text:
Engineering Experience 4: Design a Small Solar Vehicle/2012: Team PM11

Introduction
This wiki is about the development of a solar powered race car, this is a project organized by Group T (engineering school in Belgium). Nine students at Group T will build a solar race car that has to finish a certain course as fast as possible with an as innovative possible design while keeping the design of the car as beautiful as possible. The team goes by the name "Solar Cell Racing" and is recognized by the logo on the right

The project
The project consists of building a Small Solar Vehicle (SSV) and communicating this work towards other people, therefor this wiki is part of the project.

Designing the Small Solar Vehicle (SSV)
The goal is to design a solar powered race car. The team has to make choices regarding the following elements: The choices of the team are described in the process report.
 * Motor
 * Wheels, shaft and its fixation
 * Frame
 * Drive structure
 * Fixation of the solar panel
 * guiding system
 * Total weight

Documents describing the project

 * Work Breakdown Structure - Solar Cell Racing (210) - eng.pdf PlanOfApproach.pdf [[File:ProcessReport2.pdf]]
 * Gantt chart

Blog
We first followed an introduction seminar. One of the coaches explained the different goals of the project, deadlines we need to keep an eye on and seminars we need to follow. After the seminar the coaches divided all the students in smaller groups. So we could get started. We were with 8 student: Jeroen, Joren, Mathias, Nathalie, Robin, Seppe, Tessa and Vincent and our coach is Tan Ye. We divided the different tasks, like: Plan Of Approach, Work Breakdown Structure, Gantt chart, meeting report, designing a logo and writing a blog. We also figured out a name for our group. Solar cell racing it is. We were told that our coach could understand Dutch so we wrote all the reports in Dutch. This was a little misunderstanding so we translated a couple of documents in English. This week we followed a seminar about how the solar panel and the DC-motor are working. When the seminar was finished we had a first meeting with our coach. He gave us some extra information about the race and feedback about the Plan of approach and the Gantt chart. During the meeting we met with a new team member, Victor. From now on our group Later that day we received our solar panel and the DC-motor. We did some tests on the panel and were able to determine the diode factor. This week there was a seminar about the race strategy. After the seminar we had a meeting with our coach and discussed some stuff like the gear ratio and the diode factor we calculated last week. After this meeting with the coach there was an team meeting. We decided to split up our team in two groups. One group will be doing the necessary calculations, the other group will design the car and search information about the possible materials. Again the week began with a seminar. This time an coach discussed an computer program, Simulink, that can simulate the solar car. That day we also met up with the team. First of all we came with a final design for the car. We also made a to-do-list and discussed what every person needs to do. After the meeting we had an appointment with our coach. We asked him some questions about the program Simulink and aerodynamics. He reminded use about two important deadlines in week 6 and informed us about what he expect from us in the following weeks. On Thursday we had an short team meeting. We decided that everyone needs to think about something innovative that can improve our car and make it faster.
 * Week 1
 * Week 2
 * Week 3
 * Week 4

The week began with a seminar about FabLab. This is a fabrication Laboratory which we as student from Groep T can use. It has al lot of different machines, as a laser cutter, a 3D printer and a frees machine. We will use the equipment to cut out the car pieces from the Plexiglas. After the seminar we had a short meeting an started with the work for the deadline on week 6. Tessa and Nathalie started calculating the ideal gear ratio via Matlab and by hand. They also began with the calculations for making the Sankey-diagram. Mathias and Victor worked with the simulation program Simulink to simulated the SSV. They first had to build up an circuit that represents the SSV. Seppe, Robin, Vincent, Joren draw the parts of the SSV in Solid Edge. This drawings will be used in FabLab to cut out the pieces of the car.
 * Week 5

This week no seminar was planned and because our coaches was abroad we just had a meeting with the team members and continued the work of last week. Jeroen helped Tessa an Nathalie with the calculations of the gear ratio, the acceleration en velocity graphs and the sankey-diagram. Robin helped Mathias an Victor with the simulation of the car. Seppe, Vincent and Joren went to FabLab to make the pieces of the car. The rest of the week we worked separately to be able to reach the deadline. A lot of hard work was done this week. We met the deadline on Friday
 * Week 6

Again no seminar was planned this week. We had a meeting with the whole team about the design of the car. We brainstormed about different mechanism which will keep the car on the track. We made up a list about part that were still missing. One of the most important keys of the meeting was the gears. We sorted out which one to buy and where to buy them. Finally we decided to buy them online and after a phone call with the dealer the gears were ordered.
 * Week 7

We started the week a little bit disappointed. The gears we not yet delivered so we couldn’t start assembling the car. So went shopping for some last car pieces as there is glue and a car rearview mirror. Now we only needed the gears.
 * Week 8

On Tuesdays we had a seminar about technical drawings. Because we needed technical drawing for cutting out the pieces of the car in FabLab we just needed to adjust the drawings a little bit. This week we started working on SSV2. We divided the different tasks and had a meeting with our coach. We discussed the previous reports and made some adjustments. Later that week the gears were delivered so we could start assembling the car. This took longer than we expected. But the hard work was rewarded the next day when we tested it. Because of the bad weather we were forced to test the car with an 9V battery. During the test we didn’t noticed any problems. We did noticed that different kind of mechanism for keeping the car on the track we causing a lot of friction and the car itself was driving straight. So we decided to have no extra mechanism. Also the rail in the middle of the track is between the two front wheels. So if the car does not drive straight the front wheel will correct it and the war will be kept on the track.
 * Week 9

This week we did not had a team meeting. We worked separately on the SSV2 part. Robin tested the solar car on a sunny day. So the solar panel and the connection of it with the car was tested to. Everything looked fine.
 * Week 10

•	Meeting on thuesday •	Deadline, procesrapport, ssv1, blog, wiki updaten, peerassessment, t-shirten, foto’s auto
 * Week 11


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

title: File:Cordic.vhdl.20120310.pdf


title: File:Sampling.2.B.BandPass.20120310.pdf


text:
User talk:Me004~enwikiversity

Welcome
 Hello Me004, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 17:48, 10 March 2012 (UTC)

-- Cirt (talk) 17:48, 10 March 2012 (UTC)

Hi
Good to see you here. Have you had a look at Filmmaking?Leutha (talk) 22:15, 10 March 2012 (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 Me004. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Me004~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Me004~enwikiversity


text:
User talk:BelisJeroen

 Hello BelisJeroen, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 22:38, 10 March 2012 (UTC)

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 21:03, 5 July 2012 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

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The following files are missing copyright and/or license information:
 * File:Meeting 5.pdf

MaintenanceBot (discuss • contribs) 03:40, 11 November 2013 (UTC)

title: User talk:BelisJeroen


text:
User talk:Shatton8111

 Hello Shatton8111, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 22:39, 10 March 2012 (UTC)

title: User talk:Shatton8111


text:
User talk:Natebeger

 Hello Natebeger, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 22:40, 10 March 2012 (UTC)

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 13:05, 5 July 2012 (UTC)

title: User talk:Natebeger


text:
User talk:SonphanBot100

 Hello SonphanBot100, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 22:41, 10 March 2012 (UTC)

title: User talk:SonphanBot100


text:
Creating Accessible Courses/Develop and publish a course outline

Consider what you do when you create documents. Do you get a few words down and then start working on the headings, their font and size, colour, and other layout features? Before you know it you've probably lost a heap of time without fully resolving your outline content? Or do you wrangle with a prescribed template that seems to have you writing more for a database than for an intended audience?

It's often a good idea to focus on developing a full and simple text version of a creative endeavor before you think about layout, graphics, final sequence, etc. Film makers call this text the treatment and script, we'll refer to it as the course or unit outline. In this project we're going to consider how to fully develop a course in text. Ours will include a summary, objectives, projects, topics and resources. We're going to approach this document as the basis for a full course, made accessible online.

Project
In this project, you will be developing a plain language version of your course outline. You will be taking out words that may be outside some people's vocabulary, you'll be shortening sentences, and reducing the document to 5 key sections or less. And when you're happy that your outline is concise and easy to understand, you'll publish it in such a way so as to make it readily accessible.

 * 1) List the objectives for learning. Consider Bloom's Taxonomy as a guide. If you intend to use this course in a formal education setting, ensure that it meets the requirements - such as the Australian Qualification Framework
 * 2) When thinking about the curriculum of your course (what people will do) consider a variety of activity, assignments and assessment methods you might use. Also think about flexible learning, online learning, and recognition of prior learning as methods for affording flexibility to people seeking to study your course
 * 3) Describe your course in about 250 words. Keep it simple, concise and complete. Use Plain English and the following structure: 1 sentence for the subject matter and level of study. 1-2 sentences for the range of topics and and activities. 1 sentence for professional application. 1 sentence for methods of assessment.
 * 4) Find or upload an appropriate image to use in your outline
 * 5) List the range of Wikipedia articles that relate to your subject areas in the resources section of your outline, and note their quality.
 * 6) Copy the /Course outline template/ to your user page on Wikiversity, and copy the above text into the sections provided in the template. When finished, provide a link to your subject on the discussion page

Considerations

 * 1) Do you really need that section heading? Does your outline begin with the section heading "outline"? It's obvious that the first paragraph is an introduction to the course, and includes key information such as what it's about, what sort of commitment is needed, and what benefits are there in doing the course - such as accreditation and recognition. There's no need to give this paragraph a section heading.
 * 2) Outcomes or objectives? Can "learning outcomes" be known before the course has been attempted, or perhaps when an assessment has not yet been conducted? Really then, they're "learning objectives" or "objectives" in most everyone else's terms. Outcomes are known at the end, or after an assessment.
 * 3) Assessment or Projects? To a participant in your course, what you call an assessment is probably what they'd recognise as a project, task or assignment. Assessment of a project is a different thing to a project designed to help people show evidence of learning outcomes.
 * 4) Try and think about how someone who can't make it to your course events in person could access the event in some way none-the-less. Are your course events recorded, documented and accessible? Are your topics well resourced with a range of information from quick and introductory through to dense and comprehensive? Are your projects flexible enough that someone might be able to follow instructions online, attempt the projects using the topics as resources (those provided and their own), and submit their projects for assessment? Would this afford people greater flexibility in studying your course, and arguably greater access? Are there alternative routes some people take to learning your subject area?
 * 5) Copyright. You might not have noticed the copyright on Wikiversity. You better check it out if you haven't already. Copyright is an important feature of accessibility, or more importantly, what it permits or doesn't permit. An accessible course includes it being a reusable course, and reusability can be affected by copyright. For example, consider a participant who takes it upon themselves to create a helpful resource that explains your course.. it could even be your outline in a language other than English, or a screen recording explaining to others how to use your course website. Such work is only possible if your copyrights permit it.
 * 6) Put yourself in the mind space of someone looking for information about your course, or the subject of your course. We're assuming that they're using the Internet to search, and that they're in a very distractable state when searching (say for example, not long after putting the kids to bed, and after a long day at work). They might be on a family or shared computer, on a broken computer, or on a phone with a very small window of opportunity. They might be on a mobile phone while on the bus to work, they might be in a library, or maybe even in a remote area with unreliable connectivity. They'll want subject information that is easy to find, in one place, and easy to understand. You want them to be able to find your course and be able to quickly tell for themselves if your course is right for them.
 * 7) From the stresses and frustrations of finding information online, we in education have the strange inclination to put up a few extra barriers such as passwords, codes and acronyms, dense systems and navigation, out of date information and more. Start thinking about all these barriers and how necessary they are...
 * 8) It is critical then, that your course outline be immediately accessible, concise, and easy to understand, as this is the document that set's up expectations, which can too easily lead to misunderstandings, confusion and frustration.

Resources

 * Readability
 * Plain language
 * Plain Language International
 * Video: How To Use Plain Language on a Government Website
 * Activity, assignments and assessment
 * Flexible learning
 * Online learning
 * Recognition of prior learning


text:
Creating Accessible Courses/Use Wikipedia to manage course information

All courses have a range of information and resources to help people to learn the topics, complete the assignments and achieve the learning outcomes. Many course facilitators, teachers and administrators have a range of preferred or recommended resources to help people with their learning. This assignment challenges you to find all the Wikipedia articles that relate to your course, and begin using those articles to manage your list of resources.

Why Wikipedia?
Wikipedia is the most visited reference website in the world, and the fifth most visited website over all. It is accessible to low bandwidth users, and people on phones. It can be edited by anyone, and that anyone could be you.

Volunteer Wikipedia editors strive to improve the quality of all articles on Wikipedia, and if you collaborate with them you may find a way to improve the resources you know people use and maybe even rely on to study your course. You might simply list a range of important references in the "See Also" section of a Wikipedia article. You might like to add information to the actual article (supported by your credible references of course). You may even like to upload media such as images, videos or diagrams if this type of content would help explain the subject better. You may even consider setting assignments that help do all this and more.

The proposition here is that with the help of Wikipedia volunteers, your time and effort, and the work of your course participants, you could develop an excellent reference library that supports people learning your subject, on a platform they know and use.

Tasks

 * 1) Create a Wikipedia account, or sign in with your Wikiversity username.
 * 2) Create a userpage with a link back to your Wikiversity course outline.
 * 3) Compile your reference list you would use in the teaching of your subject area, and check them against Wikipedia's Reliable sources guidelines
 * 4) Search Wikipedia for articles that relate to your course, and add any you find to your Watchlist. Make note of the extensiveness and quality of the articles, especially sections like 'See Also', 'External Links', 'Bibliography', 'References' or 'Citations'.
 * 5) Review your watchlist and prioritise the articles according to relevance to your course. Create links to that prioritised list on your Wikiversity course outline
 * 6) Begin editing highly prioritised Wikipedia articles, ensuring to abide by policies and guidelines, not to promote your course, but to improve the informative writing of the article. Consider the article's talk page, and the sections for 'Citations' and 'External links'.
 * 7) Consider uploading media to Wikimedia Commons, either with your own content, or by negotiating copyrights with other authors and uploading their media on their behalf
 * 8) Continue to develop efficient work practices on Wikipedia and Wikimedia Commons, and list articles and media on your course outline when you are satisfied they are useful resources to your course.
 * 9) Consider setting an assignment in your course that asks participants to help you manage the range of Wikipedia articles related to the subject. More more ideas on this, refer to Activity, assignments and assessment
 * 10) Consider creating a  book of your selected Wikipedia articles that may be used to download the entire collection in PDF or OpenDocument format for offline reading.


text:
User:Jehswong

String to complete an open learning environment. Early focus in structuring the curriculum framework.

title: User:Jehswong


text:
User:KYPark/Mko/eg

Examples

 * Syojts "cow's"

title: User:KYPark/Mko/eg


text: User:KYPark/ko

title: User:KYPark/ko


text: Korean/Romanization/Mko

title: Korean/Romanization/Mko


text:
Composing educational resources/Orientation

 * A week spent orientating yourself into the course, the commitment required, the assignments and what else is involved. For those new to this way of learning online, this week will seem daunting. Get through it and the rest of the course will flow for you nicely.

To do
 * 1) Set up a blog for your weekly work in this course. If you already have a blog, you are welcome to use that so long as you can clearly indicate what posts are for this course. If you are new to blogging, refer to Blogger help resources.
 * 2) Post to your blog a little bit about you and why you are joining in with the course.
 * 3) Introduce yourself to the course by adding your blog's web address to the participant blog list
 * 4) Prepare your computer and attend the first of our regular meetings (Date TBA)


text:
Composing educational resources/Copyright and our right to copy

 * Before we do anything with educational resources, we need to consider the issue of copyright. Copyrights - or the rights of you and others to copy, directly impacts on your ability to create, reuse, and distribute educational resources. You need to ask yourself: Can you afford to use restricted content, and how does it restrict the way you use it? Should you use free for reuse content, and how would you know if something was restricted or free for reuse? Will you permit others to copy, create or redistribute your resources?

To do:

1. You should write one blog post with the title as "Copyright and our right to copy" that refers to the following readings: 2. Your blog post should discuss all these resources ellaborate on why copyright is as it is, why how Lessig is claiming that we need "Free Culture", and what problems Fioretti has highlighted. Try to also contextualize these ideas into your own work and country.
 * Wikipedia's History of copyright law
 * Free culture by Lawrence Lessig
 * Licensing and Creative Commons - Towards a Global Learning Commons: ccLearn By Ahrash Bissell and Jamie Boyle.
 * The case for and against Creative Commons By Marco Fioretti


text: Template:Cvc

title: Template:Cvc


text:
Composing educational resources/Managing collections of resources

 * In this topic we will explore tools for managing online resources. The tools we will use simply bookmark resources where they are on the Internet, saving you time and storage. If you think there is a chance that the resource will not remain, you should download it and manage it in a filing system that you normally use. '

To do
 * 1) Watch the demo video on how to use Diigo. Create an account on Diigo, join the Composing Educational Resources group, and bookmark that video using the tag word CER09 as well as your own tag words. Find other resources that explain Diigo and bookmark them using the tag word CER09 as well.
 * 2) Create an account on Youtube and search for videos about Diigo. When you find videos you like, click the link in the bottom left of the video that says "Favorite". When you have favourited a number of videos, view your account (Youtube.com/YOUR USER NAME) and bookmark the webpage to your Diigo account using the tag word CER09
 * 3) Write a post to your blog that tells about your experience doing these tasks, and describes how you understand Diigo to be useful in your own settings. Tag that blog post to your Diigo account using the tag word CER09.
 * 4) Join an online meeting (Date TBA) to discuss with other participants your experiences and ideas.


text:
Composing educational resources/Search techniques

 * We will look at 3 search techniques. Advanced search through Google and collective search engines like CC; search specific sites and collections known for free media and resources; connecting to networks and information feeds for future finds.

To do

 * Bring up the normal Google search page, and click "advanced search". At the bottom of the various input fields you will see a link that reads, "+Date, usage rights, numeric range, and more". Clicking this link will expose further options, the one we are interested in is the drop down menu called "usage rights". Use all this to refine your search for an educational resource in your preferred subject area. Use Diigo to bookmark 3 resources you find useful. Remember to double check the license!
 * Phew, that was probably harder than it should have been. Now try the collected search on the Creative Commons website.
 * There are a large number of web services that host reusable media. Most notably Wikipedia and the Wikimedia Commons, Archive.org and many others. Join a web meeting to tour many of these sites and discuss the idea of using networks and feeds to find resources.


text:
Composing educational resources/Finding, creating and publishing texts

To do

 * 1) Join an online meeting (Date TBA) to consider the question of how we can find and/or re/produce educational texts for both on and offline use.
 * 2) Find at least 1 talk or paper that considers searching for and/or re/producing educational texts and summarise its key points to less than 250 words.
 * 3) Find an example of an educational text that is designed for on and offline use, it could be a text that has been produced deliberatley for both purposes or software functionaility or process design that facilitates such a cross over.
 * 4) Write a post to your blog that reviews the discussion had in the meeting, that introduces and summarises the talk or paper you have referenced, and outlines how you will go about locating and/or re/producing an educational text for on and offline use in your work. Make sure you link to or reference your sources.


text:
Composing educational resources/Finding, creating and publishing pictures

 * A picture paints a thousand words

To do
 * 1) You should write only one (1) blog post but do all the things below:
 * 2) Study the links below, and search for images of your home town.
 * 3) Use a digital camera to take photos in your home town, or for an educational resource you are working on.
 * 4) Edit the photos that you have chosen (crop, add text or graphics, create new images with graphics).
 * 5) Join Flickr and upload the photos that you selected. Describe photos with tags, place them on a map and add a Creative Commons Attribution license to your images.
 * 6) Join Wikimedia Commons and upload one or more of your photos there as well.
 * 7) Search for similar images to what you have loaded to Wikimedia Commons and Flickr Creative Commons.
 * 8) Write a blog post where you summarize what you done in this task, including adding your image to your blog post. Tell us if you have found images in Flickr and Wikimedia Commons that are reusable as an educational resource in your subject area. If yes, show us an example image in your blog and tell us how you think it useful. If no, find at least 3 other image libraries that might have images you can reuse.


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Composing educational resources/Finding, creating and publishing audio

''There are a range of sites for finding reusable audio. There is free software available for creating audio. And publishing your audio so that it is accessible, rusable and connected is free and simple''.

To do

 * Search for audio related to your subject area at Archive.org. Search for music
 * How to share your audios as educational resources online?
 * With this you need to look at installing audacity and LAME. (You won't need to install these two if you already have an audio recorder on your computer that produces MP3 files)
 * there is a good YouTube tutorial for this http://www.youtube.com/watch?v==r5K1ZsoO1sU
 * Once you have the software installed the fun begins; you can find a number of audacity tutorials on YouTube
 * After creating a few MP3 podcasts you can upload them to some of the podcasting services like;
 * Odeo
 * Switchpod
 * We need to find some Open podcast hosting sites
 * read about podcasting
 * read about Vorbis Ogg, it is an important part of openness and sound files
 * read about the creative commons and their connection to audio. Consider using CC licensed music files in your OER.

Assignments:
 * You should write only one (1) blog post but do many other things, too
 * Study the materials
 * Install audacity and LAME (or your favorite audio recorder)
 * Create a podcast that provides a detailed (and creative) description of the view outside your home, take a photograph of this view.
 * Upload the photograph to flickr
 * Upload the audio to odeo or switchpod
 * Include the photo and podcast as links in this weeks blog posting, so we can all appreciate the view from your home
 * Think about how RSS fits into podcasting; later in the day describe RSS to a friend over coffee (or a free beer ;)


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Composing educational resources/Finding, creating and publishing video

 * Websites to find video (Note - not all videos on these sites are usable in OER):
 * Vidipedia - the free video encyclopedia that anyone can edit
 * Video Lectures - On demand and free video from the worlds leading scientists
 * TeacherTube - Videos for teachers by teachers
 * Archive.org - Olden style videos, with an increasing number of new ones
 * Blip.tv -
 * Sclipo - Broadcast your skills
 * Expert Village - How to videos
 * Youtube - A lot of video
 * Sutree - Collecting how to videos from many other sites
 * Graspr - Instructional videos
 * Scivee - Research published on video
 * Videojug - Explaining videos

 * Making video more accessible - what about people who don't have broadband, or who can't hear, or who need it in text?
 * Tutorials for making videos - Windows and Macintosh
 * KinoDV - Editor for GNU Linux
 * Websites to remix video - with the necessary bandwidth, web based editors can solve the problem of not having video editing software on your own computer.

To do:
 * Find a video that you find useful from one or more of the sites listed above and embed the video in your blog. Embedding video is a simple way of displaying a video from one of the sites directly in your blog. When you find a video, look for the "embed" code and copy paste it to your blog.
 * Create your own 3-5 minute video and post it to Blip.tv and Youtube and then embed it on your blog
 * Post that same video to Dotsub and use that service to create subtitles for your video. Embed the new subtitled video on your blog
 * Many videos on the sites listed above do not offer copy rights for the videos they offer, or they do not give users the option to use open licensing like Creative Commons. Some of these sites do however! Write a post on your blog that points out the video sites that do contain openly licensed videos and suggest a process that you might go through to negotiate the open use of videos that you find that do not already have open license rights.


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Composing educational resources/Start planning

 * Prepare for and promote the upcoming conference

To do
 * Write a post to your blog with ideas for the course mini conference.
 * Visit the blogs of other participants, and leave comments encouraging other ideas you like.
 * Join a planning meeting for the conference date TBA


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Composing educational resources/Course mini conference

 * Over this week you present your work at a course mini conference and attend the presentations of other participants

To do
 * Confirm details for your 15 minute presentation listed in the /course mini conference/.
 * Assist in promotion of the events and in getting people to attend.
 * Present your work at the course mini conference and attend as many if not all other events in the conference.
 * Help document the conference by posting commentary about other presentations to your blog.


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Composing educational resources/Topical reading and blogging

Follow the course schedule, read the assigned material, participate in any events, and post notes to your blog with responses to questions and tasks in the topic schedule. You should also post to your blog progress reports on your assignments. Your blogging should demonstrate your understanding of the assigned reading material and events, and should include original thoughts, synthesis and references. Don't just summarize readings or events. Making connections between the weekly topics, or previous blogging (of your own or of other participants) is strongly encouraged.

 * Help in getting started with blogs

To keep up with the contributions of other participants, you may wish to set up an (RSS) news reader and subscribe to their blogs. This will save you a lot of time by not having to go to each blog. News readers are a very efficient and simple way to establish a connection with others in the course, and to stay up to date with what they are doing.

 * Help in getting started with an RSS news reader


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Composing educational resources/Develop and publish a library of educational resources

Use search and management techniques learned in this course to compose a collection of reusable educational resources to do with your own subject area. All resources should have non restrictive copyrights and can include things as simple as images, through to video and audio as well as other collections. Your collection should be publicly available and online with usefully short descriptions for each item. For example: Here is my own collection of resources I used to compose this course.


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Composing educational resources/Develop and publish an educational resource

Use production techniques learned during this course to compose your own educational resource. Your resource will use text, images, audio and video, and it will be usable both on and off-line and in both digital and non digital formats. Your resource will also include content sampled from other legitimate sources, and have the appropriate attributions and acknowledgments.


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Facilitating Online/Navigation

HOME | Meetings | Participants | Course Mini Conference

title: Facilitating Online/Navigation


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Facilitating Online/Your course blog

Set up or use an existing blog for this course. Your blog will represent your online presence and efforts, and will be a key communication tool. Your finished blog will be used as evidence for assessment.

Use the topics, read the material, complete all tasks, participate in events, and post notes to your blog for each topic in the schedule. You should also post progress reports on your assignments. Title and tag your posts so that facilitators, assessors and other participants can easily locate your work. The common tag word for the course is FOC09. To keep up with the contributions of other participants, you may wish to set up an (RSS) news reader and subscribe to their blogs. This will assist you in learning from the work of others.

Your blogging should demonstrate your understanding of the topics, tasks and events, and should include original thoughts, synthesis and references to the work of others. Don't just summarize readings or events. Making connections between the weekly topics, or previous blogging (of your own or of other participants) is strongly encouraged.

title: Facilitating Online/Your course blog


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Facilitating Online/Facilitate an online event

Plan for and facilitate an online event for the /course mini conference/. Your task is to identify a topic of interest expressed by participants in this course. You are to arrange for a guest speaker, panel or other online activity and facilitate that event as part of a series of events by other participants. You will need to negotiate with the guest speaker/s, arrange times and locations, promote and document the event and facilitate attendance and delivery. You will coordinate your session with others in this course so that together, and you will field inquiries and handle technical issues during your session. The course facilitator will coordinate the week 9 conference over all.

The following plan might help you to prepare:

After you have established an event which you will facilitate, create a plan of how you will facilitate it. Include things like:
 * Title for the session
 * The aim of the session
 * Promotions for the session (contact list, flier, bios, summary)
 * Key links for the event, dates and times, background information, and discussion starters
 * A description of technical support services available
 * A contingency plan for technical problems, poor or over attendance, and other disruptions
 * An indication of whether recording will be done and where it will be made available after the event

To do

1. Add your event name and details to the /course mini conference/ page.

2. Start a discussion thread for your event in the /course mini conference/ discussion page, and monitor discussion

3. Post your plan details to your blog (see above points).


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Facilitating Online/Evaluate a facilitated online event

Report on your own or another's facilitation of an event in course mini conference.

Post to your blog a report on the following:
 * How the event was organised and promoted - adequate information, support (technical and access), relevant for the audience.
 * Whether the event was managed and conducted smoothly - particularly noting the way the facilitator handled any disruptions.
 * Did the facilitator make efforts to ensure that all participants knew where they were supposed to be and when, and arrange technical support for people?
 * The way the facilitator set the stage, made introductions, explained the aims, and whether he/she managed to remain neutral and facilitatory.
 * Whether the facilitator did a round up, drew closure and indicated where recordings and other follow up materials would be made available.
 * General comments and additions.


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Facilitating Online/Orientation

 * A week spent orientating yourself into the course, the commitment required, the assignments and what else is involved. For those new to this way of learning online, this week will seem daunting. Get through it and the rest of the course will flow for you nicely.

To do
 * Please try to complete the following tasks before the first course meeting on 31 July

 * 1) Set up a blog for your weekly work in this course. If you already have a blog, you are welcome to use that so long as you can clearly indicate what posts are for this course. If you are new to blogging, refer to Blogger help resources.
 * 2) Post to your blog a little bit about you and why you are joining in with the course.
 * 3) Introduce yourself to the course by adding your blog's web address to Participants page.
 * 4) Prepare your computer and attend the first of our regular Meetings|meetings]] on the 31st of July.

Extra resources
 * Video: RSS in Plain English
 * Get your computer ready for Elluminate web conferencing
 * What is RSS ?

title: Facilitating Online/Orientation


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Facilitating Online/What is an online community?

 * Most people use the phrase "online community" very loosely. You will hear educators use it to refer to communities of practice, classes, groups, professional bodies, teams, networks, you name it - they have all been referred to as communities at some stage, and when they prodimantly operate through the Internet they are called online communities. But what is an online community really - especially if we want to relate the words to their true and common meaning? Is it a group of people who communicate online, and through that connection they share a sense of belonging and responsibility for one another? Is an online community like this necessary for work teams, classes, professional bodies and all those other things that have been called communities? In this course we will be looking for online communities in very different places. It is important that we try and develop an understanding of what exactly we are looking for, and techniques for looking. What is an online community?

To do

1. Look at these links:
 * An anthropological introduction to YouTube - Michael Wesch video presented at the Library of Congress, June 23rd 2008.
 * Groups and Networks video of Stephen Downes 2006. You will need a broadband connection speed to view this video, and I suggest you open the link, press play and then press pause for 10 minutes or so as to let the video load ahead some. Same technique for dial up, but wait much longer on pause.
 * This, That and the Other, by Mark Pesce
 * Building Online Communities - The Internet exists to improve communication. Communities can grow anywhere communication occurs.

2. Referring to at least 2 of the items above, write a post to your blog that summarises what they say about online community. Conclude with your own list of at least 3 forms of evidence that YOU would look for when determining an online community.

3. Give feedback as a comment on the blog post of at least one other person from this course.

4. Attend a meeting to collaboratively develop a list of features to look for when identifying an online community, and to begin a discussion on how such communities would benefit from facilitation services. We will use this list when looking for online communities later in the course. Meeting time and venue TBA

Extra resources
 * 1% Rule - Wikipedia, June 2008
 * Clay Shirky's A group is its own worst enemy
 * Susan Herring's Gender and power in online communication
 * The Art of Building Virtual Communities by Sheryl Nussbaum-Beach 2007
 * ResearchSpace at The University of Auckland: Interaction between existing social networks and information and communication technology (ICT) tools: As a conclusion, it is suggested any ICT intervention in a developing country requires at least three elements to be effective: a tolerable physical infrastructure, a strong degree of social texture and an activator of information.
 * Glossary of online interaction CC By NC SA Nancy White 2008
 * Communities of Practice: Learning as a Social System by Etienne Wenger 1998
 * Web Worker Daily: Building Online Community Brick by Virtual Brick - Since I first got online in 1987, I’ve been using the Internet (or at that time, Bulletin Board Systems) for not only communications but for community building - for my own projects and for clients.
 * A recording of the meeting from the last FOC course.
 * Nancy White on the difference between community and networks: Communities, networks and what sits in between


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Facilitating Online/Facilitating, moderating, or teaching

 * Many people either don't understand the differences, or too easily confuse the different roles of a facilitator, moderator and teacher. Some teachers believe that teaching is an act of facilitation. Some facilitators see their main role as moderating discussion and keeping order. Over these two weeks we will consider the differences in these three roles and attempt to describe situations where they might be mutually exclusive from one another.

To do

1. Try to determine what the different roles and behaviors are for these three roles: You might like to look for their definitions on something like Wikipedia.
 * Facilitator
 * Moderator
 * Teacher

2. As a post to your blog, answer each of the following questions: Try and identify some of the skills required to carry out the different roles and post these on your blog.
 * When might the role of a teacher undermine the role of a facilitator?
 * When might the role of a moderator undermine the role of a facilitator?
 * When might the role of a facilitator undermine the role of a teacher or moderator?

3. Attend a meeting to discuss these roles and work collaboratively to develop a list of skills and techniques for facilitation.

Extra resources
 * To Facilitate or to Teach - CC By Leigh Blackall with discussion in the comments.
 * Wikibooks: Managing Groups and Teams/How Do You Build High-performing Virtual Teams?
 * GROU.PS is a platform for social groups to get together. Use it for any purpose. Choose your template and pick all the modules that you want (wiki, blogs, photos, links etc). And get your group web site without waiting. No branding, it’s free!
 * Five stage model for e-moderating- Gilly Salmon.
 * Curatorial Teaching CC By George Siemens 2007 with audio recorded presentation and discussion
 * recording of the meeting held in the last course
 * Sugata Mitra: Building a School in the Cloud


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Facilitating Online/Looking for online community: Discussion forums

 * Discussion forums are probably the most used platforms for online communication and community development. Car lovers use them, software developers use them, subcultures use them. A discussion forum is primarily a text based mode of communication where someone will post a start to a thread and people will respond to that thread. Often, many threads can be going at the same time, with discussion lasting from a few hours to years in some cases! Google Groups and Yahoo Groups host many discussion forums, with the added feature of sending email to participants. Other forums might not have the email feature, relying on users returning to the forum to post.

To do

1. Locate an example of an online forum and post to your blog a link to the forum with an assessment of the forum based on the list of identifying features we collaboratively developed.

2. Interview a member of the forum you are looking at and obtain comments and ideas on how the forum might benefit from facilitation services - such as a coordinated event to help focus people around a particular issue, or the writing of a summary to close a thread in the forum.

3. Join this course's email forum and post an email with a link to your blog post containing your write up and interview.

4. Some of you will be asked to present your findings in a meeting TBA

Extra resources
 * Relating to the book Managing Online Forums:
 * Why making all of your forums private is a bad idea
 * The first chapter as an excerpt

 * How To Behave On An Internet Forum - Video on how to behave in forums
 * Online Facilitation YahooGroup - Linked by Nancy White 2008
 * What are the Differences Between Message Boards and Weblogs? - article by leelefever on August 24, 2004
 * Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments- paper by James Farmer posted on Incorporated Subversion on October 5th 2004
 * Communication Dynamics: Discussion Boards, Weblogs, Wikis Recording made of James Farmer´s presentation on January 24th 2005 for the Tesol Electronic Village Online Weblogging Session moderated by Barbara Dieu, Aaron Campbell and Graham Stanley.
 * the meeting recording from the last course where we discussed this and the next topic.


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Facilitating Online/Looking for online community: Blog networks

 * A blogging network is what we are building in this course. We each have a blog, we each should be monitoring each other's progress through an RSS newsreader, and we should be commenting and cross referencing each other's posts from time to time. Hopefully by now, we ARE doing all this and are starting to see how a blogging network can function, but ours is a small and time dependent network. Real blogging networks develop over longer periods of time and include strong and weak connections between people, and a much more diverse range of topics.

To do

1. Look at the Wikipedia entry for Blogosphere and pay particular attention to the See Also section. Read up on one of the listed blogospheres in that section and write a post to your blog that explains in your own words what a Blogging Network is and can be - cite examples.

2. Make contact with a member of a blogging network you have identified and interview them for comments and ideas on how they think their blogging network could benefit from facilitation services. It might be they'd appreciate a chance to conference with each other on a particular topic, they might like to meet each other in person, etc.

3. Some of you will be contacted to present in this topic's meeting (TBA)

Extra resources
 * Blogging - Not ‘IF’ but When and Where. UPEI presentation | Dave’s Educational Blog - Blogging, like ‘academic writing’ is a vague label that really doesn’t do justice to the complexities of the subject it is meant to cover. Blogging is appropriate any time that people need to be kept ‘up to date’ with a topic, a person, images,
 * Radio New Zealand audio recording: Focus on Politics for 16 May 2008 - Life's a blog. Kate Williamson looks at how the Internet is being used to campaign in election year. File Size:6MB
 * Classrooms as Third Places CC By Konrad Glogowski with audio recorded presentation and discussion around Konrad's research in developing a community or writers through blogging.
 * Blogosphere - Wikipedia, July 2008
 * Introduction to Blogging - part of the excellent Wordpress Codex
 * Into the Blogosphere - a series of papers and articles on blogging
 * Educational Blogging Stephen Downes 2004 paper on blogging


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Facilitating Online/Looking for online community: Wiki collaborators

 * This week we will begin organising our course mini conference where you will each facilitate an online session. We will use a wiki to coordinate our events, so we can each experience collaboration through a wiki. Online communities through wikis are harder to identify as they usually focus around the creation of shared content. Wikis usually have a discussion tab with each page, and you can sometimes see community-like communication there.

To do

1. Write to your blog the initial ideas you have for facilitating your event in the course mini conference. Describe who or what you plan to bring to the group and through what channel of communication.

2. Add your proposed event to the course mini conference web page, and use that wiki page's discussion tab to negotiate and discuss and develop the mini conference. Ie. start a discussion forum thread for your proposed event and discribe your idea in more detail, including any questions or concerns you have that the group may be able to help with. Respond to other people's threads and get the wiki happening.

3. Review the links in the navigation box titled "community" to the left of this wiki, and see if you can detect key members of the Wikiversity community.

4. Join in a meeting (TBA) where your course facilitator will interview a key member of the Wikiversity community, asking where they think facilitation skills and services are needed. We will also discuss the up coming course mini conference and everyone's thoughts and ideas for it.

Extra resources
 * Video by CommonCraft on Blip.tv: Wikis in Plain English
 * Help with using a MediaWiki
 * Harold Rheingold's video interview with Mark Elliot about the use of a wiki for Melbourne's city plan, and about the concept of stigmergy. Many thanks to Cathy Deckers for the find.
 * Information Literacy And Web 2.0: The Wild, Wild Wiki Wiki / Wiki Writing: Collaborative Learning in the College Classroom
 * Rough Type: Nicholas Carr's Blog: Nature's Flawed Study of Wikipedia's Quality - Kapor's remarks inspired me to take a look at that much-cited Nature article. I found that it was something less than I had expected.
 * Abject Learning: Is murder, madness and mayhem the future of higher education? - I decided to include wikipedia as a central part of a course I was teaching in the belief that it was only by actively contributing to the encyclopedia that they would learn about its weaknesses, and also its strengths.
 * What to Do With Wikipedia By William Badke. Often banned by professors, panned by traditional reference book publishers, and embraced by just about everyone else, Wikipedia marches on like a great beast, growing larger and more commanding every day. With no paid editors and written by almost anyone, it shouldn’t have succeeded, but it has. In fact, it’s now emerged as the No. 1 go-to information source in the world. It’s used not only by the great unwashed but also by many educated people as well. ONLINE reported on the Pew Internet & American Life Project’s findings that 36% of the American population regularly consult Wikipedia (July/August 2007, p. 6).


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Facilitating Online/Looking for online community: Virtual Worlds

 * A virtual world is a computer-based simulated environment intended for its users to interact via avatars. These avatars are usually depicted as textual, two-dimensional, or three-dimensional graphical representations, although other forms are possible (auditory and touch sensations for example). Some, but not all, virtual worlds allow for multiple users. Wikipedia July 2008.

 * This week we will be focusing on the use of Second Life as a platform for interaction through an online simulated environment. It is recommended that you access a modern computer and you will need to install the Second Life client to do this week's activities. If you live close to an Internet cafe, they will be able to set you up for an optimal experience. Some people working in public institutions or large organisations have experienced restricted access to Second Life. If you work in a public institution or a large organisation, check with your computer administrator or consider completing this topic on an external computer and network.

To do

1. Download and install the Second Life client and post to your blog your Second Life user name.

2. Add your Second Life user name next to your details in the /Participants/ list.

3. Once you have installed Second Life on your computer click this link that will start Second Life and log you in directly to Jokaydia. In this meeting you will be shown how to use Second Life and then be taken on a tour of interesting venues and projects in Second Life.

Meeting times

4. Read through the Wikipedia entry for Second Life and conduct your own research into the platform to develop a perspective on what sort of communities exist there. Write a post to your blog with ideas on how you might operate as a facilitator for a community within Second Life.

5. Continue preparations for your facilitated event at the /course mini conference/

Extra resources
 * Your Guide to Virtual Worlds by Mark Glaser 2007.
 * What Every Second Life Newbie Should Know: 10 Tips.. By Bettina Tizzy 2007
 * Jokaydia - A community for educators interested in Second Life for educational purposes.
 * Second Life in Education resources wiki.

 * The Arch - A community of Architects interested in the use of Second Life as a platform to model architectural plans and projects.
 * A perspective on Second Life by Leigh Blackall 2007
 * An Institutional Checklist for SL Course Offerings by Alice Bedard-Voorhees 2008
 * Orientation Island Honors The Home of Linden Lab by Alan Levine 2007


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Facilitating Online/Looking for online community: Social networking platforms

 * Social networking platforms are web services that technically facilitate social networking and community development. From Facebook to Linkedin, each social networking platform has slightly different functionality and social phenomenon. In this topic we will try out the Online Facilitators Grou.ps network, and review several other social networking platforms like it.

To do

1. Join the Online Facilitators network on Grou.ps and help generate activity by creating a strong profile page, observing and interacting with other members.

3. Attend a meeting (TBA) where we discuss the features of other social networking platforms, and become administrators of the Grou.ps network so we can view the admin features of this particular platform.

4. Write up a summary of social networking platforms and include ideas on how you think facilitation would work in these contexts.

4. Finalise preparations for your facilitated event at the /course mini conference/

Extra resources
 * Apophenia: The Economist Debate on Social "Networking" - Given that MySpace and Facebook are ubiquitous, can social networking be defined as the "collective power of community to help inform perspectives that would not be unilaterally formed" or is it simply a distraction for students?
 * QUT News Schools' Web 2.0 ban contributes to social exclusion - Queensland University of Technology media and communication PhD candidate Tanya Notley, from the Creative Industries Faculty, said social networking sites such as MySpace, Bebo and Facebook were blocked on all Queensland State school computers, denying many students without home internet access use of these sites to learn and participate in an increasingly networked society.
 * Networks, Connections and Community: Learning with Social Software by Val Evans 2007.
 * Young People and Social Networking Services The project is designed to investigate how social networking services can and are being used to support personalised formal and informal learning by young people in schools and colleges.


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Facilitating Online/Reflect on different kinds of online communities

 * You should now have more understanding about the difference between a community, a group and a team. Also how the roles of a teacher, moderator and facilitator differ and the diverse range of skills each role needs. Spend this week reflecting on what you have learned so far about different online communities and the roles and skills required of an effective facilitator.

To do

1. Write a post to your blog that reviews all you have considered in this course so far. When you talk about the previous posts you have made, please link to them so we can all track back to the original post.

2. Be sure to read the posts of some other participants and offer comments and feedback.


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Facilitating Online/Facilitate an event for the course mini conference

 * In these two weeks you will focus on the event that you are facilitating as part of the course mini conference. The idea is for you to organise something for the conference, such as a guest speaker or a discussion panel through webconference; a discussion forum on a social networking platform; or assisting with the preparation and promotion of the mini conference generally. This will be your chance to facilitate real events online, and to experience the dimensions to facilitation online.

To do

1. Confirm details of your event listed in the /course mini conference/.

2. Actively promote your event to the rest of the participants and wider. This conference is open for anyone to attend, so take the opportunity to bring in wider audiences.

4. Facilitate your event at the mini conference and attend as many if not all other events in the conference.

5. Help document the conference by posting commentary to your blog.


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Facilitating Online/Evaluate the facilitation of an online event

 * So, did we survive the course mini conference? More importantly, did we learn a thing or two about facilitating online and our responsibilities to this our online community of sorts? This week we reflect on the experience and make note of the things that happened and what we learned from it all

To do

This is the week you complete assignment 3

1. Consider your own or another's facilitation of an event at the /course mini conference/. Review the preparations that should have been documented on the wiki's history, the wiki's discussion area, and the blog of the event facilitator.

2. Complete assignment 3 as a post to your blog

3. Attend a webconference at the end of the week to debrief the mini conference. Link and date TBA.


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Facilitating Online/Round up assignments, course review

This week will be a breather period to tie up all your assignments, review and summarise your weekly blogging efforts, provide feedback to the course facilitator on the content, workloads, and other aspects, and to meet in our final web conference to discuss the topics as a whole.

To do

1. Write a closing post to your blog with links to your previous postings made for each of the 10 topics. Include a few sentences after each link that summarises what you wrote for each topic:
 * What is an online community?
 * Facilitating, moderating, or teaching
 * Discussion forums
 * Blog networks
 * Wiki collaborators
 * Virtual Worlds
 * Social networking platforms
 * Reflecting on the different kinds of online communities
 * Facilitate an event for the course mini conference
 * Evaluate the facilitation of an online event

2. Finish this closing post with feedback to the course. Did you learn new and useful things? Was it challenging enough? What could have been better? What could you have done better. Did the course facilitator do a good job? How will you apply what you have learned? Who would you recommend to do this course next time?

3. If you would like to give feedback in a more private forum, feel free to complete this evaluation form.


text: TESOL/Changing the subject

title: TESOL/Changing the subject


text: File:UltimateGraph.jpg

title: File:UltimateGraph.jpg


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Caregiving and dementia/About

This project aims to foster openly-editable knowledge and training resources about caring for people with dementia.

The Caregiving and Dementia Wiki Project was supported by the NSW/ACT Dementia Training Study Centre (DTSC; 2011-2013), one of five DTSCs in Australia. This wiki project was undertaken to help address the Knowledge Transfer (KT) DTSC National Priority Area (NPA).

Why wiki-based knowledge transfer?
This project gathers, disseminates, and fosters the development of free and open resources about key aspects of psychosocial care for people with dementia. The project utilises the popular wiki hosting and editing platform provided by the Wikimedia Foundation (WMF). This allows the project to:
 * 1) Capitalise on pre-existing wiki resources and functionality
 * 2) Contribute additional free and open resources and knowledge about caring for people with dementia.

Wikis were conceived and developed in the 1990s as the simplest way of providing editable web-pages. The most popular wiki project is Wikipedia, which provides an openly editable online encylopedia, although there are a great many other wiki projects contributing to the knowledge commons.

This project is primarily situated currently on Wikiversity, which is a WMF sister project for educational, training, and research materials. However, the intention is for the Wikiversity content to also feed into caregiving and dementia content into other WMF sister projects, particularly Wikipedia.

Goals
The goals for this project are to:
 * 1) Create a demonstration open wiki space for caregiving and dementia knowledge development
 * 2) Engage experts and stakeholders in content development (via the DTSCs in Australia)
 * 3) Represent current open knowledge, projects, problems and resources on the wiki
 * 4) Develop the Caregiving and dementia (Wikipedia) article

The project is open to viewing and editing from anyone, with contributions actively sought from the Dementia Training Study Centres (DTSCs) in Australia.

What is the status of the project?

 * 1) Phase 1: This project was initiated January, 2012. This phase developed a proposal for development of a caregiving and dementia wiki and recommended utilising the Wikimedia Foundation platform.
 * 2) Phase 2: Intensive development of demonstration content utilising readily available material via Australian Dementia Training Study Centres (Feb-May), leading to project launch (June), with final report including sustainability recommendations (June 2012).
 * 3) Phase 3: This phase will engage experts and stakeholders in open knowledge development about caregiving and dementia to support them in contributing resources.
 * 4) Phase 4: Wider community engagement, marketing, search engine optimisation

For more information about the project plan, see outline.

Where is the project located?

 * 1) Short URL: goo.gl/8Jt7H
 * 2) Long URL: http://en.wikiversity.org/wiki/Caregiving_and_dementia
 * 3) Platform details:
 * 4) The project is currently coordinated on English Wikiversity, with the goal of also contributing to Wikipedia and the other Wikimedia Foundation sister projects.
 * 5) The project is hosted by the Wikimedia Foundation to leverage their technical capability (Mediawiki software and reliable servers), active editing community, and social popularity and to contribute and improve to the quality of open knowledge available about caregiving and dementia.

Who can contribute?
Anyone can contribute. The project aims to engage with a wide array of people with various levels of knowledge and experience of caregiving and dementia, including researchers, health professionals, students, carers etc.

How can I contribute?

 * 1) Everyone is welcome to edit these pages - it's easy to learn and there are helpful collaborators who can help you out
 * 2) How to edit
 * 3) Create an account and sign the participants page
 * 4) To learn more about Wikiversity see this tutorial

Who's responsible?
Everyone is welcome to contribute. To date, the people most directly responsible for the wiki project so far have been:
 * 1) Professor Richard Fleming, Faculty of Health Services and Behavioural Sciences, University of Wollongong,
 * 2) Dr. James Neill, Centre for Applied Psychology, University of Canberra
 * 3) Hannah Baral, Faculty of Health Services and Behavioural Sciences, University of Wollongong
 * 4) Dementia Training Study Centres around around Australia

title: Caregiving and dementia/About


text:
Caregiving and dementia/Admin/Resources

Open knowledge content about caregiving and dementia, particularly training materials, are welcome and needed.

This page lists caregiving and dementia resources which could be embedded within the ecosystem of Wikimedia projects and issues and strategies for doing so.

See also: external links.

What content is needed?

 * 1) International dementia training priority areas
 * 2) Australia: Australian Dementia Training Study Centre (DTSC) priority areas
 * 3) Wiki cataloguing of all DTSC projects, including
 * 4) Project overview
 * 5) Links to existing resources (e.g., bibliographies, resources on national DTSC website)
 * 6) Useful content owned by others (negotiate access and release
 * 7) Student essays
 * 8) Honours theses
 * 9) Images
 * 10) Videos (e.g., guest lectures, knowledge transfer workshops/lectures, training videos)

Issues to consider
Issues to consider in identifying and contributing content include:
 * 1) Start small - pick "low-hanging" fruit to start with - what is readily available?
 * 2) File formats - This doesn't really matter because all file formats can be converted into wiki format
 * 3) Copyright needs consideration - consider:
 * 4) Who owns the content?
 * 5) What is the copyright license?
 * 6) Can a Creative Commons Share-alike license be negotiated with the copyright owner? (required to use on the Wikimedia Foundation platforms)

Sources of content
Content sources which can be targetted for developing caregiving and dementia wiki content include:

Department of Health and Ageing (DoHA)

 * 1) Dementia resource guide (pdf and html)
 * 2) Developed to help people who care for those who have dementia.
 * 3) Supports a holistic approach that considers the social, emotional, physical and spiritual needs of the person with dementia and those around them.
 * 4) Links from National Priority Area (NPA) wiki topics to relevant parts of the Guide should be added to:
 * 5) Coverpage
 * 6) Introduction
 * 7) Is this dementia?
 * 8) Prevention & risk reduction
 * 9) Assessment & diagnosis
 * 10) Medical treatment options
 * 11) Forward planning
 * 12) Driving)
 * 13) Behavioural & psychological symptoms
 * 14) Quality of life
 * 15) Quality care
 * 16) Social and emotional issues
 * 17) Specific community groups
 * 18) Support services
 * 19) Government policy
 * 20) Training
 * 21) Practice guidelines
 * 22) Audiovisual resources
 * 23) Further information and weblinks
 * 24) Glossary
 * 25) Appendices

Dementia Training Study Centres (DTSCs)

 * Website http://dtsc.com.au
 * Resources
 * E-learning
 * Australian Journal of Dementia Care
 * Survey of education needs for social workers, occupational therapists and diversional therapists

WMF Sister Project resources
The Caregiving and Dementia Wiki project uses the ecology of Wikimedia Foundation sister projects. The Wikimedia Foundation (WMF) is a North American, non-profit, educational organisation, with an Australian chapter. The Wikimedia sister projects reside on hosted servers and use Mediawiki software. A key advantage of partnering with the Wikimedia projects is that the wiki Caregiving and Dementia project can build on, and contribute further to, pre-existing resources, such as:
 * 1) Wikipedia (encyclopedic articles)
 * 2) Dementia, w:Category:Dementia
 * 3) Caregiving and dementia, w:Category:Caregiving and dementia
 * 4) Alzheimer's disease
 * 5) Wikiversity (learning materials and activities)
 * 6) Dementia, Category:Dementia
 * 7) Caregiving and dementia, Category:Caregiving and dementia
 * 8) Wikibooks (new books)
 * 9) Dementia (search)
 * 10) Category:Dementia
 * 11) Wiktionary (dictionary)
 * 12) Dementia
 * 13) Wikinews (news)
 * 14) Dementia (search)
 * 15) Wikisource (previously published books)
 * 16) Dementia (search)
 * 17) Wikicommons (files including images, audio, and video)
 * 18) Dementia (search)
 * 19) For more, see full list of projects

Perusal of these links will illustrate that whilst some useful information about dementia and dementia care exists within the Wikimedia projects, that these resources are also in need of further development. Priority areas for dementia care training in Australia could be fruitfully targetted.

Problem scenario: A google search for "caregiving and dementia" currently lists the Wikipedia article on Caregiving and dementia as #3:
 * 1) What do you think about the quality of that article?
 * 2) What can we do to improve it?

Other existing free online resources
Other free and open online resources about caregiving and dementia NPAs may also exist, and can be linked to or incorporated into the wiki. Examples include:
 * 1) Design for dementia on iTunes
 * 2) Images from creative commons repositories such as http://flickr.com

Student essays

 * 1) (~15) - NSW/ACT DTSC has been running an undergraduate essay competition since 2010. These essays will collated on the wiki, for further development (pending copyright negotiation)
 * 2) List of essays:
 * 3) Dementia and motivation, 2010 (Book chapter)
 * 4) Caregiver training
 * 5) See more Category:Caregiving and dementia/Essays...

Honours thesis

 * 1) NSW/ACTW DTSC has been running a $5000 scholarship for Honours theses on the topic of dementia. Thesis abstracts and/or summaries are being collated onto the wiki:

Guest lectures

 * 1) NSW/ACT and WA DTSCs have been hosting guest lectures and these have been recorded and are available online.
 * 2) These could be converted to ogg format and uploaded to Wiki Commons, then embedded as appropriate on sister project pages
 * 3) The lectures could also be uploaded to a separate youtube channel (per centre or all of DTSC)

Training materials

 * 1) What training materials are available that can be uploaded?

Images
Development of an open library of appropriate images for use in caregiving and dementia resources and training materials could utilise existing resources at:
 * 1) Commons
 * 2) Flickr

Multimedia
A developing list of freely usable multimedia resources about caregiving and dementia:
 * Caregiving and dementia/Lectures
 * Dementia

Research

 * Dementia Collaborative Research Centres (Australia)

Bloggers

 * Jennifer Gerhold, Dementia Today

WMF site users
By searching dementia care relevant article using WikiDashboard, key contributors can be identified. As this project develops, these people can be invited and encouraged to contribute:
 * w:User:Garrondo - a Spanish psychologist who has contributed significantly to Parkinson's disease, Alzheimer's disease and Caregiving and dementia
 * w:User:LeadSongDog - has contributed significantly to Alzheimer's disease and Caregiving and dementia.

Example wiki projects
Here are some examples of other similar(ish) wiki projects:
 * 1) Australian Cancer Council - Clinical Practice Guidelines - Uses Mediawiki as a stand-alone installation
 * 2) Health Informatics - Uses Mediawiki as a stand-alone installation

 * 1) The Quitting-Smoking Wiki - Uses Mediawiki on the Wikia platform
 * 2) History of the Paralympic Movement in Australia - Uses Mediawiki on the Wikimedia Foundation platforms

title: Caregiving and dementia/Admin/Resources


text: Category:Caregiving and dementia/Topics

title: Category:Caregiving and dementia/Topics


text: File:Parallel Circuit Design.pdf

title: File:Parallel Circuit Design.pdf


text:
Caregiving and dementia/Topics

These caregiving and dementia topic pages provide overviews and collations of training information, resources, and knowledge.

These topics are related to the Australian Dementia Training Study Centres (DTSC) National Priority Areas (2010-2013).

title: Caregiving and dementia/Topics


text:
User:Andrzej Nadolny

Andy Nadolny is cousin of Stefan Nadolny, He comes from New York and has father from America.

title: User:Andrzej Nadolny


text:
User:Student21

Student Politechniki Radomskiej ucząszcza na zajęcia z Matematyki i Informatyki Obliczeniowej

title: User:Student21


title: File:Cordic.vhdl.20120312.pdf


title: File:Sampling.2.B.BandPass.20120312.pdf


text:
User:YogeshwarB

Hello, fellow Wikipedians! My mission is to learn more about this world in general, and to also impart my knowledge to others, too. I may be a young immature person, but I am still learning to socialize. And Wikipedia is another front for me to establish this goal. My hobbies are reading, playing the guitar and other worldly things. Yogirox234 (talk) 13:45, 12 March 2012 (UTC)

title: User:YogeshwarB


text:
User:ModestPropaganda

Interests include:
 * Astronomy
 * Photography
 * Film-making
 * Art

title: User:ModestPropaganda


text:
User:ECPICT

Digital Advances And their Affects On Education

Good morning! I had a think about which wiki service to use for our collaborative writing and this is the one. In dividual contributions can be traced for grading purposes since you are all working collaboratively. The idea is that each group from last week (groups of three max)are writting a wiki page over the course of this double which will be quickly peer reviewed in the second half of the double lesson.

The people in charge of this wiki quickly spot copied text and remove it from the site. For this reason (and as part of good academic practice) you are asked to write in your own words. Links to other sources ought to be acknowledged.

good luck today with this task and I look forward to visiting the resulting wiki pages.

Thanks,

Mr H, 13/3/12

title: User:ECPICT


title: File:VHDL.Signal.1.A.20120312.pdf


text:
User:Egm6322.s12.team2.Xia/RP11.4

= R 11.4 - Verify the weights of GL quadrature =

Given
Give the following table

with

$$\displaystyle w_j = \frac{2}{\left( 1-x_j^2 \right) [P'_n(x_j)]^2} \,\!$$

and

$$\displaystyle P_n(x) = {1 \over 2^n n!} {d^n \over dx^n } \left[ (x^2 -1)^n \right].$$

Find
Verify

1, $$\displaystyle w_{j}>0,\; j=1,\ldots,n$$ (11.4.1) 2, $$\displaystyle \sum_{j=1}^{n}w_{j}=2$$ (11.4.2)

Solution
Part I

From the given conditions, Using Maxima with the following commands:

p(n,x):=(1/(2^n*n!))*diff((x^2-1)^n,x,n);  %%$$\displaystyle \mathrm{p}\left( n,x\right) :=\frac{1}{{2}^{n}\,n!}\,\mathrm{diff}\left( {\left( {x}^{2}-1\right) }^{n},x,n\right) $$

w(n,x):=2/((1-x^2)*(diff(p(n,x),x))^2);    %% $$\displaystyle \mathrm{w}\left( n,x\right) :=\frac{2}{\left( 1-{x}^{2}\right) \,{\mathrm{diff}\left( \mathrm{p}\left( n,x\right) ,x\right) }^{2}}$$

we can obtain

$$\displaystyle w(1,x)= \frac{2}{1-{x}^{2}}$$ $$\displaystyle w(2,x)= \frac{2}{9\,{x}^{2}\,\left( 1-{x}^{2}\right) }$$ $$\displaystyle w(3,x)= \frac{4608}{\left( 1-{x}^{2}\right) \,{\left( 288\,{x}^{2}+72\,\left( {x}^{2}-1\right) \right) }^{2}}$$ $$\displaystyle w(4,x)= \frac{294912}{\left( 1-{x}^{2}\right) \,{\left( 3840\,{x}^{3}+2880\,x\,\left( {x}^{2}-1\right) \right) }^{2}}$$ $$\displaystyle w(5,x)= \frac{29491200}{\left( 1-{x}^{2}\right) \,{\left( 7200\,{\left( {x}^{2}-1\right) }^{2}+57600\,{x}^{4}+86400\,{x}^{2}\,\left( {x}^{2}-1\right) \right) }^{2}}$$ Then, use the command subst(x_j,x,w(n,x))

we have

$$\displaystyle w(1,0)=2$$

$$\displaystyle w(2,\pm1/\sqrt{3})=1$$

$$\displaystyle w(3,0)=\frac{8}{9}$$

$$\displaystyle w(3,\pm\sqrt{3/5})=\frac{5}{9}$$

$$\displaystyle w(4,\pm\sqrt{(3-2\sqrt{6/5})/7})=-\frac{49}{6\,\left( \sqrt{6}+2\,\sqrt{5}\right) \,\left( 2\,\sqrt{6}-3\,\sqrt{5}\right) }=\frac{18+\sqrt{30}}{36}$$

$$\displaystyle w(4,\pm\sqrt{(3+2\sqrt{6/5})/7})=-\frac{49}{6\,\left( \sqrt{6}-2\,\sqrt{5}\right) \,\left( 2\,\sqrt{6}+3\,\sqrt{5}\right) }=\frac{18-\sqrt{30}}{36}$$

$$\displaystyle w(5,0)=\frac{128}{225}$$

$$\displaystyle w(5,\pm\frac{1}{3}\sqrt{(5-2\sqrt{10/7})})=\frac{729\,\sqrt{7}}{25\,\left( \sqrt{10}+2\,\sqrt{7}\right) \,{\left( \sqrt{7}\,\sqrt{10}-4\right) }^{2}}=\frac{322+13\sqrt{70}}{900}$$

$$\displaystyle w(5,\pm\frac{1}{3}\sqrt{(5+2\sqrt{10/7})})=-\frac{729\,\sqrt{7}}{25\,\left( \sqrt{10}-2\,\sqrt{7}\right) \,{\left( \sqrt{7}\,\sqrt{10}+4\right) }^{2}}=\frac{322-13\sqrt{70}}{900}$$

Part II

Thus from the above solution we can easily obtain

$$\displaystyle n=1$$

$$\displaystyle \sum w_j =w_1=2$$

$$\displaystyle n=2$$

$$\displaystyle \sum w_j =w_1+w_2=1+1=2$$

$$\displaystyle n=3$$

$$\displaystyle \sum w_j =w_1+w_2+w_3=\frac{8}{9}+\frac{5}{9}+\frac{5}{9}=2$$

$$\displaystyle n=4$$

$$\displaystyle \sum w_j =w_1+w_2+w_3+w_4=2 \frac{18+\sqrt{30}}{36}+2 \frac{18-\sqrt{30}}{36}=2$$

$$\displaystyle n=5$$

$$\displaystyle \sum w_j =w_1+w_2+w_3+w_4+w_5=\frac{128}{225}+2 \frac{322+13\sqrt{70}}{900}+2 \frac{322-13\sqrt{70}}{900}=2$$

title: User:Egm6322.s12.team2.Xia/RP11.4


text:
User talk:Karl.demol

"Public use" as licence
Hello. I note that you add "Public use" as licence for file. Note that "Public use" is not a valid licence. Please read this page : License tags. Crochet.david (talk) 19:46, 12 March 2012 (UTC)

title: User talk:Karl.demol


text:
User:Egm4313.s12.team12/R4

Here's a sign up table for Report 4 problems. There are not a lot of problems, so if someone wants to tackle the whole thing feel free. Let me know if I missed a problem. Please try and type the reports, if possible, so that it's easier to copy and paste into one document, either on word or in the wiki if you want. If you got any questions just text Dan.

=Problem 1= Garrett Sutcliffe

=Problem 2= =Problem 3= =Problem 4=

title: User:Egm4313.s12.team12/R4


text:
User:Egm4313.s12.team11.sheider/R4.2a: Lecture 7 p.7-26 pb. 1-2

Problem Statement
Given: $$ y^{''} - 3y^{'} +2y = sin(x)\!$$

With initial conditions: $$ y(0) = 1, y'(0) = 0 \!$$

Using the Taylor series for sin(x), reproduce the graph in the lecture notes p.7-24.

Solution
The Taylor series expansion for sin(x) that is plotted with n = 13 is as follows:

$$ y = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!} + \frac{x^9}{9!} - \frac{x^{11}}{11!} + \frac{x^{13}}{13!} - \frac{x^{15}}{15!} + \frac{x^{17}}{17!} - \frac{x^{19}}{19!} + \frac{x^{21}}{21!} - \frac{x^{23}}{23!} + \frac{x^{25}}{25!} \!$$

Using MatLab, the following Taylor series expansion was plotted and coded:

The plot created with n = 13 (i.e. 13 terms) is as follows:

Problem Statement
Given: $$ y^{''} - 3y^{'} +2y = r(x)\!$$

With initial conditions: $$ y(0) = 1, y'(0) = 0 \!$$

Letting $$ r(x) \!$$ equal the truncated Taylor series of $$ sin(x) \!$$, i.e. $$ r(x) = \sum_{k=0}^{n} \frac{(-1)^kt^{2k+1}}{(2k+1)!} \!$$

Find the overall solution $$ y_{n}(x) \!$$ for $$ n = 3,5,9 \!$$ and plot these solutions on the interval from $$ [0,4\pi ] \!$$

Solution
First finding the homogenous solution to the ODE:

The characteristic equation:

$$ \lambda^2 -3\lambda +2 = 0\!$$

$$ (\lambda -2)(\lambda -1) = 0\!$$

Therefore, $$ \lambda = 1,2\!$$

And the homogenous solution is:

$$ y_{h} = c_{1}e^{x} + c_{2}e^{2x} \!$$

Next the particular solution will be evaluated.

For n = 3:

The excitation is therefore: $$ r_{x} = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!}\!$$

Therefore the particular solution has a form:

$$ y_{p} = K_{7}x^{7} + K_{6}x^{6} + K_{5}x^{5} + K_{4}x^{4} + K_{3}x^{3} + K_{2}x^{2} + K_{1}x + K_{0} \!$$

Differentiating:

$$ y_{p}^{'} = 7K_{7}x^{6} + 6K_{6}x^{5} + 5K_{5}x^{4} + 4K_{4}x^{3} + 3K_{3}x^{2} + 2K_{2}x + 1K_{1} \!$$

$$ y_{p}^{''} = 42K_{7}x^{5} + 30K_{6}x^{4} + 20K_{5}x^{3} + 12K_{4}x^{2} + 6K_{3}x + 2K_{2} \!$$

Plugging these values into the ODE and equating them to the excitation:

$$ 42K_{7}x^{5} + 30K_{6}x^{4} + 20K_{5}x^{3} + 12K_{4}x^{2} + 6K_{3}x + 2K_{2} \!$$

$$ - 3(7K_{7}x^{6} + 6K_{6}x^{5} + 5K_{5}x^{4} + 4K_{4}x^{3} + 3K_{3}x^{2} + 2K_{2}x + 1K_{1})\!$$

$$ + 2(K_{7}x^{7} + K_{6}x^{6} + K_{5}x^{5} + K_{4}x^{4} + K_{3}x^{3} + K_{2}x^{2} + K_{1}x + K_{0}) = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!} \!$$

$$ 42K_{7}x^{5} + 30K_{6}x^{4} + 20K_{5}x^{3} + 12K_{4}x^{2} + 6K_{3}x + 2K_{2} \!$$

$$ - 21K_{7}x^{6} -18K_{6}x^{5} -15K_{5}x^{4} -12K_{4}x^{3} -9K_{3}x^{2} -6K_{2}x -3K_{1}\!$$

$$ + 2K_{7}x^{7} + 2K_{6}x^{6} + 2K_{5}x^{5} + 2K_{4}x^{4} + 2K_{3}x^{3} + 2K_{2}x^{2} + 2K_{1}x + 2K_{0} = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!} \!$$

To solve this, we will use an upper triangular matrix, and solve using Matlab. The matrix is as follows:

$$ \begin{bmatrix} 2 &-3  &2  &0  & 0 & 0 & 0 &0\\  0&  2  &-6  &6  & 0 & 0 & 0 &0\\  0&  0&  2  &-9  &12  & 0 &0 &0\\  0&  0&  0&  2  &-12  &20  &0 &0\\  0&  0&  0& 0 &  2  &-15  &30 &0\\  0&  0&  0& 0 & 0 &  2  &-18  &42  \\  0& 0 & 0 &0  &0 & 0&  2 &-21\\  0&0  &0  & 0 & 0 &0  &0  & 2 \end{bmatrix} \begin{bmatrix} K_{0} \\ K_{1} \\ K_{2} \\ K_{3} \\ K_{4} \\ K_{5} \\ K_{6} \\ K_{7} \end{bmatrix} = \begin{bmatrix} 0 \\ 1 \\ 0 \\ -\frac{1}{3!} \\ 0 \\ \frac{1}{5!} \\ 0 \\ -\frac{1}{7!} \end{bmatrix}\!$$

The answer is calculated in Matlab:

Therefore: $$ y_{p} = \frac{-1}{10080}x^{7} + \frac{-1}{960}x^{6} + \frac{-1}{320}x^{5} + \frac{-1}{128}x^{4} + \frac{-19}{192}x^{3} + \frac{-51}{128}x^{2} + \frac{-51}{128}x + \frac{-51}{256} \!$$

The final solution is then found to be: $$ y_{n} = c_{1}e^{x} + c_{2}e^{2x} + \frac{-1}{10080}x^{7} + \frac{-1}{960}x^{6} + \frac{-1}{320}x^{5} + \frac{-1}{128}x^{4} + \frac{-19}{192}x^{3} + \frac{-51}{128}x^{2} + \frac{-51}{128}x + \frac{-51}{256} \!$$

Evaluating at the initial conditions, we have:

$$ y_{n}(0) = c_{1} + c_{2} + \frac{-51}{256} = 1 \!$$

$$ y_{n}^{'}(0) = c_{1} + 2c_{2} + \frac{-51}{128} = 0\!$$

Solving this system of equations, we find:

$$ c_{1} = 2, c_{2} = \frac{-205}{256} \!$$

Therefore the final solution is:

$$ y_{n} = 2e^{x} + \frac{-205}{256}e^{2x} + \frac{-1}{10080}x^{7} + \frac{-1}{960}x^{6} + \frac{-1}{320}x^{5} + \frac{-1}{128}x^{4} + \frac{-19}{192}x^{3} + \frac{-51}{128}x^{2} + \frac{-51}{128}x + \frac{-51}{256} \!$$

Plotting this equation in Matlab yields:

For n = 5:

The excitation is therefore: $$ r_{x} = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!} + \frac{x^9}{9!} - \frac{x^{11}}{11!}\!$$

Therefore the particular solution has a form:

$$ y_{p} = K_{11}x^{11} + K_{10}x^{10}+ K_{9}x^{9} + K_{8}x^{8} + K_{7}x^{7}+ K_{6}x^{6} + K_{5}x^{5} + K_{4}x^{4} + K_{3}x^{3} + K_{2}x^{2} + K_{1}x + K_{0} \!$$

Differentiating:

$$ y_{p}^{'} = 11K_{11}x^{10} + 10K_{10}x^{9}+ 9K_{9}x^{8} + 8K_{8}x^{7}+ 7K_{7}x^{6} + 6K_{6}x^{5} + 5K_{5}x^{4} + 4K_{4}x^{3} + 3K_{3}x^{2} + 2K_{2}x + 1K_{1} \!$$

$$ y_{p}^{''} = 110K_{11}x^{9} + 90K_{10}x^{8}+ 72K_{9}x^{7} + 56K_{8}x^{6}+ 42K_{7}x^{5} + 30K_{6}x^{4} + 20K_{5}x^{3} + 12K_{4}x^{2} + 6K_{3}x + 2K_{2} \!$$

Plugging these values into the ODE and equating them to the excitation, and then solving them by using a upper triangular matrix as before (just as in the n=3 example) in Matlab:

Therefore: $$ y_{p} = \frac{-1}{79833600}x^{11} + \frac{-1}{4838400}x^{10} + \frac{-1}{967680}x^{9} + \frac{-1}{215040}x^{8} + \frac{-7}{59419}x^{7} + \frac{-17}{15360}x^{6} \!$$

$$ + \frac{-17}{5120}x^5 + \frac{-17}{2048}x^4 + \frac{-307}{3072}x^3 + \frac{-819}{2048}x^2 + \frac{-819}{2048}x + \frac{-819}{4096} \!$$

The final solution is then found to be: $$ y_{n} = c_{1}e^{x} + c_{2}e^{2x} + \frac{-1}{79833600}x^{11} + \frac{-1}{4838400}x^{10} + \frac{-1}{967680}x^{9} + \frac{-1}{215040}x^{8} + \frac{-7}{59419}x^{7} + \frac{-17}{15360}x^{6} \!$$

$$ + \frac{-17}{5120}x^5 + \frac{-17}{2048}x^4 + \frac{-307}{3072}x^3 + \frac{-819}{2048}x^2 + \frac{-819}{2048}x + \frac{-819}{4096} \!$$

Evaluating at the initial conditions, we have:

$$ y_{n}(0) = c_{1} + c_{2} + \frac{-819}{4096} = 1 \!$$

$$ y_{n}^{'}(0) = c_{1} + 2c_{2} + \frac{-819}{2048} = 0\!$$

Solving this system of equations, we find:

$$ c_{1} = 2, c_{2} = \frac{-3277}{4096} \!$$

Therefore the final solution is:

$$ y_{n} = 2e^{x} + \frac{-3277}{4096}e^{2x} + \frac{-1}{79833600}x^{11} + \frac{-1}{4838400}x^{10} + \frac{-1}{967680}x^{9} + \frac{-1}{215040}x^{8} + \frac{-7}{59419}x^{7} + \frac{-17}{15360}x^{6} \!$$

$$ + \frac{-17}{5120}x^5 + \frac{-17}{2048}x^4 + \frac{-307}{3072}x^3 + \frac{-819}{2048}x^2 + \frac{-819}{2048}x + \frac{-819}{4096} \!$$ Plotting this equation in Matlab yields:

For n = 9:

The excitation is therefore: $$ r_{x} = x - \frac{x^3}{3!} + \frac{x^5}{5!} - \frac{x^7}{7!} + \frac{x^9}{9!} - \frac{x^{11}}{11!} + \frac{x^{13}}{13!} - \frac{x^{15}}{15!} + \frac{x^{17}}{17!} - \frac{x^{19}}{19!}\!$$

Therefore the particular solution has a form:

$$ y_{p} = K_{19}x^{19}+ K_{18}x^{18} + K_{17}x^{17} + K_{16}x^{16} + K_{15}x^{15} + K_{14}x^{14} + K_{13}x^{13} + K_{12}x^{12} + K_{11}x^{11} + K_{10}x^{10} \!$$

$$ + K_{9}x^{9} + K_{8}x^{8} + K_{7}x^{7}+ K_{6}x^{6} + K_{5}x^{5} + K_{4}x^{4} + K_{3}x^{3} + K_{2}x^{2} + K_{1}x + K_{0} \!$$

Differentiating:

$$ y_{p}^{'} = 19K_{19}x^{18}+ 18K_{18}x^{17} + 17K_{17}x^{16} + 16K_{16}x^{15} + 15K_{15}x^{14} + 14K_{14}x^{13} + 13K_{13}x^{12} + 12K_{12}x^{11} + 11K_{11}x^{10} + 10K_{10}x^{9} \!$$

$$ + 9K_{9}x^{8} + 8K_{8}x^{7}+ 7K_{7}x^{6} + 6K_{6}x^{5} + 5K_{5}x^{4} + 4K_{4}x^{3} + 3K_{3}x^{2} + 2K_{2}x + 1K_{1} \!$$

$$ y_{p}^{''} = 342K_{19}x^{17}+ 306K_{18}x^{16} + 272K_{17}x^{15} + 240K_{16}x^{14} + 210K_{15}x^{13} + 182K_{14}x^{12} + 156K_{13}x^{11} + 132K_{12}x^{10} + 110K_{11}x^{9} + 90K_{10}x^{8} \!$$

$$ +72K_{9}x^{7} + 56K_{8}x^{6}+ 42K_{7}x^{5} + 30K_{6}x^{4} + 20K_{5}x^{3} + 12K_{4}x^{2} + 6K_{3}x + 2K_{2} \!$$

Plugging these values into the ODE and equating them to the excitation, and then solving them by using an upper triangular matrix as before (just as in the n=3 example) in Matlab:

Therefore: $$ y_{p} = \frac{-1}{2.433E17}x^{19} + \frac{-1}{8.536E15}x^{18} + \frac{-1}{9.485E14}x^{17} + \frac{-1}{1.112E14}x^{16} + \frac{-1}{2.202E12}x^{15} + \frac{-1}{1.094E11}x^{14} \!$$

$$ + \frac{-1}{1.563E10}x^{13} + \frac{-1}{2.404E9}x^{12} + \frac{-1}{6.657E7}x^{11} + \frac{-1}{4.537E6}x^{10} + \frac{-1}{9.074E5}x^9 + \frac{-4}{8.066E5}x^8 + \frac{-38}{3.192E5}x^7 \!$$

$$ + \frac{-73}{657010}x^{6} + \frac{-218}{65401}x^{5} + \frac{-218}{65401}x^{4} + \frac{-3441}{49157}x^{3} + \frac{-1198}{4061}x^2 + \frac{-1431}{8177}x + \frac{145}{4462} \!$$

The final solution is then found to be: $$ y_{n} = c_{1}e^{x} + c_{2}e^{2x} + \frac{-1}{2.433E17}x^{19} + \frac{-1}{8.536E15}x^{18} + \frac{-1}{9.485E14}x^{17} + \frac{-1}{1.112E14}x^{16} + \frac{-1}{2.202E12}x^{15} + \frac{-1}{1.094E11}x^{14} \!$$

$$ + \frac{-1}{1.563E10}x^{13} + \frac{-1}{2.404E9}x^{12} + \frac{-1}{6.657E7}x^{11} + \frac{-1}{4.537E6}x^{10} + \frac{-1}{9.074E5}x^9 + \frac{-4}{8.066E5}x^8 + \frac{-38}{3.192E5}x^7 \!$$

$$ + \frac{-73}{657010}x^{6} + \frac{-218}{65401}x^{5} + \frac{-218}{65401}x^{4} + \frac{-3441}{49157}x^{3} + \frac{-1198}{4061}x^2 + \frac{-1431}{8177}x + \frac{145}{4462} \!$$

Evaluating at the initial conditions, we have:

$$ y_{n}(0) = c_{1} + c_{2} + \frac{145}{4462} = 1 \!$$

$$ y_{n}^{'}(0) = c_{1} + 2c_{2} + \frac{-1431}{8177} = 0\!$$

Solving this system of equations, we find:

$$ c_{1} = 1.76, c_{2} = -0.7925 \!$$

Therefore the final solution is:

$$ y_{n} = 1.76e^{x} + -0.7925e^{2x} + \frac{-1}{2.433E17}x^{19} + \frac{-1}{8.536E15}x^{18} + \frac{-1}{9.485E14}x^{17} + \frac{-1}{1.112E14}x^{16} + \frac{-1}{2.202E12}x^{15} + \frac{-1}{1.094E11}x^{14} \!$$

$$ + \frac{-1}{1.563E10}x^{13} + \frac{-1}{2.404E9}x^{12} + \frac{-1}{6.657E7}x^{11} + \frac{-1}{4.537E6}x^{10} + \frac{-1}{9.074E5}x^9 + \frac{-4}{8.066E5}x^8 + \frac{-38}{3.192E5}x^7 \!$$

$$ + \frac{-73}{657010}x^{6} + \frac{-218}{65401}x^{5} + \frac{-218}{65401}x^{4} + \frac{-3441}{49157}x^{3} + \frac{-1198}{4061}x^2 + \frac{-1431}{8177}x + \frac{145}{4462} \!$$

Plotting this equation in Matlab yields:

Note: On the interval from $$ 0 \!$$ to $$ 4\pi\!$$, the resulting plots of the solutions, on such a large scale (note that the Y-axis is forced to be on the order of $$ 10^{10}\!$$!) each plot looks almost exactly identical. It is not until you are able to zoom in a lot do you see the very slight change in the curve of each plot on this interval.


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Talk:Engineering Projects/Rubberband gun/Howard Community College/spring2012/p1550jbf

I like the detail you went into with 123d. This will make it easy for the next team who comes along to replicate your ideas and improve them precisely.--2jjones (talk) 00:17, 13 March 2012 (UTC)

project grading 1sfoerster (talk) 16:20, 20 March 2012 (UTC)
 * 100 points good job


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User:Jbunnasu

I'm a graduate student at Appalachian State University.

title: User:Jbunnasu