text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 13

Grade 7 牛津初中英语·同步听力(七下) FUN WITH ENGLISH 7B Chapter 11 Anqing Foreign Language School Lesson 12 Version 0.2

Lesson Objectives

 * Class will begin on time with everyone in their seats.
 * The textbook will go quickly and the students will do what they are supposed to be doing.
 * The lost activity will get the students thinking and working in groups effectively.
 * Listening to the song will get the students attention.

Lesson Plan

 * Before Class
 * Get greetings powerpoint ready on the computer.
 * 3 Minutes before class begins, Mr. Brown's students are out of the room and my students get in their seats.

 * 1) Greeting: What's up?

 * 1) Riddle
 * 2) * Why is 6 afraid of 7?
 * 3) Textbook: Page 50 Let's get ready A&B
 * 4) Textbook: Page 51 Let's listen 1 A&B
 * 5) Activity: Lost on an Island What would you do?
 * 6) * Make groups of 4 or 5 students.
 * 7) * You are lost on an island.
 * 8) * How will you survive?
 * 9) * Write 8 ways you will surive.
 * 10) Listening: Pop Music

 * Extra Time
 * Competetive Hangman

25 May 2010 AM Period 4 Grade 7 Class 3

 * 3 minutes before class
 * 1) Story about my Chinese lesson last night.
 * 2) * No one was interested.
 * 3) Riddle
 * 4) * Got the attention of some.
 * 5) Let's get ready
 * 6) * Decided not to do the grades on a gut feel, not sure if it was the right move or not.
 * 7) * This is a really good way to get different students talking.
 * 8) Let's listen 1
 * 9) * Tough, but they got through it.
 * 10) Lost activity.
 * 11) * Confused by "desert island" is it an island or a desert?
 * 12) * Say what they have: trees / knife / ...
 * 13) * didn't know the word survive
 * 14) * Worked pretty well thoguh.
 * 15) * Listened to "Beat It"

Next Lesson

 * Go over what the students wrote in their answers to the "lost" activity sheet.

25 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Gotten them working together in their groups more effectively.
 * Moved on quickly once I realized they were not interested in my opening conversation.
 * Small groups activities may work better when the students stay in their desks and work with those around them.
 * Oral/aural practice and thinking about how to survive on an island alone.
 * Class will begin on time with everyone in their seats.
 * Yes, arrived before the bell and made this happen.
 * The textbook will go quickly and the students will do what they are supposed to be doing.
 * Yeah, had a few students answer the questions and may have drawn it out a tad too long, but overall worked well.
 * The lost activity will get the students thinking and working in groups effectively.
 * Could be better, but worked.
 * Listening to the song will get the students attention.
 * For most of them, yes.
 * Change the questions for the island activity.

26 May 2010 PM Period 1 Grade 7 Class 11

 * Did not get the computer ready before class began, and I was unsettled because I tried to download something to use in class right before and it did not work.
 * I was really tired this class.
 * 1) Chat about the weather, which did not get much interest.
 * 2) Riddle
 * 3) Tongue Twister
 * 4) * Not a great reception.
 * 5) QQ English Corner Announcement
 * 6) Let's get ready + grades
 * 7) Island Activity

Next Week

 * Pictures
 * Go over select answers to the island activity.

26 May 2010 PM Period 3 Grade 7 Class 10

 * 1) High 5 Introduction
 * 2) * Taught the students about High 5's, including how to fake someone out with a high-5.
 * 3) Riddle
 * 4) * Clue: "Eat in the past."
 * 5) QQ English Corner
 * 6) * Some students seemed to be interested.
 * 7) Let's get ready + music + grades
 * 8) * Broke their grades into in class scores + test scores and after I'd told everyone I explained briefly and told them how they can raise their grades.
 * 9) Let's Listen 1 A&B
 * 10) * Really struggled with "A".
 * 11) Island Activity
 * 12) * Worked well.
 * 13) Missing words listening
 * 14) * Considerd, but chieckened out from moon walking in class.

Next Week

 * Go over the answers.

26 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Explained about the grades in a way that was less attacking and more informative.
 * Tweaked my grades approach to try and improve it, though it still needs a lot of work.
 * Telling the students their grades mostly has no effect, but for a select group of students it can motive/deflate them.
 * Oral/aural practice and thinking about how to survive on an island alone.
 * Class will begin on time with everyone in their seats.
 * Yes, but in the first class I did not make sure the computer was ready.
 * The textbook will go quickly and the students will do what they are supposed to be doing.
 * Yes, one listening activity was really tough for them, though
 * The lost activity will get the students thinking and working in groups effectively.
 * Worked well, but now the question is if its an effective activity for them to be doing, or not.
 * Listening to the song will get the students attention.
 * Not really, no. Try an easier song, perhaps?
 * Explain more about the grades before I hand things back to the students.
 * Student had an idea about offering "red paper" for students who answer questions well and if the get 5 sheets of red paper, then I will give them one sheet of "blue paper" which they can trade in for a prize. Quite excellent idea. She also said the students wanted to see pictures of my home and family.
 * Island activity is working well, but I do not know if I need to keep doing it. They are not actually speaking English to eachother and ... its just strange but for some reason even though it works well I do not know if its a good use of time.

27 May 2010 PM Period 3 Grade 7 Class 8

 * 1) Riddle
 * 2) * Figured out the name one really quickly.
 * 3) QQ English Corner Announcement
 * 4) Any Questions?
 * 5) * None today.
 * 6) Let's get ready + Lady Ga Ga
 * 7) * Went around and asked all the lower level students simple questions to get them talking in English.
 * 8) Let's Listen 1 A +B
 * 9) * Really, really struggled with LL1 A - I explained it as being out of order. The reading was 1 - 2 - 3 - 4 - 5 and the questions were 5 - 3 - 2 - 4 - 1 which helped a little.
 * 10) Missing Words Listening
 * 11) * Des'ree "You Gotta Be" - just played it through seeing if they could get the words.
 * 12) * Playing a whole song might be too much. Maybe just a minute would be better.
 * 13) * Kids did seem to enjoy the song.
 * 14) Played Pixar's "The Birds"
 * 15) * Kids seemed to enjoy themselves watching.
 * 16) * Afterwards asked them different questions about the bird's emotions.

Next Week

 * Video?
 * Music?
 * grades?

28 May 2010 AM Period 3 Grade 7 Class 7

 * This group of students really work hard for me and have a great attitude. This lesson was not one of my best.
 * 1) Riddle
 * 2) Knock Knock
 * 3) Textbook
 * 4) * Went around the room
 * 5) Missing Words Listening
 * 6) * Worked for a little while
 * 7) Alien movie
 * 8) * Went well.

Next Week

 * grades?

28 May 2010 AM Period 4 Grade 7 Class 9

 * 1) Riddle
 * 2) * One girl in this class whose been getting all the answers to the riddles got this one too.
 * 3) Knock Knock joke
 * 4) Textbook
 * 5) * Went around the room asking individual students for probably a bit too long.
 * 6) Missing Words Listening
 * 7) * Didn't go over so well.
 * 8) Telephone in their 4 person rows.
 * 9) * One boy who tries hard asked for it, so I tried forgetting about rules and focusing entirely on speed and absolute accuracy it worked pretty well actually. Try it again by having each team only allowed to tell me one time?

Next week

 * One young lady said I would like the Chinese Song: "Wonderful Tonight"
 * A student who got an answer wrong got quite bashful afterwards, give her another shot.
 * grades?

28 May 2010 PM Period 3 Grade 7 Class 2

 * 1) Nobody
 * 2) * Played it before class began. One girl got all excited and her friends were prodding her on to dance, but she was bashful. I encouraged her and she agreed. She then came up to dance for everyone.
 * 3) Riddles
 * 4) Knock Knock
 * 5) * No laughs
 * 6) let's get ready
 * 7) * didn't ask quite so many students individually. a few who i did seemed like they were expecting me to next ask "Why?" which I didn't, and which seemed to sorta disappoint them.
 * 8) ** Interesting sign.
 * 9) let's listten 1 A&B
 * 10) * Struggled with the first one as have their peers.
 * 11) Missing Words Listening
 * 12) * Gotta Be: Some were engaged
 * 13) * Beat It
 * 14) * With or Without You: Got a few especially at the end when I faked doing the Bono howl.

Next Week

 * Answer to the "Longest word in the English language?" riddle
 * Boys who were playing cards all lesson have to come and sit up in the front.
 * Asked before for my Chinese name, give it to them.
 * grades?

28 May 2010 Notes
Grade 7 and Grade 8
 * I have officially become dependant on the computer. If the USB doesn't work for one of my lessons, my heart sinks a little bit. It doesn't destroy my lesson, but I definitely need it.
 * After I lost faith in the "Group activity" exercises I sort of lost faith in my lessons in general this week.
 * Did not try to get any sort of conversation going.
 * Movies are definitely effective in their own way. Got to be a better way to get a conversation going around them, though.
 * Ask questions before hand?
 * Have them make the dialogue?
 * Going around asking questions of the individual students only works for a certain amount of time, at a certain point the others lose interest.
 * I try to kind of poke fun at certain boys whose levels are alright in order to get them speaking talking about wives or girlfriends or whatnot. Is that an effective way to teach? Its lighthearted, but might they think I'm bullying them?
 * A common response to riddles or jokes is that they are "very cold". I wonder what the literal translation for that is, in Chinese?
 * Making eye contact with students is important. Sometimes when I'm using the computer I'm spending too much time looking down at the machine instead of them.
 * Students really hate to get answers wrong. Is that something I should be reinforcing by only giving them questions in front of peers I know they can answer?

What could I have done better? What did I do well? What did I learn? What can I do next lesson?
 * When I am disheartened find a way to change things up?
 * Not let my anger distract me too much.
 * Movies can be a valauble teaching device.
 * I am overdependant on the computer.
 * Movie again, but with more structured English usage?
 * Mr Brown's suggestion: Play it once through, then play it again stopping and asking silly questions including putting certain people on the spot.
 * The lesson about common mistakes - including time.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.1 23 May 2010
 * Questions chosen at my 18 May 2010 meeting with Mr. Brown.

Feedback
I read your lesson plan. I am so glad you didn’t throw the candy to the students. I would think that would cause more commotion than you need. Instead of the candy you could give them extra credit for a better grade. Good thought of yours about the computer. You need to look at the students most of the time.
 * If you have feedback, please add it below
 * Marjorie King provided the following feedback on a Left in Front post that linked to this lesson:


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Portal talk:Neural Symbolic Learning and Reasoning/Topics

This resource is transcluded on Topic:Neural Symbolic Learning and Reasoning. Please do not delete if blank and still transcluded there. --Abd 01:54, 6 August 2010 (UTC)


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Introduction to psychology/Psy102/Lectures/Intercultural and indigenous psychology

Lecture: Intercultural and indigenous psychology
A guest lecturer presented about intercultural psycholology and Indigenous Australian psychology for Psychology 102, 2009.

Reference
Riggs, D. W. (2004). Challenging the monoculturalism of psychology: Towards a more socially accountable pedagogy and practice. Australian Psychologist, 39(2), 118-126.


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Introduction to psychology/Psy102/Lectures

==Psy102 lectures==

Overview

 * 1) There were 11 x 2 hour lectures held  at the University of Canberra, Semester 2, 2009.
 * 2) Lectures were presented by James Neill and a variety of guest lecturers from the Centre for Applied Psychology, University of Canberra.
 * 3) Lectures were largely based around corresponding chapter readings from the Gerrig et al. (2008) textbook.
 * 4) Some of the slides and handouts are available via the links to the lecture pages.
 * 5) Video and audio was streamed and recorded and was available to University of Canberra students. Lecture recordings by James Neill can be made available by request.


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Introduction to psychology/Psy102/Evaluation

 * http://learnonline.canberra.edu.au/mod/ouwiki/view.php?id=175019
 * Unit satisfaction survey
 * Open ended comments


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Introduction to psychology/Psy102/Admin

 * To do
 * 1) Fix up categories after move
 * 2) Add links to available lecture recordings

title: Introduction to psychology/Psy102/Admin


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User talk:Jtneill/Archive

 * /2008
 * /2009
 * /2010
 * /2011
 * /2012
 * /2013
 * /2014
 * /2015
 * /2016
 * /2017
 * /2018
 * /2019
 * /2020
 * /2021
 * /2022
 * /2023
 * /2024

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User talk:Jtneill/Archive/2009

rangeblock?
Just wondering why you're not hitting the range... I can hit it if you don't know how. --SB_Johnny talk 01:51, 28 January 2009 (UTC)
 * Okay, got it. That ISP has a lot of ranges, so keep your fingers crossed :-). --SB_Johnny talk 02:01, 28 January 2009 (UTC)

See Notices for custodians for info about previous attacks from this same range.

In the case where all the editing ips have the first 3 sets of numbers the same (ie. 208.100.232.*) you would use 208.100.232.0/24 (I'm not sure why SBJ used /32 - isn't that just one address?)  The 208.100.232.0/23 block that I used catches 208.100.232.* and 208.100.233.* which is probably about as broad as you would need to go in this case. You can also use these tools: Rangeblock-Calculator and network aggregation calculator. --mikeu talk 04:30, 28 January 2009 (UTC)

NK Psychology
Thank you for younr kind message. It will still take time and a lot of work to get the School of NK Studies going. I'm rather new at Wiki editing and find some features complicated to work with. The original materials I'm using for the courses are in MsWord, and some info (references, some italics, ...) was lost. If you would like to have a go at the NK Psychology chapter I can send you the original file (other users are also doing a great job at "Nonkilling Human Biology"). On the other, if you are interested in NK Psychology, I can send you the text by Rachel MacNair, which tackles nonkilling from a clinical perspective (it will not be available at the school). Best, Joám (and thank's for the info! I'm still not used to Wiki) --Cgnk 13:37, 4 February 2009 (UTC)

Hi again! I'm sorry but I only realized you had replied today (I'm still rather ignorant in relation to wiki functioning). My email is jevans@nonkilling.org. I'll be glad to share the texts we have on Psychology. Also take a look at www.nonkilling.org (also in construction). Best, --Cgnk 15:30, 6 March 2009 (UTC)

Thanks & a big vote for Bill (no relation)
You asked me 6 months ago what is good on ted.com and as a fan I have some views but one I would share is related to the Brian Clough "count the hearts as the team gets off the bus": Bill Gates has understated determination which tho' does not appeal to all (contrast the applause he receives) comes from his ability to modulate his voice, only slightly. What I am trying to say is that his clever enunciation leads to making him a hero to some, other tedders may glow brightly but dim soon and disappear into nothing, and it is the pauses (or nothing) that good presenters like him do well. Paulmartin42 11:16, 28 March 2009 (UTC)

Infobox
How to add a new infobox format?? Tushant 06:02, 23 April 2009 (UTC)

 * Actually I wanted to add infoboxes to all topics of school:olympiads carrying info about pre-requisite knowledge, extent of course, competitions related to topic, etc.Tushant 13:49, 24 April 2009 (UTC)
 * Waiting for reply...Tushant 17:55, 26 April 2009 (UTC)
 * Check this out w:Category:Infobox_templates

 * You can copy any infobox but just add the folllowing parameters-

>Topic >Level >Pre-requisite >Covered Areas >Related Competitions

and also tell me how to change its source...

Edubuntu is at Ubuntu
I deleted Edubuntu. We can cover it at Ubuntu. Hope that's OK with you. See discussion at Topic:Linux. Thanks! • CQ 05:55, 29 April 2009 (UTC)

Vandal
Hi. I'm kind of new here (came from Wikipedia) and there's a guy creating spam articles (User:Douchebag). I'm really used to WP, so are there any templates here to warn users or to mark pages for speedy deletion? Thanks! Xhaoz 02:33, 29 May 2009 (UTC)
 * Alright cool, thanks. Are there any templates to warn users about vandalism or editing tests? Yeah, I'm kind of interested in computer programming and web design, and I figured I could learn a lot here. Xhaoz 23:39, 29 May 2009 (UTC)

Something of a vanity name change
Good evening, I am currently creating the VB.NET coursework and I wanted to see if I might persuade someone to change the name of the VB.net article page to VB.NET. The latter is the proper way of denoting the language, and while typing in VB.NET will redirect to the proper page, it still does not make it right. One would not have a page on learning chinese as opposed to Chinese would they? Tigey 03:46, 5 June 2009 (UTC)

R question
Hello, I am learning about the R programming language and I have a question about loading an excel file to R. The spreadsheet is in a format like dataset1   set2    set3 .... -1.73089 0.85307  0.90962      0     -0.29827        0  0.87307 -6.33606 -2.21513  0.41049 -0.07876 -0.83712 -0.32327 -1.30134     -0.4  0.45049 -6.12715 0.51003  0.70491 -2.39356 -1.04441 -1.35134  0.65073   2.7401  0.76491 -2.99653

I saved it in csv format in excel and loaded it to R with

> r=read.csv('d:/statistics/datasets.csv',dec=',')

I tried to plot a histogram with e.g. hist(r[,5]) and I got the error message:

"Error in hist.default(r[, 5]) : 'x' must be numeric"

Is there anyway I could check the type and attributes of an object, like in python we have help(x) which outputs the docstring of the containing classes?

Regards, Hillgentleman | //\\ |Talk 04:34, 29 June 2009 (UTC)

twitter
I'd say go ahead and create an official wv twitter page. We might want to have a couple of people share the password, so that if one person is away or on wikibreak someone else can update the page. I just recently started using twitter for announcements of the observatory schedule @LaddObs but have not had a chance to explore it much. --mikeu talk 12:43, 1 July 2009 (UTC)

Candidates for Custodianship/Adambro
ping --mikeu talk 13:18, 3 July 2009 (UTC)

Artificial Consciousness and Categories
I am sorry that you are having to clean up the categories in my Artificial Consciousness Course. I am afraid that I am not all that effective at coming up with categories and so tend to use the most general category I can that captures what I am trying to do. Since you have tripped over a number of my articles already and will find numerous others in the same course I felt I really must appologize for my inept handling of categories in this course. It was my first attempt at a course while on wikiversity, and it suffers from my learning curve at wikilanguage programming, I had to be arm twisted to use categories at all, if only because I had no idea what they were.--Graeme E. Smith 15:23, 3 July 2009 (UTC)

Explicit content
What do you reckon James? There's a heck of a lot of sexually explicit content on the commons, me being exposed to it by a comment on my WV talk page. Are you up with the play on this issue? --Leighblackall 06:39, 5 July 2009 (UTC)
 * Thanks for the quick reply on my talk page Jt. Just FYI I also raised the concern with Adambro --Leighblackall 07:14, 5 July 2009 (UTC)

btp
I would welcome feedback from you following the changes I made to the system interface to attempt to provide the information that this template does but by a much more straightforward method. Thanks. Adambro 18:26, 6 July 2009 (UTC)
 * Could you point me to the interface change? Sorry, I couldn't see find it. -- Jtneill - Talk - c 23:40, 6 July 2009 (UTC)
 * Ah, yes, I see it now on a red-link talk page. Looks great. Well done. What page in the MediaWiki: space is that? -- Jtneill - Talk - c 03:16, 7 July 2009 (UTC)
 * Go to Recent Changes and select MediaWiki from the Namespace pulldown menu.  There are a few system messages related to new page editing that were recently modified.  --mikeu talk 12:04, 7 July 2009 (UTC)
 * I hope you don't mind James but I've moved your comments back here just to keep the discussion in one place so it is easier to follow. I've explained about these new system messages in more detail at WV:RFD but the two involved here are MediaWiki:Talkpagetext and MediaWiki:Newarticletext. The first is displayed whenever anyone edits a talk page and the second is more complicated and is shown whenever someone creates a new page and provides advice about creating a new page relevant to which namespace it is. Adambro 12:18, 7 July 2009 (UTC)
 * No worries, that's fine, Adambro (moving). And thanks for the work and explanation here, very helpful. Note I've changed my RFD view on the template and suggest we perhaps discuss further at: Usability and MediaWiki_talk:Talkpagetext? -- Jtneill - Talk - c 12:44, 7 July 2009 (UTC)

Probationary Custodianship Nomination
Hi James, I'd like to request a probationary custodian role with Wikiversity. I realise I am pretty new to the Wikiversity community, but as can be seen by my contributions, I am making a significant investment with plans to run courses on Wikiversity, and the volume of work on Wikieducator and to a lessor degree Wikipedia shows my abilities to manage MediaWiki to an intermediate level. I hope this request is acceptable :) --Leighblackall 03:50, 8 July 2009 (UTC)
 * Great - see more info on your talk page. -- Jtneill - Talk - c 04:08, 8 July 2009 (UTC)

WV:RFD archive
hi there, I've been trying to leave the archive boxed decisions on the RFD page for a short while before moving to the archive subpage so the community can see what the outcome was without digging through the archives. Though we really don't have a system or convention for that. Let me know what your thoughts are. --mikeu talk 00:21, 9 July 2009 (UTC)

WV:CR archived section
I hope you don't mind that I archived the first section of WV:CR. I got the impression from your email that this would be ok, but if you feel there is more to be said in that section - please feel free to revert, and open that part of the discussion back up. --mikeu talk 13:52, 13 July 2009 (UTC)

sandbox server
FYI: User:Darklama and I are trying to revive the Sandbox Server project. We've been doing some testing there, for example see Twitter updates from Wikiversity. --mikeu talk 15:04, 18 July 2009 (UTC)

You might want to take a second look at your user page on the sandbox too. ATOM feeds now work. -- dark lama  23:34, 19 July 2009 (UTC)

STOP TROLLING ME AND UNBAN WIKADEMIA NOW
OK?????????????????????????????????????????????????????????????????????????????????????????????????????

ALSO TAKE WIKADEMIA DOT ORG OFF SPAM BLACKLIST

STOP TROLLING!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

 * I'm sorry, but you've got little sympathy left from me. I remain open to sensible dialogue on your Wikademia talk page or other single account. -- Jtneill - Talk - c 18:18, 1 August 2009 (UTC)

Categories
Thank you for your (automatic, I presume) welcome message. I've read through many of the articles on creating Wikiversity pages, but I'm still a bit confused when it comes to categories. Categories seem like a great way to avoid collisions by effectively namespacing them. I've read the help page on categories, but am left with a question. How do I create a link to an categorized article without having the category appear in the link label?

If I create a link references like:

aikido:Business plans

The link reads:

aikido: Business plans

I'd like it to read:

Business plans

but still refer to the categorized page. The problem, of course, is in the link syntax, which relies on a space to separate link from label. Have a look at Topic:Aikido for my initial attempts at Wikiversity development.

Markjnorton 02:56, 10 August 2009 (UTC)

some one should offer an alternative to this wiki
definitely. Jack

Highschool Help Forum - HHF
Please check Project_incubator for an update on HHF. I'd really appreciate your help in setting up the project or atleast looking it over once in a while.

It is a discussion forum and needs proper navigation/aesthetics and writeups. I have set the forum up to the bare minimum - we can ask questions, answer them and view recent discussions in the order of last post. Can you help me complete the project? I have messaged a few people. let's see if they want to get involved. :) --Dharav talk 11:29, 25 August 2009 (UTC)

Active learning
I think experimental learning has a lot in common with active learning rather then the other way around. I think experimental learning is a form of active learning. I think the Learning by doing approach is also a roundabout way of thinking about active learning. I think perhaps Learning by doing was a concept created locally because people were not aware of the concept of active learning. I consider active learning and learning by doing synonyms probably. -- dark lama  12:51, 31 August 2009 (UTC)
 * No worries; there is a sea of overlapping and inter-related terms and it probably depends on one's schooling/experience as to which one's seem more foundational. I'm curious to learn more about active learning esp. since my previous conceptual training/background has been wrt experiential learning. Sincerely, James. -- Jtneill - Talk - c 13:36, 31 August 2009 (UTC)

NC licenses
Hi James,

Looks like at least some of your students have been uploading using a non-commercial version of the commons licenses (e.g. File:Egm6321.f09.p8-3.png). Maybe you could talk to them about the problem there? I'm not sure if it's their own content or something imported from elsewhere. --SB_Johnny talk 11:13, 12 September 2009 (UTC)
 * Ta; this looks like its by User talk:Egm6321.f09. There may be others by my students though. -- Jtneill - Talk - c 12:16, 12 September 2009 (UTC)
 * Oh, sorry ;-). The "naming convention" he's using is similar to yours. --SB_Johnny talk 12:54, 12 September 2009 (UTC)

Connectivism CCK09
Cheers James! Haven't done much Wiki work before so learning something from the course already!

... and thanks for the signature hint. I may not have done much wiki'ing but I have done a lot of coding in various languages so understood what the obscure table code was all about. Dean.jenkins 09:50, 18 September 2009 (UTC)

sandbox
Re:  I now have a bot cleaning the sandbox about once per week. It will overwrite any changes you make to the standard "clean state" so I added your edit to the bot, but let me know if it ever needs to get changed. --mikeu talk 16:06, 18 September 2009 (UTC)

oversight
Re: the page you deleted. The default for an edit comment when deleting a page is the first few lines of the page. Given that this included personal info I have requested oversight to remove the page and log comments from the wiki database. --mikeu talk 16:17, 19 September 2009 (UTC)

Educational technology
I think this is where I respond - anyway - I was sent the link by my professor to update it for our class - then he hired someone he is paying to do it. So I cleared my work and someone else should be working on it. Thanks.Sarahtrueblood 15:38, 25 September 2009 (UTC)

cheers
thanks for the resource links on my discussion post. who do i talk to about making this site a bit more user friendly??
 * A good place to start is the Colloquium -- Jtneill - Talk - c 03:54, 30 September 2009 (UTC)

beating the captcha
one can use the "if" statement to get around the captcha

http://example.com

and there is no reasonable way the parser can know at the time of edit that your string is "supposed" to be an external like after a while

Hillgentleman | //\\ |Talk 19:21, 11 October 2009 (UTC)

Thanks
I appreciate your help on locating office hours page correctly. I couldn't find any documentation on how to make it fall under my user space -- now I see it's simply by adding a slash after the user space name?

Thanks again... Robert --Rlyon 22:31, 15 October 2009 (UTC)

Help / Question
James:

Is there anyway that I can limit the editors of my userspace office hours sign up to registered users of Wikiversity? (not allow anonymous users?)

Thanks, Robert Lyon --Rlyon 22:33, 15 October 2009 (UTC)

Just like a piece of paper
James:

Yes, thanks for clarifying about protection. I'd surmised as much, but was wondering if I'd missed something.

When I announced the link I advised students that it would be the internet equivalent of a piece of paper taped to my office door, and just as susceptible to anonymous abuse and mis-use, but that I would be able to use "internet magic" to track down the vandals. (insert clever winking emoticon here)

We have Blackboard for course content, but nothing as useful as Wikiversity for coordinating input from students across different classes, former students, and other colleagues.

I look forward to figuring out more uses for Wikiversity.

Thanks again,

Robert --Rlyon 22:56, 15 October 2009 (UTC)

Semi protection
Sorry for my ignorance of methods here. How does one respond to comment threads in user spaces? I keep adding new comments and I don't think that's the most efficient way.

Re: your suggestion about "Semi-protection". Yes, that could be an improvement. I have another user content plan where it would be very useful. May not be that big of a deal for this sign-up page. If I want it to become "semi-protected", I would tell students they have to register on Wikiversity first, then I'd request a protection status change from you?

Thanks,

Robert --Rlyon 23:04, 15 October 2009 (UTC)

over-protected?
James:

I think the protection level on my sign-up page (http://en.wikiversity.org/wiki/User:Rlyon/NYU_Stern_Office_Hours) is too high -- I can't even edit it now when logged in. Help?

Robert --Rlyon 23:17, 15 October 2009 (UTC)

Selecting a university
Hi James, I just came across the dusty page on Selecting a university and added a few links and information about entry to Australian Universities, if you think you have something to add please help yourself. Lysander89 03:50, 16 October 2009 (UTC)

Protect Introduction?
Lately, that page has been vandalized quite a number of times. I saw that you just reverted an edit over there that was destructive in effect if not intent. I've repeatedly reverted vandalism there as well. I've opened a discussion on the Talk page of WV:Introduction about how the idea of encouraging newcomers to edit a page with such well-developed content may be too risky. Would you like to join in? --AFriedman 08:21, 28 October 2009 (UTC)

Website
Hi! Just a website I found, maybe it is close to your area of interest, and it has one of the most "cool" designs I have ever seen. g2conline.org --Gbaor 09:51, 7 November 2009 (UTC)

peer review
Things are really slow here, research part is almost dead. Would you like to peer review my stuff, linked from my user page. Or help me find people that want to.

You are a lecturer in psychology, thats interesting, 3.0 and 4.0 of The Deweidifier(abstract) are about psycology/sociology. The 2 small articles don't need particular knowledge to understand them.--Deweirdifier 15:29, 8 November 2009 (UTC)

 * I formated them beater, needs some work, but its much beater then before.--Deweirdifier 23:10, 9 November 2009 (UTC)

 * Discusion on the talk page, no collaborative editing. They are parts essay and mainly OR, i wanted that a lot of people can follow threw, jargon is at a minimum, it would be nice if you read everything :). In the parts essay i try to explain standard but not wildly known stuff. I recommend to download the torrents, because the texts are amputated of the multimedia(pirate, can't upload here for the most part). I really think you should have started by reading the abstracts, some stuff are extremely controversial.--Deweirdifier 23:47, 9 November 2009 (UTC)

 * You are reading slowly and silently 2.0 Hackolution?--Deweirdifier 16:45, 13 November 2009 (UTC)

 * You can comment on what ever you have read at the talk page Talk:2.0 Hackolution . You think you can find people at your university interested at trying out the protocell proposal :) ? --Deweirdifier 00:31, 17 November 2009 (UTC)

 * No comment?--Deweirdifier 16:52, 5 December 2009 (UTC)

barefoot running
i have had fivefingers for some time now, i love them, i tend to run 5-6 days a week in them, it is amazing how fast they improve your running posture, id recommend getting some. i have the classics, and sprints. as far as i know, the kso treks are out where i live, where do you live? are you in the us? Codyjones 04:16, 16 November 2009 (UTC)

yeah, wow all the way in australia, here in the states the treks cost about $125usd depending on where you shop, but i have yet to try them, i cant justify spending that kind of money when i have college to pay for as well as already having two other pairs of fivefingers. so do you run? what do you do for work? im curious as to how you searched me out of the wiki sea of information? i love to spread the good word of fivefingers and how awesome they are.Codyjones 04:54, 16 November 2009 (UTC)

Thanks
Thank you for the welcome. I've always been aware of wikiversity but have never really had time to start contributing. I hope to be able to change this. Kind Regards, Maximillion Pegasus 23:55, 23 November 2009 (UTC)

barefoot running
i need to show how running barefoot/minimalist is positive and how it is different than running is over padded running shoes that people pay an arm and a leg for, i need to show how the leg mechanics are different. mainly the project is about achieving something that i have wanted to do for a while, which was for me, barefoot (fivefingers) running. i need to try to explain it to the class, and of course i am going to get the common questions about how its good to run without all that support and motion control the average running shoe provides.Codyjones 19:13, 24 November 2009 (UTC)

Request Custodian Mentorship
Hi, thanks so much for welcoming me to Wikiversity more than a year ago. I think you are an awesome Wikiversity contributor, and I'm wondering if you would want to mentor me as a custodian. I've posted my request for probationary custodianship to the relevant board. Thanks so much, AFriedman 12:33, 22 December 2009 (UTC)

title: User talk:Jtneill/Archive/2009


text:
Response testing

Welcome to a learning project all about Response testing - this is a 'learning by doing' type project, which means hopefully you've got some clear ideas about the sorts of things you'd like to examine / learn about, and maybe some ideas about how you intend to go about your learning - it's not the intention of the instigator of this project to offer 'course materials' per se, but rather to examine many issues around the principles, execution, examination and efficacy of 'response testing'.

What is response testing?
Well some examples probably illustrate the concept - feel free to offer your own, or ask questions by clicking 'edit' on this section - drop your note in anywhere :-)
 * A 'Mystery shopper is a response tester, usually working on behalf of the store with the intention of offering feedback which will help improve the policies and practices of the shop.
 * Journalists sometimes test the response of various organisations, often citing 'public interest', and the pursuit of a good story!
 * Journalists breach Queen's security
 * Reporter Breaches Amsterdam Airport’s Security

Response testing on WMF projects
see this page for further information.

title: Response testing


text:
User:ArboristVA1

ArboristVA1 (user name) Kenneth Goode (real name)

title: User:ArboristVA1


text:
User:WinContro

 Interwiki redirect This page can be found at Dutch Wikipedia.

title: User:WinContro


text:
User talk:JmCor

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:55, 6 August 2010 (UTC)

title: User talk:JmCor


text:
User talk:ArboristVA1

 Hello ArboristVA1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:55, 6 August 2010 (UTC)

title: User talk:ArboristVA1


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