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FOSSlike collaboration in schools/Resources

Line of sight
Illich I 1970 Deschooling Society uses a different description but similar comparison between industrial and convivial systems.

Global abstracted
Hoebeke L., 2003 Against Scarcity In Science And Knowledge Management: Towards A New Enriching Empiricism. http://www.mngt.waikato.ac.nz/ejrot/cmsconference/2003/proceedings/philosophy/hoebeke.pdf

Lessig, L., 2007 Required Reading: the next 10 years http://lessig.org/blog/2007/06/required_reading_the_next_10_y_1.html

Kerr, B INVITATION TO IMMERSION 1997 http://www.users.on.net/~billkerr/a/invite.htm

Global ecological
Orr, D 2004 "All education is environmental education" Resurgence, No. 226 Sep/Oct

"All education is environmental education… by what is included or excluded we teach the young that they are part of, or apart from, the natural world."
 * http://www.resurgence.org/resurgence/issues/orr226.htm

Comparison between ecology/monoculture and access to knowledge/maximalist intellectual property.

Boyle J., 5 "Questions for James Boyle" KES Vol 1 2007
 * http://www.kestudies.org/ojs/index.php/kes/article/view/29/39

Wheatley, M., Leadership from Self-Organized Networks: Lessons from the War on Terror (PDF file) (thanks fhickman) from Performance Improvement Quarterly Vol.20 No.2, 2007 http://www.margaretwheatley.com/articles/Self-OrganizedNetworks.pdf

Open Space Session Discussion Notes: The place of freedom in self-organizing systems Turtles Weekend, Human Systems Dynamics Institute, Circle Pines, Minnesota, USA, 2005 http://www.openspaceworld.com/Book%20of%20Proceedings%20Turtles%2005.htm

Meadows, D., Randers, J., Meadows, D., Limits to Growth, The 30‑Year Update, A Synopsis. 2004 http://www.mnforsustain.org/meadows_limits_to_growth_30_year_update_2004.htm

Review of Hock, D., Birth of the Chaordic Age http://pioneersofchange.net/library/books/boyca/document_view

Bauwens M P2P Lecture in Australia (complete video) http://video.google.com.au/videoplay?docid=4549818267592301968 Natural scarcity and conceptual abundance.

Narayanan, G 2007 A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness http://kt.flexiblelearning.net.au/tkt2007/edition-13/narayaran/ Building on and developing the ideas of Holt (2000), Fuad Luke (2002), Manzini (cited in Thackara 2005) and Capra (2002) and by consciously embracing the core value of slowness – both as way of being and as a way of learning - has created the real capability for substantive change.

The concept of Slow emerged from the Slow Food and Slow Design movement in Europe and the United States and builds and develops on ideas of sustainable living as a desirable future. Slowness as a pedagogy allows students to learn not at the metronome of the school day or the school bell, but at the metronome of nature, giving them time to absorb, to introspect and contemplate, to argue and rebut and to enjoy.

Learning about metamorphosis and about the web of life in real time, by maintaining a butterfly garden, growing larval plants and simultaneously engaging in reflection, role play and scientific observation is powerful indeed. The short flash presentation that accompanies this article illustrates the power of slow pedagogy as a counter to the current culture of acceleration, which is necessitating the rapid learning of more content in less time.

This quote refers to:
 * Holt, J. 1983, How Children Learn, Penguin Books.
 * Faud-Luke, A. 2002, ‘Slow Design, a paradigm shift in design philosophy’. Retrieved 12 April, 2007 from http://www.thinkcycle.com
 * Thackara, J. 2005, In the Bubble: Designing in a Complex World, MIT Press.
 * Capra, F. 2002, The Hidden Connections, Flamingo.

Local value
Reclaiming youth network website Philosophy http://www.reclaiming.com/about/index.php?page=philosophy (viewed 2008 March 03, via Ruwoldt)

Rushkoff, D 2003 The Project Gutenberg eBook, Open Source Democracy, http://www.gutenberg.org/files/10753/10753.txt

Narayanan, G 2007 A Dangerous but Powerful Idea - Counter Acceleration and Speed with Slowness and Wholeness http://kt.flexiblelearning.net.au/tkt2007/edition-13/narayaran/

Concepts, Contexts, Collaboration and Cultural Tools: A Sociocultural Perspective on Young Children’s Understandings Of Natural Phenomena
 * http://web.archive.org/web/20060826210153/http://www.education.monash.edu.au/research/groups/childhood/currentprojects/natural_phenomena.ppt

Broadcast and distributed publishing
Moglen, E 1997, The invisible barbecue, Columbia Law School, viewed 1 August 2007, http://emoglen.law.columbia.edu/publications/barbecue.html

Moglen, E 2006, ‘Software and community in the early 21st century’, Phone conference keynote address, YouTube, viewed 1 August 2007, http://www.youtube.com/watch?v=NorfgQIEJv8. Transcript available at Glass, G 2006, ‘Eben Moglen on free software and social justice’, a whole minute blog, viewed 1 August 2007, http://www.geof.net/blog/2006/12/10/eben-moglen

Anderson, T 2008, Networks Versus Groups in Higher education http://terrya.edublogs.org/2008/03/17/networks-versus-groups-in-higher-education/ via downes.ca

Makers
Jungnickel, K., MakingWifi blog, Making category. http://studioincite.com/makingwifi/?cat=2

O'Reilly, T., Open Source: The Model for Collaboration in the Age of the Internet. 2000 http://www.oreillynet.com/pub/a/network/2000/04/13/CFPkeynote.html

Lakhani and Wolf, 2005 in Why Hackers Do What They Do: Understanding Motivation and Effort in Free/Open Source Software Project

Robinson K Do schools kill creativity. TED Talks 2006 http://www.ted.com/index.php/talks/view/id/66 viewed 2008 via White G

Copyright
Boyle J, The second enclosure movement and the construction of the public domain. http://www.law.duke.edu/pd/papers/boyle.pdf

Brown L., Freshman hit with 147 academic charges for online study network at Ryerson University Mar 06, 2008 04:30 AM thestar.com
 * http://www.thestar.com/News/GTA/article/309855

Copyleft and A2K
Ruwoldt P and Hawtin J Commons and copyright http://waraku-education.wikispaces.com/Story+Game

Ursula K. LeGuin, _The Dispossessed_, pp. 72, New York: HarperPaperbacks, 1974. via http://www.manasclerk.com/blog/2007/05/02/ursala-k-leguin-on-the-power-of-open-source-ideas/

Access to knowledge is a collection or movement around open information policy http://www.cptech.org/a2k/ http://www.access2knowledge.org/cs/ http://www.oaklaw.qut.edu.au/

Richard Stallman has made his definitions of freedom in software explicit and concise. http://www.fsf.org/licensing/essays/free-sw.html

Adelphi charter http://www.adelphicharter.org/

CPTech http://www.cptech.org/

IPJustice http://ipjustice.org/

Freedom to tinker http://www.freedom-to-tinker.com/

M Geist in CA http://www.michaelgeist.ca/

Creative commons offers a range of options for copyright owners to define scope http://creativecommons.org/

Otago Polytechnic using CC-BY for open education http://creativecommons.org/weblog/entry/8153

Open education resources http://oerwiki.iiep-unesco.org/index.php?title=OER:_the_Way_Forward

Neill J, Four pillars of free and open teaching http://ucspace.canberra.edu.au/display/~s613374/4+pillars+of+free+and+open+teaching

Innovation in schools grounded in open policies(actual)

 * http://beyond-school.org/2007/10/05/open-invitation-to-join-the-conversation-at-our-ap-literature-ning/
 * http://www.itwire.com/index.php?option=com_content&task=view&id=16984&Itemid=1141
 * http://www.opentechnologysolutions.com.au/blog/joshua-hesketh/open-source-education utas

Innovation in schools grounded in open policies(proposed)

 * Stallman RM, Why schools should exclusively use free software 2008 GNU.org http://www.gnu.org/philosophy/schools.html --Alexanderhayes 23:34, 29 February 2008 (UTC)
 * Hall, J Free Software teaches you twice, 2008 Slideshare http://www.slideshare.net/maddog/free-software-teaches-you-twice-242585/ Countrymike 01:44, 1 March 2008 (UTC)
 * Teacher commenting in Stephen Downes' blog on criteria for technology in learning http://www.downes.ca/cgi-bin/page.cgi?post=43752 lucychili 11:13, 19 March 2008 (UTC)

Accessibility and adaptability

 * This is the recording of the event at LCA where Liddy Nevile spoke about Access for all. http://mirror.linux.org.au/pub/linux.conf.au/2008/Mon/mel8-631.ogg lucychili 11:30, 18 March 2008 (UTC)

General

 * http://cybernetics-society.wikispaces.com/Useful+Links.menu
 * http://en.wikipedia.org/wiki/Communitarianism --Alexanderhayes 23:34, 29 February 2008 (UTC)
 * http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus --Alexanderhayes 23:34, 29 February 2008 (UTC)
 * http://mscofino.edublogs.org/ --Alexanderhayes 23:42, 29 February 2008 (UTC)
 * Bill Kerr maps a continuum from rote learning to more constructivist or collaborative learning. Similar to Blooms Taxonomy re autonomy in learning. lucychili 11:29, 18 March 2008 (UTC)
 * 2006–2016 Map of Future Forces Affecting Education: A forecast of external forces that are important in shaping the context for the future of public education and learning in the next decade. A special pull-out section. http://www.ciconline.org/c/document_library/get_file?folderId=109&name=THSpring08MapofFutureForces.pdf via downes.ca lucychili 11:20, 19 March 2008 (UTC)
 * Coates J, Suzor N and Fitzgerald A. 2007 Legal Aspects of Web 2.0 Activities: Management of Legal Risk Associated with Use of YouTube, MySpace and Second Life Australian Research Council Centre of Excellence for Creative Industries and Innovation http://web.archive.org/web/20080719041350/http://www.ip.qut.edu.au/files/Queensland%20Government%20Report%20-%20reformat.pdf
 * open-audio is a fortnightly meeting at polytechnic, newcastle upon tyne, focusing on the use of open source, interactive software. http://ptechnic.org/openaudio/openaudio.html


text:
User talk:Shhammer

Welcome
Hello Shhammer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:39, 29 February 2008 (UTC)

Copyright problem with Image:Project Overview S-3.pdf
I made the changes required ( I think everything is ok. Shhammer 18:16, 23 August 2009 (UTC)

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

title: User talk:Shhammer


text:
User talk:Mercury624~enwikiversity

Welcome
Hello Mercury624, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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 * Browse our portals, schools, and research activities;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:39, 29 February 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 Mercury624. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mercury624~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 23:38, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Mercury624~enwikiversity


text:
User talk:Cubinoid~enwikiversity

Welcome
Hello Cubinoid, 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! --Gbaor 06:39, 29 February 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 Cubinoid. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cubinoid~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Cubinoid~enwikiversity


text:
User talk:POSTscript

Welcome
Hello POSTscript, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:40, 29 February 2008 (UTC)

title: User talk:POSTscript


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User talk:S1axter~enwikiversity

Welcome
Hello S1axter, 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! --Gbaor 06:40, 29 February 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 S1axter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name S1axter~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 23:52, 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) 06:21, 19 April 2015 (UTC)

title: User talk:S1axter~enwikiversity


text:
User talk:Gription

Welcome
Hello Gription, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:40, 29 February 2008 (UTC)

title: User talk:Gription


text:
Category talk:Neurobiology

I hate it
I hate this joke of what could have been a very valuable learning resource. I don't know enough about Neurobiology, but I know all wikiversity really needs is people arranging information that they could've gotten from anywhere, into a format that guides them through from no understanding to a full fledged comprehending individual. Both Wikipedia and currently this fail miserably at that attempt, due to their lack of a good flowing course. it's just a mess of information that is going to turn off more people than it must. --danthemango 07:55, 29 February 2008 (UTC)

title: Category talk:Neurobiology


text:
Czech Language/Verbs

Learn and practice the following, frequently-used, Czech verbs. In many languages, the most important verbs are often completely irregular, and so must be learned individually and carefully. Many of these verbs, particularly být, are frequently used as auxillary verbs, and are thus doubly important.

Být - To Be
"To be" is the most irregular verb in the Czech language, as indeed it is in English and many other languages. It is also the most important, because it is used as an auxillary verb to form both the past and future tense, and features in other grammatical constructions as well.

Present conjugation
Být has an irregular present-tense conjugation, in that both the stem (js-) and the conjugal suffixes don't follow any of the usual, regular rules for present conjugation in Czech.

Past participle
byl, byla, bylo; byli, byly, byla. When talking about a singular subject, you need only know the (grammatical) gender of the subject... ... but things are a little different when you want to say "they were".

Future tense
budu, budeš, bude; budeme, budete, budou. For the future imperfect ("I will do such-and-such") aspect, one uses the infinitive (dictionary) form of the verb with the appropriate future tense form of být, which functions like the English future auxillary verb "will". Predictably, the future tense of být by itself, expresses "I/you/he/etc. will be".

Imperative mood
buď, buďte, buďme! There are three ways to order people about in Czech. When it comes to být, the stem for the imperative, buď-, is irregular. If you're talking to one person, you can use the second-person-singular: buď! If there are more than one person, or you wish to be more formal, use the plural: buďte! Finally, if you want to include yourself in the group, there's the first-person-plural: buďme!

Conditional mood
The conditional mood in Czech is constructed from the past participle and special forms of být. We use conditionals whenever we use the phrase "I would..." to say what might have occured had things been otherwise (had some condition prevailed). The most familiar and useful of conditional expressions is "I would like... ": Chtěl bych...

Passive voice
One of two ways to form the passive voice in Czech involves the verb být. English speakers also use "to be" when forming a passive sentence, such as the following one. A passive sentence is formed from the approriate tense of být, followed by the passive participle of the main verb. Být does not itself have such a participle, as it cannot meaningfully be used in the passive voice.

Dělat - To Do or Make
Dělat is not an irregular verb (is is in fact a class-V or á-type verb), but it is a very frequently used and useful one.

Past participle
šel, šla, šlo; šli, šli, šla. Jít has an irregular set of past participles.

jel, jela, jelo; jeli, jely, jela. Jet has a rather more regular past tense.

Future tense
půjdu, půjdeš, půjde; půjdeme, půjdete, půjdou. Jít like some other verbs expressing movement, possesses an irregular future tense, instead of using auxillary být. The future tense is constructed from the prefix pů-, and the present conjugation, as shown below.

pojedu, pojedeš, pojede; pojedeme, pojedete, pojedou. Jet, similarly, posesses a future tense constructed from the present tense, preceded by the prefix po-.

title: Czech Language/Verbs


text:
Wikiversity:Being educational

A comment from a Wikiversity user about the quality of Wikiversity

 * I hate this joke of what could have been a very valuable learning resource. I don't know enough about Neurobiology, but I know all wikiversity really needs is people arranging information that they could've gotten from anywhere, into a format that guides them through from no understanding to a full fledged comprehending individual. Both Wikipedia and currently this fail miserably at that attempt, due to their lack of a good flowing course. it's just a mess of information that is going to turn off more people than it must. --danthemango 07:55, 29 February 2008 (UTC) Originally posted at Category talk:Neurobiology.

The above comment, left by a registered user whose user page described himself as an 18-year-old highschooler, embodies in a succinct fashion both negative and positive criticisms of learning at Wikiversity which could be applied to a much wider range of resources. The comment targets in particular the lack of use of simple formal structuring of learning resources in order to make them valuable as learning resources. The comment correctly identifies a problem which has plagued many minor contributions to Wikiversity, and which Wikiversity is having a problem coping with.

This article attempts to address this problem.

Intent and audience of this article
A challenge which Wikiversity faces in coming to terms with its educational mission is that many of those (very motivated, very valuable) people who have pushed Wikiversity forward and maintain it as a website are information technology specialists of various kinds, and not necessarily educators and educationalists. An issue, to which the above user reacted, and which we all face, is that Wikiversity is constantly used for posting materials whose defining characteristic is not that they are educational in any sense, but that their author couldn't (or didn't know how to) put them anywhere else on Wikimedia projects. Wikiversity is, of course, not a dumping ground for the rest of Wikimedia, and it has a specifically educational mission, which requires sorting out educational from non-educational content.

Therefore, there is a need to define what educational content is - as distinct from non-educational content, and/or content on other Wikimedia projects. This article has the purpose of a simple how-to or FAQ for recognizing educational content and, as a side-effect of this, distinguishing Wikiversity content very clearly from the content of other Wikimedia projects.

The article is for helping contributors recognize the basic distinctions and features of learning resources. It is not an article which defines education or educational value. It simply attempts to state some superficial and helpful criteria by which one can recognize articles and pages where the educational value is or is not in doubt and which might therefore be worth tagging for further inspection by experts.

Criteria for recognition of learning resources
The points listed here must be understood as sufficient conditions, not as necessary conditions. In other words, the presence of any one may indicate a bona fide educational resource, but the lack of any particular one is unlikely to show the opposite. However the complete lack of all of the criteria below may indicate that the resource is not educational.

Segmentation for intellectual digestibility
A slab of facts, such as one finds on Wikipedia, is generally not an appropriate form for education. Learning resources typically recognize that learners are human beings with learning curves and finite concentration spans. The most obvious kinds of division are “lessons”, where a page or article is divided up into segments marked with titles such as “lesson 1”, “lesson 2”, etc. The divisions may be more subtle than this, especially regarding choice of title. The principle is generally: divide up the material into chunks that a learner can manage. An article or page that shows this kind of learner-orientated division is more likely to be a learning resource.

Segmentation may involve the use of subpages (in a maturer or larger resource) or sections (in a smaller or younger one). Segmentation alone does not indicate a learning/teaching intent - the way in which the segmentation is done is important.

Sequencing by difficulty level
A Wikipedia article is not put into order of difficulty. A Wikipedia article gravitates towards a kind of expositional authoritativeness that derives its sequential order from the subject matter itself and a certain concept of what an encyclopedia article should be. A learning resource, on the other hand, will probably show sequencing of material that starts from an easier level and progresses towards a more difficult level. This is not always the case, but an article or page that shows this kind of learner-orientated sequencing by difficulty level is more likely to be a learning resource.

Repetition and redundancy
In an encyclopedic article, repetition may be seen as bad style. The ideal encyclopedia article optimizes its content and removes redundancy. Learning and teaching, on the other hand, generally require repetition and redundancy.

Repetition: learning processes work better when material recurs in a cyclical fashion. Cycles may rework the material in different ways, such as increasing the difficulty level, applying the knowledge in a new way, or presenting the knowledge from a different perspective. The manner of reworking varies, but beneath this the cyclical tendency is constant.

Some types of repetitiveness in learning resources:
 * A common kind of repetition is an introduction which seeks to establish what is already known by the reader or revise what was learnt before.
 * Another common kind of repetition is the shaping of a resource using a "presentation–practice" structural core. Material is presented for the first time in a "presentation", followed by some kind of arrangement of exercises in which the learners repeat the material for the second (and more) times.

The concept of redundancy is related but slightly different. Redundancy involves the idea that some kinds of approach to a topic may not suit some learners, but all learners can learn from some kind of approach, even if not the same one. If one uses multiple (and therefore redundant) approaches, one therefore maximizes the number of learners who have learnt.

If an article or page uses repetition or redundancy as methods of enhancing learning, then it is more likely to be a learning resource.

Moving from known to unknown
This is perhaps another way of stating what was stated under “sequencing by difficult level” or “repetition”, but it can overlap with these or be something slightly different. The general idea is that a learning resource starts with what is known, and moves from here to what is not yet known. To put this in the negative: learning resources do not jump in at the deep end (even if many university professors think they do). The ideal teacher establishes first what the audience knows (or makes it clear what the knowledge presuppositions are), and then moves from here in a discernible movement along a learning or teaching pathway. The pathway is not so steep that learners cannot climb it. A rather obvious, minimal and artificial way of doing this is to state: “you must have completed course ABC before coming here”, but learning resources may find more inventive or subtle ways than this. If an article or page uses this kind of movement from known to unknown, then it is more likely to be a learning resource.

A variant of this is where the author begins by establishing a relationship with the audience - in other words, making the teacher and learners "known" before starting, rather than making the subject matter "known". Related techniques include the use of drama and teasers (as introductions) to pique the interest of the learners.

Audience interaction
As a formal criterion, audience interaction means no more than an invitation or attempt to involve learners in the resources themselves (e.g. discussion of the resource, construction of more parts to the resource). However a formal invitation along to “interact” is not enough to make something an educational resource: the proof is in how this interaction is actually realized. When an educator opens a resource up to interaction, or makes its educational value contingent upon interaction, the educator is taking a risk. The risk is that the educational value may collapse completely. The success of an interaction is, however, no longer a formal criterion but a content-related criterion, and is much more difficult to define. Internet-based interactions are especially at risk of degenerating.

Association with a real-world educational context
Some authors come to Wikiversity to create resources that are directly associated with their real-world teaching and intended to assist with this in some way. The form and content of these resources may not fall under any other criteria listed here, but the simple fact that a resource is (credibly and clearly) associated with a real-world educational process is, by itself, a prima facie indicator of educational intent and value.

Learning goals
The most superficial way to recognize learning goals is by the use of phrases such as "how to..." or "this lesson will teach you to/about....". A Wikipedia article tells you "all about something" (telling, all). Some kinds of learning resource (but not all) explain to you "how to do something" or set you learning goals of other kinds. Learning goals are not the same as acquiring the totality of knowledge on a subject. A learning goal is an incomplete state of knowledge acquisition, or a waypoint on a learning path.

Teacher–learner feedback-revision loops
Is there any evidence that the resource has had actual contact with learners and been revised as a result? (Note the edit history). One of the typical characteristics of learning resources, as distinct from articles, books and other text types, is that they have a history which includes modification following actual learning experiences. Despite all the formal criteria that might be applied to a learning resource (see above), and all the knowledge and training they might have in education and their field of expertise, educators typically find that their first attempts at a new piece of learning material do not pass the first contact with the actual learner, and must be modified as a result. This isn't the same as the modification of an article, which happens when authors with different perspectives arrive, or when new knowledge becomes available. The identifying characteristic here is the (visible) presence behind the resource of some kind of looping relationship between teacher and learner, in which learners have provided feedback (as learners) and the resource has been modified by the educator as a result. Modifications of this kind will typically involve changes of structure and strategy, aimed at improving the learning experience.

Content-related criteria
Content-related criteria are generally very difficult to apply. They are also what many people tend to try to think of first when talking about educational value, which is why many educational value discussions get side-tracked. Formal, contextual and stylistic features are much easier to use when spotting real learning resources.

Relation to established curricula of learning
Is it relevant to Wikiversity whether or not a resource has some relation to established real-world (or even virtual) curricula of learning?

Real-world curricula are controversial things, the reasons for which include the following:
 * Real-world curricula are strongly culture-specific.
 * Real-world curricula are defined by national and regional authorities, and may reflect political or scientific establishments (status quo) and disadvantage legitimate minority educational interests.

Wikiversity has set its motto and slogan to “set learning free” and “open learning community”, which among other things implies a certain independence from external educational regulation.

However we are not dealing here with a criterion for exclusion, but a criterion for acceptance: a sufficient, rather than a necessary condition. If an article or page lacks all other criteria on this page, but nevertheless actually defines itself as (and really is) an exposition of material that meets a specific section of a real-world curriculum of learning, then it is likely that there is educational value present. More than that, it is quite likely that the resource was written by an expert. On the other hand, if this criterion was lacking and (more importantly) all the other criteria on this page were lacking as well, then the resource should probably tagged for closer consideration of its educational value.

Can you actually learn something from this?
This is an example of a criterion which should not be used for establishing educational value. One can learn something from practically anything. A piece of string at the side of the road which has been ground into the dirt so often that it is hardly distinguishable from the road surface probably has multiple potentials for learning if viewed in the right way.

The fallacy of this criterion is that it is highly subjective and can always be answered "yes" if someone is prepared to argue the case hard enough. As a criterion, it reduces the idea of a criterion for educational value to the absurd. A criterion is about distinguishing - about drawing borders and lines - about defining. If Wikiversity has an educational mission, then some kind of non-absurd criterion must exist for what is considered "educational" at Wikiversity.

Does it make Wikiversity a better place?
A criterion that is often used in conflict-resolution on Wikipedia is “does it make… a better place?”. Could this be a criterion for learning resources?
 * It is a fallback principle for borderline cases.
 * It is a meta-principle from which more practical guidelines could be derived.
 * It is a principle which probably only the most experienced Wikiversitarians could meaningfully apply.
 * It is not practical for everyday tagging of questionable resources.
 * It is vulnerable to over-subjective interpretation.
 * It doesn’t really help maintenance staff understand what educational value is.

Content is on the topic of education
If an article or page is actually about education, then this doesn’t necessarily make it a learning resource, but it may provide a different kind of educational value. Wikiversity should be able to provide encyclopedic articles on educational topics (which might be more specialist than Wikipedia), as well as learning resources in the narrower sense.

Style-related criteria
Style-related criteria are neither sufficient nor necessary conditions, but they can act as indicators that something is a learning resource rather something else such as an encyclopedia article.

Addressing the reader as "you"
Learning resources often do not target themselves at empty space (cf. Wikipedia articles) but have a much more immediate and specific audience in mind (the learners). Having a specific audience in mind helps the author of a resource better direct the resource in terms of meeting learning needs. The immediacy of this audience is often conveyed by the use of a style of writing that addresses the reader directly, such as by using the word "you". Superfically: "lesson 1: how to build a space rocket; first you take... etc.". This contrasts strongly with the style that would be expected on all other Wikimedia projects. By no means will all learning resources use this style, but it may characterise some and help to distinguish them from other text types.

Note: "we" does the same thing.

Simplifying the complex
An encyclopedia article aims at efficiency. If a sentence can be rendered more efficiently with a term of art, then the term of art is used (and hyperlinked somewhere else). The educator, on the other hand, will tend to take the longer route with a larger number of simpler words. They will risk falling into explanations of the obvious in their efforts to make learning material palatable. "Simplifying the complex" sounds good - and rather obvious. The same trait can be expressed in different words, such as "a didactic style" or "talking down at people". "Talking down at people" may not be a good thing, but it can be a marker of an educational resource. Nobody said an educational resource has to be progressive, tactful or politically correct. It just has to be educational.

Revision of main points
The more of the following questions which can be answered postively of a resource, the more likely it is to be a learning resource. Bear in mind, however, that there are many teaching and learning styles, so that these features may be present in differing amounts. Feel welcome to use the talk page to discuss possible further points for inclusion.

 * 1) Is there segmentation in the resource which seeks to make the learning process more palatable?
 * 2) Is there any evidence of sequencing material by difficulty level?
 * 3) Does the author make use of repetition and redundancy to better convey the material to learners?
 * 4) Does the author move along a descernible path from known to unknown?
 * 5) Is there evidence of (successful) attempts to involve an audience of learners?
 * 6) Is there any association with a real-world educational context, such as a course or class?
 * 7) Does the author set explicit learning goals?
 * 8) Is the resource designed to fit into a recognized real-world curriculum of learning?
 * 9) Does the writing adopt a style which reflects the immediacy of a learning situation?
 * 10) Does the text adopt a didactic style or go out of its way to make complex things easier to understand?

A completely negative answer to all of the above questions may give strong reason for tagging a resource with a template which questions its educational value or encourages a move towards a greater educational orientation.

A question which does not help in this process is:

 * Can we learn anything from this?

This question does not help us, because reasons can always be found for a "yes", regardless of the resource.

Side-note
All of the above could also be used as points by which to distinguish Wikiversity content from that of other Wikimedia projects.

What do we do if a page's educational value is in doubt?
The possibilities for consideration are:

 * Deletionist options.
 * Speedy delete.
 * Think, ask, then delete.
 * Delete by vote.
 * Bureaucratic options.
 * Tag the resource with one of a series of templates which do any or all of: draw attention to the lacking educational value, link to this page, categorize the resource for inspection, threaten to propose deletion if improvements not made. Templates might be graded in varying levels of civility and firmness.
 * Replace content with the welcome-and-expand template, or possibly a new "content-removed-due-to-lack-of-educational-value-but-feel-welcome-to-start-writing-this-article" template (sensible where the title is of educational value but the content isn't).
 * Laissez-faire options.
 * Do nothing and hope that a subsequent user might improve the resource.

It is recommended that none of these options should be excluded. In some cases, the educational value will clearly be so absurd that the quick removal of the content is the only solution (by deletion or by welcome-and-expand template); this is particularly the case with hit-and-run edits which are not actually vandalism, but nevertheless clearly lack educational value. Where an editor has made a more substantial contribution, a template is to be preferred.

Advantages of template tagging:
 * It rescues Wikiversity's reputation. A casual visitor will no longer assume the resource is representative of Wikiversity, and they will also see that Wikiversity is sensible enough to be putting the value of the resource under consideration.
 * It draws the attention of people who might want to improve the resource.
 * It draws the attention of experts in the maintenance crew who might be needed in order to decide on more radical solutions.

Case A: Getting started with sound recording
At the time of visiting, the above page was not one of Wikiversity's best or most complete resources, but not a bad one either. The edit history shows a long history of small and occasional edits by a wide variety of users, apparently without a grand plan or common agreed purpose. It is therefore a good example for practicing recognition of learning resources. Is "getting started with sound recording" really a learning resource?

 * 1) Is there segmentation in the resource which seeks to make the learning process more palatable? Not really.
 * 2) Is there any evidence of sequencing material by difficulty level? No. The title says "getting started", but no other pages in the hoped-for sequence could be found.
 * 3) Does the author make use of repetition and redundancy to better convey the material to learners? No.
 * 4) Does the author move along a descernible path from known to unknown? No.
 * 5) Is there evidence of (successful) attempts to involve an audience of learners? Yes. At the end. Success is not obvious, but look at the talk page.
 * 6) Is there any association with a real-world educational context, such as a course or class? No.
 * 7) Does the author set explicit learning goals? Yes.
 * 8) Is the resource designed to fit into a recognized real-world curriculum of learning? No.
 * 9) Does the writing adopt a style which reflects the immediacy of a learning situation? Yes.
 * 10) Does the text adopt a didactic style or go out of its way to make complex things easier to understand? Sort of.

In summary, we can say that the resource exhibits a number of characteristics of a learning resource. An expert educator might find ground for criticism of its current educational quality, but excellence is not the issue here. Nor would the resource have to attract positive answers on all criteria to be excellent - partial affirmatives are fine. There are, beyond doubt, clear indications of it being a learning resource.

Case B: Media Planning
At the time of visiting, the above page was tagged for cleanup in various ways. A number of custodians had paid attention to it, but it had not been deleted, nor had its educational value been called into question.

The resource draws a clear negative on all points. The course of action should probably be to remove the content completely (not yet done) citing the grounds as lack of educational value. On the other hand, the title is conceivably useful, so a template on a blank article might be better than deletion.
 * 1) Is there segmentation in the resource which seeks to make the learning process more palatable? No.
 * 2) Is there any evidence of sequencing material by difficulty level? No.
 * 3) Does the author make use of repetition and redundancy to better convey the material to learners? No.
 * 4) Does the author move along a descernible path from known to unknown? No.
 * 5) Is there evidence of (successful) attempts to involve an audience of learners? No.
 * 6) Is there any association with a real-world educational context, such as a course or class? No.
 * 7) Does the author set explicit learning goals? No.
 * 8) Is the resource designed to fit into a recognized real-world curriculum of learning? No.
 * 9) Does the writing adopt a style which reflects the immediacy of a learning situation? No.
 * 10) Does the text adopt a didactic style or go out of its way to make complex things easier to understand? No.

title: Wikiversity:Being educational


text:
User:Singhapan

Welcome to my page.
I am here because I really wanted to find content about the subject I am studying. It turned out, I might have to write about things I am here to look for...

I will be here from time to time so if you want to contact me you can go to my talk page.

title: User:Singhapan


text:
Wikiversity:Personal learning environment

This page is to help people make Wikiversity a personal learning space - to help people develop a resource or group of resources that will help them learn about a subject of interest, in accordance with their own questions, and relevant to their own experiences and desires. It is hoped that this page will facilitate discussion, and generate resources for people to scaffold their own learning (see also examples).

Starters
To get us thinking, read this blog post from Brent Simpson (User:Countrymike), in which he describes "setting myself and others up a space to potentially learn".

Personal Learning Environments
There has been much discussion and work about Personal Learning Environments (PLEs) - but what exactly is a PLE? How does/could one work? The resources section is for collecting resources that describe and analyse PLEs - this section can organise discussion about these resources, or other relevant projects.

Making Wikiversity a Personal Learning Environment
This section can serve to organise discussion and definition of a local (Wikiversity-specific) application of the term PLE.

Discuss
With collborative PLE's, I think the collaborators should just create a PLE in the main namespace instead of under someone's account. --Devourer09 22:23, 28 September 2008 (UTC)

Difficulties
What are the roadblocks to using Wikiversity as a PLE - both for you personally, and for the Wikiversity community at large (how might someone using Wikiversity as a PLE interfere with the ability of other Wikiversitarians to learn themselves)?

Discuss
My personal roadblocks: (warning - potentially incoherent dump because I'm on the verge of passing out)
 * I'm on a lot of other websites. Tons and tons. I learn things there as well - and have a tough time remembering that I should be linking-back to a learning project on Wikiversity. This strain is probably an indication that this isn't the right interaction model for a Wikiversity PLE, at least for me.
 * There is often no clear delineation between what I do for "learning" and... well, what I "do." If I'm learning C, write a patch for some code project, and get it accepted, I've learned something, but I may not think of it as such at first
 * "Wah - wait, my notes are getting modified!" It's hard for me to think of a situation where I'd actually mind this, though and there's always keeping them in your own user subspace. The main issue I can think of is attribution - if you're doing a project on your PLE for something you eventually submit to somewhere/someone, how do you cite the people who helped you along the way? That's probably a more general Wikiversity question that's already been discussed elsewhere, though.
 * Hard to sync with offline work, also tough to keep your own local backups (for when you're offline, etc). The MikMik project may change that, though.
 * Not a particularly natural media for doing things like studio art, jazz piano, etc. (and if you're doing a personal project on learning a language, does it go on your native language's wikiversity, or your target language's one?)

Hm. There aren't any really good objections up here, but there's something indefinable that's kept me from doing a PLE here actively - perhaps a lack of definition of what I want the term "PLE" to mean to me, here. I'll come back to this later. Mchua 06:16, 2 March 2008 (UTC)

 * No, thanks very much, Mel - this is great! 1) Yes, in this hyper-resourced world, it's harder and harder to manage our time and activity between various sites/projects... But I think you needn't feel that you "should" be linking back to Wikiversity from all this - Wikiversity has to see itself as simply one option among many. It's only the individual who can decide whether it's the best place for them. (Or perhaps there is a question of technological tools here - and whether some rss-type thingy that I don't understand could be made to interlink all your activity together...) 2) Learning - it's an everyday thing, and as you say, you don't always know when you've learnt something. But it can be useful to reflect on your activity in order to identify things you've learnt - a blog might be the best tool here, but I think a wiki can also offer something - even simply in terms of offering you a space to 'braindump', which can be augmented later by yourself or others. 3) Editing/Attribution - it's a central fact of wikis - but I think we're experimenting a bit with the notion of complete editability when we offer, for example, page protection options. But you're right that this becomes more complex when the issue of coursework comes into it. 4) Offline synching - yes, we really need better tools for this - for example, it really hampers my ability to write papers on-and-offline simultaneously. Never heard of MikMik, but I'll check it out. 5) Yes, there are an infinite number of contexts that Wikiversity will not be able to interface with directly, but I still think it could support you in your activity in some way - eg. offering a discursive, reflective, or 'documentary' space. And on the language question - I would again turn this question back at the questioner - ie what would be most productive for you in your personal learning environment? Or, to return to your first point, should we be thinking in terms of environment*S*? Cormaggio talk 23:23, 3 March 2008 (UTC)

 * Reflection is important. It's hard to take the time to step back and take a breather to do it, though. When I'm in flow state doing really good learning and work, the last thing I want to do is interrupt myself to pull back and write notes about it - which is why I love autologging tools (like logs in IRC, and track-history in mediawiki, and the camera I pull from my pocket to film things and shoot whiteboards I've just drawn) that (1) capture what you're doing now in a nonintrusive way, (2) store that information in easily readable/searchable/mashable data - which, right now, from the perspective of this computer/writing geek, means text-based formatting be it XML or a python pickle file or CSVs or whatnot, and (3) are transformable with minimal effort into clear, polished reflections - for example, if I take pictures of whiteboards and then have to either do some funky OCR on them or type them out by hand before I can write up my final math paper, I'm much less likely to do it. And sometimes I'm already immersed in the next learning adventure, which brings me to (4) - sometimes I have to be interrupted to reflect, but if the interruption is a gentle flag I'll notice once I look up (like an email notifying me of changes to a wiki page I'm watching - something I wish Wikiversity had, btw) rather than a May We Have Your Attention Please, Look At This Right Now slam, I'm more likely to follow up productively on it because I'll see the flag in the right context and frame of mind (a help in figuring out what to do next, not a nuisance in the middle of going somewhere.)

 * Re: offline synching - it's one of the main reasons I've experimented with dokuwiki, which uses flat text files as its database (meaning that "offline editing" just means "sync this folder of text files on your laptop with this folder of text files in your server, and you can use your favorite text editor now). That won't do merges, though, but it works for me because I'm usually the only one editing my personal wiki... don't think it's the optimal solution though.

 * I'll have to field your final question awkwardly - I know I use a lot of learning environments, and don't want to say "it must be all or nothing!" and that if I can't incorporate all my learning envs into a wiki, I won't at all. (I find it interesting you mention feeds as one solution - looking at a bunch of wikiversity projects, some are resource pools for a community based on a blogfeed... like Teemu's class on Composing free and open online educational resources. Why?)

 * Looking back, it's not so much Wikiversity that compels me to contribute to itself, but the Wikiversity community that compels me to contribute to them... via the mechanism of a conveniently placed wiki. (For instance, I'm editing this page right now - at 6:48am, having stayed up all night - not because I have a driving need to edit a wiki page on this topic, but because I'm responding to a person whom I very much enjoy discoursing with and admire the work of - the intellectual stimuli came from you (go stigmergy!) and I've responded, albeit with latency. This is something that's easily rendered missing from a Personal learning environment. If I interpret "personal" to mean "MINE! MINE! NOBODY ELSE EDIT!" and don't focus on really sharing things, then bam, the feedback is gone, and the wiki is just a really hard-to-use and not-accessible-offline notepad.

 * I suppose it boils down to "I don't know because I haven't really tried it, and I haven't tried it because I don't yet know how. (Or have a clear picture of what to do.) Maybe pulling a Jonathan Coulton and trying some sort of Thing A Week - where two things change each week: the thing I'm learning and the way I use Wikiversity as a tool for it - would do the trick. But it's one of those things I'd know I'd need some buddies, or at least some partners, to keep me going through it and keeping my own PLS up to date (probably in response to theirs).

 * Long spout. Any thoughts? Mchua 11:52, 4 March 2008 (UTC)

 * (Too) many thoughts! In fact, you capture (and clearly experience) the sheer speed of these online/technologically-mediated environments better than anyone else I've talked to. :-) And while technologies allow us to do many things, these 'environments' do pose significant challenges. (And hey, when you hear me offering a technical 'solution', you should see it as simply a blurting from a deeply techno-clueless mind, in the hope that someone more clueful can work out what's available and what's possible. :-))

 * A thought on the word "personal" - echoing the section below - I think it's probably not helpful to see Wikiversity as a 'private' space (and as you say you can have your own 'private' wiki/blog/website/etc). What I set up this page to explore was whether and how we could develop and support ways for people to scaffold their own learning - that gave them the freedom to carve out a space that they had some sort of leverage over, in contrast to the resolutely openly editable space that we think of as a wiki (though without diluting the concept of a wiki, or the mission of Wikiversity). There would clearly be no sense in developing Wikiversity as simply a collection of private spaces - but there is clearly an educational benefit to having a private space within a public space - just as there is educational benefit in allowing for academic freedom beyond the bounds of NPOV.

 * But, as you succinctly say, you haven't developed such a space on Wikiversity because you "don't yet know how". Neither does anyone (I can only assume). So hopefully this page can serve to develop some sort of understanding about the relationship between the personal and the public, and the place of Wikiversity within the the lives of its community and the world it is a part of. And please consider me a "buddy" here - I find this a compelling project, and anyone else who's interested can join in too... Cormaggio talk 15:03, 4 March 2008 (UTC)

 * D'Arcy Norman had a short blog post today (now linked at the bottom of this page) on PLEs. The first picture is hilarious. But my favorite snip was "...the exact technologies that are in use at any particular point in time don’t matter as much as the fact that it is people being connected through them. Tools come and go constantly, and the only constant is that the people are the important part of the equation."

 * Also, on a side note, this mode of conversation/writing/creation reminds me of the word game played by "espers" in a book called "The Demolished Man."

 * In any case, I'm starting off my Thing A Week (half-week this time) experiment on PLEs with Mediawiki. First batch of stuff going up tomorrow - I think I can handle three days of an experiment. ;-) Thanks for the nucleation! Mchua 07:41, 5 March 2008 (UTC)
 * Gahrrggh. Overload day at work. This might have to happen tomorrow. Mchua 04:21, 6 March 2008 (UTC)

 * That was a great post by D'arcy (on the PLE) and i totally agree with him and you Mchua for the most part. More later... Countrymike 09:39, 5 March 2008 (UTC)

 * I like the vision of PLE as a "constant state of flux" as D'arcy describes it, something I think has to do also with Mel's thoughts which I also share mostly around how difficult and non operative (neither realistic) it's to focus on one PLE considering all the thing that cannot be technically or conceptually fit into it. From my point of view is also a kind of standards issue, being the impossibility of defining one or finding one single survivor between many technical options (wikis, blogs, OER repositories, other XML based things?). So between all possible options: wikis seem to me the most open and "wild" one, like this conversation that is a temporary autonomous zone where I have learned my way (and I'm also contributing my way) and who knows how can evolve (not only as a conversation, but also if any specific project or theory develops from it). Lists are nice ways of making things more concrete and shared sometimes, so here I go to the one below! :) --Esenabre 02:51, 14 March 2008 (UTC)

What are we missing?
Does the term PLE provide us with all we need to set ourselves up with a productive learning space? Are there different ways of learning? Where is the social, collaborative, element in the idea of a personal learning environment?

Discuss

 * Ah, I see you've beat me to the punch in noting the difficulty of having social collaborations in a personal environment. *grin* Let's see. what other personal environments inspire social collaboration? Brainstorming...

Mchua 11:59, 4 March 2008 (UTC)
 * facebook (myspace is less so, I feel)
 * blogs (through comments)
 * "your house" in second life (no personal experience with this one)
 * my desk at work or school - I look up and can see others around me, next to me, and what (in general terms) they're working on, their state of mind. I can leave post-its on their desk, walk by with cookies, distract them all by singing. It's "my" space, but others can modify and affect it. It's easier to lock into your personal space only on a wiki - the only thing on your screen is this one page which is "yours," the work of everyone else is off the screen... the equivalent of putting up cubicle walls around desks in an open area.
 * my XO - not this particular shiny green computer, but the fact that I have some object privately belonging to me (could be a stylish purse, or a funny t-shirt, or a weirdly painted car) that generates interest by and conversation from other people. "Oh hey, you have one of those? Wow! Say, my aunt just did this awesome trick with hers..." (This makes me very likely to go home and hack my XO more so other people will think it's even cooler next time.)
 * and... I'm running out of steam and need to sleep an hour before I go to work. But there are almost certainly more.

 * Well, I'm glad you're getting some sleep. ;-P Very interesting to highlight the 'cubicle effect' of a wiki environment in contrast with your personal school/work desk - though I'd say a wiki is an inherently asynchronous environment, which develops over time, through iterative changes/comments (and sometimes with long periods of silence). I think it's most definitely a social space (as I think we'd all agree), but it does have its own type of 'sociality'. Perhaps this could be enriched by integrating some other tools into this environment (such as an IRC 'tab') - something I know Historybuff and JWSchmidt (amongst others) are keen to do. So yes, I like this idea of picturing different kinds of environments in terms of how they support collaboration... Cormaggio talk 15:51, 4 March 2008 (UTC)

The great thing about wikiversity is that "learning" is such an abstract and malleable concept that it has allowed us to create a space that is essentially a continual blank slate, open to all configurations of innovation that the combination of tools and imagination will allow. To me this is what differentiates us from Wikipedia whose scope is much more narrowly defined. My image of a "ple" is dependent on the potential for it to be a social space because of my belief that knowledge(s) and learning are socially constructed. So the projection of my learning (paths?), contributions, notes, reading lists, interests, degrees, accreditations, whatever... is a means to solicit interaction with others. Yea, Wikiversity kind of sucks out of the box at this (I've also previously pined the lack of email notification of pages on my watchlist), i've been looking at this a bit lately: http://www.mediawiki.org/wiki/Extension:SocialProfile and wondering if it wouldn't be a great attribute to Wikiversity (or not?). My thoughts are that it might be a good way to facilitate the formation of relations between individuals with similar interests automatically and in an inherently more networkish fashion rather than how we currently do it by trying to create groups (See: http://www.slideshare.net/Downes/groups-vs-networks-the-class-struggle-continues/). Currently the software relies on a lot of legwork to find the like-minded. Countrymike 22:07, 4 March 2008 (UTC)

 * Thanks very much for this, Brent. I've added the SocialProfile extension idea to Technical needs, and linked this page from discussion at Colloquium/archives/March_2008 (though this seems "good to go" - and perhaps only needs to be added to bugzilla). I think it would seriously improve Wikiversity to have such a 'people finder' - and imagine what it would do if it could be extended across the Wikimedia community? Cormaggio talk 12:14, 7 March 2008 (UTC)

 * (Adding to the brainstorming) MindMaps graphs can be also personal environments for learning, where you have to define hierarchies of things in order to (let's say) make learning more sexy for you neurones. You need there to know or learn the subjects enough to see what comprehends what, which ideas, events, people have a common node and which others need a different one or are simply nested... I wonder if that can also inspire social collaboration (CollectiveMindMaps?), where the consensus leads to learning/teaching (talking!) while people try to create, refine and beta-testing MindMaps about certain issues/fields/areas/subjects/facts. I know that that can be technically quite complex in a wiki way, but there is already the possibility of embedding them to MediaWiki (not editing them online, though) that let's upload and upgrade them like if they were pictures... What do you thing? --Esenabre 03:04, 14 March 2008 (UTC)

Examples
These are only some examples of users who have created Personal Learning Environments in their wikiversity user spaces (or mention the term PLE). Please add more examples:

English Wikiversity

 * User:Erkan Yilmaz/PLE
 * User:Jtneill/Composing free and open online educational resources
 * User:Devourer09/PLE
 * User:Countrymike
 * User:AFriedman
 * User:Blondlox
 * Category:PLE

German Wikiversity

 * de:Benutzer:Cspannagel (section: "Mein PLE (Auszug)" linking to PLEs, used on page first time February 2011)

2008

 * Wikiversity as a Personal Learning Environment (Colloquium, February 2008)
 * Wikiversity:Meetings/Learning on Wikiversity (June 2008, summary for meeting)
 * "In my browsing, I encountered the concept of the Personal Learning Environment, and I looked at some user pages as examples. It seems like a good idea, so I thought I would attempt to implement it in my own user space." (Nov. 2008, source)

2011

 * What's (the status on) personal learning environment (PLE)? (blog, 2011 October 22)
 * includes also search results figures about PLE + WV
 * I love PLEs, if you need help setting up one, talk to me :-) Erkan Yilmaz uses the Chat + Identi.ca 02:47, 13 February 2012 (UTC)


text:
User talk:Sebmol/Archive/2008-I

Image copyright problems

 * Thanks for your help earlier. All the users will shortly have a list of their affected uploads and a link to license tags with simple instructions on what to do. license tags will need to have a few things added to it, which I will take care of shortly.

Your are: – Mike.lifeguard | @en.wb 23:49, 13 February 2008 (UTC)
 * 2006-08-20 14:23, Sebmol: Rollback button.png: untagged! ; 2 (0)
 * 2007-03-07 01:02, Sebmol: Great Firewall Wikiversity block.jpg: untagged! ; 1 (0)

title: User talk:Sebmol/Archive/2008-I


text:
Albanian sea port history/Comparing with the growth of Wikiversity

Welcome to the Wikiversity learning project about Albanian sea port history. After exploring the different sea ports, we would compare these with the growth of Wikiversity.

Introduction to the project
There are following major sea ports in Albania: Durrës, Vlorë, Sarandë and Shëngjin (Lezhë).

The largest port city Durrës has a long and interesting history. Of course, a few Wikiversity deletionists and inclusionists often fail to respect the learning goals of their fellow Wikiversity participants, so they want to include garbage which deters users from creating new content, or delete pages with useful content! There are important parallels between these Wikiversity inclusionists and the Germans who tried to "include" Albania in the Axis, or the deletionists and the barbarians who often tried to destroy Durrës. This learning project allows Wikiversity participants to compare and contrast the historical attacks on Durrës with the attacks on learning resources by Wikiversity inclusionists and deletionists. This approach to the study of Albanian sea port history will make the topic come alive for closed-minded inclusionists and deletionists.

Fragile beginnings
Durrës was founded about 600 BC. The site of Durrës was apparently selected because the local geography provided both a safe harbor for a sea port and protection of the settlement from attack.

Study exercise 1: write a precis on the wikipedia entry Durrës. Describe the key moments, principal crises, and social and historical forces that shape the port.

Study exercise 2: understand the present port of Durrës in light of its history

study exercise 3: Explore the parallel between the founding of Durrës and the creation of this page.

The person who created this page may have been a first-time wiki editor who is interested in Albanian history. It is interesting that the IP address of this editor is apparently assigned to a school. The IP address was blocked from editing at Wikipedia and it is possible that Wikiversity was a "second choice" destination for the creator of the article, only coming here after being locked out of Wikipedia. This user may have intended to write a Wikipedia article which was rejected at Wikipedia, or create an entire learning project out of the concept of the history of Albania's sea ports. It is impossible for anyone but that person to truly know.

The second person who edited this page participated in the normal wiki process by building upon the existing page content. This kind of cooperative participation is encouraged at Wikiversity; many users will see a page like this and feel frustrated or annoyed. Adding useful material which fits with Wikiversity's mission is highly desireable. This provides a good example of how wiki websites function. This is exactly how Wikipedia began: stubs for page starts and slow building. This is also how Wikiversity will grow... if participants feel welcome to add content to current projects, and are not turned off by them.

In what ways are the early settlement that became Durrës and the start of this page similar? In what ways are they different? When Durrës was settled, how much thought do you think went into the creation of it, and its selection and location? How much thought do you think went into the creation of this page initially, as well as its location? How many resources were placed into the creation of Durrës? And how many resources appear to have been placed in the creation of this page? The location of Durrës was intentionally selected to protect the port. Wikiversity was intentionally created as a place that welcomes learners and helps them explore how to use wiki technology as tool to support their pursuit of learning goals. Almost certainly, inclusionists and deletionists at Wikipedia would have quickly offended or obliterated the seedling that was planted at the creation of this and many other pages. Wikiversity welcomes learners and helps them, even if they do not know how to edit and grow a wiki page, even if they are inclusionists or deletionists.

Wikiversity, Albania, and Ethics
If you came to this page at creation, and had the option to delete it, or keep it, what would you have chosen? Why? Is it better to include such content and hope that users will improve it, or clear it out so that users can find more useful resources to build on?

Should every single empty page targeted for deletion become the battleground of the inclusionists and deletionists, as this and Student union have become? Does it matter if you are inclusionist or deletionist at Wikiversity? Should everything become a matter of whether you are Albanian or Serbian? Should we try to kill off those who are not inclusionists, if we are inclusionists? Or should we try to ensure that Wikiversity includes only a deletionist culture persists if we are deletionist?

Under Siege
Around 400 AD, Durrës was damaged by a powerful earthquake. In the case of this page, the original content was removed.

Durrës was re-built and survived behind strong walls during the period from roughly AD 300–700 when barbarian incursions into the region took place. This page was rebuilt after a call went out for its deletion. Will this page be able to survive?

Deletionist scholarship and philosophy
In this section of the page, you can examine the scholarly thought of Wikiversity deletionists in the context of the attempted deletion of this page.

1) good faith contributions by Wikiversity participants are garbage.

learning exercise: put this interesting idea on the Wikiversity main page as a greeting for new participants.

2) welcoming and helping new Wikiversity participants develop learning resources at Wikiversity is analogous to the occupation of Albania by the Axis Powers in World War II.

learning exercise: evaluate the logic of this claim.

3) Since we do not know why this article was created we should Assume Good Faith, which for a deletionist means imagining that the content was already deleted from Wikipedia. Of course, if it was deleted from Wikipedia, the "logical" conclusion is that Wikiversity should also delete it.

learning exercise: evaluate the benefits to Wikiversity of welcoming new editors by deleting their contributions.

4) The response of a deletionist to new editors who make good faith edits is to become frustrated or annoyed.

learning exercise: explore the hypothesis that the parents of deletionists became frustrated or annoyed every time that the baby budding-deletionist made a mistake. Could such negative parental influence explain why deletionists have no patience with new wiki editors and no interest in helping them learn how to become better editors?

5) For deletionists, the correct response to a new editor's contributions is to be "turned off by" those contributions and delete them. Bam! That will teach the new editor! Bam! Bam! Bam! Gee, I like hitting the delete button! I have the power!

6) For deletionists, Assume Good Faith means imagining that new editors don't put enough thought into editing. It could never be the case that a new editor is baffled by the mark-up language. The way to help teach them to edit is to delete their good faith contributions. This will encourage them to return to Wikiversity to have their work be deleted time and time again. Maybe some of them will even get so frustrated that they will become vandals and take revenge on Wikiversity! Then we will have more editors to block! This is how deletionists ensure long and happy careers as destroyers of good faith contributions to Wikiversity. This is how deletionsist show their skill at nurturing learners and teaching new editors how to improve and participate at Wikiversity.

7) "inclusionists at Wikipedia would have quickly offended the seedling that was planted at the creation of this page"

study exercise: examine the logic of this deletionist claim.

8) Wikiversity resources that are under development prevent people from finding more useful resources.

study exercise. Do you think deletionists understand that wiki webpages can be edited and improved? How does the existence of a stub page prevent people from finding other resources?

9) "Should every single empty page targeted for deletion become the battleground"

study question. How did this page become empty?

study question. What other tricks do deletionists use to hide and remove good faith contributions of Wikiversity participants? Hint: see #10, below.

10) "hope you enjoy, JW, I'm contributing in the exact same way you are. Lovely"

study question. Given your analysis of points 1-9 (above) do you think this defense of deletionism was a good faith effort to create a learning resource or an effort to disrupt an existing learning project?

11) study exercise: Evaluate the ethics of deleting good faith contributions to Wikiversity rather than helping new wiki editors learn how to be better editors.


text: Category:User sv

title: Category:User sv


text:
ECpod Video Learning

When in Rome, why not let the Romans teach you?

In Huangshan (黄山), southern Anhui province in Eastern China, Fu Shou-Bing logs on to the computer in the public library near his village. Since discovering ECpod.com, the retired High School Chemistry teacher has been logging on almost every day to the English-Chinese teaching website. Sometimes he cycles the 25 miles home, cooks himself a simple lunch of rice and stir-fried vegetables with salted fish, often returning once again to the library and his new hobby in the evening.

ECpod.com boasts an educational website that teaches members conversational English or Chinese (no "this is an apple" stuff here) via video clips contributed by other members. After a vetting and often transcribing process by language tutors commissioned by the site, the clips are available free of charge in YouTube fashion. The twist? Members film each other in everyday activities, hoping other members will learn not just their native tongue, but also cultural innuendos lost in textbooks and more conventional means of language learning.

"One member filmed himself cooking in his kitchen. We got a few emails asking what condiments he used," says a bemused Warwick Hau, one of the site's more public faces. One emailer even wanted to know if she could achieve the same Chinese stir-fry using ingredients from her regular CR Vanguard (华润超级) supermarket. "We often forget our every day activities may not be as mundane to people on the other side of the world," Hau adds. Another such clip is "loaches" - a Chinese mother of 3 filmed her children and their friends playing with a bucket of loaches - slippery eel-like fish the children were picking up and gently squeezing.

Lately the members have also begun to make cross-border friends and contacts. The ECpal function works much the same way sites like Facebook.com and MySpace.com work – members can invite each other to view their clips and make friends. And it has its fair share of juvenile humor as well. “Farting Competition” features two teenagers and graphic sound effects. Within a week, the clip had 569 hits and was one of the most popular videos of the week, likely due to mass-forwarding by the participants’ schoolmates.

For other members keen to learn more than the fact juvenile humor is similar everywhere, there are many home videos featuring unlikely little nuggets of wisdom. “The last thing I learned from the site is why you’ll never find green caps for sale in China,” says Adam Schiedler one of the English language contributors to the site. Green caps signify cuckolded husbands, particularly shameful in China as they are a huge loss of face. Adam vows not to buy any green headgear for his newfound friends.

The subject matter of the videos often speaks volumes about its contributors. Members choose their own content and film the clip wherever they please, some of their efforts drawing attention to rural surroundings and the quaint insides of little homes otherwise not seen unless you backpack your way thru the tiny dirt roads and villages along the Chinese countryside.

This article is contributed by the ECpod Community.

About ECpod.com: ECpod.com (http://www.ECpod.com) is a free website for members to make friends and to learn English and Chinese by videos. ECpod stands for "English Chinese Podcast" where our website's video clips are "Video Podcasted" by our members. While ECpod began as an English-and-Mandarin-only website, by popular demand ECpod now accept clips in other Chinese dialects as well (for eg: Cantonese, Hakka, Hokkien and etc). We realized cultural exchange wouldn't be complete without the inclusion of a rich variety of Chinese dialects which tend to be characteristic of different parts of Chinese populated-areas. Furthermore, some dialects will be extinct within one or two generations. Preservation of Chinese culture and history is nothing if it does not also preserve the dialects spoken by some of the ancient families of yore.

title: ECpod Video Learning


text:
User talk:Bhargavsp

Welcome
Hello Bhargavsp, 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  16:33, 29 February 2008 (UTC)

title: User talk:Bhargavsp


text:
User talk:Lucychili

Welcome
Hello Lucychili, 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  16:37, 29 February 2008 (UTC)

Removing all content from a page
Hi. As you put a lot of the content onto the page in the first place, I'm sure you must have good reasons for removing it - but could you perhaps explain why? I'm puzzled! Many thanks! --McCormack 13:28, 1 March 2008 (UTC)

 * If you perhaps wanted to keep it from being edited, you could see Page protection templates... Cormaggio talk 14:34, 1 March 2008 (UTC)

Mel suggested I write a paper for a conference here. In hindsight it was not the best idea as I need to write something I can talk to so its not a very collaborative item to try and make in a wiki. I am finding it hard to have peer review during the writing and wanted to stop and come back later when it was coherent/useful. Ive put the stuff back in after talking with Mel. I will probably write on a document and upload stuff from time to time.

 * That's a useful response. It's not always helpful to be 'peer reviewed' - especially when your thoughts are still in embryonic and inevitably messy stage. i like the idea of writing something you can talk to - but I actually think a wiki is a fine medium for this. As I was trying to point out above, it's fine to ask that people don't edit your work, and only solicit comments, rather than direct edits. Perhaps this would be a good way forward, and as you say, you can manage this in a semi-private, semi-public way, or however you want. I think you shouldn't be afraid in stating under what terms you think this would be most useful for you as a learning process - if it's in good faith, then I really can't see anyone objecting. I, for one, am simply fascinated in the subject - hence my comments. Sorry if I've put you off. Cormaggio talk 22:30, 2 March 2008 (UTC)

Mel has been a gem and has offered many reference ideas. It is not about what people are contributing it is more about me imploding on the concept itself. I am nervous about the concept because I want to make suggestions which will help education systems understand the real costs of industrial abstraction. But I do not want to get into a situation where that gets turned around and all participative practice is deemed structurally irrellevant for educational systems. Not sure of my footing and so writing it badly in a wiki made me implode. I have put a blathering n00b at work sign at the top which I think sets the tone and I should just get on with it. Thoughts are welcome. Examples of collaborative and open works happening in the education sector especially.

 * Thanks. Would it help your footing to have a page where you describe in more detail the aims of this paper, where you're personally coming from, what you desire for in an educational system, etc? Or simply to have an 'idea sandbox' where you can muck around with ideas (eg brianstorm) without feeling that it's got to be good enough to add to a paper (if even in the short term)? I'm thinking that something like this might serve as a parallel space - a learning space or workspace - to feed into the paper. But however you think would be productive for you, this is partly what we're trying to provide for in Wikiversity - ie a way for people to learn (independently and/or collaboratively). There's absolutely nothing wrong with being a blathering n00b - in fact, I think it's great! - and, considering that the theme of this paper is so similar to the kinds of things Wikiversity is doing, I'd like to cohere a community of sorts around some of the questions here, and help each other with our learning... Cormaggio talk 22:07, 3 March 2008 (UTC)

I missed the deadline for the paper and it is around 4 times too big to submit. (I was timeslicing a bit too much this month) So I am doing a poster session and will need to say the same thing in pictures now by end march. Im taking a breather to think about that. This means that the wikipage is not really dual purpose now so it can live properly as a wiki page. ie folks go for it. It might be interesting to slice examples by nation as if the aim of the work is to get education systems to rethink their structures it would be nice to be able to view the scoping policies and meshing opportunities for a nation. It might be nice to slice stuff in other ways as well.

I will keep looking at the links and readings. I read some of the SeelyBrown material and was struck by the irony that he is talking about richness and abundance while some of the stuff we are looking at is about sustainability and ecology and frugality in real space. I know he is talking about the artificial scarcity which publishers manufacture to retain value for their products but in looking at the kind of elasticity we are talking about for communities we are probably looking for ways to make efficiencies differently by finding commonality or by making with the things we have at hand. there is a capacity for doing more if you take the profit and broker layers off the top but what kinds of interoperability can be retained etc. He is right that there is a kind of composty richness about community space. We are on water restrictions here so ecology is a tangible thought in a desert nation. Rethinking value and sustainability is the big picture with education being a pivotal piece of applied thinking.

We went to this tonight http://www.anat.org.au/grl and made our own throwies rural fringe arts and mashup on 15 barcamp on the 16 thinking about how to mesh science/arts through a no patent no restrictive copyright model. it would need to be done more frugally for people to want to risk perhaps but i think the answers could be valuable in themselves funky solar or greywater might be interesting - something with inherent value especially if developed openly. funky wireless aerials making computers with driftwood and bicycles.

 * I'm going to have to meditate further on some of your points here. I'm very interested in this introduction of sustainability as a wider frame of reference for what we're doing. But I want to know more about your idea of ecologies - what is your metaphor of 'water restrictions' referring to? Back to your paper/poster, I think it might be too complicated to slice it by nation - I'd say, as a start, it's more likely to be productive if you focus on substantive issues, dynamics, forces that are hindering or could energise FOSSlike innovations as you envisage them in educational contexts. Country-specific policy can be informed by principles or questions that you identify as useful - while of course having freedom to define what's useful in their own particular contexts. Cormaggio talk 14:09, 4 March 2008 (UTC)

re: making new material in a different page go for it. I dont know how ideas are usually structured for wikiversity so it would be interesting to see what these thoughts look like in context. for me the core ideas are about the industrial model achieving coherence and clarity through excluding data/voices, fencing dependent participants/non-participants, and through systems which express direction/value from a centralised source. optimised for simply expressed centralised value.

the more distributed models are open, therefore require more effort and skill about working through fit for purpose. there is more effort, responsibility and skill required in negotiation of purpose and therefore what is useful to contribute. developing those skills, an appreciation of the different mistake tolerance and contention tolerance and methods of valuing etc are all required for adapting these systems for open participative practice.

there is likely to be concern that participative distributed open processes are difficult to budget, scope, support. i think fidning the distributed efficiencies and the value of local sharing will offset the simplicity of scaled broadcast models, and the fingertip knowledge and adaptability available for students and teachers will bring different rewards, but that this kind of thinking will be a process. there will need to be some practical trials and some looking at friction points.

if our culture does not re-examine the way that we structure we cannot function at this scale sustainably. i think foss in schools is a part of that but am interested in the wider social choice between fenced and central profit driven models(does it scale etc) and the kinds of value that geetha narayanan finds in structuring for local value and sustainability which require a sesne of local responsibility and preparedness to work through complexity to ge things done openly?

wade davis' TED talk is one of the ideas which made me want to look for what we could do if we did not assume blocks of monoculture were valuable and 'other' was not. http://www.ted.com/index.php/talks/view/id/69

Looking for ways to hear or engage with multiple truths or values feel like prerequisites for being able to step back from systems relying on abstracted monopoly and industrial momentum and finance. ie its not just schools and software, but that seems a sensible place to think from because there are a lot of natural synergies with constructivist and connectivist thinking which we are currently trying to do in an industrial framework. Geetha feels like that thinking in practice. What needs to change for AU or anywhere to help us adjust for distributed sustainabile economics?

fair enough if the nation slicing is not useful in the wikiversity context and is something which could be done once some general ideas have been thrashed. i am just trying to find ways to listen for local realities students, teachers, projects, experiences, and to see what the policies look like around those opportunities. lucychili 23:54, 4 March 2008 (UTC)

 * PS: You added a gmail link twice (above) in this edit - I'm presuming this was by accident, or...? Cormaggio talk 20:54, 4 March 2008 (UTC)

yes sorry didnt see that slip in. lucychili 23:54, 4 March 2008 (UTC)

the water restrictions are not metaphors but they do perhaps act as a fundamental motivation to look at the real and try and hear what we need to change, perhaps with more urgency and appreciation for the idea that things we do currently are not structured for local sustainability and that the systems have a kind of momentum or hearing which enables them to function at scale. that we need different methods for listening and also different kinds of responsibility for local value. hence an interest in local solar, greywater, wind power, all technologies which we could explore on a local level because the transport of power from a central source has a cost over distance and so there are opportunities in skill development grass roots innovation and more sustainable local energy in looking at these kinds of questions as an open community of practice with more support and interest in that model from the wider government in terms of valuing distributed practice.
 * http://www.sawater.com.au/SAWater/Environment/WaterRestrictionsConservationMeasures/
 * http://www.abc.net.au/am/content/2007/s1903154.htm

 * Oh yes, I'm well aware that water restrictions are hard realities - but it was just the context that you used them that I thought you were trying to develop a wider metaphor for online communities. (Btw, I should say that I have a strong interest in sustainability - though I've been slightly out of the loop for a while.) We have a few pages on sustainability (see Category:Sustainability - though there are others that haven't been added to that category), but I don't think we have much by way of what you're talking about. I would say that what you're discussing here doesn't exactly fit into the FOSS paper you've been developing, but rather needs a wider space to discuss it in full detail. Feel free to develop something already here (eg in that category), or start a new page (ie a new theme). As for 'nation slicing', I definitely think that we need to apply our thinking to local contexts, but I thought that your paper was looking at general issues first and foremost (eg what kinds of FOSSlike initiatives can be developed by and between schools), before you could start applying them to specific contexts. Cormaggio talk 10:00, 5 March 2008 (UTC)
 * Hmm, I see you copied this response to Talk:FOSSlike collaboration in schools - should I copy my reply there, or should we copy this entire conversation there? Cormaggio talk 10:12, 5 March 2008 (UTC)

anything which is re my paper is old news. anything which is helpful for making something of the ideas go for it. i am going to be focusing on making posters of the ideas now so anything you would like to do with this material is fine by me. you already have permaculture stuff? perhaps they are questions which would be useful in those pages.

 * Ok, what I've been trying to suggest is that we develop a page around these themes - which will help you to create your poster. This would be an explicit learning project - starting from where we are, right now. So, in other words, we could have general pages on FOSS and schools, Sustainability and education, Developing policies around the local (just sample topics - please suggest what would be useful/preferable for you) - or you could start a more specific page on your particular short-term needs (develop a poster), and develop questions and themes from within that specific framework. We're still experimenting with how learning works in Wikiversity - and as well as discussing and learning about this topic (sustainability and FOSSlike models), I'm also trying to see what I/we can learn from this process - in order to enrich and enable further learning projects. Cormaggio talk 11:36, 5 March 2008 (UTC)

ok restructured.lucychili 07:11, 10 March 2008 (UTC) ive borked the page structure a bit ie the underpages are not structurally under the parent. hope that helps

thanks for the link fixing

just wanted to say...
I am online, if you would need something. Find me in the chat, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:27, 21 March 2008 (UTC)

Privacy policy
Apparently this policy was discussed, but not approved - might be of interest since it refers to laws and advice about u/13 year olds. Interesting that the age of 13 is used (due to a law). -- Jtneill - Talk 12:37, 10 April 2008 (UTC)

Re: education and collaboration
Well not much done, was a long time ago. Wante dto do more than just that, but you know how it is... Erkan Yilmaz uses the Wikiversity:Chat (try) 16:15, 10 April 2008 (UTC)

Random mascot welcome
 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

tabs...
Apparently, someone may have broken it on accident. I think I may have fixed it. --Remi 23:34, 25 May 2008 (UTC)

long time no see
Well, was nothing much - the next one will continue :-) Erkan Yilmaz uses the Chat (try) 19:45, 11 August 2008 (UTC)

Colloquium
Hi! I noticed your recent additions to the Colloquium. The Colloquium is for discussion about Wikiversity rather than other topics. These additions have been removed, but you can still access the content in history at. I encourage you to create a separate learning project for this content or extend an existing project. If you would like, you may post a single, short entry in the Colloquium with a link to the project and inviting others to join you there. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 12:34, 2 June 2015 (UTC)

title: User talk:Lucychili


text:
Assistant teacher course/Instructors' guide/Proposals for philosophical workshops

Proposals for philosophical workshops
This is a page where you can submit your own proposals for philosophical workshops. The material may later be compiled into a Wikijunior book. Please add proposals as sub pages and put them under appropriate headings.

German

 * Kinder- & Jugendbücher / Philosophie — amazon.de category (as an exception because the category appears useful)


text: File:Mok Animatic Corrections.ogg

title: File:Mok Animatic Corrections.ogg


text: File:Mok Animatic.ogg

title: File:Mok Animatic.ogg