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Instructional Design/Constructivism/Self Evaluation

2nd Step
Evaluate your achievement of incorporating ALE components by comparing your lesson with the quality checklist, listing deficiencies/superiorities of their created authentic learning experience, and in comparison to authentic learning experience seen in the video above.

This Authentic Learning Experience Checklist was based on Peter Honebein’s material presented at the ISPI 2006 International Conference Workshop Authentic Activities for E-Learning and Beyond. Participants will utilize the following Rubric: then add up the points. 7 points is a Beginning level designer; 8-14 is a Developing level designer; 15-21 is an Accomplished level. 21 points and higher is considered Expert level for this lesson evaluation. Note: ''Do not make this self-evaluation too exhausting. You will get a rough idea where you are if you move through the rubric purposefully and intuitively.''

Reference: http://web.archive.org/web/20030627165218/http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf

Click Conclusion to continue.

Review The Objectives
•Given an expert testimonial’s example of incorporation of the authentic learning experience into instructional plan, along with detailed review of their strategy addressing quality checklist components, participants will be able to: *1.7.1 Embedding learning in complex, realistic and relevant environments *1.7.2 Providing for social negotiation *1.7.3 Supporting multiple perspectives and the use of multiple modes of representation *1.7.4 Encouraging ownership in learning *1.7.5 Nurturing self awareness of the knowledge construction process
 * 1.7 Evaluate their achievement of incorporating components outlined below from quality checklist in their authentic learning experience which includes:
 * 1.8 List deficiencies/superiorities of their created authentic learning experience in comparison to authentic learning experience created by expert witness.


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Instructional Design/Constructivism/Conclusion & Resources

Conclusion
Constructivist learning theory is not meant to replace cognitive learning theory, rather it is meant to enhance it. Engaging, collaborative, productive learning activities can enhance even the best of cognitivist instruction. As you continue to explore the best ways to help students learn, keep a copy of this ALE Checklist nearby to ensure that your instruction provides them with an experience to remember.

Continue in your learning by exploring the following resources!

Resources
Instructional Strategies Online http://olc.spsd.sk.ca/DE/PD/instr/index.html

"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."

Constructivism Resources http://www.thirteen.org/edonline/concept2class/w2-resources.html

Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning http://ifets.fit.fraunhofer.de/periodical/vol_2_2000/tam.html

To understand constructivism in technology-mediated learning: http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html

Constructivism http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html

Constructivist Instructional Design/Models http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html#constructivism

Seven Goals for the Design of Constructivist Learning Environments http://crossroads.georgetown.edu/vkp/resources/glossary/constructivism.htm

Instructional Design Approaches http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm

Translating Constructivism into Instructional Design http://www.ifets.info/journals/8_1/5.pdf

Additional Resources http://web.ics.purdue.edu/~haagard/edci591t_web_02/additional/add.htm

This completes the learning module Designing Constructivist Learning Experiences.

Please review previous lessons or return to the Instructional Design: Homepage

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


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User:Vamsi~enwikiversity

I like to learn more languages.

title: User:Vamsi~enwikiversity


text:
Assistant teacher program/School surveys

School surveys
Pupils can conduct school surveys in cooperation with their teachers and/or student councils and youth councils. A school survey should have the goal to gather information on a specific topic, usually something the pupils would like to see addressed by their teachers.

Example survey: Learning motivation
Possible choices for measurements are, for instance:
 * How does the learning motivation of pupils
 * develop on a single day?
 * vary between grades?
 * vary between subjects?
 * vary between personal perspective and perception of others (e.g. the class)?
 * vary between good and less good pupils?

An objective measurement of something as subjective as learning motivation is hardly possible but one can try to reduce subjectivity.

The survey should be collected with anonymization. Collecting several answers with different biases also allows to select subsets of data for more detailed analysis. An anonymization software can allow to attach actual grades from a database while removing the names of the interviewees. Alternatively the survey can be collected by the mentors of the interviewees, allowing the mentors to analyze the information with respect to their protégés and to perform the anonymization.

A mathematics or computer science teacher can use the opportunity to introduce the R programming language, which is likely to solve at least any motivational problems of the pupils to learn about the programming language.


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Talk:United States Law/Introduction

Ideas: 1. Instead of having each subject go to one course have it go a Professor Selection page where different teachers could add their own coarses. Given the subject matter it will be difficult to create a single collaborative course.

2. Student division: I'm going to add a student division under extra activities where students can submit outlines and notes from actual classes.

Question: Is this school still active as of July 8th 014

Twilightofmymind (discuss • contribs) 06:35, 9 July 2014 (UTC)

title: Talk:United States Law/Introduction


text:
User talk:Avocadoman333~enwikiversity

Welcome
Hello Avocadoman333, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  21:20, 11 March 2008 (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 Avocadoman333. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Avocadoman333~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 23:28, 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:Avocadoman333~enwikiversity


text:
Wikiversity Law Review

🇨🇴 {| style="width:100%;"
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Potential articles in
 category = Wikiversity Law Review category 2 = Owning the Intangible namespace = 0 ordermethod = sortkey order = ascending mode = ordered   category = Owning the Intangible namespace = 0 ordermethod = sortkey order = ascending mode = ordered
 * In Sub-Category:Owning the Intangible
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{| style="width:100%;"
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Suggested research questions
Please feel free to adopt one of these questions or add a new one.
 * is incompatible with the . Discuss.
 * Should judicial decisions be based on political grounds?
 * The Law should be kept separate from Economics and Politics. Discuss.
 * The criminal law exists only to enforce moral principles. Discuss.
 * Why do most people obey the law?
 * Critically evaluate the modern impact of ?
 * has had a major impact on English Law. Discuss.
 * Should the be codified?
 * Evaluate the role of the in the British legal system?
 * Discuss the extent to which EU Member States can restrict the.
 * Examine the extent to which the inhibits the territorial rights of coastal states.
 * Should consideration be part of modern contract law?
 * Should journalists be granted greater protections for freedom of speech?
 * Judicial review is encouraging overreach by the courts into legislative powers. Discuss.
 * Case law should not be binding on future cases. Discuss.
 * Critically evaluate the interpretation of torture by the with respect to Article 3 of the.
 * must necessarily be curtailed in an age of increased . Discuss
 * Critically evaluate the extent of UK privacy law in light of the.
 * There will never be sufficient legislative safeguards to enable the legalization of . Discuss.
 * Critically evaluate the moral and legal aspects of the debate on.
 * The law on abortion should be updated to reflect the . Discuss.
 * Research into should be allowed for aesthetic purposes. Discuss.
 * should take precedence over . Discuss.
 * The need to protect should take precedence over the  in  protection. Discuss.
 * The law relating to secondary infringement in is insufficient for the current needs of copyright holders. Discuss.
 * }
 * }

{| style="width:100%;"
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Research ideas

 * The legal effects and impact of Brexit for the U.K. and the EU.
 * The repercussions of cuts to the.
 * The moral issues of s as a legal tool for the wealthy.
 * }
 * }

title: Wikiversity Law Review


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User:Tkee~enwikiversity

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title: User:Tkee~enwikiversity


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Talk:High school reading list

suggested category: Category:Reading lists --Remi 01:39, 12 March 2008 (UTC)

Allude without knowing?
To allude to something you have to be doing it purposefully, I am not alluding to the Roman people every time I use a word of derived from Latin. I am, however, alluding to them when I say "Et tu" to someone who has betrayed me.

title: Talk:High school reading list


text:
Thelemic Mysticism

Thelema and the Middle Path
In the past the link between the philosophy of Thelema and the practice of magick has been closely linked. The middle path as the sole means of attainment is not often discussed in depth. It is the aim of this course to educate the student on the tasks and trials of advancing up the path of the mystic.

Differences between magick and mysticism
Magick and mysticism have a very strong relationship to each other that is often explored simultaneously by practitioners. However, there are those who would choose only one of these methods to achieve enlightenment. Both paths can be mapped out according to the Tree of Life.

The path of the Magickian leads the practitioner through each sephirah and path as one gains an understanding and grasp of each and is ready to progress further. This can be thought of in completion as exhausting the possibilities of creation.

The path of the Mystic differs in that it leads one straight up the middle pillar of the tree from Malkuth to Kether without deviating from balance and harmony. This can be thought of in finality as the focusing of energies towards the divine.

Yoga
An important part of Crowley's work was his discussion of Yoga. Crowley's work with Raja Yoga has been instrumental in the development of the esoteric sciences in the western world. Today, Yoga is a major part of the curriculum and training of Magickians.

This system of spiritual attainment has been used for thousands of years in India and has been worked into a science. There are eight parts to Raja Yoga: Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana, and Samadhi. The students progression and mastery over each limb of the system leads to a fuller understanding and mastery over the elements of nature itself.

Thelemic Doctrine
There are many mystically oriented texts originating from Crowley himself. Many of these exercises are intended to bring one closer and eventually to union with whatever deity one would choose. This type of work is intended to unite dualities within the self to bring one more in line with their own True Will.

Resources

 * Pranayama Without Tears - Introduction to the practice of Yoga
 * Liber Astarte - Union by Devotion

Related links

 * Department of Thelemic Studies
 * THELEMA 101: Basics
 * THELEMA 102: Metaphysics - The Thelemic Universe
 * THELEMA 103: Ethics
 * THELEMA 104: The Practice of Thelema

title: Thelemic Mysticism


text:
User:Napzilla

Basic Information
Brian M Napoletano

Research Assistant

Department of Forestry and Natural Resources

Purdue University

Email: [mailto:brian@napoletano.net brian@napoletano.net]

Web:   http://napoletano.net

Research Themes

 * Variations in natural systems
 * Ecology of the soundscape

Biography
Brian Napoletano is presently a PhD Student at Purdue University in the Department of Forestry and Natural Resources. He is working with Dr. Bryan Pijanowski in the Human and Environment Modeling and Analysis (HEMA) laboratory on the collection, analysis and interpretation of acoustic signals as measurable aspects of ecosystem processes. His research foci include the investigation of anthropogenic sounds as biological stressors, the development of a species-richness sensor network through the automated recording, identification and logging of specific vocalizations and the measure of the changes in acoustic signal groups (e.g. biological signals) over multiple temporal scales. In addition to these novel research topics, Brian is being trained in remote sensing and GIS techniques, as well as ecological modelling approaches, through his work with Dr. Pijanowski and his academic coursework. Eventually, Brian hopes to develop the methods to tie ecological acoustics into landscape-level processes and use the high data density of sound studies to develop robust models of ecosystem functioning.

Prior to studying at Purdue University, Brian worked with Dr. Stuart Gage as both an Undergraduate and Master’s level research assistant on the development of a conceptual and methodological framework with which to interpret acoustic signals in the environment. Brian began these studies with a Bachelor of Arts in Telecommunication, and proceeded to integrate this knowledge of Information Technology Systems into the development of biological monitoring systems (centred on acoustics) as the central focus of his Master’s research in the Department of Zoology.

In addition to research experience, Brian has sought experience in education. He served as an instructor and coordinator for the Introduction to Earth Systems Science course at Michigan State University in the Fall Semester of 2004, and he is worked with Dr. John Dunning Jr. of Purdue University as a Teaching Assistant for the Global Environmental Issues course. Both courses target students with both science and non-science majors and challenge them to attempt to examine the Earth from a global interdisciplinary perspective. During the 2006--2007 Academic Year, Brian worked with Dr. Walter Mills as a Teaching Assistant for an introductory-level GIS course, and in 2007--2008 he worked with Dr. Guofan Shao as on a graduate-level course in Remote Sensing. Brian hopes to continue teaching and his research within a University community as a faculty member.

Current Degree Sought

 * Doctor of Philosophy
 * Institution: Purdue University
 * College: Agriculture
 * Department: Forestry and Natural Resources
 * Specialisation: Remote Sensing and GIS

Highest Completed Degree

 * Master in Science
 * Institution: Michigan State University
 * College: Natural Science
 * Department: Zoology
 * Specialisation: Remote Environmental Monitoring and Assessment
 * Date of Completion: August 2004

Previous Degree

 * Bachelor of Arts
 * Institution: Michigan State University
 * College: Communication Arts and Sciences
 * Department: Telecommunication
 * Specialisation: Information Technology Services, Residential Initiative to Increase Student Awareness of the Environment
 * Date of Completion: August 2001

Computing Profile

 * Operating System: Ubuntu Linux
 * Data Management and Analysis: MySQL, R, some Octave
 * GIS: ArcGIS, IDRISI, GRASS, Imagine
 * Markup Languages: XML (esp. DocBook), XHTML, LaTeX2e
 * Programming Languages: Python, bash, very little C++
 * Preferred Editor: Vim

title: User:Napzilla


text:
User talk:Napzilla

Welcome
Hello Napzilla, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 04:58, 12 March 2008 (UTC)

title: User talk:Napzilla


text:
Portal:Social entrepreneurship/Historical Notes

The initiative started in South Africa.

Most of the current activities (2008) are in southern Africa - but we encourage wider participation - either by doing something similar for your region, or joining our discussions and collaborating on activities, projects, etc.

Some of the early thinking on structuring the site (and more specifically the curriculum) are in this document.


text:
Portal talk:Social entrepreneurship/About

In South Africa there have been several meetings, workshops etc. conceptualising this initiative. See Historical Notes.

Much of the thinking is embedded in the structure of the portal.

In moving forward, we need to consolidate our vision and mission.

Discussing the Vision
We started with something like:

Enabling communities to enhance their quality of life sustainably while facilitating student learning on social entrepreneurship

Here is an alternative we could try to merge? -

Communities are engaged with the programme which is catalysing sustainable quality of life improvement

In both of these, Communities are emphasised. Usually we are referring to communities in rural or other developing contexts, but we could also be referring to communities of educators, students, or other parties collaborating towards this common vision of enhancing quality of life sustainably.

We could also consider a more specific vision centred around this portal (which hopefully will have the desired effects of the broader vision above).

The portal is serving its purpose: Communities express their needs and offerings Equal partnerships abound to meet these needs Students gain from the experience, receive comensurate academic credits, and engage enthusiastically. Diverse communities are collaborating effectively etc.

 * Add something like:

Aspiring social entrepreneurs (students) gain some of the qualities of effective social entrepreneurs through experiential learning during the course(s).

 * The qualities emerge as personal characteristics and qualities beyond factual knowledge and practical skills - Ktucker 01:40, 30 December 2008 (UTC).

Discussing the Mission
See Historical Notes and discuss right here.

The mission of this online community:

 * Establish a "network of universities" focussed on social entrepreneurship
 * Enhance social entrepreneurial practice across these institutions
 * Create an online space for
 * students to interact and share experiences
 * educators to co-develop and share learning resources
 * students to find community based organisations to work with
 * communities to express their needs and aspirations

Core Values

 * Core Values

See also:

 * the discussion at a meeting in April 2008.


text:
Portal:Social entrepreneurship/networking/Collaborators Sought

This page is for you to post requests for collaboration (at any level).

Indicate the type of collaboration sought and how to contact you.

Curriculum development

 * In general: please contribute learning resources etc. See How to get involved.

Research

 * Collaboration on research on wiki learning - specifically around portals like this. See Research (Social Entrepreneurship) -- Kim Tucker 16:01, 19 May 2008 (UTC).

Action

 * UN Volunteers

Cultural Perspective (India)
I have been working upon the training of entrepreneurs in India using the inputs from Indian culture. Has anybody tried it in other regions? Need for achievement can be incorporated in one's personality by using concepts from 'Gita'- a holy book of Hindus, work ethics by using the concepts of 'kirat karo' from Sikhism, 'Halaal' from Islam. I wish to start a collaborative venture with like minded people to educate anyone about social Entrepreneurship. Pl. leave a massage for me at my talk page if you can contribute in some way -sharing of experience, joint development of curriculum or some other way. --Prof. Vivek Sharma 17:59, 12 June 2008 (UTC)

 * Excellent! These perspectives will be of great value. Almost all countries consist of a diversity of cultures and religions. Making a deliberate positive social impact requires insight into the possible social consequences.


text:
Talk:South Africa Workshop for Social Entrepreneurship - 2008/100 Day Challenge

 * We could set targets for each participating organisation in terms of wiki pages (e.g. profiles/ learning resources/ case studies/project descriptions/ insights/readings/ ...) submitted... courses run using the wiki ... student contributions ... collaboration ... etc.

 * Set targets for actual projects started - their goals and objectives - and actual achievements.


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Bloom Clock/Keys/Global/Temperate/Mid Spring

Mid Spring
All flowers (122) (category list)
 * White flowers (63)
 * Herbaceous plants with white flowers
 * Trees with white flowers
 * Shrubs with white flowers
 * Vines with white flowers
 * Pink flowers (34)
 * Red flowers (11)
 * Orange flowers (6)
 * Yellow flowers (31)
 * Green flowers (9)
 * Blue flowers (10)
 * Purple flowers (27)
 * Brown flowers (2)
 * Black flowers (3)


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text: Bloom Clock/Keys/Global/Temperate/Mid Spring/Red Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Spring/Pink Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Spring/White Flowers


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Black Flowers/DPL

This page is used to help create a graphical list.

 category=Black flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Brown Flowers/DPL

This page is used to help create a graphical list.

 category=Brown flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Purple Flowers/DPL

This page is used to help create a graphical list.

 category=Purple flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit

 category=Purple flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit mode=ordered


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Blue Flowers/DPL

This page is used to help create a graphical list.

 category=Blue flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Global/Temperate/Mid Spring/Green Flowers/DPL

This page is used to help create a graphical list.

 category=Green flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Yellow Flowers/DPL

This page is used to help create a graphical list.

 category=Yellow flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit

 category=Yellow flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit mode=ordered


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Orange Flowers/DPL

This page is used to help create a graphical list.

 category=Orange flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit


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Bloom Clock/Keys/Global/Temperate/Mid Spring/Red Flowers/DPL

This page is used to help create a graphical list.

 category=Red flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit

 category=Red flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit mode=ordered


text:
Bloom Clock/Keys/Global/Temperate/Mid Spring/Pink Flowers/DPL

This page is used to help create a graphical list.

 category=Pink flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit

 category=Pink flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit mode=ordered


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Bloom Clock/Keys/Global/Temperate/Mid Spring/White Flowers/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit

 category=White flowered plants category=BCP/Mid spring order=descending ordermethod=lastedit mode=ordered


title: Category:BCP/CTPA/11


text:
Portal:Social entrepreneurship/networking/Community Activities

 * /Curriculum Development/
 * Issue Tracker
 * How to get involved
 * 100 Day Challenge


text:
Portal:Social entrepreneurship/networking/Core Team Activities

=Busy with=

 * Gaming Framework for Social Entrepreneurship - development and piloting. Contact ... Thiru.
 * Ultimately this led to EVOKE which was replicated in at least one Latin American country.
 * Issue Tracker
 * Discussion on Curriculum Development (on-going, comment welcome any time).

=Past Activities=

 * SSE Meeting of 20080807
 * Preparing for the Use Case Workshop 7 August 2008

=Setting our objectives and modus operandum=

The table below indicates areas for discussion.

= Notes =


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Bloom Clock/Keys/Manchester, England

The pages below are keys for flowers that have been logged as blooming in the region of Manchester, England during a particular month.

title: Bloom Clock/Keys/Manchester, England


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Bloom Clock/Keys/Manchester, England/November

November

 * 1) All plants blooming in November (8)


text: Bloom Clock/Keys/Manchester, England/November/All


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Bloom Clock/Keys/Manchester, England/November/All/DPL

This page is used to help create a key.

 category=BCP/MANE/11 order=descending ordermethod=lastedit


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User:Dennis~enwikiversity

Name: Dennis S. Doe Gender: Male Nationality: Ghanaian Profession: IT Professional
 * Multimedia/ Network Support
 * OVF-Ghana

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" About Me
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Heading left

 * Sub head left
 * Description left

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My Passion
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To do list
 * style="width:40%; vertical-align:top; border:1px solid PaleTurquoise; background-color:LightCyan;" |

Description bottom right
 * Sub head bottom right

 * }

title: User:Dennis~enwikiversity


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User:Mu301/Sunspots

Galileo Galilei (1564-1642)

 * Istoria e dimostrazioni intorno alle macchie solari e loro accidenti

Christoph Scheiner (1575-1650)

 * Tres epistolæ de maculis solaribus

 * Rosa Vrsina sive Sol ex admirando facularum & macularum suarum

Johannes Hevelius (1611-1687)

 * Selenographia

Ruggero Giuseppe Boscovich (1711-1787)

 * De maculis solaribus

title: User:Mu301/Sunspots


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User:Hard-e

Hello, My name is Ari Haaranen and I take part in "Composing free and open online education resources" course here in Wikiversity. I have worked for a long time with online education, but this kind of open resources are new for me. Now I try to do some health project in this Wikiversity area.

title: User:Hard-e


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title: File:520 PM Product Improvement.png


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Portal:Social entrepreneurship/Core Values

 * Inclusivity
 * Diversity
 * Transparency
 * Empowerment towards self-determination
 * Knowledge and Learning
 * [[Image:Libre-emblem.png|Libre]] Manifesto


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Portal talk:Social entrepreneurship/Core Values

Important aspects include inclusivity and transparency.

A strong policy around free/libre and open source software and open standards is essential.

This is an educational initiative, and some background on values may be found here: Say Libre and discussion page.


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Project management/Planning

 * Main Page --> Practical Arts and Sciences --> School of Project Management --> Project Management - A course in Project Management based on Mindmaps

title: Project management/Planning


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Project management/Project feasibility

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Working with a team

 * Main Page --> Practical Arts and Sciences --> School of Project Management --> Project Management - A course in Project Management based on Mindmaps

title: Project management/Working with a team


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User:Rasaya~enwikiversity

WELCOME TO MY PAGE

title: User:Rasaya~enwikiversity


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Project management/Multicultural teams

 * Main Page --> Practical Arts and Sciences --> School of Project Management --> Project Management - A course in Project Management based on Mindmaps

title: Project management/Multicultural teams


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Project management/Team analysis

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Project management/Project manager

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Project management/Stakeholders

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Project management/Feedback

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Recognizing conflicts

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Project management/Understanding conflicts

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Project management/Conflict resolution 1

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Project management/Conflict resolution 2

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Project management/Product improvement

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Project management/Communication 1

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Project management/Communication 2

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Project management/Coaching

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Project management/Customers needs

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Future

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

title: Project management/Future


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User talk:とある白い猫

 * This is the user talk page of Meta:User talk:とある白い猫

=Posts=

reference to betawikiversity not correct
Hello White Cat, your bot makes links to betawikiversity as "beta:" which is not correct,. Correct link is: "betawikiversity:" For your future work this needs to be fixed. Erkan Yilmaz Wikiversity:Chat  00:28, 16 March 2008 (UTC)
 * User is aware of this and actually it is a bug which he reported in bugzilla. Erkan Yilmaz Wikiversity:Chat  00:32, 16 March 2008 (UTC)

question
"a canvassed checkuser nomination" <-- what does this mean? --JWSchmidt 20:33, 18 September 2008 (UTC)
 * It means exactly what I said it is. -- Cat chi? 21:09, 18 September 2008 (UTC)

Wikiversity:Bots
There is a current discussion about changes to the Bots policy. As a bot operator we would welcome your input at Wikiversity_talk:Bots. --mikeu talk 15:14, 2 January 2016 (UTC)

Bot
We greatly appreciate you operating a bot to improve Wikiversity. Are you still interested in participating? We have noticed that your bot has not been active in several years. Please ping an admin if you are interested in continuing. Otherwise we will temporarily suspend the bot account but will promptly reactivate if it it resumes productive contributions. I have temporarily set the bot account to expire on July 3 of this year but we can extend that indefinitely should you choose to resume activity. Please let us know what your plan are. --mikeu talk 03:37, 22 February 2022 (UTC)

title: User talk:とある白い猫


text:
User:とある白い猫

 * This is the user page of Meta:User:とある白い猫

ar:مستخدم:とある白い猫 beta:User:とある白い猫 cs:Uživatel:とある白い猫 de:Benutzer:とある白い猫 el:Χρήστης:とある白い猫 es:Usuario:とある白い猫 fi:Käyttäjä:とある白い猫 fr:Utilisateur:とある白い猫 it:Utente:とある白い猫 ja:利用者:とある白い猫 pt:Utilizador:とある白い猫 ru:Участник:とある白い猫 sl:Uporabnik:とある白い猫 sv:Användare:とある白い猫

title: User:とある白い猫


text:
User:タチコマ robot

 * operator: User:とある白い猫 (Meta:User:とある白い猫) - En-N, Tr-4, Ja-1
 * Bot uses pywikipedia and AWB framework.
 * List of botflags on other projects: Bot has a flag on wikimedia (meta,commons) wikipedia (ar, az, de, en, es, et, fr, is, ja, ku, nn, no, ru, sr, tr, uz, simple...) (See: m:User:とある白い猫)
 * Purpose: Interwiki linking, double redirect fixing, commons delinking (for cases where commonsdelinker fails)

ar:مستخدم:タチコマ robot beta:User:タチコマ robot cs:Uživatel:タチコマ robot de:Benutzer:タチコマ robot el:Χρήστης:タチコマ robot es:Usuario:タチコマ robot fi:Käyttäjä:タチコマ robot fr:Utilisateur:タチコマ robot it:Utente:タチコマ robot ja:利用者:タチコマ robot pt:Utilizador:タチコマ robot ru:Участник:タチコマ robot sl:Uporabnik:タチコマ robot sv:Användare:タチコマ robot

title: User:タチコマ robot


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User:Zaki~enwikiversity

Moving forward with this GameCRICKET
To move forward with our cricket, the various stakeholders must now sit down together, get rid of their adversarial thinking and engage in creative and design thinking. They must first use exploratory or map-making thinking about the game. And then create an accurate map of the cricket terrain. Having done so they ought to fill in the different routes and identify the best routes on the map that will take them to their destinations. They should then go through an exercise of simplification and clarification and imprint these images in their minds to create a powerful and compelling vision of what they want to achieve.

People have different dream to achieve in their life time, so do we. Few of us gather to explain actually what we want to achieved in our life time & what we want to do for the feature? We’re different attitude & culture’s, we might do some different for our own, what the others purple’s are doing for their very own .as I mention earlier our dream is totally different from the others people, we’re always heard to putting the best for our nation. We’re seating with the intellectual’s, the people’s are trying hard to giving their best, sating planes, we know it’s a much heard job to stand in the top. We always believe in ourselves, we’ll make this happened. we’re co meted. This dream is not only ours, § zaki

title: User:Zaki~enwikiversity


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User:Csesar

The Univeristy of Florida College of Medicine at Shands Jacksonville

Center for Simulation Education and Safety Research(CSESaR)

CSESaR is a collaborative effort supported by Shands Jacksonville Medical Center and the University of Florida Jacksonville. The mission of the center is to promote quality patient care, expand patient safety initiatives and enhance multidisciplinary health care, education and teamwork through simulation and goal-directed training.

 Goal

The primary goal for CSESaR is to create an institutional learning center, which is nationally recognized as a center of excellence for simulation training that promotes broadly disciplined health care education and patient safety through simulated training. This goal is achieved by broadening the educational experience to maximize learning opportunities at the UF Jacksonville campus for students, residents, hospital personnel, Special Forces medics and pre-hospital providers. Additionally, CME courses for local and regional training are provided.

 History

In 2002, the UF Department of Emergency Medicine began utilizing high fidelity simulations in its residency training program. In July 2004, simulation training moved to a vacated emergency department and operating room facility located on the Shands Jacksonville Medical Center campus. This location offers unique opportunities to explore a wide variety of training scenarios, including mass casualty events, multiple patient encounters and a continuum of care from remote interventions through emergency room admissions and full surgical interventions. In 2005, the inventory of high fidelity simulators was increased. This included the addition of the Laerdal SimBaby, for which the UF Center for Simulation Education and Safety Research acted as a development beta site. In 2006, a full time administrative director and a technical specialist were hired to support increased teaching activity.

 Facility

The UF Center for Simulation Education and Safety Research (CSESaR) is located in a large facility spanning approximately 24,000 square feet and is divided into three areas in the Pavilion building on the Shands Jacksonville Medical Center campus.

Main Simulation and Conference/Instruction Area

This 7,000 square-foot area occupies a former hospital emergency department. The area is supported by an additional 800 square-foot conference and instructional area.

Operating Room Simulation and Instruction Area

This 14,000 square-foot area contains 12 operating rooms. It is supported by an additional 1,900 square-foot instruction area.

Disaster Simulation Area

This area includes a previous parking lot and ambulance entrance to the former emergency department. It is prepared to be equipped with tents, emergency mobile facilities and other disaster preparation equipment.

Please visit our Official Website

title: User:Csesar


text:
User:Susanne~enwikiversity

hei, i am susanne. i am participant of the ooe course - and therefore i'll now try to get a good member of wikiversity for devolping it.

title: User:Susanne~enwikiversity


text:
User:Emesee/Scratch

Special:PrefixIndex Special:Random/Portal Special:Random/Wikiversity

.

Planetary geology

development namespace

Wikipediaw

/cs access #wikiversity-en list

title: User:Emesee/Scratch


text:
User talk:Perkky

Hello Perkky, yes your test worked. I am here because of that :-) Below some more info about Wikiversity,Erkan Yilmaz Wikiversity:Chat  20:04, 12 March 2008 (UTC)

Welcome
Hello Perkky, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  20:04, 12 March 2008 (UTC)

title: User talk:Perkky


text:
User talk:Susanne~enwikiversity

Hello Susanne, welcome here - I am also taking part in the OER course. Here you have more info on Wikiversity. Have fun around here, Erkan Yilmaz Wikiversity:Chat  20:27, 12 March 2008 (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 Susanne. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Susanne~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:04, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Susanne~enwikiversity


text:
User talk:Csesar

center text ==Welcome== Hello Csesar, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 20:40, 12 March 2008 (UTC)

title: User talk:Csesar


text:
User:Westernhistoryus

User Page of westernhistoryus
About westernhistoryus

 * Fields of Historical Interest

20th Century American West

Minorities in the American West

Water Development in the American West

 * Recommended Reference Materials

Cadillac Desert: The American West and Its Disappearing Water by Marc Reisner

The American West by Dee Brown

Bury My Heart at Wounded Knee: An Indian History of the American West by Dee Brown

Magic Lands: Western Cityscapes and American Culture After 1940 by John M. Findlay

The Organic Machine: The Remaking of the Columbia River by Richard White

Fast Food Nation by Eric Schlosser

Neither Wolf Nor Dog: American Indians, Environment and Agrarian Change by David Rich Lewis

Crimes Against Nature: Squatters, Poachers, Thieves, and the Hidden History of American Conservation by Karl Jacoby

title: User:Westernhistoryus


text:
User talk:Westernhistoryus

Welcome
Hello Westernhistoryus, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  21:43, 12 March 2008 (UTC)

title: User talk:Westernhistoryus


text:
Technology acceptance model

1. Literature Review
The term ‘acceptance’ is used from authors with different background and approaches. In fact, in the literature, acceptance does not have a unique definition. TAM (Davis, 1989) describes acceptance as ‘users decision about how and when they will use technology’. Martinez (Martinez-Torres et al., 2008) notice that initial use (acceptance) is the first critical step toward e-learning, while sustainable success depends on its continued use (continuance). There is large variety of studies focus on ICT acceptance (Ngai, Poon & Chan, 2005; Abdul-Gader, 1996; Adams, Nelson &Todd, 1992; Igbaria, Guimaraes & Davis, 1995). As mentioned before, a plethora of models have been developed to explain the technology acceptance in general and Information and Communication Technology (ICT) in particular. Nowadays in this area, the E-learning and the WWW as a basis for learning activities has expanded dramatically. In this study we present some of the most common models that used in this topic.

1.1 TRA
The Theory of reasoned action (TRA) proposed by Fishbein and Ajzen (1975) to explain and predict the people’s behaviour in a specific situation. TRA is a well-known model in the social psychology domain. According to TRA a person’s actual behaviour is driven by the intention to perform the behaviour. Individual’s attitude toward the behaviour and subjective norms are the ‘loading factors’ toward behavioural intention. Attitude is a person’s positive or negative feeling, and tendency towards an idea, behaviour. Subjective norm is defined as an individual's perception of whether people important to the individual think the behaviour should be performed. The Figure1 and the associate Table1 below give us a more wide view.

Figure1. Theory of Reasoned Action TRA (Fishbein & Ajzen, 1975).

Table1. The structure of TRA.

Attitude Toward Behavior	Behavioral Beliefs →	“an individual’s feelings about performing the target behavior” (Fishbein and Ajzen (1975, p. 216)	Behavioral Intention	Actual Behavior Subjective Norm	Normative Beliefs →	“the person’s perception that most people who are important to him think he should or should not perform the behavior in question” (Fishbein and Ajzen (1975, p. 302

1.2 TPB
The Ajzen’s Theory of planned behavior (TPB) is another well-known model. TPB is a well known theory (grounded on sociology) that has been used to explain social behavior and information technology use (Ajzen, 1985, 1991; Conner & Armitage, 1998; Dillon & Morris, 1996; Sutton, 1998; Kwon & Onwuegbuzie, 2005). More specifically, according to Ajzen (Ajzen, 1985, 1991), intention is an immediate predictor of behavior. This intention is loaded by Subjective Norm –SN- (i.e. perceived social pressure), PBC (the beliefs about the ability to control the behavior) and one’s attitude towards a behavior. Further more, a behavioral belief (a specific behavior lead to a specific outcome), weighted by the evaluated desirability of this outcome forms an attitude (Kwon & Onwuegbuzie, 2005). Ajzen (Ajzen 1991, p. 188), defines PBC as “the perceived easy or difficulty of performing the behavior”. TPB views the control that people have over their behavior as lying on a continuum from behaviors that are easily performed to those requiring considerable effort, resources, etc. The Figure2 and the associate Table2 below give us a more global view.

Figure 2. The Theory of Planned Behaviour –TPB- (Ajzen, 1985, 1991)

Table2. Structure of TPB.

Behavioral Beliefs (BE)	The same as TRA	Attitude →	Intension	Behavior Normative Beliefs (NM)	The same as TRA	Subjective Norm (SN) → Control Beliefs (CP)	“the perceived ease or difficulty of performing the behavior” (Ajzen 1991, p. 188)	Perceived Behavioral Control (PBC) →

1.3 TTF
Task technology fit model (TTF). Dishaw and Strong (Dishaw & Strong, 1999) claims that the only reason for IT use is if the available to the end user functions fit the user needs and activities. The basic version of TTF that has been tested (Goodhue & Thompson, 1995). Actually, the TTF match the demands of a task and the capabilities of the chosen technology. The very early version does not include the ‘Actual Tool Use’ as an outcome variable, because they didn’t focus on behavior. As Goodhue (1995) notice, individual abilities, such as computer literacy and experience become common additions in later versions of TTF. Dishaw et al (2002) provide us with another modification of the TTF including the factor of computer self-efficacy.

Figure3. A basic task-technology fit (TTF) model, adapted from Dishaw & Strong, (1999, p. 11)

1.4 IDT
Innovation diffusion theory (IDT) (Rogers, 1983), is another model also grounded in social psychology. Since 1940’s the social scientists coin the terms diffusion and diffusion theory (Rogers, 1983). This theory provides a framework with which we can make predictions for the time period that is necessary for a technology to be accepted. Constructs are the characteristics of the new technology, the communication networks and the characteristics of the adopters. We can see innovation diffusion as a set of four basic elements: the innovation, the time, the communication process and the social system. Here, the concept of a new idea is passed from one member of a social system to another. Moore and Benbasat (1991) redefined a number of constructs for use to examine individual technology acceptance such as relative advantage, easy of use, image, compatibility and results demonstrability.

1.5 EDT
Expectation-disconfirmation model (EDT) according to Premkumar & Bhattacherjee (2006) is based on expectation-disconfirmation-satisfaction paradigm. Oliver (1980) introduced EDT to explain the critical factors of consumer satisfaction/dissatisfaction, in the marketing area. Here product information and marketing formed a pre-usage initial expectation. After that the customers use the product and form a perception of product performance. The comparison of initial expectation vs. perceived performance drives to the disconfirmation for the product. After that the customer forms his/her satisfaction level.. The EDT is validated in IT by Bhattacherjee (2001) in a study for online banking services. Further more Bhattacherjee and Premkumar (2004) used EDT in order to explain changes in beliefs and attitudes toward IT usage. Recently, Islam and Mäntymäki (2011) performed a meta-analysis on the EDT relationships accross studies published in IT usage research area. They found EDT relationships were significant across studies.

Figure4. EDT structure.

1.6 TAM
Technology acceptance model (Davis, 1989; Davis, Bagozzi & Warshaw, 1989). TAM was adapted from the Theory of Reasoned Action –TRA-. Maybe the most well-known and widely accepted and cited model is the technology acceptance model (TAM). Davis (1985; 1989) developed the TAM to explain the computer usage and acceptance of information technology. As Money & Turner (2004) notice, the Institute for Scientific Information Social Science Citation indexed more than 300 journal citations of the initial TAM paper published by Davis et al. (1989).

22:20, 12 March 2008 (UTC)Snadek Figure5. Technology Acceptance Model (Davis, 1989).

According to Davis (1993, p.1) ‘user acceptance is often the pivotal factor determine the success or failure of an information system’. The term external variables include all the system design features. These features have a direct influence on perceived usefulness (PU) and perceived easy of use (PEOU), while attitude toward using has an indirect influence effect to the actual system use. Davis (1993, p. 477) defines PEOU as “the degree to which an individual believes that using a particular system would be free of physical and mental effort”, and PU as “the degree to which an individual believes that using a particular system would be enhance his/her job performance. As Davis et al (1989) states, the goal is to provide us with an explanation of the determinants of information systems acceptance. Similar to TRA user beliefs determine the attitude toward using the information system. This attitude drives to intention behavior to use which lead to actual system use. Dishaw and Strong (1999, pp. 9-21) pointed out a weak point of TAM about task focus. According to them TAM differs from TRA “in two keys”. The first is that define PEOU and PU as external variables that determine the intention to use not the actual use. The second key is that TAM does not include subjective norms. Yi (Yi et al., 2005), claims that TAM and IDT have similarities, More specific PEOU and PU are conceptual similar to relative advantage and complexity (the opposite of easy of use). As Taylor and Todd (1995) claims, TAM performs slightly better compared with the Theory of Planned Behavior (TPB). Table3 (appendix) summarizes the implementation of TAM in wide range of areas and give us a significant number of TAM applications and extensions.

1.7 TAM2
Venkatesh and Davis (2000), proposed an extension of TAM, the TAM2. TAM2 include social influence process such subjective norm, and cognitive instrumental process such as job relevance, output quality and result demonstrability. The Figure6 below, describes the revised TAM, the TAM2

Figure6. TAM2 (Venkatesh & Davis, 2000 p.188).

1.8 UTAUT
Venkatesh et al. (2003), proposed the Unified Theory of Acceptance and Use as a composition of eight prominent models (TRA, TAM, Motivational Model, TPB, Combined TAM-TPB, PC Utilization, IDT and Social Cognitive Theory). The UTAUT model aims to explain user behavioural intentions to use an IS and subsequent usage behaviour. According to this theory 4 critical constructs are direct determinants of usage intention and behaviour (Venkatesh et. al., 2003). The core constructs are: •	performance expectancy •	effort expectancy •	social influence, and •	facilitating conditions)

Gender, age, experience, and voluntariness of use are posited to mediate the impact of the four key constructs on usage intention and behaviour (Venkatesh et. al., 2003). Subsequent validation of UTAUT in a longitudinal study found it to account for 70% of the variance in usage intention (Venkatesh et. al., 2003). The Figure7 below describes the UTAUM model.

Figure7. UTAUT (Venkatesh et al., 2003).

2. Conclusions
However every attempt of building an e-learning system, apart from the theoretical knowledge and the technical documentation, also requires the adoption and the active support of those that it addresses, the students. E-learning becomes more and more important. In order to reduce cost / benefit ratio, we must examine the gap between system design and system acceptance. So the study of the technology acceptance models becomes more and more important and critical.

title: Technology acceptance model


text:
Talk:E-Learning

Adjusted entry to include reference to a definition of e-learning, and changed "as the media of the delivery" to "as a media of the delivery" to better reflect the use of e-learning in tertiary education settings. User:Nichthus, 22:44, 12 March 2008

title: Talk:E-Learning


text:
Biblical Studies/Revision

Welcome to the The Wikiversity Department of Biblical Studies, part of the School of Theology. According to Wikipedia, "Biblical studies is the academic study of the Judeo-Christian Bible and related texts"; hence this department focuses on the study of the Bible, and of exegetic and hermeneutic techniques.

Department Centers

 * Center of Biblical Hermeneutics
 * Center of Biblical Languages
 * Center of Biblical Translation
 * Center of Biblical Survey

Department Projects
At present, the primary focus of the department is content development. There are a number of pages that need to be created and/or fleshed out, and we need editors (like you :-) who are willing to contribute time and energy to the cause.

A department sub-page has been created to list some of the projects that need to be done. If you don't already have a project in mind, you can go to that page, pick a project that sounds interesting, and begin working on it. Then if you intend to stick around, you can place your username in the "Active Participants" section below. (if you want to help, but don't know how to edit wikiversity, see wiki 101 for an introduction to editing.)

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Department, you may list your name here. This could help the Department grow and the participants better communicate.

Active Participants:
 * OpenSourceJunkie
 * Saz909

title: Biblical Studies/Revision


text:
Talk:Biblical Studies/Revision

Revision Logic
Below lies the logic behind each of the revisions that I made. Please, feel free to comment on any revision you support or oppose, as I would like to achieve consensus with this page. The revisions are grouped by page section. --Opensourcejunkie 01:58, 13 March 2008 (UTC)

(introduction)
In the introduction I took a very large leap in that I single-handedly defined (what I percieved to be) the focus of the department - "this department focuses on the study of the Bible, and of exegetic and hermeneutic techniques". I felt that such a definition was critical due to a large amount of discussion of the topic on the department's talk page. There seems to be a lot of confusion over what belongs in "Biblical Studies" and what belongs elsewhere. I therefore took into account what was being said, along with what other resources say about Biblical Studies, and eventually settled upon this definition. Let me know what you think.

Department Centers
Four revisions took place here. First of all, in keeping with the newly assumed definition of our focus, I retained all of the departments that pertain to the study of scripture, and ejected all of the departments that had more to do with the results of such study. Therefore I kept the following: and got rid of the rest:
 * Department of Biblical Hermeneutics
 * Department of Biblical Overview
 * Department of Bible Translation
 * New Testament Greek - Requires Introductory Ancient Greek Language
 * Department of Biblical Languages - Ancient Hebrew
 * Department of Christian Formation
 * Department of Ecclesiology and Church History
 * Department of Missional Theology
 * Department of Eschatology

Secondly, I followed the logic given by Guðsþegn on the School of Theology talk page of changing (sub)departments into centers. This avoids some confusion of having departments within departments, among other things. I like it anyway :)

Thirdly, I combined New Testament Greek and Ancient Hebrew into a new Center of Biblical Languages, as recommended by Hisfootstep on the department's Talk page. This way, we have no individual courses on the department page; I think it might be a good department policy to keep all learning projects in their respective Centers.

Lastly, I changed a few names around, to reflect unity and conformity both within the department, and without. (essentially, I made the names sound better :-) Biblical Overview changed to Biblical Survey, a name more often used in universities/seminaries, and Bible Translation changed to Biblical Translation, just 'cause everything else was "Biblical"

Department Projects
This section gives a brief introduction to a page I've created to hold department projects. The purpose of this page is threefold: first, it serves as a practical invitation to new editors who may not know what areas of the department need attention. Second, it serves as a place where seasoned editors can post side-projects etc. that they may not have time to complete, but which would augment their material nicely. (For instance, in my Study of Genesis, I would like to include a page showing the arguments for and against both Creation and Evolution, but at the moment I am consumed by the text of Genesis itself. If I had another editor (similar to a graduate student?) to create that page for me, it would greatly help the study, while not distracting me from it).

Lastly, having a department projects page would serve as a way to steer the development of the department, should such steering be desirable. If, for instance, it was noticed that the Center of Biblical Languages was lacking in its study of Hebrew, a project or set of projects could help steer editors toward that area, and give them practical ways to improve it. This of course requires there to be more than just me editing this department; hopefully people will start coming back around again :)

Active Participants
Adapted from the Department of Traditional Christian Theology, this section was added to, as mentioned on the actual page, "help the department grow and the participants better communicate."

Discussion
Let me know what you think! --Opensourcejunkie 07:34, 13 March 2008 (UTC)

All right then, since there're no objections, I guess I'll cut it over! --Opensourcejunkie 06:43, 19 March 2008 (UTC)

title: Talk:Biblical Studies/Revision


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User:Nightartschool

About Night Art School
Night Art School (N.A.S.) is an evening art school currently being run out of a local hall. The N.A.S. curriculum is created by a community of artists and designers. We (the N.A.S. community) seek to promote an exchange of ideas and learning that is interesting, useful and relevant. The school opened on the 5th of February 2008 at 7pm at the Grey Lynn Library Hall, 474 Great North Rd, Auckland, and continues to run from 7pm every Tuesday evening. Projects /workshops/lectures and discussions remain open and experimental. Classes are free (or by gold coin donation).

Staff include

 * Xin Cheng

 * Hung-wei Chuang

 * Matthew Crookes

 * Julian Dashper

 * Kylie Duncan

 * Simon Denny

 * Simon Esling

 * Nichola Farquhar

 * Rebecca Hobbs

 * William Hsu

 * Tessa Laird

 * Andrea Low

 * Lucy McMillan

 * Tahi Moore

 * Richard Orjis

 * A.D. Schierning

 * Rebecca Steedman

 * Joyoti Wylie

title: User:Nightartschool


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File:Naslogo.jpg

Summary
Night art school (N.A.S.)

title: File:Naslogo.jpg


text: User:Stepshep

title: User:Stepshep


text: User talk:Stepshep

title: User talk:Stepshep


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User:Arctic.gnome

To read more about me or to get a quick reply, please see my user page on the English-language Wikipedia, where I am most active.

title: User:Arctic.gnome


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Biblical Studies/Projects

This page is used to list various projects related to the Department of Biblical Studies. The first section lists projects that are yet unstarted, the second section lists projects that are in-process, and the third section lists projects that have been (more or less) completed. Before starting a project, or otherwise using this page, please check out the talk page for tips on how to edit this page.

Unstarted Projects

 * Study of Genesis/Creation versus Evolution
 * This is indended to be a single-page supplement to my (User:Opensourcejunkie) study of Genesis. What I'm looking for is a list of arguments for/against Creation as well as a list of arguments for/against Evolution.  The arguments should cite sources, and a neutral POV would be nice.  The following is a list of active participants in this project:
 * (none)

Projects In-Process
Topic:New Testament Greek

title: Biblical Studies/Projects


text: Template:Context

title: Template:Context


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Talk:Australian Vocational Education and Training/ICAU1131A - Operate a database application

the link to ICAU1131A doc ument doesnt work - how about using this?

http://ica05.bluemountains.net/unit.php?recordID=ICAU1131A

hh


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User talk:Arctic.gnome

Welcome
Hello Arctic.gnome, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  07:44, 13 March 2008 (UTC)

title: User talk:Arctic.gnome


text:
User talk:Erkan Yilmaz/observations/2008 March

Thank you Erkan
Thank you for helping and explaining things for the participants in the blog posts and comments: It builds community and is very helpful for all. --Teemu 08:13, 13 March 2008 (UTC)


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User talk:Isildil

Welcome
Hello Isildil, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | talk 09:22, 13 March 2008 (UTC)

Welcome to the Bloom Clock!
Hello, Isildil, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!

(Apologies for the long-belated welcome message... finally got around to writing one!) --SB_Johnny | talk 09:23, 13 March 2008 (UTC)

title: User talk:Isildil


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User talk:Abee60

Welcome
Hello Abee60, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | talk 09:26, 13 March 2008 (UTC)

Welcome to the Bloom Clock!
Hello, Abee60, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!

(Apologies for the long-belated welcome message... finally got around to writing one!) --SB_Johnny | talk 09:27, 13 March 2008 (UTC)

title: User talk:Abee60


text:
Bloom Clock/Outreach/Arboreta and Public Gardens

Dear Horticulturists,

I'm dropping you this note to inform you of the Bloom Clock on Wikiversity, because we are anxious to get contributions and data from public institutions with extensive plant collections. Like any bloom clock, the Wikiversity project collects data for where and when a particular plant is blooming, but unlike most clocks this one is designed with a global scope, collecting and organizing data from regions all over the world.

There are four main objectives for how the clock will eventually be used:
 * 1) To create fully illiustrated dichotomous keys for each region for which we have data, thus serving as an online field guide for people who are new to plants and plant experts alike.
 * 2) To match regional data to a global "bloom time scale", in the hopes of creating a zone system similar to the USDA's Hardiness Zones, the AHS Heat Zones, etc. This would be helpful for designers, and perhaps create shortcuts for ways of discussing newly introduced plants.
 * 3) To create regional lists of plants for gardeners and designers, allowing searches by color and other attributes, as well as native or non-invasive plants, nectar source plants, etc.
 * 4) To establish phenological indicators for plant pests, plant diseases, and other cyclical phenomena that affect agriculture and horticulture. These lists will be created by matching data with other clocks hosted by Wikiversity.

How you can help
Contributing to the bloom clock is quite simple, since all that is required is adding a signature and in some cases a small-keystroke template to the logs and profiles used on the clock. Every contribution enriches the data set for the region you are logging from, and helps to refine the global keys, garden lists, and phenological associations. Basic contributing skills can be aquired with just a few minutes of reading and/or discussion with a experienced mentor.

Aside from logging, digital photographs are also greatly appreciated, and we have virtually unlimited space for uploads of any size. Images of plants from all seasons and of all characteristics can be incorporated either into the Bloom Clock itself or into related resources on Wikipedia or Wikibooks.

Both data and images are sought for all flowering plants and conifers, including weeds, wildflowers, and garden plants. Logs and images of individual varieties and cultivars are also needed.

How the Bloom Clock can help your mission
Wikiversity is a project of the Wikimedia Foundation, which is the umbrella organization responsible for Wikipedia, Wikibooks, Wiktionary, etc. Part of the Wikiversity mission is to conduct certain types of research, and the Bloom Clock was the first such research project to be established in 2006. As part of the Wikimedia Foundation, we have enormous resources in terms of technical support, volunteer contributors, and of course a stable server with ample disk space and a user interface that will be familiar to anyone who has ever used Wikipedia.

By contributing data to the Bloom Clock, public gardens and arboreta can serve their communities through the creation of the keys and lists that community members can use to learn about the plants they see in flower at any given time of year. Accredited public gardens may also use categories and keys specific to the plants blooming there, thus creating an "online guidebook", or using the freely licensed data and descriptions to create printed versions for use by visitors.


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Talk:Bloom Clock/Outreach/Arboreta and Public Gardens

Looks good, but I would say, Dear Horticulturists and Botanists. Than I would send it also to horticulturist and botanist schools and departments, whith links to Wikiversity Bloom Clok P.--Juan 15:00, 13 March 2008 (UTC)
 * An I can distribute it within the Czech Republic with introduction in Czech language.--Juan 15:01, 13 March 2008 (UTC)


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User:Narayan Waraich

Narayan Waraich

title: User:Narayan Waraich


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User talk:Hard-e

Hello Ari, welcome here at Wikiversity (WV). I am also taking part in the course. Have fun around here, Erkan Yilmaz Wikiversity:Chat  16:56, 13 March 2008 (UTC)

Thank you. I take my first steps here. --Hard-e 11:37, 14 March 2008 (UTC)

title: User talk:Hard-e


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Template:Trans

It has been suggested that this page be transwikied to another wiki because.

title: Template:Trans


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Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases

Helpful questions
When deciding how to word criteria some questions that will help to describe the criteria are:
 * How well does the learner need to perform in order to appropriately achieve the objective?
 * How will we know if the object has been achieved?
 * How is the performance measured?
 * Is this measurement realistic?

Good and Bad examples:
Bad .... write a metric measurement of weight.

Good .... weigh an object to the nearest gram.

Bad .... write an example of a business letter.

Good .... write an example of a business letter with no spelling, grammar or punctuation errors and within a 60 minute time frame. (this sentence actually has two criteria, accuracy-errors and time-minutes)

Criterion and Bloom's Taxonomy

..... write a correct list of 20 high blood pressure medications with no more than 2 incorrect answers. (Knowledge)

..... name at least 3 generic substitutions of 20 high blood pressure medications with at least 80% accuracy. (Comprehension)

..... determine the correct high blood pressure medication for a patient within the top 3 answers provided by the doctor. (Application)

..... correctly diagnose 20 patients with no more than 2 incorrect. (Analysis)

..... devise 2 alternate medication plans for 10 patients that meet the approval of at least 80% of an expert panel. (Synthesis)

..... demonstrate a correct physical exam on 10 patients adhering to AMA standards, with at least 80% accuracy according to an expert panel. (Evaluation)

Self-test
Using the deciding how to word criteria questions above can you answer the two questions below correctly? {Which of these criteria is a bad example? + ...saw a 2" X 4" board. - ...saw a 2" X 4" board within 1/8" of the marked line. - ...saw a 2" X 4" board in half within 60 seconds.
 * type="[]"}

{Which of these is the best example of good criteria? - ...answers must be accurate. - ...answers must be to the nearest whole number. + ...answers must be accurate to the nearest whole number.
 * type="[]"}

Navigation
Click Next to continue.


text: Category:International Building Code

title: Category:International Building Code


text: File:Bloom.JPG

title: File:Bloom.JPG


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Instructional design/Learning objectives/Bloom’s Taxonomy of the Cognitive Domain

Learning Domains
When discussing learning objectives, it is helpful to identify the skills, or tasks we want the learner to accomplish. These skills can be grouped according to three learning domains.
 * Cognitive domain - Development of knowledge and intellectual skills
 * Affective domain - Development of attitudes, feelings, and emotions
 * Psychomotor domain - Development of physical skills and tasks

Taxonomy of the Cognitive Domain
The majority of teaching and learning centers around knowledge, comprehension, and intellectual skills. Therefore, our examples concentrate on developing learning objectives for the cognitive domain.

The most well known taxonomy of the cognitive domain was developed by Benjamin Bloom and his colleagues. According to this taxonomy there are six levels of cognitive skills. (An updated version of Bloom's Taxonomy was finished in 2001. Additional links are provided in the reference section)

 * Knowledge - (memorize and recall of information)
 * Comprehension - (organizing and interpreting information)
 * Application - (applying or using knowledge to a situation)
 * Analysis - (breaking down information into components or parts)
 * Synthesis - (combining information into new or unique way)
 * Evaluation - (making judgments or developing opinions about information)

Navigation
Click Next to continue.


text: Category:Adobe Illustrator

title: Category:Adobe Illustrator


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User talk:Snadek

Technology acceptance model
Iassou Nikoalos, I am also taking part in the OER course - welcome here at Wikiversity. Technology acceptance model seems from another place/document (e.g. missing figures and tables) ? Do you have the source ? btw: Here more info about Wikiversity, Erkan Yilmaz Wikiversity:Chat  11:55, 16 March 2008 (UTC)

 * iassou Erkan
 * it my first try so there are some problems
 * the text is from my paper in a conference please send me your e-mail to forward the original text and if you can send me also some useful tips for the editor of wikiversity

 * stay on line
 * regards nikos
 * my e-mail
 * I have removed your mail, so you do not get spammed
 * Also emailed you. See you, Erkan Yilmaz Wikiversity:Chat  18:45, 16 March 2008 (UTC)
 * Didn't yet get a reply by you :-( Erkan Yilmaz uses the Wikiversity:Chat (try) 20:15, 18 March 2008 (UTC)

Welcome
Hello Snadek, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  18:28, 16 March 2008 (UTC)

title: User talk:Snadek


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Speech fundamentals

Speech Fundamentals is intended to be a beginning college level speech text. Building from that level it may be suitable for other levels of Speaking classes. It was started as a result of the instruction of Dr. Jeffrey Shires at Purdue University North Central in Communications 114 during the Spring 2005 Semester. I am personally using it in an informational speech regarding Wikimedia projects as a visual aid and interactive component.

Chapters in Progress

 * Noted Contributors
 * Speech Organization

Chapters Needed
Glossary

Interactive Presentation Pages
This is where you can mark a page for use in a speech you give. You can edit a page during a speech to demonstrate how a group of people can put together a tome of knowledge. Certain Restrictions on these pages apply. Please visit the IPP information page for more information. I am also unsure as to how well recieved this concept may or may not be. Discussion on the subject is welcomed and encouraged at IPP Talk Page.

Naming conventions
Sub pages are to be added by using the Book/subpage method.

EX: Speech_Fundamentals/Page_Title

Wikibooks naming convention information and discussion: Naming_conventions Hierarchy_naming_scheme

Conventions on Definitions of words
-Arckanghel 03:02, 31 Mar 2005 (UTC)
 * If you wish to define a word that is not speech related and does not belong to the glossary, please use the definition from the |Wiktionary.
 * I am unsure as to whether we should define words in the text as you would in a print book or not. I would say we should because at some point this text may be used in print form.  On the other hand not defining words in-text and simply providing links to definitions would make entries shorter and easier to read.

Help for Contributers
Helpful links for contributing Speech Fundamentals:
 * The easy instructions for starting a new page are detailed here.
 * You can always start a new page by clicking a red link.
 * Information on editing a page and using Wiki Markup can be found here.
 * To discuss the content of a page please use the associated "talk" page that is attached to each page.

Founded March 30, 2005.

title: Speech fundamentals


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Speech Fundamentals/Interactive Presentation Pages

Interactive Presentations are those where attempt to extend the concept of WikiWiki and the projects based on it. An example is creating a page or editing a page during a speech. One issue that arises is you can only prepare or edit so much of a page due to time constraints. Editing a page in public is a very good way to help people understand the concept of a Wiki, how, and why it does work. If there is a particular subject or area you would like to edit in this book during a speech you can do the following:

This page is going to be used in an interactive presentation. This page will be edited during that presentation given by <USER NAME OR IP HERE> on <DATE HERE7gt; <TIME HERE> at <LOCATION HERE>. Please do not edit this page before that date and time.
 * Find a page that has not already been created.
 * Create the page itself.
 * Insert the date, time and location of the presentation in the follwing statement and place it on the page you wish to use that you have created. (If you do not wish to designate the location please remove the location space from the text, however leaving the location may allow others to get involved locally with your presentation.)
 * List the presentation and its corresponding page on this page under (Link)Upcoming Interactive Presentations Page in chonological order, Soonest event coming first.
 * When the presentation is over, please move your presentation to the top of the (Link) Past Interactive Presentations section.
 * Presentations that pass without the designated page being edited will be removed from this page and the page will be reopened for general editing.

Upcoming Interactive Presentations

 * March 31, 2005 1:00 pm at Purdue University North Central in Communications 114 with Dr. Jeffrey Shires by Arckanghel. Page to be edited - Speech_Fundatmentals/Speech_Organization.

Past Interactive Presentations
--Arckanghel 02:38, 31 Mar 2005 (UTC)


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Speech Fundamentals/Noted Contributors

Arckanghel - Founder of this WikiBook. Can be contacted through his talk page.

title: Speech Fundamentals/Noted Contributors


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Speech Fundatmentals/Speech Organization

This page is going to be used in an interactive presentation. This page will be edited during that presentation given by Arckanghel on March 31, 2005 2:30 pm at |Purdue University North Cental Campus. Please do not edit this page before that date and time.

--Arckanghel 02:46, 31 Mar 2005 (UTC)


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User talk:Snofyre

Welcome
Hello Snofyre, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  22:13, 13 March 2008 (UTC)

title: User talk:Snofyre


text:
User talk:Belovedfreak

Welcome
Hello Belovedfreak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  22:20, 13 March 2008 (UTC)

title: User talk:Belovedfreak


text:
User talk:9xavier9

Welcome
Hello 9xavier9, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  22:21, 13 March 2008 (UTC)

title: User talk:9xavier9


text:
User:Belovedfreak

Welcome to my userpage. I am looking around Wikiversity, trying to get the hang of things. I can mostly be found over at the English Wikipedia, but hope to become a regular contributor here.

title: User:Belovedfreak


text:
Talk:Operating system/Kernel models

I think there is more kernel models than just microkernel vs monolitic kernels. There are others options like exokernels. But unfortunately I don't know enough of it to complete this page. --Mildred 22:40, 13 March 2008 (UTC)

On µkernels
L4 has proved that the speed problems of a µkernel is not inherited to the µkernel concept, but due to problems with specific implementations of the concept -- I think this should be noted.

On Hybrid kernels
The image displaying how a hybrid kernel works looks to me like a µkernel with a single-server implementation which has been pulled back into kernelspace -- I suggest that this is either clarified or that hybrid kernel is purged from the article.

Also the introduction to hybrid kernels make no sense, since the design of a µkernel is mutually excluse to how a monolithic kernel is designed — having IPC into and out of a kernel, does not constitute µkernel design. µkernels are (most often) defined as having a minimality of features not in having certain features. This in itself makes a hybrid kernel (as defined as a combination of µ and monolithic kernel design) bogus. See for a definition of µkernels.

On monolithic kernels
I have never seen anyone claim that monolithic kernels are simpler in design than µkernels (there is no arguement against so-called hybrid kernels, which must be at least as complex as monolithic kernels and µkernels according to the definition in this article). The operating system at large may be simpler in design, but that is not what the article claims — I seriousely doubt that monolithic kernels can be simpler than µkernels in design. Of course, this depends on what you consider part of the kernel and what not (for example, are servers for a µkernel part of the kernel or external to the kernel?)

title: Talk:Operating system/Kernel models