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User talk:Leighblackall/An ethical framework for ubiquitous learning

Seoul presentation Aug 2017
I've been invited to speak at the eLearning Korea where the question is around the Future of Education and Educational Technology, and the bi line to the conference is "A Happy Encounter". It is the bi line and the focus on the future with technology that causes me to want to further develop the Ethical Framework. I sent in the following abstract, and am working in Google Docs to draft it.

 * "At first we shape our tools, thereafter they shape us"

 * This is a saying attributed to McLuhan that we've held to be true enough for more than half a century. Technological determinism has haunted storytelling for centuries. Ask the Greek Titan Prometheus.

 * But how can we know when we're in the stage of "at first"? Is this “at first” right now, or was it yesterday or will it be tomorrow? At what point are we in the stage of "thereafter", where we presumably lose our ability to control ourselves and our tools? Might we always be in an "at first" stage and therefore always in control, or is that time forever past and we are merely struggling with the unending consequences, as Prometheus is? Perhaps we can learn to appreciate and even love all the consequences, instead of trying to control them, as Epimetheus did - Prometheus’ brother.

 * Being deeply conscious of how we create, use and then live with our tools and their consequences seems to be the best chance we have at establishing an acceptable relationship with technology, and maybe even find something like "a happy encounter with new technology".

 * So I want to suggest consciousness as way to think about the future of education and educational technologies. I want to preserve and expand the space in which we are allowed to talk about the political, the social and the environmental. I’ll apply this critical consciousness to data and learning analytics, learning management systems, and the internet and social media - to question the assumptions, principles and integrity of these technologies and the things we imagine we might do with them.

Leighblackall (discuss • contribs) 01:52, 31 July 2017 (UTC)

To be submitted to
I've been invited to present something to ISTAS 2013. I've decided to finish and submit this paper for it. This event and its topic draws me back to the origional intention of the paper - a critique of technological deterministic thinking in education circles. Leighblackall (discuss • contribs) 04:18, 15 April 2013 (UTC)

Ethical learning analytics
George Seimens posted a link to a work in progress at the Learning Analytics Google Group https://docs.google.com/document/d/1bBRCyldBoS0ywDhNIgB9f4k7-hLUzviu3HUX7JBUDzQ/edit?pli=1 Leighblackall (talk) 11:41, 5 April 2012 (UTC)

Links from Bee
I have been reading and learning a lot lately. Three links to material that may (or not) complement your reading.

Meier, P. (2011). A List of Completely Wrong Assumptions About Technology Use in Emerging Economies. irevolution

Fish, A. (2011). Information Imperialism?. savageminds

Lasar, M. (2011). How Robber Barons hijacked the "Victorian Internet". arstechnica tech-policy news

Barbara Dieu 7 July 2011.

 * Thanks B. If they don't compliment this, then they should. I was advised to tone down the critique on tech centrism, but am having second thoughts. I think I should keep it, but find a way to be less direct. These will help, Thanks Leighblackall 20:32, 6 July 2011 (UTC)

Begin second draft
I have begun a second draft. My aim is to take Botts' advice, along with Keith's, Rob's (not yet recorded here, but is verbal), and James, and dramatically reduce the 'critique' and move it to the back, and start the paper with more of a position statement, and focus on the use of a selected group of authors to establish a supporting ethical framework for that position, and set out a range of operating principles that support that framework.

ETHICS > PRINCIPLES > METHODS > OUTPUTS < PRINCIPLES

I'm using Holgrem's structure for explaining Permaculture, where he established 3 core ethics for the design concept and 12 principles for supporting that ethical position, and guiding a user's development of methods and practices. Out of those methods and practices are built-in feedback mechanisms, or Outputs, used to hold up against the principles to see if the method is sound, or if the principles need changing. This design framework has been extremely successful in making the concept and practice of Permaculture accessible the world over, and largely without the teaching support of formal educational institutions.

Author's I'm using to develop this framework include: Illich's Deschooling and Tools for Conviviality; Alexander and co's A Pattern Language; Postman's Technopoly; Lave and Wenger's Situated Learning; Bowers' Let Them Eat Data; and possibly Stallman's Free Software if technology is to feature. I also want to bring in Networked Learning, as a suggested method for achieving ubiquity in learning. It is a method for learning that may have a chance at developing a shared cultural understanding, and be useful in building social and institutional acceptance and support for such a method. But I have a problem in that there is a claim to an authoritative definition for networked learning (see talk page of the Wikipedia article for Networked learning), and it places information and communications technology central to that definition. To relate networked learning as an example method for ubiquitous learning, I must first try and establish networked learning as not being determined by technology. In many ways, the critique I had here for ubiquitous learning, equally applies to networked learning.

Additionally, at the University of Canberra I have been in conversations with Dan and others about spaces within the University that are being called Commons. There is a new and central space called The Teaching Commons, next to another larger space called The Learning Commons. These spaces are theoretically open spaces for anyone to use, without appointment or permission. I observed however, that within the Teaching Commons in particular, are spaces more like rooms, and these spaces tend to be regularly booked and used in a private manor with such frequency that in effect they are like any other room in the University, and less like the Commons being envisioned. So, it is easy to then identify what space within the larger Commons, is actually the common space. Dan is researching spacial design for learning, and I hope he will bring his work into the open so I can easily connect with it online, but I plan to use this observation of a more 'true' common space, to identify other spaces like it, and conceptually illustrate spaces that support networked learning and ubiquity, not just with learning institutions.

Leighblackall 22:50, 1 July 2011 (UTC)

Network peer review
Here is a copy of the letter sent out to a range of academics, seeking their review to this essay:

Hello folks,

The Ubiquitous Learning critique I've been working on, has reached what I consider to be a first draft, and needs review and feedback. I'm asking you for a >200 word response, because we either already have a relationship of this kind, or because I have cited your work in this essay, and/or I hope to establish such a relationship with you. After this stage of review, I aim to see this essay published in at least one academic journal.

This is part of my work towards an award of PhD, following an open and networked process, and writing a series of finished works to achieve that. I am not formally enrolled with any institution in this pursuit, in an effort to preserve academic integrity, and to demonstrate proposed new methods of pursuing such recognition.

So far, in this paper, I have sought collaboration and feedback from a wide informal network, taking their contributions and feedback into account to get it to this stage. Now, it enters a period of review from an academic network (that's you, if you're willing). I'm seeking a range of responses to this essay, that I may publish as feedback, and attempt to incorporate the suggestions into the next phase of its editing before submitting it to journals that accept work created in this fashion.

Please, if you are willing to offer me advice, challenge and correction, critique and review, I wish to be at liberty to publish this in the discussion page of its wiki, which then assumes a copyright status of Creative Commons Attribution Share Alike.

I hope some of you are attracted to this process, and to the subject of my critique, and I very much look forward to any responses you can afford.

 * Abstract:
 * This paper reviews the term ubiquitous learning and its influence on educational development, including wider considerations of technology in society, and delving into problems of technological determinism. It draws attention to an absence of critique, and proposes that the phrase become less about device, platform, applications, or ideas of technologically 'enhanced' pedagogy, to something more like an ethical framework, a concept of values and principles that guide perspectives and practices in learning. Ubiquitous learning then, becomes a term more associated with situated learning, conviviality, and open access.

Kind regards and respect to your own work,

Leigh Blackall

Feedback from Keith Lyons
Leigh

I apologise for the delay in responding to your ubiquitous learning paper. I apologise too for locating my comments here ... if they are in the wrong space.

There is a lot to discuss! I had a look at printing out a Pdf of the article but decided against it.

 * 1) I have some comments about the text and will share these in person if that is OK.
 * 2) My big issue, as you know, is about innocence. After reading your critique I wondered what would happen if you started with the position that ubiquitous learning is an ethical position and that time had freed us from the tyranny of hegemony. I wondered too if we could sort out the historical context in which Illich wrote from the cultural universals that appear across time and space.

I think what you have written is what some people refer to as a position paper. I am keen to discover how writing this piece has moved you on in your journey towards "situated learning, conviviality, and open access".

The delightful characteristic of non-linear environments is that you can point to wherever you wish and invite a reader to discover text and ideas.

I wonder, in conclusion, if you have developed a straw argument. Are the ethical foundations you propose already in place for groups of like-minded travellers?

Keith Lyons 04:58, 17 May 2011 (UTC)

 * Thanks Keith, I relocated your feedback into this section.

 * Interestingly, Craig Bottomley (below) also makes the suggestion to start the paper from the ethical position. I very much like that idea, along with what I understand about the position of innocence. I think once this paper is completed and submitted to Ubiquitous Learning type journals and conferences, that I will do as Craig and you suggest, for reworking into the PhD - as a position paper, yes.

 * Is it a straw argument? I don't know... to the extent to which I understand the educational development circles that have so far been lead by technological developments, and arguably without clearly defined ethics and principles, I don't think the argument is straw. I think the educational development sector should reflect on this, and consider what are its ethical framework and operating principles. For example.. with regard to software, why isn't open source software more readily used, or even made available in Australian educational settings? It is after all, true to the scientific method, and so echoes old operating principles that academia has traditionally followed. Instead, we have weasel words kreeping into the sector, such as "business ready" and "enterprise" and "support" which sometimes have different meanings, and speak to principles quite alien to the traditional ethics and principles of academia, and perhaps more to a silently emerging ideology of neo liberalism, and academic capitalism (Awbrey 2003)

 * Looking forward to seeing you in person then, to discuss this at more length, and ensure I fully comprehend what you are pointing to here.

 * Thanks Keith --Leighblackall 06:46, 18 May 2011 (UTC)

Feedback from Joelle Vandermensbrugghe
Interesting reading - tried to see the research project burried in it and can see that there are a long list of possibles. E.g. Will you test theory? Will you examine how ethics, values and principles being used or envisioned in the adoption of technology and systems are being communicated? (and how - case sudy?)or not communicated? --Joelle

 * Thanks Joelle.. yeah, there could be many. To be honest, such projects are still emerging and refining as I come to terms with, and come to grips with the PhD criteria, and what it means to be a qualified researcher. Currently I am involved with many projects that relate to the ideas of this paper.. such as A proposed policy for Intellectual Property at the University of Canberra where it relates to the framework and principles of openness and freedom. Also, Open academic practice and Excellence in Research Australia which is primarily a quantitative project that will attempt to determine to what degree research governance in Australia is affecting openness and freedom, as well as conviviality and even learning as situated.

 * So in short, my idea is to do more work on the development of an ethical and principled approach to learning, research and educational development, and to undergo a series of research projects that aim to test and reflect on that framework. All this could change again, but I'm aware of the need to draw in a focus... :) --Leighblackall 03:15, 17 May 2011 (UTC)

Feedback from Craig Bottomley (Botts)
hi leigh

not sure if you wanted this added as part of the overall talo conversation or not - so i took the more personal route. feel free to repost to talo if you want.

firstly the picky little things...

in the ubiquitous learning section, just after the link to ubilearn, forth should be fourth. in the its not about the technology, or is it? section you mention the film the net.... just after that link you talk about fred and lutz that needs to be turner and dammbeck.

and now the good stuff...

it has only been a recent discovery for me that ubiquitous learning referred to the link between technology and education. previously i had assumed that the concept was more about the idea that learning should be seen as an activity that can happen everywhere and anywhere, with or without a formal framework, and ultimately regardless of the use or otherwise of technology.

my reading of your critique suggests that you are favouring this idea as well.

i therefore wonder whether it is worthwhile making more of this in your critique. maybe take illich and his ideas and stick them up near the top. use that as your springboard into the ubiquity of learning which then lends itself to a further specialisation into the use of technology to facilitate the everywhereness of learning. to me this takes the current ubiquitous learning model which starts with technology (as you so rightly say) and ends with learning and turns it on its head. i think the critique should mirror the concept.

one of the other struggles which you touch on but perhaps warrants further deconstruction is the fact that the current educational philosophies of competency and the isolated development of skill sets really don't lend themselves easily to the idea of ubiquitous learning. your example of the en route art is a classic example. the art works because it is as much about the journey as it is about any sort of end product. the line between what is and isn't art is blurred by the participant's approach and their own self conceived ideas and ideals. on the other hand, teaching students in a tafe course is all about the end product. their is absolutely no credence given anywhere to the journey.

what we end up with is a bastardised version of something that vaguely correlates to education but in fact is actually teaching. institutionalised delivery of core facts and figures, followed up with an assessment that merely proves that students are capable of spewing back the recently ingested information. i personally struggle on a daily basis with how this approach can have anything other than negative long term effects on students.

there's a lot of good stuff to be read on the failings of training packages and certifications like the taa. i've got a thesis full of them if you're interested.

anyways - enough of my ramblings and rantings - have a great day and take or leave anything i've said.

botts

 * Thanks Botts, I've copied your valuable feedback into the discussion page of the wiki, and will send it back into TALO.

 * Good spotting on the spelling, I need as much as that as possible. Fourth is fixed.. I'll hold off on the surnames however, I want to see if I can get away with first names. Only 'cause I cringe a bit using surnames...

 * Bring 'true ubiquitous learning' to the top is an excellent suggestion, and one I will now work on. It will be difficult as it involves a pretty significant restructure. If you have more specific ideas how, please let me know. Many thanks on this suggestion though.. it solves a dilemma I was having!

 * Regarding the problem of formal education and institutionalised learning being so far removed from these ideals, my only response to date on practical terms, is for those who work in such conditions, to go about their work so that it compliments ubiquity and conviviality. I've been pretty consistent with this over the years, rejecting education conducted in Learning Management Systems, encouraging open education using popular social media like Wikipedia and Youtube. So, perhaps I add that to the Examples section - which by the way needs more work.

 * Many thanks for this feedback Botts, much appreciated. Leighblackall 07:48, 5 May 2011 (UTC)

Comment from BotheredByBees
[http://leighblackall.blogspot.com/2011/04/ubiquity.html botheredbybees said... 12 April 2011] Hi Leigh, hope the talk went well. I've been thinking a bit about how some converging technologies will affect the ubiquitous learning scene. It starts with the plummeting cost of personal storage (2 terrabytes for less than $100) - which means we're close to being able to record our every waking moment without breaking the bank. Couple this with something like Path (which allows for fine tuning of who sees what - a privacy enabled facebook if you like). Add social bookmarking/tagging we're set for a collection of activities that will overshadow the library of congress in a week. Want to see how to lay a course of bricks? - watch it being done in 14 different cultures... or from 3 different viewpoints (the bricky, the bricky's labouror and the builder) - add some smarts that render 3D images from video and you've got a virtual world ready learning object set up for some interaction. Want to encourage people to develop these 'real life' resources? Add an interface like Kickstart.org so that end users can vote on where the government spends it's education dollars

A productive development meeting process
Last week I met with Alex Hayes, long time educational developer in the vocational education and training sector, particularly focused on mobile and text-less learning and assessment, now in the business of wearable cameras, and video based assessment.

He and I discussed the various critiques we might bring to "ubiquitous learning", adding this to the paper in progress:

Another consideration in ubiquitous learning (as technologically determined) is Ũberveillance.[12] Ũberveillance, and its three core attributes - sousveillance, dataveillance and surveillance[13], impacts on privacy, personal security, choice, freedom and other values - such as self conception, and accordant behaviours - such as 'opting in', acceptance, and participation.alexanderhayes 09:50, 2 April 2011 (UTC)

Alex and I had what we thought was some pretty ground breaking discussion in the Commons last week, and I'm attempting to process it and add it to the wiki. Our thoughts around something like a permiable line between the practical affordances of technology - that is commonly covered in publications, and changeable dimensions of person-hood, even spiritual existence, are proving difficult to capture in text.. Alex termed it The Dermal Layer, referencing the current taboo of under-the-skin devices, to highlight the faint existance of an ethical dimension all too ignored in our futuristic era! I have attempted to build up the opening paragraphs to the paper, and will keep reshaping it, adding to it, and changing it over coming weeks.

I found it quite productive, this meeting and process with Alex. To sit for a morning and converse, white board draw, and project up key papers and other artifacts, and then to construct referenced sentences in the wiki, as discrete, isolated edit events, was quite a brainstorm. The tieing together of these disparate concepts can happen much later - remembering that the edit history and all the recorded revisions in the wiki, is a document in its own right, valued by at least some other researchers.

Perhaps, if anyone is inspired and available, we could try this process again? Just a one to one talk, taking time to pause and review references, and then construct sentences straight into the wiki.

I'm sick today, and possibly tomorrow.. some weird stomach bug, but will be hanging out in the Commons later in the week if anyone wants to give it a try.

Leighblackall 22:36, 3 April 2011 (UTC)

"Its not about the technology"
In a discussion on the TALO email list, Michael Coghlan passes a link to his paper WHERE IS THE ‘M’ IN INTERACTIVITY, FEEDBACK AND ASSESSMENT? where he begins by referring to Leonard Low's reflections on how Mobile Learning should not be about the devices, or the technology, but more about the social affordances... I responded to this with: Leighblackall 04:28, 6 March 2011 (UTC)

 * But to say "its not about the technology" is too disingenuous, almost cliché now. I think a critique of ubiquitous learning needs to encompass a critique of the technology as well, distinguishing the problems technically, ecologically, financially (to individuals) and socially, not without acknowledging the affordances. Then we'd critique the applications in education, such as school, VET and HE, not without mentioning the furthering of corporate sponsored education (drilling them for the abandonment of social responsibility) and then going into the zone your already in when you refer to Leonard's essentially 'situated learning' argument - that this technology has enabled an always available, always connectible, opportunity to learn, and that the social phenomenon we can observe on corporate media now, has long been waiting for this opportunity. I think I'd be concluding that public education institutions are completely flat footed, unable to respond to the overwhelming nature of this media and technology, and that instead of trying to compete, embrace, or replicate, they should look for ways they can enhance and protect those opportunities people have in learning... I'm taking these notes in the discussion page of the wiki if you're up for it? Leighblackall 04:28, 6 March 2011 (UTC)

 * The medium may be part of the message, but the message often needs to be communicated through more than one medium and by more than one modality. I routinely use multiple media and multiple venues, so as to send a consistent message as many ways as possible, ranging from scholarly essays to anecdotes, XtraNormal™ cartoonish dialogues, atrocious puns, political satire, stirring speeches, puckish song parodies, comic operas, and lunatic psychodrama.  Once in a while, one of the alternate modalities works when everything else is utterly failing in an epic manner.  —Moulton 04:57, 6 March 2011 (UTC)

 * But Moulton, to what extent do you suppose the medium is affecting your message? So many times I find, I send an email only to be misread, I write a blog post only to be misunderstood, I start a paragraph in wiki, only to be accused of bias, I watch a video on my phone, only to catch my impatience with the bandwidth, etc etc. In many ways, these mediums set the tone, the mood, and context of the message, especially in its reading. If I read you right, you mean to say that consistency of message across mediums, gets the message through despite the medium. Is that right? Leighblackall 09:23, 6 March 2011 (UTC)

 * The medium shapes what messages may be conveyed. Compare to the Sapir-Whorf Hypothesis, which postulates that our thinking is constrained by the languages we rely on.  Whenever a new medium of expression becomes available, I exploit it to convey messages that didn't pass very well through earlier media.  The telephone conveys more information (tone of voice) than the telegraph.  Video conveys more information (facial expressions) than telephony.  Stories convey more information than facts or theories.  Musical comedies convey more information than oratorical speeches.  Every time I am able to obtain more information bandwidth, I augment the medium to add another dimension of reinforcement to the original message.  See Four-Channel Communication.  Notice which of the four channels are missing here. —Moulton 11:49, 6 March 2011 (UTC)

 * Thanks Moulton, this is thought provoking, and I think it can be weaved into the first section of this paper "Its not about the technology, or is it?". I'm still left wondering, how you are sure you're own message and intent are in command of the technological influences? I know that mine change, and I don't think I am ever certain how to say what, through which. This might be just down to experience I guess, I very much feel like I'm stabbing in the dark and just getting lucky sometimes. As time goes on though, I think I'm getting better at stabbing, but its all still pretty dark. Things that are coming to mind include the sense that local/real connection is disrupted by this international/specialist connection online.. glocalisation - where I see it as a dysfunction, thinking and acting "globally", no local at all. Or that the Internet embodies certain ideological perspectives, beautifully captured in a slogan I read somewhere, "on the Internet, everyone's an American". At this point I'm still only vaguely on a trail. I've posted a few blog posts as the thoughts take shape: Transparency, openness, trade and politics (June 2010), The New Colonialism in OER (August 2009) Leighblackall 10:25, 7 March 2011 (UTC)

 * I dunno that one is ever sure they have fully mastered the latent power of any communication medium or channel. I am always looking for better narratives, more vivid metaphors, more lyrical or poetic modes of expression.  My number one problem in communicating ideas is that a lot of the ideas I want to communicate are fundamentally grounded in mathematical reasoning.  It's notoriously difficult to convey mathematical ideas in mere words.  I used to do computer animations, because that was almost the only effective way to communicate mathematical ideas.  One thing I have learned is that if one is among the first to exploit a new medium, more people will take a gander, because the medium is often more intriguing than any curiosity about the embedded message.  —Moulton 23:13, 8 March 2011 (UTC)

How many Australian's own smart phones?
Hello - I am very NEW to this - and have just started to read the article you are working towards. Can I make a comment re the "in Australia today, every second person now carries a smart phone". Well we know that is not true when we consider who "Australians" include - I think you may have meant Australians who can afford one? Australians who can get 3G (or whetever it is) access? I am sure you are not talking about the Australians who are living under the poverty line, living in remote regions and who are illiterate and innumerate. Given I am new to this, I am hoping that my comment is an appropriate for this? Pls tell me of the etiquette here ..! Robyn

 * Hi Robyn! You're in the right place, and thanks for leaving this comment. You are quite right! 1 in every two Australians do not own a smart phone, so I've to check and corrected this sentence to read: " Later, synchronisation with popular social networking web services, application markets, and of course the mega marketing campaigns, solidified uptake of these technologies to the point where in 2009 48% of phone imports to Australia were smartphones.". I'm thinking your identification of this actually helps the argument I'm trying to make. 1. that we leave out so many people in our thinking about technology uptake. 2. and that is symptomatic of our blind utopianism for this technology, and 3. the ideological influence these technologies have, is class based and disproportionate! Awesome!

 * I took another look at the reference. That article by Trevor Clarke: Love affair with smartphones to deepen: Analyst. Australians are tipped to purchase more smartphones then other mobile phones in coming years. forecasts that 62% of mobile phones sold in Australia will be smarts by 2015, and that by August 2010 - 4,422,451 3G devices sold with over 600,000 in July alone, and that the total number of Australian smartphone shipments exceeded 4 million as of 2009, meaning 48.1 per cent of new mobile device shipments - and right there is my mistake.

 * The Australian Bureau of Statistics has very little work on phones, I could only find: Children's Participation in Cultural and Leisure Activities, Australia, Apr 2009: INTERNET USE AND MOBILE PHONES which states that 31% (841,400) of children had a mobile phone in 2009.

 * Thanks! Leighblackall 04:16, 14 April 2011 (UTC)

Feedback from James Neill
Leigh - sorry, I'm a bit of a slow learner and I've started this a few times - one reason I haven't really progressed I think has been that the current version starts off at a million miles an hour - pretty much straight into a critique of ubiquitous learning. By then, I have been left behind, still pondering first of all, what is ubiquity? (that's where I am now) - and then next to try to work out what is ubiquitous learning. Then I can get on board in a more substantial way with the critique. Suggestion: Take some more time to explain and explore ubiquity and ubiqitous learning. PS Ubiquitous is a bugger of a word to spell - that should count it out alone! -- Jtneill - Talk - c 01:27, 23 May 2011 (UTC)
 * Just revisiting the first section on UL - do you have references/evidence/argument to support: "Ubiquitous learning became popular among commentators of education and technology around the time wireless Internet was more common in their domestic settings, and portable computing devices were developing more capabilities and popularity.". Maybe because I'm unfamiliar with the UL term, I kind of want some convincing that this phrase/concept did become, as suggested, (and still is?) popular. -- Jtneill - Talk - c 14:12, 25 May 2011 (UTC)

 * James! you got me.. I wondered if anyone would draw me on that claim. It comes from my own experience... supported in some way by footnote 3 - but I would still need to show that the time of these posts by Downes and others, was the same time Wifi etc was catching on.. and even then its a stretch, I admit. Intuitively it feels right, but .. yeah, well.

 * Regarding your first comment.. I'm thinking long and hard on deleting this section and moving it all away from a critique on ubiquitous learning in computing circles, and focusing instead on the proposal to establish an ethical framework with operating principles, and then explaining how I personally came to those. Kind of an auto ethnographic path.

 * This thinking comes originally from Botts' feedback, reinforced by Keith and Robert's verbal, and now yours. The first section, ie the critique, may not be needed. Its a writing and communication style I think I'd like to develop. One that does not set up something to refute, only to offer another thing in its place. This form of argumentation comes from my undergraduate years, were I was discouraged from writing in the first person, and to set up arguments this way. Instead of setting something up and arguing against it, could I begin with a proposal, and explain how I came to it - leaving the reader to form an argument if they're that way inclined. Would this work as an academic form of writing even? See Keith's blog post for an example..

 * So, do you think this essay would be better without the critique? Would it help you get into the more meaningful content - the proposed scope of ethical framework for thinking about education, development, and technology adoption?

 * --Leighblackall 23:46, 25 May 2011 (UTC)

 * OK - yes, this all makes and yes, I think it could work really well to split this into a separate critique of UL (I did a quick search and found edited books and a journal and numerous references, so you can back that claim up I think) but as you and others suggest, start here instead with laying out an argument for an ethical framework (for education?) and then some principles. I can see this fitting in to the grander scheme e.g., by laying out groundwork for an IP policy, open journals etc. as mechanisms towards openness and egalitarian/emancipatory education and knowledge development. -- Jtneill - Talk - c 00:35, 26 May 2011 (UTC)

A video
I'd like to create a video that summarises the key points and arguments emergent in this paper. It should be accessible to as wider audience as possible. Inspired by Pinky's Scary School Nightmare for example.

Wikipedia
The Wikipedia entry for ubiquitous learning is in need of work. Consider working towards making it a featured article, as a process for the necessary literature review prior to writing this paper.

Journals

 * 1) International Journal of Technology and Human Interaction
 * 2) Journal of Educational Technology & Society - special Special Issue on “Innovative technologies for the seamless integration of formal and informal learning” 10 January 2012

13th ACM International Conference on Ubiquitous Computing 2011
http://www.ubicomp.org/ubicomp2011/

13th International Conference on Ubiquitous Computing (Ubicomp 2011) will be held in Beijing, China on September 17-21, 2011.

Ubicomp is the premier outlet for novel research contributions that advance the state of the art in the design, development, deployment, evaluation and understanding of ubiquitous computing systems. Ubicomp is an interdisciplinary field of research and development that utilizes and integrates pervasive, wireless, embedded, wearable and/or mobile technologies to bridge the gaps between the digital and physical worlds. The Ubicomp 2011 program features keynotes, technical paper sessions, specialized workshops, live demonstrations, posters, video presentations, panels, industrial exhibition and a Doctoral Colloquium.

This looks like an ERA "A" ranked conference but need to confirm - 44132	Ubiquitous Computing	UbiComp	A	0805	Distributed Computing

Ubiquitous Learning Conference 2011
http://ubi-learn.com/conference-2011/

University of California, 11 to 12 November 2011, in Berkeley, California.

The Ubiquitous Learning Conference investigates the uses of technologies in learning, including devices with sophisticated computing and networking capacities which are now pervasively part of our everyday lives’ from laptops to mobile phones, games, digital music players, personal digital assistants and cameras. The Conference explores the possibilities of new forms of learning using these devices not only in the classroom, but in a wider range of places and times than was conventionally the case for education. Ubiquitous Learning is made possible in part by the affordances of the new, digital media. What’s new about it? What’s not-so-new? What are the main challenges of access to these new learning opportunities? These are the key themes and scope and concerns of the Conference and its companion Journal.

International Workshop on Ubiquitous Human-Computer Interaction 2011
http://www.hci2011.org/

August 11-13, 2011 - Enshi, China

The International Workshop on Ubiquitous Human-Computer Interaction (UbiHCI 2011) will run in conjunction with the 4th International Conference on Human-centric Computing (HumanCom-11) in Enshi, China on August 11-13, 2011.

UbiHCI Workshops will bring together researchers to discuss the challenges and potential solutions for effective interaction with Ubiquitous applications. It covers the design, evaluation and application of techniques and approaches for all mobile and ubiquitous computing devices and services.

E-LEARN 2011
http://www.aace.org/conf/elearn/

Honolulu, Hawaii: October 17-21, 2011

E-Learn--World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international conference organized by the Association for the Advancement of Computing in Education (AACE) and co-sponsored by the International Journal on E-Learning.

This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors.

Edmedia 2011
http://www.aace.org/conf/edmedia/ ED-MEDIA 2011 - Lisbon, Portugal June 27 - July 1, 2011

ED-MEDIA - World Conference on Educational Multimedia, Hypermedia & Telecommunications is an international conference, organized by the Association for the Advancement of Computing in Education (AACE). This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

Initial academic development meeting
Rob, Greg, Leigh, and Ian met face to face in Canberra yesterday, to discuss directions. Here's notes:

Robert is going to look into which Journal and/or conference to work towards - ones with the greater return in terms of that abominable but required ERA barb.

From this we'll have clearer idea of output and timeframes.

The thinking is that we now spend time dropping in links and key paragraphs from any readings we think useful for the 6 topics so far nominated (I consolidated some this morning). At some point I think we each adopt a topic or two, to build text around.

This list could easily produce a paper for each topic... (which is reasonable through effective collaboration techniques I believe), or we think of the paper we're writing as a first in a series, this one setting out an intro to subsequent papers/book/video/...
 * 1) What have we learnt from 30 years of using technology in education?
 * 2) History of 'ubiquitous learning'
 * 3) Its not about the technology, or is it?
 * 4) Ubiquitous learning: everywhere, everytime and everybody
 * 5) Propinquity - the missing link in ubiquitous learning?
 * 6) Ubiquitous learning, as in freedom

Personally, I believe my strength is in 3, and 6 but can offer things to all the others.

So when Rob gives us targets and timeframes over all, we each adopt topics to build up into a draft.

Leighblackall 22:38, 8 March 2011 (UTC)

Who owns schools
Jordan and I enjoyed a viewing of Ian's 1979 film, Who Owns Schools at the National Film and Sound Archive yesterday. Many things impressed us about it. For me personally, and in no particular order:

The rapid editing and story telling for a 1970s film must have been seen as futuristic! Certainly demonstrating great skill on the part of the film editor.

The open ended moral to the story, being careful not to prescribe, even expressing self consciousness in this point, highlighted by a skit toward the end, featured 3 stereotypical teachers forecasting the future of a 15 year old girl. This scene in particular caused me to reflect on my own opinions and actions regarding education systems.

But at the very end, as is so often the case, the film finally asked children the question, who owns schools. Revealing answers too, perhaps revealing the film's intent in the first place.

An enjoyable, funny film, about an all too serious question, from a time long enough ago to give us some perspective. What perspective? That not much has changed these last 32 years! The would-be change agents have achieved so little in the face of it all. All part of the larger failure of the "Left" But why? What is this invisible force that overwhelms all attempts at change (revolution), is it as Marx would have it? False consciousness and hegemony? The fact that Queensland bureaucrats banned this film says something of the kind?

As for the wiki that might become our collaborative paper for some darker corner of the web known as an ERA ranked journal, I have made a few more edits and additions. I thought to do more consolidating of sections, down to now 4:

 * 1) History of 'ubiquitous learning'
 * 2) Its not about the technology, or is it?
 * 3) Propinquity - the missing link in ubiquitous learning?
 * 4) Ubiquitous learning - as in freedom

And I've found some research that has been ignored for years in our futuristic techno-love, reading comprehension rates are significantly reduced in screen based environments. See section 2 entry by Pam Hook. I've also added reference to a book, and a documentary film, looking at the link between 1960's counter culture and the cyber culture utopianism of today. See section 1.

This email is also copied into my blog as notes about the film and the paper we're working towards, and for future reference after it is all long lost in our respective drowning inboxes.

Leighblackall 22:38, 18 March 2011 (UTC)

Uberveillance
Just wondering what Überveillance means in the networked learning context for you alexanderhayes 13:34, 9 November 2011 (UTC)

 * I see a possible connection with learning analytics Alex, where people can self assess their learning and reflect on their directions. Leighblackall 11:45, 2 December 2011 (UTC)


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User:Rnfitzgerald

Robert works at the University of Canberra and is interested in the creative and imaginative application of technology to enhance teaching, learning and communication.

title: User:Rnfitzgerald


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Talk:Create a Lesson Plan

pdf's on pages
from an e-mail with Joe Cornelli --Charles Jeffrey Danoff 19:28, 3 March 2011 (UTC) > I think in addition to the "how to upload a lesson plan" you might > include the tip about how to make PDFs appear nicely in a wiki page > (already nicely pre-generated by you earlier). Some people might find > this part scary, so it should be an "optional extra", maybe Section 3, > where Section 1 is creating a new page on wikiversity, Section 2 is > uploading a PDF to wikiversity, and Section 3 is hooking PDFs to > pages. (Basically just a description of what we've done in the past.) > >

title: Talk:Create a Lesson Plan


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User talk:Richardofoakshire

Richardofoakshire 13:50, 6 March 2011 (UTC)

Bloom clock setup
Let me know if you need assistance with the bloom clock! --SB_Johnny talk 13:51, 6 March 2011 (UTC)

Thanks, I'll be logging some plants this year if I have time. I'm also a Guerrilla Gardener, so I could combine activities. Richardofoakshire 13:55, 6 March 2011 (UTC)

 * What's a "guerrilla gardener"?
 * Let me know the region (or regions) you want to log flowers for, and I'll help you with the templates. Better to talk on your page than mine, I think... my talk page is a bit overwhelmed and hard to follow on a watchlist! --SB_Johnny talk 17:52, 6 March 2011 (UTC)
 * As a Guerilla Gardener, you plant vegetables and flowers in urban areas, such as beside parking lots, at bus stops, basically any empty patch of earth you can find. This for reasons of city beautification or as a means of political expression. The region I'll be logging flowers in is Zürich, Switzerland.
 * http://en.wikipedia.org/wiki/Zurich
 * http://en.wikipedia.org/wiki/Guerrilla_gardening
 * Richardofoakshire 15:08, 8 March 2011 (UTC)

 * Hi again. I've set up a template for marking your logs in March (bcpm/zurs/3). You can add it to the main log pages like this, using the "new region 8" field in the middle template. This will start categorizing the plants as belonging in your region, so that you can use the software to generate keys (like [|this one]). --SB_Johnny talk 12:48, 11 March 2011 (UTC)
 * Why thank you! That's awful nice. I'll log the first thing tomorrow, I still need to check on the correct species... Richardofoakshire 19:32, 11 March 2011 (UTC)

Thanks.
. Refreshing. --Abd 20:58, 27 April 2011 (UTC)
 * No problem! :) - Richardofoakshire 21:07, 27 April 2011 (UTC)

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User:Richardofoakshire/Bloom clock

My own personal bloom clock for the region Zürich in Switzerland. You are welcome to log species blooming, as long as you live in the canton Zürich in Switzerland. If you see a plant that's not on the list, create it in this directory with correct scientific name: "Genus_species", paying attention to capitalisation.

Master Species List
/Corylus avellana

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User:Richardofoakshire/Bloom clock/Corylus avellana

Corylus avellana, the Common Hazel, is a species of hazel native to Europe and western Asia, from the British Isles south to Iberia, Greece, Turkey and Cyprus, north to central Scandinavia, and east to the central Ural Mountains, the Caucasus, and northwestern Iran. It is an important component of the hedgerows that were the traditional field boundaries in lowland England. The wood was traditionally grown as coppice, the poles cut being used for wattle-and-daub building and agricultural fencing.

Recent logs
Richardofoakshire 15:04, 6 March 2011 (UTC)


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User:Richardofoakshire/Guerrilla gardening

Edit...


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Answers

 * Neural Basis of Multi-Lingualism

1) Similarities or differences in the languages being learned. If all languages being learned are similar in structure then it would be easier for the simultaneous multilingual because the rules would be similar and there would be less confusion. For the successive multilingual the primary language would have a minor influence in affecting subsequent languages. Neural organisation: since all languages were learned within the critical period we would assume that similar neural structures would be activated regardless of language or sequence of language acquisition. Different tasks however would activate different neural regions, but we would see the same populations activated in a similar task whether the individual was a simultaneous or successive multilingual. Language interference: a simultaneous multilingual is at a higher risk for confusing the languages learned at the same time. This is because early in development there is a steep learning curve for a new language and proper organisation of the rules pertaining to a particular language can get mixed up if many languages are learned simultaneously. A successive multilingual is less at risk because they learn different languages successfully, therefore the structure of one language is developed before establishing a new language structure. The simultaneous bilingual is more likely to develop one structure to accommodate all the learned languages since they are acquired simultaneously.

2)

title: Answers


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Psycholinguistics/Neural Basis of Multi-Lingualism/Some thoughts

 * Neural Basis of Multi-Lingualism

1) Similarities or differences in the languages being learned. If all languages being learned are similar in structure then it would be easier for the simultaneous multilingual because the rules would be similar and there would be less confusion. For the successive multilingual the primary language would have a minor influence in affecting subsequent languages. Neural organisation: since all languages were learned within the critical period we would assume that similar neural structures would be activated regardless of language or sequence of language acquisition. Different tasks however would activate different neural regions, but we would see the same populations activated in a similar task whether the individual was a simultaneous or successive multilingual. Language interference: a simultaneous multilingual is at a higher risk for confusing the languages learned at the same time. This is because early in development there is a steep learning curve for a new language and proper organisation of the rules pertaining to a particular language can get mixed up if many languages are learned simultaneously. A successive multilingual is less at risk because they learn different languages successfully, therefore the structure of one language is developed before establishing a new language structure. The simultaneous bilingual is more likely to develop one structure to accommodate all the learned languages since they are acquired simultaneously.

2) Early language acquisition individuals would use the same neuronal populations for all their languages therefore they are less likely to suffer from partial aphasias due to cortical insults. If the main language areas of the brain in the left hemisphere are injured we would likely see similar deficits in all the learned languages within a early acquisitioned individual. However in a late language acquisitioned individual, who learned languages after the critical period additional cortical areas are recruited in addition to the regular language regions of the brain. This means that cortical insults to brain regions other than the main language centers of the brain could impose some deficits within certain languages depending on the region of brain injury, the type of language used and the task being performed. An example would be the recruitment of prefrontal cortex in late acquisitioned individuals for certain tasks, whereas no prefrontal cortex activation in early acquisitioned individuals for the same task. Therefore damage to the prefrontal cortex would cause impairments in the late acquisitioned individual, but not to the early acquisitioned individual on that particular task. Damage to main language centers of the brain would cause similar impairments to both early and late acquisitioned individuals because they both activate these regions.

3) Multiple factors can cause speech problems therefore it is hard to say conclusively that therapy in one language will resolve issues in the others. However based on the neural evidence in multiple language tasks we can assume that if the problem arises from a neural standpoint then an early acquisitioned individual will see progress for multiple languages. This is mainly because all the languages acquired will be represented by similar neural structures therefore if therapy resolves the problems in one language, other languages dependent on the same neural populations will also get some benefit. Even if the problems don’t exist on a neural level, the organisational structures will be similar within the different languages, therefore we could speculate that therapy in one language can have different benefits to the other languages on different levels. A late acquisitioned individual however would probably need therapy in the different languages to see the same amount of benefit as the early acquisitioned individual.

4)

 * 1) The occipitotemporal cortex would first be activated to transfer the visual information to the temporal cortex. Then the medial temporal gyrus would be activated to decipher the lexical information. If the subject was late acquisitioned and since the information is in L2, additional neural populations in the prefrontal cortex will be activated for working memory possibly for translation from L2 to L1. Finally the medial temporal gyrus and hippocampus will be activated for semantic processing and memory retrieval.
 * 2) Since this is a verbal production task the semantic meanings should first be retrieved. In addition this is an L2 language therefore we will expect to see activations in the frontal gyri as well as some temporal gyri. This information is then passed along to Brocca’s area for processing, which also collaborates with the basal ganglia since the language involved is L2. Finally the information is sent to the primary motor cortex to activate the vocal cords and produce speech.
 * 3) The primary auditory cortex in the left temporal lobe is first activated since this is a listening task. In addition, since this is also an L2, variable other temporal cortex regions also get activated for semantic processing. Specifically we can see consistent anterior cingulate activation and this region is known to be associated with conscious, laboured effort, which is expected since the information is in L2 and not automatically processed. We can also expect some activations in Brocca’s area and the pre-central gyrus for additional processing from L2 to L1 since the information is not the subjects native language.


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Talk:Psycholinguistics/Theories and Models of Language Acquisition

= Peer Review by Jayme Segal =

Research
One of the major guidelines for writing the chapters for this class was to refrain from citing the course textbook, The Psychology of Language. While you did cite the text, fortunately, it was only cited minimally. I suggest replacing these citations with original research. Aside from using the textbook, you made very good use of many different research sources that were informative and enabled the reflection of different views and theories of language acquisition. I also noticed that some of the references in the reference list are listed more than once. I’m sure this was just a Wikiversity formatting error that can be fixed by looking at the instructions in the “tool” section of the site.

I really enjoyed the photos and diagram use throughout the chapter.

A

Structure
Overall, the structure of this chapter is pretty good. The introduction states that the purpose of the chapter is to discuss different theories of language acquisition and the body of the chapter flows logically from this point. The use of definitions of key terms in the introduction is also helpful to the reader.

While I understand that this is a textbook chapter, and therefore it mustn’t flow like an essay, I do think you should somehow gear the end of each section in a way that enables a smooth transition into the next. For instance, instead of concluding the cognitive theory section with a stage from Piaget’s cognitive developmental theory, why not add a sentence or two comparing it to the way social interactionists have theorized the development of language? It is essential to the structure of the chapter that the body paragraphs are well integrated, connected, and have a consistent flow. It is also fundamental to the body of the chapter that you add a conclusion to tie together the main points of the work.

A-

Logic/Organization
The way you moved from historic theories of language acquisition to more modern theories towards the end of the chapter enabled for a good insight on the evolution of the subject. In the introduction however, your thesis maintains that “most of the modern theories we have today have incorporated aspects of [past theories] into their various findings”, which is not backed up by the research in the chapter in the modern theory sections. I think a helpful suggestion would be to explain which historic theories the modern theories are related to and how they are related. This could be a good thing to touch on in the body paragraphs and potentially in the conclusion. Also, I think adding a timeline with dates to show when different theories became firmly established would add to the flow of the chapter. You mentioned dates for some of the theories but not all.

The central theme of language acquisition is evident throughout the chapter. However, as I discussed in the critique of the structure of the chapter, there is a lack in transitions between sections and ideas.

B+

Answers Questions, Makes Argument
I think you did a good job at discussing the different theories of language acquisition from history to more modern times. The theories are discussed thoroughly and are easily differentiable. Throughout my review of your work, I have mentioned that I think it is really important to compare and contrast the theories to each other. I think this would add substance to your chapter as well as allow the reader a more full understanding of the differences between the theories. Drawing these distinctions will also further enable the delivery of your thesis in which you explain that the modern theories incorporate aspects of previous theories.

A

Writing Style
As for the writing style of the chapter, I have edited the chapter to the best of my ability. I did not feel comfortable making direct changes to your work on Wikiversity so I have posted on the course discussion board to obtain their e-mail address to send them my suggested corrections. The spelling/grammar mistakes are small but definitely noticeable when reading through the chapter. When editing the chapter, I noticed a few sentences that were awkwardly worded such as: “Noam Chomsky's innateness or nativist theory proposes that children have an inborn or innate faculty for language acquisition and that the process is biologically determined”. In the document where I edited the chapter, I made suggestions for rephrasing awkward sentences such as this. For example, I suggested rewording this sentence to “…children have an inborn or innate faculty for language acquisition that is biologically determined”.

B

Jy951950 20:05, 6 March 2011 (UTC)


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Aphasia Rehabilitation: Learning Exercise

The following is a possible chapter breakdown for J.K. Rowling's Harry Potter and the Deathly Hallows. This is an assignment to enhance a student's understanding of aphasia rehabilitation today. The assignment was to create a chapter breakdown for an aphasia book club meeting.

1. The Death Eaters have all gathered at Malfoy Manor for a meeting:

 * Severus Snape and Yaxley are almost late
 * The house is very large and impressive
 * All the witches and wizards are gathered around a large table with Voldermort at the head
 * An unconscious person is being magically suspended above the table

2. They are talking about when they can attack Harry Potter

 * Severus Snape says that the Order of the Phoenix will be moving Harry Potter next Saturday
 * Yaxley says he will not be moved until the 30th
 * Voldermort realizes he must attack while Harry is being transferred to a new safe place
 * Voldermort makes it clear that he is the one who must kill Harry

3. Voldermort asks Lucius Malfoy to give him his wand

 * Lucius does not want to but he does as he is told
 * Voldermort accuses the Malfoys of not being true supporters
 * They try and tell him that they love to serve him
 * Voldermort tells them they should kill all in their family who do not support him

4. Attention turns to the person suspended above the table

 * Voldermort wakes her up
 * It is Professor Burbage who taught Muggle studies at Hogwarts
 * She asks Snape for help, he ignores her
 * Voldermort hates her because she says it is a good thing for Witches and Wizards to marry Muggles
 * Everyone watches as Voldermort kills her with the Avada Kedavra curse
 * Voldermort then gives the body to his snake for supper

Highlights:

 * 1) Death Eaters gather at Malfoy Manor
 * 2) They discuss when they should attack Harry Potter
 * 3) Voldermort makes sure everyone knows he must kill Harry
 * 4) Voldermort takes Lucius Malfoy's wand to use on Harry
 * 5) Voldermort kills the Muggle Studies teacher from Hogwarts in front of everyone

Characters:

 * Severus Snape
 * Yaxley
 * Lord Voldermort
 * Wormtail
 * Lucius Malfoy
 * Narcissa Malfoy
 * Draco Malfoy
 * Bellatrix LeStrange
 * Professor Burbage
 * Nagini
 * Dolohov
 * Other Death Eaters not mentioned by name

What did you find the most scary about this chapter?

 * 1) When Snape and Yaxley were almost late
 * 2) When Voldermort asked Lucius for his wand
 * 3) When Voldermort killed professor Burbage
 * 4) When the giant snake Nagini appeared


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Mental Lexicon/Learning Exercise A/Answers

A1
A1. Lexical entries in a printed dictionary are organized alphabetically (by orthography/form), and contain within them a word’s part of speech (syntax and morphology), its synonyms and different contexts in which it is used (semantics), its orthography and its phonology (form).

-Back to the Mental Lexicon

A2
A2. Here, only a word’s orthography creates a separate node or lexical entry. Also, the idea that the rest of the words’ properties are stored within a lexical entry seems similar to Forster’s Autonomous Search Model (see Lexical Access for more information).

-Back to the Mental Lexicon

A3
A3. Here are some example answers: -	Alphabetical order does not determine how long it takes to produce (or respond) to a word. -	Humans often mispronounce and misspell words and even use words incorrectly. -	Studies have shown faster recognition for words that share semantic and morphological properties (within dictionary entries) than for words that simply have similar orthographies (between dictionary entries).

-Back to the Mental Lexicon

A4
A4. Thesaurus. Thesauruses focus solely on the similarities in the meanings of words. In what ways do you think this analogy breaks down?

-Back to the Mental Lexicon

A5
A5. Lexicon. A lexicon differs from a dictionary in that is elaborates more on the etymological roots of words, focusing more on their morphology.

-Back to the Mental Lexicon

A6
A6. No. While these analogies may help with conceptualizing the lexical access patterns predicted by these models, the link to lexical organization is weak.

-Back to the Mental Lexicon

A7
A7. There is no “right” answer to this question per se. Rather, we are going to create a mock trial run of your model to test its hypotheses/predictions in Part B of the learning exercise. (For example answers, refer back to the models discussed).

-Back to the Mental Lexicon


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File:Logo-Jet solar team.jpg

Licensing
for school project

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text: Template:Game mechanics/nav

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User:Littlecrow

hello everybody, i'm here for the social psychology course and any other psychology/social sciences info. i have occasionaly edited wikipedia in the past, mainly correcting typos and minor cleanup. i am unschooling myself with the help of the library, opencourseware from various colleges, used textbooks and the wiki projects. i have some community college experience, i find i learn more on my own!

title: User:Littlecrow


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User:Nithinlaxman

I am Nithin Lakshmana. I am a post graduate student in Tallinn Univeristy (http://www.tlu.ee/?LangID=2) Estonia.

My interest is to study the challenges of OER adaptability in developing nations particularly in the elementary education level. I strongly believe that education system across the world will slowly move towards online learning and self learning with the vast availability of free, unrestricted and open educational resources on the internet. There are more copyright free educational resources available online now than there was a decade ago and there is also a steady increase in the self learners.

As a part of my post graduation thesis, I have designed and conducted a semi synchronous 4 week online course on OER introducing OER to school teachers from developing nations. This course concluded on May 2, 2011.

you can email me if you have more questions about the upcoming course. You can reach me at: nithinlaxman~at~gmail~dot~com

skype - nithinlaxman

title: User:Nithinlaxman


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User talk:Carrousel

 Hello Carrousel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:43, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:43, 7 March 2011 (UTC)

title: User talk:Carrousel


text:
User talk:Sai tej

 Hello Sai tej, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:44, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:44, 7 March 2011 (UTC)

title: User talk:Sai tej


text:
User talk:Cabljoe

 Hello Cabljoe, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC)

title: User talk:Cabljoe


text:
User talk:Harsh shah2805

 Hello Harsh shah2805, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC)

title: User talk:Harsh shah2805


text:
User talk:Drramrsby

 Hello Drramrsby, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:45, 7 March 2011 (UTC)

title: User talk:Drramrsby


text:
User talk:Atssuftnyc

 Hello Atssuftnyc, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC)

title: User talk:Atssuftnyc


text:
User talk:Bibhadevi

 Hello Bibhadevi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC)

title: User talk:Bibhadevi


text:
User talk:SubCook643~enwikiversity

 Hello SubCook643, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:46, 7 March 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called SubCook643. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name SubCook643~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) 06:23, 19 April 2015 (UTC)

title: User talk:SubCook643~enwikiversity


text:
User talk:Babscout468

 Hello Babscout468, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC)

title: User talk:Babscout468


text:
User talk:Ai4yu3qi

 Hello Ai4yu3qi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC)

title: User talk:Ai4yu3qi


text:
User talk:Sungod44

 Hello Sungod44, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC) Pierrot de Lioncourt (escribeme!) 05:49, 7 March 2011 (UTC)

title: User talk:Sungod44


text:
User:Carrousel

...bara no sekai e someagete ageru. Aristocrat's Symphony. Versailles.

title: User:Carrousel


text:
Signals and systems/Exponential signals

Complex exponentials are some of the most important functions in our study of signals and systems. Their importance stems from their status as eigenfunctions of linear time invariant systems. With exponential function possible to "envelope" other functions. Here example of $$a^x*sinx$$ function:

title: Signals and systems/Exponential signals


text: Game mechanics/Deck Construction

title: Game mechanics/Deck Construction


text: Game mechanics/Card Dealing

title: Game mechanics/Card Dealing


text: Game mechanics/Card Drafting

title: Game mechanics/Card Drafting


text: Game mechanics/Card Drawing

title: Game mechanics/Card Drawing


text:
Game mechanics/Card Driven Campaign/Battle

Card Driven Battle and Card Driven Campaign games involve the use of cards to trigger events which alter how the game develops. This can include having A, B, C etc decks which allow some events to be randomised through shuffling, while keeping a chronological structure between the decks.

Links to Boardgame geek

 * Card Driven Campaign/Battle

Games with Card Driven Battles or Campaigns

 * 1866: The Struggle for Supremacy in Germany
 * Paths of Glory


text:
Game mechanics/Hand Management

Hand Management is a mechanism used in card and board game design. Hand management games feature cards that reward players when they play cards in certain sequences or groups. Effective play of cards and sequences of cards may vary, depending on board position, cards held or displayed and cards played by opponents. Good hand management means gaining the best value out of available cards under given circumstances. Many cards have multiple uses in the game, creating complex reasoning to identify an "optimal" sequence.

Hand management does not concern manual dexterity.

Links to Boardgame geek

 * Boardgamegeek: Hand Management

Games using Hand Management

 * Friedrich
 * Liberté
 * Dominion
 * The Settlers of Catan

title: Game mechanics/Hand Management


text: Game mechanics/Acting

title: Game mechanics/Acting


text: File:Stroop 2.jpg

title: File:Stroop 2.jpg


text: File:Stroop 3.jpg

title: File:Stroop 3.jpg


text:
Instructional design/Collaborative environment

 * Collaborative Environment Design
 * Collaborative Scenario
 * Sample Collaborative Environment Plan
 * Introduction to Ill-Structured Problems
 * Designing a Problem Space for a Collaborative Work Environment
 * Preparing an Online Collaborative Environment Plan

Introduction
Imagine being asked to conduct a problem-solving project for a client by collaborating with a group of four other people. You are all spread geographically across the Midwest and must assume this responsibility outside of normal job duties in your “free” time after work. Are you stressed out yet?

Lesson Goal
The following goal describes the desired behavior of learners several months after completing this lesson:

 * Instructional design teams consisting of both designers and developers will design and participate in online collaborative work environments. The result will be improved, efficient and effective collaboration among team members during course development and ill-structured problem solving.

Key Learning Objectives
At the completion of this Wikiversity module, you will meet the following performance objectives:

You will be able to design an online collaborative environment design plan for an ill-structured problem of your choosing. The plan must score 75% or better on an ill-structured problem solving environment plan quality checklist. This performance checklist will include listing the constraints for the problem, outlining a design for the problem space, and determining tools and resources that will support users of the learning environment. You will also be able to:

 * Identify aspects of ill-structured problems from a list.

 * Identify examples of ill-structured problems.

 * Distinguish between a well-structured problem and an ill-structured problem.

 * List the steps involved in designing a problem space.

 * Construct a procedural plan for developing a collaborative learning environment.

What to Expect
First, you will be presented a collaborative scenario with a sample collaborative environment plan. You will then be presented with a definition of ill-structured problems, examples (and non-examples), and its importance in the collaborative process. Next, you will be presented with general procedures for designing a problem space. You will then identify the key procedural steps for designing a problem space in relation to a collaborative learning environment. After that, you will develop a collaborative environment plan for a scenario from your experience. For this portion of the lesson, you will be directed to an externally hosted discussion group where you will present and post your plan. Finally, you will review and submit the assessment of another plan posted by a peer. In addition to peer feedback, a group moderator will evaluate each plan, rate them based on the three main criteria listed in the key learning objectives, and return the graded plan back to each learner.

Lesson Outline
Collaborative Scenario Sample Collaborative Environment Plan Introduction to Ill-Structured Problems Designing a Problem Space for a Collaborative Work Environment Preparing an Online Collaborative Environment Plan Back to Topic: Instructional Design
 * Click here to begin


text: File:STROOP 4.jpg

title: File:STROOP 4.jpg