OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/LMS interactivity/Practice
## Practice

The link below is a introductory video of PowerPoint 2010 and is geared towards first time users of the software, highlighting the differences between this version and older versions of the software. This course exhibits limited interactivity from the learner. As you watch the video, ask yourself "What do you see that could be changed to make the tutorial more interactive?" After you have view the video, add your ideas to the table at the bottom of the page by clicking on the "edit" option.
Getting Started with PowerPoint 2010
To view the video in a different window or tab, right click on the link and make the appropriate selection.

### Your ideas

Below is a table that can be added to for your ideas about how to make the course above more interactive. We have added two examples already but we need your help in finding more ways. To add to the list select the edit button and fill in the information in the table.
| Your name | Describe the part of the course that you think needs more interaction. | What are the steps you would have to complete to create this interaction? | What characteristics of the interactive list does this include? |
| Stephanie Abel | I would have the learner create a new project. | After showing the backstage of PPT, I would add a section where the learner was made to go through the steps to create a new project. | Hot Spots Feedback for correct AND incorrect actions taken by the learner. |
| Leesa Folkerth | My first idea is to provide the learner opportunities to practice using the ribbons | I would first make each tab on the editing ribbon a "hot spot" so that when the learner scrolls their mouse or clicks on each hot spot, the corresponding editing options would appear. | Hot Spots |
Thank you for participating in learning about adding interaction to online courses!!!
# Instructional design/Learner analysis/what when why/demographics/cognitive
## Intro to Learner Analysis Worksheet - Cognitive and Prior Knowledge (2 minutes)

As a designer, it is extremely helpful to understand how much knowledge and skill the learners have when they enter the learning environment. The cognitive and prior knowledge data that you collect about your learners during the leaner analysis process will help you make effective decisions on where to begin the instruction (entry level fundamentals or more advanced concepts), what types of activities would be meaningful and of interest, how much support (technology, research, etc) should be included in the design. As you get more experienced in conducting a learner analysis, you will discover a wide range of characteristics to consider, that will impact your design choices in many ways.

## POSSIBLE DATA SOURCES

Below are possible sources for the collection of cognitive and prior knowledge information about students:

### IDs only -

* Surveys
* Transcripts
* Resume or CV
* Employment records
* Performance records
* Student records
* Personality inventories, including learning style inventories, StrengthsQuest, etc.

### ID who are also teaching -

* Surveys
* Personal interactions with students
* Observations
* Transcripts
* Resume or CV
* Employment records
* Performance records
* Student records
* Personality inventories, including learning style inventories, StrengthsQuest, etc.
* Pre-tests

## POSSIBLE DESIGN IMPLICATIONS

| Category | Design Implications |
| Education Level | Course content aligns with learner levels of mastery. Learners may share similar skills and experience, which can allow for real-world problem solving activities and collaborative group projects. |
| Prerequisite skills | Include supplemental resources/instruction if learners fall short of meeting prerequisite skills. Align instruction with learners entry level skill sets and provide resources for tutoring or online training/support. |
| Learning styles | Design instruction to keep students actively engaged (active learning, Problem/Inquiry based learning activities, etc.) Provide multiple modalities of content presentation (visual, textual, auditory) Activities/support should address needs of independent/dependent learners. |
| Technology skills | Provide technology support or skill development to get student to the required level of proficiency. Connect to local or online help support systems. Build in tutorials for required tools. |
| Learning disabilities | Collaborate with Disability Services to ensure learner needs are identified and met. Provide accessible content, additional support people into the course. Adapt or provide alternative activities to accommodate user needs. |

## TEST YOUR KNOWLEDGE!

(select all that apply)

### Move to Page 5: Intro to Learner Analysis Worksheet: Physiological

Home: Learner analysis‎‎ | What,When & Why‎ | Demographics | Cognitive‎ | Physiological‎ | Affective | Analyzing Student Records‎‎ | Lesson Summary
# Instructional design/LMS interactivity
## Introduction

Have you ever had to take a self-paced eLearning course and been bored to tears? Many people will admit to 'multi-tasking' while an instructional video remains playing in a browser window, paying closer attention to their alternative task than the original task. However, those same people are also able to describe, in detail, a course where they have felt completely engrossed with its contents, a course where they have payed close attention to each word spoken or written by classmates and instructors, or a course where they have gone above and beyond to research and read non-assigned course materials. What has been the difference in these seemingly opposite, yet similar environments? What causes a course to captivate learners on multiple levels; cognitive, affective, and effective and what holds that same course back?
The courses that captivate learners are engaging, meaning they involve the learner, and are also interactive, requiring the learner to participate with the material in some manner. One of the key ingredients to creating effective instruction and a positive student learning experience is interactivity.

## Overview of Lesson

Learners will be presented with research that describes the necessity of creating self-paced online instruction that is interactive. A video will be viewable to compare self-paced online courses with and without interactivity. The video will refer to the benefits of interaction and the holes in the learning that can be caused by not having interactions. From the videos, a list will be presented to offer characteristics of engaging interactions that can be included in self-paced online courses. Learners will also be provided with an opportunity to contribute to the list.
Learners will then be presented with a review of the non-interactive section of a course and the objectives for that course that was presented in the first section of the lesson. An improved version of the course will follow outlining the differences between the courses. The steps that were taken to create the “new” course will be identified and verified against the list of characteristics.
Finally, the learners will be shown a second example of a non-interactive course. The learners will be able to include their ideas of activities that they think would add interactivity to the course.

## Lesson Goal

Corporate trainers and course designers will use this course to explore creating online courses with interactivity.

### Key Learning Objectives

Learners will be able to
* identify characteristics of interaction within a self-paced eLearning course.
* identify steps for improving interaction in self-paced eLearning courses.
* create at least one interactive activity for the course.
To learn more about creating interactions go to the Lesson section of this course.
# Instructional design/LMS interactivity/Lesson 1
## Introduction to Creating Interactions in Online Self-paced Courses

Interactivity should be seen not as a single type of instruction but one that is on a continuum. Where the interation for any particular course lies depends on the conditions of the learning environment and can take on a multitude of formats.
For this lesson’s purposes interactivity in eLearning self-paced courses includes
* user participation
* ability to control the content
Interactivity is a vital component to online instruction and studies have shown that when students are actively involved in self-study learning retention can increase by as much as 20%. Interactive instruction provides opportunities for learners to interact with peers, teachers, and content in a manner that will enhance their educational experience, taking them beyond the limitations of a traditional classroom where learning is teacher centered. Learners are able to control content, navigation, time, and sequence. Students are provided with opportunities to apply and develop critical thinking skills while being an active participant. In recent years, the technology of the computer has been used to enhance curriculum, which can dramatically affect attention and engagement of the learner. Using technology such as the computer allows learners to constantly be participants rather than spectators in their instruction and with this technology feedback is able to come immediately after instruction has taken place. Something that psychologists agree is best

## Examples of Courses with Interactivity

The following are examples of courses that have been created with interactivity that is descried in the list above.
* http://www.cisco.com/web/learning/netacad/peterpacket2/NewBuild_forweb/default.htm
* http://www.oxfamamerica.org/multimedia/flash/a-seat-at-the-table/
* http://www.suddenlysmart.com/examples/Patient_Management/player.html

## Examples of Courses with NO Interactivity

The next set of courses for you to view show courses that do not contain a high level of interactivity as defined by this lesson.
* http://www.commoncraft.com/rss_plain_english
* http://www.youtube.com/user/YaleCourses#p/c/BCB3059E45654BCE/0/qd3MJPHaotQ
* http://openlearn.open.ac.uk/mod/oucontent/view.php?id=398572&section=1.1.1

## List of Interactivity Characteristics

The above courses illustrate interactivity in the following ways:
* Animations
* Simulations
* Navigation
** Hot Spots
** Self-selection of actions
* World Problems
** Branching
** Practice
** Immediate Feedback
* Assessment
** Practice with Feedback
** Quizz
Other examples of interactivity in online courses include
* asynchronous discussion
* synchronous discussion
* discussion boards
* debates
* forum postings
* blogs
Now that you have learned how interaction can help, proceed to Lesson 2 of this course.
# Instructional design/LMS interactivity/Lesson 2
## Non-interactive Course

The following video is an example of a course with no interactivity. While viewing the video your attention to be brought to where there is no interactivty. Depending on your internet connection the loading of the course could take a few moments.
Course with no interactivity
Open the course in a new window by holding down your shift key and right clicking the link above.
After you have viewed the above course, continue to the next section to view two sections of the PowerPoint course that could be added for interaction.

## Course with Interactivity

Below is a link to a new version of the open source course we showed in the video above.
Course with interactivity
Open the course in a new window by holding down your shift key and right clicking the link above.

## Identify steps that we taken in creating new version of course

To create the new course we first must follow the following steps.
* Identify areas that are lacking in the current version of the course.
* Decide what type of interaction to include.
* Gather all the elements of the interaction.
* Create that interaction.
* Publish a new course.
For the above example, here were our specific steps.
* Identified that we wanted to create interaction for:
** Entering notes.
** Adding a new slide.
** Adding text and an image to a slide.
* Created slides in PowerPoint and imported them into Cativate.
* In Captivate we added interactive elements to the imported slides such as text entry boxes and hotspots with popup windows to provide feedback.
* We then added it to this page for you to view.
Now you can help create interaction in the Practice section of this course.
# Instructional design/Introduction to Kirkpatrick’s four levels of evaluation/Level One Survey Example
## Introduction

Your team of instructional designers, multimedia developers, and trainers has worked hard for the past nine months to roll out a training program on time management. And, you have just completed a pilot run of the course.
Well, what did your learners think about it? That’s where Kirkpatrick’s Level One comes in handy. Your results from Level One evaluations can help you:
* find out what you can do to make your training program more effective and appealing
* provide management quantitative information about the program for decision-making purposes
How exactly do you carry out a Level One evaluation?
For detailed feedback, you can conduct an interview with each participant. But, if you are looking for a quick and yet effective way to collect learners’ feedback, then Level One surveys, or reaction sheets as they are commonly called, are the way to go.
You can create a level 1 survey by:
* Determining the target areas
* Creating appropriate questions
* Structuring and sequencing your survey
By the end of this module, you will learn to create your own level 1 surveys. For now, let's take a look at an example, where the training team wants to know whether the Time Management training program was well received, and what changes, if any, can they make the program better.

## Sample Level 1 Survey

| Please circle the appropriate responses after each statement I found the course materials interesting and easy to follow. The facilitator's presentation style enhanced my learning experience. The facilitator answered my questions satisfactorily. I found the training room atmosphere to be pleasant. I found this session's duration right. | Please circle the appropriate responses after each statement |
| Please check one or more options for the following: The following session(s) were the most useful for me: Biggest "time killers" at work How to manage meeting schedules Time-saving email tips I like training sessions for similar topics to be: 4 hours (1/2 day session) 8 hours (1 day session) Completely online |
| Please give us your comments for the following questions: What would have improved the overall experience for you? What could have made the training more effective for you? |
Notice anything about the survey? If you take a close look, you'll notice that these survey questions are focused on specific areas of the training. And, determining what those target areas are is the first step in creating a level one survey. To find out more, click Next to go to Lesson 3.
| Back | Next |
| ID Homepage | 1. Kirkpatrick’s 4 Levels of Evaluation | 2. Level 1 Sample Survey | 3. Target Areas | 4. Question Types | 5. Structure Your Survey |
# Introduction to Christianity/Doctrine

Doctrine, from Latin doctrina (compare doctor), means "a code of beliefs", "a body of teachings" or "instructions", taught principles or positions, as the body of teachings in a branch of knowledge or belief system.
# Introduction to Chemistry

* Introduction
* Welcome to Introduction to Chemistry. This course covers the same topics as an introductory class for undergraduate chemistry majors. The curriculum is similar to the high school Advanced Placement (AP) Chemistry course and will adequately prepare you for the AP exam administrated by College Board.
* Prerequisites
* Simple mathamatical skills such as arithmetic, subtraction, multiplication, and division are necessary in this course. General knowledge of chemistry will be helpful in this course, although not necessary.
* Lessons
* Atomic Structure
* The periodic table
* Nuclear chemistry
* Mass relations in chemistry and stoichiometry
* Ionic bonding
* Covalent bonding
* Liquids
* Solids
* Gases
* Solutions
* Chemical Equilibrium
* Acids and Bases
* Kinetics
* Thermodynamics
* Reduction and Oxidation Reactions
* Electrochemistry
* Organic Chemistry
* Experimental Chemistry
* External links
# Introduction to Christianity

This course gives the student an overview of Christianity. The idea of this is to give a general overview of what being a Christian is all about. There are (will be) more advanced studies if one requires a more in depth learning of this material.

## Enrolled students

* JoyBird
* troy evan

## Part The First: Core beliefs of Christianity

Study references:
* What is a Christian?
* The Christian Faith
* The Bible

## Part The Second: We are all Different

Study references:
* Doctrine
* Persecution
* We all worship the same God don't we?
* The Church
# Introduction to Christianity/What is a Christian?
## Christianity : From Wikipedia

Christianity is a monotheistic religion centered on Jesus of Nazareth and his life, death, resurrection, and teachings as presented in the New Testament. Christians believe Jesus is the Son of God and the Messiah prophesied in the Old Testament.
Core features of Christianity include beliefs about:
* Monotheistic: Worshiping only one Deity.
* Jesus: The Wiki about the individual.
* The Bible: The Bible.
A Christian is one who pledges his/her allegiance to the God who took upon himself humanity (incarnation) made manifest in Jesus the Messiah/Christ, the one who not only defeated death through his being raised from the dead, but also triumphed over the power of evil/Satan in this world. Those who are followers of Jesus are called to love God with all their heart, mind, and strength and to love their neighbors as themselves. Jesus, while on Earth, told his followers to love one another 'even as I have loved you.'
The earliest writers to record the teachings of the first century Christian community were the Gospel writers: Mark (earliest Gospel), Matthew, Luke and, lastly, John. The most potent advocate of Christ's divinity and mission as saviour of sinners was the apostle Paul. He emphasised that anyone who believes that Christ died for him/her and repents of their sins is acknowledged [justified] by God the Father as without sin [cleansed through the blood of Christ]. This is also known as 'saving grace'. Another writer of the New Testament, James, emphasized that those who believe in salvation from Christ will act righteously, and that righteous action must accompany faith in order for the faith to be effective (James 2:17).
Being a Christian, then, requires having faith, and acting on it (by doing good deeds).
Footnotes
* ↑ Some non-Chistians see Christianity as polytheistic because of the three persons in the Holy Trinity.
# Introduction to Classical Studies

Welcome to the Classical Studies Academy of Wikiversity! Religous words will be covered, because they are part of many languages' natural place in today's world. This is also for those aspiring theologians who need the experience. Your first steps in Latin will be the singular & plural forms of hello. They are, respectively, salve and salvete.

## Discussion questions

* What classical piece of literature has impacted you the most? Why?

## Readings

* Classics
* Ancient literature
* Outline of classical studies
* Further readings
# Introduction to Complexity Theory
## Introduction

Complexity theory is the study of the resources (especially computation time and memory) required by algorithms.

## Learning Project Summary

* Project code:
* Suggested Prerequisites:
** Students should be familiar with the concepts of deterministic and nondeterministic computation, and formal models of computation, such as finite state automata and Turing machines.
** Students should also be familiar with the theory of formal languages
* Time investment:
* Assessment suggestions:
* School: School of Computer science
* Department: Institute for Complexity Theory
* Stream
* Level:

## Goals

The introduction to complexity theory course will offer a comprehensive course in complexity theory .

## Course
### Lessons

* Lesson 1—Big O Algorithm Analysis
* Lesson 2—Time Complexity
* Lesson 3—Space Complexity and Savitch's Theorem

### Tests and Quizzes

* Quiz 1—Big O Quiz

### Reading Material
## Active participants

Please sign below if you are participating in this topic. Use 4 tildes (~) to sign.
* Kinkydarkbird 03:35, 5 January 2009 (UTC)
# Introduction to Comparative Religion
## Introduction

Comparative Religion is the study of various religions of the world and how they all relate to each other. This department will focus on the study of them all as a unified course rather than cover each in isolation from another. It is one of the goals of this department to inform students of how many vast similarities their religious ideologies have. This is as part of a greater effort to bring us all closer together.
# Media & Democracy on Sprouts

The 2024-09-11 episode of Sprouts:Radio from the Grassroots featured excerpts from the interviews in the Media & Democracy series syndicated on the Pacifica Radio Network with Ian Axel Anderson, Heidi Beirich, Frances Haugen, and Dean Baker. Discussions of episodes in that series are invited in companion articles on Wikiversity under category:Media reform to improve democracy subject to standard Wikimedia rules of writing from a neutral point of view while citing credible sources and treating others with respect.
# Media Analysis
## Course Description

Is our media biased? Who controls content on television, radio, newpapers, magazines, websites. What aims or ulterior motives can the owners of a media outlet have?

## Readings

Manufacturing Consent: Noam Chomsky
The Media Monopoly: Ben Bagdikian

## Projects

Research the following companies and report:
National Amusements owner of Viacom and CBS
    Viacom's Assets
    CBS Assets
General Electric owner of NBC
    GE Assets
News Corporation owner of FOX
    News Corporation Holdings
The Walt Disney Company
    Disney Media Holdings
Time Warner owner of Time Magazine, AOL, CNN
    Time Warner Assets

## The Outside World

* The Independent Media Center
* Adbusters
# Media Ownership and Power
## Media ownership
### Who owns the media?

* Media Ownership Lesson
These resources are for some general background:
* What are the Rules?
* The Myth of GLobal Media Ownership
* Examples of Bias in Media
* Nieman Report

## Case Study: WikiLeaks

Truth Teller Shifting Ethics of Journalism WIkileaks and the Future of Media Criminalisation of Dissent
Choose one of these essays to read, and write about:
* Media Ownership and Objectivity
* Meida Ownership and Ideological Reproduction
* Corruption and Media Ownership
* News and Issue Ownership
* Diversity in Media Ownership

## Phone hacking

Using these three articles we introduced and compared what phone hacking is and how it works. Students can do a comparative analysis on the style and genre of the texts if you want.
http://www.itworld.com/security/181313/how-hack-cell-phone-voice-mail-better-news-world This is a simple article on how easy it is to hack phones today.
http://people.howstuffworks.com/wiretapping.htm This is a instructional document on how to do it.
http://www.drtomoconnor.com/3220/3220lect02c.htm This is from the website of Dr. Tom O'Connor a professor of criminal justice. Interesting background for what is supposed to be allowed and what isn’t. I just used an extract from it.
http://www.youtube.com/watch?v=RZJYZQw8He0&feature=related I used this clip to introduce the scandal of the case.
We spent some time discussing Murdock and his domination over the press. I got students to bring in articles/ info they found on press domination (we had already talked about it in class). Outfoxed, film on Murdock and Power
http://www.guardian.co.uk/media/interactive/2012/jan/20/phone-hacking-jude-law This is the statement from Jude Law’s court case. I used this for the dictogloss exercise suggested by Angie’s course (where you read a sample of the text to them twice, they make notes and then in groups they try to re-write it in the style of). It seemed to go down really well.