text: Category:User knowledge-ling-0

title: Category:User knowledge-ling-0


text: Category:User knowledge-ling-2

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

title: Category:User knowledge-ling-2


text: Category:User knowledge-ling-3

title: Category:User knowledge-ling-3


text: Category:User 1337

title: Category:User 1337


text: Template:User knowledge-ags-0

title: Template:User knowledge-ags-0


text: Template:User knowledge-devs-0

title: Template:User knowledge-devs-0


text: Template:User knowledge-elec-0

title: Template:User knowledge-elec-0


text: Template:User knowledge-cons-0

title: Template:User knowledge-cons-0


text: Template:User knowledge-proj-0

title: Template:User knowledge-proj-0


text: Template:User knowledge-myth-0

title: Template:User knowledge-myth-0


text: Template:User knowledge-ment-0

title: Template:User knowledge-ment-0


text: Template:User knowledge-csgd-0

title: Template:User knowledge-csgd-0


text: Template:User knowledge-nurs-0

title: Template:User knowledge-nurs-0


text: Template:User knowledge-biom-0

title: Template:User knowledge-biom-0


text: Template:User knowledge-plnt-0

title: Template:User knowledge-plnt-0


text: Template:User knowledge-vet-0

title: Template:User knowledge-vet-0


text: Template:User knowledge-dent-0

title: Template:User knowledge-dent-0


text: Template:User knowledge-amed-0

title: Template:User knowledge-amed-0


text: Template:User knowledge-entr-0

title: Template:User knowledge-entr-0


text: Template:User knowledge-lbis-0

title: Template:User knowledge-lbis-0


text: Template:User knowledge-mart-0

title: Template:User knowledge-mart-0


text: Template:User knowledge-bpma-0

title: Template:User knowledge-bpma-0


text: Template:User knowledge-scwk-0

title: Template:User knowledge-scwk-0


text: Template:User knowledge-soci-0

title: Template:User knowledge-soci-0


text: Category:User knowledge-clas-1

title: Category:User knowledge-clas-1


text: Category:User knowledge-clas-0

title: Category:User knowledge-clas-0


text: Category:User knowledge-clas-2

title: Category:User knowledge-clas-2


text: Category:User knowledge-clas-3

title: Category:User knowledge-clas-3


text: Category:User knowledge-strt-0

title: Category:User knowledge-strt-0


text: Category:User knowledge-strt-1

title: Category:User knowledge-strt-1


text: Category:User knowledge-strt-2

title: Category:User knowledge-strt-2


text: Category:User knowledge-strt-3

title: Category:User knowledge-strt-3


text: Category:User knowledge-educ-3

title: Category:User knowledge-educ-3


text: Category:User knowledge-educ-2

title: Category:User knowledge-educ-2


text: Category:User knowledge-educ-1

title: Category:User knowledge-educ-1


text: Category:User knowledge-educ-0

title: Category:User knowledge-educ-0


text: Category:Students of Agriculture

title: Category:Students of Agriculture


text: Category:Students of Education

title: Category:Students of Education


text: Category:Students of Strategic Studies

title: Category:Students of Strategic Studies


text: Category:User 1337-1

title: Category:User 1337-1


text: Template:User knowledge-soci-1

title: Template:User knowledge-soci-1


text: Template:User knowledge-soci-2

title: Template:User knowledge-soci-2


text: Template:User knowledge-soci-3

title: Template:User knowledge-soci-3


text: Category:Students of Classics

title: Category:Students of Classics


text: Category:User knowledge-bio-2

title: Category:User knowledge-bio-2


text: Category:User knowledge-bio-3

title: Category:User knowledge-bio-3


text: Category:User knowledge-bio-1

title: Category:User knowledge-bio-1


text: Category:User knowledge-bio-0

title: Category:User knowledge-bio-0


text: Template:User knowledge-stst-0

title: Template:User knowledge-stst-0


text: Category:User knowledge-stst-0

title: Category:User knowledge-stst-0


text: Category:User knowledge-stst-1

title: Category:User knowledge-stst-1


text: Category:User knowledge-stst-2

title: Category:User knowledge-stst-2


text: Category:User knowledge-stst-3

title: Category:User knowledge-stst-3


text:
User:Karlm~enwikiversity

A fairly self-educated person working towards a computer science degree.

Employed full time with a wife and kids.

Interested in challenging projects that will help society and help me learn.

Would be happy to mentor others as time allows.

Karlm 04:38, 2 April 2007 (UTC)

title: User:Karlm~enwikiversity


text:
J.R.R. Tolkien

Welcome to this learning project about !

Learning, teaching, and research related to J. R. R. Tolkien has potential education value in the spheres of literature and history of literature.

By studing JRR Tolkien you can learn how to become a better writer. You can learn about linguistics (he invented languages for his fictional works), and more.

Required Texts
Specific editions are not required, but you should reference your edition when making citations. We'll read by chapter instead of page number.
 * The Silmarillion, J.R.R. Tolkien.

Lessons

 * Unit 1: The Silmarillion
 * Lesson 1: Tolkien, War, and Multi-cultural Community
 * Reading: Please read the following chapters first (about 50 pages).
 * Ainulindale
 * Valequenta
 * I. Of the Begining Days
 * II. Of Aule and Yavanna
 * III. Of the Coming of the Elves and the Captivity of Melkor
 * IV. Of Thingol and Melian
 * V. Of Eldamar and the Princes of the Eldalie
 * VI. Of Feanor and the Unchaining of Melkor
 * Discussion
 * Discuss the reading here: /1.1 Classroom

 * Lesson 2: Cosmography and Morality
 * Reading: Please read the following chapters first (about 40 pages).
 * VII. Of the Silmarils and the Unrest of Melkor
 * VIII. Of the Darkening of Valinor
 * IX. Of the Flight of the Noldor
 * X. Of the Sindar
 * XI. Of the Sun and Moon and the Hiding of Valinor
 * XII. Of Men

title: J.R.R. Tolkien


title: File:AutoCAD2DLesson1-5.jpg


title: File:AutoCAD2DLesson1-6.jpg


text:
User:Hollatainment~enwikiversity

Hi Wikipeeps, i am Bright, i live in Accra, Ghana and have a keen interest in learning to read and write french. I have other interests in Wikiversity though but French comes first. 1

title: User:Hollatainment~enwikiversity


text:
Film school:Software reviews

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Software reviews

 * Here is a list of interesting software for filmmakers. Some of the programs are free and some are proprietary.  Naturally, you should start with the free software.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:55%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="5"|

 * style="padding:0em 0.5em 0em 0.5em;" |

Film School Preparitory
 * style="width:45%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

WikiU Film School magazine

 * The first issue of Film School magazine will be published in 2008. Students will be able to download a free copy from Wikiversity Film School.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

The Intel Macintosh PC
 * style="width: 45%; vertical-align:top; border:1px solid #ff0; background-color:#ffe;" |

Which computer to buy
By March of 2008, if you want to purchase a Windows computer, you might as well purchase a Macintosh and get the best of both worlds.

Understand The Macintosh
Understanding Apple is not easy. Perhaps this will help:

 * 1. The Original Macintosh
 * In 1984, Apple Computer, Inc. invented the Macintosh computer with its unique operating system which was a forerunner of Microsoft Windows. The operating system is what gives a personal computer its personality.

 * 2. New Operating System
 * In 2001, Apple stopped making the Macintosh Operating System. Apple replaced the Macintosh operating system with Unix which is a computer operating system for nerds.  This particular version of Unix was developed by NextStep.  However, Apple still calls its NextStep Unix operating system "Macintosh OS X".

 * 3. New Computer Hardware
 * In 2005, Apple stopped making the Macintosh computer. Instead, Apple has switched to making only Intel PCs.  However, Apple continues to call its Intel PC computers "Macintosh".  (Note: It will take a while for the old Macintosh programs to be able to run on the new Apple Intel PCs using Apple's Unix operating system so wait until March of 2008.)

Which Model To Buy
For beginners, I recommend the iMac with the 20 inch screen or a laptop computer: either the MacBook or the MacBook Pro. The Mac mini is an interesting option but it costs the same as a MacBook. Note: You need to buy a complete hardware package. This can be a bit confusing... so get help from someone who really knows. This includes extra disk drives and lots of RAM. I do not recommend the wireless keyboard for your first keyboard.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Help wanted
 * style="width: 45%; vertical-align:top; border:1px solid #ff0; background-color:#ffe;" |

Wanted: Software reviewers

 * The Wikiversity Film School needs people to review software.

 * We need people who can communicate. Communicating with other people is the most important skill needed by filmmakers who must collaborate with hundreds of people.  Write me!

 * style="padding:0.5em 0.5em 0.5em 0.5em;" |
 * style="padding:0.5em 0.5em 0.5em 0.5em;" |

Most Interesting
 * style="width: 45%; vertical-align:top; border:1px solid #d0f; background-color:#f7f7ff;" |

Things to buy

 * Good gifts for young filmmakers
 * Young filmmakers will find these extremely interesting:

 * BackStage West - Trade Paper - The printed newspaper/magazine called "BackStage West" is a weekly newspaper for actors. Purchase single copies if you are in LA.  Note there is a website with the same name and almost the same price which is not what I recommend.    (BackStage West Print edition is listed as Back Stage Print which is a "Weekly delivery of Back Stage magazine, providing national & local news, plus interviews, reviews and career advice.")
 * Cinefex Magazine is more than a collector's item. It is very informative for people who want to work in Hollywood.

 * style="padding:0.5em 0.5em 0.5em 0.5em;" |
 * style="padding:0.5em 0.5em 0.5em 0.5em;" |

Coming soon!
 * style="width: 45%; vertical-align:top; border:1px solid #7af; background-color:#f1f5fc;" |

Future reviews

 * We might review some of the free programs which were used to make Elephants Dream.

 * Blender
 * CinePaint
 * GIMP
 * Inkscape
 * Seashore
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Recommendation
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

What do you recommend?

 * Free programs can give you the start you need learning the many different subjects you need to know to make motion pictures. If you have any recommendations, please email me.  Robert Elliott

 * }

title: Film school:Software reviews


text: User talk:Malecasta

title: User talk:Malecasta


text:
User:StuRat

Click here for my Wikipedia account:.

This is my Wikiversity account. StuRat 17:42, 2 April 2007 (UTC)

This is my ASCII art cube:

+---+           /   /   /   /   /   /|           /---/ |          /   /   /   /   /   /|/|         /---/ / |     5  /   /   /   /   /   /|/|/|       /---/ / / |      /   /   /   /   /   /|/|/|/|     /---/ / / / |    /   /   /   /   /   /|/|/|/|/|   +---+ / / / / +   |   |   |   |   |   |/|/|/|/|/   |---+---+---+---+---| / / / /   |   |   |   |   |   |/|/|/|/   |---+---+---+---+---| / / / 5 |   |   |   |   |   |/|/|/   5 cubed = 5³ = 5×5×5 = 125 |---+---+---+---+---| / /  |   |   |   |   |   |/|/   |---+---+---+---+---| /   |   |   |   |   |   |/   +---+             5

Under construction
User talk:StuRat/ideal firm size

title: User:StuRat


text:
Openmoko

OpenMoko is a project to create a smartphone platform which follows the free and open source software philosophy. This page is here to show that some Wikiversity participants have an interest in furthering the OpenMoko project.

Participants

 * CQ 19:34, 2 April 2007 (UTC)
 * Historybuff 19:37, 2 April 2007 (UTC)

Learning Projects

 * /Internet Kiosk/
 * /Intro to the Neo/

Resources

 * Official website
 * Development portal
 * LinuxDevices.com review
 * Mobile Tech News announcement

title: Openmoko


text:
User:Unionhawk/classes currently taking

Gotta figure that out...

title: User:Unionhawk/classes currently taking


text:
Talk:Openmoko

What can we do?
I want to use the Neo1973 unit for field crews building a dynamic terrain model for projects like Paducah2020 and User:CQ/THD. Maybe Computer Science participants can contribute to the OpenMoko project. Other uses, WV contributions, ideas? CQ 20:21, 2 April 2007 (UTC)

title: Talk:Openmoko


text:
User talk:Parag~enwikiversity

Japanese
Hi! I saw that you have listed yourself as an active participant for Introduction to Japanese. As you probably saw, it is going through restructuring so I encourge you to list what you would like to learn at Topic talk:Japanese--Balloonguy 20:46, 2 April 2007 (UTC)
 * If you have not read this already I was wondering what level of the JLPT you are studying for, if you are studying for it at all? hey listen up buddy i was not using internet den buti hav joined MOSAI n i m preparin frm der

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 Parag. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Parag~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 23:46, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Parag~enwikiversity


text:
User:ChrisTheGeek

I am currently studying for a BSc in Computer Systems Engineering.

I am interested in learning about all aspects of computers, especially how they work at a low level.

title: User:ChrisTheGeek


text:
Strategies for Instructional Material Development for Interpersonal Skills

General Strategies:
Team should put some text here.

Strategies for Specific Topics within the Interpersonal Domain
A. Instructional Design Strategies to affect Conflict Resolution

B. Instructional Design Strategies to affect Team Building

C. Instructional Design Strategies to affect Leadership

D. Instructional Design Strategies to affect Social Behavior

Instructional Materials: Strategies to Create, Select, Obtain or Develop for Interpersonal Domain Training
Motivation and decision making should be built in to the materials being developed. Develop the materials so that the instructor is not built into the process.

Determine if pre-existing materials exist that will fit your objectives. To evaluate existing materials:

 * adequate motivation
 * appropriate content
 * correct sequencing
 * all required information is present
 * contains practice exercises
 * feedback mechanism included
 * tests are available
 * directions are included
 * learner guidance is provided to permit moving from sequence to the next

If the materials lack one or more items, adapt to meet those needs if possible.

Selection of Media
Objectives - interpersonal skills (cull information from lesson that introduces what interpersonal skills are to remind what the instructional material must teach) Based upon backwards design (Wiggins & McTighe, 1998).

Materials:

contextualizing (collaboration, role play, case studies), multiple and varied perspectives

identifying learning performance standards - these performances guide the design of activities

assessment and rubrics

identifying tasks, sequencing, practice skills

pilot/feedback of materials

Audience (characteristics, prerequisite knowledge) - can only make use of prior knowledge when you know what that prior knowledge is; contextualizing helps link ideas to prior knowledge

Students bring experience unique to cultural and ethnic backgrounds.

Cost

Technical Requirements

Equipment

Facilities

Assessment


text:
Talk:Strategies for Instructional Material Development for Interpersonal Skills

Began developing content for lesson. Feel free to edit/revise, just make a note of it on this page so I don't inadvertently undo it. Clearly it's a work in progress. Kaholden 23:03, 2 April 2007 (UTC)


text:
Instructional design/Cognitive behaviors/Teaching Procedures

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

Introduction
This lesson covers how to design instruction that teaches procedures, or “procedure-using” instruction. After completing this lesson, you should be able to do the following:

 * Recognize the definition of a procedure.
 * Distinguish between linear and branched procedures.
 * Design an effective, efficient and appealing instructional method for a procedure-using skill.

Topics and Navigation
The diagram above is an advance organizer, or visual representation of the topics in this lesson. Navigate to each topic by following the "Next" link at the bottom of each page. Return to previously viewed pages by following the "Back" link on the bottom of each page or by following the labeled links at the top of each page which correspond to each of these topics:

 * Define:  What is a Procedural Task?
 * Learn:  Principles for Learning Procedural Skills
 * Teach:  Principles for Teaching Procedural Skills
 * Routine:  Routine Tactics for Teaching Procedures
 * Power:  Power Tactics for Teaching Procedures
 * Steps:  How to Design a Procedure-Using Lesson
 * Try:  Practice What You’ve Learned
 * Example:  Sample Procedure-Using Lesson

Click Next to continue.

Source

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

Primary References for this Lesson
This section contains the primary references and resources used to produce this original lesson. Where available, a hyperlink to the WorldCat library database is provided for the references and resources used in this lesson. Per the WorldCat.org web site, WorldCat is the world's largest network of library content and services. By following the hyperlinks below to the WorldCat web site, it is possible to find library copies of the resources in your area by conducting a search by zip code. In addition, hyperlinks to other web sites are used within the lesson to provide additional sources of information for further exploration of topics that are beyond the primary focus or scope of this lesson.

 * Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
 * Ausubel, D.P., Hanesian, & Novak, (1978) Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart & Winston.
 * Bloom, B.S. (1976). Human Characteristics and School Learning. New York: McGraw-Hill.
 * Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Allyn & Bacon.
 * Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). New York: Holt, Rinehart & Winston.
 * Jonassen, D. (1999). Designing Constructivist Learning Environment. In Reigeluth, C.M. (Ed.), Instructional-design theories and models (215 - 236). Mahwah, N.J.: Lawrence Erlbaum Associates.
 * Kaufman, R. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, NJ: Educational Technology Publications.
 * Keller, J. (October 1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 1-7.
 * Kulhavy, R. (1977). Feedback in written instruction. Review of Educational Research, 47, 211-232.
 * Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity to process information. Psychological Review, 63, 81-97.
 * Mayer, R.E. (1999). Designing Instruction for Constructivist Learning. In Reigeluth, C.M. (Ed.), Instructional-design theories and models (141 - 159). Mahwah, N.J.: Lawrence Erlbaum Associates.
 * Thiagarajan, S. (2004). Framegames by Thiagi. Bloomington, IN: Workshops by Thiagi.
 * Thorndike, E.M. (1913). Educational Psychology. Volume II. The Psychology of Learning. New York: Teachers College, Columbia University.


text: Template:User knowledge-stst-1

title: Template:User knowledge-stst-1


text: Template:User knowledge-csgd-1

title: Template:User knowledge-csgd-1


text: Template:User knowledge-it-1

title: Template:User knowledge-it-1


text: Template:User knowledge-it-0

title: Template:User knowledge-it-0


text: Template:User knowledge-it-2

title: Template:User knowledge-it-2


text: Template:User knowledge-it-3

title: Template:User knowledge-it-3


text:
Talk:Instructional design/Cognitive behaviors/Invariant Tasks

How did you get the Contents to display at the top of the page? I want to put that on mine, too. The Help just says that it will be inserted automatically if I use the Heading markup. --Lzinsmei 01:06, 3 April 2007 (UTC)


text:
File:Croc Storyboard 1B.png

Lesson:3D Storyboard

title: File:Croc Storyboard 1B.png


text:
File:Croc Storyboard 1A.png

Lesson:3D Storyboard

title: File:Croc Storyboard 1A.png


text:
File:Croc Storyboard 3A.png

Lesson:3D Storyboard

title: File:Croc Storyboard 3A.png


text:
File:Croc Storyboard 3B.png

Lesson:3D Storyboard

title: File:Croc Storyboard 3B.png


text:
File:Croc Storyboard 4.png

Lesson:3D Storyboard

title: File:Croc Storyboard 4.png


text:
File:Croc Storyboard 6.png

Lesson:3D Storyboard

title: File:Croc Storyboard 6.png


text:
File:Croc Storyboard 9.png

Lesson:3D Storyboard

title: File:Croc Storyboard 9.png


text:
File:Croc Storyboard 11.png

Lesson:3D Storyboard

title: File:Croc Storyboard 11.png


text:
File:Croc Storyboard 12.png

Lesson:3D Storyboard

title: File:Croc Storyboard 12.png


text:
File:Croc Storyboard 5.png

Lesson:3D Storyboard

title: File:Croc Storyboard 5.png


text:
File:Croc Storyboard 8.png

Lesson:3D Storyboard

title: File:Croc Storyboard 8.png


text:
File:Croc Storyboard 7.png

Lesson:3D Storyboard

title: File:Croc Storyboard 7.png


text:
File:Croc Storyboard 10.png

Lesson:3D Storyboard

title: File:Croc Storyboard 10.png


text:
File:Croc Storyboard 13A.png

Lesson:3D Storyboard

title: File:Croc Storyboard 13A.png


text:
File:Croc Storyboard 13B.png

Lesson:3D Storyboard

title: File:Croc Storyboard 13B.png


text:
File:Croc Storyboard 15A.png

Lesson:3D Storyboard

title: File:Croc Storyboard 15A.png


text:
File:Croc Storyboard 14A.png

Lesson:3D Storyboard

title: File:Croc Storyboard 14A.png


text:
File:Croc Storyboard 14B.png

Lesson:3D Storyboard

title: File:Croc Storyboard 14B.png


text:
File:Croc Storyboard 15B.png

Lesson:3D Storyboard

title: File:Croc Storyboard 15B.png


text:
File:Croc Storyboard 13C.png

Lesson:3D Storyboard

title: File:Croc Storyboard 13C.png


text:
File:Croc Storyboard 9alt1.png

Lesson:3D Storyboard

title: File:Croc Storyboard 9alt1.png


text:
File:Croc Storyboard 9alt2.png

Lesson:3D Storyboard

title: File:Croc Storyboard 9alt2.png


text:
Filmmaking Basics/3D Storyboard/DAZ Studio

Rough Draft today

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Your next step

 * Take your thumbnail storyboard and turn it into a 3D storyboard with FrameForge 3D Studio. When you have finished even just a few of the storyboards, email them to me.

 * Once you are finished, contact me and we will discuss which direction you should go next.

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
User:Halyks~enwikiversity

hello, I love and looking forward to learn French...will you help me?211.24.162.2 03:04, 3 April 2007 (UTC)wawa

title: User:Halyks~enwikiversity


text:
Instructional design/Psychomotor behaviors/Introduction

Topic:Instructional Design > Psychomotor behaviors > Introduction to the Psychomotor Behaviors

Introduction
This lesson will provide an overview of psychomotor behaviors and begin to look at how to develop training for learning psychomotor behaviors. This lesson will explore Bloom's Taxonomy, the psychomotor domain, and the three instructional levels; imitation, practice, and habit.

Lesson Importance
This lesson is important because it explains what psychomotor behaviors are and what they are not. It helps to prepare teachers, instructions, and instructional designers how to determine which domain matches their course content. Lastly, this lesson is important because it demonstrates how to use the use the psychomotor domain to develop training for psychomotor behaviors.

Learning Objectives for this Lesson
At the end of this lesson:
 * Learners will be able to identify the five stages of Dave's Psychomotor Domain
 * Learners will be able to differentiate between examples and non-examples of psychomotor behaviors
 * Learners will be able to identify three levels in the instructional process

Upcoming Learner Activity
To ensure the learner has a good grasp on the concept of psychomotor behaviors and the psychomotor domain, there is a Learning Activity associated with this lesson.

Get ready to learn about psychomotor behaviors!

Bloom's Taxonomy
Dr. Benjamin S. Bloom initiated “Bloom’s Taxonomy of learning in 1956 as a design and evaluation toolkit for academic education. Today it is applicable to all types of learning.

There are three domains in Bloom’s Taxonomy:
 * Cognitive Domain (knowledge)
 * Affective Domain (attitude)
 * Psychomotor Domain (skills)

Bloom believes that all three domains are important, however, this lesson will concentrate only on the Psychomotor Domain.

What is a Domain?
A domain simply means category. What is the Psychomotor Domain? The Psychomotor Domain is skill based and refers to the learning of skills. Physical skills are the ability to move, act, or manually manipulate the body to perform a physical movement. What is taxonomy? Taxonomy is a structure, a plan, or a checklist to assist in planning training to cover each development stage of the learner’s growth. It is important that each stage is mastered before moving on to the next stage.

What is a psychomotor behavior?
If you are trying to figure out if your behavior is cognitive, affective, or psychomotor, consider the following factors.
 * Speed may be a factor in psychomotor skills. Equipment and/or tools may be needed to perform the psychomotor skills.
 * Testing requires more than just a paper-based assessment and a pencil.
 * Psychomotor skills need to be performed and observed to determine mastery of the skill.

Examples and Non-examples
Examples: Non-examples:
 * How to ride a bike
 * Wrapping a present
 * Changing a diaper
 * Types of bikes
 * Types of wrapping paper
 * Why babies wet their diapers

Psychomotor Domains
Besides Bloom, there are several other noted learning theorists that explain this domain. The four primary domains have been developed by RH Dave (1967), EJ Simpson (1972), AJ Harrow (1972), and A Romiszowski. Dave’s Psychomotor Domain is the simplest domain and easy to apply in a corporate environment. The Psychomotor Domains defined by Harrow and Simpson are better suited for certain adult training and for teaching young adults and children.

The table below compares each of the Psychomotor Domains.

Dave’s Psychomotor Domain
In order to better understand the Psychomotor Domain, we will examine the psychomotor taxonomy adaptation developed by R. H. Dave. The following table examines Dave’s Psychomotor Domain by listing psychical behavior descriptions for each stage, examples of activities, demonstrations, and evidence of learning, and last, key words or verbs that describe that stage.

Three Levels in the Instructional Process
Regardless of which domain that one chooses to follow, there are three basic levels or steps in the overall instructional process: Imitation, practice, and habit.

1. Imitation: During this level the instructor shares the knowledge content and demonstrates the skill. This level is when the instructor shares the essential information about the skill, such as facts, background information, safety considerations, etc. then the instructor breaks the skills into small steps, demonstrates the skill and allows the learner reenacts or copy the skill.

2. Practice: During this level the student is allowed to practice alone and/or with the instructor to practice the skill over and over, with feedback from the instructor until mastering the basic skill. The student is able to ask questions, receive feedback, and try in a friendly safe environment.

3. Habit: The last level is when the student develops such proficiency that they are able to perform the skill in twice the time or at an expert level. Performance of the skill becomes nature or second nature. When the students reach this level, they are able to create their own versions of the skill and teach others.

Basic knowledge and skills start low and progressively increase to more sophisticated skills, higher level of abilities, and learners develop critical understanding of performance.

The Psychomotor Domain originally related to physical movements, however, today it also relates to communication, such as telephone skills and public speaking, and to computer operations, such as data entry and keyboard skills.

Example
Before you begin to design instruction for a psychomotor behavior, review the next example. The following is an example of a lesson applying Dave’s Psychomotor Domain to teach a physical behavior such as the sport of jumping rope.

Learning Task: Concepts of jump rope, advantages of jumping rope, and instructions for rhythmic jumping rope skills

Learning Objectives:
 * Student will demonstrate three basic jump rope skills
 * Student will show rhythmic coordination by participating in jump rope activities

Learning Activity
Let's see if you were paying attention... Try the following three questions. Click Submit after you answer the questions. Your score will be noted below the Submit button.

{Which of the following correctly list the five stages of Dave's Psychomotor Domain. Click of the correct response. +Imitation, Manipulation, Precision, Articulation, and Naturalization - Perception, Set, Guided Response, Mechanism, and Complex Overt Response - Reflex Movement, Basic Fundamental Movements, Perceptual Abilities, Physical Abilities, and Skilled Movements
 * type="[]"}
 * Correct! These are the five stages of Dave's Psychomotor Domain.
 * Incorrect! These are not stages of Dave's Psychomotor Domain. These are stages of Simpson’s Psychomotor Domain.
 * Incorrect! These are not stages of Dave's Psychomotor Domain. These are stages of Harrow’s Psychomotor Domain.

{Which of the following are examples of psychomotor behaviors? Select all that apply. +Cheerleading - Reading a book + Riding a bike
 * type="[]"}
 * Correct! This is an example of a psychomotor behavior.
 * Incorrect! This is a non-example of a psychomotor behavior.
 * Correct! This is an example of a psychomotor behavior.

{Which of the following is not one of the three levels of the instructional process? - Practice - Habit - Imitation + Understanding
 * type=""}
 * Incorrect! This is one of the three levels of the instructional process.
 * Incorrect! This is one of the three levels of the instructional process.
 * Incorrect! This is one of the three levels of the instructional process.
 * Correct! This is not one of the three levels of the instructional process.

How did you do? If you feel good about your knowledge of psychomotor behaviors, go to the next lesson; Psychomotor_Behaviors_in_Practice.


text:
User:Peegue

Mistake

title: User:Peegue


text:
What is the Interpersonal Domain?

Introduction - What is the Interpersonal Domain? The Interpersonal Domain has to do with people interacting with each other. The word “interpersonal” has to do with relationships between people.

This domain is particularly broad in scope. There are many different ways that people relate to each other, that can be explored through training, lessons, courses or classes about the Interpersonal Domain. Much of the emphasis of the interpersonal domain is on social behavior.

To understand what it means to design instruction (courses, workshops, training, etc.) within the  “interpersonal domain” (or to affect interpersonal behavior), let’s first define “interpersonal”.

Definitions of Interpersonal

As an adjective, one definition of “Interpersonal” is “of relationships between people”, “concerning or involving relationships between people” (Encarta® World English Dictionary, North American Edition).

It is defined as an adjective “relating to relationships or communication between people” by the Compact Oxford English Dictionary.

According to the Cambridge Advanced Learner’s Dictionary, “Interpersonal” means “connected with relationships between people.

To continue to explore definitions of the word “interpersonal” click on the external link here: http://onelook.com/?w=interpersonal&ls=a

Skills that are Relevant to the Interpersonal Domain

Specific information on each of the Learning Domains can be found at "Learning Domains and Delivery of Instruction" (Cindy Vinson) here:

http://pixel.fhda.edu/id/learning_domain.html

According to Vinson, just some skills within the Interpersonal Domain include:

Seeking/giving information (asking for and offering information)

Proposing (putting forward an idea)

Building and supporting (helping another person’s idea move forward)

Shutting out/bringing in (excluding or involving another)

Disagreeing (appropriately offering a difference of opinion)

Summarizing (Restating in a compact form a discussion or collection of ideas)

Negotiating

Compromising

Facilitating

Leading

title: What is the Interpersonal Domain?


text:
Topics and Issues Within the Interpersonal Domain

Introduction
Welcome to the lesson on Identifying Topics to Help Plan your Strategy.

If you have come to this lesson, you are probably planning to design instruction at least somewhat related to the Interpersonal Domain. For that course, workshop or class, how do you know what topics and issues to include? Perhaps you have an idea about designing instruction about something “personal” or “interpersonal” but aren’t sure of exactly where to start.

You may have been asked to design a course about something of a “personal” or “interpersonal” nature, about how people get along,  but aren’t sure about exactly what issues to include. Perhaps you know what you want to teach, but aren’t sure how to find strategies, or are interested in finding out more about your specific subject.

What You'll Be Doing:

This lesson will explore issues, topics and situations that fall within the Interpersonal Domain. You will be reading about which topics and issues are relevant or related to Interpersonal Behavior.

You’ll participate in activities to match words and concepts with broad interpersonal issues and situations. For example, you may find concepts like, “insensitive boss” or “too much work” or “loneliness” or “anger management” and will see how they relate to broader topics.

You will explore research and theorists about Interpersonal Topics. You’ll read about a specific issue, who wrote about it, and what they discovered or developed on that topic. That information may provide you with ideas to integrate into your own instructional design. You’ll also have a chance to delve within yourself and your experiences, to see if you can identify any other topics, and generate information you wish to add to the Wiki to help others.

Objectives

After completing this course, you will be able to evaluate which interpersonal topics/issues and situations would be most relevant to your specific objective.

To do this, you will be able to distinguish between topics that fall within the Interpersonal Domain and those that fall within other domains.

After identifying that your instruction is within the “interpersonal” domain, you will be able to compare and contrast various topics, and their related research, in order to select which topics and methods best meet your objectives.

If you have not been assigned a specific topic or task for your project, you will be able to generate ideas from the examples provided in the lesson, to meet your objectives.

After matching your objective with relevant issues and topics within the Interpersonal domain, you will be able to use that process to research, find, adapt from and/or create activities and strategies related to those selected topics.

You will also be able to integrate suitable ideas and research about Interpersonal Domain topics, into your instructional design plan.

Conflict Resolution between two or more people. Click on the link to explore the topic of in greater detail.

Team Building. Click on the link to explore the topic of in greater detail.

Negotiation: Learning or teaching ways for two or more people to communicate effectively in order to work out and agree upon specific terms about a problem or issue. Click on the link to explore the topic in greater detail.

Social Behavior and Interpersonal Relations: Methods and strategies on how to improve interpersonal skills for getting along with other in social situations. This includes the teaching or demonstrating of ways that people can improve their behavior to communicate more effectively in social environments. Click on the link to explore the topic in greater detail.

Leadership: Instruction on how to develop and/or improve leadership skills, addressing power issues in a group, learning how to effectively inspire others, and how to bring out and help develop talents in others. Also: how to organize and delegate tasks to one or more groups, how to relate interpersonally when in the role of organizer/facilitator/leader, how to divide responsibility among others, how to address group needs and individual needs within a group, how to facilitate communications between group members to ensure everyone's ideas are heard. Click on the link to explore the topic in greater detail.

Team Building Ways to offer comfort, empathy and support to others in a one to one relationship or in a group. Click on the link to explore the topic of in greater detail.

Other Topics The Interpersonal Domain is a mix of other domains and covers a multitude of topics. Feel free to add more topics to this list; create links, to help add to the information and further explore this area. Click on the link to explore this area in greater detail.

Communications Related In general, the Interpersonal Domain is about communications. But to be specific, these are topics within communications that could be relevant to training/instructional design within this domain:

Direction Expression- has to do with how or whether people able to effectively express ideas, feelings and thoughts so that their intent and message is understood.

Listening: Includes how to listen effectively to others, and how to let others know that you are listening to them. Click on the link to explore the topic in greater detail.


text:
User talk:Peegue

Talk Page

don't block me

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on talk and vote pages using two dashes and four tildes, like this: --~~~~.
 * There is a button at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Preferably, conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your user page.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * To attain a better understanding of what Wikiversity is, you might want to read through the introduction.
 * Please say hello at the Colloquium with any questions or ideas.
 * Eventually, you might want to take the guided tour.
 * Please take a look at Namespaces to get a better idea of how Wikiversity is structurally setup.
 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 08:19, 3 April 2007 (UTC)

Windows icons
We add many icons. Windows icons are copyrighted.
 * Please don't add images that are not licensed for use at Wikiversity. --JWSchmidt 14:04, 4 April 2007 (UTC)

1st 2nd 3rd
First, second to third

Unfree images
Hi, I've deleted a 4 of your image contributions which were not licensed freely. Unless images are licensed to allow people to copy, redistribute and modify them without restriction, then Wikiversity is not the place for them. Thank you. --Michael Billington (talk • contribs) 02:43, 6 April 2007 (UTC)

title: User talk:Peegue


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 9

[CQ 4: Grotius’ Discrepancy Between Innate Law and Human Corruption

“For since the law of nature is perpetual and unchangeable, nothing contradictory to it could be commanded by God, who is never unjust (16).” Therefore, in creation God could not have commanded corruption, contrariety, or unrest to become manifest in the natural world.

If it is believed that God is the necessary and efficient cause of all that exists, having implanted in each thing a unique nature and instinct by which “the wolf attacks with its teeth (19)” and which forms “the original complexion of our frame (22)”, then how does a creature in a pure state, such as at the beginning of creation, initially disobey the law? Cicero’s speech for Milo states that, “this law, which is not written, but innate, which we have not received by instruction, hearing or reading, but the elements of it have been engraven in our hearts and minds (22).” The law is so fundamental that even gentiles, who have not received the law and are not bound to act accordingly “do by nature the things contained in the law (15).”  If the essence of human nature necessarily proceeds from the eternally just and peaceful divine law, how did humanity stray from the object of its authority thereby falling into a state of rights deprivation and war as a means for attaining the ends of peace? It seems to be axiomatic that by the nature of creation and the instillation of law, humanity was initially harmonious. If this is the case, how did discord arise from a perfect state causing society to degenerate to the point where it is conceivable for one member to usurp the rights of another?

To account for this discrepancy, Groitus’ original sin theology must be justified or else it can be assumed that he is positing a Hobbsian-esque state of nature. The Hobbsian justification also appears to fall into the same trap as Grotius by being unable to account for the discrepancy between innate law, asserted by Grotius, and human corruption.

---Karlie c. Knudtsen]

First of All, I am not sure this is the right week to be posting this, so live with it if I am wrong.

In section XI of the first chapter of Hugo Grotius's book, he points out a third signification fo the word right which he likens to the word law. In this signification, he explains that it denotes a rule of moral action, or to do what is proper. He goes on to say that the word right, or law in this section, means not only to do what is just, but what is proper. Grotius makes the claim that right, under this notion applies not only to justice, but to all other virtues. By his whole distinction, I believe that grotius is trying to make the point that when we refer to rights in reference to laws, there should be a distinction with natural rights. In the next section, Grotius begins talking about natural laws, and they are, by his definitions, quite distinct from rights in laws. When rights become entangled with laws, we can no longer simplify rights to what is just or natural, but what must also consider what is proper within the boundaries of the law and society.

A major problem with this concept, is if what is proper to the law and or society is in direcct contradiction with what is a natural right. If laws go beyond what is mere justice, and include a bunch of other "virtues," than it is quite possible to adulterate the laws in provding for only what the law makers or politicians want. When people do what is only "proper" by the letter of the law, many of their natural rights can be obscured, or even lost to that which is un-proper by the law.

While I do not recall seeing an answer from Grotius to this question (though I will admit many of the sections are blurring together as I try to recall, I can very well imagine what some resonable objections would be. It could be said that it is up to the people to defend their natural rights when they are threatened by the letter of the law. When ever it seems that that which is proper conflicts far to much with that which is a natural right, the people that are governed by the laws have the right to fight the law and rebel if possible. This would lead to a very similar problem however. Soon, some people would be wrapped up in getting rid of supposedly infringing laws that were actually beneficial and were merely blinded by some desire to live in anarchy.

-Quintin Lucas


text:
Talk:Instructional design/Affective behaviors/Designing for the Affective Domain: The Design Document

I've added an example design document for my introductory example that has the level of detail I'm thinking. I am also going to be sending students to your blog and having them create a design document for a course of theirs on a wiki page and link it to the lesson.76.23.53.238 23:11, 12 April 2007 (UTC)

Lance, I like the lesson so far. I'm wondering how detailed you are planning to get with the design document. Also, what is your plan for assessment? Jonesbre 06:44, 3 April 2007 (UTC)


text:
Instructional design/Affective behaviors/Oh No! Not Another Lecture

Advanced Organizer
In this lesson, you will be asked to:
 * 1) Reflect on your past experiences with lectures as well as your current opinions regarding the effectiveness of this instructional (micro)strategy
 * 2) Participate in a survey of opinions and beliefs about the use of lectures in instruction, and reflect on the cumulative results of this survey
 * 3) Watch a video presentation (lecture) with ideas for how to make lectures more interactive and engaging
 * 4) Write a position paper arguing for three of Bonk's lecture strategies from the perspective of affective outcomes
 * 5) Share a story about one successful or unsuccessful lecture experience (with regards to affective outcomes)
 * 6) Read and comment on other people's stories

Objectives
Upon completion of this module, learners will be able to: The main "affective" learning objective is that learners will demonstrate a deeper appreciation for lectures as a micro strategy in the affective domain. This will be demonstrated via active participation in the affective course weblog.
 * describe in writing ways in which the lecture can be used to elicit affective outcomes
 * comment in writing on other people's experiences and opinions about this strategy and the affective domain

Introduction
How many hours of your life have you wasted in boring lectures? This lesson is offered as a critical look at this often overused (abused) instructional strategy. Before proceeding, take the Survey of Lecture Attitudes/Beliefs at quia.com (http://www.quia.com/sv/112182.html). You will need to enter the password “affect” to proceed. Cummulative results can also be viewed after taking the survey.

Online Lecture
Now, take some time to watch a lecture by Curtis Bonk in the online colloquia archives offered by the School of Education at Indiana University.

As you watch, keep an eye out for strategies that might be especially useful for eliciting affective change as discussed in the first lesson. Also consider which of the five levels (or stages) discussed in lesson one might be reached. Take notes. You will eventually be asked to pick three strategies that appeal to you.

You can access the video at Distance Education: Instructional Systems Technology. Go to the April 29, 2005 colloquia titled Hyper-Engaging Lectures: Low-Risk, Low-Cost, Low-Time by Curtis Bonk. (Note for Dr Honnebein: this video no longer seems to be online anywhere, slides are here: http://www.trainingshare.com/pdfs/UT-Austin3.pdf Markanna (discuss • contribs) 16:34, 20 February 2014 (UTC) )

Reading Assignment (optional)
Read the article by Martin and Reigeluth (1999) for a discussion of the controversies surrounding the affective domain as well as a useful conceptual model for considering the major components and dimensions of development in the affective domain. The following table is a taxonomy provided by the authors. What areas might be addressed through lectures?

Table 1. Martin & Reigeluth (1999). Conceptual Model for Affective Development

Tasks

 * 1) Top Three - Select from the Bonk lecture the three strategies you believe are most effective in bringing about target behavior outcomes in the affective domain. Offer support for each of your choices in exactly 50 words. Post to the Stories from the Affective Domain blog.
 * 2) Go to the Stories from the Affective Domain blog and post a short description of one lecture you have received or given that was especially effective or ineffective as an instructional strategy in terms of eliciting behavior in the affective domain.
 * 3) Go to the Stories from the Affective Domain blog and comment on at least two other posts.
 * 4) Go to the Stories from the Affective Domain blog and post your thoughts on any affective change you experienced as you worked through this lesson.

Assessment
Your posts for the above tasks will be read and commented on by your peers in this module.


text:
Talk:Instructional design/Affective behaviors/Oh No! Not Another Lecture

I have added an advanced organizer and the learning objectives. I still need to figure out how to edit the blog so that headings are in English. I have never had this trouble with blogger.com before. They must have set up some kind of default settings for different regions where people log on from.

I am still not sure what to do about the reference to the article from the green book. It really is an important article but I don't know if it (or a similar paper) is available online. Does anyone have any suggestions? Jonesbre 11:57, 12 April 2007 (UTC)

Hi Team, I wanted to include some notes regarding design decisions. This lesson is definitely a work in progress. Please jump in and add any suggestions for improvement.

First, I was working with the following objective.

"After observing an example that teaches an affective behavior, evaluate how well the instructional strategies and methods used meet the apparent objectives."

I was originally thinking of preparing a lesson based on personal stories/anecdotes. I was looking for an entry point and remembered the IST colloquia page. The Bonk lecture jumped out at me because of the discussion that came up regarding the value of the lecture as a mirco strategy. I decided then to change course and see if I could prepare a lesson that might bring about affective change in our classmates.

I didn't want to jump right in with the video, so I prepared a short survey about attitudes/beliefs related to lecturing. My thinking was that this would get learners/users to think about their own opinions/feelings regarding lectures. Please post any additional statements here or in oncourse and I will add them to the quia survey.

I also came across the Martin and Reigeluth paper in the green book and thought it contained some important considerations regarding design for the affective domain. At the same time, I liked the table that Chrisie included in her lesson and wanted to experiment. I do not have my heart set on including this table in my lesson if anyone on the team would like to move it to their lesson.

As for the task and assessment, I wanted to target Level 3 (Valuing) behavior in our learners. I liked the idea of contributing to a blog that we discussed in our telephone conference. I was hoping learners would be able to pick out at least three lecture strategies they liked and discuss the merits. I also brought back the idea of having learners share their stories/anecdotes. I know Prof. Honebein was thinking about having learners set up their own individual blogs, but I thought it would be neat to have one blog with a collection of stories.

I hope this gives you a better understanding of my thought process with this lesson. Again, I welcome any comments/suggestions. Jonesbre 07:08, 3 April 2007 (UTC)

hi looks interesting
I am a teacher and i was looking for things to do with psycho-social dynamics and the search led me to this. Very interesting stuff... i will explore a little... --Fidocancan 19:06, 28 November 2007 (UTC)


text:
User:AaronRichard~enwikiversity

Hi everybody.

I'm a high-school teacher from Australia, I mainly teach German, but also some French at beginners' level. Would like to learn Arabic and maybe Mandarin!!

title: User:AaronRichard~enwikiversity


text:
Instructional design/Affective behaviors/What methods best support affective elements?

Support your Objectives with Strong Strategic Decisions!

Welcome to the lesson!
Take a few moments to watch the following video. Reading Rainbow: Check it Out Consider what the video was attempting to achieve and the techniques used to make its point. Was it simply trying to convey information about the library, or was it trying to make the viewer feel a certain way about the library? Certainly, a little of both! Did the video successfully achieve its goal? What worked well? What didn't? In this lesson, we'll take a look at how to best select a strategy for achieving affective objectives. Alright! Let's take a look at effectively matching an affective objective to an appropriate instructional strategy.

Lesson Objectives

 * Given knowledge of the affective domain stages and affective objective terms, the learner will write a complete (affective) objective.
 * Given an objective, select an appropriate instructional strategy; defend choice.

Interim Objectives

 * Examine a provided list of objective terms; assign each to one of the affective stages.
 * Compare your work to research; post a summary of your findings (defending choices or explaining a change in opinion) to the Affective domain blog on Affective Objectives & Strategies blog.
 * Choose one of the affective stages and write a complete objective for it.
 * Consider your objective statement and a given a list of instructional strategies, select an appropriate instructional strategy for the objective.
 * Write a brief statement explaining your choice and post to the Strategies for Affective Objectives

Lesson Introduction
In the Introduction lesson and Oh No! Not Another Lecture, you’ve had a chance to learn about the affective stages and rethink some of your own learning experiences in this light. Though most of the affective stages make sense once explained, it can be surprising how we often don’t consciously acknowledge these feelings, attitudes and behaviors when learning, and indeed sometimes during instruction as well. This lesson will continue our work in the affective domain. Once you raise your awareness about the affective results of certain presentations, you become more aware of the potential to consciously elicit certain affective responses, both internal and external. Eliciting particular affective behaviors takes consideration of what learners internally feel and think, both of which play an important part in the way learners act. What activities or learning strategies work best for certain affective objectives? To do this, let’s begin by looking at and creating affective objective statements. Then we’ll look for an instructional strategy that well suits the objective. How well the instructional strategy matches the objective contributes significantly to the affective success of a lesson or unit.
 * Connecting objectives with strategies in the affective domain

Lesson Planner

Whaddya Know, Joe?...

 * During the Introduction lesson, you began to see that the "affective domain describes the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings." (wiki aricle: Taxonomy of Instructional Objectives)The affective domain is concerned primarily with feelings, attitudes and behaviors. The domain is divided into 5 major stages: first Receiving, then Responding, Valuing, Organizing and Characterizing. As we begin to better understand the ways in which learners process feelings and attitudes, we also begin to see how these impact all that a learner, indeed, a person does. The affective domain truly does affect all learning and therefore deserves consideration when designing and facilitating learning experiences.
 * Having learned about the affective domain, you then moved on in the second lesson, Oh No! Not Another Lecture you began to judge for yourself what overall strategies seem best suited for the affective domain. While this is important, you may have begun to see that each dimension of the affective domain has its own special needs. Remember, the affective stages describe the process that we undergo in internalizing a belief, attitude or an opinion. These stages apply to any of the affective dimensions: emotional, moral, social, spiritual, aesthetic and motivational.

Task 1: Terms for the Stages For this task you will match objective terms to affective stages and post your results to the lesson blog. 15 minutes

Task 2: Writing Objectives In this second task, you'll be writing your own affective objective, using your own professional or educational experiences as the environment. Share your objective by posting to the lesson's blog. 10 minutes

Task 3: Strategy Selection Using the objective you've just written, select an instructional strategy that you feel best supports achievement of the objective. Share your selection at the lesson's blog. 15 minutes

Lesson Summary

Learning Resources
online resources: text resources: wiki/blog technical help: Post to the Lesson Blog
 * Affective Taxonomy
 * Affective Taxonomy ~ Krathwohl style!
 * Writing Objectives
 * Writing Objectives
 * Affective Objectives & Strategies blog
 * Martin, B. L. & Reigeluth, C. M. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.
 * Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
 * Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
 * Mager, R. F. (1997). Preparing instructional objectives (3rd ed.). Atlanta, GA: Center for Effective Performance.

Tasks
Task 1: Terms for the Stages
 * Examine the following list of objective terms. Assign each objective term to the affective stage it most appropriately fits. When you've divided these objectives, go to the Affective Domain blog site, find the post for Task 1 and use the 'Post a Comment' link to submit your response. Click HERE to go to the blog. Need Help? Scroll up to the "Learning Resources" section of this lesson; there you will find a link to a video tutorial on submitting work on the lesson blog.
 * believe
 * capture
 * conclude
 * contribute
 * cooperate
 * create
 * enjoy
 * experience
 * integrate
 * internalize
 * justify
 * respect
 * review
 * sense
 * systematize
 * Familiarize yourself with commonly used affective objectives, as are seen in Krathwohl's Taxonomy of the Affective Domain (Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay). Some online resources are provided here at the bottom of this task, but also feel free to conduct your own further research Compare if and how your decisions differed from those found in these resources/your research. Did your research convince you to think differently? Do you still agree with your initial thoughts? Summarize your comparisons and the response you had to them; share by posting a comment at the Affective Domain blog. Click HERE to go to the blog. (Need Help? Scroll up to the "Learning Resources" section of this lesson; there you will find a link to a video tutorial on submitting work on the lesson blog.)
 * Affective Taxonomy
 * Affective Taxonomy ~ Krathwohl style!

Task 2: Writing Objectives Next, try your hand at writing an affective objective! Reflect on your own professional or educational background as an environment. Choose an affect stage and write a complete objective. To fulfill the components of a 'complete' objective, include a specific method, detail the condition, and pinpoint the outcome. If you need to familiarize yourself with objective writing use the following resources or conduct some research on your own.
 * Writing Objectives
 * Writing Objectives

Task 3: Strategy Selection Now, let's use this created objective to explore the relationship between an affective objective and an instructional method. This is where your knowledge of the affective domain is really put to the test! Look over the following list provided below. These are a few of the instructional methods used in educational and training environments. When considering what strategy might best bring about your objective, think about whether you're eliciting an internal or external change; is the objective social or independent; does it require guidance, time, or group interaction? Select an instructional strategy that you feel best suits the objective you've written. Return to the lesson blog and click on the TASK 3 post; then, click 'post a comment' to share. State the strategy chosen and explain the reasons for your decision. Click HERE to go to the blog. (Need Help? Scroll up to the "Learning Resources" section of this lesson; there you will find a link to a video tutorial on submitting work on the lesson blog.)
 * Apprenticeship
 * Case Study
 * Debate
 * Drill and practice
 * Field Trip
 * Game
 * Interview
 * Journaling
 * Lecture, speech
 * Q and A
 * Quiet meeting
 * Role play
 * Seminar
 * Simulation
 * Think tank
 * Tutorial, programmed

Key Points
What other rules could be created for affective strategy selection?
 * It is important to be consciously aware of the affective element you are trying to address (emotional, moral, social, spiritual, aesthetic and motivational).
 * Determine at what stage your learners are. Have the begun to respond to the material, environment, their peers? Are they ready to begin determining the value of a topic?
 * Affective strategies should account for the following conditions:
 * Values that involve interacting with others or feelings toward others are best supported by interactive strategies.
 * Topics of ethics and morality must be resolved with previous personal beliefs.
 * Motivation is often instilled through mentorship, apprenticeship and guidance.

Summary
The affective domain has been commonly acknowledged to have six distinct dimensions: emotional, moral, social, spiritual, aesthetic and motivational (Reigeluth, 1999). Determine the dimension that you want to address. At which stage are your learners? Once you've analyzed these situations, you will better be able to decide upon an objective to appropriately elicit the desired affective response. This lesson has attempted to lead you through this process. The conclusion of your work is to select the most appropriate strategy for achieving an affective objective. For example, when selecting a strategy for "In a US History course, learners will value the persuasive talents of major political and influential figures." would learners better achieve this through reading historic documents or listening/viewing speech footage? Would learners benefit from studying time lines of influential figures or interviewing someone who was influenced by the person of study? Your final thoughts? Return to the lesson's blog and post a comment to the post called, "Final Thoughts."
 * Was this lesson valuable in illustrating the important connection between learning strategies and affective objectives?
 * Has your perception of learning strategies changed?
 * What difficulties did you experience, or do you foresee seeing, when planning for affective considerations?
 * Other thoughts?

This concludes lesson 3 for the affective domain!


text:
Talk:Instructional design/Affective behaviors/What methods best support affective elements?

Brent, Thanks. I've been like a ridiculous fish out of water on this project. I don't know what has happened to me, but I have S-t-r-u-g-g-l-e-d this semester! I have revamped, in fact, I've really more completely reworked the whole lesson. I've kept the original draft down below, but I only use that for a few references. Please take a look and see if I've brought any clarity to the situation.

Laurie, I would like to offer a few comments and suggestions about your lesson plan. First, I like the idea of listing the specific micro strategies and having learners match these to specific affective outcomes. I was hoping that someone would do this.

I was a little confused by the meaning of "elements" in the objective and your lesson plan. Are we talking about the "levels" in Krathwohl's taxonomy? We should clarify this for the learners with a clear definition and/or examples. Without this support, I am afraid learners may have trouble completing the task.

The CloudNet link includes a few good examples but I also worry that there are too many unrelated links and a few dead links as well. Maybe we should link directly to the best 5 or 6 articles/sites.

The task (Compile your findings) seems reasonable. Having learners post this to the discussion area might work but we might think about setting up a blog for this like we are thinking about for Lesson 1 and 2. This would have the added benefit of making the learner feel more like a member of our community of learners. I understand your intention in linking to the youtube of the sleepy student, but felt that it didn't add much to your overall lesson. To tell the truth, I was a little irritated by the first twenty or so seconds. Let us know if there is anything we can do to help move this lesson along. We will try to help where needed. Jonesbre 07:19, 3 April 2007 (UTC)

Table at the beginning seems confusing
I don't understand the purpose for the table that begins this course. Why is the font so huge? What is the intent of the content? Is this deliberate or some work in progress or some error? Thanks! --Lbeaumont (talk) 02:14, 28 May 2012 (UTC)


text:
User talk:Robert Elliott/RE1Test

Jumping

Jumping

Jumping

Jumping

Windows images make me.

title: User talk:Robert Elliott/RE1Test


text: File:DAZ Studio Screen Shot 1.png

title: File:DAZ Studio Screen Shot 1.png


text:
Talk:Aeronautical Engineering/General introduction

–chester wass here 4/3/07 i love kayla

-(17/03/09) Is there anyone interested in begining aeronautical proyects between students from all over the world? I guess that this would not be easy, but trying to develope any project is a really educational way of develope our knowledge. Besides, if we can make a formal, professional and innovative proposal we can get sponsors. I am specially interested in satellites.


text:
User:Harold Primm

Harold was good

title: User:Harold Primm


text:
User talk:Pede7333

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (UTC)

title: User talk:Pede7333


text:
User talk:Belgrano~enwikiversity

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 Belgrano. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Belgrano~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Belgrano~enwikiversity


text:
User talk:Anneli~enwikiversity

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 Anneli. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anneli~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 23:28, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Anneli~enwikiversity


text:
JavaScript/Basic JavaScript

Basics

 * JavaScript is a popular web-page scripting language, and is supported by almost every browser.
 * It adds interactivity to web-technology pages.
 * You can use editing tools on your device or within supporting software.
 * JavaScript can work with the user's (client) resources or server resources.
 * It is easy to learn the basics.

Step One: HTML & Scripts
Video Resources: Javascript 1 To start off with, the  tag tells the browser that whatever comes between that tag and the coming   tag is script, and the   tells it that it is JavaScript. Similarly, to use VBScript, you might use   instead of. For the purposes of this course, though, you should only ever need to use the JavaScript tag.

It is also important to note that the  tag is case sensitive. What this means is if you use lowercase letters in the tag, all the letters in the tag must be lowercase, and uppercase if you use any uppercase. For example, if you wrote  Not only would you waste a lot of time typing, but you would also confuse your browser.

You are probably wondering when I'm going to explain the rest of what you did. Well,  is the JavaScript standard for writing text to the browser window. The 'document' clause refers to the HTML webpage (termed a document) as a whole; what follows (' ') is a command for the document object to carry out. In this case, you told the page to write the classic " " to the screen.

Comments
.

Step Two: Variables
One of the things JavaScript is used for is the manipulation of data. In JavaScript, pieces of data can be stored either in variables or arrays.

Variables are declared using the var keyword: var numValue; var textValue; var binaryValue; and can be given values when they are created: var numValue = 3; var textValue = "This is text."; var binaryValue = true; Multiple variables can even be declared at the same time: var numValue = 3, textValue = "This is text.", binaryValue = true; Variables in JavaScript are weakly typed, meaning that the types of individual variables are not determined by the programmer. Unlike many languages, JavaScript only provides a generic var rather than separate types for integers, floating point numbers, characters, and strings. For example, in the statement var x = 0; it is fairly obvious to any individual reading the code that  is a number. However, if the statement x = x + "This is text that is probably not a number"; were to appear later in the code, JavaScript would change the variable to a text variable. This is one of the reasons that JavaScript is referred to as weakly typed; at any particular point in time, it is impossible to tell exactly what type a particular variable is.

String Operator
The string operator is used to concatenate two strings together. For example:

""

Conditional Operator
JavaScript also contains a conditional operator that assigns a value to a variable based on some condition.

The syntax would be:HTML

variablename = ( condition ) ? value1 : value2 value1 is the value of the expression if "condition" is fulfilled. value2 is its value in the case "condition" is not fulfilled. For example: ""

Semicolons
JavaScript require semicolons to be inserted to end statements and expressions. When you forget to add semicolon between commands, JavaScript adds it automatically so that it knows where to start the next command.

The rules of JavaScript automatic semicolon insertion are as follows:

 * 1) When the next line starts with a closing braces  , closing the current block
 * 2) When there is a   statement without a semicolon
 * 3) When there is a   statement without a semicolon
 * 4) When there is a   statement without a semicolon
 * 5) When there is a   statement without a semicolon
 * 6) When the final statement of the code is reached (The last line on the JavaScript file)

title: JavaScript/Basic JavaScript


text:
Talk:Autodesk Maya

Since no one seems to have claimed this section yet I would like to stake my claim here and start building up a comprehensive guide to Maya so that I can share my experience with those who wish to learn about Maya. I love this program, I've used it for many many years - and being allowed to lead a section dedicated to teaching Maya would be a dream come true. --Garsondee 20:48, 3 April 2007 (UTC)

title: Talk:Autodesk Maya


text:
Cauchy Theorem for a triangle

Theorem
Let $$D \subseteq \mathbb{C}$$ be a domain, $$f : D \to \mathbb{C}$$ a differentiable function. Let $$T$$ be a triangle such that $$\bar{T} \subset D$$. Then

$$\left| \int\limits_{\partial T} f \right| = 0$$

Proof
Assume

$$\left| \int\limits_{\partial T} f \right| = c \geq 0$$.

It will be shown that $$c = 0$$.

First, subdivide $$T$$ into four triangles, marked $$T^{1}$$, $$T^{2}$$, $$T^{3}$$, $$T^{4}$$ by joining the midpoints on the sides. Then it is true that

$$\int\limits_{\partial T} f = \sum\limits_{r=1}^{4} \left( \int\limits_{T^{r}} f \right)$$.

Giving that

$$c = \left| \int\limits_{\partial T} f \right| \leq \sum\limits_{r=1}^{4} \left| \int\limits_{T^{r}} f \right|$$

Choose $$r$$ such that

$$\left| \int\limits_{\partial T^{r}} f \right| \geq \frac{1}{4} c$$

Defining $$T^{r}$$ as $$T_{1}$$, then

$$\left| \int\limits_{\partial T_{1}} f \right| \geq \frac{1}{4} c$$ and $$L\left(\partial T_{1} \right) = \frac{1}{2} L\left(\partial T\right)$$

(where $$L\left( \gamma \right)$$ describes length of curve).

Repeat this process of subdivision to get a sequence of triangles

$$T \supset T_{1} \supset T_{2} \supset \ldots \supset \ldots T_{n} \supset \ldots$$

satisfying that

$$\left| \int\limits_{\partial T_{n}} f \right| \geq \left(\frac{1}{4}\right)^{n}c$$ and $$L\left(\partial T_{n} \right) = \left( \frac{1}{2} \right)^{n} L\left(\partial T\right)$$.

Claim: The nested sequence $$\bar{T} \supset \bar{T_{1}} \supset \bar{T_{2}} \supset \ldots \supset \bar{T_{n}} \supset \ldots$$ contains a point $$z_{0} \in \bigcap\limits_{n=1}^{\infty} \bar{T_{n}}$$. On each step choose a point $$z_{n} \in T_{n}$$. Then it is easy to show that $$\left( z_{n} \right)$$ is a Cauchy sequence. Then $$\left( z_{n} \right)$$ converges to a point $$z_{0} \in \bigcap\limits_{n=1}^{\infty} \bar{T_{n}}$$ since each of the $$\bar{T_{n}}$$s are closed, hence, proving the claim.

We can generate another estimate of $$c$$ using the fact that $$f$$ is differentiable. Since $$f$$ is differentiable at $$z_{0}$$, for a given $$\varepsilon > 0$$ there exists $$\delta > 0$$ such that

$$0 < \left| z - z_{0} \right| < \delta$$ implies $$\left| \frac{f\left(z\right) - f\left(z_{0}\right)}{z-z_{0}} - f'\left(z_{0}\right)\right| < \varepsilon$$

which can be rewritten as

$$0 < \left| z - z_{0} \right| < \delta$$ implies $$\left| f\left(z\right) - f\left(z_{0}\right) - f'\left(z_{0}\right)\left(z-z_{0}\right)\right| < \varepsilon\left|z-z_{0}\right|$$

For $$z \in T_{n}$$ we have $$\left| z-z_{0} \right| < L\left(\partial\right)$$, and so, by the Estimation Lemma we have that

$$\left| \int\limits_{\partial T_{n}} \left\{f\left(z\right) - \left(f\left(z_{0}\right) + f'\left(z_{0}\right)\left(z-z_{0}\right)\right)\right\} dz \right| \leq \varepsilon L^{2}\left(\partial\right)$$

As $$f\left(z_{0}\right) + f'\left(z_{0}\right)\left(z-z_{0}\right)$$ is of the form $$ \alpha z + \beta $$ it has an antiderivative in D, and so $$\int\limits_{\partial T_{n}} f\left(z_{0}\right) + f'\left(z_{0}\right)\left(z-z_{0}\right) = 0$$, and the above is then just

$$\left| \int\limits_{\partial T_{n}} f\left(z\right) dz \right| \leq \varepsilon L^{2}\left(\partial\right)$$

Notice that

$$\left(\frac{1}{4}\right)^{n}c \leq \left| \int\limits_{\partial T_{n}} f\left(z\right) dz \right| \leq \varepsilon L^{2}\left(\partial\right) = \left(\frac{1}{4}\right)^{n} \varepsilon L^{2}\left(\partial\right) $$

Giving

$$c \leq \varepsilon L^{2}\left(\partial\right)$$

Since $$\varepsilon > 0$$ can be chosen arbitrary small, then $$c = 0$$.

title: Cauchy Theorem for a triangle


text:
User talk:Devourer09/sandbox

Test

 * Testing this... Devourer09 22:09, 3 April 2007 (UTC)

title: User talk:Devourer09/sandbox


text:
Talk:College Algebra/Grammar quiz

Isn't question 6 a Set theory question? Fattony 4001 23:07, 3 April 2007 (UTC)

title: Talk:College Algebra/Grammar quiz


text: User talk:Ndstate

title: User talk:Ndstate


text:
Augustus Chapman Allen Quiz

This is a sample Quiz created by hit the random button on Wikipedia and extracting information to make a quiz from the page.

{Which city in Texas, along with John Kirby Allen, did Augustus Allen found? +Houston -Austin -Waco -Canasareaugh
 * type="" coef="1" }

{How much did the land cost for Augustus Allen? -$4,000 -$6,600 +$5,000 -3000Ŷ
 * type="" coef="1" }
 * they didn't use Yen in the old west

{Which is named in Allen's honor? +Allen Center} -Allen Bank +Allen's Landing Park +Allen parkway
 * type="[]" coef="1" }

See: Augustus Chapman Allen

title: Augustus Chapman Allen Quiz


text:
User:Thenerd~enwikiversity

THIS IS MY WIKIVERSITY PAGE

i created this page after needing something for my school project.

title: User:Thenerd~enwikiversity


text:
User:Aneely

Adam Neely Student, Berklee College of Music aneely@berklee.net havic5@speakeasy.net

title: User:Aneely


text:
Software review blank page

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Tux Paint - Macintosh version

 * A fun, free, and useful drawing program for children ages 3 to 12 and filmmakers. It combines an easy-to-use interface with fun sound effects while drawing pictures. Versions available for most operating systems, large and small.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Tux Paint - Macintosh version

 * I am reviewing the Macintosh OS X version. There are versions for a dozen other operating systems.

 * While this is a program for kids, it has some unique features useful for filmmakers. In the future, Wikiversity will create templates and stamps so this program can be used for rapid thumbnail storyboarding.

 * Anyone interested in filmmaking should immediately download this free program. It is fun!

 * style="padding:0em 0.5em 0em 0.5em;" |

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Thumbnail Storyboarding
 * Having fun!!!
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Four Stars

 * For filmmakers who want to create thumbnail storyboards, a set of templates (for the various frame sizes) and stamps (for the various poses of human figures) still need to be created.

 * }

title: Software review blank page