OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/ARCS Additional Sample

| 1. Introduction | 2. ARCS | 3. Learner Analysis | 3. Information Design & Motivational Design | 5. Are You Ready? | 6. How Others Did It? |

## Rubrics

Before viewing a worked sample solution, please refer to the rubric below for quality assurance. You need to score at least 75% (3 out of 4) or higher in order to pass.
| CATEGORY | 4 | 3 | 2 | 1 |
| Content | All content is in your own words and is accurate. | Almost all content is in your own words and is accurate. | At least half of the content is in your own words and is accurate. | Less than half of the content is in your own words and is accurate. |
| Motivational Information Design Strategies | All the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate. | Most applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate. | At least half of the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate. | Less than half of the applications of the motivational information design strategies in each area of attention, relevance, confidence, and satisfaction are appropriate. |
| Grammar and Spelling | No spelling or grammatical mistakes with a lot of text. | No spelling or grammatical mistakes with a little text. | Three spelling or grammatical error. | Five or more than five spelling and/or grammatical errors. |
| Clarity and Neatness | All elements are easy to read and all elements are so clearly written, labeled, or drawn. Your peer instructional designer could create the presentation if necessary. | Most elements are easy to read and all elements are so clearly written, labeled, or drawn. Your peer instructional designer might be able to the presentation if necessary. | Elements are hard to read with rough drawings and labels. Your peer instructional designer might ask a lot of questions. It might be hard for him to create this presentation. | Elements are hard to read and one cannot tell what goes where. It would be impossible for Your peer instructional designer to create this presentation without questions. |
# Instructional design/ARCS Ready

◀ Going back to ID Homepage
| 1. Introduction | 2. Learner Analysis | 3. Information Design & Motivational Design | 4. Are You Ready? | 5. How Others Did It? |
test
# Informal learning activities/Op

{{{2}}}
A short way of including Open Library Author links.
# Informal learning activities/PBG

*  [[w:{{{1}}} {{{2}}}, {{{3}}}|{{{1}}}]]{{../{{{4}}}}} ({{{2}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}}, {{{3}}} is the Wikipedia link, {{{1}}} the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{2}}} is the hint to the nature of the item.
# Informal learning activities/PBH

*  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{3}}}]]{{../{{{4}}}}} ({{{1}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} {{{3}}} is the Wikipedia link, {{{2}}} is the name infix, {{{3}}} the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{1}}} is the hint to the nature of the item.
# Informal learning activities/PBe

*  [[w:{{{1}}} ({{{2}}})|{{{1}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} ({{{2}}}) is the Wikipedia link, {{{1}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.
# Informal learning activities/PBc

*  [[w:{{{1}}} {{{2}}}|{{{1}}}]]{{../{{{3}}}}} ({{{2}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} {{{2}}} is the Wikipedia link, {{{1}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{2}}} is the descriptive part of the name.
# Informal learning activities/PBd

*  [[w:{{{1}}}, {{{2}}}|{{{1}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}}, {{{2}}} is the Wikipedia link, {{{1}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.
# Informal learning activities/PBb

*  [[w:{{{1}}}|{{{2}}}]]{{../{{{3}}}}} ({{{4}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} is the Wikipedia link, {{{2}}} is the name to be displayed, {{{3}}} is the country or area abbreviation, and {{{4}}} is the hint to the nature of the item.
# Informal learning activities/OpGs

{{{2}}} {{{3}}}{{{5}}}
This combines the Open Library link with the Gutenberg subject link, separating them with {{{3}}}.
# Informal learning activities/PBK

*  [[w:{{{1}}} {{{2}}} ({{{3}}})|{{{2}}}]]{{../{{{4}}}}} ({{{1}}})
This sets up an item in Places & Buildings lists, where {{{1}}} {{{2}}} ({{{3}}}) is the Wikipedia link, {{{2}}} the main name to be displayed, {{{4}}} is the country or area abbreviation, and {{{1}}} is the hint to the nature of the item.
# Informal learning activities/PBa

*  [[w:{{{1}}}|{{{1}}}]]{{../{{{2}}}}} ({{{3}}})
This sets up a simple item in Places & Buildings lists, where {{{1}}} is the name, {{{2}}} is the country or area abbreviation, and {{{3}}} is the hint to the nature of the item.
# Exam 98-382: Introduction to Programming Using JavaScript/Interact with the Document Object Model

This lesson covers the Document Object Model (DOM), HTML events, HTML document output, and HTML document interaction.

## Readings

* Mozilla: Manipulating Documents

## Activities

* W3Resources: DOM Exercises

## Identify and construct the Document Object Model (DOM) tree

window; document; body; other HTML elements

## Identify and handle HTML events

onchange; onmouseover; onload; onclick; onmouseout; onkeydown

## Complete and debug code that outputs to an HTML document

innerHTML; document.write

## Complete and debug code that locates, modifies, and adds HTML elements and attributes

getElementByld; getElementsByTagName; getElementsByClassName; setAttribute; createElement
# Exam 98-383: Introduction to Programming using HTML and CSS

Exam 98-383: Introduction to Programming using HTML and CSS is a Microsoft Technology Associate (MTA) entry level certification exam.
This MTA exam will be retired on June 30, 2022. Voucher sales for this exam ended on June 30, 2021.

## Preparation

This is an introductory web development course. Learners should have basic computer skills, including typing, mouse, and web browser navigation.

## Lessons

* Understand HTML Fundamentals
* Understand CSS Fundamentals
* Structure Documents Using HTML
* Present Multimedia Using HTML
* Style Web Pages Using CSS

## See Also

* Microsoft Virtual Academy: HTML5 & CSS3 Fundamentals: Development for Absolute Beginners
* ShayHowe: Learn to Code HTML & CSS
# Exam 98-382: Introduction to Programming Using JavaScript/Program with Variables, Data Types, and Functions

This lesson covers primitive data types, arrays, objects, Math functions, and user-defined functions.

## Readings

* Mozilla: JavaScript First Steps
* Mozilla: JavaScript Building Blocks

## Activities

* W3Resources: JavaScript Basic Exercises
* W3Resources: Functions Exercises

## Declare and use variables of primitive data types

Number; Boolean; String; Null; Undefined; typeof operator; type checking functions; use strict; converting between data types; formatting numbers; string operations; single quote vs double quote (nesting); initialization

## Declare and use arrays

Single-dimensional arrays; multi-dimensional arrays; iteration; initialization; define an array; sort and search an array; use push, pop, shift, and unshift methods; use the length property; access an array element;

## Complete and debug code that uses objects

Properties; methods; instantiation; Date object; retrieve date and time parts; localize date format (MM/DD vs DD/MM); add and subtract dates

## Complete and debug code that uses built-in Math functions

Random; round; abs; floor; ceiling; min; max; pow; sqrt

## Complete and debug a function that accepts parameters and returns a value

Reusable code; local versus global scope, redefine variables, pass parameters, value versus reference, return values
# Exam 98-383: Introduction to Programming using HTML and CSS/Present Multimedia Using HTML

This lesson covers HTML multimedia presentation.

## Readings

* Mozilla: Multimedia and embedding

## Construct and analyze markup that displays images

Includes img and picture elements and their attributes.

### img

The HTML <img> element embeds an image into the document.
Examples:

### picture

The HTML <picture> element serves as a container for zero or more <source> elements and one <img> element to provide versions of an image for different display device scenarios.
Example:

## Describe the appropriate use of the img, svg, and canvas elements

Includes img, svg, and canvas elements.
* img: The HTML <img> element embeds an image into the document.
* svg: The <svg> element is used to embed an SVG fragment inside the current document.
* canvas: The HTML <canvas> element is used with either the canvas scripting API or the WebGL API to draw graphics and animations.

## Construct and analyze markup that plays video and audio

Includes video; audio; track; source; simple iframe implementations.

### video

The HTML <video> element is used to embed video content in a document.
Examples:

### audio

The HTML <audio> element is used to embed sound content in documents.
Examples:

### track

The HTML <track> element is used as a child of the media elements <audio> and <video> to specify timed text tracks such as subtitles or closed-captioning.
Example:
The attribute srclang is required if kind="subtitles"

### source

The HTML <source> element specifies multiple media resources for a <picture>, <audio>, or <video> element.
Example:

### iframe

The HTML <iframe> element represents a nested browsing context, effectively embedding another HTML page into the current page.
Examples:

## See Also

* Category: Multimedia
* HTML5 Rocks: Getting Started With the Track Element
# Exam 98-382: Introduction to Programming Using JavaScript/Interact with HTML Forms

This lesson covers forms, form fields, input validation, and form submission.

## Readings

* Mozilla: Manipulating Documents
* Mozilla: Sending Form Data Through JavaScript
* Mozilla: Form Data Validation

## Activities

* W3Resources: DOM Exercises
* W3Resources: Validation Exercises

## Complete and debug code that retrieves input from forms and sets form field values

Retrieve form values; identify the DOM path; get values from different types of elements; prepopulate values; mask values

## Complete and debug code that performs input validation

Case; string comparisons; Not-A-Number (NaN)

## Describe the form submission process

onsubmit; post versus get; potential targets for submission
# Exam 98-382: Introduction to Programming Using JavaScript/Implement and Analyze Decisions and Loops

This lesson covers logical and comparison operators, decision statements, and loops.

## Readings

* Mozilla: JavaScript Building Blocks

## Activities

* W3Resources: Conditional Statements and Loops Exercises

## Complete and debug decision statements

if; else if; switch; nested if

## Complete and debug loops

for; while; do; break; continue
# Maritime Clinical Colloquial Network/Standard Agenda

This agenda is a vision of what could be done - time will show how much is possible - the idea is to collaborate with other clinics, so that the guidelines will be developed more detaied and better quality
* Present:
* Welcome
* Moderator and approval/changes of the agenda
* Minutes will be written down during the session
* Vision and mission for the program
* Report and discussion of a clinical case
* Discussion of a selected scientific article of the week
* Selection of item for clinical guidelines - responsible person
* Collaboration with other clinics
* Electronic pt. record system for seafarers and passengers (Epi-Data)
* Evidence based medicine
* Ongoing research
* Photo documentation for learning
* Stearing committee
* Regular evaluation and revision of the program
* Presentation of the program´s experiences: IMH/IMHA-News
* Evaluation of the day and personal tasks for the next colloquium
* Other issues
# Maritime Clinical Colloquial Network/Publications, abstracts and ppts from the Clinic

Google Drive Archives
* Jensen OC, Sucre R et al. Social security for seafarers globally. IMH 2013
* Thania Aguilar. Caso-clínico-obesidad. Slideshare Aug 2016
* Rimsky Sucre. ¿Qué es la medicina marítima?. Opinion: La Prensa 13-8-16
* Dra. Thania Aguilar Casos clinicos pp
* Dr. Rimsky Sucre B., Dr. Aruxi Aparicio. Lesiones por Agentes Químicos en Marinos, Marzo 2019
The files are stored in this Dropbox www.dropbox.com/loginaccount medi1234@gmail.com 1234medi
LIST OF SLIDE SHARES
# Maritime Clinical Colloquial Network/Sep 17: 8:00-9:30

Program
Dr. Rodriguez gave a presentation on how they practice the health examinations en her clinic in Caracas, Venezuela. Especially about the limits for BMI; > 30 BMI, the seafarers are declared not apt and referred to specialists, dietist etc. and are invited to come back later for a new health examination. Dr. Canals gave a presentation of a case of high obesity that was followed for 10 years, one of her publications in Medicina Maritima. The article discussion includes references to the limits on BMI in different countries. Most of the countries have the opinion that the seafarers should show they are able to do his/her duties as the most important for the decision apt/no apt even the BMI is much over 30. Another very important issue is that the obese seafarers often come from an obese family, so the culture is strongly related to the family. This should probably be included in the anamnesis because it might be useful for the prevention in the whole family. These issues will be discussed later.
# Maritime Clinical Colloquial Network/Sep 03: 8:00-9:30

Program
* Diagnóstico de Diabetes en marinos (Dr. Rafael Pretto) gave an overview of his routine examinations, lab tests and advice
* On the 17 Sep Dr Pretto will come up with a small guideline in text
* Follow-up of patients and seafarers who come for Entry - the anamnesis is often based on the pts own information
* IMHA Research Archives was presented and the usefulness discussed
# Maritime Clinical Colloquial Network/The Colloquia history

* March 05: 7:30-9
* March 19: 7:30-9
* March 23: 9:00-10:30
* April 16: 8:00-9:30
* April 30: 8:00-9:30
* May 14: 8:00-9:30
# Maritime Clinical Colloquial Network/Vision and mission

Brindar servicios eficientes y de primer nivel a todos por igual.
# Maritime Clinical Colloquial Network/Ongoing research

1) Seafarer´s body mass index in an international maritime health clinic Authors: Thania Aguilar (1) M Luisa Canals (2) & Olaf C Jensen (3) Based on questionnaire filled out for 100 persons Affiliations: (1) Clinica Einstein, Vía Argentina, El Cangrejo, Ciudad de Panamá, República de Panamá.
(2) Spanish Society of Maritime Medicine, University of Cadiz, Spain (3) Maritime Centre for Health and Society, University of Southern Denmark & University of Cadiz, Spain
# Maritime Clinical Colloquial Network/Photo Documentation for learning

Photography is the best tool to understand the world we live in. When we browse in old black-and-white images or prints with faded colors, we reflect on our history.In a moment the present is past, and the images will have a new value. Consider photos of health and safety activities on board the ships you visit, ship medical chest a.o. The photos can also be description of diseases in the skin etc. from the clinic and the hospital. The ethical side is important and the permission to take and use the photo is needed. Photo documentation could be an important research theme, relatively easy to do with the use of the high quality smart phone cameras. Photos that show activities on the ships, that might represent the following topics and themes: workplace activities on all places on board, in the living rooms, engine rooms etc. on board and on the key. Photos should be uploaded to Wikimedia Commons https://commons.wikimedia.org/wiki/Main_Page with a title and description of date, type and size of the ship, workplace or living room area on the ship, harbour, and the URL for use should be added in these pages. An exposition of the photos will be available in this Wikiversity to be used for learning in the professional courses and for patients.
Photos should be uploaded to Wikimedia Commons https://commons.wikimedia.org/wiki/Main_Page before it is allowed to be used on the pages
# LMCC/Family Life Cycle

Divides the life history of a family into 8 predictable stages characterized by:
* specific developmental tasks
* crises associated with completion or noncompletion of these tasks
Stage 1: Leaving Home
* establishment of independence
* emotional separation from parents
Stage 2: Commitment to the couple relationship
* establish an intimiate relationship with a significant other
* further emotional separation from parents
Stage 3: Learning to live together
* equitable division of couple roles
* establishment of a more independant relationship with family and friends
Stage 4: Parenting the first child
* Adding a new member of the family
* quitable division of parenting roles
Stage 5: Living with the adolescent
* Increasing the boudnaries/freedom of the adolescent
* reforcus on midlife marital and career issues
Stage 6: Departure of children
* "empty nest"
* accept the exist/entries into the family system
* adjustment to loss of parenting role
Stage 7: Retirement
* adjust to the end of wage earning role
* development with new relationships amongsts family, friends and significant other
Stage 8: Old age
* deal with lessening abilities and greater dependence on others
* deal with loss of friends, family and significant other
# LMCC/Exercise
## Epidemiology

Exercise rates:
* 25% exercise regularly
* 50% occasionally
* 25% sedentary
* 1/3 of Canadians watch > 15 hours of TV/week

## Management

* caution those with coronary artery disease, diabetes and exercise induced asthma
* assess patient's current level of fitness, motivation and access to exercise
* encourage warm up and cool down periods to allow transition between rest and activity
* cousel to avoid injuries

## Exercise Plan

* balance with all types of exercise
1. Aerobic for 15-60 minutes 4-7x/week
* improves cardiac function
* lowers BP
* increases HDL
* increases insulin sensitivity
* maximum HR=220-age
* target HR = 60-80% of maximum HR
2. Weight-bearing 10=20 minutes 2-4x/week
* builds muscle strength
* improves bone density
* improves posture
3. stretching routine 4-7x/week
* prevents cramps, stiffness, injuries and back problems
Other benefits:
* increases feeling of wellbeing and sex drive
* improves quality of sleep
* decreases depression/anxiety
* weight control
* improves self esteem
# Informal learning activities/cP

[[../MWw{{{1}}}|(«»]]{{{1}}}[[../BPx{{{1}}}|⇓⇓)]]
This template abbreviates interfile links from Places & Buildings files to Men & Women and Buildings & Places Extra files.
# Informal learning activities/cS

[[../BBw{{{1}}}|(«»]]{{{1}}}[[../DTx{{{1}}}|⇓⇓)]]
This template abbreviates interfile links from Short-named Things files to Beings & Behaviour and Extra Things and Bits files.
# Informal learning activities/dB

Beings & Behaviourː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Beings & Behaviour files.
# Informal learning activities/cQ

[[../WMx{{{1}}}|(«»]]{{{1}}}[[../PBw{{{1}}}|⇑⇑)]]
This template abbreviates interfile links from Buildings & Places Extra to Women & Men Extra and Places & Buildings files.
# Informal learning activities/dD

Extra Bits & Thingsː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Extra Bits & Things files.
# Informal learning activities/dM

Men & Womenː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Men & Women files.
# Informal learning activities/dQ

Buildings & Placesː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Buildings & Places Extra files.
# Informal learning activities/dP

Places & Buildingsː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Places & Buildings files.
# Informal learning activities/cW

[[../BPx{{{1}}}|(«»]]{{{1}}}[[../MWw{{{1}}}|⇑⇑)]]
This template abbreviates interfile links from Women & Men Extra to Buildings & Places Extra and Men & Women files.
# Informal learning activities/dL

Extra Living Thingsː {{{1}}}⇒ {{{2}}}__  O ther initialsː
This template abbreviates main headings within Extra Living Things files.
# Instructional design/ePortfolios/Benefits and challenges

| 1. Introduction | 2. Purposes of ePortfolios | 3. Types of Artifacts | 4. Benefits and challenges | 5. Best strategies | 6. Assess Yourself | 7. Summary |

## Benefits of ePortfolios

| Benefits for the learner | Benefits for the educator | Benefits for the evaluators |
| Record and examine goals and successes | Embedding technology into curriculum | Identify a need for professional development programs |
| Reflect on learning experiences | Use of authentic assessment tools | Provide training or continued education to employees |
| Set long term goals | Monitor performance regularly | Increase staff morale and create excitement |
| Take responsibility for managing their own learning | Have evidence of student work | |
| Receive credit for formal and informal learning | Develop personalized learning spaces | |
| Get feedback from teachers and peers | Support students' development | |
| Demonstrate skills to future employers | Create rubrics and guidelines | |
You can explore more advantages of ePortfolios from the "Forty one benefits of an ePortfolio" article.

## Challenges with ePortfolios

| Challenges for the developer | Challenges for institutions | Challenges for the evaluators |
| Privacy issues | Long term maintenance | Ownership and intellectual property |
| Time consuming | Adoption | Workload |
| Not enough skills | Developing a team | Technical training |
| Motivation | Institutional support | Scope of effort |
| Technical Skills | Hardware and Software | Obtaining permission |
Some challenges related to an ePortfolio project adoption are discussed in Lorenzo and Ittelson's "An overview of ePortfolios" article.
Click the "Next" link below to move on to the next section.
| Backː Types of Artifacts | Nextː Best strategies |
* ↑ Lorenzo, G., Ittelson, J. (2005). An overview of ePortfolios. https://net.educause.edu/ir/library/pdf/eli3001.pdf
# Instructional design/WBT risks/Your Turn - Risk Mitigation

Instructional Design: Homepage > Identifying WBT Risks > Risky Business > Step 1: Identify > Your Turn - Risk Identification > Step 2: Prioritize > Your Turn - Risk Prioritization > Step 3: Mitigate > Your Turn - Risk Mitigation > The Risk Plan > Lesson Conclusion

## What Can You Do to Mitigate the Project Risks?

For this final activity, you will return to the Risk Planning Worksheet that you started in Your Turn - Risk Prioritization and take another look at your three highest-priority risks. Think of a mitigation strategy for these three risks and add it to your worksheet. In the next section, you will be able to compare your risk plan to an expert example.
| Risk | Actions |
| SME is not available when needed. | ??? |
| Course development software is buggy. | ??? |
| Final courseware does not function correctly in client’s LMS. | ??? |
| Final courseware does not pass Section 508 compliance testing. | ??? |
| Multimedia Developer is pulled onto another project. | ??? |
| Technical Lead has minimal project management experience. | ??? |
| Client does not provide ILT materials on time. | ??? |
Click Next to continue.
| Instructional Design: Homepage | < Back | Next > |