text:
Help talk:Quiz

Thanks and credits
Prepared with the help of http://de.wikiversity.org/wiki/Wikiversity:Quiz Thanks also to Lrbabe (at MediaWiki), creator of the quiz extension, for patiently answering questions.

McCormack 16:39, 7 April 2007 (UTC)
 * This was what I was going to do today, apparently someone beat me to it. Now we have to get people interested in making quizzes!--Rayc 19:09, 7 April 2007 (UTC)
 * Don't worry, Rayc. Lot's of documentation still to be written ;-) McCormack 05:41, 8 April 2007 (UTC)

Didactic considerations
I've added a short section at the top with an educational guide. This is obviously personal opinion, but possibly worthwhile and probably necessary. I think it is essential for Wikiversity to distinguish itself from other learning environments, and especially from free+popular ones such as Moodle. Discussion of the didactic considerations and their implications for future development of the quiz extension are invited below. One of the things which emerges from my analysis is that development of the quiz extension should pay less attention to points systems (marking, assessment) and more attention to layout and feedback (visuals, information flow). McCormack 06:23, 8 April 2007 (UTC)

Learning project
Perhaps to help with the above, I've started a learning project at the Quiz Learning Project. McCormack 08:43, 8 April 2007 (UTC)

Please show full coding

 * Show me the coding
 * In the examples (the  sections), please include all of the coding, not just the question.  It is awkward to have to search for the coding in the edit page for the examples. Robert Elliott 17:05, 20 April 2007 (UTC)

 * OK - I'll look into this. The original idea was to minimize the code in order to maximize understanding. But I agree it doesn't help with copying. McCormack 05:06, 21 April 2007 (UTC)

 * Yes, in some ways, not showing the template call is a simplification but is also adds confusion when trying to apply it. Robert Elliott 05:14, 21 April 2007 (UTC)

 * Although all you need to do is add <quiz> tags before and after. Perhaps I should say this ;-) McCormack 10:16, 21 April 2007 (UTC)

 * Yes, you must say it.   is NOT something that people use every day.  Therefore, unless you show everything, no one is going to know what you are doing.  For something new that no one has seen before, you have to be very complete and accurate when you tell people what they need to add to their lessons to get a certain type of quiz.   Robert Elliott 16:00, 21 April 2007 (UTC)

Markup that doesn't work inside quizzes
All those markups works on this sandbox : http://www.lrbabe.com/sdoms/wikikato/index.php?title=Quiz:sandbox

of course list and tables doesn't work inside the question's object. mw:User:Lrbabe

True/False questions
For true false question I recommand to use : { +- Lrbabe is a nerd -+ Lrbabe is an english major
 * type="" }
 * true | false

 * Thanks for the suggestion, Lrbabe. My recommendation is that people follow the documentation as is, because most quizzing environments I'm familiar with use this kind of tre/false layout. However people are, of course, free to experiment with different layouts. McCormack 08:06, 29 April 2007 (UTC)

Undocumented Features
See fr:Aide:Quiz and fr:Aide:Quiz (shuffle="none") -- MichaelFrey 07:20, 29 April 2007 (UTC)

 * Thanks. I've added in some bits and pieces as a results of this. McCormack 08:48, 29 April 2007 (UTC)

Examples not working?

 * Working examples
 * Please include fully working examples. Robert Elliott 17:19, 20 April 2007 (UTC)

 * I thought all the examples were fully working - ? If you found one which malfunctioned, can you list it below? Thanks! McCormack 05:07, 21 April 2007 (UTC)

 * Sorry, when I tried them, all I got was a blank page.

 * And I need to see these in working lessons. Robert Elliott 05:16, 21 April 2007 (UTC)

 * First I'd need to know which examples didn't work, so I can check my own markup. Then I'd need to know if you got the blank pages after repeatedly trying - i.e. was it just a temporary server/browser glitch? If the error is repeatable, and not in the markup, then I'd also need to know your browser type so I can pass a bug report back to the developer. McCormack 10:14, 21 April 2007 (UTC)

 * Yep! You got a problem!!!!.  I got one quiz to work once so now I know roughly what you are doing.  The quiz software does not work with Foxfire.  Depending on the answer that the user gives, the results are disasterous for the user and teacher.  It wipes out the original page.  Or at least the server thinks the entire page is now blank and, therefore, allows the user to begin typing the question page from scratch (from a totally blank page.)  Robert Elliott 15:53, 21 April 2007 (UTC)

 * OK - I'll pass this back to development at mw:Extension:Quiz. McCormack 17:58, 21 April 2007 (UTC)

 * You can not use the quiz while editing the page. It is simply impossible because you post only the content of the quiz you've answered when you click on "correction". There is no way to avoid it. Maybe you should mention it in the Help page. Regards mw:User:Lrbabe 23:36, 21 April 2007 (UTC)

 * Ah! He was trying the quiz in preview mode. OK - I'll note this down. McCormack 04:26, 22 April 2007 (UTC)

 * Light at the end of the tunnel
 * Ahhh! I was in the edit mode because not all the coding for the quiz was visible.  I could only see the missing coding if I was in the edit mode.  When I am in edit mode, I can hop down and see if this quiz is    or if it is    Robert Elliott 09:08, 22 April 2007 (UTC)

Suggested improvements
Why do all quizzes have a button which says "Correction"? (Robert Elliott)

 * Correct answer: the programmer is French and I've been very careful about not criticising him too much, especially not for his English, because he's working really hard! McCormack 15:59, 22 April 2007 (UTC)

 * :D Yes I'm very bad in english, I admit it. I accept all criticisms even on my english and I would like to improve the extension with all suggestions I receive, but it is very hard to meet all those requirements without having the feeling of losing my time on fucking the flys (I have no better translation for enculer les mouches).
 * Regards, Lrbabe
 * I think he means fixing the bugs. Lrbabe is doing a superb job. I've put in a request over at MediaWiki for the wording to be changed to submit. McCormack 04:49, 23 April 2007 (UTC)

{Why do all quizzes have a button which says "Correction"? + I am a computer nerd, not an English major. + "Correction" means no matter what answer I give, the teacher is sure I will be wrong. + Students never give the correct answer. + I turned this decision over to a computer programmer. They always make a mess of things. - The word "Answer" is copyright by Microsoft so I could not use it.
 * type="[Test of the frog in my throt(sp).]"}

Mind you, to return to the world of seriousness, Robert, what should be on the button? McCormack 17:50, 22 April 2007 (UTC)
 * Submit?
 * Finished?
 * Answer?
 * Mark?
 * Please add next suggestion below

BTW, I've already suggested to Lrbabe that the button should change to "Reset" when the corrections are showing. McCormack 17:50, 22 April 2007 (UTC)

 * I like "submit" for the button. Cormaggio talk 18:59, 22 April 2007 (UTC)

 * The big picture
 * As I go through all the samples of the QUIZ format, I am beginning to see some possible conceptual problems. It will take me a week or more to come up with some ideas.

 * In the meantime, I have a question. Do we have a click function yet at Wikiversity?  The "CORRECTION" button uses a CLICK function so why don't we have a working click function?   Robert Elliott 01:39, 23 April 2007 (UTC)

Scoring
Please explain how scoring works. If I have 5 quizes on a page, how will the scoring add up the score? In your examples, it does not seem to work. Where do you store the total score for this quiz and the total score for all quizes in the Users data file? How does the teacher see this? Does it include the date that the student took the quiz. Does the teacher get emails with the score when the student takes a quiz? Robert Elliott 09:48, 22 April 2007 (UTC)

 * Yup, you mirror my thoughts. However I think this may be too much for version 1.0. It may also contradict what I've tried to discern as the distinctive abilities of a wiki-quiz. If your emphasis is on marking and points, you need to be thinking of Moodle. Wiki-quizzes are perhaps about interactive learning journeys. But what do you think? McCormack 16:02, 22 April 2007 (UTC)

Let me think about it. Robert Elliott 17:25, 22 April 2007 (UTC)

 * Has any more thought been given to this? My husband is a high school teacher and I've recently set up a Wiki for his class. We were very interested in using Quiz but would like some sort of results reported back to the teacher, not so much for grading but more to show if there are specific areas that need to be covered more in depth in class. For instance if they cover a portion of the American Revolution (he teaches History) and then the wiki has a quiz reviewing what was covered and it is noticed that a decent percentage of the students do poorly on a specific question then he knows to go over that material more in class with them.

Kayleigh

Bug Fixes
Why is the "no-break space code" used as a control function? Not a good idea to use such a difficult/confusing code to use.

Is the amperstand code also used for something or have you disabled this? (Looks like you used it and then abandoned it.)

Please change color of actual quiz BACKGROUND to "inherit". (See my simple help page to see white boxes which should not be there.

Why is the space after the "{" required in text fields? (As in { Alexander }.) Not a good idea to have something so weird. Robert Elliott 17:25, 22 April 2007 (UTC)

 * Non-breaking space: dunno. It was my work-around.
 * Ampersand: I was playing around with trying to get the formatting right. Might be an accident.
 * Inheritance: I agree, but I'm trying not to overload Lrbabe with requests right now.
 * Space: I asked Lrbabe about this some time ago. He has his reasons, although I don't fully understand them. Might have something to do with tables.
 * McCormack 17:37, 22 April 2007 (UTC)

 * Non-breaking space: I'll allow question with no text in the headings.
 * Inheritance: 0.9.3 will fix more layout bugs such as this one and this other one introduced in 0.9.1 :

 * space: this space allows to insert in a textfield.
 * Lrbabe

 * Inheritance
 * On the Inheritance, I am not asking for a change. I am asking for a correction.  It is currently set to "white" or #fff or #ffffff.  I should be set to the default which is "INHERIT" which means it should use a background color equal to the background color that the user is already using.  Now it is hard wired to the wrong value (white). Robert Elliott 01:44, 23 April 2007 (UTC)

In fact, the quiz settings as well as the questions's objects are in a table. And tables always have a white background on MediaWiki ! Therefore I have to change it to transparent. mw:User:Lrbabe

 * Just out of curiousity
 * Just out of curiousity, what language is this written in? Robert Elliott 14:45, 23 April 2007 (UTC)

 * The quiz extension is a mixture of PHP and Javascript, with HTML and CSS thrown in, of course. The code is public and on SVN - you can look at it if you wish. I did. It made my brain hurt. :) I'm glad I don't have to programme it. McCormack 15:35, 23 April 2007 (UTC)

 * If possible, please tell me how I can access this code. (I just want to look at it. You can email it to me as text just so I can take a look. Back in the Stone Ages before fire was invented, I was a COBOL programmer.) Robert Elliott 23:51, 23 April 2007 (UTC)

 * Hi Robert. The page at MediaWiki is mw:Extension:Quiz. The code can be accessed using the prominent links in the information box at the top of the page (right hand side). Like all of the MediaWiki code, it is public. McCormack 04:24, 24 April 2007 (UTC)

 * Thanks. You are right.  It is difficult to understand.  Robert Elliott 15:51, 29 April 2007 (UTC)

Flashcards
Did you ever use flash cards when you went to university? I did. I had a big stack of Biology cards and soon divided them into ones I knew, and ones I didn't. Because they were hard copies the stacks stayed put until the next day when I went through my ever dwindling "don't know" pile. That way I could focus on the ones I don't know. It sounds trivial but all the virtual flash card applications don't do this. They may have a temporary hide, but if you ever leave the webpage or logout, it's all back to one pile.

Well I think it would be SWELL if we could do the same thing virtually here in the Merry Ole Wikivesity. Except it would have to be tied to a login somehow so that that person's cards would stay in the piles they set.

I posted this in the Colloquium Flashcard dicussion and it was recommended we ask you.

Apparently Ryan Lane started to develop a memorize extension which (I hope would keep the "know" and "don't know" categories for someone who has logged in. (Colloquium Flashcard dicussion). Perhaps this is impossible, and we need to simply post an executable file that a user must download and run on their own computers with a copy of the flash cards? They could keep their "know" and "don't know" categories on their own system with a built-in database?

Do you think it's a good idea? If so, do you know someone with the technical expertise to make it? Andrew 18:58, 2 May 2007 (UTC)

 * The problem with a wiki is that the content is changing everytime. If you think today you perfectly know a flashcard, what will happen if tomorow its content change or if there was a mistake inside ? It could be possible to inform the user as soon as something change... Anyway, it is a lot of work. I could do it but I have not enough time currently. Lrbabe 12:27, 10 May 2007 (UTC)

 * I don't know if you need to know, but I've got a flashcards program on my ti84, could be helpful.--danthemango 11:17, 1 March 2008 (UTC)

 * Perhaps this could be achieved by using mw:Extension:RandomInclude. This would allow for random display of text (which could be anything including flashcards, quiz questions, etc.). -- Jtneill - Talk 00:13, 12 April 2008 (UTC)

 * FYI, I've added a request for the RandomInclude extension to be added to the sandbox server. -- Jtneill - Talk 00:18, 12 April 2008 (UTC)

 * Flashcards would also be very useful for Portal:Pre-school Education. -- Jtneill - Talk 00:20, 12 April 2008 (UTC)

Cheat
{ How can a student cheat? { press the edit button |check the professor's contributions } Hillgentleman|Talk 22:22, 17 May 2007 (UTC)
 * type="{}"}

 * Thanks for you comment, Hillgentleman. In general, insecurity is a feature of all browser-based quiz systems. With Moodle, students can simply print out a test and work on it offline, or if multiple attempts are allowed, they do trial-and-error until one of them has the right answer, and then they pass the answers to each other on crib-sheets. With Wikiversity, source code inspection is, of course, possible. It's highly insecure. However security doesn't always matter with quizzes. It depends what your purposes are. If you're testing, security is important. If you're training, security is less important. Example 1: student is self-learning vocabulary - why cheat yourself? Example 2: a teacher adds easy quiz questions to make a learning journey more interesting - it doesn't actually matter how the students get the answer. This is all partly why I wrote the "didactic considerations" section. McCormack 04:16, 19 May 2007 (UTC)
 * Exactly. Moreover, I would say that this quiz extension has never been designed for testing purposes. There is no way for a teacher to know the score of a student. Wikiversity is designed to help students and quizzes are mainly ludic teaching aids. Lrbabe 17:49, 21 May 2007 (UTC)

Is is possible to make the quiz extension a little more secure, e.g. make it harder (if not impossible) to view the source code? ThanksJonathan2 10:59, 21 September 2008 (UTC)

Advanced shuffle possibilities
A few exotic features are not yet covered, such as shuffle control using {X} {!X} {/X} tags.

 * I totally agree with you, I don't know why I spent so much time on such a useless feature. You don't need to document it and you can consider it as a "hidden feature that may disappear in the future". Lrbabe 22:52, 29 June 2007 (UTC)

Word
A friend of mine wants to know if this works in word. Is there a way of transferring the functionality into word, like opening a webpage containing a quiz with word?--Rayc 22:19, 2 August 2007 (UTC)

 * So you're asking (a) if Microsoft are going to build a MediaWiki parser into Word? and (b) if Microsoft will also implement the quiz extension in their MediaWiki-Word hybrid? I think Microsoft might need to evolve their licencing conditions for Word before this is possible. Or did I misunderstand you? McCormack 05:05, 3 August 2007 (UTC)
 * Never mind. I don't think this quiz system is what she was looking for. --Rayc 22:44, 16 September 2007 (UTC)

Problems in IE (Version: 5.1.2600.3121)
Hi, some input boxes disappear, when you touch them with the cursor or click on it.

Example: { Touch one of these boxes in Internet Explorer and you might see: { Answer _7} -- Kevin Hättig 19:16, 23 December 2007 (UTC)
 * type="{}" }
 * Just tried with Kevin over chat and with my IE the described prob does not appear:
 * IE 7.0.6001.17119 32 bit, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:22, 23 December 2007 (UTC)

Can Quiz be used for visitors to create reviews
I am wondering if this program could be used to allow visitors to review certain subjects such as hotels on your mediawiki.

Does Quiz save the information anywhere? Can the information that visitors input be saved to a page? Thanks in advance. 66.142.89.217 14:49, 22 February 2008 (UTC)
 * Well it could be extended perhaps to save data locally at the pc (for e.g. reusage). Since the data (for future projects) may be sensible this is to be considered, if this should be done. But I guess it does not hurt to ask here: Topic:Sandbox Server 0.5. You could tell more about your idea, ok ? Erkan Yilmaz Wikiversity:Chat  16:48, 22 February 2008 (UTC)
 * Really?!! ;-) --McCormack 17:39, 22 February 2008 (UTC)
 * Maybe we could have the quiz auto generate a piece of code that when edited to a page displays previous answers. That way only people who want to save there info could edit the info onto the page.--Rayc 23:39, 22 February 2008 (UTC)
 * I'm a little negative about this. One issue would be where to put the answers. They couldn't be stored within the question area itself, as it would disturb the layout. Perhaps at the bottom of the page? But then it makes it easier for later learners. And a popular quiz or a quiz for a closed class could easily rack up an uncontrolled amount of data (page bloat). Additionally, if a teacher has a class do the quiz at the same time, then multiple edit conflicts would result. One could solve all this by recording each answer set on a different subpage - but: phew! I think that the concept is worth exploring, but it needs thinking through. I don't think WV should try to be Moodle & co. --McCormack 06:12, 23 February 2008 (UTC)
 * I need a polls functionality on my wiki. The Extension:Poll is not in wikimedia CVS and also a kind of non-flexible and very limited. Code style seems also to be outdated. I wonder if polls might be added to Extension:Quiz or maybe that's a wrong idea? The results should be stored in SQL tables, not local PC, of course (as Extension:Poll does). I wonder what do Quiz extension developers think about that. I might try to implement that myself. QuestPC 06:53, 26 February 2009 (UTC)

 * Well interesting point. I think, that there is important for teachers to know, how the student replied the quiz. If this possibility will not be able, the teacher cant evaluate the process of teaching and cant give to the student a feedbac. On the other hand, we are Wikiversity, an OPEN learning community. You tried to declate, that there will not be any certificates nor teachers - to frighten possible participants. So you mede from teachers instructors in here. I mean that it can have a psychological impact if the results of the quizes will be listed somewhere and publicly available. So, how to solve this problem:

 * leave it like this without history/results - this changes the quiz to an automatic tool for education (e.g. a quiz of 100 inquiries based on French vocabulary) - you will do the quiz until youll study all words
 * list the results of a one quiz associated with user who did it on a special page (subpage of a quiz, quiz discussion etc.)
 * special hidden page with results - moodle like solution with different user levels, who can see this page
 * other

 * With one quiz for more people, you cant go to conflict, if the quiz will be included in the template (e.g. you will make a quiz and you will save it as a template. Then every single student will copy this template to his e.g. user subpage) - if there will be more students, this can be done also roboticly (so it would be nice to have kind of user robot available to do such thinks for users). I dont know, why you dislike this opportunity?--Juan 14:55, 25 March 2008 (UTC)

thanks everyone
great concept and it will DEFINITELY help me in my endeavors, I've been worried about this issue for the longest time. just one comment, I also wonder if it's possible to have a long answer quiz or test or even exam, where the mark goes up by citing specific words along with the word count. I was curious about the short answer section fourth example where it's possible to have multiple answers. The space gives a point for aristotle or plato, but gives a wrong answer to "aristotle and plato". it could be useful if the quiz script could pick out words in a response and give marks accordingly, such as for a paragraph answer or essay.--danthemango 11:10, 1 March 2008 (UTC)

User discussion
A discussion about the quiz feature was conducted on the mailing list: http://lists.wikimedia.org/pipermail/wikiversity-l/2008-March/000364.html. Main points included: -- Jtneill - Talk 15:00, 25 March 2008 (UTC)
 * Positive feedback about using it
 * Pedagogy
 * Ideally, include feedback
 * Keep quizzes short, i.e., no more than 10 questions, ideally < 5 questions

GIFT format and extensions for assessment content
Can we please support the GIFT format and extensions for assessment content in addition to Quiz table markup? I hope we will be able to import from and export to both formats. Please discuss at mw:Extension talk:Quiz 99.38.150.200 01:18, 11 February 2010 (UTC)

Persian numbers
Is there any way to to change the latin numbers to Persian or Arabic numbers? if the answer is yes, please notify me on my talk page! thanks Americophile 19:19, 11 October 2011 (UTC)

"No Retry" Quizzing? Quiz Scores?
From what I've been able to research on this extension, it doesn't provide the capability of preventing users from correcting their answers and moving on to the next question.

Additionally, there doesn't seem to be a way to keep track of individual user's scores. Perhaps the scores could somehow be associated with their Wiki Login?

Need ability to track answers and attendance
I'm in charge of the training program and am looking for a better way to get training and awareness materials plus tests to about ~1000 users. I would need the ability to:
 * See who has accessed the training materials, i.e., watched a video or followed a link to the video
 * See who has taken the quiz
 * See what their scores were
 * Set a pass/fail threshold
 * Disallow tampering with the source code
 * Disallow re-taking of a question or test/quiz once answered
 * Have MediaWiki and/or an extension that works with Active Directory so users don't have to create an account or login--the software would just know who they were once they hit the Wiki's URL.
 * I'm open to using a fresh MediaWiki installation or a packaged deal that may cost a little money

Order
could you add a quiz type which requires placing a list of items in order (horizontal for lexical, vertical is good for chronological)

A B C D E _ _ _ _ _

with context hint

A I U __ E __ O __

Matching List
and another type - matching two lists: 1 oranges   [] are yellow 2 apples    [] make honey 3 bees      [] are sweet 4 lemon     [] are orange

(could be done with drop list like http://hotpot.uvic.ca/wintutor6/jmatch1.htm

OrenBochman (talk) 16:23, 17 March 2012 (UTC)

How did I Break?
Had this extension installed and working fine since early 2010. Then this year I seemed to have somehow broken this extension. Have worked through all other extensions to see if clash, delete and reinstall one by one, with no luck. My IT support guru cannot find problem so I am here for any suggestions. Answers display when page reloaded and no formatting appears. Wonderful extension, I miss it......

http://php.med.unsw.edu.au/embryology/index.php?title=ANAT2341_Quiz_Example

121.44.164.125 Mark H. 00:32, 11 June 2012 (UTC)

Need ability to track answers and attendance
I'm in charge of the training program at work and am looking for a better way to get training and awareness materials plus tests to about ~1000 users. I would need the ability to:
 * See who has accessed the training materials, i.e., watched a video or followed a link to the video
 * See who has taken the quiz
 * See what their scores were
 * Set a pass/fail threshold
 * Disallow tampering with the source code
 * Disallow re-taking of a question or test/quiz once answered
 * Have MediaWiki and/or an extension that works with Active Directory so users don't have to create an account or login--the software would just know who they were once they hit the Wiki's URL from inside our domain.
 * I'm open to using a fresh MediaWiki installation or a packaged deal that may cost a little money

How to hide feedbacks before correction?
Hello.

Sorry for the question that may be recurent, but I have an issue when displaying the quizzes, means the feedback are displayed from the begining, before I press the submit button.

I am running Windows 10 version 1607, build 14493.693 I tried both Google Chrome 56.0.2924.87 and Internet Explorer 11.576.14393.0 and Javascript is enabled on both browsers.

Any idea on what I have missed?

Thank you for your reply.

Regards,

--Sundgauvien38 (discuss • contribs) 09:03, 7 March 2017 (UTC)

 * Looks to had been a bug that is now fixed (see here).
 * --Sundgauvien38 (discuss • contribs) 11:52, 9 March 2017 (UTC)

How to random selection of questions?
I want 10 of the 50 questions to be randomly selected on an exam page.

something like this

can it be done?

Script to Convert Wikiversity Quiz Questions for Use in Learning Management Systems including Moodle and Canvas using Respondus Template
Hi,

I created a Python script that will convert Wikiversity multiple choice questions with feedback to a standard template that is compatible with many learning management systems (LMS). The script is available here: https://github.com/JMMaok/wikiversity-conversion.

This was something that I created for my own goals, including to learn Python, so I recognize its limitations. Yet if you have a large number of multiple choice questions in Wikiversity and want to put them in an LMS, this script will save a lot of time.

Please let me know if there is a better place or way to share this with the Wikiversity community.

JMMaok (discuss • contribs) 20:40, 17 January 2022 (UTC)

Use of '}'
How can I use closing curly brackets within the 'Question' part? '}' an important element of many programming languages. E.g.:

{Is there a syntax error? - Yes + No
 * type=""}

Currently, the template renders to: Is there a syntax error?  var persons = ['Alice', 'Bert', 'Caesar']; for (var i = 0; i < persons.length; i++) { alert(persons[i]); because the closing curly bracket of the JavaScript example closes the template. Kelti (discuss • contribs) 14:49, 21 October 2022 (UTC)

 * @Kelti You might try {}. (View source for details.) -- Dave Braunschweig (discuss • contribs) 02:04, 22 October 2022 (UTC)

 * HTML entities are not recognized. They are shown verbatim. --Kelti (discuss • contribs) 04:33, 22 October 2022 (UTC)

title: Help talk:Quiz


text:
User:McCormack

I am a custodian at Wikiversity, which means that I generally help clean this place up and offer advice to people to need it. As a custodian my particular interests extend to:
 * maintaining and promoting the ease of use of Wikiversity
 * by providing navigation templates
 * by participating in the main page learning project
 * by being one of the people who looks after the main portal
 * maintaining and promoting the integrity of Wikiversity
 * by vandal fighting and recent changes patrolling
 * by contributing to policy formation and discussion

As an editor, I am interested in elearning, which is why I came here in the first place.

I am a rather poor mediawiki hacker, which means that I have my own MediaWiki installations, play around with their programming a lot, and sometimes write or help with extensions to the MediaWiki engine.

In the world of Wikimedian Fauna, I am most probably a WikiDragon. If I annoy you, read about WikiDragons and you may understand why.

Other Wikimedia accounts
Since the introduction of the single unified logon, so far as I know, every single other "McCormack" on other Wikimedia projects is me. I edit sometimes on meta, commons and mediawiki, but not usually elsewhere.

Things done
''The purpose of this section is partly so that I do not forget what I have done and can follow up on my activities. One of our biggest problems at Wikiversity is "creating a page and then forgetting about it". I find this list more useful than a watchlist. Overall, if you look at my contributions, you will probably see that I rarely edit in the main namespace and mostly edit in the Wikiversity: and Template: namespaces with occasional outings to the Portal: and Category: namespaces.''

 * wrote the first help page for the quiz extension (with a lot of help from Michael Frey); see Help:Quiz.
 * contributed a didactic analysis of the use of the quiz extension.
 * started the quiz learning project.
 * attempted to write an NPOV introduction to open educational resources.
 * known to occasionally rampage through the Help, WV and Template namespaces in the name of order and cleanliness, accidentally introducing spaces where they don't belong and screwing up some templates.
 * initiated a proposal for a pre-tertiary portal.
 * redesigned the main page (most megalomaniac activity to date); many thanks to User:Eadthem for cleaning up the formatting. The templates in this category Category: main page templates are mostly my creations.
 * rewrote Learning projects.
 * created some rather large navigation templates: Template:About Wikiversity, Template:Using Wikiversity, Template:Administering Wikiversity, Template:Learning innovation,.
 * standardising the main portal design.
 * expanded the Wikiversity maintenance hub into a new concept.
 * wrote an introduction to Wikiversity for teachers.
 * rewrote the SubPageList Extension for Wikiversity.
 * How to be a Wikimedia sysop
 * wrote the first version of Learning resources.
 * reconceived Participants.
 * started Vision 2009.
 * began a redesign of the portal system, including follow-ups on my proposals for pre-tertiary portals: Template:Box portal skeleton 2, Template:Gateways
 * EMAC, Educational Media Awareness Campaign
 * Category:design templates
 * started the Wikiversity Guided Tours programme: Category:Guided tours of Wikiversity; Template:Tour page wrapper (well, the idea is partly taken from Cormaggio's original introduction to Wikiversity).
 * Initiated Category:Resources by completion status and wrote Help:Resources by completion status.
 * Conceived and started the project boxes project.
 * Wikiversity Day
 * Reinvigorated Featured
 * Help:How to write an educational resource
 * Help:Resource types, Help:resources by type
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de:Benutzer:McCormack fr:Utilisateur:McCormack

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

title: User:McCormack


text:
User:Janet~enwikiversity

I do technical writing to earn money, and write books for kids in my spare time. I signed up for Wikiversity to study literature. For the time when I feel ready to contribute, I'm thinking of two possible courses at Wikiversity: Children's Literature (reading and discussion), and Creative Writing for kids.

title: User:Janet~enwikiversity


text:
User talk:Janet~enwikiversity

Welcome
 Hello and Welcome to Wikiversity Janet~enwikiversity! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations.
 * Discuss Wikiversity issues or ask questions at the colloquium.

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --MathXplore (discuss • contribs) 05:44, 2 March 2024 (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 Janet. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Janet~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 23:39, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Janet~enwikiversity


text:
User:McCormack/Custodian

Request for custodianship / looking for a mentor. ''Reasons: I was watching an episode of mass vandalisation of Wikiversity and saw how many key pages were blanked before a custodian could be alerted to take action. I could really have done with privileges to revert with one-click and block a mass vandal. I won't be around Wikiversity often, but when I am, I want to help stop this kind of thing. I have my own installation of MediaWiki, so I have daily experience of standard sysop functions. I also have involvement with a number of open/free projects in the educational technologies field, and contribute with tools development.''

title: User:McCormack/Custodian


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

Topic:Instructional Design > Psychomotor behaviors > Self Talk in Psychomotor Skills

Introduction
“It is not the skills we actually have that determine how we feel, but the ones we think we have.”

-	Mihaly Csikszenthmihalyi, from “Flow”

In this lesson, you will learn to
 * define self talk
 * relate the impact of self talk on performance in psychomotor skills
 * diagnose common performance problems unrelated to skills and knowledge
 * distinguish between motivation and self efficacy beliefs
 * apply self talk improvement strategies as they relate to psychomotor tasks and skills your learners are expected to master.

Case studies
Before continuing with this lesson, print out the Lesson worksheet.

“Out too fast” Tracy
What are the common threads in these stories? Think about what you would do if you were coaching each of these individuals. Complete questions 1-3A from the lesson worksheet.

The concept of “self talk”
Stage fright. The jitters. Performance anxiety. Call it what you want. If your learner needs to perform in a high stress situation, no matter how much they've practiced or how much they know, you may need to help them approach a psychomotor task using a mind set that will contribute most to success.

The concept of “self talk” refers to the mental voice that a performer hears while completing their task. Self talk can be positive or negative and can directly contribute to how successful the performer is at a task. Self talk is especially key in a wide range of psychomotor skills. By addressing self talk, you can enhance the performance on the task.

Self talk is somewhat related to self-efficacy beliefs. Self talk describes the learner's internal dialogue as they complete a task. This differs from self efficacy in that self talk occurs during performance and may or may not be related to the learner's general beliefs about their ability to succeed at the task. Self efficacy beliefs generally refer to a learner's general response and beliefs related to their own performance, either before or after performance has occurred. Self efficacy beliefs also form as a response to external feedback.

Strategies for addressing performance issues caused by negative self talk
Tennis coach Timothy Galway, an expert in managing performance in a wide range of fields, developed the following a model of self concept:

“Self 1” is what is causing the chatter, or the anxiety and nerves about the performance. It is usually in the form of verbal, internal negative feedback, although it can take the form of a physical response (shaking, stammering, nausea) or emotional response (anxiety, fear, nervousness). “Self 2” is the ideal state, where the performer can apply all skills and knowledge to the task, without dealing with a barrier of internal dialogue, feelings and/pr physical symptoms working against them.

What then, can you do when you know and have seen a performer complete a psychomotor task successfully, but then see it decline under stress? Read on to learn more about how to identify root causes for negative self talk and provide strategies to help a performer manage.

Awareness & Diagnosis
Try this for a moment. Walk ten feet in a perfectly straight line. As you are doing this, make sure everything is done perfectly. No twisting of the feet, no wiggling around. Each step must be absolutely perfect. If not, you will have completely failed in this task. Repeat this guidance to yourself as you are walking the line.

How well did you do? Likely, not very well. The guidance above represents the type of negative “self 1” dialogue that may occur. If you notice well skilled and capable learners have difficulty performing:
 * First ask them what is occurring in their mind as they are completing the task. Try asking the question several different ways if you aren’t getting much of a reponse (“What do you think of when you do x…?” “What are you feeling?”, “What are your greatest concerns?”
 * Then, ask them to focus their awareness on their thoughts, emotions and physical reactions as they are performing.
 * Have them report back to you.

By focusing the performer's awareness on the symptoms of nervousness and anxiety, they may be able to address their own performance issues without further work. For example, if you are coaching an individual on presenting, they may realize as they focus on their own performance that they say “um” a lot during their presentation. Acknowlegdement of saying "um" may in itself be enough for them to cease this outward manifestation of negative self talk.

If self awareness alone does not solve address performance jitters, try one of these addition 5 strategies below as you discuss and diagnose the source of performance anxiety.

Focus
“Task relevant concentration” is the term used by sport psychologists to help a performer maintain focus and reduce the amount of negative "self 1” thoughts. For tennis, it could be the feel of a tennis racket on your hand, the color of the ball as it come toward you or the sound as it hits the racket springs. By picking on a single element to focus on, this keeps the mind concentrated and minimizes the effect of any internal or external distractions. This is a strategy that can be planned by picking an element prior to performance or used spontaneously. One musician reported that as they felt themselves getting more and more nervous, they managed to focus on the bald head of a audience member to keep their mind from straying off task.

Mood/mantra words
Barbra was in her third year as a surgical resident and was finding that as she made her first incision, her hands sometimes shook uncontrollably. Not a good thing for a surgeon. She realized that she was nervous about making a mistake, although she had received some of the highest grades in her classes. She decided that as she was prepping for surgery, she would let only one thought enter her head: “I am the best surgeon in the world”. She would repeat this phrase until the first incision was completed and found that her shaking hands had disappeared.

Picking a mood or mantra of some sort can help some focus their thoughts in a more positive fashion. It can be as simple as “I am the best…” or a single word (nonsense or real) that may have special meaning to the performer.

Picturing success
Think of a role model in your occupation. Someone you admire and respect. Someone that you see as very effective and influential.

Now, the next time you are performing a difficult task in your field, pretend you are your role model. Visualize what they would say and do. See how your performance changes.

This example illustrates visualization techniques that can help enhance performance. The selection of a role model is one. Another is mentally rehearsing the task prior to performance. Rehearsing the task allows learners to focus on potential problems and how to fix before they happen. It can also help in building confidence as they see themselves being successful.

Goal setting
Csikszenthmihalyi shares the story of a factory worker who excelled above his peers. Although the work was fairly repetitive and uninteresting, this particular worker was always able to meet and exceed quota for the day. When asked what he thought he did differently from his peers, he shared how he played a game with himself each day. He would count how many packages he was able to complete that day and then add 10 more to it. The task he gave himself for his next shift was to meet this number and beat it if he could. He found that the time passed much more quickly and he found himself enjoying the work more than he might have otherwise.

This is an example of goal setting that can be used to manage nervousness or boredom. Goals can be set can by segmenting a task and/or determine certain milestones. Distance and time are also ways that goals can be set when performing a physical task.

Breathwork
Try this simple exercise. Inhale for 4 counts. Hold your breath for 7 counts. Now exhale for 8 counts. Try this three times in a row. Feeling any different?

Breathing exercises such as the one above can help steady nerves and reduce anxiety. When paired with music and neck and shoulder shrugs, this can slow down the heart rate. What this does is helps focus the mind, as well as impact physiological aspects that contribute to a stress reaction. Other types of meditation and yoga breathing exercises can all help. This can be done moments before the performance or as a long term preparation strategy the night before. Cellist Yo Yo Ma has been known to meditate for a full day prior to an important performance.

Summary and practice
You should now have an understanding of self talk, describe how it can negatively impact performance and can provide guidance to your learners on how to improve their performance.

Now complete your lesson worksheet (questions 3B - 6). For those responses not placed in this lesson's discussion tab, review your answers. Self talk and flow is simply a persons way in individually masticate themselves, controlling ones breathing or playing a game with your mind to beat your self and reach a goal.


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Economic Classroom Experiments/The Twenty-Pound Auction

On February 7th, 2007 at the FDTL conference in Bristol, Todd Kaplan ran auction for a real £20 note as part of a 7 minute presentation. It was great fun. It is very quick to run and easy to set up.

Procedures
Pass out slips of paper or post-its to record bids. Announce that you are auctioning off a £20 note to the highest bidder. Ask them to write their name and their bid on the slip of paper or post-it provided. The winner will be the one with the highest bid with ties broken randomly. Collect bids and pay winner.

Required Time
Announcement of rules: 1-2 minutes. Collecting bids: 1-2 minutes. Counting bids: 2-3 minutes. Announcement of winner (and payment): 1 minute. Discussion: varies.

Materials

 * a £20 note.
 * Post-its or slips of paper.
 * Change to pay the difference to the winner.
 * A plastic bag to collect the bids (helpful, but not necessary).

Results
Tony (from UCL) won the auction with a bid of £20.01. (Todd made a penny!) Tony said that he got twenty pounds worth of money and one penny worth of fun.

Todd's money wasn’t too much at risk. Of the twenty bids (including two with missing names), seven were above £17.5 and five of those above £19. See the following histogram for the bids.

Discussion
This is called a first-price sealed-bid auction since bids are sealed and the winner pays his bid. It can be described as a common value auction since everyone has a common value to winning (as opposed to private values). Equilibrium theory would predict that as long as there are 2 or more bidders the price would be £20 (or even £19.99). This is because that if the highest bid X were below this, then another bidder would have incentive to bid X+£0.01 and make a profit. Theory tended to work well here. From this, you can see that Todd put my money where my mouth was. Todd's faith in the economic behaviour of the audience was high enough to risk losing cash (not to mention the potential embarrassment). This also mirrors what is called (Bertrand) price competition where the consumer buys from the lowest price firm. There the firms are like the bidders and the consumer is like the auctioneer. In this case, competition should drive out profits from the industry in a similar manner to profits being driven out of the auction. This also leads us to competition, cooperation, and collusion. While there are many firms/bidders, the profits are low. Would we expect this to happen with only two bidders?

Finally, what happens if we relax our assumption about it being a common value auction? This can happen if people like Tony place different values to winning the auction for instance there is a psychological aspect to winning. If people know for sure their psychological value to winning then they would enjoy some profit and could bid below their true value. However, if these are only estimates to the enjoyment, then there could be what is called a winner’s curse and the one that wins it may be prone to paying too much and regretting it later. As you can see, there is a lot to this simple game.

Tips

 * 1) Probably, the higher the denomination the better this would work. (Slightly higher risk for the lecturer).
 * 2) You can use it to demonstrate other auction rules such as English (open call) or 2nd –price sealed-bid (the winner is the one with the highest bid and pays the second highest price).
 * 3) If the winning bid is much less than £20 pounds, you can mention prior results or run it again.
 * 4) While there are no guarantees, I imagine with 10 or more people you are pretty safe not losing much money.
 * 5) As pointed out to me, make sure you say the bid should be in pound Sterling not just pounds (one can bid in pounds of carrots). You may also want to require bids to be above or equal to zero.
 * 6) While it doesn’t take long to see who is the winner (a minute or two), you may want to have someone else quickly go through the bids to find the winner and announce it at a convenient time later. Alternatively, wait for a break to collect the bids to save time and continue with my presentation.
 * 7) Pass out the Post-its or slips of paper beforehand.
 * 8) Stress that this is for real money (the note is real).
 * 9) You can use one of the coins from your change to break a tie.

First Created by --Toddkaplan 20:13, 7 April 2007 (UTC)


text:
Free and open domain names

The goal of this project is to implement a system of free top level domains. One possibility is the implementation of a Firefox plugin that will forward appropriate queries to a server that will then match the query with the site's server's IP address or URL. Alternatively, with cooperation of ICANN this could simply be implemented in a rather standardized way. If there are multiple free domains then there could be different ways in which domains are allocated. There could be different rules for what is allowed on each different domain. Could this be done using some sort of peer-to-peer mechanisms?

Proposed letters

 * .fd
 * .fc
 * .net
 * .com

Project status

 * Looking individuals willing to work on the project
 * Sandbox Server is up and can potentially host the initial test server/backend

To-do
If you are familiar with Micropledge and are interested in setting up a project there for this project, please do so.

Possible allocation methods

 * Community consensus
 * First come first serve
 * You create an account and you can simply type in a domain and a forwarding address

 * Basic rules
 * No spam/arbitrage sites
 * No illegal content

 * Content under the domain under a free license CC or GFDL on some domains

Interested users
If you are interested in collaborating, please include you signature here
 * Remi
 * DivaOFdevOP

title: Free and open domain names


text:
User:Treesilhouette

Hullo. Prodigal Latinist, just found the place.

title: User:Treesilhouette


text:
Economic Classroom Experiments/Ultimatum Bargaining

Summary

 * Level: Any level.
 * Prerequisite knowledge: None.
 * Suitable modules: Any module covering game theory.

Abstract: Students participate in one round of an ultimatum game and one round of the same game in dictator form.

 * Intended learning outcomes: Participants in the experiment will:
 * Familiarise and understand ultimatum and dictator games.
 * See that the ‘responder’ may have preferences that depend on relative earnings rather than purely maximising their pay off.
 * Identify the key conflict faced by the ‘proposer’ to either maximise their payoff or play fairly.
 * By playing the dictator game after the ultimatum game, they will be able to see whether a generous ultimatum offer by the ‘proposer’ is due to altruism or fear of rejection by the ‘responder’, it is almost always because of the fear of rejection.

Students
All students are given 4 forms so that their decisions as both ‘proposer’ and ‘responder’ in both the ultimatum and dictator games can be recorded.

The following PowerPoint slides are shown to the students:

Ultimatum game:
As a ‘proposer’: Decide how much you would ‘propose’ splitting £10 between yourself and another participant. Remember the other participant (the ‘responder’) has the power to reject your offer.

As a ‘responder’: Decide whether to accept or reject the amount of money you have been offered out of the total £10 by the ‘proposer’. If you accept the offer you each keep the proposed amounts, if you reject the offer you both get nothing.

Dictator game:
As a 'dictator': Decide how much you would dictate splitting £10 between yourself and another participant. There is no opportunity for the other participant to reject your decision.

All players are informed that they are playing anonymously throughout the experiment.

Instructors
Running the experiment – Handrun

 * Timing: The experiment takes approximately 30 minutes to run. Discussion of the results/data from the experiment can be done in the next lecture.

 * Preparation: Assign each student in the class with a number, so that their actions can be monitored by the instructor, but they remain anonymous to other participants. Give each student 4 forms (they must all write their assigned student number on every form they receive, so their actions can be monitored):
 * 1) 	An ultimatum proposal form for the participant to fill in how much they plan to keep and give out of £10.
 * 2) 	An ultimatum response form for the participant to fill in what they have been offered out of the £10 by another ‘proposer’ and whether they will accept or reject the offer.
 * 3) 	A dictator proposal form for the participant to fill in how much they plan to keep and give out of £10.
 * 4) 	A dictator response form for the participant to fill what they have been offered by the ‘dictator’, they cannot accept or reject this offer.

The dictator game is performed in the same way, the only difference is that the ‘responder’ has no choice whether to accept or reject the offer.
 * Procedure:
 * 1) 	Once the participants all have assigned numbers and each has the 4 forms, ask the participants to fill in the ultimatum proposal forms.
 * 2) 	Collect all of the ultimatum proposal forms and reassign them so that all participants receive a random ultimatum proposal.
 * 3) 	Ask the participants to fill in the ultimatum response form, based on the proposal they have just received.
 * 4) 	Collect all the ultimatum response forms in. Now choose one of the ultimatum response forms at random and read out to the class what (if any) the 2 players of the game would receive, this allows the participants to see an example of the result of the game.

When analysing the results of the 2 games it may be good to add in demographic variables of the participants (gender, age, degree subject) to see if they have any impact on the participants’ behaviour.
 * Tips: To add interest to the game, give the actual payoffs to the 2 participants who are on the response form randomly selected at the end of each game.

Results and Feedback:

On average, in the ultimatum game the ‘proposers’ were willing to give £3.91 to the other participant, a similar ultimatum experiment carried out by Croson (1996) found the average offer to be £4.50, slightly higher than our findings. In our dictator game, the ‘dictator’ gave £0.58 on average to the other participant. This would suggest that fear of their ultimatum offer being rejected was the key reason for such generous ultimatum offers. Our average ‘dictator’ offer is far lower than has been found in other studies, for example, Forsythe et al. (1995) found that ‘dictators’ gave a mean average share of 20%, which would be £2 in our case.

A similar one-stage ultimatum game study by Schotter, Weiss and Zapater (1996), where the participants had to decide how to split $10, gave similar behavioural patterns for offer frequencies. Shown in the graph below the most popular range of offers for both sets of data is 41-50%.

Comparisons of conditional rejection frequencies for our study and the Schotter study vary quite a lot. From the graph below it appears that the participants in the Schotter study rejected low offers more frequently than was observed in our experiment. This is especially true when comparing the rejection frequencies of offers made between 11-20%, all offers were rejected in the Schotter study, in our study only a third of 11-20% offers were rejected.

We also looked into whether the demographic variables: gender and degree subject, had an impact on the participant’s strategic behaviour and social preferences. Females were far more generous in both ‘proposer’ and ‘dictator’ roles than the males. A previous experiment of a dictator game with double anonymous conditions (Eckel and Grossman (1998)) found that females on average gave twice the amount to their anonymous partners in comparison to males. This outcome was also found in our dictator experiment, female ‘dictators’ on average gave £0.80 and male ‘dictators’ gave £0.39.

When comparing male and female conditional rejection frequencies, it appears that males have higher rejection frequencies for offers up to £2. Offers above £2 surprisingly have higher rejection frequencies from the female participants. The graphs below compare the gender conditional rejection frequencies of our ultimatum experiment and another study by Eckel and Grossman (2001).

Although both studies show consistency of declining rejection frequency when offers increase, there are very few other significant similarities between the two studies results. Only at the percentage offer of 1-10% are there similar female and male conditional rejection frequencies for both our study and Eckel’s study.

On average the economics students were the least generous group as both ‘proposer’, offering £3.25, and ‘dictator’, offering £0.38. Our findings were similar to those found in the study by Carter and Irons (1991) where it was found that economics students were willing to give on average, $3.85 out of $10, in comparison to the non-economists who gave, on average, $4.56 out of $10.

Materials

 * Excel Data.
 * Word document of the 4 forms handed out to participants.
 * PowerPoint document shown to students.


text:
Instructional design/Cognitive behaviors/Teaching Procedures, page 3

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

Principles for Learning Procedural Skills
How is a procedural skill learned? Let's consider the procedure for adding fractions, since everyone is familiar with it. Its steps include:

Branching and Linear Procedures
Procedures can be branching or linear. This is a branching procedure, because different steps are used for different problems (cases). A branching procedure always has at least one decision step, and every decision step has at least two branches. Steps 1 and 5 are decision steps (shown in diamonds). There are two branches from step 1. One includes steps 2 and 3, whereas the other skips them. Every branching procedure has several paths to the end of the procedure. There are four paths through this procedure:

 * Path 1: Steps 1 - 4 - 5
 * Path 2: Steps 1 - 4 - 5 - 6
 * Path 3: Steps 1 - 2 - 3 - 4 - 5
 * Path 4: What is the fourth path?  Steps  ___________________________

A linear procedure has no decision steps and hence no branches. Therefore, it only has one path.

Variations in Size
Another important aspect of procedure learning is that procedures can vary tremendously in size. For example, we could identify the procedure for solving mathematical problems of any type. Such a procedural task would have many decision steps, which would direct the performer to different "branches" (different sets of steps) for each kind of problem: addition, multiplication, etc.;  whole numbers, fractions, equations, etc.;  and so forth. Obviously this will be a very big (long) procedure. On the opposite extreme, we could identify the procedure for subtracting single-digit numbers, which is basically just one step: recall the appropriate subtraction facts. It is interesting to note that this latter procedure would be a part of the former.

Procedures Within Procedures
In essence, each step is itself a procedure which needs to be learned on the skill-application level. Furthermore, as we saw earlier in this course, virtually any step can be broken down into substeps. Steps 2, 3, and 6 above would probably need to be further broken down into substeps to teach the procedure for adding fractions. The only way you can tell how far to break a procedure's steps down into simpler substeps (and substeps into even simpler subsubsteps, etc.) is to first determine what your learners already know. Then you keep breaking down steps and substeps until each is expressed at the learners' current level of knowledge.

Generalizing from One Procedure to Another
For the sake of simplicity, let's assume that the learners already know enough to be able to learn from the steps as stated above. Then how is the procedure learned? It is possible to memorize the statement of the procedure. It is also possible to memorize one particular performance of the procedure. But what we really want is for the students to be able to generalize to "previously unencountered" cases.

The need to generalize is based on yet another important aspect of procedures: the amount of variation from one performance (or instance) to another. Not all procedures have a lot of variation. Some procedures are always performed exactly the same way. Perhaps the name which comes closest to characterizing this type of procedure is recipe. "If you've seen one, you've seen 'em all." If you've learned one instance, you've learned them all.

Dimensions of Divergence
In reality, there is a continuum of procedures ranging from non-divergent, simple procedures such as recipes, to very highly divergent (or complex) procedures on the other extreme. This has important implications for your instruction, especially for divergence of examples and practice. Dimensions of divergence are the all the ways a procedure can vary.

Variable Characteristics
Generalizing is required whenever a procedure has divergence or variation (is done differently) from one performance to another. The ways in which the performances vary are called the variable characteristics of the procedure. Variable characteristics for a procedure are the "inputs," or conditions under which you perform your actions.(1) For example, the fractions to be added are the inputs to our procedure, and they could have common denominators, or one's denominator could be a multiple of the other's, or the two denominators could have a common factor, or the denominators could be none of the above.

Equivalence Classes
These types of problems are called equivalence classes, because all problems within an equivalence class are performed using the same path (steps) in the procedure. Each equivalence class will use a different set of steps than other equivalence classes. There may also be some variable characteristics of the inputs which don't require that the procedure be performed differently. For example, the procedure for adding 1/4 and 1/4 is the same as the procedure for adding 1/12 and 1/12; it doesn't matter that the denominator is a one-digit or two-digit number. One must learn to generalize across these differences, but it is usually not difficult to do so.

Click Next to continue.

Source

 * Procedure Using by Charles M. Reigeluth. Used by Permission.


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title: File:Cogproclearn.gif


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Talk:Instructional design/Cognitive behaviors/Teaching Procedures

For a Generality
Attention-focusing. For procedures the most important aspect of the generality is the steps. Therefore, we should focus attention on the actions (mental or physical) which must be performed, and the order in which they should be performed.

Alternative representation. For procedures, the most useful alternatives are usually a flowchart or a paraphrase.

Mnemonic. In some procedures, it is hard to remember the order or nature of all the steps. In such cases, a mnemonic (like SQ3R: Survey, Question, Read, Recite, Review) can be very helpful to learners.

For Examples
The number of examples (or demonstrations) should be increased as the difficulty of the procedure increases.

Examples should be presented in an easy-to-difficult sequence.

Attention-focusing should relate the example to the generality, either by explaining in general terms what is being done in each step of the example or by highlighting the key actions and orderings.

An alternative representation for an example will often be in the form of a flowchart.

A reminder of the mnemonic can be helpful.

Common errors are useful to warn the student about, as long as they are indeed common (otherwise you might increase the chances of the errors being made) and as long as they are explained meaningfully to the learner.

For Practice
The number of practice items can be increased to enrich the instruction. An easy-to-difficult sequence should also be used, as for examples. Prompting is often helpful on early practice items when the procedure is a difficult one. Otherwise, power should be reserved for the feedback.

Feedback
Attention-focusing should be used to relate the instance to the generality by pointing out, depending on the nature of the learner's mistake, the way an action (mental or physical) should have been performed, or the order in which it should have been performed. It should be the same as attention-focusing for examples.

A variety of representations is often helpful for the correct-answer feedback when a procedure is difficult.

A reminder of the mnemonic (if one was presented earlier) is often a very helpful aspect of feedback.

Of course, motivational enrichment can also be used: praise for correct answers and encouragement for wrong answers.

Development Procedure for Designing a Procedure-Using Lesson

 * 1) Identify all the steps, break them down to entry level, and write a generality that includes the label (if any), the goal, and the steps at entry level.  To do this, you should observe or ask your SME about the nature of the post-instructional requirements for using the procedure and assess the entry level of the learners with regard to the steps.
 * 2) Identify and list all dimensions of divergence (equivalence classes) for the procedure.  Make sure the generality deals with all of them.
 * 3) Assess the difficulty level of the procedure for the target learners (on, say, a scale of 1-5).
 * 4) Create an instance pool that contains x items per dimension of divergence, where x = the difficulty level times 2.
 * 5) Create a test, using at least one item randomly selected from each dimension of divergence.  If the procedure is a difficult one, increase the number of items per dimension.
 * 6) Create practice items, using at least two items randomly selected from each dimension of divergence.  If the procedure is a difficult one, increase the number of items per dimension.
 * 7) Create examples, using at least one item randomly selected from each dimension of divergence.  If the procedure is a difficult one, increase the number of items per dimension.  Include appropriate power components, depending on the difficulty level of the procedure.
 * 8) Create the feedback for the practice items so as to be virtually identical to the enriched examples.
 * 9) Think about motivational needs and media selection, and modify the instruction as appropriate to each.  (This should be done throughout the process, not just after all else is done.

 * Note: In general, the number of examples and test items should be about the same, and there should be at least twice as many practice items as examples.

Skill Builder: Practice What You've Learned
Skill Builder: Procedural Skills: In the Skill Builder section, you will have the opportunity to gain practice and view examples of designing instruction for teaching procedural skills.

I am putting this content on the discussion page until I can move each section to its own page. Please do not delete. Thanks. --Lzinsmei 22:58, 7 April 2007 (UTC)


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Topic talk:Aerospace Engineering/Intellectual art

I created this page because ideas such as this are potentially good ideas that would simply need to be implemented if proven feasible. If someone patented the idea, then it would limit its use. It is my understanding that intellectual art prevents overly broad patents from carrying legal weight. --Remi 23:08, 7 April 2007 (UTC)


text: Instructional design/Psychomotor behaviors/Strategies in Psychomotor Evaluations


text:
User:Phydend

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