OpenLLM-France/wikimedia huggingface dataset:
# Informal learning activities/EdcFrr/LCcH

[[w:{{{1}}}|{{{1}}}{{{2}}}]]
This sets up a link to "{{1}}" and "{{1}}{{2}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCd

[[w:{{{1}}}|{{{1}}}]]
This simply sets up a Wikipedia link to "{{1}}", which is displayed for the link.  Note that a following space is not generated.
# Learning theories in practice

Welcome to the Practice of Learning Theories (POLT)! This is Indiana University graduate students' book called the Practice of Learning Theories (POLT). The focus of The POLT is on implementation, pragmatic use, or realization of a learning theory in the field.

## The Preliminary Work of The POLT: Critiques of Learning Theories Book (COLT-W)

You can find the preliminary work of The POLT, Critiques of Learning Theories book (COLT-W) at http://wow-iu-uh.wikispaces.com. These critiques are collaborative efforts of graduate students from Indiana University in Bloomington and University of Houston in Texas collaborating during the fall of 2007 to review Emerging Perspectives on Learning, Teaching and Technology (EPLTT) at Michael Orey’s class at the University of Georgia. We welcome your additions to this book!

## The Practice of Learning Theories (POLT)

The Practice of Learning Theories :
| Part I: Introduction to the POLT Introducing the POLT Overview of Learning Theories | Part II: Addressing Human Behaviors: Theories and Practices Using Behavioral Changes to Reduce Fall Injuries In Hospitalized Patients |
| Part III: Active, Learner-Centered, and Constructivist Teaching and Learning Constructivism in Practice Constructivism...in a Math classroom instruction? Project-Based Language Learning Bringing Integrative Learning to Life Jerome Bruner: Guiding Drifting thinkers in the vast sea of knowledge Constructivist classrooms Help-seeking Behavior in Learning Creating a Constructivist Learning Environment through Service Learning | Part IV: Empowering, Motivating, and Transformative Teaching and Learning Motivation and Learning Self-Regulated Learning, Transformational Learning, and Discovery Learning |
| Part V: Addressing Student Thinking and Intelligence Multiple Intelligences in English Classroom Imaginary Snapshots (Dual Coding Theory) | Part VI: Adult Education Adult Education and Generational Considerations in the Classroom Building Self-Efficacy in Higher Education Students Project-Based Learning across the Curriculum in Engineering (P.A.C.E) |
| Part VII: Language Learning How Picture Books Work Content-Based Learning Content-Based Instruction in Language Learning Task-Based Language Learning and Teaching Motivation in Foreign Language Learning Vocabulary Learning | Part VIII: Language Learning Using WebQuests in English as a Second Language Contexts Process Writing in the L2 Classroom |
# Learning theories in practice/Behavioral changes

Once learners have gained self-confidence and understanding of the material, they can rely less on the teacher and more on others in the community via collaboration. In an attempt to avoid situating the activity within one particular context, multiple perspectives are provided to layer the content. The goal is to create a situation where the knowledge can be decontextualized in such a manner that it allows the learner to use it in other contexts. Another way to promote the possibility of transfer is by creating an environment that not only supports the thinking about novel problems, but also encourages the articulation and reflection of ideas. Learners who articulate and reflect on their problem-solving procedures develop metacognitive skills that enable them to compare their learning and knowledge to others. It also makes visible any misconception that may exist in the learner’s understanding, while allowing the teacher to determine what is simply being spit back for school purposes.
# Physics equations/19-Electric Potential and Electric Field/Q:KE&PE

* Solutions to many wikiquiz questions (pdf)
* Physics_equations/Equations#19-Electric_Potential_and_Electric_Field
* Testbank

## A

More practice
# Physics equations/19-Electric Potential and Electric Field/Q:SurfaceIntegralsCalculus

Equations for this quiz Solutions (pdf) testbank
# Physics equations/18-Electric charge and field/Q:lineChargesCALCULUS

These questions have not been tested.
* Solutions to many wikiquiz questions (pdf)
* Quizbank (or "testbank" if you prefer)

## A

A line charge on the y axis extends from y = -3 to y = 2. What is the y component of the electric field at the point (3, 7)? Answer: ${\frac {1}{4\pi \epsilon _{0}}}\int _{\mathcal {A}}^{\mathcal {B}}{\frac {{\mathcal {C}}\;\lambda ds}{\left[{\mathcal {D}}^{2}+{\mathcal {E}}^{2}\right]^{\mathcal {F}}\;}}$, where:

## B

A line charge on the y axis extends from y = 2 to y = 7. What is the y component of the electric field at the point (2, 9)? Answer: ${\frac {1}{4\pi \epsilon _{0}}}\int _{\mathcal {A}}^{\mathcal {B}}{\frac {{\mathcal {C}}\;\lambda ds}{\left[{\mathcal {D}}^{2}+{\mathcal {E}}^{2}\right]^{\mathcal {F}}\;}}$, where:

## C

A line charge on the x axis extends from x = 4 to x = 8. What is the y component of the electric field at the point (8, 4)? Answer: ${\frac {1}{4\pi \epsilon _{0}}}\int _{\mathcal {A}}^{\mathcal {B}}{\frac {{\mathcal {C}}\;\lambda ds}{\left[{\mathcal {D}}^{2}+{\mathcal {E}}^{2}\right]^{\mathcal {F}}\;}}$, where:

## D

A line charge on the y axis extends from y = 4 to y = 6. What is the y component of the electric field at the point (5, 1)? Answer: ${\frac {1}{4\pi \epsilon _{0}}}\int _{\mathcal {A}}^{\mathcal {B}}{\frac {{\mathcal {C}}\;\lambda ds}{\left[{\mathcal {D}}^{2}+{\mathcal {E}}^{2}\right]^{\mathcal {F}}\;}}$, where:

## E

A line charge on the x axis extends from x = 3 to x = 7. What is the x component of the electric field at the point (7, 8)? Answer: ${\frac {1}{4\pi \epsilon _{0}}}\int _{\mathcal {A}}^{\mathcal {B}}{\frac {{\mathcal {C}}\;\lambda ds}{\left[{\mathcal {D}}^{2}+{\mathcal {E}}^{2}\right]^{\mathcal {F}}\;}}$, where:
# Physics equations/19-Electric Potential and Electric Field/Q:KE&PE/Testbank
## a19ElectricPotentialField_KE_PE_v1

* ↑ http://en.wikiversity.org/w/index.php?title=Physics_equations/18-Electric_charge_and_field/Q:findE&oldid=1378605
# Physics equations/19-Electric Potential and Electric Field

w:electrostatics Vectors
b:vectors w:Vector w:Coulomb's law Coulomb's Law* Vector calculus* Coordinate systems* wikt:Vector

### Wikiquizzes

* Q:KE&PE is a wikiquiz that uses energy conservation and the relationship between electric potential, V, and electric potential energy, U = qV
* Q:capacitance is a wikiquiz that uses basic facts about capacitors and electric energy density.
CALCULUS based wikiquizzes
* Q:SurfaceIntegralsCalculus integrates a vector field over the surface of a cylindar centered at the origin.
* Q:MoreGreenlikeSourceIntegrals is a wikiquiz that further examines how vector integration is used in field theories.
* Q:UsingGaussLaw is a wikiquiz that applies Gauss law to spherical, cylidrical and planar geometries

### Readings

* Physics equations/Electrostatics reviews material useful for the algebra based wikiquizzes
* Physics_equations/Capacitors explains how capacitors work

##### CALCULUS based readings

As a supplement to Chapter 18 we showed how Coulomb's Law can be integrated using vector calculus. Here we extend this understanding of vector calculus.
* Coordinate_systems introduces calculus in three dimensions
* Vector calculus further explores calculus in three dimensions and extends the fundamental theorem of calculus into higher dimensions
* b:Electrodynamics/Gauss's_Law shows how vector calculus allows us to quickly find the electric field geometries made simple by high degrees of symmetry.
# Physics equations/19-Electric Potential and Electric Field/Q:KE&PE/More practice

Beware: this quiz extension might not properly grade your quiz because more than one quiz is on the page ("minor bug")
# Physics equations/18-Electric charge and field/Q:findE

Solutions (pdf) Testbank

## Practice quiz

More practice
# Lunar Boom Town/Humorous scenarios

Cartoon Physics
dumpster diver saving environment arrested by eco sheriff claiming not what he meant} on tip from environmental regulator rat finks who are doublecrossed by law abiding glop processor. Corrupt players pushed somehow into the glop
fairy tale ending
Grim Reality
Middle school students dumpster diving at a business or school (which have not installed very expensive maximum security steel bars and locks on trash dumpsters) are hauled off and recycled (killed indadvertently ) by a dump truck.
Potential Learning Objectives
* safety signs must be obeyed
* effective safety procedures bias odds towards survival
* legal but dangerous
* illegal but appears safe -->no we demonstrate maybe you not understand full chaotic system interfaces
# Lunar Boom Town/Ideas from

Caution! Please remember to get permission to publish any text cut, pasted or quoted from others.

## Ideas from #wikiversity-en IRC

* <mirwin> I guess if we generate an initial map of Lunar Boom Town we could possibly fork and tailor this exercise to attract some interest from programmers. http://en.wikiversity.org/wiki/Uninformed_Search_Project
* <mirwin> This might be kind of cool to echo a Range Safety Officer's countdown hold status. http://en.wikiversity.org/wiki/Wearable_Display
# Lunar Boom Town/GLOP Processor patterns, templates, details

Overall process diagram -- playing around with indexes trying to devise encoding that can be used to flip quickly to proper area of interest.
1. Household recycling -- Most households throw away packing materials that are very useful for modeling and prototyping on a budget. For example: Diagrams to be scanned for use at Wikiversity can be drawn on the back of waste paper such as computer printouts or envevelopes. Spacecraft models can be created from from plastic containers and painted appropriately such that action sequences can be videotaped for splicing into computer generated graphics using packages such as GIMP, Art of Illusion, Blender, 3DSMax, etc.
2. Organics -->GLOP stream Can be used to create methane (CH4), fertilizers, bio diesal, and even explosives. Different feedstocks and chemical processes are needed to achieve specific results.
3. household combustables -- Can be used to generate heat, energy, and carbon dioxide. These can be used to regulate temperature, as generic energy, and even to create rocket feuls.
4 ... know what? need to look up legal definitions in environmental regulation -- reduce workload later.
# Lunar Boom Town/LED Greenhouse

Background:
http://arabidopsisthaliana.com/lightboxes/
Supply Sources:
LEDs on EBay
w: Light-emitting diode
# Lunar Boom Town/Green sand casting
## Business Model

Receive patterns and orders from customers and cast parts using local materials.
Cast in glass, aluminum, iron, etc.
Driving factors ... customers do not want to setup specialized air scrubbersEngineering_Help_Desk to keep air breathable and recycle scarce elements from process vapors.
After initial operations are successful begin expanding into full service Foundry.

## Possible Customer Processes and Ventures

Lunar Boom Town/Cargo Imports Model or real rocket parts.
# Lunar Boom Town/Horticulture Nursery
## Business Idea

Raise and sell plants of various kinds. Vegetable starters, flowers, household potted plants, fruit trees, etc. Output determined by customer demand.

## Materials Needed

* Seeds -- Import initial stock from Earth, sell excess in kits and as seeds
* Containers -- Use sintered regolith.
* Topsoil -- Purchase from Worm farms or create own?
* Grow lights
* Electricity
* Fertilizer -- Purchase from Worm farms or create own?
* Water -- Import Hydrogen and mix own or buy from water/air plant
* CO2 -- Import carbon or purchase CO2 from atmosphere regulators?
* Oxygen -- Sell excess.
* Nitrogen -- Import from Earth, experiment to find optimum economic mix in nursery

## Customers

* farms - starters
* businesses (Potted Plants)
   * hotels
   * spaceports
* residents (potted plants, garden starters)
# Lunar Boom Town/LBT Sand Plant

The LBT Sand Plant collects lunar dust, melts it, and then runs it through a process in order to create sand sized particles.
# MATLAB essential/How to draw 2D and 3D shapes

* Open your MATLAB or go to this website if you do not have access to MATLAB on your PC. If you want to use the editor (script on the left) make sure to save your work using the drop-down menu before running it
Course Main Page:
MATLAB essential
Course Content:
Lecture 1 : General information + arrays
Lecture 2: MATLAB and mathematical equations
Quiz 1: Quiz on arrays and mathematical equations
Lecture 3: 2D and 3D plotting
Lecture 4: If statements and loops
It is very important to know how to define a function, review this lecture,
Table of the most important functions in 2D plotting.
* function
* hold on and hold off
* xlable, ylable, zlable
* plot
* ezplot
* meshgrid
* subplot
Table of the most important functions in 3D plotting.
   Do you have a question about the material covered, Click here to send me an email.
# Programming Fundamentals/Conditions/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Programming Fundamentals/Conditions/Perl
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Perl compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* TutorialsPoint

## See Also

* Wikibooks: Perl Programming
# Programming Fundamentals/Conditions/PowerShell
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PowerShell compiler / interpreter / IDE.

### Online

* There are some options, but none are fully functional at this time.

### Windows

* Microsoft:Starting Windows PowerShell

### macOS / Linux

* HowToGeek: How to Install Microsoft PowerShell on Linux or OS X

## See Also

* Microsoft: Getting Started with PowerShell
* PowerShell
# Programming Fundamentals/Conditions/Pseudocode
## See Also

* Pseudocode
# Programming Fundamentals/Conditions/Ruby
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Ruby compiler / interpreter / IDE.
* CodeChef
* Ideone
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Ruby Programming
# Programming Fundamentals/Conditions/Rust
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Rust compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* paiza.IO
* repl.it
* RexTester
* rust-lang.org
* TutorialsPoint

## See Also

* Rust
* Rust-lang: Learn Rust
# Programming Fundamentals/Conditions/Swift
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Swift compiler / interpreter / IDE.
* paiza.IO
* repl.it
* Online Swift Playground

## See Also

* Apple: Swift Programming Language
# Programming Fundamentals/Conditions/VB.NET
## Try It

Copy and paste the code above into one of the following free online development environments or use your own VB.NET compiler / interpreter / IDE.
* paiza.IO
* TutorialsPoint

## See Also

* Wikibooks: Visual Basic .NET
# Programming Fundamentals/Conditions/PHP
## Try It

Copy and paste the code above into one of the following free online development environments or use your own PHP compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* Online PHP
* paiza.IO
* repl.it
* W3Schools

## See Also

* Wikibooks: PHP Programming
# Matrix multiplication/Rows and columns/Exercise

Compute the following product of matrices
    ${\begin{pmatrix}Z&E&I&L&E\\R&E&I&H&E\\H&O&R&I&Z\\O&N&T&A&L\end{pmatrix}}\cdot {\begin{pmatrix}S&E&I\\P&V&K\\A&E&A\\L&R&A\\T&T&L\end{pmatrix}}.$
# Matrix multiplication/Not commutative/Exercise

Show that the matrix multiplication of square matrices is, in general, not commutative.
# Matrix multiplication/C/2-i -1-3i -1 i 0 4-21 times 1+i 1-i 2+5i/Exercise/Solution

Multiplying the first row with the column on the right we get
    ${\begin{aligned}(2-{\mathrm {i} })(1+{\mathrm {i} })+(-1-3{\mathrm {i} })(1-{\mathrm {i} })-(2+5{\mathrm {i} })&=2+2{\mathrm {i} }-{\mathrm {i} }+1-1+{\mathrm {i} }-3{\mathrm {i} }-3-2-5{\mathrm {i} }\\&=-3-6{\mathrm {i} }.\end{aligned}}$
The second row multiplied with the column on the right yields
    ${\mathrm {i} }(1+{\mathrm {i} })+(4-2{\mathrm {i} })(2+5{\mathrm {i} })={\mathrm {i} }-1+8+20{\mathrm {i} }-4{\mathrm {i} }+10=17+17{\mathrm {i} }\,.$
The result is thus the column vector
    ${\begin{pmatrix}-3-6{\mathrm {i} }\\17+17{\mathrm {i} }\end{pmatrix}}.$
# Matrix multiplication/Definition

Let $K$ denote a field, and let $A$ denote an $m\times n$-matrix and $B$ an $n\times p$-matrix over $K$. Then the matrix product
    $AB$
is the $m\times p$-matrix, whose entries are given by
    $c_{ik}=\sum _{j=1}^{n}a_{ij}b_{jk}\,.$
# Matrix/x^2+x -x -x^3+2x^2+5x-1 x^2-x/x invertible/Exercise/Solution

A matrix is invertible if and only if its determinant is $\neq 0$. The determinant of the matrix is
    ${\begin{aligned}\det {\begin{pmatrix}x^{2}+x&-x\\-x^{3}+2x^{2}+5x-1&x^{2}-x\end{pmatrix}}&=(x^{2}+x)(x^{2}-x)+x(-x^{3}+2x^{2}+5x-1)\\&=x^{4}-x^{2}-x^{4}+2x^{3}+5x^{2}-x\\&=2x^{3}+4x^{2}-x\\&=x(2x^{2}+4x-1).\end{aligned}}$
This equals $0$ for $x=x_{1}=0$ or for
    $2x^{2}+4x-1=0\,.$
This quadratic equation is equivalent with
    $x^{2}+2x-{\frac {1}{2}}=0\,$
and so
    $(x+1)^{2}-1-{\frac {1}{2}}=0\,.$
Hence
    $x+1=\pm {\sqrt {\frac {3}{2}}}\,$
and therefore
    $x_{2}={\sqrt {\frac {3}{2}}}-1{\text{ and }}x_{3}=-{\sqrt {\frac {3}{2}}}-1.$
The only complex numbers for which the matrix is not invertible are thus
    $0,\,{\sqrt {\frac {3}{2}}}-1,\,-{\sqrt {\frac {3}{2}}}-1.$
# Matrix multiplication/C/2-i -1-3i -1 i 0 4-21 times 1+i 1-i 2+5i/Exercise

Compute, over the complex numbers, the following product of matrices
    ${\begin{pmatrix}2-{\mathrm {i} }&-1-3{\mathrm {i} }&-1\\{\mathrm {i} }&0&4-2{\mathrm {i} }\end{pmatrix}}{\begin{pmatrix}1+{\mathrm {i} }\\1-{\mathrm {i} }\\2+5{\mathrm {i} }\end{pmatrix}}.$
# Matrix multiplication/C/3-2i 1+5i 0 7i 2+i 4-i times 1-2i -i 3-4i 2+3i 5-7i 2-i/Exercise

Compute, over the complex numbers, the following product of matrices
    ${\begin{pmatrix}3-2{\mathrm {i} }&1+5{\mathrm {i} }&0\\7{\mathrm {i} }&2+{\mathrm {i} }&4-{\mathrm {i} }\end{pmatrix}}{\begin{pmatrix}1-2{\mathrm {i} }&-{\mathrm {i} }\\3-4{\mathrm {i} }&2+3{\mathrm {i} }\\5-7{\mathrm {i} }&2-{\mathrm {i} }\end{pmatrix}}.$
# Planets/Mercury Lecture/Quiz

Mercury as a planet is a lecture. Planetary science is a field within astronomy that focuses on spheroidal, substellar astronomical objects apparently in an orbit around a star. The lecture primarily focuses on the orbital science of Mercury and the effects on the spheroidal, substellar astronomical object of revolving around the Sun.
You are free to take this quiz based on Mercury as a planet at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Planets are only those substellar, spheroidal astronomical objects in revolution around one or more stars.
* Planetary science is actually the study of the effects on any substellar, spheroidal astronomical objects of being in revolution around one or more stars.
# Planets/Saturn Lecture/Quiz

The lecture on the Saturn as a planet is part of a series from the Radiation astronomy Department about the effects on spheroidal, astronomical objects by being in orbit about one or more stars, in this case, the Sun, at less than a light year.
You are free to take this quiz based on Saturn as a planet at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Planets are only those substellar astronomical objects in orbit around one or more stars at less than a light year.