OpenLLM-France/wikimedia huggingface dataset:
# ICT in Education/Change Projects/2016B Zimbabwe Toward a perfect eLearning Policy
## Country :'ZIMBABWE'

Started date :
Status (finished/ongoing) :

## Background/Challenge

Africa University’s Vision as stated in the Charter is “improved quality of life, Peace and Prosperity for the Peoples of Africa through Quality Higher Education that includes teaching, research, community service and leadership development.”  In order to enhance this Vision, Africa University has engaged in the use of technology for educational purposes at all levels. Currently the Institution has attempted to introduce digital technologies to complement traditional face ­to ­face learning processes. The Institution has gone as far as implementing blended online programmes by setting up a satellite campus in Maputo (Mozambique) to accommodate an Online EMBA programme. Although the infrastructure (learning management system) and human resources were identified and put in place, the project failed due to lack of clarity and guideline principles to deliver the programme as a result of the absence of a Policy to: ­
* guide the adoption of digital technologies
* ­ implement staff training;
* ­ create a Pedagogical Model tailor­made for our environment;
* ­ articulate digital education quality assurance principles;
* ­ establish an elearning support center, appropriate technological infrastructure;
* ­ inform an eLearning oriented budget.

## Objective

The objective of this project is to formulate a Comprehensive Policy for eLearning at Africa University.

## Target group

* Senior management
* Administrative Staff
* Teaching Staff
* Students
* Support Units

## Activities

* Stakeholders Workshops for Situational Analysis and identification of key needs to ithe Policy;
* Establishment of a Committee to come up with a draft policy;
* Dissemination of the Draft Policy to stakeholders for feedback;
* Submission of the Draft Policy to Africa University Senate;
* Adoption of the Policy by Africa University Board of Directors;
* Evaluation of the Policy.

## Expected results

The project will help:
* Define guidelines for Online Pedagogical Principles and Good Practices;
* Define the structure and roles of concerned stakeholders;
* Establish regular Staff training and awareness;
* Establish full online programmes;
* The adoption of digital technologies at all levels of the learning process;
* Background of the project (problem):
* Objectives :
* Stakeholders :
* List of Activities :
* Expected result ;
* Actual result :
* The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016C Bangladesh Secondary Education Quality and Access Enhancement

Title of the change project : Monitoring of ICT Programs of Secondary Level Institutions in Bangladesh
Change agent : Prim Rizvi
Email : primrizvi3@gmail.com
Name of the organisation : Secondary Quality and access enhancement project (SEQAEP)
Country : Bangladesh
Started date :March 2017
Status (finished/ongoing) : On going
1. Background of the project (problem): To ensure transparency, effectiveness and efficiency of existing ICT Programs in Secondary Level Education in Bangladesh
2. Objectives : To maintain transparency in fund and other allocations
3. Stakeholders : Students, Teachers, USEOs, DEOs, Doners
4. List of Activities :Preparing monitorig reports, Online assessment and evaluation, provide suggestion to strengthen monitoring system
5. Expected result ; More transparency and accountability to monitor the ICT Programs.
6. Actual result :Will be found out after the project completion
7. The Project organisation : Bangladesh Govt. and myself
Last Updated : 20 February 2017
# ICT in Education/Change Projects/2016C Bolivia Implementation of the ICT Master Plan

Title of the change project : Implementation of the master plan for ICT at UMSA
Change agent : Alberto Bonadona
Email : abonadonac@gmail.com
Name of the organisation : Universidad Mayor de San Andres
Country : Bolivia
Started date : 20 February 2017
Status (finished/ongoing) : Ongoing
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016B Zimbabwe eLearning Policy for Africa University

Title of the change project : e-Learning Policy for Africa University
Change agent : Caroline Magunje
Email : cmagunje@@gmail.,com
Name of the organisation : Africa University
Country : Zimbabwe
Started date : 06 September 2016
Status (finished/ongoing) : Ongoing
1. Background of the project (problem): Need for a framework to establish e-learning programmes at Africa University
2. Objectives : formulate a Comprehensive Policy for eLearning at Africa University
3. Stakeholders : Students, lecturers, faculty deans, senate
4. List of Activities : Stakeholders Workshops for Situational Analysis and identification of key needs to inform the Policy;
Establishment of a Committee to come up with a draft policy;
Dissemination of the Draft Policy to stakeholders for feedback;
Submission of the Draft Policy to Africa University Senate;
Adoption of the Policy by Africa University Board of Directors;
Evaluation of the Policy.
5. Expected results :
* Define guidelines for Online Pedagogical Principles and Good Practices;
* Define the structure and roles of concerned stakeholders;
* Establish regular Staff training and awareness;
* Establish full online programmes;
* The adoption of digital technologies at all levels of the learning process;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2016C Bangladesh Institute of Education and Research University of Dhaka

Title of the change project : BLENDED LEARNING APPROACH AT THE INSTITUTE OF EDUCATION AND RESEARCH, UNIVERSITY OF DHAKA
Change agent : MD ABDUS SALAM
Email :abdussalam@du.ac.bd
Name of the organisation : Institute of Education and Research (IER), University of Dhaka
Country : Bangladesh
Started date : November, 2016
Status (finished/ongoing) : On Going
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ; Reducing Drop out from Higher Degree
6. Actual result : Not Yet
7. The Project organisation :
Last Updated :
# Exam 98-373: Mobile Development Fundamentals/Use Data with Mobile Devices

This lesson covers Use Data with Mobile Devices. It looks at networked data and data stores.

## Activity 1 - Work with Networked Data

This objective may include but is not limited to: integrating with databases (Microsoft SQL Server, SQL Lite); describing and defining how LINQ and Microsoft ADO.NET work; implementing data binding; minimizing the data traffic for performance and cost; making use of Windows Communication Foundation (WCF) Web services and REST; describing and defining the benefits of SQL Server replication.
* Read ADO.NET Overview.
* Read LINQ to SQL.
* Read SQL Server Replication.
* Read Data Binding.
* Read Networking and Web Services Overview for Windows Phone.
* Read WCF Data Services.

## Activity 2 - Use Data Stores

This objective may include but is not limited to: using different kinds of storage (for example, file and database); describing and defining the benefits of different storage locations (local, isolated, remote); integration with XML; accessing native data and functionalities (launchers, choosers); handling offline situations.
* Read Isolated Storage Overview for Windows Phone.
* Read Local Database Overview for Windows Phone.
* Read Launchers and Choosers Overview for Windows Phone.
# Exam 98-372: Microsoft .NET Fundamentals/Understanding Memory Management

This lesson covers Understanding Memory Management. It looks at resource allocation and managed vs. unmanaged applications.

## Activity 1 - Understand Resource Allocation

This objective may include but is not limited to: understanding garbage collection and memory allocation, understanding stack versus heap.
* Read Fundamentals of Garbage Collection.
* Read GC Class.
* Read Garbage Collection.

## Activity 2 - Understand the Difference Between Managed and Unmanaged Applications

This objective may include but is not limited to: understanding why managed code is called managed code, understanding the differences between coding in managed versus unmanaged code.
* Read What is managed code?.
* Read Common Language Runtime (CLR).
# Exam 98-372: Microsoft .NET Fundamentals/Understanding Namespaces and Classes in the .NET Framework

This lesson covers Understanding Namespaces and Classes in the .NET Framework. It looks at .NET class hierarchies, object oriented concepts, .NET namespaces, class libraries, data types, and generics.

## Activity 1 - Understand .NET Class Hierarchies

This objective may include but is not limited to: understanding system classes, classifications of classes, and logical organization of classes.
* Read Understanding and Using Assemblies and Namespaces in .NET.
* Read System Namespace.
* moon is back

## Activity 2 - Understand Object Oriented Concepts in the .NET Framework

This objective may include but is not limited to: understanding how inheritance works in .NET, polymorphism, and interfaces.
* Read Object Oriented Programming using Visual Basic.
* Read Object Oriented Programming using Visual C#.
* Read Object-Oriented Programming.

## Activity 3 - Understand .NET Namespaces

This objective may include but is not limited to: understanding the reason for namespaces, the organization of namespaces in the class library, and how to use namespaces in an application.
* Read Namespaces in Visual Basic.
* Read Namespaces.
* Read Understanding and Using Assemblies and Namespaces in .NET.

## Activity 4 - Understand and Create Class Libraries

This objective may include but is not limited to: understanding the logical grouping of classes and the logic behind class libraries (what they are, why they are important).
* Read How to: Create and Use C# DLLs.
* Read C# DLLs.

## Activity 5 - Understand and Use Different Data Types in the .NET Framework

This objective may include but is not limited to: understanding intrinsic data types, values types, reference types, boxing, unboxing, and .NET collection classes.
* Read Types.
* Read Data Type Implementation.
* Read Collections.

## Activity 6 - Understand Generics

This objective may include but is not limited to: understanding generics infrastructure, generic interfaces, generic delegates, contravariant and covariant generic type arguments, generic methods, verifiability, and constraints.
* Read Overview of Generics in the .NET Framework.
* Read Generics in the .NET Framework.
* Read List<T> Class.
# Exam 98-373: Mobile Development Fundamentals

Exam 98-373: Mobile Development Fundamentals is a Microsoft Technology Associate (MTA) entry level certification exam.
This exam was retired on July, 31, 2014. The exam is no longer available.

## Preparation

This is an advanced software development course. Learners should already be familiar with Microsoft .NET fundamentals.

## Lessons

* Work with Physical Devices
* Use Data with Mobile Devices
* Use a Mobile Application Development Environment
* Develop Mobile Applications
# Exam 98-373: Mobile Development Fundamentals/Develop Mobile Applications

This lesson covers Develop Mobile Applications. It looks at the application life cycle, mobile device APIs, mobile device controls, and building the user interface.

## Activity 1 - Manage the Application Life Cycle

This objective may include but is not limited to: preserving application state information and handling activate/deactivate functions; using tombstoning; balancing code between battery usage and performance; creating a responsive application with feedback of user actions; managing visible status for long-running operations; storing passwords; splash screen.
* Read Execution Model Overview for Windows Phone.
* Read Multitasking for Windows Phone.
* Read Running your App in the Background (Tombstoning).

## Activity 2 - Understand Mobile Device APIs

This objective may include but is not limited to: NavigationServices class, mapping/GeoLocation APIs, and Forms, Canvas, and Media APIs in HTML5; describing and defining manipulation events, including ManipulationStarted and ManipulationDelta.
* Read Frame and Page Navigation Overview for Windows Phone.
* Read Location for Windows Phone.
* Read Graphics in HTML5.
* Read Microsoft: Gesture Support for Windows Phone.
* Read Microsoft: App Hub—Touch Input.
* Read Microsoft: How Do I: Use Touch Manipulation in a Windows Phone 7 Application?.

## Activity 3 - Understand Mobile Device Controls

This objective may include but is not limited to: using Windows Phone controls; arranging content with panels; displaying collections of items; building custom controls; describing and defining Push/Raw/Tile notification; using tasks and choosers to enhance application functionality.
* Read Laying out a Page.
* Read App Hub: Layout on the Screen.
* Read App Hub: Using Controls.
* Read Tiles Overview for Windows Phone.
* Read Microsoft: Creating and using tiles, toast, and Windows push notifications.
* Read Choosers for Windows Phone.

## Activity 4 - Build the User Interface

This objective may include but is not limited to: creating layout with Style; designing with system theme, accent color, and screen orientation; graphic layering (transparency, borders, resizing); creating the user experience to be clean, focused, and using UI standards and guidelines; integrating images and media in an application.
* Read Theme Overview for Windows Phone.
* Read Getting Started with Controls.
* Read Theme Resources for Windows Phone.
* Read Essential Graphics, Visual Indicators, and Notifications for Windows Phone.
* Read General Design Principles.
* Read Media on the Windows Phone Platform.
# Exam 98-373: Mobile Development Fundamentals/Work with Physical Devices

This lesson covers Work with Physical Devices. It looks at mobile device tools, physical capabilities, and physical interactions.

## Activity 1 - Understand Mobile Device Tools

This objective may include but is not limited to: defining the Windows Phone Capability Detection Tool and the Windows Phone Connect tool; Windows Phone Marketplace Test Kit.
* Read How to: Determine Application Capabilities.
* Read Application Manifest File for Windows Phone.
* Read How to: Use the Connect Tool for Windows Phone.

## Activity 2 - Understand Physical Capabilities of the Mobile Device

This objective may include but is not limited to: identifying the different device sensors; describing and defining the camera capture and preview stream APIs; identifying different built-in hardware; Motion API.
* Read Hardware Specifications for Windows Phone.
* Read Sensors Overview for Windows Phone.
* Read Camera and Photos Class Support for Windows Phone.

## Activity 3 - Plan for Physical Interactions with the Mobile Device

This objective may include but is not limited to: describing and defining the differences among devices, including features, API levels, number of touch points, and networking capabilities; identifying ways to save energy; accounting for screen size/real estate when planning layout.
* Read How to: Handle Orientation Changes on Windows Phone.
* Read Working with Touch Input (Windows Phone).
* Read How to: Determine the Network Capabilities for Windows Phone.
# Exam 98-374: Gaming Development Fundamentals

Exam 98-374: Gaming Development Fundamentals is a Microsoft Technology Associate (MTA) entry level certification exam.
This exam has been retired and is no longer available.

## Preparation

This is an advanced software development course. Learners should already be familiar with Microsoft .NET fundamentals.

## Lessons

* Understand Game Design
* Understand Hardware
* Understand Graphics
* Understand Animation
# Exam 98-372: Microsoft .NET Fundamentals/Understanding Security

This lesson covers Understanding Security. It looks at the System Security namespace, authentication and authorization.

## Activity 1 - Understand the System Security Namespace

This objective may include but is not limited to: understanding permissions and what cryptography is.
* Read Key Security Concepts.
* Read System.Security Namespace.

## Activity 2 - Understand Authentication and Authorization

This objective may include but is not limited to: understanding code access security, access control, and policies.
* Read Security Permissions.
# Informal learning activities/Xp

[[wikt:{{{1}}}#English|{{{1}}}]]
A short way of including Wiktionary links.
# Informal learning activities/Xr

[[wikt:{{{1}}}#English|{{{2}}}]]
A short way of including Wiktionary links to {{{1}}} that display {{{2}}}.
# Informal learning activities/Ymn

Ymn
This inserts a link to the country or area, in this case Yemen, into a Places & Buildings item.
# Informal learning activities/Yp

[[{{{1}}}|here]]
This simply sets up a local link to "{{1}}", and displays here for the link.  Note that a following space is not generated.
# Informal learning activities/Zb

Zmb
This inserts a link to the country or area, in this case Zambia, into a Places & Buildings item.
# Informal learning activities/aB

[[../BBw{{{1}}}| {{{1}}}]]
This template abbreviates an interfile link within Beings & Behaviour files.
# Informal learning activities/Wq

[[w:{{{1}}}|+]]
A short way of including Wikipedia links that display a +.
# Informal learning activities/Xq

[[wikt:{{{1}}}#English|+]]
A short way of including Wiktionary links that display +.
# Informal learning activities/Wr

[[w:{{{1}}}|{{{2}}}]]
A short way of including Wikipedia links that display a name other than {{{1}}}.
# Informal learning activities/Zz

Znzbr
This inserts a link to the country or area, in this case Zanzibar, into a Places & Buildings item.
# PanDocElectron/Wiki2ODT

Wiki2ODT creates from the Wiki source e.g. in Wikiversity or Wikipedia an LibreOffice Document that can be edited.

## Workflow

* download the Wiki Source in an AppLSAC-0 (WebApp with a client side converter in the browser) with wtf_fetch.
* load an ODT template/raw ODT file that defines the layout of the final product. ODT are ZIP files that can be handled with JSZip in an AppLSAC-0.
* convert the source with `wtf_wikipedia` (ToDo: HTML exported exists - ODF output format must be implemented)
* Provide a file output from the browser as an emulated download with FileSaver.js by Eli Grey.

## Objective of Learning Resource

This learning resource focuses on the technical background of ODT generation from Wiki documents. The technical infrastructure supports learning tasks, in which the learner extend an given document with individuals results of the learning progress (e.g. add a snapshot of the learning result, fill a given table with data or create a report of exploration of a specific location (e.g. see Real World Lab). These individual comments and contributions are not meant to be shared on Wikiversity. The document is a private product on the learner and is created on the client computer or mobile device only. To accomplish this goal and respect the privacy of the learner, the given raw document in Wikiversity for a learning task is converted into an ODT document that allows client-side editing, saving and opening of the document without the need to submit the private documents to a server (see also AppLSAC).

## Learning Resource

This learning resource is about the foundations to create such a WebApp as Wiki Converter for LibreOffice documents. If the HTML5 WebApp is implemented it a allows a client side conversion of Wiki markdown sources into LibreOffice documents.
* first step is already implemented with wtf_fetch
* as parsers into an Abstract Syntax Tree (AST) wtf_wikipedia by Spencer Kelly is available, but it produces currently
** plain text,
** LaTeX,
** Markdown and
** JSON
    as output. It is recommended to analyse the syntax of converting files with PanDoc/Try and learn about compilation of text documents.
# Pangaea and Continental Drift
## Continental Drift

* Idea was first proposed by Alfred Lothar Wegener (1 November 1880 – November 1930), a German scientist, whose idea of Continental Drift was controversial and wasn't widely-accepted. His hypothesis that the continents are slowly drifting around the Earth (German (de): Kontinentalverschiebung) went largely ignored. However, it became widely accepted in the 1950s, when several discoveries proved right of Alfred's theory, including palaeomagnetism.

### Evidence to Support

* The continents appear to be like jigsaw-puzzles, thus, seem to fit together
* Fossil evidence - Fossils of extinct animals have been found in specific places on continents.
* Seafloor spreading (More: http://wiki.kidzsearch.com/wiki/Seafloor_spreading) - New crust is forming at mid-ocean ridges where tectonic plates are moving away from each other... Scientist Harry Hammond Hess, an American geologist (and former Navy officer), discovered Seafloor Spreading.
* Magnetic reversals (More: http://kids.britannica.com/comptons/art-194471/Rising-magma-assumes-the-polarity-of-Earths-geomagnetic-field-before) - Minerals in rocks align to the magnetic field of the earth. As the seafloor spreads, we see the history of the reversal of the magnetic fields.

### Seafloor Spreading

Seafloor Spreading is the process when new oceanic lithosphere forms due to the rising and solidifying of magma. As tectonic plates move away from each other, new crust (magma, then solidified) fills in the gap between the moving sea floors. This new crust forms underwater mountain systems called mid-ocean ridges. The new crust pushes away the older crust, thus, the closer to the mid-ocean ridge, the younger the crust is.

#### Evidence to support Seafloor Spreading: Magnetic Reversals

Magnetic Reversals are defined as: "A change in the Earth's magnetic field (the North Pole --> South Pole, and vice versa)".
# PanDocElectron/Videos
## Wikiversity Article to Presentation

Download Wikiversity Article in a Learning Resources and create a HTML presentation directly from the Wiki source.