OpenLLM-France/wikimedia huggingface dataset:
# Automatic transformation of XML namespaces

This research project in applied computer science aims to write a specification for software which automatically transforms XML documents from some namespaces to some other namespaces, for this using RDF resources (describing namespaces and transformations) possibly located at namespace URLs. Additionally it aims to validate XML documents consisting of multiple namespaces.
Victor Porton released an alpha version of (Affero GPL licensed) software implementing this specification in Python programming language.
License: This text is available at CC-BY-SA 3.0 License, CC-BY-SA 4.0 License, the GFDL, and W3C Document License. By submitting changes to this page or its subpages, you agree that your changes will be available under these licenses.
A blog related to this site.

## Table of Contents

* Draft status
* General notes
* Relations to other standards
* Rationale
* Implementation considerations
* Our namespaces
* RDF grammar trees
* User options
* Extracting information from RDF
* RDF asset format
* Analyzing XML
* Recursive downloading the information
* Transformations
** Requirements (non-normative)
** Order kinds of transformers
** Automatic transformation
* Validation
* Pipeline
* RDF-S and OWL schema
* Examples
* Future directions
* The moderated site with transformations
* Historical notices and wrong ideas
* Implementation (non-normative)
** Calculating precedences
# Automated Feedback and Interactions/Test Your Knowledge
## Automated Feedback/Automated Interactions

Click here to return to the main page: Automated Feedback and Interactions

# Test Your Knowledge

Now is your chance to test your knowledge on selecting and placing the appropriate type of interaction. The following quiz will show you a block of content from a random online course. You will first select the type of interaction and then the placement. There are six total questions. Note that there never is one absolute answer - this quiz should serve as a guide to help you practice what you’ve learned and think logically about interactivity.

### Use the screenshot below to answer Questions 5 and 6.

>>Next Topic: Summary
<<Previous
# Automated Feedback and Interactions
## Instructional Design Home Page

Click here to return to the Instructional Design Home Page: Instructional Design

# Introduction

Welcome to Automated Interactions and Feedback! This short lesson is designed to help online course developers learn more about implementing automated interactions and automated feedback into online courses.

## Consider the following…

You are an instructional designer at ABC University. You have been tasked with creating modules for an online course that typically requires professor feedback for student work. However, your supervisor wants you to experiment with creating course modules that have built-in automated feedback for the learners. How do you go about building this course? What exactly is and is not automated feedback? Are some forms of automated feedback better than others?

## Learning Objectives

Throughout this lesson, you will gain knowledge on different types of automated feedback, what is and is not considered automated feedback, and how to identify quality automated feedback. By the end of this course, you will be able to:
· Identify automated interactions.
· Describe automated feedback.
· Differentiate between strong and weak automated interactions with feedback.
· Identify the appropriate placement for automated feedback interactions.
· Identify the appropriate type of automated feedback interactions.

## Course Navigation

This lesson presents course content in the following format:
Page 2, What are Automated Feedback and Automated Interactions explores the definitions of automated interactions and descriptions of automated feedback.
Page 3, What Kinds of Interactives Are There explores types of interactives available to online course creators.
Page 4, Interactions with Automated Feedback will test your knowledge learned thus far with a 5-question mini-quiz on automated feedback.
Page 5, What Makes a Good Interactive will give you a good basis of strong versus weak automated interactions.
Page 6, Test Your Knowledge will give you the opportunity to test yourself and what you have learned.
Page 7, Summary will give you additional information to explore more resources.
>>Next Topic: What are Automated Feedback and Automated Interactions
# Automated Feedback and Interactions/Summary
## Automated Feedback and Interactions

Click here to return to the main page: Automated Feedback and Interactions

# Summary

Interactivity in courses, as you have learned, can be simple or complex. It takes many forms and is dependent upon knowledge, skills, and available technology. After reading this short lesson, we hope you start thinking about ways to increase student engagement in online courses and reduce cognitive load when reading large swaths of information.

## Mobile Considerations

More and more students are accessing online courses through their mobile devices using a variety of screen sizes and operating systems. Notably, older course development tools may use Flash for animated interactions, which is incompatible with nearly all mobile devices (iOS and Android). Consider also the window size of more complex items like the Hotspot or Carousel, which may be difficult to see and interact with on a phone.

## Online Communities

There are many online communities that can give you more information about interactivity, as well as places to brainstorm and get ideas.
* Articulate E-Learning Heroes has a huge community of designers and user samples.
* LinkedIn has many different groups to browse and join.
* eLearning Industry is a good place to network with other professionals and authoring system vendors.

## Additional Resources

Looking for ways to strengthen your automated feedback and interaction knowledge? Want to share this new knowledge with colleagues and brainstorm ideas for your next e-learning project? We have developed an additional, optional, Framegame for your use (Thiagarajan, 2004). Download the attached PDF here (click on the image below and click again on the next page to open up PDF):
Click here to return to the Instructional Design Home Page: Instructional Design
<<Previous
# Autodesk Maya

Wikipedia -> Maya (software)
alt_ligury : ...
It should be noted that this list would never have existed without the remarkable research task of: B4d-Klown, E-maje, Proto, Joss, Pitiwazou,… and of all the team of MAYALOUNGE (I forget some!.). Also included/understood participants of forum CG-TALK and all people, anonymities or not, which one given a little their time and their more accessible work pourrendre this software. I specify that the goal of this page is to be diffused possible, also do not hesitate to copy it, lodge it and propose it to the maximum of forum and the people potentielement interressés by the subject.

## TIPS

* Maya tips and techniques (.mov 56MB) on area.autodesk.com par Autodesk
* Utiliser maya comme une calculatrice on mayalounge.com par Miracle Max
CLAVIER
* Les raccourcis clavier on 3dvf.com
ESPACE DE TRAVAIL
* Affichage
HOTBOX
* Tout les outil de maya à porter de main

## MODELING

POLY
BASES
* Extrude Face and Edge Along Curve on digitaltutors.com par digitaltutors.com
* Les principaux outils de modélisation polygonnale on 3d-station.com par Pitiwazou
* Bases pour apprendre à modéliser un visage on 3d-station.com par Pitiwazou
OBJECTS
* Chope LPM on 3d-station.com par Saitham
* Environmental photo references and free 3D tutorials
* Modeling a Tennis Ball on 3dtotal.com par Christer Bjørklund
* Modeling on christerb.com par christer bØrklund
* Modeling a basketball on kursatturkay.port5.com par kursatturkay
* Modeling a Star Wars Walker on highend3d.com par Marco Savini
* Brownstone Modeling on arch.columbia.edu par GSAPP and COLUMBIA UNIVERSITY
HUMAN
* Modeling a foot on 3d.sk par Steven Stahlberg
* Nigo on 3dtotal.com par Pitiwazou
* MODELISATION POLY 3DS Max 3.x, 4.x on mr2k.3dvf.net par MROGER
* Complete Beginners modelling translated on 3dtotal.com par David Silva
* Modeling of "Kreacher" on 3dtutorials.sk par Julian Johnson - Mortimer
NURBS
BASES
OBJETS
* Airport Hangar (NURBS Modelling II) on arch.columbia.edu par GSAPP and COLUMBIA UNIVERSITY
* Faire une révolution on dreaming-moon.com par MaD
* Faire une révolution on dreaming-moon.com par MaD
HUMAN
* Video sur la modélisation en Nurbs d'un oeil on 3d-station.com par Pitiwazou
* Creating A 3D Eye (Nurbs) on johnson-mortimer.co.uk par Steven J. Tubbrit
* The Eye Ball on andrew-whitehurst.net par Creative Commons License.
* Using extrusion and merging to create a t-spline toad model on www.xxeb.net par T-Splines, Inc.

## ANIMATION

ANIMATIC
* ANIMATIC Matrix on xsila.com par Pixel Liberation Front
RIGGIN
* Character Rigging In Maya on johnson-mortimer.co.uk par Steven J. Tubbrit
Continuation Mayalounge.com -> Tutoriel Maya
# Automated Feedback and Interactions

Click here to return to the main page: Automated Feedback and Interactions

## Interactions without Automated Feedback
### Click-to-Reveal Tabs, Accordions, Carousels

Interactions in this category are designed to reduce cognitive load on the learner. By hiding text behind categories that must be clicked to reveal what’s behind it, it can help diminish the amount of on-screen text. It also helps categorize data sets that are usually set in numbered or bulleted lists. In the example below, clicking the icon of a lipstick revealed the text.
The other types of click-to-reveal include tabs, accordions, and carousels, which all function in a similar way but are arranged differently. The sample below shows horizontal tabs, and each heading can be a category with text underneath. Many times, images can be added for further illustration.

### Hotspot

Hotspot interactions are highly software dependent. Generally, the concept is to click somewhere within an image to get more information. Some authoring tools allow automated feedback in an assessment format, where the user clicks somewhere in the image to identify something. Hotspots can be used to illustrate diagrams, art, architecture, etc., but should be used sparingly because it can be resource heavy.

### Others (Software-Specific)

Certainly this list is not an exhaustive inventory of all types of interactivity within e-learning courses. Using different programming scripts, an advanced instructional designer can create custom interactions. Some e-learning tools have unique animations and ability for the learner to work within a course. Research different authoring systems to learn more.

## Knowledge Check

It's that time again! Be sure to answer all questions before clicking submit.
>>Next Topic: What Makes a Good Interactive
<<Previous
# Blender/In Class

Lecture
The very start of the creation process for 3D graphics is the model. You could start elsewhere, but it with out the models to test things like lights and camera position the efforts wouldn't be very helpful. For now well focus on the UI, and modeling. Assuming you have read the tutorials, you know Blender is very heavy on keyboard shortcuts. This organization is for speeding up the work. It is not that unusual that time much more time seems to have gone by while you're working, and you look at the clock to see that it hasn't. Importantly, there is no real substitute for memorizing these keyboard shortcuts.
The purpose of this unit is to examine the different modeling tools blender has to offer, and for the instructor to iron out any problems that arise in the first week. (software issues, UI user mistakes, etc...)
In Class Assignment
    Open Blender
    Duplicate the default cube about 20 times, and put each cube in a different space on screen.
    Click on a cube, enter edit mode.
    Use the special menu (w key) and apply one of the options to the cube.
    Exit edit mode, select different cube, repeat with different selection from special menu.
    Write down what each option does to the cube, and which options complement each other. Skip the last 3 options.
    Experiment with mesh tools in edit mode (buttons window F9)
# Blender/External resources
### Documentation

* The Blender Manual
* Blender Basics- 3rd Edition - Classroom based tutorial book
* Essential Blender Full book on learning Blender
* Materials in Blender
* Fluid simulations in Blender
* Byte of Python
* Official Blender 2.0 Guide (Google Books)

### Tutorial Websites

* Blender Tutorials - The Blender tutorial site
* CGCookie - Excellent source of tutorials teaching Blender
* Categorized tutorials for Blender

### Tutorials

* A lighting tutorial
* Another lighting tutorial
* A few tutorials
* Realistic portrait tutorial (large)
* Character animation tutorial

### Blogs

* Blender Newbies blog

### Forums

* http://www.blender.org/forum/ - Blender Forum
* BlenderArtists.org - An extremely popular forum among Blender artists

#### Useful Threads

* Grass in Blender
* Rendering skin in Blender
* Blender sculpt mode

### Models

* Blendswap - Large collection of free Blender models
* Free models
* Yobi3D - 3D model search engine and see results in 3D

### Animations/Rigs

* Otto - Free rigged character
* Several other free rigged characters

### Textures

* SemiCuro Java texture generator
* Public domain textures

### Plugins

* Labyrinthe 3d Maze Generator
* Ivy Generator - A "creeping ivy generator" for Blender

### Development

* Interview with Blender's founder
* Blender for architecture
* Blender cloth development

### Rendering

* Big ugly rendering project
* Distriblend Distributed Blender Rendering Project

### Tools

* InnerWorld - A terrain generator for Blender

### FAQ

* Mesh editing FAQ

### Demonstrations

* Fluid demonstration
* Youtube: Fluid sim video

### Other courses

* 3D Animation (Sam Hinton, 2008, University of Canberra)
* Blender 3D Design (by Neal Hirsig) - Course intended to offer an introduction to 3-D modeling and animation
# Blended learning

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
Blended learning refers to the use of multiple educational methodologies modalities within a unit of study. Commonly, for example, blended learning is used to describe courses which involve both face to face and online learning components. However, there are critiques of the term: see objections.

## See Also

* Blended learning and online teaching
# Blended learning and online teaching

BLOT was an open conference around ideas, methods, issues, positions and projects, with people willing to offer their perspectives in themed panel discussions relating to blended learning and/or online teaching.
On 1 November 2013 we hosted three panel discussions at La Trobe University's Faculty of Health Sciences and regional campuses. The discussions will be broadcast via the Teachers of Health Professionals page, and recordings and notes were made available on Wikiversity. In the lead up we collecting short texts and video recorded interviews with panellists.
To enable us to widely distribute contributions, we've ensured that contributions have all the necessary rights to publish with a Creative Commons Attribution or Share Alike copyright license.
* Preparations, set up and accessing webstream
* Distributed and multi-site learning
* Web integrated teaching and learning
* Producing educational media
# Blender

This course isn't complete, it needs some students to enroll to make sure the material written is effective, and in proper order. Please add yourself to the enrolled students section if you are interested.
About this Course
This course will guide you through learning how to use Blender to create your own models, animations, games, and more. It will eventually be composed of 15 weeks worth of learning material that will help you develop your skills. It is strongly reliant on the documentation found in Blender 3D: Noob to Pro as it is already a valuable resource that has been proven to help quickly advance skills in Blender.
Learning Challenges Objectives:
To first learn the basics of using the complex blender user interface and basics of 3D computer graphics using learning materials already available. Then to make available a series of challenges - gradually increasing in complexity - that allow the reader to learn how blender can be used creatively to produce astonishing graphics.

## Syllabus

Week 1 - Learn about 3D modelling in general and become familiar with the Blender interface.
Week 2 - Adventure further into the blender interface. Learn how to model a house and a simple person.
Week 3 - Use modifiers to create a hat for your simple person. Learn about materials, textures, and halos.
Week 4 - Become familiar with how Blender organizes data. Model multiple objects to learn about modifiers and other tools.
Week 5 - Randomize size, color and position to make a virtual world look realistic

## Related resources

* Get Blender here
* Blender for Game Graphics and Animation
* Blender 3D at Wikibooks An extensive learning trail was established there while waiting for Wikiversity to get authorization to proceed. It is still pretty active.
* 3D Modelling
External resources - This is a large list of Helpful tutorials, models, textures, and much more. It has been moved to its own page so that it will all fit. Please don't overlook this for information!
# Ejump/Orientation/What is peer assessment?

Nancy Falchikov describes peer phenomenon in her book Learning Together: Peer Tutoring in Higher Education See at least the summary of the Introduction at page 5 and peer tutoring will become clearer for you.
In peer assessment, members of a class grade the work of performance of their peers using relevant criteria. Peer assessment may also involve students giving feedback to peers. As with self-assessment, in peer assessment, marks may be awrded by students or negotiated with teachers. Marks may or may not be used for formal grading purposes. For most practitioners, a key aim of peer assessment is to enhance learning. Student involvement in assessment can be peripheral or extensive. It can vary from a single simple decision taken by students, such as determining the submission date of assignments, or ascertaining preferred modes of assessment, to involvement in the entire process. Whre students are involved in all stages of assessment, the first thing that needs to be done is for teachers and learners to agree on the criteria by which work or performance will be judged. Sometimes, these criterias are supplied by the teacher. Very infrequently, students supply their own criteria in the absence of the teacher. Once criteria have been identified, self- or peer assessment may then follow. Nancy Falchikov has been collecting papers on peer assessment for a study which synthesizes results from investigations involving statistical comparisons (Falchikov and Goldfinch, 2000). Quantitative peer assessment studies which compared peer and teacher marks were subjected to meta-analysis, a technique which allows results collected in a wide variety of contexts to be compared. The analysis suggested that peer assessments more closely reseble teacher assessments when students are required to make a global judgements based on clear and explicit criteria, and when students are familiar with, and have some degree of ownership of, the criteria, rather than when grading involves assessing several individual dimensions. Assessment on professional practice appears to be more difficult than assessment of academic products and processes. Peer-teacher similarities were greater in well-designed studies than in poorly designed ones. (Falchikov, N. 2005. Learnin together. Peer tutoring in higher education. Routledge Falmer. Pages 1-2).
# Ejump/Overview

Overview of the ejump 2.0 New Assessment Methods Course
Studying method(s)
New Assessment Methods -course can be studied independently concentrating to content, links and discussions of wikiversity. Another option is to implement the course as tutored and with student support services. It is aloud to use these wikiversity materials as part of educational organisations own courses.
New Assessment Methods -course concentrates to learner-centred view of assessment and to the use of social media in assessment. Course offers exciting new opportunities for learning with social media and pulls learners into interaction and from knowledge-receiving students into active, knowledge-making students. Use of wiki and process writing makes learning process transparent and learning outputs are sustainable here at wikiversity. Future courses continue working with new materials and discussions of New Assessment Methods -course.
Aims
The aim of this course is to make all participants familiar with social media and provide a place to try different methods of assessment and learn from these experiences so that we can describe assessment in social media and learn how to use them together. For further information please visit: Innovative assessment across the disciplines An analytical review of the literature (especially pages 16 and 51).
Aim of the course is also to gather together practices, ideas and experiences of assessment when using social media.
Content
Within the New Assessment Methods course, participants will be provided with introductions to 3 major technologies; ePortfolios, blogs and wikis.
Ejump | Ejump/Designers
# Ejump/Social Media

Social media
Web 2.0 is changing the environment and the opportunities for course design. User generated content, a host of social networking tools and the 'gift culture' are some examples of this changing lanscape (Mason R. & Rennie F. 2008). The term 'social software' covers a range of software tools which allow users to interact and share data with others users, primarily via the web. Blogs, wikis, social networking websites such as Facebook and Flick, and social bookmarking sites, such as Delicious, are examples of some of the tools that are being used to share and collaborate in educational, social, and business contexts. The key aspect of a social software tool is that it involves wider participation in the creation of information which is shared. (Minocha, S. 2009.)
Tips to assess learning in social media
There is some reluctance to have formal assessment of the students' activities in social software tools and especially when the initiative is first launched, especially if the tool(s) are not within the institution's virtual learning environment (VLE) or control, or are in the public domain. Further, if the activity is performed in a common learning space by the students, there is a fear that they might delete one another's work, or attribute others' work as their own. (Minocha, S. 2009)
Educators' uncertainty about assessing the use of social software, in case technical problems arise at a critical point for the assessment. Certain facilities such as the enforcement of assignment deadlines are not available within social software environments in the public domain. Educators' uncertainty about directly assessing social software use may perhaps also result from a feeling that individual assessment is not in line with the collaborative ethos of social software. (Minocha, S. 2009)
According to Minocha's (2009) research assessment methods suitable for social media have been like peer-assessed podcasts, reflective reports based on students' blog writings, assessment of wiki activities, assessment of photo-book production and assessment of blog reflections.
See the whole document "A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement"
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