text:
Wikiversity:Request custodian action/Archive/6

McCormack's talk page
I just noticed that McCormack's talk page is still getting a lot of questions (that have gone unanswered)... should we blank the page and leave a note explaining that he's no longer around? --SB_Johnny talk 13:28, 3 January 2009 (UTC)
 * Yeah, don't we have a wikibreak template? --mikeu talk 14:35, 3 January 2009 (UTC)
 * Why blanking? It is not necessary. He may read it. Just a template is enough.--Juandev 18:19, 3 January 2009 (UTC)
 * ✅ --mikeu talk 03:49, 17 January 2009 (UTC)

Huge amount of spanish-language new pages
Special:NewPages shows a very large number of creations of spanish language pages. I know Juandev has tried to get in touch, but apparently the message is not getting through. Any thoughts on what to do? --SB_Johnny talk 11:50, 17 January 2009 (UTC)
 * First we should contact es: to see if they want to import any of the pages. The pages should be tagged with tw  --mikeu talk 14:32, 17 January 2009 (UTC)

Issues with recent new editors
I've been going through the List of registered users among the Special:ListUsers and noticed that half of the new registered editors have made no contributions - some however have but on have been signing up at this page User:Stevenarntson/Student Union - and then remain dormant for a long amount of time, I wonder why new editors are signing up to this user's subpage considering when the community already has a Student union page via Student union. Something doesn't seem right and I'm rather curious about this situation, and also why they automatically go to that subpage and not contribute somewhere else. Does this seem odd to anyone or is just me noticing this? DarkObsidian @en.Meta-Wiki 12:22, 19 January 2009 (UTC)
 * It looks like User:Stevenarntson is teaching a class (in the Seattle area) and having the students sign up online. They will likely be working on a wikiversity project as part of the class during the semester.  See his userpage for the details.  --mikeu talk 12:42, 19 January 2009 (UTC)

 * That's fine by me, my only hope is that new editors won't be confused with his student union page and that of our student union page since it shares the same name . DarkObsidian @en.Meta-Wiki 12:48, 19 January 2009 (UTC)

 * Probably best to just ask User:Stevenarntson about it, Dark Obsidian :-). --SB_Johnny  talk 13:20, 19 January 2009 (UTC)

 * Already sent message concerning his subpage. DarkObsidian @en.Meta-Wiki 13:38, 19 January 2009 (UTC)

Wikiversity:User page
Would it be possible if this page could be fully protected due to the amount of times that this page was edited - the previous material was removed and recent editors assumed that this was their userpage, I've reverted the edits to the original page layout. DarkObsidian @en.Meta-Wiki 15:53, 20 January 2009 (UTC)

 * I've gone ahead and done this for now, as that does seem to be a problem. I think discussion would still be helpful. Maybe someone has a better suggestion than permanently keeping this page protected. --dark[[Image:Yin yang.svg|12px]]lama 16:09, 20 January 2009 (UTC)

Special:Contributions/Bankhub
Hi. Bankhub is a spam-only account and his domain, examjunction.blogspot.com, has been blacklisted on the Wikimedia-wide blacklist at meta:Spam blacklist for cross-project spamming. He created some pages here you may want to consider deleting. --A. B. 20:20, 9 February 2009 (UTC)
 * Pages deleted or reverted, and blocked. --mikeu talk 03:36, 10 February 2009 (UTC)

Sl transwiki?
This page appears to be part of the sl part. Perhaps someone should contact a member of that project? It doesn't appear to be within the scope of either, but it is best to be safe. Ottava Rima (talk) 17:47, 4 March 2009 (UTC)
 * I have recomended them on the talk page to go back to Wikiversity Beta, as they probably started there.--Juan de Vojníkov 08:58, 5 March 2009 (UTC)

Transwiki to Wikipedia
V (TV series) appears to fill in the information missing from the Wikipedia page. Perhaps someone should be contacted so this can be transwikied. Ottava Rima (talk) 17:54, 4 March 2009 (UTC)
 * try here w:Wikipedia:Administrators' noticeboard.--Juan de Vojníkov 08:16, 15 March 2009 (UTC)
 * Wikipedia doesn't have import enabled, so maybe you could just copy and leave a link to the wv page in the edit comment. --SB_Johnny talk 11:10, 15 March 2009 (UTC)

Block request
Per an SPI case at enwiki a CheckUser was requested, CU evidence (here) and editing habits confirm that User:33ohmygad is one of many abusive sockpuppets at enwiki. After checking with the SUL utility I figured I would alert you guys that one of the 20+ accounts has registered here and am requesting an indefinite block on the account. Thanks, Stepshep 00:53, 15 March 2009 (UTC)

Username alteration
i'd like to make my user-name appear as HENRI FANTHOME (all caps) as opposed to Henri fanthome. i tried logging in and doing it but icant find a way.

Henri fanthome 13:12, 29 March 2009 (UTC)
 * Why on earth would you want your name to yell at people? KillerChihuahua 20:53, 3 April 2009 (UTC)

 * The place for requesting a username change is here. I'm not sure what the wiki software will allow in terms of uppercase / lowercase.  But if you are still interested leave a note at the above link and I'll look into it.  --mikeu talk 17:19, 19 April 2009 (UTC)

 * You can't have usernames in caps-lock due to the Username Blacklist extension, the system will not allow it. DarkObsidian  18:04, 21 April 2009 (UTC)

Page creation request
While pursuing Wikiversity (I normally contribute to Wikipedia and Wikinews), I came across a few missing templates, one being Template:Howtoedit, which is called by Pp-template and I assume could be called by others at a later date as shown at Protection templates. I have already made this "hole" known to the Wikimedia Stewards via Founation staffer Cary Bass.

If a custodian could copy the contents of http://en.wikipedia.org/wiki/Template:Howtoedit to Template:Howtoedit, that would be appreciated. The verbiage would have to be modified to suit use on Wikiversity.

I have added a few templates including Protection templates, N/A and Tnavbar-header as they are needed by Template:Pp-template/doc.

Thanks, Calebrw 05:46, 24 April 2009 (UTC)

global rename request
Could a crat please rename my account.. Thank you. John Vandenberg (chat) 06:46, 15 June 2009 (UTC)

✅ --SB_Johnny talk 11:00, 15 June 2009 (UTC)

Template:No license
I couldn't find a more appropriate place to request a change to a protected page so I'm making it here and I would apologise if there is somewhere to make such requests. Please change "{{#ifeq:{{NAMESPACE}}|Image" to "{{#ifeq:{{NAMESPACE}}|File" to reflect the change in the name of the Image namespace so that the categorisation works. Adambro 10:45, 28 June 2009 (UTC)

{{done}} This is the place for requests like that. --mikeu {{sup|talk}} 12:42, 28 June 2009 (UTC)

 * Thanks. Adambro 12:46, 28 June 2009 (UTC)

Block
User:Unstoppable Fandal needs a block. I've sorted out the Main Page and reverted all his (I doubt if that was a woman) edits. Here's one vandal edit that appeared on the Main Page and here's a second vandal edit that appeared on the Main Page, I've checked and the image is one of yours. Proxima Centauri 08:29, 28 June 2009 (UTC)

User:Silentassassin hasn't vandalized (yet?) though the account was created almost at the same time as Unstoppable Fandal. I don't know if that is an acceptable username at Wikiversity but the account certainly needs to be watched. Proxima Centauri 08:34, 28 June 2009 (UTC)

I've already told JWSchmidt Proxima Centauri 11:42, 28 June 2009 (UTC)

✅ User:Unstoppable Fandal is blocked. --mikeu talk 12:25, 28 June 2009 (UTC)

Template:Please leave this line alone (sandbox heading)
Please add the CSS code from here to MediaWiki:Common.css, before the /* line at the end. I've updated Template:Please leave this line alone (sandbox heading) so that anyone clicking on the image of the "edit this page" tab on Sandbox will be taken to the page for editing the sandbox, rather than to the description page for that image. This CSS code will enable the image to stay inline with the text rather than adding line breaks.

Also, please delete File:Edit this page.jpg which has been mistakenly created as a result of this problem and actually already exists on Commons. Adambro 20:15, 1 July 2009 (UTC)
 * Darklama has provided a neater solution that doesn't use the imagemap extension so this change is no longer necessary. I had tried to figure out how to use the link parameter but wasn't able to find the relevant documentation to jog my memory on how it worked. Adambro 12:45, 2 July 2009 (UTC)


text:
Wikiversity:Candidates for Custodianship/Adambro

Adambro
has been recently discussed as a possible candidate for custodianship here: Request custodian action. Adambro has recently been helpful and active in many respects with reverting vandalism but more importantly in improving and developing the WV project and its organisation. He has also been involved here for over 12 months and is an admin on several other WMF wiki projects. One of the areas Adambro tends to focus on is image files and admin rights would be very useful to help in allowing him to try to organise the many media files hosted on Wikiversity (e.g., many are already on Commons and so can be deleted). Adambro also seems to be very level-headed and to have earnt the respect of his peers.

If you are interested in being nominated, Adambro, please indicate below and also consider who might mentor you. I am willing, but other more tech-savvy / experienced custodians could be more appropriate and may well be interested (please also indicate below if willing to mentor). -- Jtneill - Talk - c 17:53, 2 July 2009 (UTC)
 * I would be delighted to accept a period of probationary custodianship. The tools it offers would be very useful. The first area I'd set to work in would be dealing with the large number of images hosted here but already on Commons. I am happy to accept Jtneill's offer of mentoring but I'm open to offers from other if that might be more appropriate. Adambro 18:14, 2 July 2009 (UTC)

✅ This begins the 4 week period of probationary custodianship. --mikeu talk 13:08, 3 July 2009 (UTC)
 * I've realised that the probationary period ends just as I go away to Scotland and as such I would be unable to comment on any queries raised at a request for full custodianship. I'd therefore ask that any nomination for full custodianship is delayed until I am available again which will be about a week and a half later. I hope this isn't a problem. Adambro 15:58, 9 July 2009 (UTC)
 * I don't think that should be a problem. Ping us when you get back.  --mikeu talk 19:54, 9 July 2009 (UTC)
 * I am now back from Scotland, slightly earlier than I had originally expected, and so am available to answer any questions that may arise should Jtneill consider it appropriate to put me forward for full custodianship now that the four week probationary period has passed. Adambro 16:03, 30 July 2009 (UTC)

Mentor's recommendation for full custodianship
User:Adambro has contributed to Wikiversity for over one year and has now completed the probationary custodianship period. During this probationary period Adambro was very active over the first few weeks with approx 200 edits and almost 500 special edits (including deletions and blocks) that demonstrated very good mediawiki skills and understanding of how to administer WMF projects. Adambro's interwiki skills have also been valuable e.g., with improving system messages and templates. Adambro has been forthright but pleasingly also keen to engage in dialogue if others disagree and to find solutions. Overall, the work that Adambro has been doing is of significant benefit to wikiversity. He may also consider contributing to learning content in future. I highly recommend Adambro for full custodianship on Wikiversity. -- -- Jtneill - Talk - c 02:53, 31 July 2009 (UTC)

Discussion and questions
Questions to and discussion of the candidate.

Editing actions
Adambro, will you please list all of the user accounts you have used in Wikimedia projects? Will you please list all of the Wikimedia project policies you have violated, particularly the Wikiversity policy violations since becoming a probationary custodian? What do you think about the practice of using off wiki (IRC, email, etc) forums to discuss the behavior of wiki editors and make plans to delete their work, block or ban them? --JWSchmidt 20:30, 31 July 2009 (UTC)
 * I don't have a long list of users accounts that I can provide you. I only use this one but also operate bots as User:AdambroBot across a number of projects. I am unable to list "all of the Wikimedia project policies you have violated" nor "the Wikiversity policy violations". I have not delibertly set out to violate any policies but can I accept that I may have inadvertently done so in the course of my contributions intended to improve the project. If you have some examples where I have violated a policy then I may be able to explain more comprehensively. Regarding your last point, clearly issues relating to the project should be ideally discussed on the project but I can recognise that there may be instances where other means of communication may be more appropriate. Adambro 19:34, 1 August 2009 (UTC)
 * "I don't have a long list of users accounts" <-- Are you willing to have a checkuser search done on all your user accounts and IP addresses? Do you know Promethean? User:AdambroBot <-- Did you run your bot at Wikiversity before getting it approved? When should an edit be marked "minor"? Should a bot account ever be set to automatically mark all edits as minor? "there may be instances where other means of communication may be more appropriate" <-- Does this mean that you approve of the practice of secretly conspiring off-wiki to delete pages, block or ban users? "I have not delibertly set out to violate any policies" <-- Did your custodian mentor tell you to familiarize yourself with Wikiversity policy? Have you ever read the Wikiversity policies? Did someone tell you that you do not have to follow Wikiversity policy? Why did you start editing at Wikiversity? Why do you want to be a custodian? When can a Wikiversity page or image file be deleted without community discussion? Do you agree that an editor who proposes the deletion of a Wikiversity page should first try to improve the page? Do you agree that when an editor proposes deletion of a Wikiversity page there must be a provided reason explaining how the page does harm to Wikiverity? Did you follow Wikiversity policy when you made this proposal for deletion? When you edit at Wikiversity do you follow Wikiversity policy or the policies of some other wiki? When is it appropriate to cite Wikipedia policy when deciding what to do at Wikiversity? You have deleted Wikiversity pages while claiming that they are "beyond scope" for this project. Is it your belief that if a page or a "project seems to lack any realistic aims" then you have the power to delete it or vote to delete it? Which learning projects with "realistic aims" have you started? How do you decide if a Wikiversity page or project has "realistic aims"? Why is a page about Syphilis not suitable for Wikiversity? What do you think the word "disruptive" means? If anyone does anything at Wikiversity that you do not like are you ready to game the system and label it as "disruptive"? Why is a project for studying Wikipedia not suitable for Wikiversity? Why should a page such as Horbury High School be speedily deleted? Why do you claim that Wikiversity is not a place for people to practice writing? Do you think it is the job of custodians to threaten to delete Wikiversity projects? Do you approve of the practice of imposing bad blocks and then preventing the blocked person from disputing the block? When can a block be imposed on a Wikiversity participant without first giving a warning on the user's talk page? When can a Wikiversity participant be prevented from using their user talk page? When can someone be banned from participating at Wikiversity? --JWSchmidt 21:15, 2 August 2009 (UTC)
 * I don't think it is reasonable to expect me to answer such a long list of questions. Many of the questions are likely to merit more than a simple yes or no but that is only really what it would be feasible to provide in a reasonable length of time. Perhaps you could pick out a more manageable number of questions from that list which you would like me to answer with a proper explanation which would still allow you to assess my suitability for custodianship? Adambro 12:20, 3 August 2009 (UTC)
 * Agreed, esp. when most of the questions are along the lines of "Are you still beating your wife?" --mikeu talk 14:28, 3 August 2009 (UTC)
 * Adambro, Your failure to answer my questions indicates that you should not be a custodian. Has User:Mu301 or anyone else assured you that you do not need to answer questions from the community? --JWSchmidt 17:02, 3 August 2009 (UTC)
 * No one has said I do not need to answer questions. I am willing to answer questions from you on any subject but you must be reasonable in your expectations of the number of questions I should be prepared to answer. Adambro 17:20, 3 August 2009 (UTC)
 * "you must be reasonable" <-- Are you saying that I am not reasonable? The questions I asked are all reasonable questions that were raised by your editing history and actions as a probationary custodian. If you do not have time to answer these important questions then you do not have time to be a custodian. --JWSchmidt 17:41, 3 August 2009 (UTC)
 * Indeed, I am saying you aren't being reasonable to expect me to answer another 31 questions from you. Particularly where it has always seemed obvious that you've been hostile towards me and so however I was to answer those questions it would be unlikely that you'd consider me appropriate for custodianship. Adambro 07:25, 4 August 2009 (UTC)
 * FWIW, the links JWS gives above aren't accurately described, e.g. "threaten to delete Wikiversity projects" leads to a diff that doesn't mention deletion, and "When is it appropriate to cite Wikipedia policy" leads to a diff that mentions WP policy, but doesn't cite it as something to be enforced. Given the tone of the questions, as mikeu mentioned above, Adambro's response is certainly understandable. --SB_Johnny talk 11:45, 4 August 2009 (UTC)
 * I find it very sad that two Wikiversity bureaucrats continue their efforts to stack Wikiversity with policy violating administrators who never have to explain their abusive admin actions. "diff that doesn't mention deletion" <-- read the entire talk page comment from Admabro which included: "If it does not become apparent that this will become a learning resource then it will probably find itself nominated for deletion". The example I pointed to of Adambo making reference to Wikipedia policy is relevant to his behavior as a probationary custodian. It has become all too common at Wikiversity for abusive admins to game the system by calling participation in learning projects "disruptive". I suspect Adambro is close to having wasted more time saying "I don't have time to answer questions" than it would have taken him to simply answer the questions. --JWSchmidt 14:03, 4 August 2009 (UTC)

(removing insetting) Well, it would be nice to hear some response - and it would be nice for the questions to be asked a bit more nicely... Not sure if/who's going to go first? ... thinking about transactional analysis. -- Jtneill - Talk - c 12:34, 4 August 2009 (UTC)
 * I agree, on both counts. --SB_Johnny talk 19:06, 4 August 2009 (UTC)

Wikiversity scope
Hi Adambro. Could you share your thoughts on Wikiversity's scope? I'm thinking, of course, about your comments about the Great Repeal Bill project, but I'm more interested in your thoughts on scope in general. --SB_Johnny talk 23:39, 31 July 2009 (UTC)
 * I think that the project scope is not defined clearly enough. I note that Scope, which would seem the obvious place to set out the scope is marked as inactive. I think the Great Repeal Bill is a good example of some of the problems that exists here. The project seems to lack any realistic aims. To try to write a bill about repealing certain UK laws as a community project seems an impossible exercise. The format of a Wiki seems unsuitable for this in my view. I think Wikiversity will continue to grow into a useful learning resource but I think we've got to concentrate on the basics before we try to push the boundaries. I don't subscribe to the view that any content is good content.
 * I see a lot of content which has little prospect of turning into something useful and I think rather than benefiting the project, it actually is detrimental because it distracts us from managing the useful content. As an example, it is important that content is organised by categorisation. There are many pages that aren't categorised. Where we have pages that have only ever had vandalism, nonsense, or a template like whas, I think we should be prepared to delete them because they just add to the list of uncategorised pages without bringing any real benefits to the project. Adambro 19:34, 1 August 2009 (UTC)
 * Hope you don't mind, but I inseeted a paragraph break in your response because it's 2 issues.
 * It's really just the statement that "The format of a Wiki seems unsuitable for this in my view" that concerns me. From my point of view, this is an opportunity to see whether or not a wiki is suitable for this sort of thing. I'm "NPOV" on whether it is or isn't. But seeing whether it is or not is firmly within our scope.
 * "Stub pages" created en masse using templates like whas are a different story. I don't see anything particularly constructive there, since there's no effort whatsoever to engage with others to learn.
 * Do you understand what I'm saying? --SB_Johnny talk 20:48, 1 August 2009 (UTC)
 * Yes, I think I understand. What I am cautious about is Wikiversity effectively being used to test the Wiki software for its suitability to a particular project. I don't think that is what Wikiversity exists for, even if any such testing would likely result in some people learning something. I think we've got to be careful to not simply ask ourselves when considering some content, is anyone going to learn anything from this content, because in all but a few instances the answer would probably be yes. Even the act of editing a Wiki is likely to result in someone learning something but we shouldn't invite anyone to create random pages, we should point them in the direction of the sandbox. We just have to carefully manage research like this. Adambro 07:25, 4 August 2009 (UTC)
 * Understood, but I just plain disagree about what Wikiversity exists for :-). Figuring out how the software can be used educationally is indeed what we're here for, and studying how it can be applied to other fields (such as politics or democracy) is part of that. I think part of a custodian's job in cases like this is to try to suspend doubt and look for ways that "questionable" efforts can be steered towards a form that provides greater value (actually, even the best resources will always have room for improvement). The best way to handle things like this is to try to build up the policy and guideline structures that would help things move in a more satisfactory direction.
 * This is, I assume, to some extent moot, since I don't get the feeling you'll be speedy-deleting things following w:WP:IDONTLIKEIT ;-). However, you have experience on other projects with more developed policies, so perhaps you can help out a bit more in building ours... so long as we always keep an open mind and a wide scope, we can learn even from efforts that fail. --SB_Johnny talk 11:45, 4 August 2009 (UTC)
 * I think it is vital for the WV project that we foster a "developist" culture over a "deletionist" culture. I've started rambling a bit more about this here: How to be a Wikimedia sysop/Wikiversity. Interested in any thoughts/help (from anyone). Adambro, I think, as long as he respects the local culture/nature/idiosynchrasies of Wikiversity will be fine as a custodian. His sister project admin experience is perhaps both a strength and a weaknesses - Adambro brings significant wiki experience and outside perspective, but remember to also try and see the project material through "Wikiversity's eyes" - as material/people in the process of growing and learning. -- Jtneill - Talk - c 12:30, 4 August 2009 (UTC)

Voting for full custodianship
Please enter vote and a brief comment here.

Support

 * I, second the nomination. - He dug right in and started fixing broken redirects right away. He has maintained a civil tone, welcomed newcomers and launched a diligent campaign to clean up redundant commons entries. Good work!
 * 1)  Agree with jtneill recommendation.  The work adambro has done to organize wikiversity content (removing duplicate images, etc.) and finding solutions where there are differences of opinion (ex: modifying the mediawiki interface to explain talk pages) will be a great benefit to our learning community.  --mikeu talk 15:02, 4 August 2009 (UTC)
 * 2)  Unfortunatelly can be with WV just in my thoughts and not with my fingers on the keyboard lately, but today I took my time and looked up the responses of our "colleague". I have to say a definitely a YES. Keep up the good work! --Gbaor 15:17, 4 August 2009 (UTC)
 * 3)  Philosophical differences aside, I trust Adambro to use the tools wisely and according to consensus. --SB_Johnny  talk 22:01, 4 August 2009 (UTC)
 * 4)  Keep an open mind. Countrymike 22:42, 4 August 2009 (UTC)

Oppose

 * 1) Due to the candidate's failure to answer questions about his participation at Wikiversity, I think his probationary custodianship should be terminated. This is the wrong type of person to be given the power to delete Wikiversity pages and block Wikiversity participants. --JWSchmidt 17:13, 3 August 2009 (UTC)

Closure

 * ✅ Adambro is now a full custodian. --SB_Johnny talk 15:21, 5 August 2009 (UTC)

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


text:
User:Rift~enwikiversity

Rift at Wikipedia in Swedish

cs:Uživatel:Rift de:Benutzer:Rift el:Χρήστης:Rift es:Usuario:Rift fi:Käyttäjä:Rift fr:Utilisateur:Rift pt:Usuário:Rift

title: User:Rift~enwikiversity


text: User:Thewinster/Sandbox/Preloadforphysics


text:
User:Thewinster/Sandbox/Preloadforphysics-large

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by

 * reply[]


text:
User:Thewinster/Sandbox/20090702185939

20090702190724
 * Comment: Just checking if a line break does any good.

Is there a line break?

Yes there is one

How does it show up on the reply page?

Let's see!!!! Hello! How are! Khaana khaakey jaana hooon! --Dharav talk 19:07, 2 July 2009 (UTC)
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090702185939


text:
User:C. Michael Gibson

C. Michael Gibson, M.S., M.D. is Founder and Editor in Chief of WikiDoc (www.wikidoc.org). You can email him [mailto:mgibson@wikidoc.org].

title: User:C. Michael Gibson


text:
User:Thewinster/Sandbox/20090702191206

20090702191806 --Dharav talk 19:18, 2 July 2009 (UTC)
 * Comment: OK. Just handled the preload stuff. Its a cycle now. But just wondering if the red link below this would still appear!
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090702191206


text:
User:Thewinster/Sandbox/20090702192018

--Dharav talk 19:20, 2 July 2009 (UTC)
 * Comment: Ok. I guess I've done this. This is reply one.
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090702192018


text: Category:Northern Arizona University:POS254


text:
User:Thewinster/Sandbox/20090702192053

However, I am getting sick of what links here and everything. Apart from that, what is the red line over there? Down below? --Dharav talk 19:22, 2 July 2009 (UTC)
 * Comment: This is reply two.
 * reply[]

What links here

--Dharav talk 19:25, 2 July 2009 (UTC)
 * Comment: This is reply 2. Where is this all going?
 * reply[]

What links here

title: User:Thewinster/Sandbox/20090702192053


text:
User talk:C. Michael Gibson

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:43, 2 July 2009 (UTC)

title: User talk:C. Michael Gibson


text:
User talk:Borgizzle

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 00:41, 3 July 2009 (UTC)

title: User talk:Borgizzle


text:
User talk:Renaissancee

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 01:26, 3 July 2009 (UTC)

title: User talk:Renaissancee


text:
User talk:Spiritup~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 11:57, 9 July 2009 (UTC)

hello
hello B9 hummingbird hovering 02:36, 3 July 2009 (UTC)

Ello
I gots in trouble for scarring ur Userpage, I'm ALWAYS in trouble. Please customize it urself with some information about urself for the others. Also commence Wikiversity tutorials to familarize urself with the environment and commence the lessons according to ur proclivity and propensity. As a matter of importance and priority please commence Lesson Plans taking note of any obfuscations, confusions or challenges in the Weblog that you create so we may be apprised of ur progress and iterate the learning initiative to better accommodate ur specific learning style and needs. May ur endeavour be auspicious! Sarva Mangalam B9 hummingbird hovering 09:06, 23 July 2009 (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 Spiritup. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Spiritup~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:02, 18 March 2015 (UTC)

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

title: User talk:Spiritup~enwikiversity


text:
User:Spiritup~enwikiversity

Learning Tibetan: an introduction Weblog
 * User:Spiritup/Blog

title: User:Spiritup~enwikiversity


text:
User:Truebodhi

Learning Tibetan: an introduction Weblog
 * User:Truebodhi/Blog

title: User:Truebodhi


text:
User talk:Truebodhi

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 11:58, 9 July 2009 (UTC)

ello
ello B9 hummingbird hovering 02:50, 3 July 2009 (UTC)

Ello
I gots in trouble for scarring ur Userpage, I'm ALWAYS in trouble. Please customize it urself with some information about urself for the others. Also commence Wikiversity tutorials to familarize urself with the environment and commence the lessons according to ur proclivity and propensity. As a matter of importance and priority please commence Lesson Plans taking note of any obfuscations, confusions or challenges in the Weblog that you create so we may be apprised of ur progress and iterate the learning initiative to better accommodate ur specific learning style and needs. May ur endeavour be auspicious! Sarva Mangalam B9 hummingbird hovering 09:08, 23 July 2009 (UTC)

title: User talk:Truebodhi


text:
User:Chuck Marean/Finance

Finance has a few basic ideas. 1. Value. Something has value if someone would give something for it. 2. Barter. Giving something of yours in return for something you want. 3. Money. Something agreed by the group to be of intermediate value. 4. Capital. The accumulation of surplus value. 5. Credit. Selling in return for a promise to pay. 6. Interest. The charge for capital or credit. 7. Banks. Banks safeguard money and loan money. 8. Exchange. In a bank office, B's cash from buying a check goes to C when C cashes a different check. 9. Fiat money. When the value of money is inforced by the government. 10. Price. The value of something in terms of money.

Barter
Barter is when a product or service is given in return for another. The barter idea is based on feelings of property rights and of group members putting forth individual effort. Barter is the basis of the ideas of trade and commerce. Trade is within the same community and commerce is between communities and countries. For example, a farmer receives money or credit in return for wheat. The credit might be the debt of the merchant or of the farmer depending on when the wheat is brought to the merchant.

Mediums of exchange
Mediums of exchange make the pholosophy of barter more practical. They make specific goods and services worth something to more people. They include money, gold, and credit. Money (coins) is used the least. Gold could be shipped between banks in international commerce with large enough shipments to be affordable. Credit is used the most.

Money
Before coins, metals were used by weight. In the ninth century B.C., governments began issuing coins and inforcing their use. Because metal is relatively indistructable, coins were considered money and paper notes were considered a form of credit. Paper money started as promises to pay coins. Individuals and businesses used such notes first, followed by governments. Since governments coined money, they began inforcing their notes as if they were coins and this was controversial. The opinion was that metals such as gold and silver had been used as a mediums of exchange because of their value in trade. Then, coins had been accepted because the value stamped on them was only a little more than the actual value of the metals the coins were made of. The trade value of the paper in paper money, however, was much less than the amount printed on it. A paper dollar would be worth a dollar only if the government was strong enough to inforce that value. More so for a five dollar bill and higher denominations. When money has a certain value because of an inforced law, it's called "fiat money." New coins and paper money are products and as such have been used on occasion by large, strong governments to pay their obligations.

Capital
The word capital has an economic sense and a commercial sense. In polotical economy, capital is surplus left after consumption usable without reducing property that could be productive. For example, food stored to survive the winter is considered capital. In commerse, capitol is retained earnings usable until paid. It also includes property that could be sold without reducing earning power.

Credit
Credit is selling or loaning because of the debtor's ability and agreement to pay soon. Credit is not secured on the debtor's capacity to earn. Rather, credit is agreed to if the debtor has property worth more than the amount of credit extended. For example, the bonds of a business are secured by the company's property. Thus, most sales are made using credit.

Interest
Interest is the fee for an amount of money owed from a credit sale, from an overdue debt, or from borrowing. The principal is the debt the interest is being charged regarding. When interest is paid in advance from the loan at the time the loan is made, the fee is called the interest discount. The interest rate (amount) is a per cent of the principal amount owed. Legal rate of interest refers to the amount that can be charged because of an overdue debt, without the debtor's agreement. It also refers to the maximum amount of interest allowed by law even with the debtor's consent. Current rate is another term for market rate. The market rate of interest is always less than the profit the average borrower would make from using the money, or he would refuse to borrow the money. Other things affecting the current rate of interest are the need for loans, how risky the times are, the number of lenders and lender overhead such as the cost of shipping money.

Exchange
Exchange is the use of checks, short-term loans and bookkeeping to reduce a bank's need to ship gold, currency and coins. Domestic exchange is done within the same country and foreign exchange crosses national borders. In a simple example, business A in New York owes business B in London $1,000 and C in London owes $1,000 to D in New York. A bank has offices in both New York and London. From that bank, A buys a $1,000 bill of exchange to pay B and C buys a $1,000 bill of exchange to pay D. The $1,000 paid to the office in New York is able to stay in New York for D to cash the bill of exchange that came from London. When the money is converted from dollars to pounds, it might first be converted to it's value in ounces of gold. In domestic exchange, a cashier's check is bought from the bank rather than a bill of exchange. Another type of bill of exchange is like an honored post-dated check. Rather than buying the bill of exchange from the bank, it is sold to the bank as the company borrow's money. This type of exchange is due in 30, 60, or 90 days, is payable to the bearer by the company, and is secured by the company's current accounts receivable. The bill of exchange issued by the company might be traded around the world like gold, or another commodity of stable value until the time it's allowed to be cashed.

Price
The price of something is influenced by productivity, tools used and profitability. Usefulness, quality and money supply also affect the price. Factors controling retail price are: 1. manufacturing costs 2. distribution costs 3. demand for the merchandise 4. competition (number of suppliers) 5. combination (trade unions and monopolies) and 6. trade controls such as import taxes and one distributor cornering the supply of something. The gold standard, however, did not affect the price of merchandise because a weight of gold is just another unit measure.

Currency
Currency includes money and documents representing money such as gold certificates. Money is coins and notes that are legal tender. Other currency is secured by treasure such as paper money, coins and bars of gold and silver. Various designs of coins have been issued, discontinued and redeemed at face value for new designs. The same is true for paper money. Such notes were not legal tender at first because they are made of paper. They represented coins. There have been various kinds of non-money currency. For example, gold certificates represented gold coins in the treasury. Likewise, government bonds are often deposited and exchanged for cash.

Treasury
A treasury is a bank owned and operated by and for the government. For example, Federal Hall in New York City was a branch office, or sub-treasury, of the U.S. Treasury. It had gold-filled vaults in the basement, large money-filled safes on the main floor, and it had accounting offices and files on the upper floors. It received deposits such as post office revenue, duties and other taxes, and payments from banks. Its disbursements included coins in return for paper currency, and its payments went to the military, bond holders, building projects, pensions and so forth. Before becoming a sub-treasury, the museum was an import tax office, or custom house. The sandstone building replaced the brick Federal Hall where George Washington became President of the United States.

title: User:Chuck Marean/Finance


text:
User:Truebodhi/Blog

i created and categories ur weblog page for u! It seems ur already wiki or coding literate so that is excellent, u can help me support the newbies!

title: User:Truebodhi/Blog


text:
User:Spiritup~enwikiversity/Blog

i created and categories ur weblog page for u!

title: User:Spiritup~enwikiversity/Blog


text:
Portal:Tibetan language

 Having problems reading this page? Go to Alan Wood's Tibetan Unicode website and then download the fonts that best suit you and place them where appropriate on your operating system.

Welcome to the Tibetan Department: a Tibetan language learning and language acquisition initiative at Wikiversity, part of the Centre for Foreign Language Learning and the School of Language and Literature. Given the medium, it will be primarly a dynamic resource for Teaching and Learning Online. That said, resources to print and extract will also be found. The initial syllabus will be Classical Tibetan and accordingly is a partner with Topic:Buddhist Studies. In time, other Tibetan language registers and dialects will also be included.

DISCLAIMER: The term 'foreign' is disfavoured in describing languages due to the subtle construction of an Oriental 'otherness' (refer Said) with an attribution of implied negativity. We should iterate Wikiversity with appropriate nomenclature and/or locate a forum to capture this proposed iteration for deliberation by our peers and implementation and repair by our Community.

IMPORTANT: all Internet browsers are not created equal. There are many factors which may impact upon your enjoyment of these resources, particularly the facility to discern the Tibetan script in this learning initiative. It is first recommended that you try multiple browsers, ensuring that Tibetan Unicode True Type Fonts are installed on your terminal. Oprah 9.64 for Ubuntu/Linux reveals the text whereas Mozilla Firefox 'Shiretoko' 3.5 for Ubuntu/Linux as yet, due to a bug, does not. With fortitude and perseverance the challenge(s) will met and the issues, resolved.

Learning Tibetan: an introduction
We will create and trailblaze a 'Tibetan language' (Tibetan: བོད་སྐད།;Wylie: bod skad) learning curriculum with individual lesson plans collaboratively within this article and its associated pages. We will document our learnings, successes and challenges on our weblogs which will also be housed within Wikiversity so that we create a tool and resources that aggregate our learning and reflections, information and data that others may refine and draw learnings from in our wake. This endeavour is a study in skillful means and efficient sustainable learning and reflexive language education. The presumption of this course is that most people will be learning Tibetan to either access Tibetan Buddhist and/or Bonpo texts and hopefully contribute to their translation in whatever capacity and/or are travelling within a particular Tibetan dialect speech community. If the reason is something other than these or aspirations of being a polyglot, let us know! Therefore the language acquision variety will be focused on the Classical Tibetan of Tibetan Buddhism though contemporary spoken Tibetan will also be foregrounded, which of the principal spoken dialects is yet to be determined. I hope they will all be preserved.

This learning initiative is fundamentally political. Tournadre, who has instituted a transcription system of the Tibetan, frames the situation in French, subsequently rendered into English by Brown. Read the following:
 * Tournadre, Nicolas (author, French), Brown, Peter (translator, English) (2003). 'The Dynamics of Tibetan-Chinese Bilingualism. The Current Situation and Future Prospects.' China Perspectives Italic text, no. 45, Jan-Feb 2003, Hong Kong.

Inspiration
Tucci taught himself Sanskrit whilst still a minor. Mezzofanti learnt thirty-eight languages fluently without ever leaving Italy. Though the neuroplasticity and learning ability of children is of a much greater propensity as documented by such as Pinker (1994): as adults and mature-age students, if we apprise ourselves of lifelong learning tools and techniques to maximize memory and learning potential we will succeed in our language acquisition and quickly.

Kent Sandvik who is a major mentor for this first stage of our endeavor and hopefully may be brought in as a development partner in future, generously provides the following wisdom and implies that language learning is situation-specific and ease of language acquisition: "...depends per individual. However, the rule to learn a language, or a craft, or playing the guitar, or painting, is to spend 10-20 minutes every day or more on it. This is far better than a huge vacation effort that is then forgotten later. This constant pattern recognition will create the needed causes for you to learn it. This, and especially helping someone else out with teaching them a language, a craft, and so on."

Sapiential circle
Jim Carrol (2005: p.24) quotes the term 'sapiental circle' and gives credit to Margaret Mead as the point of origin: "The phrase "sapiential circles" comes from the observations by anthropologist Margaret Mead about how groups generate knowledge within their community; the larger the group, the more knowledge is exchanged."

Bennis outlines in the introduction to Bennis & Biederman (1998) about how the book came to be: "This book was born forty years ago, in a conversation with Margaret Mead. Mead was already world renowned, as famous for her social activism as for her cultural anthropology. I was a newly minted assistant professor of economics at the Massachusetts Institute of Technology. One snowy night in Cambridge, I went to hear Mead lecture at Harvard. Afterward, I introduced myself, and we talked. I had become interested in extraordinary collaborations, the process whereby Great Groups are able to accomplish so much more than talented people working alone. I told Mead that I was interested in writing a book on how networks of gifted people have changed the world. "That's a wonderful idea," Mead said, "especially since it's never been done before. You should call it Sapiential Circles."

The concept and term "sapiential circle" was further refined by Houston (in either 1982, 1987 or 1996). That was where I first encountered the term. Mead was a mentor of Houston.

This learning initiative is a sapiential circle embedded within the Internet which is also a sapiential circle. Wikiversity and Wikipedia and other such projects are interpenetrating sapiential circles. A sapiential circle is a learning community engaged in the teaching, learning and the continuity of teachings and learnings. Every sapiential circle will have specifics skills inherent embedded in the experience of constituents and these may be discoverable either through working together naturally or through a possible skills audit of the specific group, for example. This may or may not be perceived as invasive and is only a suggestion. Learning that is of value is not just that which develops our bright side, but also our murk side. The bright side is things we are naturally gifted in and find easy and the murk side are areas in our life experience where learnings and activity are particularly challenging.

With the modern resource of the Internet, creativity and dedication we may learn and teach many things. Now the following sounds like a lot of work but if we work together and train and entrain our efficiency it isn't and will not be. Therefore, communication is imperative. This is why we must all employ our weblogs. Reflective learning is key. In this way within this medium the weblog forum is a tool for both communicating with ourselves and others as well as providing fertile information for others. Please contemplate what tools you feel we may need for this journey and recommend them in order to keep each other informed and apprised in our endeavour. There are innumerable resources out there and available on the Internet. Do not assume anybody else is aware of what you are aware of: COMMUNICATE. This endeavour is a study in skillful means and efficient sustainable learning.

The model of 'Sapiential Circle' envisioned here is a form of sustainable learning community, a community that teaches as they learn or by learning, teaches.

First things first we need to establish learning objectives and source Tibetan language learning resources online and document them and discuss them ranking them as whether they are of benefit now or in the future and learn the script and associate the phonemes.

Mentors and modalities
Within this vast whorling World there must be one accomplished Tibetan/English teacher who will tender their work and time pro bono and be happy to be a Wikiversity Mentor for this learning initiative. Even more so when they realize that it will be recorded and will teach innumerable students in the future. We may capture their mentoring or even full Lesson Plans of both the teaching and the learning aspects via such technologies as Skype with an audo-visual recording plugin for example and WizIQ for example. Wikimedia will host this uploaded audiovisual content which may be placed in Wikiversity or Wikisource or there may be a more approprate location. It would be appreciated if someone would investigate and report back.

Though there are excellent resources and tutorials in Wikiversity another wiki community to be aware of is WikiEducator. WikiEducator is a powerful community of mentors that will assist in providing support and linkages for this learning initiative on Wikiversity. Have a look at the WikiEducator Website.

Another powerful free online resource is WizIQ. On this platform we may: 1) Enjoy teaching and learning in live classes. 2) Connect with other members interested in the same subject across the world. 3) Develop subject expertise by attending public classes given by experts on a variety of topics. Now this functionality does away with the need for Skype and a recording application and it seems that multiple individuals may be linked real-time with a teacher/mentor and that proceedings may be recorded. Though it may be that recorded classes will have to be viewed through WizIQ and I would like the recordings to be housed for posterity in the Wikimedia family. Though this may still be a valuable learning/teaching and recording tool. If the proceedings are recorded in WizIQ then investigation is required to ensure that the information will be available free and accessible in the future.

Another powerful free resource is iTalki.com:

italki.com is a free language learning website where you can find everything you need to learn a language online. italki applies Web 2.0 concepts, such as social networking, user-generated content, and crowdsourcing, to language learning. italki is home to a global community of language learners representing over 90 languages worldwide. This website is one of the first social networks focused on learning foreign languages and continues to be an innovator in this space with features such as multimedia chat, socially-driven questions and answers, open-source file sharing, and collaborative knowledge-based wikis. italki believes that being able to communicate in a foreign language is an increasingly critical skill, and that the internet is radically changing how a language can be learned. While globalization is making foreign language skills a necessity, technology and italki are making acquiring them easier. With italki, anyone, anywhere in the world can learn a language for free.

The Kaltura audiovisual enhancement/extension of Wikimedia should have interesting benefit for our learning initiative. READ THIS.

Podcast in Wikimedia in our weblogs
We may also wish to integrate podcasts with our Weblogs. Audacity is a great say to record. It is very easy to have a podcast tied to a weblog in Wikimedia. For example WikiVoices do this currently. Refer: http://www.freetech4teachers.com/2009/07/5-resources-for-creating-and-hosting.html

This is a good resource for turning Skype dialogues into audio blogs: http://en.wikipedia.org/wiki/Wikipedia:NotTheWikipediaWeekly/Helpful_Hints#Podcast_hints_.28see_also_how_to_host_a_conference.29

Audacity converts .mp3 and some other file extension into .ogg format. To enable Audacity to write mp3 files, the "LAME dll" has to be downloeaded and pluged-in to the Audacity software. Commons has a 20 megabyte limit for uploaded files, take note if uploading ogg files to Commons.

Wikimedia Commons
Commons is targeted at educational media files including photographs, diagrams, animations, music, spoken text and video clips. The expression "educational” is to be understood according to its broad meaning of “providing knowledge; instructional or informative”. All these varieties of media may be brought to full use in this learning initiative to ensure a richness of materials to suite different temperaments, interests and learning styles.

Commons:Commons:Project scope/Allowable file types

Textbooks
Learning Tibetan for Beginners (PDF) A Textbook of Classical Tibetan Research on Tibetan Languages: A Bibliography

Lesson Plans
We need to establish contained lesson plans which associate readings/theoretical learnings and activities, tasks and practical skill development. We also need to discern learning objectives and outcomes for each lesson plan and these will feed into the overall Level 1 learning objectives and outcomes. Please refer herein for an example of a Lesson Plan exercise entitled 'Sanskrit first lesson exercises with use of colour.pdf' for a Sanskrit learning course that uses colour. Colour is very important for memory encoding and ease of conceptual association. (NB: I may initiate a similar giddy up to this Tibetan Wiktionary language learning for the Sanskrit. Setting up the bones so someone else may add the water and stir.)

Here are some I created earlier *waves hand with a flourish* (none of these are set in stone and they are all malleable, it was just to convey a rudimentary structure):

Registration and introductions
This section and activities is all about letting learning initiative members, project drivers and Wikiversity custodians know that you are interested in a learning initiative. A meet and greet is a time-honoured way to establish a sense of emergent community and common objectives. Registration and introductions

Lesson One

 * Lesson One: Creating a weblog on Wikiversity

Lesson Two

 * Lesson Two: Wiki and Wikiversity crash course

Lesson Two & a Half *heheheheheh*

 * Lesson Two & a Half: Unicode & Font installation

Lesson Three

 * Lesson Three: Mnemonics and tools of remembrance

Lesson Four
(Five of us have registered interest so far. When the first four lessons have been completed and edited by all registered team members we will collaboratively start mapping and engaging the course proper. By then we will be working as a team as well. Should we have an exercise or lesson on team building within electronic forums?)
 * Lesson Four: Learning the script and associated phonemes

Lesson Five

 * Lesson five: Calligraphy A

Lesson Six

 * Lesson six: A history and context

Lesson Seven

 * Lesson Seven: Tibetan-English dictionaries

Lesson Eight

 * Lesson Eight: Wylie

Lesson Nine

 * Lesson Nine: TISE (Tibetan Wylie Input Utility)

Once all the lesson plans have been set there will need to be a tweaking and a re-ordering and a re-numbering. There must be a more appropriate way to codify Lesson Plans and to re-categorize. Ideas? There may be information on this topic within Wikiversity, please someone report back via including the information in their Wikiversity Weblog.

Lesson Ten

 * Lesson Ten: Common words and phrases

Lesson Eleven

 * Lesson Eleven: Meta-language learning and acquisition

Lesson Twelve

 * Lesson Twelve: Bhavaviveka quotation

Lesson Thirteen

 * Lesson Thirteen: Translation, a practical philosophy

Lesson Fourteen

 * Lesson Fourteen: Punctuation and terma marks

Lesson Fifteen

 * Lesson Fifteen: Tibetan Wikipedia

Structure
This point of entry to the project has pretty much progressed organically and is in effect a brainstorm. We need to discuss and act on establishing a coherent structure to our learning initiative. It can evolve and change as we evolve and change. So if u feel u have a calling for organisation, jump right in and be bold and start to organize. Lets collaborate so it is efficient and intuitive and a powerful tool. Do we want to look at how other language learning material is set up on Wikiversity or do we just want to fly by the seat of our pants?

Category pages appear to be coded to categorize items alphabetically. For Lesson Plan category pages this is not the most appropriate way to list. Please may someone inestigate if there is a way of hacking or tweaking the code or creating a new protocol or even seeing if there is a more appropriate Wikimedia Template than Category Pages.

Inaugural Team: July 2009

 * Spiritup
 * Truebodhi
 * Brozkeff
 * Lellaguidotti
 * Alananicolesiegel
 * YouTube:DarkElite100
 * YouTube:laoshu505000
 * place occupied, registered interest but have not created Wikiversity account
 * B9 hummingbird hovering
 * Tibetologist
 * Zeljka 22:16, 23 July 2009 (UTC)
 * Karma Dorje
 * Olga

Free Tibetan Language learning by Teleconference

 * INTRODUCTION TO TIBETAN: A ONE-HOUR GROUP CLASS BY TELEPHONE CONFERENCE CALL This gentleman, David Curtis, is offering a Free Introduction via Teleconference online. I don't know if it will continue to be free but we should approach him and find out if he is will to have his teleconference recorded and upload on Wikiversity. We need to establish contact wit him and outline the nature of our learning initiative.

Tibetan texts online
To amass a cache of Tibetan language text online, please note here being as descriptive as possible as to the title, source, nature of work, script, file format, etc. Remember that Wikisource and Wikimedia Commons may hold Tibetan and Sanskrit works and any pictures or sound files or audiovidual files as it already does.
 * Dharma Dictionary texts in Wylie
 * Chris Fynn has an excellent list

Digitizing projects of Classical Tibetan texts include:
 * the Nitartha International Document Input Center (http://www.nitartha.org/collections.html)
 * the Asian Classics Input Project (ACIP) (http://www.asianclassics.org);
 * University of Virginia's Tibetan and Himalayan Digital Library (http://www.thdl.org/index.html);
 * the Tibetan Buddhist Resource Center (http://www.tbrc.org);
 * the Otani Tibetan Project, Otani University, Kyoto Japan;
 * the Drukpa Kagyu Heritage Project (http://tibet.dk/dkhp/page2.htm);
 * the Electronic Catalogues of the Tibetan and Mongolian Collections of Buryatia Project, Institute of Mongolian, Tibetan and Buddhist Studies of the Siberian Branch of the Russian Academy of Sciences, Ulan Ude, Buryatia; and
 * the Research Institute for Inner Asian Studies (http://www.indiana.edu/~rifias/RIFIAS_and_Inner_Asian_Studies.htm)

The Tibetan Collection at the University of Virginia
The Tibetan Collection at the University of Virginia is one of the most complete Tibetan literary collections in the World. The core of the research collection comprises circa 3,000 pecha volumes holding in sum 8,000 specific textual titles. The greater number of these pecha titles and other texts are accessible in VIRGO, the University of Virginia's online catalog system. Importantly, the full suite of these materials may be circulated to Tibetan scholars for their research. (For a tidy fee of course.)

The Tibetan materials are broad including Tibetan literature, Tibetan religion (mostly Buddhism), Tibetan language, Sanskrit language and traditional writings on Tibetan Buddhist art and iconography.

In order to access the resources of VIRGO, follow this metatext: VIRGO linkage and depending on your browser, scroll downwards to the second type of searching parameter,eg. 'keywords', where a limit may be applied to the search and select 'Language' and 'Tibetan'.

http://www.lib.virginia.edu/area-studies/Tibet/Tcoll/tibcoll.html

http://www.lib.virginia.edu/area-studies/Tibet/tibet.html

Initiatives to be harvested, prioritized, actioned & wishlist!
Tibetan Language learning project: developmental initiatives

Resources

 * jigtenmig.blogspot
 * Tibetan Alphabet Game
 * Unicode Document Processor (UDP) & be sure to read FAQ
 * Learn Tibetan
 * The Tibetan Language Student
 * Learn to Speak Tibetan: Language Exchange via Email, Text Chat and Voice Chat
 * Learn Tibetan Language: Digital Teaching Tools
 * Fluent Tibetan: A Proficiency Oriented Learning System, Vol.1 (Audio Course)
 * http://www.nitartha.org/home.html

title: Portal:Tibetan language


text:
Open file format

An open file format is a published specification for storing digital data, usually maintained by a standards organization. Basically this means that an electronic file can be used and implemented by anyone. For example, an open file format can be used by proprietary and free and open source software. In contrast, proprietary formats are controlled and defined by private interests.

Multimedia

 * JPEG – an image format standardized by ISO/IEC
 * PNG (Portable Network Graphics) – a raster image format standardized by ISO/IEC
 * SVG (Scalable Vector Graphics) – a vector image format standardized by W3C
 * VRML/X3D – realtime 3D data formats standardized by ISO/IEC
 * Ogg, container for Vorbis, FLAC, Speex (audio formats) & Theora (a video format)
 * mkv (Matroska), container for all type of multimedia formats (audio, video, images, subtitles)

Text

 * HTML/XHTML – a markup language standardized by W3C
 * ODF (OpenDocument) – a suite of office document formats standardized by OASIS and ISO/IEC
 * PDF – a document image format standardized by ISO

Other

 * XML – a markup language standardized by W3C

title: Open file format


text:
User:Chuck Marean

Well, I "flunked out" of Wikipedia, so I'll try to get better "grades" over here. I write slow, so I'll do my composing in my subpages. After I finish writing something, then I'll post it for others to improve. I'm reading a book on finance and writing (at a lower reading level) what I think it says. I'm writing at a lower reading level because that's how I write without looking up words. It occurs to me the author of the book may not have used a thesaurus either. It may be that some people are significantly brighter than me and that some people have more natural energy than me. How else could they work eight hours a day? As for me, I was never on honor roll or the dean's list and so far I haven't been able to keep a job. From my point of view, welfare is needed. Since I am not an acrobat, the safety net needs to be high. Free lance writing wouldn't pay enough to bother, so I may as well donate some writing, and I did not major in english or journalism so I can't get a job in writing. I'll just do the best I can and hope it's good enough.

title: User:Chuck Marean


text: Category:Artificial Consciousness/Neural correlates


text: Category:Perception

title: Category:Perception


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User talk:JohnJ~enwikiversity

Edits
I think I've tidied those edits up. I've blocked this account for a day. Sincerely, James - -- Jtneill - Talk - c 11:33, 3 July 2009 (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 JohnJ. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JohnJ~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 23:35, 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:JohnJ~enwikiversity


text:
User:Iutuniversity

Dear Sir/Madam,

Greetings!

We are taking Admission for all the programs like both Finanicial program and Management program if you requier more details as followes.

MBA,MCA,CFA,CPA,MSF,EXECUTIVE MBA and all ugpg programs

Warm regards, Bharath Sankar ph:9668011330 email:sankar.ms288@gmail.com

title: User:Iutuniversity


title: Category:Eml4500.f08


text:
Korean Language/Pronunciation

The basic pronunciation of Korean Characters.

Like many other languages, the Korean Language also has complicated rules of pronunciation. In this page, let's look at the basic pronunciation of each Korean character.

In the Korean Language, there are 14 consonants and 10 vowels. (About the way of systemizing each consonants and vowels, see the page Korean writing system.

Consonants: [character (the name of character)] like [A (ei)] ㄱ(기역), ㄲ(쌍기역), ㄴ(니은), ㄷ(디귿), ㄸ(쌍디귿), ㄹ(리을), ㅁ(미음), ㅂ(비읍), ㅃ(쌍비읍), ㅅ(시옷), ㅆ(쌍시옷), ㅇ(이응), ㅈ(지읒), ㅉ(쌍지읒), ㅊ(치읓), ㅋ(키읔), ㅌ(티읕), ㅍ(피읖), ㅎ(히읗)

Vowels: • ㅏ(아), ㅐ(애), ㅑ(야), ㅒ(얘), ㅓ(어), ㅔ(에), ㅕ(여), ㅖ(예), ㅗ(오), ㅘ(와), ㅙ(왜), ㅚ(외), ㅛ(요), ㅜ(우), ㅝ(워), ㅞ(웨), ㅟ(위), ㅠ(유), ㅡ(으), ㅢ(의), ㅣ(이)

Consonants : 14 characters exist and some of them have their own fortis pronunciation. ㄱ(기역) : [g] of Gate. ㄲ(쌍기역): the fortis of 'ㄱ' ㄴ(니은) : [n] of Notebook. ㄷ(디귿): [d] of Date. ㄸ(쌍디귿) :the fortis of 'ㄷ' ㄹ(리을) : [l] of Lake. or sometimes [r], ㅁ(미음) : [m] of Mom. ㅂ(비읍) : [b] of Baseball. ㅃ(쌍비읍) : the fortis of 'ㅂ' ㅅ(시옷) : [s] of Smile. ㅆ(쌍시옷) : the fortis of 'ㅅ' ㅇ(이응) : [ng] of Song. ㅈ(지읒) : [j] of James. ㅉ(쌍지읒): the fortis of 'ㅈ' ㅊ(치읓) : [ch] or [ts] of Child. ㅋ(키읔) : [k] of Key. ㅌ(티읕) : [t] of Tea ㅍ(피읖) : [p] of Pig ㅎ(히읗) : [h] of Happy.

Vowels : 10 vowels and 11 diphthongs. ㅏ(아) : [a] ㅐ(애) : [ae] ㅑ(야) : [ya] ㅒ(얘) : [yae] ㅓ(어) : [eo] ㅔ(에) : [e] ㅕ(여) : [yeo] ㅖ(예) : [ye] ㅗ(오) : [o] ㅘ(와) : [wa] ㅙ(왜) : [oe] ㅚ(외) : [oe] ㅛ(요) : [yo] ㅜ(우) : [y] ㅝ(워) : [weo] ㅞ(웨) : [wae] ㅟ(위) : [yi] ㅠ(유) : [yu] ㅡ(으) : [u] ㅢ(의) : [ui] ㅣ(이) : [i]

title: Korean Language/Pronunciation


text: Category:Image restoration

title: Category:Image restoration


text: Category:Neurosociety Media Centre

title: Category:Neurosociety Media Centre


text: Category:Power Generation/Introduction

title: Category:Power Generation/Introduction


text: Category:Power

title: Category:Power


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This template is used to create a threaded conversation. Use

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Facilitating Online/Participants

2009 Participants
If you are joining us for the 2009 course that starts in July, please add below your name and a link to your blog post that tells us a little bit about you and why you are doing the course. You can find many of the blogs at Pageflakes.

 * 1) Sarah Stewart SL: Petal Stransky
 * 2) Leigh Blackall
 * 3) Rachel ByarsSL Pommieangel Diabolito
 * 4) Adrienne Moyle SL: SkyBlue Edenflower
 * 5) Catherine TaylorSL Mertle Arrowmint
 * 6) Krishan Mani SL: Krish Bluebird
 * 7) Debra Maddocks SL Warratah Absent
 * 8) Rosanne Wilson SL Rosie Farslider
 * 9) Kylee Tindall SL Ariel Aumenie
 * 10) Rosceli Valdrez SL: Ilecs Copperfield
 * 11) Heather Moran SL Bamble Yootz
 * 12) Debra Robertson-Welsh SL Dixie Lionheart
 * 13) Hilary Blamires SL VonFaraway Meridoc
 * 14) Hervé Carpentier SL Dig Solo
 * 15) Meena AdhikariSL Rashmi Melody
 * 16) Stephen Blyth SL Tipene Haalan
 * 17) Willie Campbell
 * 18) Erkan Yilmaz
 * 19) Chris Woodhouse
 * 20) Mireille Massue
 * 21) Anne Marie McEwan
 * 22) Justin Sampson
 * 23) Laura Lorenzo
 * 24) Adrien Uretsky
 * 25) Assumpta Bohigas
 * 26) Elaine Huber
 * 27) Aina Bernal
 * 28) Grant Comber
 * 29) Nicholas Fernando
 * 30) Isabel Teixeira
 * 31) Dean Groom
 * 32) Janet Hawtin
 * 33) Nancy Angove
 * 34) Carla Arena
 * 35) Naava Frank
 * 36) Samantha Heath
 * 37) Bruna Ori
 * 38) Kate Timms-Dean
 * 39) Rob Rankin
 * 40) Turea Flowers

2008 Participants
In no particular order and including non finishers:

 * 1) Artie    http://foc08-artie.blogspot.com/
 * 2) Marcel Bruyn - http://eruminating.blogspot.com/
 * 3) Barbara Dieu - http://beespace.net
 * 4) Carla Arena - http://explorations.bloxi.jp
 * 5) Mary-Doug Wright - http://www.apexinformation.com/meldinme
 * 6) Shelley Hourston - http://www.shourstonandassociates.com/blog/
 * 7) Mary Hillis - http://maryhfoc08.tumblr.com/
 * 8) Trish Everett - http://savvybabel.com/babel
 * 9) Lynne GIlliland http://lynneonfacilitatingonlinecommunities.blogspot.com/
 * 10) Dolors Reig - http://www.dreig.eu/caparazon
 * 11) Kylie Benton-Connell - http://www.kyliebc.blogspot.com/
 * 12) Elderbob Brannan - http://www.eldertown.us/home - Blog: http://speakinto.ning.com/
 * 13) Mireille Massue - http://mireilleslearningblog.blogspot.com/
 * 14) Alexander Hayes	http://www.alexanderhayes.com/
 * 15) Amy Lenzo	http://allislight.typepad.com/facilitating_online_commu/
 * 16) Andrew Chambers http://elearningthoughts.posterous.com (or older one at:http://elearningthoughts.wordpress.com)
 * 17) Bernadette Harris	http://www.harrisbromly.com.au/
 * 18) Brian Shimelonis	http://bcsfoc.blogspot.com
 * 19) Bronwyn Collins	http://brononline.blogspot.com/
 * 20) Bronwyn Hegarty http://bahtings.blogspot.com
 * 21) Bronwyn Stuckey	http://bronst.wordpress.com/
 * 22) Bruna Ori	http://curlygrl.blogspot.com/
 * 23) Cathy Deckers	http://cdeck77.wordpress.com/
 * 24) Concetta	http://edusnacks.edublogs.org/
 * 25) Craig Hansen	http://craighansensblog.blogspot.com/
 * 26) Cristina Costa	http://knowmansland.com/learningpath
 * 27) Daryl Cook	http://darylcook.com/category/personal/foc08/
 * 28) Deb Thompson	http://mediateachspace.blogspot.com/
 * 29) Derek Chirnside	http://lits.gen.nz/
 * 30) Diane Holmes	http://dianez.wordpress.com
 * 31) Dolors Reig	http://www.dreig.eu/caparazon
 * 32) Elaine Dittert http://elainedittert.blogspot.com
 * 33) Gabriela Sellart	http://foc08.tumblr.com/
 * 34) Greg Barcelon	http://servant02.wordpress.com/
 * 35) Greg Szczotka	http://onlinecommunites.wordpress.com/
 * 36) Illya Arnet-Clark	http://illyasoet.wordpress.com/
 * 37) Jan Hunter	http://janfoc08.blogspot.com/
 * 38) Jeffrey Keefer	http://silenceandvoice.com/
 * 39) Jennifer Verschoor	http://www.jenverschoor.wordpress.com/
 * 40) Joao Alves	http://joaocarlosalves.eu
 * 41) Joy Zhao	http://joyzw.blogspot.com
 * 42) Kay Lewis	http://906703fockaylewis.blogspot.com/
 * 43) Kirsten Marais	http://kirstenmarais.blogspot.com/
 * 44) Leigh Blackall	http://facilitatingonlinecommunities.blogspot.com/
 * 45) Lynn MacEachern	http://www.facilitate2yes.com/
 * 46) Malik Richardson	http://mrarrah.teacherlingo.com/default.aspx
 * 47) Maria Pophristova	http://mimonche.blogspot.com/
 * 48) Marie Casas	http://sxyshandy.vox.com/
 * 49) Mary Loftus	http://livnlern.blogspot.com/
 * 50) Mike Bogle	http://techticker.net/category/foc08/
 * 51) Mike Taylor	http://foc08.wordpress.com/
 * 52) Minhaaj ur Rehman	http://archive.is/20121128042327/minhaaj.blogspot.com/
 * 53) Naketa Ferguson	http://blog.core-ed.net/naketa/
 * 54) Nellie Deutsch	https://nellie-deutsch.com/
 * 55) Octavio Lima	http://education.ning.com/profile/OctavioLima
 * 56) Olubodun Olufemi J	http://tutoring-e-online.blogspot.com/
 * 57) Peter Efland	http://phefland.wordpress.com/
 * 58) Robyn Honeman	http://rhoneman.blogspot.com
 * 59) Russell Thorp	http://russtreflect.wordpress.com
 * 60) Sarah Stewart	http://sarah-stewart.blogspot.com/
 * 61) Sean McKee	http://www.seanpmckee.net/blog
 * 62) Shane Roberts	http://shane-tech-teach.blogspot.com/
 * 63) Stian Håklev	http://reganmian.net/blog
 * 64) Sue Wolffe	http://suewolff.com/Perspectance/
 * 65) Sylvia Currie	http://blog.webbedfeat.com/
 * 66) Tim Davies	http://www.timdavies.org.uk/
 * 67) Tom Murray	http://www.tommurray.us
 * 68) Valerie Taylor 	http://valerie.posterous.com/
 * 69) Vida Thompson	http://VidaFOC.blogspot.com
 * 70) Vishal Roopun	http://www.v-roopun.blogspot.com/
 * 71) Wayne	http://www.waynethinks.com
 * 72) Nancy Riffer  http://www.nowpracticingcommunity.blogspot.com
 * 73) Olaug (Ollie) Gardener   http://olliegardener.blogspot.com/

title: Facilitating Online/Participants


text:
Facilitating Online/Meetings

FO09 meetings
Link for all meetings held in 2009

 * 31 July at 11am NZ time (11pm UTC) - Notes and recordings
 * 3rd August at 8pm NZ time - Course orientation - notes and recording
 * 10th August 9am NZ time - What is online community - recording.
 * 28th August Facilitation, teaching and moderation. Link to recording.
 * 1st September Clarifying a few things about formal/informal enrollment and what is expected this week. Link here.
 * 10th September Looking at online forums and facilitation. Recording here.
 * Wednesday 23rd September: Networking, Blogs and Twitter - recording here.
 * Friday 2nd October. Sarah Stewart interviewed Wayne Mackintosh about wiki, community and facilitation. Recording here
 * Wednesday 8pm Wednesday 7th October NZ - world clock here. Topic: Planning for assignment 2 and the mini conference. /Recording/
 * Wednesday 14th October 6pm NZ. Another chance to talk to Leigh about assessment 2.
 * Thursday 15th October 8pm NZ - world clock here. Learning how to use Second Life. The session will start off in Elluminate but we will be moving over to Second Life to have a look around and learn more about how to interact there. This session will be led by Sarah Stewart - please contact Sarah for details.
 * Tuesday 1sy December. Wrap up meeting

FO08 meetings
Below are available recordings of meetings, presentations and discussions around topics in the 2008 course:
 * Second Life
 * Preparing course conference
 * Discussion forums
 * Facilitating, teaching and moderating

FO07 meetings
In the 2007 course, we ran a series of guest lectures. Each lecture went for 10 minutes followed by 30 minutes discussion. Below are recordings of those presentations and the discussions that followed.

George Siemens - Curatorial Teaching
George Siemens gave a 15 minute talk on his concept of curatorial teaching. It is a very thought provoking idea and generated quite a lot of good discussion afterwards.

 * Elluminate recording - no login
 * MP3 recording of presentation
 * MP3 recording of discussion
 * Slides in Slideshare
 * OGG and other formats

Derek Chirnside - Community in courses
Derek Chirnside gave a bang on 10 minute talk on his concept for developing a sense of community in courses. It stimulated quite a bit of discussion around the open and closed course debate.

 * Elluminate recording - no login
 * MP3 recording of presentation
 * MP3 recording of discussion
 * OGG and other formats

Sheryl Nussbaum-Beach - The Art of Building Virtual Communities
Early on in this course, many of us were enthusiastic for Sheryl Nussbaum-Beach' s article The Art of Building Virtual Communities. The tips in that article have received wide acclaim in the comments and other people's blogging.

We were lucky to have Sheryl join us with a 10 minute lecture and then discussion on Tuesday 4 September 12:00 Noon Auckland time, or for Sheryl, that's Monday, 3 September 2007 at 8:00 p.m New York time.

 * Original files and other formats from Archive.org
 * MP3 recording of Sheryl's talk - 5.2meg / 29 minutes
 * MP3 recording of discussion - 5.5meg / 30 minutes
 * Elluminate recording - 1 hour / no password needed

Nancy White - looking over our shoulders
This week's guest lecture was a biggy. We were very lucky to have the famous Nancy White talk with us from the lovely Seattle USA on Tuesday 12noon NZST.

Nancy suggested that we watch this animation about Peer Assist before we met. (After you click play, the movie will have to load a little before it starts playing. If you are on dial up, right click and save the movie file to your computer).

It was a very inspiring and engaging talk and Nancy got it in at under 15minutes! That's the best so far :) Here are the recordings:

 * 1) MP3 audio of Nancy's talk - 2.7meg / 15min
 * 2) MP3 audio of discussion after the talk - 6.3meg / 35min
 * 3) Elluminate recording - 1hr, 35min (no password needed, includes discussion about course)
 * 4) Slides on slideshare

Konrad Glogowski - Classrooms as Third Places
Konrad Glogowski (that's him on the right) joined us for the 2nd in a series of 10 minute lectures relating to the facilitation of online learning communities. In this recording Konrad talks about developing a sense of community and individual presence before attempting formal learning. Konrad talks to his middle school teaching experiences but his research and insight is very applicable across many efforts to develop an online learning community.

 * Recording of the Elluminate session - slides, audio, and chat text, no password needed.
 * MP3 audio recording of lecture only - 4.5M / 25min (and worth every second!)
 * MP3 audio recording of discussion afterwards - 4.5M / 25min

title: Facilitating Online/Meetings


text:
Facilitating Online/Meetings/FO08-Preparing course conference

 * Audio recording

Joined on 30 September 2008 at 10:05

artie: There was a huge problem either with his feed or with me but it would have been nice to respond to my request to clarify it.

artie: You are lucky that you can't hear me. I would be yelling in all caps!!!

Bee (Brazil): Artie, if you want to avoid the tweets and just the FOC08 feeds, then subscribe to this feed - http://beespace.net/category/education/courses/foc08-courses-education-2/

Bee (Brazil): Leigh is just tossing around ideas

Vida Thompson: Meeting is about miniconference plasns

Bee (Brazil): I can typoe quick

Bee (Brazil): with some typos if you do not mind Artie

Sue Wolff: OK, I already have questions

kay lewis: I am happy to identify my idea

Bee (Brazil): Leigh asks if people have any questions about min-conferences

Sue Wolff: alrighty then

Sue Wolff: I will type my questions

Bee (Brazil): Leigh is starting on the main page with a web tour to the mini conference

Vida Thompson: we are starting off with the main page in the wiki

Sue Wolff: Four of us have started planning to fulfill this assignment.

Bee (Brazil): on the quick link you can find the course mini conference

Sarah Stewart: back in a mo

Sue Wolff: We are the only ones up there right now.

Bee (Brazil): Leigh thanks the first group to come together with an event

Bee (Brazil): the idea is to experience the wiki to plan the mini-conference

Bee (Brazil): and add the event on the wiki

Sue Wolff: We have not blogged about it yet.

Sue Wolff: We are planning when to start the blogging.

Sue Wolff: You can see what we have planned and how by looking at that last link.

Bee (Brazil): Leigh feels it's good to use the 2nd week for the conference and the 1st week for planning and rehearsal

Sue Wolff: Are we ok that our miniconf is running for the whole time?

Sue Wolff: Or did you want just a one session per person?

Bee (Brazil): one session per group I suppose

artie: who is this conference for?

Bee (Brazil): both - either group or individually

artie: who is this whole conference aimed at?

artie: the public?

Bee (Brazil): it's important for Leigh to know everyone is involved

Sue Wolff: Our "session" is planned to "run" mostly asynchronously for the two weeks.

Bee (Brazil): Leigh says it is for us to decide

Bee (Brazil): anyone who has an interest

Bee (Brazil): but can also be just among us

Sue Wolff: but we might have one or two live sessions....

artie: private sessions with one or two live sessions sounds good

Bee (Brazil): Scope is on a discussion forum so it is assynchronous

artie: closed circuits and open circuits

Sue Wolff: say again?

Bee (Brazil): Liegh suggests a link to the Scope Forum so people know how to join

Bee (Brazil): acess point made more visible

Sue Wolff: how would you suggest making it more prominent?

Bee (Brazil): ah..here is the planning page

Bee (Brazil): with a calendar and tasks

kay lewis: Hi Leigh - I have lost your audio

Bee (Brazil): yes

Sue Wolff: yeah, I am lucky I even have access to a computer today.

StaffMember: Questions for Sue's group?

Bee (Brazil): Does anyone have any questions?

StaffMember: kay asks...

artie: none of these people who are faciliatating are doing the course work. So why are they facilitating?

StaffMember: Kay and Elaine are thinking to do a Skype session

StaffMember: with pre development is a discussion forum or wiki

StaffMember: topic focus being the use of Mindmaps

StaffMember: question is: is this a good approach

Bee (Brazil): to use Skype

Bee (Brazil): Skypecast has closed down

kay lewis: it now supports 24?

Bee (Brazil): and only supports 5 people in a voice conference

Daryl Cook: i think it support more now~

kay lewis: Well the version I have?

Bee (Brazil): you can phone in

Sue Wolff: Why not use this mtg room?

Bee (Brazil): I also have a meeting room in Learning Times if anyone is interested

Daryl Cook: can eluminate be synchron?

Bee (Brazil): you can use Wiziq and Dimdim

artie: I don't think that people who are not up to date with the course work should be facilitating in this conference

Bee (Brazil): Leigh says Dimdim is still not up to it

Bee (Brazil): Elluminate works well

Sue Wolff: keep in mind, we never have a huge number of people at a meeting anyway.

Daryl Cook: ok

Bee (Brazil): I attended about 80 people with no pb

Bee (Brazil): Elluminat3e

Sue Wolff: what is the largest number who have attended during the course?

Vida Thompson: Sorry Leigh been a bit busy

Bee (Brazil): right

Sue Wolff: right, so choice of tool might depend on a predicted number of attendees.

Bee (Brazil): Leigh wants participants to facilitate a session and not make a presentation

kay lewis: Yes, I have asked already an expert

Bee (Brazil): a presentation may be part of it

kay lewis: Another consideration is using a YouTube video?

artie: We are supposed to facilitate this from what we have learned in this experience together. I don't want to hear from "experts"

Bee (Brazil): but the focus of the mini conference is not the presentation but the whole process that happens before and during

Sue Wolff: And we chose the topic of managing multimembership in our online networks.

artie: I want to hear from those who are verifiably qualified based upon their coursework.

Sue Wolff: What do you mean Artie?

artie: People who have followed the course outline

kay lewis: Artie, those who are interested in being an audience in the online event would be interested, I would hope!

StaffMember: vida's idea:

Bee (Brazil): Wonderful Vida!

artie: Those who have not completed the course outline are not qualified. Those who have, are.

Sue Wolff: So would I not be verifiably qualified because I'm not doing all teh assignments and I'm not going for the certificate?

StaffMember: Vida recorded an interview with a community member in her home town

StaffMember: Vida's idea is to facilitate a session where...

StaffMember: people would listen to her interview

StaffMember: and then runa session in Elluminate

Bee (Brazil): Vida says the interviewee mentioned some names and she would like to edit them as they do not feel comfortable in being exposed

artie: I have a right to be associated with equals in this course. Those who have not kept up with the course are not qualified to work with those who have not.

StaffMember: relax Artie

artie:

Sue Wolff: ha ha Artie. Well, our session will be for other equals then.

Bee (Brazil): Me?

kay lewis: Artie, one our our learning outcomes is "develop facilitation skills" ... and another is: "apply facilitation skills within an online learning community" so I see this assignment as developing the skills to do rather than whether the participants are up-to-date with their study?

artie: THis is FOC08. It's a course. It's not a field of daisies for people to roll around in

Bee (Brazil): no sound

Bee (Brazil): ok

Vida Thompson: I agree Kay

Daryl Cook: the silence is deafening!

Sue Wolff: Oh yes it is! All courses can be filds of daisies! I love daisies!

StaffMember: Daryl's idea

Vida Thompson: While I am not up to date with my assignments I have been prursuing earlier topics in depth

StaffMember: Mark Elliot to talk to the group

StaffMember: Session about his work with wikis and community engagement

Bee (Brazil): Leigh likes the idea of bringing someone out of this community and course to have a different perspective

StaffMember: Future Melbourne project

artie: I'm boycotting the conference. That will be my facilitation activity.

Bee (Brazil): Daryl mentions a video by Howard Reinghold

Bee (Brazil): Leigh says that Mark is inspiring

Daryl Cook: stigmergy

Bee (Brazil): and a project that he made in Melbourne

Daryl Cook: hopefully he agrees

Daryl Cook: on confirmation!

Daryl Cook: probably 2nd week - im busy in w1

Sue Wolff: This is our big question: How much of a time slot do we need to be careful to fit into?

kay lewis: Unfortunately Elaine and I have to "pack it in" in the first week as we are both at conferences

Daryl Cook: i'm thinking 60-90 mins

Sue Wolff: Because our approach requires some time to let people respond...

Sue Wolff: It will involve a VoiceThread opportunitiy and some discussion thread options....

Bee (Brazil): VoiceThread is a nice option

Sue Wolff: But it will also be open to other groups.

kay lewis: Elaine will be doing outside tourism adventures with her students in Taupo; I'll be in Auckland doing advanced training in Mind Mapping!

Bee (Brazil): you may use video/photos/messages/

Sue Wolff: Well, we will kick it off then...

Bee (Brazil): people can answer

kay lewis: Sorry i don't know what voice thread is?

Bee (Brazil): ok

kay lewis: yes

Daryl Cook: yes!

StaffMember: yes

StaffMember: voicethread.com

StaffMember: good tool

Bee (Brazil):

Bee (Brazil): I can help out

Daryl Cook: no problems

kay lewis: Thank you

Vida Thompson: yes

Bee (Brazil): let me give you an example of how you can use Voice Thread

StaffMember: please

Bee (Brazil): sorry..slow here

Vida Thompson: Sorry Leigh i am a bit busy & keep getting interruptions I missed about the synchronous session

kay lewis: While we wait, Leigh, is there a tool we can use in Wikieducator to set up an online quiz to provide feedback on our mini conference?

Bee (Brazil): http://el07.wikispaces.com/Places+and+Spaces

Bee (Brazil): this is a wiki I used to prepare the minconference last year

kay lewis: OK, thanks

Vida Thompson: CAn I do that in Elluminate Leigh?

Vida Thompson: CAn you suggest a tool like that?

Bee (Brazil): Leigh suggests we blog about what we want to do and get some key ideas on the wiki

Sue Wolff: Our event is an overlap with somethign to do in SCoPE anyway.

Sue Wolff: We are dovetailing.

StaffMember: good Sue,

Vida Thompson: I can't get audio the mike won't work for me

StaffMember: risk of it being confusing for some - so KIS in presenting the event

Sue Wolff: We are going to need to plan how to announce and market our event. What resources do we have to distribute to the FOC08 group? Just our blogs and the GMAIL list?

Bee (Brazil): did youmanange to open the link for Voice Thread?

StaffMember: I'll do it now

StaffMember: talk to us bee about it

StaffMember: oh darm

Bee (Brazil): ?

StaffMember: can't see voice thread in Elluminate

StaffMember: take the link out to your browsers

Bee (Brazil): we can

Bee (Brazil): it opened

Bee (Brazil): http://el07.wikispaces.com/

Sue Wolff: I imagine it will be a very confusing time..But we might try to graphicly represent right up front and center what is happening - perhaps on teh miniconference page.

StaffMember: cool

StaffMember: yes

Vida Thompson: Sorry guys I have to go bye

StaffMember: cu vida

kay lewis: Any suggestions Leigh, about how to 'push' out our conference idea to the other participants who may not have been participating for a few weeks - I see you have it in our To do list for Week 9 - will that be the only reference to it?

StaffMember: suggestions Kay?

StaffMember: if we all Blog about it that will help

Sue Wolff: Yes, my question is like Kay's.

StaffMember: when the wiki is more developed

StaffMember: I could put it on the main wiki up top

Daryl Cook: thanks Bee !

Sue Wolff: Figuring out how to "push out" and notify, is part of our planning...the part Jeffrey will tackle called guerilla marketing.

Sue Wolff: So part of the answer is blogging, the gmail list, the wiki, ...YES, that will be cool

Sue Wolff: Our group is really trying to focus on non-text attention getting

Sue Wolff: hmmm....We will talk about it.

Bee (Brazil): visual, graphics?

kay lewis: Can you enighten us Sue?

Bee (Brazil): sound?

Sue Wolff: We know we plan to use Voice Thread to gather stories of overwhelm and challenge of so many things going on so many places.

kay lewis: Ooops, enlighten!

Bee (Brazil): artie has left

Sue Wolff: but we are also considering a link in our announcements to a 3 question survey about what people belong to and how they manage.

Sue Wolff: Was teh Joykaydia SL conf part of this course?

Daryl Cook: looking forward to that – i'm a n00b!

Bee (Brazil): offer help if you need

Sue Wolff: Is it up to us when we need to start it?

Sue Wolff: and Did you decide to push it back to the final week?

Daryl Cook: no ?s from me. thanks everyone

Sue Wolff: We would like to run ours over the two weeks if it is ok

Bee (Brazil): thanks a lot, Leigh

kay lewis: Thank you everyone

Sue Wolff: okie dokie

Bee (Brazil): and I can help if you need

bruna: thank you and bye everyone!

Bee (Brazil): I'm usually on Skype

Bee (Brazil): ciao bruna

Left on 30 September 2008 at 10:54