text:
Piano

Piano lessons (click to view titles)

Collection of figures (read below)

Figure 1 illustrates the bass ( 𝄢 ), alto (𝄡 ), and treble ( 𝄞 ) clefs, using two conventions for labeling the notes. Two mnemonics for remembering the treble and bass staff lines are: Every Good Boy Does Fine Good Boys Do Fine Always

Figure 1 is ideal for teaching the student to read slightly more than dozen notes typically played by the left hand ( 𝄢 ) and a dozen notes played by the right hand ( 𝄞 ). Figure 2 connects the piano's keys with note's letter-names.

Figure 3 combines features from Figures 1 and 2 by extending the diagram to all 88 notes on a standard piano keyboard. The figure's narrow dimensions permit it to be situated adjacent to the score on Wikiversity pages. In fact, I am currently using this figure to find the fingering and teach myself. To view this figure in action, visit:

Piano/Gymnopédie 1 by Erik Satie

Figure 4 strongly encourages you to guess the note. Without that guess, you need to scan each bar. If you go from left-to-right with "C", you need to scan all seven notes if the note was a "B". I don't know about other people, but forcing me to "guess" seems to help me memorize things. Piano teachers often encourage students not to look at the keyboard, perhaps because "guessing" the position of the note enhances the development of muscle memory.

Available sheetmusic
This collection of LilyPond scores are designed for the beginner. Each comes with with recommended fingering and audio output with adjustable tempo.

If you have a request for a short piece or exercise that is in the public domain leave a message on my talk page at: User talk:Guy vandegrift

 * Current list of available study pieces (it is not to difficult to transpose versions of any score to another key):
 * Piano/For beginners is a collection of scores appropriate for a beginners first few lessons.
 * Sing free/Amazing Grace is a good first piece for someone interested in learning the piano, but who is hesitant to buy a conventional keyboard without first learning one piece. It can be played on a two octave keyboard (often sold at toy stores.) The current version requires that the highest and lowest notes are G (but that can be changed.)
 * Read Wikipedia:Amazing grace Bach C Major Prelude Equal.ogg

 * Piano/Prelude in C by Johann Sebastian Bach is in C major, but has enough accidentals to train the hand to hit black keys. It consists of 36 bars of arpeggios, with the vast majority played only once.
 * Read Prelude and Fugue in C major, BWV 846.
 * Download score at c:File:Bach- Well-Tempered Clavier, Book 1 - 01 Prelude No. 1 in C major, BWV 846.pdf

 * Piano/Gymnopédie 1 by Erik Satie (Under construction)
 * Read Gymnopédies.

Resources

 * /18 studies ranked by difficulty/: designed to give you a few ideas of good pieces for beginning and intermediate piano students.
 * /How to read piano music and play scales using proper technique/: A few words about proper technique accompanied by an introduction to the musical scale.

Links
See Basic Blues & Rock or Jazz if you are interested in playing piano, organ or keyboards within those Music genres.

 * Musical Notation Article
 * Mutopia, an online resource for free sheet music
 * IMSLP, International Music Score Library Project, a resource containing many music scores, including some of the ones recommended in the article
 * Fundamentals of Piano Practice, online textbook teaching the most efficient way to practice piano playing
 * Useful links for "Wedding-day at Troldhaugen" by Edvard Grieg.
 * Piano lessons in London, List of piano teachers in London and the UK
 * Pianist, composer, and piano teacher in London, private piano teacher based in central London
 * Listen to some classical piano recordings from a pianist in London

Appendix
An older version of this page is stored at Special:Permalink/2528573. Also, figure 4 was created using LilyPond. Editors interested in modifying figure 4 can edit the scripts used to make these two images:

title: Piano


text:
Category:Music

This category corresponds to :

Universal Decimal Classification

78 Music (http://www.udcsummary.info/php/index.php?tag=78&lang=en)

Library of Congress classification

M Music (https://en.wikipedia.org/wiki/Library_of_Congress_Classification:Class_M_--_Music)

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

title: Category:Music


text:
Violin 101

Welcome to Violin 101 at Wikiversity

 'This class is about Violin. You may be looking for classes on fiddle' .

If you have any good ideas on how to improve this page, feel free to make edits - this page is currently under daily monitoring so don't be afraid of making mistakes, we will patch them up for you.

The same can be said for learning violin. Practice, practice, practice, and don't be afraid of making mistakes.

Getting started
Listen to violin music online and live. Use resources at Wikibooks and Wikiversity.
 * Wikipedia has a helpful article on violin
 * [] is a more advanced class but you are free to use its resources for inspiration and acquisition of knowledge and skills.

Bow Parts

 * The Stick of the Bow is the base of the bow. Modern bows are made from Hardwood, such as pernambuco and brazilwood. Cheaper bow sticks are made from fiberglass.
 * The Screw is at the end part of the bow. You loosen/tighten the horsehair. The horsehair actually comes from Horse Hair, a horse's tail specifically. The color of horsehair is commonly white, some can be black as well. Some prefer a bit of a mix of black and white, known as "salt and pepper".
 * The Tip is the sharp looking bow found at the end of the stick. It's the most fragile part of the bow.
 * The Frog is the heaviest part of the bow. While playing the violin, they hold the Frog part to move the bow.

The Frog

 * Most frogs on a bow have an in layer, the metal attachment with the bow hair to the left and the Frog to the right is the ferrule.
 * Most frogs on a bow have an "eye". Which is basically a white dot in the middle of the Frog.
 * The Paid and Wrapping on the stick part of a bow assists the player in playing.

Find a Teacher
Playing the violin is challenging. It requires commitment and dexterity. Each teacher has a different technique. I prefer the method which allows students to play and finger right away. Some teachers prefer that you play open strings to perfect your bow strokes. Each time I pick up my instrument I play each open string to steady myself and check the tuning. A good teacher will teach you techniques geared toward improving your skill level. The following recommendations will get you started, but you will progress much more quickly with outside help. Consult your local violin shop. They will help you find a teacher in your area.

Holding The Instrument
Good posture is important for violin playing. Stand tall and do not slump. Keep your feet about shoulder width apart. Some teachers and performers advise turning the feet at right angles to each other while playing. The bow is held in the right hand, the violin in the left. To hold the violin, begin by clamping the chin rest under your chin. The violin should be more or less straight in front of you.

However, some teachers and performers may hold the instrument more toward the left. Once the instrument is clamped under your chin in whatever position you choose, relax your left hand, and tuck the neck of the instrument into the space between your thumb and first finger. Congratulations, you are now holding the violin correctly! Your fingers should curve naturally down and rest on the fingerboard. Your wrist should be straight, so that your palm does not touch the neck.

Bowing
Holding the bow is a matter of personal (and teacher) preference, but what follows is a good start. Hold your right wrist straight. Turn your palm upwards. RELAX your right hand. Let gravity flatten the natural curve of your fingers and use the weight of the bow at first to play. Orient the bow so the frog is on the left, and the tip is on the right, with the hair facing upward.

Gently slide the bow stick between your thumb and first finger, adjusting it so that thumb and first finger touch in the gap within the frog. Let the other fingers fall where they may on the stick. Turn your hand and the bow over, being sure not to whack anyone with the bow as you rotate it. Move your pinky on top of the stick. This is one good shape for the bow hand. You may want to shift the whole arrangement towards the tip of the bow, so that your thumb rests on the 'grip' of the bow (the metal or leather wrapping near the frog).

The bow should be drawn so that it is approximately parallel to the bridge and between the bouts. Play in front of a mirror to make sure you are doing this. You will need to get the string vibrating, without damping the vibration once it starts (the right amount of rosin and bow tension can help beginners). Think of a plane landing and then taking off. The area in which the bow is played is also known as the "runway." Enough pressure and motion at the beginning of the stroke, then a different amount of pressure to keep the tone going, then let off the pressure and take the bow off the string.

For beginners, the hair should be flat on the strings. The right wrist should be neither rigid nor floppy. Early on, try to limit motion to the elbow. Keep the elbow high--most beginners let it hang too low. There are dozens of bow strokes possible, depending on what's called for on the page, and on your artistic judgment. Begin with the slow steady stroke, focusing on making a consistent smooth tone. Don't move to the others until your teacher says you are ready.

Tuning
While holding the violin under your chin, look down the fingerboard. The strings from left to right are G, D, A, and E. To tune the instrument, you will need a reference for the A tone. This may be an electronic device, a tuning fork, another instrument like a violin, piano or oboe, or it may be your own brain if you have perfect pitch. Whatever the source, make the sound of your A string match that of the reference A. To do this, clamp the violin under your chin, and bow the A string. Use your left hand to turn the A peg back and forth, which will increase or decrease the tension of the string and thereby raise or lower its pitch.

You may need to wrap your hand around the scroll, so as to gently push the peg into its hole, to keep it from slipping. Once you have the A string matched to the reference, turn the reference off. Now play the A and D together. Adjust the D peg until the two are separated by a 'perfect' fifth. This is the interval in the song sung by the workers at the castle of the Wicked Witch of the West, in the movie The Wizard of Oz. Repeat the process, tuning the G string to a fifth below the D string. Now move to the E string. Set it to a fifth above the A using the fine tuner, if possible.

Another method of tuning highly recommended for beginners is an electric tuner. You will find these at many music stores. It is also good to tune by ear. However, the goal here is to start playing without too much frustration.

You should perform this process every time you start practicing, and during your practice time if needed.

If you notice your violin pegs slipping or have difficulty keeping your instrument in tune take it to your local violin shop (luthier) and have them check the set up of the instrument.

Fingering
For the purposes of violin playing, the fingers are numbered starting with pointer finger (first finger) on up to the pinky (fourth finger). Strings played with no finger on them are said to be 'open'.

While holding your instrument under your chin, with the neck in the crotch of your hand, let your fingers fall lightly on the fingerboard. Move your hand so that your first finger is just against the 'nut'. Now lift the fingers up ever so slightly.

Play the open E string. Now push your first finger down quite hard, touching only the E string. Congratulations! You are probably playing an F-natural (make sure to compare this or any other new note to a tuner or pich pipe). Nudge that finger up (toward the bridge) a bit, and you will probably be playing F-sharp. Put your second finger down just as hard, right next to the first finger. If all is well, you are playing a G. Move that second finger up a smidge, and you will be playing a G-sharp. Put the third finger right next to the second, and you will play an A. Put your fourth finger down, about a finger's width away from the third finger. You should be playing a B-natural.

Repeat this process on all the strings. Your teacher will give you assignments to strengthen your fingers and to help your hand 'learn' where the various fingers should go.

Scales
Depending on pedagogy, scales are either played on a routine basis as separate exercises, or pieces are chosen so that technical and artistic ability are developed side by side. Normally one scale is taught at first and after mastering it other scales are introduced.

Preparatory exercises
To play the canonical scales, there are 4 basic fingering patterns.

 * G major - 0 2 1 0 1 2 3 4 1 2 3 4 1 2 1 2 3 4 1 2 1 2 3 4 4 4 ...
 * A flat major, A
 * B flat, ... D major
 * E flat to F# major

Violon

title: Violin 101


text:
Russian Revolution

This course is on the Russian Revolutions which were brought to a close with the Bolsehvik seizure of power in October 1917. It is our goal to have a course on each of the revolutions, so please edit and add when needed. To find Wikipedia pages on specific Russian Revolutions, please go to the bottom of the page.

(School of History)

Course Syllabus
Course Syllabus wbeeby001

Material

 * Week 1
 * Week 2
 * Week 3
 * Week 4
 * Week 5
 * Week 6
 * Week 7

Questions
Links to the specific week’s questions are found here and in the Material for each week. Questions

Important People
Please see a summary of important people here.

Terms to Know
Please see the glossary of Terms here.

Short History of Russian Revolutions leading to the October Revolution in 1917
''Dates are correct for the Julian calendar, which was used in Russia until 1918. It was twelve days behind the Gregorian calendar during the 19th century and thirteen days behind it during the 20th century.''

Extra Pages
These extra pages are taken directly from the Wikipedia.

Related Books
Related Books

Related Wikipedia Pages
Related Wikipedia Pages

This page was requested at Requests

title: Russian Revolution


text:
Category:History

Classifications
This category corresponds to :

Universal Decimal Classification

93/94 History

http://www.udcsummary.info/php/index.php?tag=9&lang=en

Library of Congress Classification

D – World History (except American History)

E – American History

https://en.wikipedia.org/wiki/Library_of_Congress_Classification

History by country
For the history of a particular country, you can search with the following form, replacing (a particular country) by the name of the country you look for :

Research with Petscan

title: Category:History


text:
User talk:Mishaneah~enwikiversity

Because of your background, and because of your expressed interest in Art and Design, I just wanted to make you aware of the new portal division I created, entitled Fine Arts. Specifically with regards to the yet to be constructed School of Visual Arts, which would cover drawing, and the possibility I've been considering in adding a "New Media" school, which I would want to cover graphic design, amongst other things, I think your expertise could prove to be invaluable, if this part of the Wikiversity appeals to you. +Bozaloshtsh 16:50, 30 August 2006 (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 Mishaneah. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mishaneah~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) 06:16, 19 April 2015 (UTC)

title: User talk:Mishaneah~enwikiversity


text:
Wikiversity talk:Colloquium

This page should only be used for discussion about the Colloquium.

Colloquium | talk | Archive 1 (2006-2007) | Archive 2 (2009-2010)

---

Do we want the GLAM newsletter here?
If I wanted to read that newsletter, I could subscribe. As it is, I get notifications of every issue, and I don't see that this is commonly a matter for discussion here, which is what the Colloquium is for. We were getting the copy delivered here because Global_message_delivery/Targets/GLAM listed Wikiversity:Colloquium [at] en.wikiversity.org. Jtneill subscribed us, in addition to subscribing himself, 9 September 2013. Seeing no discussion of this here, I'm removing the subscription on meta, but I'll change it back if we have anything like consensus here to do so, or, of course, anyone can do that. I was just going to discuss it, but now that I see that it was unilaterally added -- and it's unusual for site-wide discussion pages to be subscribed -- I'm just removing, and I'll ping Jtneill about this. Obviously, any user who reads the newsletter and who thinks a topic should be brought to the Colloquium may do so. --Abd (discuss • contribs) 17:02, 11 March 2014 (UTC)
 * The same about "This month in education." If a Wikiversity user thinks a topic in that newsletter should be discussed, the user can bring the topic here. I'm removing the newsletters from the page. --Abd (discuss • contribs) 12:11, 25 March 2014 (UTC)

The Colloquium is for 'questions, comments or suggestions about Wikiversity'. 'This month in GLAM' and 'This month in education' do not meet that requirement. There's also a content problem with 'This month in education' that prevented users from effectively adding Colloquium content after the latest edition was inserted. I am opposed reinstating the subscriptions. -- Dave Braunschweig (discuss • contribs) 17:32, 25 March 2014 (UTC)
 * If we wanted the newsletter, a formatting error is something unusual that could be fixed. But it fills up the page and watchlists with content that isn't particularly helpful, and causes email notifications. Any user may subscribe (The GLAM subscription page is above, and there is Global message delivery/Targets/This Month in Education. --Abd (discuss • contribs) 18:24, 25 March 2014 (UTC)
 * GLAM may easily be read at GLAM/Newsletter and This Month at Education/Newsletter. From there, full sorted archives are available. I propose to remove the newsletters as well from the Colloquium archives, (they started in May 2013) except where someone has responded, if there has been any such. It's all duplicated content. By the way, the Colloquium is no longer being archived by bot, it's done manually. --Abd (discuss • contribs) 18:56, 25 March 2014 (UTC)
 * I support the proposal of GLAM news the our Colloquium. --Goldenburg111 19:39, 25 March 2014 (UTC)

 * If the community so desires it, I do not object to removing English Wikiversity from the subscription list at Meta. I do however object to removing current GLAM newspapers from the Colloquium's frontpage. They had interesting links to read from within English Wikiversity's Colloquium, and removing them damages the timeline of events in our archives, including when such newspapers were regularly posted. I have already fixed the issue with the "content" as Dave describes above, and I could easily archive it myself if we have no bot to do it. However, the GLAM newspapers are important for keeping the timeline smooth, so readers could look back and see what happened to them and when we stopped receiving them. Leaving them on the current Colloquium page does no harm, and allows for convenience readers to pick whichever issue they currently want to read immediately from Wikiversity's main discussion page. Removing them, without at least placing a proper public notice, is inconveniencing our readers as they wonder where the newspapers go; they are not as aware of other wikis such as Meta or Outreach and so would not be able to find them as easily. TeleComNasSprVen (discuss • contribs) 20:45, 25 March 2014 (UTC)
 * Addendum: issues with watchlist and email notifications are easily solved by unchecking specific Special:Preferences settings and/or removing said notifications directly from the inbox. These are issues mainly for longtime veterans of watchlist users, while neglecting those issues for newbies' and others' perspectives. TeleComNasSprVen (discuss • contribs) 20:47, 25 March 2014 (UTC)
 * I know of no way to watch the Colloquium, which is for communication among Wikiversity users, and not be notified of the newsletter postings. Watchlists are crucial for wiki maintenance, I'm not going to explain that in detail here, but what fills them up can be a problem. --Abd (discuss • contribs) 01:03, 26 March 2014 (UTC)
 * Strawman. Proper management of one's own watchlists leads to a far more beneficial outcome than inconveniencing other users from a possible (learning) resource and creating more work for them, for the sake of a few annoying notifications. TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)

 * Why are issues with watchlist and email notifications even important? IMO, that is a strawman argument. There has been lots of things passing through any of the major Wikiversity noticeboards, including the Colloquium, that I would not have the time nor care to pay attention and respond to, and I have opted out of notification from those appropriately. Why GLAM newspapers ought to be targeted for this issue is beyond me, since many other things create unnecessary notifications as well. TeleComNasSprVen (discuss • contribs) 20:52, 25 March 2014 (UTC)
 * We see four uses of the Colloquium:
 * Users, including new ones, ask questions of the community.
 * Users raise issues of community significance. The colloquium is our only general noticeboard.
 * The global community requests community feedback from us using the Colloquium. If, for example, stewards ask about inactive bureaucrats, following the two-year rule, they will do so on the Colloquium. There is no other place.
 * Newsletters where someone subscribed us.
 * As a suggested guideline, I'm deprecating the fourth usage, which stands out from the others. It's very new, and was never discussed. It is not a "Wikiversity community communication," unlike all the rest. If we want to have a community discussion of each newsletter issue, we could easily set that up, but we would not use this page. Some of us are subscribers, and if something is of particular community significance, any user may bring it here.
 * Users seriously maintaining the Wikiversity collaboration will watch the Colloquium. Occasional participants need not and will not. --Abd (discuss • contribs) 22:59, 25 March 2014 (UTC)

 * The removal was done out of process and without regard to current community consensus. As such, the newspapers ought to be restored.
 * The newspapers can be regarded as general announcements from the global/GLAM community. If the newspaper issue turns out to be significant to community interests, users may choose to read it, respond to it or even participate in the wider GLAM community. Why deny them the chance to do all of these things? To remove a few bytes from the page? Forgive me, but all I see is the pros outweighing the cons when it comes to leaving the newspapers in place or removing them. TeleComNasSprVen (discuss • contribs) 23:53, 25 March 2014 (UTC)

 * I'm not sure but I believe the reason both newsletters are being delivered here is that I made a contribution to each in essence advertising the course principles of radiation astronomy and the independent original research project on early telescopes. I did not subscribe to either but was checking their home pages for publication. After publication, both newsletters began appearing here. While I will probably contribute again to both, I have not done so as yet. I also enjoy reading them on the colloquium and occasionally check out some of their articles. I also like the archiving them in their own file for easy reference idea. My likely next contribution may be in May 2014. Sorry if somehow this created a problem. Both of these newsletters may default a subscription once a contribution is made to either. But, this is only a guess. Hope this helps. --Marshallsumter (discuss • contribs) 23:17, 25 March 2014 (UTC)
 * No, Marshall, that's not what happened. I described it starting this topic, Jtneill added the subscriptions. Anyone can. I notified Jtneill when I removed the first subscription, I haven't notified him about the second. You can receive the newsletters, Marshall, if you want, it's easy, I described how, above. --Abd (discuss • contribs) 00:53, 26 March 2014 (UTC)
 * (edit conflict) It turns out this particular resource is useful to at least one person (besides me). That is reason enough for keeping it on the Colloquium. There are no benefits to be had from removing it, and lots of drawbacks. Leaving it in place only expands the Colloquium by a few bytes, but allows readers the chance to participate in a new (learning) resource (the GLAM community) that were never made available to them before. TeleComNasSprVen (discuss • contribs) 23:53, 25 March 2014 (UTC)
 * Regardless, that counts Jtneill, Marshallsumter and I finding this resource quite useful, as well as to other potential Wikiversity users and readers. Only a select few, the vocal minority, has elected to bypass consensus to serve their own minor interests (less watchlist notifications, something that could be fixed rather easily). TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)

Possible compromise: Why not add the links GLAM/Newsletter and Education/Newsletter to the top of the page, instead of subscribing? James500 (discuss • contribs) 02:10, 26 March 2014 (UTC)
 * I might just consider the subscriptions "archived" and place them in the Wikiversity archives accordingly. That might be best to everyone's interests here. TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)
 * Or you could place them in the pages I just suggested. I'm going to take this as a comment that seeks the newsletters being hosted on Wikiversity, so I'll do it. --Abd (discuss • contribs) 03:02, 26 March 2014 (UTC)
 * TeleCom did copy those newsletters to the Colloquium archives. I blanked the two new archive pages he created to do that (they don't need to be deleted, we will use both of them very soon). All those newsletters are copied to the newsletter pages, for this year, and it's possible we could move them all to the newsletter pages, going back to the beginning of those subscriptions last year. There is no need to archive non-discussions from the Colloquium. Anyone who wants to see an old newsletter, it can be found much more quickly on the official archives, listed on Newsletters. --Abd (discuss • contribs) 03:49, 26 March 2014 (UTC)
 * Why just those links? Why not links to all the published newsletters?
 * Answer: because none of this is the business of the Colloquium.
 * There is another solution. It seems that one or two or maybe more want to be able to read the newsletters here on Wikiversity. So we can create a page here and subscribe that page to the newsletter. It's a community service page, so it belongs in Wikiversity space. I would create Newsletters linking to Newsletters/GLAM and Newsletters/This Month in Education and a subpage for any other WMF newsletter that any user wants to subscribe us to. Then, anyone who wants notification of a new issue may simply put the newsletter page on their watchlist. Just as easy as -- or easier than -- reading it here, with no impact on our community discussions unless someone wants to bring some issue or news here. Frankly, I'd myself prefer this solution to receiving the newsletters on my own Talk page, as some do. Someone who wants the newsletters but not the Colloquium can manage that, as well.
 * If one user wants this, I'll do it, and set up the subscriptions. --Abd (discuss • contribs) 02:43, 26 March 2014 (UTC)
 * ✅ See above. --Abd (discuss • contribs) 03:02, 26 March 2014 (UTC)
 * And the subscriptions have been created. Guess what? Since I was looking at the subscription pages, I checked. There is no wiki that has their main community discussion page subscribed. Wikipedia, for GLAM, has a Wikipedia space page, similarly to what I set up. --Abd (discuss • contribs) 03:17, 26 March 2014 (UTC)
 * The newsletter posts for this year have now been transferred to those newsletter pages. Unless I find newsletter posts that someone responded to, I don't know that we even need archives of them, they are all archived on the source pages (and the archives are linked on Newsletters). --Abd (discuss • contribs) 03:49, 26 March 2014

 * Beautiful idea! I've already been reading recent GLAM newsletters I missed. Unfortunately, no early telescopes, but that's the way it goes for now. --Marshallsumter (discuss • contribs) 23:05, 17 September 2014 (UTC)

title: Wikiversity talk:Colloquium


text:
User:Digitalme/monobook.js

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title: User:Digitalme/monobook.js


text:
Introduction to Wiki

Summary
This project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors.

Learning materials
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Introduction to Wikiversity <-- New to Wikiversity? Start here.
 * Editing tutorial <-- New to editing? Start here.
 * Editing learning activity <-- learning wiki-editing by doing

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * ect.

title: Introduction to Wiki


text: User:MessedRocker (usurped)

title: User:MessedRocker (usurped)


text:
User:Mishaneah~enwikiversity

An Industrial designer with intrest and expertise in teaching:

Industrial Design

Graphic Design

Web Design

General Design principles

Adobe Photoshop and Illustrator

Solidworks

Rhino 3D

Model Making

Sketching

Rendering

title: User:Mishaneah~enwikiversity


text:
School talk:Art and design

This School covers such a large area of knowledge from Fine Arts to Industrial Design that there should be a way of differentiating what resources you are looking though. I think that the old system of departments works well to separate these areas of knowledge but I'm not sure what the accepted system for the entire Wikiversity is. I think a single header page for "Art and Design" with the section "resources" will mix articles on cartooning with glass blowing and will not allow for the easiest access to the intended information sought. --Mishaneah 01:26, 19 August 2006 (UTC)

Creation of a "Fine Arts" Portal?
In keeping with the spirit of what Mishaneah stated above, I agree that the wealth of information implied with a school that's somehow supposed to encompass the whole of Art and Design is both intimidating and, in all honesty, unrealistic. There are many subdivisions of Art and Design, so many so that there's enough to start another portal. From what could be considered "Art" (fashion, photography, painting, film production, animation) to what could be considered "Design" (art direction, wood working, set design, urban planning, interior design, print advertisement), it would be much better for organizational purposes and I think the entire ethos of the subjects at hand to create another portal subdivision. How, exactly, does one go about doing this? +Bozaloshtsh 06:29, 30 August 2006 (UTC)
 * Portal:Fine Arts --JWSchmidt 06:50, 30 August 2006 (UTC)

Keep the Arts and Design together
I have to disagree. Fine art and design, in the coming century of mass customisation, are increasingly going to bend together and mix. Wikipedia is an other proof of a collaborative project : I think art, design, craft, philosophy, politics are to be largely discussed. They are differences between arts and design but the proximity is extremely productive to my point of view. I personnaly have a background in both design and art and I definitely believe the essence of what is taught has to remain the same ; each students will have his/her own path of lives. The basic for Art or Design can sit on the same ideological grounds, as a critical constructive elements of society. Eventhough Wikipedia has a encyclopedic purpose (systematic disociation), i believe Wikiversity has a different mission : gather different activities and be flexible to allow creativity grow. I just started the New Media Arts Division, and I'm looking forward to have students interested in crossdisciplinary projects : dividing the school would just create a distance and disturb students ability to "navigate". --Cesarharada 01:22, 14 June 2007 (UTC)

I have done an edit to show how we could build a portal into the diverse fields within art and design. I agree that the boundaries are becoming unclear, but there are still a lot of concepts, methods and techniques special to each field. The Wikiversity is a plave where we have room for creating a matrix of information - so lats do it! Product designers need interaction design as do web designers and graphic designers and there is a structure here for sharing courses as long as we use the whole hierarchy Schools divisions sub divisions and departments. And if we dont agree on where a field fits in - just build it and link it on some where --TAOdesign 16:25, 16 October 2007 (UTC)

Photography
Where would photography fit in here?
 * I think it could have its own school. --Remi0o 06:11, 30 December 2006 (UTC)

Music
Under the Division of Performance Art, music is listed as subdivision/department. Since a school of Music and Dance exists, I think there should not be an overlap and the subdivision/department should be deleted.

--Imaginationac 22:46, 15 March 2007 (UTC)

Merger with Art and Design
We need to do this forthwith!!! I propose if there are no objections to go ahead after 1 week. Dx (discuss • contribs)

 * I agree! Go for it! May I suggest trying to keep as much of the suggested content of School:Art & Design as possible. --Marshallsumter (discuss • contribs) 00:11, 23 October 2013 (UTC)

 * Yes, definitely I think they could be merged. — Sam Wilson ( Talk • Contribs ) … 00:28, 27 March 2014 (UTC)

 * Perhaps we should keep the debate open a little longer.Leutha (discuss • contribs) 22:49, 27 August 2015 (UTC)

 * Yeah, probably! ;) — Sam Wilson ( Talk • Contribs ) … 07:53, 28 August 2015 (UTC)

Acting
Hello please can you help me im 15 I live in the turks and caicos islands can yall help me I want to be actress Pressajaja (discuss • contribs) 16:22, 5 June 2018 (UTC)

 * Hi Pressajaja! Welcome to Wikiversity! One resource you can start with is Acting (Film and Stage). There's a category at the bottom of the page Category:Acting for more. Also, your local schools may have theatre groups you can join to try out for roles in their plays! --Marshallsumter (discuss • contribs) 23:34, 5 June 2018 (UTC)

 * For more info there's Acting on one of our sister projects! --Marshallsumter (discuss • contribs) 23:46, 5 June 2018 (UTC)

title: School talk:Art and design


text:
Wikiversity:Naming conventions/Original proposal

At Wikiversity, learning resources exist on pages in the main namespace. There are three namespaces unique to Wikiversity that are used to help organize the pages in the main namespace. These special namespaces are School:, Topic:, and Portal:. This page describes naming conventions used to keep information properly organized in these four namespaces (including the main namespace) and to present information to readers in a consistent and succinct manner.

Synopsis

Your use of the "School:", "Topic:" and "Portal:" namespaces is not required. If you are not interested in the details of organizing Wikiversity content and collaborations, simply read the section called Main namespace, below, and then get started adding content to Wikiversity.

If you want to quickly organize some Wikiversity educational content pages in a novel and unconventional way, skip down and read about Portals and Categories. Portals and categories allow you to quickly create very flexible organizational structures in any way you desire.

For anything not covered on this page, use Wikipedia conventions.

Key points

 * Capitalize only first words.
 * Do not use course numbers in titles. Please have pagenames be descriptive of content.
 * Use subpages when necessary.

Word casing
Page names, category names, and header titles use sentence case: lowercase letters are used at the start of second words and subsequent words except when they are proper nouns. This is the same convention used at Wikipedia.

 * Example: Orange is indigenous fruit of Asia, not Orange Is Indigenous Fruit of Asia.

If you do page moves in order do change upper case letters to lower case letters, it is your responsibility to fix the double redirects that you create. See Special:DoubleRedirects.

Some Wikipedia naming conventions such as "Prefer singular nouns"w:Wikipedia:Naming_conventions and "Redirect adjectives to nouns"w:Wikipedia:Naming_conventions may prove less universally appropriate to names of educational material; we shall see and adapt. Wikipedia naming conventions are an excellent starting point for Wikiversity naming conventions providing continuity between the two sites.

However, resources such as courses (see: Category:Introductions) may warrant full capitalization.

Main namespace
The main namespace is intended for the educational content of Wikiversity. Pages in the main namespace are given names with NO prefix, for example: Cell Biology. If you want to add content right now, just create main namespace pages and start typing in your information. If you are concerned about how to organize Wikiversity content pages, read the rest of the page, below.

Organizing main namespace content
Wikiversity's educational content can be described by the general term "learning resources". Learning resources can be roughly divided into learning materials and learning projects. Some learning resources are "lessons". All lessons, learning activities, learning materials, and educational content belongs on pages of the main Wikiversity namespace. See Namespaces for a description of how the main namespace relates to all the other Wikiversity namespaces.

In the future, Wikiversity will have many learning resources. Wikiversity organizes some learning resources according to a hierarchy of conventional academic subject areas and topics (see Browse). Note that most of this hierarchical organizing system was created in order to systematically arrange the content development projects that were begun by the Wikiversity community when still at Wikibooks. The hierarchy of schools (broad subject areas) and topics (narrow academic topics) may also serve new visitors to Wikiversity who are familiar with conventional academic topics and how they are often organized in colleges and universities. There is no single best way to organize academic topics, so the system used at Wikiversity has arbitrary elements.

Conceptual maps
The following table maps the Wikiversity namespaces onto things that people may be more familiar with. Each item is contained by the item on its left.

To aid in this organization of academic topics, Wikiversity uses three meta-discussion namespaces: the "School:", "Topic:" and "Portal:" namespaces. These three namespaces serve to organize the efforts of Wikiversity participants while they develop the educational content of Wikiversity in the main namespace. Educational content such as lessons and learning activities DOES NOT go into pages of the "School:", "Topic:" and "Portal:" namespaces. The "School:", "Topic:" and "Portal:" namespaces help Wikiversity participants organize their efforts. The functions of the "School:", "Topic:" and "Portal:" namespaces are described below.

In general, the "School:" and "Topic:" namespaces are used to produce a hierarchical organizing system of content development projects for academic topics. The "Portal:" namespace is used in a more flexible way in order to create directories that organize areas of study that either may or may not fit into a conventional hierarchy of academic topics. In particular, feel free to make use of the "Portal:" namespace to organize inter-disciplinary areas of study that do not fit into single conventional academic disciplines. Remember, the "School:", "Topic:" and "Portal:" namespaces are used by Wikiversity participants to develop and organize the many pages of educational content that are in the main namespace. For more details, see Schools, Topics and Portals.

Each type of Wikiversity page (school, topic lesson, etc) that is discussed in the sections below can be created by cloning the boilerplate. This happens when you put e.g. on the page, and save it.

Name flexibility
All of the examples on this page have used a school > division > department naming system. This is the default system for naming Wikiversity organizational units and it is suggested for use by the school, division, and department templates.

Note: the only names that are enforced are the namespace names and their corresponding prefixes, "School:", "Topic:" and "Portal:". Pages in the school, topic and portal namespace can describe themselves using any desired terms. You can call your organizational unit a "faculty", an "area", a "college", a "center", a "program" an "institute", a "WikiProject or whatever you like. For example, Topic:Wiki business ventures describes itself as a "center".

Learning Projects
Where are the courses?There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the Board's comments). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional Learning Projects that are oriented towards learning about conventional course subjects are encouraged within Wikiversity. See: Learning and Portal:Education.
 * Boilerplate: Template:Learning project boilerplate

Learning Projects replace what in traditional universities are called "courses", "units", and the like. In a Wikiversity context, it consists of a study guide and a collection of other learning resources, and some information about the collection.

More than one Wikiversity department can 'contain' (link to) the same learning project; those departments should cooperate to develop the learning projects that they have in common.

Course Titling and Numbering
Course titles and numbers

Degree plan

 * Boilerplate: Template:Degree boilerplate

A degree plan is a curriculum that serves as a "howto" for getting a degree or certificate in a particular topic. Among other things indicates which streams to follow.

Stream plan

 * Boilerplate: Template:Stream boilerplate

A collection of learning projects about a particular topic. If you follow a stream plan far enough, it would be equivalent to a major or minor. For example, within a Computer Science degree plan, you might have 4 streams, "Core", "Programming", "Information Systems", and "Software "Development". Everyone completing any kind of Computer Science degree would require all the learning projects from Core and at least one of the other streams.  Anyone minoring in computer science would be required to do the same, but only up to a certain level.

Learning project codes
Learning projects are by no means required to have project codes, and we expect that few will have them. But for those inclined to give "course codes" (ie. learning project codes), they should conform to this scheme. Each learning project will have an 8+ character course code. These will not be used in Wikiversity page names, as the page names will be descriptive. Learning project codes will conform to the following scheme.

General Scheme
Portal codes are assigned below. Each major portal will have a list of School codes. Each school will assign the department codes.

It is recommended that the individual learning project codes be assigned in a way that reserves a certain number of digits for the stream, and a certain number of digits to uniquely identify the learning project. For example, the Computer Science department, which is unlikely to ever have more than 36 streams (26 letters, 10 numbers), could safely use a single digit for the Stream identifier. The Language Aquisition department, on the other hand, may have hundreds of streams, so they would require three digits.

Portals and codes
Portals are user-friendly pages that quickly quide Wikiversity browsers to learning resources. There can be a portal for any category of learning resources. The Wikiversity portals for the largest academic categories are listed at Major portals. Other portals can be placed in Category:Portal.

 * A: Arts and Humanities
 * G: Generalities
 * E: Science and Engineering
 * S: Social Sciences

Examples

 * ECC-U1-S1: Introduction to Software Engineering (suggestion -- use S instead of 0)
 * ECC-M3-C4: Basic computing (First year Secondary (Year 7/Form 1) level core computing learning project)
 * ALA-U1-ENG01: Basic english learning project (ie. English as a Second Language)

 * Again, please do not use these numbers in page names

Learning Materials
Learning resources are the lowest level in the hierarchy. Two types of learning resources are lessons and research projects. Lessons and research projects are placed into pages in the main namespace (these page names have no prefix). Learning resource pages are linked to from divisions, subdivisions, or departments.

More than one Wikiversity department can 'contain' (link to) the same learning material; those departments should cooperate to develop the learning materials that they have in common.

Study guide
A study guide is a list of hints and learning resources for a particular topic. A study guide can include
 * Links to resources (textbooks and the like)
 * Hints for studying a topic
 * Information on converting material learning into academic credit
 * Names of people interested in tutoring a particular topic

Lessons
Lessons are where most of the teaching material will be located. Course numbers should not be used to indicate the name of a lesson. The name of a lesson should describe the topic being taught, so instead of saying "Wiki 101" (which uses a course number), the name of the lesson should be "Introduction to Wiki". Lesson pages are defined as "main namespace pages that serve to be read and to educate and provide information."

Lessons should not be subpages of schools (see below). Each lesson should have a unique title, for example The rise of the Roman Empire and The Fall of Rome, instead of the named Part 1 and Part 2-type titles listed above. Such title types are okay as temporary measures, or if a better name is not possible (for example, splitting a large lesson into two parts).

Research Projects
Research projects are pages in the main namespace as well, only involve collaborative research to achieve a certain goal. Unlike lessons, the different pages relating to a research project should be subpages; for example, Project, Project/Evidence A, Project/Evidence B, etc. While lessons can be learned independently, research projects should stick to one similar title.

More on subpages
Other uses of subpages could include:
 * Answers
 * Assignments
 * Homework
 * Discussions
 * Notes
 * Anything else that would make the main namespace harder to navigate and would not fall within another namespace.

Topic:
Pages in the topic namespace are meta-discussion pages to help Wikiversity participants plan the development of main namespace educational content. Educational content such as lessons do NOT go in the topic namespace. As discussed above, the educational content of Wikiversity goes in the main namespace. Link from "Topic:" namespace pages to educational resources that are on main namespace pages.

"Topic" is a generic term at Wikiversity with a special meaning: "Wikiversity schools organize learning materials that are related to a large number of specialized academic topics." For example, the Wikiversity school of Mathematics is concerned with academic topics such as Applied Mathematics, Combinatorics, Pure Math, Statistics and so on. In order to organize the many topics in the Mathematics School, use is made of pages in the Topic: namespace. These pages can serve as divisions, subdivisions or departments. These Wikiversity organizational units are described below.

The "Topic" namespace is for organization of the work of Wikiversity content producers. The names of topic pages always start with the "Topic:" prefix. Pages in the "Topic:" namespace can serve as special portals that organize Wikiversity content for specific academic topics of study. Divisions can contain (link to) subdivisions and departments. Subdivisions contain (link to) departments. Departments contain (link to) educational content that exists in the main namespace. Departments are the smallest organizational units at Wikiversity. school > division > subdivision > department

Example of a topic page: Topic:Cell Biology.

Divisions and Sub-Divisions
Large Wikiversity schools with many departments can make use of divisions to help organize related departments. A division can contain subdivisions and/or departments, as well as some learning resources. However, as described below, most learning resources are associated with departments. Subdivisions provide a way of organizing smaller divisions (subdivisions) within larger divisions.
 * Boilerplate: Template:Division boilerplate

Note, a page for a division can list some lessons, if needed. Most lessons should be listed on the pages for departments. An example of a division is Computer Science

The names of pages for divisions start with the "Topic:" prefix. There is no "Division:" prefix.

Divisions do not contain schools.

Note, categories are not divisions, but there should be a category corresponding to each division.

Departments
Departments are contained in either a school, a division, or a subdivision. Departments are the smallest organizational units of Wikiversity and concern themselves with a narrowly defined topic of study.
 * Boilerplate: Template:Department boilerplate

 * Departments do organise and link to:
 * Degree plans
 * Stream plans
 * Learning projects.
 * Departments do not contain:
 * Divisions
 * Subdivisions
 * Schools

Note, categories are not departments, but there should be a category corresponding to each department.

An example of a department is computer programming.

The names of pages for departments start with the "Topic:" prefix. There is no "Department:" prefix.

School:

 * Boilerplate: Template:School boilerplate

Wikiversity schools are part of a three-level system for the organization of Wikiversity content. Schools on Wikiversity are specialized portals that organize the efforts of many related divisions and departments. Wikiversity schools, divisions and departments are intended to organize the activity of Wikiversity participants. Wikiversity schools organize large academic topic areas. Wikiversity schools can promote collaboration between Wikiversity participants from several more narrowly defined academic divisions. Schools at Wikiversity are large organizational units such as Business. The main page for schools should link to their smaller organizational divisions and/or departments. A school does not contain other schools. The goal is to have relatively few Wikiversity schools.

Note: more than one Wikiversity school can 'contain' (link to) the same department; those schools should cooperate to develop the departments that they have in common.

The name for a school page always starts with the School: prefix. For example, School:Business.

Note: categories are not schools, but there should be a category corresponding to each school.

Portal:
As described above, the "School:" and "Topic:" namespaces are used to organize academic topics into a hierarchy. This hierarchy will provide a window into Wikiversity for those from the outside who are used to hierarchical arrangements of conventional academic disciplines. The hierarchical system used at Wikiversity will not fully satisfy everyone, and with time it will become increasingly unimportant to Wikiversity. As is the case at Wikipedia, the "Portal:" namespace is available for Wikiversity participants to use freely in any way that they want so as to build non-hierarchical networks of learning resources. If you feel frustrated by the limitations of the "School:" and "Topic:" hierarchy, leave it behind. Create your own categories to contain pages that are related in any way you like. Any category can have a portal that serves to organize and discuss the content of that category.

Category:
Each portal, school, division and department should have its own category. Every page should be categorized. This increases the ease at which people can navigate around Wikiversity and access content that is of interest.

In addition to this, Wikiversity schools, divisions, departments and learning resources can be combined as needed into additional "inter-disciplinary" categories.

Stubs
Stubs are a long-standing tradition on Wiki sites. These are basically placeholders (please use placeholder if appropriate) for articles, lessons and other materials that are planned and yet to be fully developed. A red link is a sure indication that a page has yet to be created for a name/title appearing on an existing page. Sometimes, however it is desirable or convenient to create a Stub for a page that is planned. policy does not encourage or discourage stubs, but if you create one, please observe the guidelines stated at Page creation requests. Thanks for your consideration of these matters. CQ 00:33, 21 January 2007 (UTC)


text:
Hello, world!

As described in more detail in the related Wikipedia article, Hello, world! is a classic "first program" one creates when learning a new programming language. The objective of the application is the same: to print the text "Hello, world!" to the screen in some form, be it console output or a dialog.

In many cases, the statement required to do this is a single line.

It seems appropriate that our introduction to Computer Science occupied this title. As a student, the first choice to make is to decide what kind of knowledge you are looking for. Of course, this depends upon your needs. You might be:

 * A learned computer scientist or professional eager to contribute research and course material
 * Computer professional seeking an alternative to expensive commercial certification
 * Adult non-computer professional or entrepreneur who could benefit from academic/practical knowledge of computing
 * College-eligible (or not) student considering a degree
 * Casual user trying to to catch/spread the next virus
 * Hobbyist or computer gamer looking to get the most out of your computing experience
 * Complete newbie looking for a place to start

This is an exciting time for education, and for those of us wishing to collaborate and share knowledge, skills and experience. At present, we are only limited by the sky, and some very large hard drives in a server farm somewhere.

Ada
For an explanation see b:Ada Programming:Basic.

ASP
or

Assembly
x86 compatible for MS-DOS.

Applesoft BASIC
Used on Apple ][ machines (Apple ][+, ][e, //c, ][GS)

-or-

Bally/Astrocade Basic
As used on the Bally and Astrocade game systems ca. 1978

Commodore BASIC
As used on a Commodore 64, ca. 1984

FreeBASIC and QuickBASIC
or:

Intellivision Basic
As used on a Mattel Intellivision, ca. 1983

Intellivision ECS Basic
As used in the Mattel Intellivision ECS

''! not on ECS keyboard. Only 4 char. commands in ECS Basic''

Common Lisp
Or:

JavaScript (aka JScript, ECMAScript, LiveScript)
or

or

Luka
print "Hello, world"

or, with proper syntax

print( "Hello, world!" );

Oberon
MODULE Hello;

IMPORT Out;

PROCEDURE World*; BEGIN Out.Open; Out.String("Hello, world!"); Out.Ln; END World;

END Hello.

PHP
or (with short_tags enabled in php.ini)

or (with asp_tags enabled in php.ini)

or

Python
With Python 2 Or with Python 3 The first line is used on Unix systems only, and is optional even there. The advantage is that it allows the file to be invoked directly (if ), without explicitly specifying the   interpreter.

Ruby
Another way to do it, albeit more obscure:

Trekkie
"Computer?" "Create program 'Hello, World! Picard-alpha-1'" "Parameters: Display the phrase 'Hello, world!' on the screen the program is executed from until the program is terminated." "Save program."
 * Bee bee boo
 * Boo boo bee
 * Bee bee
 * Boo bee boo

Turing
put "Hello World!"

Assignment
Create a Hello, world! program in a language not listed above, then edit this page and add it to the collection.

C
Because the tradition of using the phrase "Hello, world!" as a test message was influenced by an example program in the seminal book The C Programming Language. that original example is reproduced here.

Natural
WRITE 'Hello, world!' END Hello, world!

XML
Or with attributes:

More about Computer Programming

 * Topic:Computer Programming

title: Hello, world!


text:
Wikiversity talk:Blocking policy

 * The current draft of this policy is partially based on the Wikipedia blocking policy -, which is licensed under a creative commons share-alike license:

title: Wikiversity talk:Blocking policy


text:
German grammar/Sein

The German word meaning of "to be" is sein. Notice that, like most other unconjugated German verbs, sein ends with the letter n. The conjugation of sein is as follows.

Deutsch de:wikt:sein

title: German grammar/Sein


text:
User:Badsector

CANI = Constant And Never-ending Improvement

title: User:Badsector


text:
User:Metalrobot

I just noticed this on the front page today and I'm very excited about it. Now I can finally put my bad German to use. I do think that integrating user accounts from the Wikipedia with the Wikiversity would be a good idea, especially while it's still small. = Qualifications =
 * Native speaker of American English with some knowledge of British English
 * Modest knowledge of German language
 * Literature student
 * Pretty damn good writer
 * Anarchist
 * Antitheist
 * Kickasspanic

title: User:Metalrobot


text:
Wikiversity:List of custodian mentors

Candidate Wikiversity custodians should select a mentor. Please make sure that the mentor you select is willing to mentor you. To make that completely clear, for each pair of a mentor and a custodian candidate, each must accept the other.

List of experienced custodians who are available for mentoring new custodians
"Experienced custodians" means Wikiversity custodians who have at least 3 months of experience as a sysop ("administrator" = "custodian") on Wikimedia Foundation projects.

This list is in approximate order of recent activity. Names lower down on the list may be custodians who have mentored in the past but who are are not currently very active at Wikiversity.

title: Wikiversity:List of custodian mentors


text:
User:Qwerty~enwikiversity

This is my user page. Not much here, is there. Maybe some day if I ever have free time (ha ha) I will add stuff. But probably not too soon.

title: User:Qwerty~enwikiversity


text:
Talk:Introduction to Judaism

Not all English-speaching countries number courses starting at 101. "Foo 101" means nothing to some people. It is better to say "Introduction to Foo". --JWSchmidt 02:35, 19 August 2006 (UTC)

Enrolment.
Please note I am a full time student in real life and my availability on this course is dependant on the four courses I am already taking(I'm doing A levels)! Dev920 14:37, 27 August 2006 (UTC)

Lessons structure.
I think the structure of the lessons should be different. and focus more about history and delay the different types of Judaism to and Zionism to a later lessons. maruvkay

Live lectures
"Live lectures: TBA" <-- I am wondering what form these might take. --JWSchmidt 18:24, 23 September 2006 (UTC)
 * I'm hoping IRC or Podcast will take off.--Rayc 20:31, 23 September 2006 (UTC)
 * Something I want to try: GarageBand can record iChat sessions. --JWSchmidt 21:25, 23 September 2006 (UTC)
 * My dad and uncle use ichat all the time on there macs. I don't have a mac though...--Rayc 23:58, 25 September 2006 (UTC)

Is this maybe getting ahead of ourselves? I have observed the wikiversity project for a long time and that's been a problem I continually notice; people have a lot of great ideas but want to jump from A to Z in an instant... --Mateo 00:07, 26 September 2006 (UTC)

 * From where I stand, "Live lectures" looks more like a "C" than a "Z". --JWSchmidt 01:25, 26 September 2006 (UTC)

title: Talk:Introduction to Judaism


text:
Talk:Foundations of calculus

Not all English-speaking countries number courses starting at 101. "Foo 101" means nothing to some people. It is better to say "Introduction to Foo". --JWSchmidt 02:35, 19 August 2006 (UTC)
 * Seconded. Fredrik 08:13, 19 August 2006 (UTC)

 * Hmm...well, I moved it to "foundations of calculus". --HappyCamper 01:42, 20 August 2006 (UTC)

Derivatives
Something is very wrong with the derivatives link

Public
From the subjects treated I suppose this is targeted to a public 16 / 17 years old. Ain't it? --Jorge 00:49, 19 April 2007 (UTC)

title: Talk:Foundations of calculus


text:
Template:Disambig

''This is a disambiguation page: a list of articles associated with the same title. If an internal link referred you to this page, you may wish to change the link to point directly to the intended article.'' __DISAMBIG__

cs:Šablona:Rozcestník

title: Template:Disambig


text:
Template talk:Disambig

See: w:Template talk:Disambig

title: Template talk:Disambig


text: Category:Disambiguation and redirection templates


text:
Category:Templates

In this category you can find the templates used at Wikiversity.

title: Category:Templates


text:
School talk:Computer science

Everything was archived over http://en.wikiversity.org/wiki/School_talk:Computer_Science/Archive_1 !

Let's DO Something
It appears a lot of this material hasn't been updated or really touched for quite a while (2009 it seems the discussion ended), so I'm going to start developing the school into something accessible to the general public rather than the cryptic mess it is right now, while adding to advanced resources. My goal is to make the school a continuous resource for every level. Your help is appreciated. joshua.thomas.bird 07:58, 10 August 2011 (UTC)

 * If past history is any indication, I'd say work on one lesson/topic/session at a time. If you want to develop a course or a learning path, go ahead, but flesh each section out and then continue on. We literally have thousands of stub learning resources that were part of someone's "grand plan" to rule the machines, but never quite got off the drawing board. Having said that, of course, go forth and BE BOLD and build your learning resources. I'll do my best to assist. Historybuff 08:17, 5 December 2011 (UTC)

 * I am just starting with Computer Science, however I have started refurbishing the Introductory Courses. We should organize soon. Fabianhjr 19:27, 18 December 2011 (UTC)

Although I have not seen anybody updating this material in a while, I have been building up some courses and agree this landing page could lend itself a bit more to readability. Is anybody still editing this that would want to working on building a more unified department page? Azotochtli (talk) 21:22, 29 July 2012 (UTC)

strategy wikimedia - Proposal:Sugar-in-VirtualBox as a browser plugin
Please see Proposal:Sugar-in-VirtualBox as a browser plugin, Erkan Yilmaz uses the Chat (try) 18:47, 21 March 2010 (UTC)

Department and Fields Organization
I propose we copycat the Wikipedia template on Computer Science. Fabianhjr 21:20, 18 December 2011 (UTC)
 * Done! See it here Fabianhjr 23:35, 19 December 2011 (UTC)

Layout
Hello! Seems like nobody has been here in a while, so I took the liberty of organizing the layout of the page (without modifying the content). Please feel free to revert or change whatever you want. I think there should be an effort to reduce the amount of information on the front page, or at least condense it into a unified form (learning paths/courses? departments/special departments/possible departments?). Azotochtli (talk) 14:13, 1 August 2012 (UTC)

Tasks Page
Hello. I made a main list of help needed on a help page. Please feel free to add on to or delete this content as needed. Azotochtli (talk) 14:29, 7 August 2012 (UTC)

Response to quality review
I think that there should be an effort to respond to the quality review this department received. School:Computer_Science/quality. Anybody who wants to help should try to fix the points addressed (considering we got a 0%). Azotochtli (talk) 13:52, 10 August 2012 (UTC)

Unofficial Degree
I added a page for receiving an unofficial degree. This is a list of core classes in CS (see talk on that page for more information). I think those courses should be the main focus of editing and contribution. -- Azotochtli (talk) 18:10, 11 August 2012 (UTC)

 * I appreciate the sentiment behind including a list of courses that would be common to a CS degree, but I'm having a hard time with the description of "required" in a completely elective environment such as Wikiversity. I would like to see "required" changed to "recommended".  I'd also prefer to see these courses described as "core courses" rather than as an unofficial degree.  The quality of the content so far isn't quite to the point where I would want someone to think they've earned equivalency if this is all they've mastered. -- Dave Braunschweig (talk) 03:38, 11 December 2012 (UTC)

 * I totally agree. Good choice. Azotochtli (discuss • contribs) 17:25, 24 February 2013 (UTC)

related business topics
Perhaps this school could have lessons, departments and/or resources that would help learners to understand the business aspects of computer science, whether it is related to finding a job, being a consultant, starting a tech start-up and/or so on and so forth. Michael Ten (talk) 20:56, 26 December 2012 (UTC)

 * That sounds like a great contribution. So far I mainly have organized the sections of courses in the course listing page. I would start by making a new section there and putting some courses under that - if the courses don't exist you can make a redlink and have someone else build them or begin building them yourself. If you have an idea on how to change the organization other than through the course listing page please feel free to be bold and do what you think would work well. Azotochtli (discuss • contribs) 17:28, 24 February 2013 (UTC)

"Entrances" and "Buildings"
Although I think the contributor had the right sentiment, I find the digital "buildings" and "entrances" to be confusing and clutter the department which has little enough content to begin with. (If you don't know what I am talking about, look on the navigation bar on the upper right on the department page). I think we should remove them. Anybody else feel this way? Azotochtli (discuss • contribs) 17:32, 24 February 2013 (UTC)

 * ✅ -- Dave Braunschweig (discuss • contribs) 01:41, 27 July 2013 (UTC)

Unification with Computer_science_program
There is another computer science department thing over here Computer_science_program. Someone should work to unify these. So much of the computer science content is scattered across wikiversity. They should all be sewn together and redundant pages removed. Azotochtli (discuss • contribs) 17:49, 24 February 2013 (UTC)

Planet Earth Citizens, 4schools - IT E-Learning Environment
Two notes, gentlemen, if I may. For Earth-wide best content, pedagogy-wise, support-wise, and content-wise, see edx.org [|edx.org] (by Earth-wide best CS university MIT), Schools & Partners 'MITx', Subjects 'Computer Science' (CS), Prerequisites: none, pair of courses 6.00.1x (Introduction to Computer Science and Programming Using Python) - intro to CS, 6.00.2x (Introduction to Computational Thinking and Data Science) - intro to data science. They run three times a year. Each takes abt 7 weeks. And 6.00.1x overlaps 6.00.2x (five-day overlap). The next 6.00.1x starts end January, then mid July, then mid September. Most of the content are videos. edx would be grateful for subtitles if you produce and provide them. And they would incorporate them. Each contains abt 7 Problem Sets, students get the scaffolding they will need, and their answers are automatically graded by software graders in a second or two.

And my second note. People cannot get very far in CS without English.

(I am a Czech, a CS master degree student. I've done the two courses. At MIT the two are that university's single course for their freshmen [students of the first bachelor year]. I recommend to find a fellow student or a few and socialize on FaceBook, without compromising academic honesty [without cheating], because those are difficultcourses [one does not expect otherwise from globally leading university] and one needs encouragement in order to not drop out. Students do not need to pay, payment is only for the certificate, which is additional form of encouragement.)

--Szozdakosvi (discuss • contribs) 15:24, 1 December 2018 (UTC)

Begginer learning way Of CS
How can learn CS to rudimentary level to pro ahead level how? 119.155.161.137 (discuss) 04:39, 22 February 2024 (UTC)

Defunct learning resource links
Newcomer here, I'm just going to point out some broken links in the page.

 * Online Courses at MIT, complete with etextbooks It returns a Page not Found error.
 * Complete and On-line Creative Commons course in Computer Science For me, the webpage just loads endlessly.
 * The Structure and Interpretation of Computer Programs (SICP) Another Page not Found error.
 * Software Engineering for Software as a Service (no longer available) If this is known to not work, why is still in the front page?
 * Natural Language Processing Another Page not Found error.

Should these be deleted or replaced with archived links of the intended content? VividlyDull (discuss • contribs) 17:58, 23 March 2024 (UTC)

title: School talk:Computer science


text: Template:Schooltalk

title: Template:Schooltalk


text:
School talk:Education

Older discussion from Wikibooks
The text in this section came from Wikibooks.

suggestion
I suggest more and more poeple to join this part, for Education is the way who we transfer our knowledge and who we influence the future.

I use the "Educating", "Teaching", "Answering" to envolve the differnt School of Education, mainly Authoritic Education and Democratic Education; but as believing the democratic way, I cannot write objectively.

This topic of 'Education' is so vast, that it might be too imposing for people to start. I would love to start a sub-topic, say 'Distance Education'. If that was possible. - anyway, just a suggestion.

I moved the topics of elearning, instructional design, blended learning, and (new) learning management systems to the Instructional Technology page, thinking these were properly sub-topics.

For the next few weeks (April, 2005) my students have an assigment to contribute to this section. We welcome your comments and additions.

 * Tspannaus

Introduction
I think some serious planning is needed to get the School of Education up and running. There are many methods for this and I'd like to suggest one particular approach. You can thank Rudyard Kipling's Just So Stories and in particular the poem that comes after "The Elephant's Child"

I keep six honest serving-men

(They taught me all I knew);

Their names are What and Why and When

And How and Where and Who.

Creating a strategy for the School of Education
First we need to ask why a School of Education is needed. Then taking into account the answer to the why question we need to look at what outcomes the School of Education should provide. We need to answer this question in the context of what technology will be used, who will be involved in the project, where they come from and the time frame for the project. Then we can work out how to achieve these outcomes. At this early stage it's important to clarify why the School of Education is needed. Without a clear motivation for the project people are unlikely to commit time and energy into building this project. If there is no clear reason for the project it's likely to get bogged down in the myriads of possible outcomes for the project.

A method of deciding why we need the School of Education
There is a two part method to clarify the reason for the project. The first step is to generate a long list of as many reasons as possible. This should be done without any constraints as to what is feasible or even sensible. The second step is to priorities this list and select the reasons that participants feel are most important. The reason for the long list is to explore a wide range of possibilities for the project. Things out of the leftfield sometimes produce a wining combination.

Fantasy School of Education
To generate a long list of reasons to setup the School of Education we could ask as many people as possible to describe their fantasy School of Education. This could be a description of the School 10 years from now or the kind of School they would want to study or teach at. We can then conduct a pole or some other voting system on this list to identify the most important reasons. Mystictim 01:43, 4 August 2006 (UTC) 01:43, 4 August 2006 (UTC)

My Fantasy School of Education
Please add your version of a fantasy School of Education below:

Our approach to learning hasn't changed much since Plato's Academy. The School of Education will lead the coming revolution in learning. With the massive changes in technology we need a new approach to learning and the School of Education will be where this change takes place. The School will be a cutting edge center of excellence for the study of learning through out the world. It will lead the way in developing and implementing learning strategies and tactics focusing on virtual delivery but with application to traditional methods. It will lead they way in promoting a truly international curriculum for world citizens of today and the future. Education needs to move from a proprietor and authoritarian approach to a shared and egalitarian one. The School of Education will work with all the other schools to identify and promote the best methods for learning and the appropriate use of technology. Any institute running teacher training course at all levels will come to this site for the best teacher training learning materials. The School of Education will be the place for research into education and learning. Mystictim

Newer discussion after the move from Wikibooks to Wikiversity
Do you think the School of education is better under Social Sciences or Professions? IMHO, I believe it should be under Professions.--Ningbojoe 05:22, 19 August 2006 (UTC)

I am new to Wikiversity, but as a student of education (and hopeful future school teacher), I don't think Education should be under professions. Education goes way beyond a profession. Education is a part of life. Everyone in the world is both a student and an educator, whether in a classroom or not. Fokion 02:16, 9 September 2006 (UTC)

What about ESL teaching?
I started a "lesson" page for ESL teaching and didn't know where to put it. For now it's under English as a Second Language, under Foreign Language Learning. But theoretically it should be under the teaching school, shouldn't it? Where can I put it? I'm a teaching assistant teaching English as a second language, and would love to see more material to help untrained ESL teachers everywhere, and am willing to help create it. Where should I look? This unsigned comment was added by Laserenite 13:29, 11 November 2006 (UTC)

 * You're referring to the page English as a second language, I presume? Or ESL for Primary School perhaps? (I found the first through Topic:Foreign Language Learning, and the second link through the first one.) Generally, if it's a lesson, it's fine as long as it's in the "Main" namespace - both those first two links are in the Main namespace and Topic:Foreign Language Learning is in the "Topic" namespace. (See Naming conventions for more.) But, you're asking where it should be in terms of school-affiliation - well, I would ask you what you feel to be the most appropriate place ;-). Would it be better served by a school or portal do you feel? My own feeling is that it's probably best to keep it within the subject area, rather than type of activity - but we will hopefully find better ways of cross-referencing these descriptors - through metadata perhaps. An idea for now might be to use categories to label your material and have them findable that way. In any case, the important thing is that you have a space to develop your materials, and that other people can find them easily. This is still something we're working on throughout wikiversity - so feel free to help us out, and make suggestions on how we could improve. Overall, though, I'm very happy you're working on this subject - it's such a vital area and could be really useful. I'd like to be able to help you in any way I can. Cormaggio 15:33, 11 November 2006 (UTC)
 * A final comment - I predict it will be standard practice to have material like this which will fall into different categories and so will be pointed to from different schools, portals, and/or departments (ie "Topic:"s). In other words, you should probably point to this material from any organiser pages that deal with, for example, "English", "Language learning", "TEFL", "TESOL" etc, and/or "Teaching". Hope this helps. Cormaggio 15:40, 11 November 2006 (UTC)

The importance of this school
This school is, without a doubt, the most important one in Wikiversity. Every school/department/community will be about implementing ideas that should be accessible here, both for reading and discussion. The model for learning that has been drafted for Wikiversity so far at Learning is only a start (see also Portal:Education), but we need to go much further in actually spelling out and co-constructing what kinds of learning we are actually providing for in Wikiversity (eg. from didacticism to equal participation). I'm encouraged by the "fantasy" thoughts above - though they were developed before Wikiversity separated from Wikibooks. I hope the people who contributed above will pitch in here again. But, in any case, I'd ask everyone who is interested in education - and surely this includes everyone who is interested in developing Wikiversity? - to help out with the brainstorming, discussing, debating, and critiquing of the various dimensions of education, both relevant within Wikiversity, and also to the wider world - outside the wiki :-). I'm extremely motivated to help out - and I very much hope others will join me in sharing this enthusiasm... What are your visions of education? Cormaggio 12:23, 12 November 2006 (UTC)

 * I'm there with you Cormaggio! It's really exciting to be able to share ideas and work together with others who are excited about learning and education! I've been thinking lots over the past year or so as we've worked on the Web Design course (and previously at WikiBooks) and used it for a Web Design course. We've tried lots of things, some work, others dissolve into nothing, but two points are standing out as important for me when creating resources on Wikiversity: (1) Providing learning activities - not content. The importance of Learning by doing just grows and grows for me (as outlined in Learning). In our Web Design course, it's been the Javascript Challenges, XML Challenges, PHP Challenges, that have drawn people into doing webdesign (rather than reading about it). There's plenty of stuff to read on the net, but not much in terms of doing. (2) Connecting learners with qualifications in their country - and helping them understand them. It's only in the last few weeks that we've started thinking about this again, but we've updated the Web Design qualifications to encourage people to add qualifications from their country. The idea being that the learner can see exactly what skills they need to demonstrate (or collect evidence for), if they choose to work towards a formal qual (see Cert IV Websites Australia for an example). This has become increasingly important to help learners match their skills and learning against the requirements of a formal qual (if they are wanting to do so!).

 * Hope these ideas/experiences might be useful to others in other areas! (If you're interested to read more about the thinking behind the ideas above, see Demonstrating Webdesign. Cheers, Michaelnelson 23:55, 14 November 2006 (UTC)

 * This is fascinating. So, first of all, when you say "we", do you mean the people who are contributing to the Web design pages on Wikiversity and/or Wikibooks, or does it refer to people you are connected with through work? Or is it some sort of amorphous network that combines all of these spaces? :-)
 * Also, when you say you've "tried lots of things", what do you mean? Where and by what means have you tried things? And what things? And, crucially, how have you figured out what works and what doesn't? What does 'not working' mean? Have you asked people about their perceptions of your materials?
 * Phew! I'll save my million other questions for another time, perhaps. I'm just trying to tease out some sort of experiential perspective on your work here and how these experiences can be learnt from - hopefully, by anyone who is interested. I really feel that we need to lay out our practices, and open them to discussion, and possibly even collegial critique, in order to really engage with what learning is in the context of Wikiversity (or wikis in general), and how we can provide for it. And likewise, I'm delighted that there are other people who are willing to have this conversation - and hopefully we can begin to widen and deepen this conversation into something really meaningful. Glad to see another blog too - I'll add it to mine now ;-). Cormaggio 00:28, 15 November 2006 (UTC)

 * Hi Cormaggio... I'm probably just being really ambiguous and unspecific! By "we" I meant the amorphous network that combines all these... I try to get lots of feedback from my students in class, but they don't edit the wiki much (yet... a few do, but I wish more did!). So their feedback goes in, but atm usually through me :(. There's a few of us (from around the globe) who edit WebDesign... maybe 3 including me atm. But I'm hoping that will continue to grow... I'm learning myself how to foster growth and participation (not something I'm great at!).

 * By "tried lots of things" I mean lots of things to help students learn, and specifically, learn towards a qualification. When I initially setup the Webdesign wikibook, I hoped that we could easily connect the learning resources to the competencies for a qualification... but this had lots of issues. Main one being that learning needs to be fun - and often the qualification documents sound incredibly boring. So I left the qualification aspect for the past year, and focused on trying to create fun challenges that are inherently useful and practical (see links above to the Challenges). These were used much more (by my students anyway) than the other resources that I'd created in the past. Often resources (that I've created) in the past have "taught" a subject using categories that make excellent sense to a person who already understands the subject (see any intro to programming to get an idea, categories like "control structures" etc.), but just overload the brain of a person who's new.

 * Other things we're trying - using the wiki just for learning resources, students also use an email group (to connect with each other and facilitators), an RSS Reader (to connect with professionals and each other alike), their own blogs (not a huge take-up there, only a few passionate ones!), and a course blog (ours is http://designwebsites.blogspot.com) for relevant news and announcements. We use Basecamp to manage our learning (a project management tool, that is a real tool that professional web designers use). So the wiki plays is one tool (for learning resources) in a wider context. There's been a lot of trials, failures and successes along the way (you can read about them on the post that I linked to previously if interested for more detail!).

 * On the idea of opening up our practices, maybe it would be a good idea for each course to have a page about how (different) people are using the resources there? I'll put it on my todo list for the Web Design course.

 * Great! Just added your blog to Google Reader :) (need to update my wordpress template so I can include a blogroll!)

Wiki teaching support
I would like to ask, if you are going to support a wiki teaching by anyway. To the future, there might be a need to have a special lessons for carer teachin, such as botany teaching, history teaching...--Juan 20:41, 6 December 2006 (UTC)

Cooperation
Hi, I have just founded Pomology Teaching Tools Project, under Department of Pomology, School of Agriculture, where people from the School of Education may cooperate.--Juan 16:45, 15 December 2006 (UTC)

Navigation
The school of education is hard to navigate.

 * Naming conventions should be strictly followed so that people can navigate the site well. Incorrectly named pages should be moved to a correct page names without delay. Even incorrectly capitalized page names should be moved because MediaWiki page names are case sensitive. --Rogerhc 23:43, 9 February 2007 (UTC)
 * Navigation would be easier if MediaWiki were modified so that all page names were *case insensitive.* --Rogerhc 23:43, 9 February 2007 (UTC)
 * Can you give a specific example of a navigation problem? --JWSchmidt 00:15, 10 February 2007 (UTC)

http://www.insidehighered.com/news/2008/03/03/hunter
http://www.insidehighered.com/news/2008/03/03/hunter --Remi 08:07, 4 March 2008 (UTC)

Volunteer education experts for new initiative?
Anyone interested in helping with this? http://en.wikiversity.org/wiki/Wikiversity:ImprovingTechnicalContent#Making_Technical_Wikiversity_Topics_Better_Teaching_Tools_by_Utilizing_the_Skills_of_a_Hyper-Multidisciplinary_Team

Daviddoria 18:38, 13 June 2010 (UTC)

Editor Here
Hi there, I'm looking to contribute to the writing and usability quality of this page. It's very "meta" (learning about teaching, teaching about learning, etc. etc.), and has the potential to become huge if it's done right. I'm opening a sandbox and I hope people will comment on my changes there, before made to the main page! --User:Romistrub, 15:46, 15 February 2011, signature added by Abd 17:00, 15 February 2011 (UTC)]]

 * The sandbox page Romistrub created is at User:Romistrub/sandbox/School:Education. However, that page is an exact copy of permanent link. Certainly any user may use the Sandbox or a private sandbox to test changes, but it is much easier to check the changes through page history. These are the changes Romistrub made. As can be seen from the permanent link, there are some serious formatting problems. --Abd 17:00, 15 February 2011 (UTC)

Some ambiguity in the key purposes
I notice that a lot of this school's activity was consumed by the overall dimensions of learning through Wikiversity. There is a constant ambiguity between a Wikiversity focus and a pedagogical focus. It makes sense to throw out non-pedagogical references or push them away from the main Education subject's pages. The education school could have a rule for all contributors to use references to Wikiversity only in terms of case study or operational instruction. Many instances of pedagogy lessons don't even need to be run through the portals or schools. It makes no sense to establish a grand vision of Wikiversity from within what should be predominantly pedagogical resources. I'm planning to make edits according to this ambiguity dilemma wherever possible. However, I'm still open to noticing if pages should be flagged as archived for historical purposes. Brett Johnston (discuss • contribs) 10:56, 22 April 2020 (UTC)

 * There tend to be two types of Wikiversity content contributors: those who have a big vision for what Wikiversity should be, and those who have a specific interest in one or more learning projects. Those with a big vision come in and create organizational resources with lots of red links that no one else ever follows up on. Those with specific interests focus on those interests and generally ignore the big picture.
 * At its peak, Wikiversity had more than 300 "schools", most of which had little content and drew few visitors. In 2017 an effort was made to eliminate schools with less than one visit per day. See School Review for more information.
 * While low-interest school pages were cleaned up and eliminated or moved to portals, the remaining pages were not modified significantly. I can run the MaintenanceBot listing again if you'd like current data on school interest and usage. Anything you'd like to do to clean this and other schools up would be appreciated. -- Dave Braunschweig (discuss • contribs) 17:26, 22 April 2020 (UTC)

title: School talk:Education


text:
User:SpokaneWilly~enwikiversity

I am very active on Wikipedia.

title: User:SpokaneWilly~enwikiversity