OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Technology-based lessons

| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |

## Which Lesson is Boring?
### Textbook Based Chapter Lesson (TBCL)

Imagine sitting in a classroom, being lectured to for 45 minutes straight, then being told to go home and answer 25 questions on what has just been lectured about.

### Technology Based Lesson (TBL)

Imagine taking that same material, going to a computer lab, researching the topic, creating a visually dazzling display of your knowledge, and using your specific skill set to accomplish this goal.

## Classrooms Today

In our classrooms today, children are expected to sit through monotonous explanations of materials that they feel has no application whatsoever to their lives. By changing the way a lesson is taught,our students will take more interest in their learning, more interest in the material at hand, and become better able to navigate the technological world that we live in today. This technology knowledge will assist them in their future even if the subject matter knowledge won't.

## What to expect from this tutorial

After completing this tutorial, you will be able to: Convert a textbook chapter lesson into a technology based lesson.
This will be accomplished through the following steps:
* Differentiate examples of “textbook chapter lesson” (TBCL) and “technology based lesson” (TBL)
* Have procedures for converting a TBCL into a TBL.
* Take a rubric with you to determine if you have a good converted lesson.
* See an example TBCL converted into a TBL and graded against the rubric.

## Navigating

This lesson is set up into sections. We are starting at Converting TBCL into TBL
Next, we will continue on to TBCL, the to TBL, continue with Elements of a good TBL, finishing with a Check for Understanding.
At the top and bottom of this page, there is a user bar that allows you to click on any page of the tutorial that you would like. There is also a back and next button at the bottom of each page.
Please click the NEXT button to continue.
| Back | Next
| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |
Back to Topic: Instructional Design
# Instructional design/Technology-based lessons/Comparing TBCL and TBL

| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |

## COMPARE TBCL vs TBL

In order to show that a TBL is the best choice for a lesson, consult the chart below to be sure to attain the objectives of the lesson.
| CONTENT | TBCL | TBL |
| Student interaction | Minimal with each other or the teacher | Minimal with each other, moderate with the instructor, maximum online |
| Teacher control | Maximum since students are silent within class | Moderate since students are working on own with teacher walking room and helping |
| Display of knowledge | Paper and pencil test | Student decides best way to display their knowledge |
| Retention | Minimal without studying | Moderate to maximum since students must work on the information to turn in a product displaying their knowledge to their own potential. Allows students to work in away that they learn best. |
As seen in the above chart, TBL's increase student retention and interaction while allowing them the freedom to display their knowledge in their own way. Meanwhile, it only depletes teacher control minimally over a TBCL.
| Back | Next
| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |
# Instructional design/Technology-based lessons/What is a TBCL

| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |

## Key Components of a TBCL

A TBCL is easily recognized when you walk into a classroom and see a group of students (many with eyes glazed over)
staring at a teacher (who is often lecturing), or busily flipping through the pages of a textbook and filling out
answers on a piece of paper.
The key components of a TBCL are the students, teacher, a textbook, some paper, and a pencil.

## Teacher Perspective

A textbook chapter lesson (TBCL) is a lesson that a teacher follows the directions
of a textbook, assigns readings and problems from the textbook for homework, and then
gives the students a paper and pencil test to see if they have accomplished the
desired level of mastery.

## Student Perspective

Students that learn through a TBCL are usually given a textbook that they are
responsible for until the end of the year and they must learn their subject
matter from this textbook.
Here is an example TBCL on plate tectonics.

## Advantages and Disadvantages

| Advantages | Disadvantages |
| Allows the teacher complete control in classroom | Students tend to "space out" easily |
| Allows teacher to get through material quickly | Student retention is minimal |
| Allows teacher to easily assign make up work for absent students | Students can copy each other's homework easily |
| Back | Next
| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |
Back to Topic: Instructional Design
# Instructional design/Technology-based lessons/What is a TBL

| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |

## Key Componenets of a TBL

A TBL is easily recognized when you walk into a classroom/computer lab and see a group of students actively engaged
learning the material at hand, and a teacher who is walking around assisting students with their computers.
The key components of a TBL are the students, teacher, computers, and other pieces of technology.

## Teacher Perspective

A technology based lesson (TBL) allows the teacher and students to work together to
achieve the common goal of learning the material. However, in a TBL the students are given
more interaction both with each other and the instructor to ensure maximum learning in
this environment.

## Student Perspective

Students that learn through a TBL are given the parameters of a project and a computer.
They are required to use the technology to give them the information needed to complete the project.
Here is an example TBL on plate tectonics.

## Advantages and Disadvantages

| Advantages | Disadvantages |
| Allows the teacher to guide the students to the information | Students are not constantly observed by the teacher |
| Allows the student to display their knowledge with their strengths | Technology is expensive |
| Allows teacher to design requirements for each individual student and their ability level | Students cannot easily make up missed work |
| Back | Next
| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |
Back to Topic: Instructional Design
# Instructional design/User testing fundamentals/Fundamentals

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals

### Concepts

To best understand the different terms used in user testing, we need to look at the whole process of formative evaluation in the development stage and identify some frequently-used, key terms to help you understand the process of user testing.

### Scenario

The following presents a typical scenario as a basic process of formative evaluation culminating in user testing, also know as BETA testing or usability testing. This user testing component is done before implementation for instructional use.
* Preliminary Design & Subject Matter Expert Feedback
** After a preliminary design is created, it is sent to key subject matter experts (SME)w:Subject_matter_expert for review and feedback.
* Storyboard Revision
** This feedback is used to revise the storyboard w:Storyboarding .
* Prototype Development
** Next, a prototype w:Prototype is developed, providing another opportunities for feedback and correction.
* Alpha Version
** After the changes are made, the prototype is now considered an Alpha version w:Alpha_version#Alpha where the instruction is fully developed and ready for testing by the SMEs and client.
* Beta Version
** Changes to the Alpha version gives rise to a BETA version which also known as user testing or usability test. Here users with no history in previous testing of the course and have similar characteristics of the target learner, complete the instruction and provide feedback.
* Implementation
** After more revision, the instructional product is implemented. For implementation strategies and steps, we provide a list of "Next Steps" at the end of this course.
Phonebein 17:49, 6 April 2008 (UTC) Think micro instructional strategy here. You have lots of text. Think hard about how you could make this text more visual -- that is, accommodate other learning styles.
As the design of the course progresses, the concentration of the testing moves from content specifics to implementation and achievement of instructional strategies and verifying the objectives have been met.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals
# Instructional design/User testing fundamentals/Procedures

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals

## Key steps of User Testing

* Develop a test plan
** Lesson 3 will help you design your user testing plan by outlining some questions using the formative evaluation planning (purpose, audience, issues, resources, evidence, data-gathering techniques, analysis, reporting). Lesson 3 also gives you a chance to do user testing on one of the Wikiuniversity pages to try out your new knowledge.
* Identify participants
** For user testing of this course, we invited ISD experts and graduate school students to test our course as a sample population of our target learner.
* Set up the user testing
** Prepare for user testing by identifying any SMEs, the participants, the instructional materials, and equipment.
* Conduct user testing
** Managing the process during the actual user testing.(photos or video of UT demo)
* Evaluate the results (insert a sample of possible results)
** (link to Lesson 4 example)
* Implement Results (insert a sample report)
** (link to Lesson 5 example)
Phonebein 17:51, 6 April 2008 (UTC) Micro strategy: When teaching a procedure where steps are ordered, always use numbers, not bullets. Also, think about visual representations or mnemonics to make the procedure more memorable. Now that you have the basic content, begin to elaborate and enhance it.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals
# Instructional design/Technology-based lessons/Creating the TBL

| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Create Your TBL |

## Creating a TBL

These are the steps to create a TBL lesson:
1. Choose content domain from the existing textbook
2. Determine the technology and the breadth/depth of the websites to be used
3. Develop the slide presentation and the supporting task materials
Step One means to take a lesson that is currently taught using a textbook. This could be any lesson, and type of book.
Step Two means that you determine what websites can be utilized to help the students learn the material. Once this is chosen, you can choose the other means of technology that you would like the students to use to showcase this knowledge. It is important to choose a topic first. It is done this way so the learners are not using technology for the sake of saying it is being used, but using it to enhance the learning experience.
Step Three means to turn your normal notes for the section into something more interactive, such as a powerpoint, then show this and the other technology you chose in step two to the students so they have the necessary knowledge to succeed.

## Now You Try

Try following this link: http://www.geology.sdsu.edu/how_volcanoes_work/index.html
See if you can create a TBL based on this online textbook chapter on how volcanoes work, subcategory of tectonic environment.
| Back
| 1.Introduction | 2. TBCL | 3. TBL | 4. TBCL vs. TBL | 5. Elements of a good TBL | 6. Creating the TBL |
Back to Topic: Instructional Design
# Instructional design/User testing fundamentals

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## Overview

In this lesson, you learn about “User Testing” as a type of formative evaluation and the role it plays in the instructional design development process.
The development phase w:ADDIE_Model creates instructional items and processes that were designed in the design phase. For example, in the development stage, technologies are integrated and debugging procedures test instruction. Review and revisions are integrated according to feedback in this stage as well. User Testing is a specific type of formative evaluation that occurs at the end of the development cycle.

## Objectives

Upon completion of this lesson, you will be able to:
* Explain what user testing is
* Explain why to use it
* List user testing concepts
* List user testing procedures

## Lesson Topics

To go to a topic, click its title below:
* Principles
* Fundamentals
* Procedures
* Check Your Knowledge 2
Back to Topic: Instructional Design > User Testing of E-Learning Courses
# Introductory Discrete Mathematics for Computer Science/Logic Review
## Exercises

Here are some exercises to practice your fluency with logical operators.
Problem 1
* Write statements using logical operators and different letters for the following conditions:
| It is not cold. This is the statement: $\urcorner c$. | It is cold and also the water is running. This is the statement: $c\wedge w$. | I am either wearing shorts or pants, but not both. This is the statement: $s\oplus p$. | There is food, water or both. This is the statement: $f\vee w$. |
Problem 2
Draw the relevant truth tables, to show that $\neg p\vee q$ is or is not logically equivalent to $p\to q$.
ANSWER: These statements are logically equivalent. Here is the truth table for both:
| $p\,\!$ | $q\,\!$ | $\neg p$ | $\neg p\vee q$ | $p\to q$ |
| T | T | F | T | T |
| T | F | F | F | F |
| F | T | T | T | T |
| F | F | T | T | T |
Problem 3
Show that a conditional statement is logically equivalent to its contrapositive.
Problem 4
This problem also requires you to draw the relevant truth tables.
* Which two statements are logically equivalent?
| The converse of a conditional statement and the statement itself. WRONG! Try again. | The converse and inverse of a conditional statement. Correct! | A conditional statement and its inverse. WRONG! Try again. | The converse and contrapositive of a conditional statement. WRONG! Try again. |
# Introductory Classical Mechanics/Units of Measurement

In general a Unit of Measurement is a term which describes a physical phenomena. The system of measurements used almost universally in physics is the SI, or metric system. The fundamental units of any system quantify distance, mass, time, temperature, electric current, brightness of light, and quantity of matter. The units and abbreviations are the meter(m) , kilogram (kg), second (s), kelvin (K), ampere (A), candela (cd), and the mole (mol).

## The Fundamental Units
### The meter

The meter is the fundamental unit of distance. It is defined as the distance a beam of light travels in a perfect vacuum in 3.33564095 billionths of a second.

### The kilogram

The kilogram is the fundamental unit of mass. A kilogram is the exact mass of a sample of platinum iridium kept in the International Bureau of Weights and Measures.

### The second

The second is the fundamental unit of time. It is the time taken for an atom of cesium to oscillate through 9.192631770 billion cycles.

### The kelvin

The kelvin is the fundamental unit of temperature, equivalent to the temperature increment of .003661 part of the thermodynamic temperature of the triple point of water.

### The ampere

The ampere, or amp, is the fundamental unit of current. The definition is that an ampere is the amount of constant charge carrier flow through two straight, parallel, infinitely thin wires placed 1 meter apart in a vacuum that results in a force between the conductors of 10 millionths of a Newton per linear meter.

### The candela

The candela is the unit of luminous intensity. It equals 1/683 of a watt of radiant energy at a frequency of 54 terahertz in a solid angle of one steradian.

### The mole

The mole is the quantity of particles that has a mass in grams equal to the molecular weight of said particle. It is equal to Avogadro's number, or 6.02×10^23 particles

## Derived units

Derived units are units that are products of fundamental units

### The newton

The newton is the unit of force, equivalent to one kg*m/s^2.

### The joule

The joule is the unit of energy or the result of a force acting through a distance. One joule is equal to one newton meter.
$Nm=kgm^{2}/s^{2}$.
# Introductory Ancient Greek Language/Lesson 8
## Present indicative of "to be"

It is worth noting that to be is a highly irregular verb in Greek as well as in English.
| Number | Person | Greek | English |
| Singular | 1st | εἰμί | I am |
| | 2nd | εἶ | You are |
| | 3rd | ἐστί | He/she/it is |
| Plural | 1st | ἐσμέν | We are |
| | 2nd | ἐστέ | You are |
| | 3rd | εἰσίν | They are |
| Infinitive | - | | |
# Introductory Classical Mechanics

Classical Mechanics is the study of large-scale physical phenomena. We will study the laws of motion formulated by Sir Isaac Newton and expand on them to discuss space and time, particle dynamics, work and potential energy, momentum, rigid bodies and rotational dynamics, as well as introducing concepts in Special Relativity and Quantum Mechanics.

## Lectures

* Introduction
* Units of Measurement
* Vectors
* Position, Velocity, Speed and Acceleration

## Course materials
### Books

* Feynman, Richard; Robert Leighton; Matthew Sands (1963). The Feynman Lectures on Physics, Vol I. Reading, Massachusetts: Addison-Wesley. ISBN 0-201-02116-1.
* Kleppner, Daniel; Robert J. Kolenkow (1973). An Introduction to Mechanics. New York: McGraw-Hill. pp. 546 pp. ISBN 0070350485.
* Halliday David; Resnick Robert; Krane S. Kenneth (1992). A student's companion to accompany Physics, fourth edition, volumes one and two. New York: Wiley. ISBN 0471518735.

### Wikibooks

* Physics with Calculus
* Classical Mechanics
* Introduction to Theoretical Physics
# Introductory Ancient Greek Language/Review
## Review: Alphabet, Breathings, Accents, Articles

If anyone is following these lessons then feel free to post a summary to the best of your ability what I've described in the first three to act as a review for anyone else. Don't be afraid of making mistakes as they'll likely be caused by my failing to explain something sufficiently, and it will give me the opportunity to do so.
On a side note, I've been having problems typing in the Greek font with accent marks and breathings. I've had to go through the laborious task of cutting and pasting from other websites and files. If anyone has advice on a quicker method I would appreciate it.
I've deliberately taken very slow steps to break you into the language and have broken up into several lessons what might normally be taught in one chapter in a textbook. I've done this because I know the language can be rough to learn if you have no background in it, and especially if you have no incentive to actually study it besides as a hobby I feel it should be as user friendly as possible. JManning, 05:12, 16 December 2006

### Alphabet

| Greek | Name | English equivalent |
| Α α | alpha | a |
| Β β | beta | b |
| Γ γ | gamma | g |
| Δ δ | delta | d |
| Ε ε | epsilon | e |
| Ζ ζ | zeta | z |
| Η η | eta | ē |
| Θ θ | theta | th |
| Ι ι | iota | i |
| Κ κ | kappa | k |
| Λ λ | lambda | l |
| Μ μ | mu | m |
| Ν ν | nu | n |
| Ξ ξ | xi | x |
| Ο ο | omicron | o |
| Π π | pi | p |
| Ρ ρ | rho | r |
| Σ σ or ς | sigma | s |
| Τ τ | tau | t |
| Υ υ | upsilon | u |
| Φ φ | phi | ph |
| Χ χ | chi | ch |
| Ψ ψ | psi | ps |
| Ω ω | omega | ō |

### Breathings and Accents

A rough breathing mark (pronounced 'h') looks like this ῾ and a smooth breathing mark (not pronounced) looks like this ᾿. They only go over vowels and ρ at the beginning of a word.
The three types of accents are acute ´ , circumflex ῀, and grave ` . They indicate an emphasized syllable. They only go on vowels.

### The Definite Article

The definite article is translated as 'the' but sometimes it need not be translated at all.
A nominative noun in the subject of a sentence, the thing that does the verb.
The genitive is used to indicate possession or motion away from for prepositions
The dative is used to indicate an indirect object and is used with some prepositions
The accusative indicates a direct object, the thing that the verb is being done to. It also indicates motion towards for prepositions.
The vocative is used to address someone or something
Singular :
| | Masculine | Feminine | Neuter |
| Nominative | ὁ | ἡ | τό |
| Genitive | τοῦ | τῆς | τοῦ |
| Dative | τῷ | τῇ | τῷ |
| Accusative | τόν | τήν | τό |
| Vocative | ὦ | ὦ | ὦ |
Plural :
| | Masculine | Feminine | Neuter |
| Nominative | οἱ | αἱ | τά |
| Genitive | τῶν | τῶν | τῶν |
| Dative | τοῖς | ταῖς | τοῖς |
| Accusative | τούς | τᾱς | τά |
| Vocative | ὦ | ὦ | ὦ |
# Cubic equation/Solution/Check/Exercise

Show that
    $z={\sqrt[{3}]{-1+{\sqrt {2}}}}+{\sqrt[{3}]{-1-{\sqrt {2}}}}\,$
is a zero of the polynomial
    $X^{3}+3X+2.$
# Cubic polynomial/Continuity/Explicit/1/Exercise

For the function
    $f(x)=2x^{3}-4x^{2}+x-6\,$
and the point $a=1$, determine for $\epsilon ={\frac {1}{10}}$ an explicit $\delta >0$ such that
    $d(x,a)\leq \delta \,$
implies the estimate
    $d(f(x),f(a))\leq \epsilon \,.$
# Cubic polynomial/Continuity/Explicit/2/Exercise

For the function
    $f(x)=x^{3}+5x^{2}-3x+2\,$
and the point $a=3$, determine for $\epsilon ={\frac {1}{100}}$ an explicite $\delta >0$ such that
    $d(x,a)\leq \delta \,$
implies the estimate
    $d(f(x),f(a))\leq \epsilon \,.$
# Cultural Encounters

Welcome to the Database of Cultural Encounters.
The Erasmus IP project in which this database was created is now in its final stage and we hope that the database will continue to be used and enlarged not only by those involved in the project but by the general public as well. All contributions to the resource are very welcome.
This resource was created by the Cultural Landscapes: Negotiating Cultural Encounters with the English-Speaking World Erasmus Intensive Programme (project codes ERA-IPR-O4/11, ERA-IPR-08/12, ERA-IPR-17/13) and takes a close and critical look at the cultural differences and barriers encountered in interaction with English-speaking countries and the specificities of English-mediated intercultural communication.
The countries taking part in the Erasmus Summer School are Croatia, Germany, Ireland, Portugal and Slovenia. In the seminar part of the project, conducted as summer schools in Glasgow (2012), Swansea (2013) and Newcastle upon Tyne (2014), each group includes students from several universities and addresses a particular topic from a cross-cultural point of view. The subpage will normally include a discussion of cultural differences in the chosen field, with implications for potential sources of problems in intercultural communication and strategies on how to deal with them.
Leisure time
Relationships
"Nice to meet you!"
National stereotypes
Clothing
Bon appetit
Holidays and celebrations
Partner universities:
University of Duisburg-Essen
University of Limerick
University of Lisbon
University of Ljubljana
University of Osijek
# Linux Administration/Commands/Searches

This lesson covers text searches using regular expressions.

## Objectives and Skills

Objectives and skills for the text search portion of Linux+ certification include:
* Search text files using regular expressions
** Create simple regular expressions containing several notational elements
** Use regular expression tools to perform searches through a filesystem or file content
** The following is a partial list of the used files, terms and utilities:
*** grep
*** egrep
*** fgrep
*** sed
*** regex(7)

## Readings

* Wikipedia: grep

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Search text files using regular expressions