on the inside by sectioning the straw bales, and attaching OSB, or Drywall to the inside.

The Earth-bag design technique has been utilized for hundreds of years. It typically consists of filling Berlap, or polypropolene sacks with sand, or earth. It doesn't work well as an insulator, but if covered with an adequate roofing system, will be good for years. If the walls are angled, and covered with earth, sod can be grown on the walls, which will give the walls natural protection form the elements. Earthen bag houses are also generally resistant to bombs, and bullets, which is a good trait for developing countries, or countries at war.

A popular method of green building is the usage of locally produced materials, or renewable resources such as bamboo, and cordwood. Earth has even taken to the walls of various homes across the country, through the usage of Cob walls, adobe, stucco, and waddle & daub. Dirt, or plaster don't serve as great insulators, but the heat-retentive walls help cool the house during the day and warm it during the night.

title: Sustainable design in architecture


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:L-Cuts

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An example for the course on Narrative Film Editing

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"L-Cuts"

 * When you edit dialog using the editing method explained at Wikiversity Film School, you create "L-Cut" automatically without even thinking about it. It is easy.

 * 1. To create "L-Cuts", you first edit to get the best audio (the best sounding dialog) so it has a natural rhythm (back and forth, back and forth.)  (Note: You already did this in the step called "The rough edit".)

 * 2. Assuming the picture is not totally ugly, you ignore the picture while you create the rough edit. Whatever picture comes with the dialog (the actor's spoken words) is OK.

 * 3. Once the audio sounds perfect, you lock the audio and roll each the picture edit to find the best visual transition. Rolling the picture edits will show either the anticipation or reaction of the listener.

 * Note: Rolling the picture edits does not change the length of the scene. For each frame you add to one clip, you automatically remove a frame from the other clip.

 * Note 2: And the audio never changes while you roll the picture edits.

 * It was easy!

 * Just by rolling the picture edits, you create "L-Cuts".

 * Easy! Let's take a look..

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 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
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Step 1 - Do a rough edit based on the audio

In the previous step
Previously, we created the rough edit. This picture to the right shows you what it looks like in the timeline.

There are just two edits in the entire scene. Very simple.

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Just straight cuts based on the audio

Rough Edit

Here is the rough edit

 * In the rough edit, all cuts are done half way between sentences (between dialog). Also, the picture and the audio edits are at the same point in time.  This is the most basic and simplest form of editing.

No destroyed frames

 * The most important thing to remember is all three clips are complete and whole. If we want to unroll any of these clips, there will be a complete master shot.  By doing the rough edit, we have not destroyed any frames (unless we are using "HyperEngine-A/V version 1.5" which actually destroyed all the frames that were not visible.  Dumb!)  The missing frames are just hidden, ready for use at any time we roll the picture edit.

 * }

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The first edit

The first edit point
There are only two edits in this entire movie. We start by looking at the first of these two edits.

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Straight cuts based on the audio

The First Edit

The first two clips

 * The movie starts with Eggbert quacking at Penny. At exactly the point where Eggbert finishes is quacking, there is the firt rough edit.  Then Penny begins to peep.

 * }

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Here is the first edit

A close up view of the rough edit The first edit point

Talking only

 * Eggbert is always talking in the first clip and Penny is always talking in the second clip.

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Here is the first edit rolled forward

→ → → Roll the picture edit to the right → → →

Rolling the edit forward in time

 * When we roll the picture edit forward in time, we begin to see Eggbert listening and Penny talking in the two shot. Look at the frame marked in red.

 * Note: Later, we will learn that this is not good because we will loose sync after the first peep.

 * Remember: rolling the picture edit does not change the length of the movie. You are hiding one frame for each new frame you show.

 * }

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Here is the first edit rolled backward

← ← ← Roll the picture edit to the left ← ← ←

Rolling the edit backward in time

 * When we roll the picture edit backward in time, we begin to see Penny listening while Eggbert is talking. See the frame marked in green.

 * We don't actually see Eggbert talking because his lips are not shown. That is good because then Eggbert can never be out of sync.

 * Remember: rolling the picture edit does not change the length of the movie. You are hiding one frame for each new frame you show.

 * }
 * }

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

The second edit

The second edit point
Next we will look at the second edit of these two edits.

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

 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Straight cuts based on the audio

The Second Edit

The next two clips

 * When Penny finishes peeping, the final clip of Eggbert's quacking begins.

 * }

{| border=1 cellspacing=0 cellpadding=5

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;"|

Here is the second edit of the Rough Edit

A close up view of the rough edit The second edit point

Talking only

 * Penny is always talking in the clip before the edit and Eggbert is always talking in the clip after the edit.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
 * }
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;"|

Here is the first edit rolled forward

→ → → Roll the picture edit to the right → → →

Rolling the edit forward in time

 * When we roll the picture edit forward in time, we begin to see Penny listening and Eggbert talking in the two shot. Look at the frame marked in green.

 * Note: Later, we will learn that this is not good because we will loose sync after the first peep.

 * Remember: rolling the picture edit does not change the length of the movie. You are hiding one frame for each new frame you show.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
 * }
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;"|

Here is the first edit rolled backward

← ← ← Roll the picture edit to the left ← ← ←

Rolling the edit backward in time

 * When we roll the picture edit backward in time, we begin to see Eggbert listening while Penny is still talking. See the frame marked in Aqua.

 * We don't actually see Penny is talking because her lips are not shown. That is good because then Penny can never be out of sync.

 * Remember: rolling the picture edit does not change the length of the movie. You are hiding one frame for each new frame you show.

 * }
 * }

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

More about "L-Cuts"

The next page

 * We need to look at more details about "L-Cuts". Click here to go to the next page.

 * }


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Narrative music

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

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * bgcolor=Cornsilk |

"Inserting narrative film music"
Narrative film music is music which narrates (explains) a scene. The music acts like a narrator to explain what is happening in the scene.

Narrative music has only one problem. Extreme care must be taken when you insert narrative music in a conversation so it does not step on the actor's dialog.

If you are not careful how you insert the narrative music, there can be lip sync problems.

 * Rule #1: You may add narrative music when people will not notice the lack of lip sync.

 * Rule #2: Don't add narrative music when people will notice that the audio and picture are not in sync.

 * It is that simple!

 * bgcolor=Cornsilk |

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

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Look at the differences
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

L-Cuts vs. Narrative music
Before we start learning about editing for narrative film music, remember this is not the same as creating simple "L-Cuts". There is a difference

When we make a motion picture, we edit the audio and the picture so the conversation has a natural rhythm. Then we create "L-Cut" to make the picture less ugly.

Now we need to add very strong music to provide the mood for the motion picture. This requires a different kind of editing.

Editing for narrative film music looks very similar to creating "L-Cuts". However, there is a difference.

These two steps look similar. Don't get confused. There is a difference

 * Let's compare

Take a quick glance at the two pictures. Do you see the difference?

One demonstrates how "L-Cuts" are created and the other shows how narrative music is added.

As you can see, these are two totally different concepts.

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

See the difference? Edit for Picture Dialog Editing - "L-Cuts"
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" rowspan="1"|

This is what happens when you create simple "L-Cuts"

 * To create a simple edit, you edit for sound, lock sound, roll the picture edits to get the best visual transition (under the circumstance) without loosing lip sync.

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

See the difference?
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" rowspan="2"|

Edit for Music Film scoring - Narrative film music

This is what happens when you add narrative music

 * Edit for sound, put the clips apart, insert room tone, add narrative music, roll the picture edits to get the best visual transition (under the circumstance) without loosing lip sync.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Editing for Narrative Film Music is different
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Keep this in mind

 * There is a different.
 * When you insert narrative film music into a scene, remember, this is not the same as creating simple "L-Cuts".

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Step 1 of adding narrative music
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 1 - Add a gap in the dialog
In between sentences (or wherever you wish), pull apart the pieces of the rough edit.

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

Create the gap for the music
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Add the gap
Narrative music is sound strong, it needs a gap in the dialog.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Step 2 of adding narrative music
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 2 - Fill in the gap with picture
I rolled (expanded) the clip on the end by unrolling more of the footage. This filled the gap.

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

Create the gap for the music
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Adding room tone
Without room tone, the audio will sound very bad.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Step 3 of adding narrative music
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 3 - The room tone
The silence will sound bad.

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

The natural sounds of the room
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Adding room tone
Without room tone, the audio will sound very bad.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Step 4 of adding narrative music
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Step 4 - Add the music
Add the narrative music to fill the gap.

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

Add the music
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Add the music
The music should fill the gap completely so that the pause in the dialog seems totally natural.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A major difference
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Keep this in mind

 * There is a difference.
 * From what you just saw, editing dialog so you can insert narrative film music between the sentences of the dialog is very different from creating simple "L-Cuts".

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Look at the possible camera setups
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * That ends the theory. Now you must create the music and perform the edit. Click here to go to the next page.

 * }


text:
Talk:Architectural design

65.91.140.220 11:18, 11 April 2007 (UTC)

title: Talk:Architectural design


text:
Aquaculture

Aquaculture broadly refers to the cultivation of aquatic flora and fauna in a controlled and modified environment to specifically enhance the growth, quantity and. Aquaculture is categorised in any number of ways, a common one being based on water salinity. Others take the species cultivated or extent of human control exerted into consideration. Based on water salinity the three categories include

 * Freshwater (cultivation in inland freshwater rivers, ponds,lakes or aquarium)
 * Mariculture (In the sea with the use of cages and pens)
 * Brackishwater ( in the estuaries where salinity fluctuation occurs between 5-25 parts per thousand (ppt)

Types

 * /Mariculture/
 * /Freshwater/

Misc

 * /Tasks/
 * /NSW Fisheries/

Algaculture
Based on the extent of control
 * Extensive (with very little human interference, such as no artificial feed or aeration)
 * Semi-intensive (some form of interference through addition of commercial pelleted feed, or fertilization of water body to enhance the productivity of the system, and the stocking density is not very high)
 * Intensive ( All factors are controlled including, aeration, use of commercial pellet feed and a very high stocking density)

Prawn farming
Sea prawn farming may be a lucrative business but the project requires a large track of land, access to sea water and sea water piping for irrigation and waste water management. Generally there are three stages involving the use of sea water. First, sea water has to be pumped into a retention pond with compartments for sediment to settle and to filter off impurities. Next, the treated sea water is transferred into breeding ponds which are usually divided into smaller cells of half a hectare in size. Finally, the waste water from each cell has to be treated before being discharged into the river or before being re-used.

title: Aquaculture


text:
User:JustinR

Justin Riddiough of SchoolForge

title: User:JustinR


text: User talk:Ixtli

title: User talk:Ixtli


text:
User talk:Moonbug~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Moonbug. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moonbug~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 23:44, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Moonbug~enwikiversity


text:
User:Silexq

I'm new to wikiversity, so I will start with my first goal here:

Czech language ! I really need to learn it!

title: User:Silexq


text:
User:Andreasmeiszner

I am a PhD researcher at the British Open University (The OU), more precisely at the Institute of Educational Technology (IET). My research focuses on informal virtual learning environments such as the FLOSS (Free / Libre Open Source Software) communities, by also keeping an eye on similar communities like wikipedia.

I am also the project manager of the EU funded FLOSSComproject on behalf of the coordinator SPI (Sociedade Portuguesa de Inovação), Portugal.

The full title of the project is: FLOSSCom - Using the principles of informal learning environments of FLOSS (Free / Libre Open Source Software) communities to improve ICT supported formal education

As indicated by the title the project does not examine the benefit of FLOSS products in education (which I acknowledge do exist), but on the principles behind like the collaborative content production, the free and voluntary support, the open and transparent structures…

Thus the Wikiversity project, like also the OU’s OpenLearn initiative, are projects that are well in line with my current research interests.

My research in the education area began back in 2003 at the University of Aveiro, Portugal, with an initial focus on quality in ICT enriched higher education. In October 2006 I moved with my PhD studies to the OU.

Besides the world of academic research I also worked in various business sectors and functions during the past 11 years, having obtained three higher education degrees in management.

So finally, now that I signed up at Wikiversity I will go and dive a bit in, take a deeper look, and might surf the one or other wave.

title: User:Andreasmeiszner


text:
Talk:Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Discussion of the UN charter

Joelenne Revak CQ # 5

My question is from the UN Charter as well as the class discussion on 4/13/07 with regard to Hugo Grotius ‘War and Peace. Starting with the point Grotius makes, for a country to declare war, the country declaring war must state that the other country is no longer acting rationally or able to negotiate terms in a peaceful manner. The UN Charter creates the same scenario in article 33, chapter 6 where it states that any parties in a dispute and likely to endanger the maintenance of international peace and security must first seek solution by negotiation, enquiry, mediation, conciliation, arbitration and settlement. It seems as though both are stating there must be viable reason and evidence that a country can declare war in the way in which war should be acted in a civil manner. While the circumstances would seem that in Grotius’ point when a country does not act under certain procedures in a time of war, the later consequences would be of other countries not continuing to trade with the first country or make treaties, as there is a lack of trust. The other countries do not see a reason to take the first country for face value as they do not act in a certain way during war, what would stop them in a time of peace from violating treaties. The UN Charter goes on after article 33 to state in article 42 chapter 7 that should the UN consider peace measures to be inadequate, it may take action by air, sea or land forces as may be necessary to maintain or restore international peace and security and may include blockades by forces of UN members. Sounds like a hefty threat. My question remains, even with the threats, the U.S. declared war on Iraq claiming Iraq was responsible for the missile attacks on American soil on September 11, 2001. It would seem like a valid claim to say that Iraq was no longer acting rationally or up for peaceful negotiation. However, later it was proven Iraq was not responsible for the September 11 attacks, and yet the U.S. was not punished in any way for not having viable evidence to declare war. The UN threat in the Charter has still not taken effect, and other countries are still trading with the U.S. How can this be? Are we stating as a world that a country with money and power has no limits by which they must behave? It has been 50 years since the rise and fall of both Hitler and Stalin, yet we have learned little as a human race that limitless power does not result in a better end. I’m not comparing Bush to Hitler; that may be a later argument. My question is simply how would the global society actually prepare to stop another tyrannical leader had one begun to rise in power. It seems with empty threats the leader would be able to rise quite well and create massive genocide along the way.

Joelenne Revak CQ# 6

My question is again from the UN Charter as well as the discussion in class on 4/10/07. Article II of the UN Charter states that in “good faith,” the obligations of the Charter shall be followed by each member. Article VI states that a member of the UN whom has persistently violated the principles contained in the present charter may be expelled from the organization upon recommendation of the Security Council. This expulsion was pointed out in class, does not apply to the five permanent members of the Charter. The five permanent members were created with the Charter at the end of WWII, as justly being the victorious countries after the war’s end. The U.S. as part of the five members went forward with a noble cause to rebuild both Germany and Japan so as to limit the causes for another world war. The UN was created as a place to discuss international peace and suggestions for progress and technology in trade in the future. A large part of the Charter discusses what should happen in the case of countries violating the peace. There are no consequences for the five permanent members if they violate international peace. As history shows us, there seems to be little or no consequence for smaller countries not a part of the permanent membership if they violate the peace as well. Take Yugoslavia as Professor Downard pointed out in class. The fear of the UN actually having the power to execute the threats in the Charter would require one large military power. This is understood as a terrible thing; take a tyrannical leader gaining power over the UN. My question is why would giving actual power to the UN really be such a terrible thing? If an amendment was made to the UN Charter declaring there will be always head of say five members that can be voted as acting top Security Council and must be re-voted at each meeting, without ever allowing one ruling person, the supposed tyrannical leader would never gain the power needed to give orders to a large military. As well as the example of the European Union in comparison to the U.S., the European Union is compiled of many smaller military forces, and the likelihood of all of the countries in the Union together deciding to join military forces and go to war is extremely slim. Where as with the U.S. there is only one large military force, and can easily determine it will go to war, especially knowing there will be no consequences from the UN or other countries as far as trade. Why not fashion the UN after the European Union? Should we really be more fearful of a union with many nations all with small military powers together given more power, when at the same time each nation has a lot to say about going to war or not and a decision is less likely to be made; or look at what has happened where large powerful nations already have large military force and can do what they please without rules or regulations because there is no one large enough to stop them?


text: File:Game Example.jpg

title: File:Game Example.jpg


text:
Media Selection Strategies

When developing your instructional materials you will need to consider your media options. The choice you make may be based on projected availability of media where instruction is to take place, ability of instructor and learners to use the media, cost, flexibility, durability, and convenience. This section will provide you with some strategies to help you make the right choice for your needs.

8 Steps for Conflict Resolution

Angry Neighbors Mediation

title: Media Selection Strategies


text:
Instructional design/Interpersonal behaviors/Lesson Summary

Insert Lesson Summary


text:
Instructional design/Psychomotor behaviors/Self Talk in Psychomotor Skills/Lesson worksheet

Lesson work sheet

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

2. Write a paragraph about an experience of your own. Include the task, how difficult it is for you to complete, how you felt and why you think you felt the way you do.

4. Compare your responses between questions 3A. and 3B. What has changed? What will you do differently? Post your responses to the lesson's discussion tab.

5. Which of the 6 strategies for addressing self talk issues seem most effective to you and why? Post your responses to the lesson's discussion tab.

6. Adam Gopnik, published author and writer for the New Yorker, discussed in a live lecture how he dealt with writer's block by actually creating a methaphor for writing as a physical task. He tells himself he's riding a bike and makes up visual milestones he has to pass in order to complete the writing task. How else could psychomotor self talk strategies be applied to other cognitive skill areas? Post your ideas in this lesson's discussion page.

< Back


text:
Content Development Strategies

The content of the instruction should provide contextualizing elements (collaboration, role play, case

studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to

prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds.

When developing or modifying instructional materials for the interpersonal domain, the instructor

should ask these questions:

content forthcoming

Look for material that engages students in:

 * peer-sharing
 * cooperative learning
 * large group simulation

Instructional and assessment activities should draw upon the following elements:

 * Listening and communicating
 * Interpersonal interactions
 * Team games
 * Questionnaires, surveys, and activities which require gathering input from others
 * Cooperative learning
 * Leadership activities
 * Peer Activities such as counseling and tutoring

The material should be designed to develop:

 * listening skills
 * person-to-person communication
 * giving and receiving feedback
 * talking to others
 * teamwork

Need to combine above elements...

Motivation and decision making should be built in to the materials being developed. Develop the

materials so that the instructor is not built into the process.

title: Content Development Strategies


text:
Interpersonal Domain: Content Development Strategies

The content of the instruction should provide contextualizing elements (collaboration, role play, case

studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to

prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds.

When developing or modifying instructional materials for the interpersonal domain, the instructor

should ask these questions:

content forthcoming

Look for material that engages students in:

 * peer-sharing
 * cooperative learning
 * large group simulation

Instructional and assessment activities should draw upon the following elements:

 * Listening and communicating
 * Interpersonal interactions
 * Team games
 * Questionnaires, surveys, and activities which require gathering input from others
 * Cooperative learning
 * Leadership activities
 * Peer Activities such as counseling and tutoring

The material should be designed to develop:

 * listening skills
 * person-to-person communication
 * giving and receiving feedback
 * talking to others
 * teamwork

Need to combine above elements...

Motivation and decision making should be built in to the materials being developed. Develop the

materials so that the instructor is not built into the process.


text:
Interpersonal Domain: Media Selection Strategies

When developing your instructional materials you will need to consider your media options. The choice you make may be based on projected availability of media where instruction is to take place, ability of instructor and learners to use the media, cost, flexibility, durability, and convenience. This section will provide you with some strategies to help you make the right choice for your needs.

8 Steps for Conflict Resolution

Angry Neighbors Mediation


text:
Instructional design/Developing Instructional Materials for the Interpersonal Domain: Content Development Strategies

The content of the instruction should provide contextualizing elements (collaboration, role play, case

studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to

prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds.

When developing or modifying instructional materials for the interpersonal domain, the instructor

should ask these questions:

content forthcoming

Look for material that engages students in:

 * peer-sharing
 * cooperative learning
 * large group simulation

Instructional and assessment activities should draw upon the following elements:

 * Listening and communicating
 * Interpersonal interactions
 * Team games
 * Questionnaires, surveys, and activities which require gathering input from others
 * Cooperative learning
 * Leadership activities
 * Peer Activities such as counseling and tutoring

The material should be designed to develop:

 * listening skills
 * person-to-person communication
 * giving and receiving feedback
 * talking to others
 * teamwork

Need to combine above elements...

Motivation and decision making should be built in to the materials being developed. Develop the

materials so that the instructor is not built into the process.


text:
Instructional design/Developing Instructional Materials for the Interpersonal Domain: Media Selection Strategies

When developing your instructional materials you will need to consider your media options. The choice you make may be based on projected availability of media where instruction is to take place, ability of instructor and learners to use the media, cost, flexibility, durability, and convenience. This section will provide you with some strategies to help you make the right choice for your needs.

8 Steps for Conflict Resolution

Angry Neighbors Mediation


text:
User talk:Ashcatash5~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ashcatash5. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ashcatash5~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 23:29, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Ashcatash5~enwikiversity


text:
Topic talk:Occupational safety and health

Perhaps these two topics should be divided up... --Remi 06:34, 12 April 2007 (UTC)


text:
User talk:Rjgodoy

w:en:User Talk:Rjgodoy

title: User talk:Rjgodoy


text:
User:Rjgodoy

I used to contribute to the en-version of wikipedia as w:en:User:Rjgodoy.

Links
Metadata Topic:Learning Objects Introduction to Learning Objects m:Learning_object_metadata

Learning Object Metadata  Learning Object Metadata  Learning Object Metadata  Learning Object Metadata

Learning_object Výukový objekt Objeto de aprendizaje Learning object Objeto de aprendizagem

title: User:Rjgodoy


text:
User:Jonathan Webley

I'm helping to build the Klingon Language Department, within the Humanities Faculty>Language and Literature School.

I can also be found at:
 * Meta
 * Klingon Dictionary wikia
 * English Wiktionary
 * English Wikipedia
 * English Wikibooks
 * Vikivortaro
 * Wikimedia Commons

Help
If you need any help with any aspect of thr Klingon language, or regarding Klingons in general, feel free to contact me. I am not always here, an email will probably be quickest.

yIghoj 'ej yItIv!

Subpages

 * Qu'mey
 * sandbox
 * sandbox2
 * monobook.css

Course resources

 * Lesson Plans
 * Lesson Template
 * Vocab. Ex. Template
 * KE Ex. Template
 * EK Ex. Template
 * Affix Ex. Template

Resources

 * Simple quizzes
 * quizzes

title: User:Jonathan Webley


text:
Portal:Klingon

{| style="width: 99%" Introduction This department is dedicated to the study of the Klingon Language. Klingon was invented by Marc Okrand, who was hired by Paramount Pictures to develop the language and coach the actors on various Star Trek films.
 * style="width: 70" |
 * style="width: 70" |

Courses See: Learning Projects and the Learning model.

 * Learning Klingon - This course is still under development, but the initial lessons are complete.

Feedback
 * Feedback and comments
 * Questions and answers

External links
 * Klingon Language Institute – the organisation for speakers of Klingon
 * Klingonska Akademien – several useful resources, including a good Klingon–English dictionary
 * Klingon Language Wiki – many useful articles about the klingon language
 * Klingon Language Database – searchable dictionary with audio and video, language games, lessons, flashcards (multiple sets), pIqaD generator
 * Klingon Language Suite (electronic), dictionary, phrasebook, and audio learning tool.
 * Klingon wikibook
 * Klingon Encyclopedia – written in Klingon
 * Klingon in Wikipedia
 * Google in Klingon
 * Klingon flashcards
 * Klingon wikia dictionary in Klingon
 * Klingon Imperial Forums – a good place to ask questions regarding Klingons, their culture and language

Other Klingon Courses

 * KLI's Postal Course – short but intense
 * Mentalcode:Klingon – a basic Klingon language course
 * Klingon Academy – various courses on Klingon language and culture

Reference
 * style="width: 30%; 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;" |
 * Letters - see Lesson 1
 * Prefixes
 * Suffixes
 * Vocabulary
 * Irregular nouns

 * Canon

 * Klingons

 * Monobook & Fonts

 * }

title: Portal:Klingon


text:
User talk:Jonathan Webley

Klingon
Hi Jonathan, I'd say Klingon will always be a "marginal" subject :-), but you can always try to spread the word within its speaking community to help with developing resources, as well as advertising it to prospective learners. All the best with it! Cormaggio talk 17:11, 15 April 2007 (UTC)

Subpages
Hi Jonathan, I happened to notice this page: User:Jon/Qu'mey - is this meant to be a subpage of your userpage? If so, it would need to be User:Jonathan Webley/Qu'mey. It's probably better to keep all subpages to a single user account - otherwise anyone that comes along that wants to name themselves "User:Jon" will be slightly encumbered. If you want, you can always create a redirect page from one user page to another (even if you don't log in with that username), and/or sign posts as "Jon" (or whatever) from this account by customising your signature. Let me know if you need a hand with page moves, or redirects, or anything else. Cheers, Cormaggio talk 14:45, 22 April 2007 (UTC)

Project boxes
Hi, Jonathan. I've added some project boxes to the Klingon page. Feel welcome to help yourself to a few more project boxes if you like them. I feel the Klingon project is a good example of how to structure a language learning resource and I support your project. Feel welcome to contact me if I can be of any assistance. --McCormack 07:39, 9 May 2008 (UTC)

title: User talk:Jonathan Webley


text: User talk:Annalemesos

title: User talk:Annalemesos


text:
Klingon

Introduction
This is a course from the Klingon Language Department. It aims to provide a comprehensive introduction to the Klingon language. No previous knowledge of the language is required. The course will have a slow pace, with plenty of repetition and lots of exercises. The lessons should be completed in order, because each builds on the grammar and vocabulary taught in previous lessons.

Klingon will be written using the Roman alphabet, so that no special fonts or software are required. It is recommended that you view the lessons using a font such as Times New Roman, which has serifs. Serifs help to distinguish between the lower case l and the upper case I used in writing Klingon (e.g. tlhIngan). For further information, see Monobook & Fonts.

It is helpful if the student is familiar with basic grammatical terms, the following link to Wikipedia:
 * Noun — Verb — Adjective — Adverb
 * Subject of a sentence
 * Object of a sentence

Lessons
- Lesson 1: Writing Klingon - Lesson 2: Simple sentences - Lesson 3: Sentences with an object

title: Klingon


text:
User:Jonathan Webley/Lesson plan

Introduction
This is not a lesson. This article contains the plan of the lessons for teaching Klingon. Once these lessons are complete, this plan will be deleted.

Lesson Format

 * Vocabulary.
 * Introduce between ten and twenty words and affixes per lesson.
 * Grammar.
 * Introduce no more than three new topics of grammar. New grammar is also limited by the number of new affixes allowed.
 * Klingon-English; English-Klingon
 * Two sections of text for the student to translate. Each section should contain at least 15 sentences. A section will use each new word or affix at least twice, give at least two examples of any new grammar or constructions, plus a selection of previously taught grammar and words. Answers will be provided in two sub-articles.
 * Culture
 * A brief note about Klingon culture, in English.

Number of lessons
This will depend on how much grammar will be introduced per lesson. I want this to be a slow-paced course, with only a little new grammar each time. We seem to be up to thirty or so lessons (20 words x 30 lessons gives a maximum 600 words).

Grammar Elements

 * 1) Verb prefixes (25?) - probably over 3 or 4 lessons
 * 2) Verb imperative prefixes (5)
 * 3) Verb suffix, rovers (4)
 * 4) Verb suffix type 1 - relexive (2)
 * 5) Verb suffix type 2 - predisposition to action (5)
 * 6) Verb suffix type 3 - change (2)
 * 7) Verb suffix type 4 - change of condition (1)
 * 8) Verb suffix type 5 (2)
 * 9) Verb suffix type 6 - qualification (4)
 * 10) Verb suffix type 7 - aspect (4)
 * 11) Verb suffix type 8 - honorific (1)
 * 12) Verb suffix type 9, main clause modifiers (2)
 * 13) Verb suffix type 9, relative clause marker (1)
 * 14) Verb suffix type 9, subordinate clause markers (5)
 * 15) Verb suffix type 9, purpose clause marker (1)
 * 16) Verb suffix type 9, nominalizers (2)
 * 17) Word order
 * 18) Compound sentences: conjunctions
 * 19) Noun suffix type 1 - Quality (3)
 * 20) Noun suffix type 2 - Plurals (3)
 * 21) Noun suffix type 3 - Qualification (3)
 * 22) Noun suffix type 4 - Possession (12)
 * 23) Noun suffix type 5 - Syntactic Markers (5)
 * 24) Speech, modes of address
 * 25) to be
 * 26) Adjectives
 * 27) Comparatives and Superlatives
 * 28) Adverbs
 * 29) 'e' and net
 * 30) Time

Lesson Outlines
These are brief indications of the proposed content of the lessons.

Lesson 1

 * Writing Klingon: pIqaD, letters, pronunciation
 * Minimal vocabulary to illustrate: tlhIngan, Hol, DIvI', neH
 * Some phrases: nuqneH, Qapla'
 * Some names: mara (Mara, F); torgh (Torg; M); mogh (Mogh; M)

Lesson: Numbers
Vocabulary: 10 digits, suffixes for 10, 100, etc.
 * 'ar, 'arlogh
 * -DIch, -logh
 * Possibly Hoch and its derivates; possibly 'op
 * bId, vI', vatlhvI'

title: User:Jonathan Webley/Lesson plan


text:
User:Donk10k

Donk10k, better known as The Donς, is a mechanical engineering student at the Rose-Hulman Institute of Technology. The Donς is a junior, and he is earning minors in Spanish, German, and Mathematics.

title: User:Donk10k


text: File:Feedback.png

title: File:Feedback.png


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Talk:Linear algebra

Content
We should cover:

High school topics:
 * Matrix representation of linear equations
 * Resolution: Gauss and Crammer. Determinants.
 * Matrix multiplication.
 * Matrix basic operations (addition, traspose, ...)

High school / University ?:
 * Bilinear forms
 * Quadratic forms

University topics: Feel free to edit the list. It isn't complete at all, but I'm tired... --Jorge 18:51, 12 April 2007 (UTC)
 * Properties of a linear system
 * Vector spaces and subspaces
 * Matrix inversion
 * Bases. Orthogonal and orthonormal bases.
 * Elementary matrices
 * Similarity transformations
 * Gram-Schmidt orthonormalization
 * Diagonalization
 * Finding orthogonal and orthonormal bases
 * Diagonalization of bilinear/quadratic forms
 * Positive-definite, negative-definite, semidefinite and indefinite matrices. Scalar product
 * Matrix exponentiation by diagonalizing
 * Jordan canonical form
 * Factorization methods
 * LU factorization
 * Cholesky
 * Singular value decomposition
 * Applications
 * Matrix differential equations
 * Least squares fitting
 * Principle components analysis
 * Matrix differential equations
 * Least squares fitting
 * Principle components analysis
 * I added some :-) --HappyCamper 15:21, 13 April 2007 (UTC)
 * They thaught you quadratic forms in high school? Wow. Where are you from? --Jorge 22:50, 30 April 2007 (UTC)
 * Teachers make all the difference :-) Anyway, should we keep on adding more items to this list? Or just start collecting materials? --HappyCamper 05:42, 2 May 2007 (UTC)

In general, I think we should avoid duplicating information already available on wikipedia. We can just add the links to this information, instead. What we can do though, is add some good exercises/examples. This is stuff that shouldn't be on wikipedia, but should be on wikiversity. I think I'll begin working on the discussion of eigenvalues and eigenvectors, since it is such a powerful concept in mathematics.132.235.38.246 13:11, 28 April 2009 (UTC)
 * I respectfully disagree. This resource should be self-contained and not merely an addendum to Wikipedia's article on linear algebra (which is still god-awful, twelve years later). I'll try to help flesh it out a bit. AP295 (discuss • contribs) 14:51, 11 March 2021 (UTC)

 * Please note that Wikiversity is not a place for duplication of other Wikimedia projects. Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. A self-contained resource would necessarily duplicate content that belongs at Wikipedia or Wikibooks. -- Dave Braunschweig (discuss • contribs) 21:33, 11 March 2021 (UTC)

 * It was my understanding that a learning project should contain more or less the same material as a college course on the subject, and be similarly organized. Wikipedia's summary style would not jibe with this, it's apples-to-oranges. I don't intend to copy any material off of Wikipedia, but attempting to maintain totally disjoint sets of information between the two projects would be awkward and nonsensical. Wouldn't you agree? AP295 (discuss • contribs) 22:14, 11 March 2021 (UTC)

 * "Contain" is a relative term. For example, see Internet Fundamentals. This is a college-level course on the subject which a Google search shows as the definition of Internet fundamentals. The course contains very little content. Instead, it links to content and engages users in ways they can learn and apply that content themselves. Many of our top resources follow this style effectively. And by effectively, I mean that they draw a relatively large number of users for both personal and academic use with very little disruption and very little maintenance required. IT Fundamentals is another example. Not only is it a top Google search result, but CompTIA recommends it to their users who can't afford to purchase proprietary materials on the subject.
 * If you're convinced that you have a better way to present this information that is both effective and engaging, go for it. Just don't underestimate the amount of effort required to build an effective course. Even with linking content, it typically takes me four to six months to develop a course. The benefit of Creative Commons licenses is being able to build on the works of others rather than having to reinvent those wheels. -- Dave Braunschweig (discuss • contribs) 22:32, 11 March 2021 (UTC)

 * Sorry, I'm not sure what you're trying to say. Again, I'm not going to copy any of Wikipedia's content or even use a similar organization/style. I will link to content when I feel it's appropriate, I'm not here to reinvent the wheel. AP295 (discuss • contribs) 22:47, 11 March 2021 (UTC)
 * And actually, that's part of the problem. There are many topics for which there does not exist high-quality material under Creative Commons. If I feel that a Wikipedia article is relevant and of acceptable quality, I will certainly link it. If I cannot find a quality source elsewhere on Wikimedia or if Wikipedia's summary style is not appropriate in the context, I will write it myself. I understand that developing a course takes time, and I don't have that much time to spare, so it will be a slow, incremental process unless there are others who can contribute more often. I don't see a problem with that. AP295 (discuss • contribs) 22:58, 11 March 2021 (UTC)
 * One last thing, just so you and I are clear. I want Wikipedia and Wikiversity to both be reliable sources of high-quality information, and I have no problem referencing content from Wikipedia. While it may seem like I have an axe to grind from what's on my user page, I very much want to contribute to the body of high-quality free/"open-source" information on the internet. However, I cannot in good conscious contribute to any Wikimedia project without first stating what I've written on my user page. To do so would condone and reinforce the status quo, and my efforts would ultimately be fruitless. Education comes first, so I have no recourse but to participate in a high-profile project like this one, otherwise whatever content I contribute would likely fade into obscurity. I was blocked from Wikipedia because censorship is the only nonviolent method to silence persistent malcontents. I do not bear any real grudge, I knew exactly what Wikipedia was before getting involved. Here, I'll try to stay away from politics outside my user page so they don't have any excuse to block me from this project also. I hope you and I can get along. AP295 (discuss • contribs) 23:39, 11 March 2021 (UTC)

Content planning
Since it has been almost twelve years since anyone has commented on this talk page, and the article is still very much incomplete, I'd like to put forth a new game plan.

Undergraduate courses (at least where I went to school) put an emphasis on computations with real-valued matrices, for example, matrix/vector operations and algorithms like gaussian elimination. Somewhat more advanced courses treat the problem more generally, with a focus on linear maps and bases, but are not necessarily harder and tend to cover a similar range of topics. I'd like to strike a middle ground with this resource, slightly leaning toward the latter style and putting more emphasis on the fundamental ideas rather than rote computation. Thoughts? AP295 (discuss • contribs) 14:35, 12 March 2021 (UTC)

To familiarize the reader with basic matrix operations, I'll probably refer them to this video: https://www.youtube.com/watch?v=EFApWAl3NJw

From there, I'd like to briefly go over vector spaces and emphasize the difference between a linear map and a matrix, and how a pair of bases for the domain and codomain determine the matrix of a linear map. To avoid cluttering the article with lots of computational examples, I'd also like to link this video on gaussian elimination rather than cover it here. https://www.youtube.com/watch?v=2j5Ic2V7wq4

In other words, I'll probably draw on video resources for the computational aspects and explain fundamental ideas in a more general context here. I believe this is a natural way to organize the content, make the resource very succinct, and give readers a "big picture" overview while drawing on other resources for the computational details. AP295 (discuss • contribs) 14:56, 12 March 2021 (UTC)

One last thing, I'd like to remove the other content outside the first two sections that I recently created. That is exactly the sort of thing I'm trying to avoid putting directly in this resource, and they aren't part of any coherent lesson plan as far as I can tell. Perhaps we can put them in another resource/page as an addendum. AP295 (discuss • contribs) 15:00, 12 March 2021 (UTC)

Can you help me move all but the first two sections in the resource to their own page? My rationale is explained in this section above. I'm not sure what to title it since the content is quite disjointed, maybe something like "Linear algebra : Basic examples and computations". I'd just as soon delete them but on the outside chance that editor comes back I don't want to get into an edit war when they see their work is missing. AP295 (discuss • contribs) 15:12, 12 March 2021 (UTC)

 * Yes and no. Consistent with Wikiversity's approach to multiple authors working on the same subject, we use subpages to organize that content. I have moved all of the content to a corresponding subpage. Please feel free to edit and retitle from here, but continue to use a subpage structure for the overall course organization. Thanks! -- Dave Braunschweig (discuss • contribs) 19:35, 12 March 2021 (UTC)

 * Thanks, I will. Are there sub-subpages? I don't really have a place for the other content right now, but I suppose I can put them in a collapsible table if not. Can I use numbers instead of bullet points? I'd prefer to number them so they don't appear as a random collection of links, which might be slightly confusing to novices. AP295 (discuss • contribs) 19:49, 12 March 2021 (UTC)
 * Nevermind, I think I'm getting the hang of it. Can I rename a page? For example, I've written an intro, and I think it would be a good place for those youtube links on matrix operations and some other info as well, so I'd like to rename "Matrix Operations" page to "Introduction"AP295 (discuss • contribs) 20:11, 12 March 2021 (UTC)

 * In Wikimedia language, we move pages rather than rename them. You should have rights to move pages. It's on the  tab. -- Dave Braunschweig (discuss • contribs) 21:43, 12 March 2021 (UTC)
 * Thanks again. AP295 (discuss • contribs) 22:12, 12 March 2021 (UTC)
 * Actually, I don't seem to have a "more" tab. AP295 (discuss • contribs) 22:15, 12 March 2021 (UTC)
 * Nevermind again. I think it will appear once I'm autoconfirmed.

title: Talk:Linear algebra


text:
Bode plot

A Bode plot is a plot of the magnitude and of the phase of a transfer function using logarithmic scales for both the frequency and the magnitude. It turns out that using such scales, the drawing of the plot can be done quickly by hand with a very good aproximation and in a very simple way. Additionally, the use of logarithmic scales allows us to represent a wider range of values for the gain and for the frequency.

How is it drawn?
The first step is to write the transfer function in normal form, id est, as a division of factorized polynomials. This form is benefitial for this purpose, because as we are taking the logarithm of the magnitude, all those factors will separate in terms, so we have but draw the different terms separately and finally draw their sum. The phase plot also benefits from having the transfer function written in normal form, as the angle of a product of complex factors is the sum of their respective angles.

Until this lesson is completed, an excellent guide to drawing Bode plots, written in Spanish, can be found here.

Magnitude
The plot can be assumed to coincide with the asymptotes until a decade prior the transition frequency, and from a decade after that frequency.

Phase
The plot can be assumed to coincide with the asymptotes until two decades prior the transition frequency, and from two decades after that frequency.

The slope at the transition frequency is 66º per decade. It is found by derivating the arctangent with respect to the decimal logarithm.

Second order factors
There are no greater order factors resulting from factorizing a polynomial. This is a consequence of Algebra's fundamental theorem.

Areas outside Systems theory that use this lesson
Filters (electronics)

title: Bode plot


text: Category:Systems theory

title: Category:Systems theory


text:
User:Sir Drance

Hello my frends. Those of you who know me know why I am here.

title: User:Sir Drance


text:
User:Javier Carro/Assignment of Alicia Peña

= Vocabulary learning activity design =

The content of this page is an assignment for Alicia Peña in the course on Language and Cognition, coordinated by Clara Molina.

The next exercises have been designed for students of ESL who did not learn yet the high frequency words of English language. As Paul Nation suggests, I will use a direct teaching approach to increase the vocabulary size of high frequency words.

The words have been chosen from a high frequency wordlist of a dump on Project Gutenberg.

Title
Wikiversity quizzes for high frequency words of English language

Level
A1 or A2 (According to the Common European Framework of Reference for Languages)

General Objective
The growth of high frequency vocabulary size, which is essential for language comprehension.

Specific Objective

 * The leaner has to identify which one from a group of words does not belong to the same word class. The groups may be based on semantic or morphological features.

Content

 * Word composition. The learner will have to identify morphological constructions which are typical for word formation.

Methodology

 * The learner will use the Wikiversity quiz system for getting the answers to the exercise. If he does not know too many words, the learner may follow the links to the Simple English wiktionary from each word.

Exercise b
slowly - generally - suddenly - probably - especially - quickly - family - really - nearly - certainly {Which one of the previous words do not belong to the same group? - slowly - generally - suddenly - probably - especially + family - really - nearly - certainly
 * type=""}

 * If you want to know more about the words of this exercise; please, read this chapter of the English Wikibook.


text:
Topic talk:Subfile programming

Subfile Programming

title: Topic talk:Subfile programming


text:
German I

This is the place for the first lesson in German.

Dialogue: Two people introduce themselves
The following dialogue is between two persons who just met and introduce themselves. After reading it listen to the audio file to get a feeling for the German language (in case you wonder: the voice of Jörg is spoken by a French native):

The first thing we find in this dialogue is the conjugation of a verb. In German, all verbs are conjugated for all pronouns, different to English. Think of it as the verb "to be": I am, you are, he is, they are, etc. German has distinct conjugations for every verb. For instance, the verb "sein":

 * ich bin
 * du bist
 * er/sie/es ist
 * wir sind
 * Ihr seid
 * sie/Sie sind

You will learn more about conjugating verbs in further lessons.

The other thing we notice on the dialogue is that the age is said as in English. I am 19 years old -> Ich bin neunzehn Jahre alt. In other languages, like French or Spanish the age is said using "to have... years" instead of using "to be ... years old": "J'ai 30 ans" -> "Tengo 30 años".

next ?
For further planning, please visit the Learning German talk page.

Stay thrilled.

title: German I


text: Template:User tlh-1

title: Template:User tlh-1


text: Template:User tlh-2

title: Template:User tlh-2


text: Template:User tlh-3

title: Template:User tlh-3


text:
Instructional design/Interpersonal behaviors/Delivery

Back to Topic: Instructional Design

Back to Interpersonal Behaviors

Introduction
There are many different delivery methods and considerations that can be used within the Interpersonal domain. The questions is...which do you choose? First you need to start with what the specific need is in your area. If the group you are a part of feels "on edge" or is not open to new ideas, then Collaboration might be the right direction. Maybe the group can't make up their minds and make decisions about problems or projects, then Leadership or Decision Making might be right up your alley. This lesson consists of five sections:

 * 1) an overview of the different Interpersonal models for training
 * 2) strategies for developing the instructional content
 * 3) lesson summary
 * 4) practice session
 * 5) assessment

Learning Objective
Upon completion of this lesson:

 * Given the task of developing a course designed to teach interpersonal skills, the learner will be able to determine the delivery methods and considerations when developing instructional materials that target the interpersonal domain. This will be measured by the completion of the assessment at the end of the lesson.

In addition, the learner will also be able to:

 * List differences in each model
 * Name considerations when selecting instructional materials
 * Identify resources for developing instructional materials for the interpersonal domain

Overview
The interpersonal domain is all about people and relationships. It is all about how people interact with one another and the communication that does (or does not) occur between others. The instructional materials should allow for interaction or assimilation of the knowledge that is needed to deal with people. See Types of Interpersonal skills Whenever you create training for interpersonal skills, the final instrument should include a way so that activities can be practiced and measured.

The materials should identify the learning performance standards as these performances guide the design of the activities. In fact there are three different reasons or perspectives of Interpersonal skills. There is Developmental, Remedial, and Specialized. The first (Developmental) deals mostly with children. The second (remedial) deals more with trying to help others develop the Interpersonal skills that may be lacking from underdevelopment. The last (Specialized) is working more with adults in work or business settings.

We are now going to look at different possibilities that can be used when choosing a delivery method for your instruction.

Strategies for Choosing Delivery Methods
When choosing the delivery method fof your instruction, you must look at how people and groups interact and learn. Are your "students" more of the behaviorist mindset, wanting to see the information and digest it on their own, or are they more of the hands-on where they want to get involved with the learning? Remember, experience is the best teacher and with Interpersonal Skills, the only way to get better is to use them.

However, there are great ways to use self-study programs with behaviors. Lets look and some delivery methods and how they can be used to create the training you want your "students" to use and understand.

Lets discuss each type of instruction in more detail to determine when each should be used. There are some Interpersonal issused that can be address using self study techniques.

Self Study

Although, it is hard to change people's behavior when the information is not being communicated by another person, there are times when all that is needed is a friendly reminder. However, adults do not normally prefer to learn by self study. They would rather hear real life stories to determine what has worked and what has not. If there is a way to incorporate video or stories to help strengthen the learning, it should be done. (Molenda 2005)
 * Teamwork is one quick example that can be used in a self study. If you have ever gone through the drive thru of a fast food restaurant, you probably have seen the results of a self study to help the employees interact with the customers.  "The customer is always right" and "Remember to Smile" are two well known sayings that help the employee to stay calm in the face of adversity.

 * Another example deals with privacy.

Tayna works for a company that keeps a phone and information directory on the computer network. One afternoon, someone calls her pretending to be an employee of the company and needs confidential forms sent to them immediately for a meeting. The imposter named a couple executive names that worked for the company and Tayna send the information to the email the person gave. The imposter used the information against the company. Question: How do you train someone to review personnel information and know when and when not to give out confidential information? This would be perfect for a self study on paper or the computer. Giving cases that can be reviewed by the learner would give the correct information on what to do in the different possible interactions.

Instructor Led

Being with small groups, instructor led training in the Interpersonal realm works well when an individual or a very small group is in conflict. Seeking or giving information to solve a problem is how to start the training (conversation) Proposing new ideas to help resolve any conflict will help further the communication for best practices. Listening to others will help reinforce your awareness to sensitive situations. Refering back to Defining Terms, relationships can fall under this category. Anything from a boss-coworker, teacher-child, to friends at home or work could be within this area. An instructor based training could be created to handle difficult situations at work to help someone deal with a rude or insubordinate worker. As long as listening is involved to determine the root cause of the issue, the training will be sound.

"The presence of an instructor and fellow learners gives a social dimension that is difficult to replace ... The ability to adapt spontaneously and flexibly to the group’s needs, the ability to share stories, the opportunity to network, ... to learn to give the classroom environment numerous advantages. It is especially appropriate for pursuing interpersonal skills, seeing demonstrations of skills, and practicing those skills with immediate feedback and corrective guidance. " (Molenda 2005)

Computer Based Simulations

Quest Atlantis is a great example of computer based learning. It is a 3-D world in which you are a character in a virtual world. You can talk with different people who reside in the world as well as other players who are playing in the world. This type of learning is simulating a real world problem in a "safe" virtual world. Here, different models of problem solving can be employed. Imagine simulations where Interpersonal skills can be tried without actually hurting or helping others with conflict. Here, peer-sharing, cooperative learning and group simulations can be used in the Quest virtual world.

Simulations (role play workshops)

Simulations, or live role playing workshops, allow the learners to actually try the skills they have been taught. Role playing allows teams, departmens and larger groups to pretend and work through real problems or scenarios that could or have been problems that other groups have faced. An example for live simulations could be in interviews for a job. Cory is going to interview people for a job in your company. However, he has no idea what questions to ask the individuals. What can Cory do to learn what to ask? A simulation or role playing class would allow him to know what questions to ask, and what questions not to ask. Also, after playing each role (the interviewer and interviewee) Cory is more comfortable with the interview process. Simulations provide a way to improve the following skills:

 * Listening and communicating
 * Interpersonal interactions
 * Team games
 * Cooperative learning
 * Leadership activities
 * Peer Activities such as counseling and tutoring

Practice
To answer the following questions, use the lesson above to determine the correct answer.

 * 1) Which delivery method of Interpersonal skills is self paced and can be used to inform people of the changes that need to be made?
 * 2) Which delivery method can be used in small groups?

 * 1. Self Study. 2. Instructor Led and Simulations or Workshops (role play). Kei (discuss • contribs) 21:39, 22 February 2014 (UTC)
 * 1. Self Study.  2.  I think all of them can be used in small groups.  Elbow8703 00:30, 25 February 2014 (UTC)

Assessment
You are a teacher at an elementary school and one of the lessons for the year is manners and how to deal with people you don't like. Equipment at your disposal include your classroom, computers, and lessons on manners. Your class is very aclimated on computers and know how to play video games. This lesson is 2-3 days long. What different types of learning methods could you design to encompass the manners training?

Answer: If you as the teacher can program a computer program such as Quest Atlantis, this would be a great game-role playing scenario that would allow the students to play while learning manners. If they make mistakes in the computer progam, the activity would show them their mistakes and show them how to make the right decisions.

Role playing simulations such as acting out how to be nice ans ask how they feel when someone is mean to them. Using these two possible methods would allow the students to get hands on experience on how to behave (within reason) and what manners are and what they are for.

What's next?
Move to the next lesson

Strategies for Developing Instructional Materials for the Interpersonal Domain

Back to Interpersonal Behaviors


text:
User:Chelodonium

Hello all.

In my Life

 * I am a herbalist and nutritionist and as such am happy to answer queries related to health issues.

 * I live on a boat on the Regents Canal, it's somewhere between a narrow boat and a butty.

What I'm Interested in
and in the school of biology to increase my knowledge of flora that I use in treatment of myself and friends and also what i share with patients.
 * The schools of philosophy for interest in understanding my strange mind

 * Interacting on collective projects within the botany department, making some (cautious) links with the medicinal uses of plants.

If you fancy a collective rant
practicise that at being generated by the medical health regulation authority.
 * I am currently trying to fathom how complementary medicine will deal with new restrictive

There is my webpage http://www.solanum.cc that desperately needs updating

title: User:Chelodonium


text:
User:Schweppy

Courses I am interested in:

School:Physics and Astronomy : Spanish : Arabic

I am also interested in Property Development and Real Estate, even though I only know some theory and have not any experience other than speaking to mortgage brokers and dreaming.

If anyone would like to start a course with Property Management or Residential Property Development then I would gladly join forces.

title: User:Schweppy