OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/ePortfolios/Assess Yourself

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

## Assess Yourself

Review what you have learned in this module. Please read the following statements and find the corresponding answer.
Quiz 1ː Multiple Choice
Definition
Try to recall the definitions of an ePortfolio. It is important to be able to distinguish ePortfolios from other types of online materials and their purposes.
1
An ePortfolio is also known as a...
digital portrait
online portfolio
online resume
all of the above
2
A purpose of an ePortfolio is...
privacy
formative assessment
online resume
all of the above
3
What is the most important benefit of ePortfolios for the learner?
ownership and intellectual property
set long term goals
developing a project
all of the above
4
What is the biggest challenge of ePortfolios for institutions?
ownership and intellectual property
set long term goals
developing a team
all of the above
5
What is one of the best strategies for creating e-portfolios?
creativity
use of social media tools
simplicity and an asy navigation
all of the above :
Quiz 2ː True-False
Artifacts
Try to recall the types of artifacts that can be found in ePortfolios. Remember what is good to include.
1
Usually corporate strategic plans can be found in personal ePortfolios.
TRUE
FALSE
2
References and testimonials are good to include in employment portfolios.
TRUE
FALSE :
Quiz 3ː Yes-No
Watch the video and prepare to answer the questions.
1
You are creating a service portfolio. Is this video good to include?
YES
NO
2
You are creating an art portfolio. Is this video good to include?
YES
NO
3
You are creating an institutional portfolio for an accreditation review. Is this video good to include?
YES
NO :
Click the "Next" link below to move on to the next section.
| Back: Best Strategies | Next: Summary |
# Instructional design/Component Display Theory/CDT Matrix/Example 1
## Learning Scenario 3:

Objective: You will be able to apply the component display theory to learning content for each of the content classifications based on level of performance within a scenario

### Lesson Content:

You are tasked with preparing the revenue estimates for a community. You have a report of prior year revenues, a revenue manual (which outlines account numbers, descriptions, historical rates, and collections for the past 5 years), and the prior year budget.

## Take another shot at it

Next >>
Review the CDT Matrix
# Instructional design/Component Display Theory/Learning to Drive

* Component Display Theory
| Introduction Lesson Introduction CDT Matrix Performance Matrix Classification of content Learning Scenarios Scenario One Scenario Two Scenario Three Assess Your Skills Self Assessment Grading Rubric | Performance Matrix Objective: You will be able to interpret the classification matrix for courses of action and level of performance based on remember, use and find with the use of a job aid. Instructional Strategy: Provide the matrix image and identify how it is used by incorporating examples as models. Lesson Content: In order to be able to follow the prescribed process of Component Display Theory, we are given a matrix, which you see on the right, as a way to describe how to apply the content specifically to a level of performance. A fact can only be remembered, therefore, a fact is a fact. One instructional strategy that can be used to remember facts is mnemonics. There are other cognitive architecturally-based instructional strategies. A concept/procedure or principle can be introduced. By providing examples and non-examples, the learner is given an opportunity to contextualize the content classification and begin to interpret the meaning and how it is applied. The directive of Use really pertains to being able to identify the particular content type within a specific curriculum. Find is another way of applying the concept, procedure or principle. It may require the learner to create or synthesize what is presented within the curriculum based on the content. Given scenarios for the specific content type, find means application. Thus, by having the learner apply the concept, procedure or principle, it reinforces the learning. Next >> |
# Instructional design/Component Display Theory/CDT MethodsGrid
## CDT Methods

i'm not sure what goes here-Antonette 4/13/16
Next >>
# Instructional design/Component Display Theory/CDT ScenarioPractice
## Learning Scenario One:

Objective: You will be able to apply the component display theory to learning content for each of the content classifications based on level of performance within a scenario

### Lesson Content:

You are tasked to organize the public hearings for the community budget, you are provided a copy of prior year’s newspaper announcement and given instructions by the Mayor regarding logistics.
Next >>
Review the CDT Matrix
# Instructional design/Component Display Theory/Classification of content

* Component Display Theory
| Introduction Lesson Introduction CDT Matrix Performance Matrix Classification of content Learning Scenarios Scenario One Scenario Two Scenario Three Assess Your Skills Self Assessment Grading Rubric | Classification of Content In order to classify the content, it is important to understand how each is different. For example, a fact is true and correct no matter what. The earth is round. The Titanic sank on April 15, 1912. One of the best ways to help understand how to classify content is to provide an example. Based on the concept of driving, we can review the content and classify it according to CDT: Example: How to drive Fact: Internal combustion engines require oil. OR Cars engines run on fuel: gasoline, diesel or biofuel. Concept: The concept of mobility is reflecting in being able to travel by driving from point A to Point B. Principle: For driving, rules of the road such as speed limit provide a law or principle. Process: The process of converting gasoline in the engine to energy which drives the drivetrain to go from one point from another reflects an example of a process. Procedure: A step-by-step procedure on how to start a car: Put key in ignition Put foot on brake Turn key to the right (if key is required), otherwise push ignition button while foot is on brake Change gears from Park to Reverse or Drive (depending upon condition) Press accelerator pedal Next >> |
Review the CDT Matrix
# Instructional design/Component Display Theory/Example 1
## Lesson Content

Financial Example Classify the content within a lower-division financial college course, we review the curriculum content to determine how we can classify the content to build instruction: Fact: Annual financial reports are required to be completed by Local governments. Concept: Financial information can be used to determine the “health” of a community. Principle: GAAP (Generally Accepted Accounting Principles), State laws, and local ordinances Process: The process of adopting a Budget from setting policy to appropriation (enacting the budget into law) Procedure: 1) Prepare the budget calendar 2) Prepare and distribute budget instructions 3) Prepare revenue estimates 4) Prepare departmental expenditure requests, Interfund transfer requests & capital outlay request summary 5) Consolidate departmental requests, revenue estimates and submit to CEO for review and revision 6) Prepare the budget document 7) Present the document to the legislative body 8) Hold public hearings 9) Record the approved budget in the accounts

## Now you try it

Next >>
# Instructional design/Congratulations
## You Are Finished

Great Job! You have completed the ID learning objectives instruction.
A Well-Formed Learning Objective contains a:
* Performance - which describes what the participant should be able to do, also referred to as behavior.
* Conditions - which describes how the behavior is performed and under what constraints the performance occurs.
* Criterion - which determines the standards which must be met to accomplish the performance.
By having good learning objectives we are able to provide a focus for the instruction, provide participants with guidelines for learning, communicate instructor and course expectations to participants, and provide instructional designers with guidelines for selecting media, materials, and strategies

## Feedback

Please feel free to provide feedback concerning the "ID Learning Objective" module in the space below. To access just click the "talk" button just on the top of the page and place your comments there. Thanks for your participation!
Comments and Suggestions
As a trainee Primary school teacher in the UK, I found this course very useful. I have had very little advice from my college about writing effective learning objectives, but after completing this course I now feel much more confident about them. (Ardarnell)

## Navigation

Click Next to go to the beginning of the ID Learning Objective module, or click the Instructional Design tab to view other learning experiences.
| Instructional Design | ID Learning Objectives | < Back | Next > |
# Instructional design/Component Display Theory/CDT GradingRubric

| Performance score If you received 4 or more correct on the self assessment you have achieved the level of understanding intended for this lesson. References English, R.E. & Reigeluth, C.M. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44(1), 23-42. Merrill, M.D. (1983). Component Display Theory. In C. Reigeluth (ed.), Instructional Design Theories and Models. Hillsdale, NJ: Erlbaum Associates. http://mdavidmerrill.com/ http://mdavidmerrill.com/Papers/papers.htm Merrill, M. D. (1994). Instructional Design Theory. Englewood Cliffs, NJ: Educational Technology Publications | Objective Identification of... Facts, Concepts, Processes, Procedures, and Principles. Review the CDT Matrix Take a gander and give it another try Self Assessment Retry |
# Instructional design/Component Display Theory/CDT Matrix

* Component Display Theory
| Introduction Lesson Introduction CDT Matrix Performance Matrix Classification of content Learning Scenarios Scenario One Scenario Two Scenario Three Assess Your Skills Self Assessment Grading Rubric | Component Display Theory (CDT) Matrix Objective: You will be able to identify content classifications/categories Instructional Strategy: In following Reigeluth’s simplifying conditions: go from simple to complex, we introduce the content classifications, while breaking system to component parts/segmenting. Lesson Content : Created by M. David Merrill, Component Display Theory (CDT) breaks out learning content into five component parts called classifications : . Fact: something that truly exists or happens; something that has actual existence; a true piece of information; undeniable . Concept: an idea of what something is or how it works; an abstract idea; a general notion . Principle: a fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning . Procedure: an established or official way of doing something; an act or a manner of proceeding in any action or process; conduct . Process: a series of actions or steps taken in order to achieve a particular end; a systematic series of actions directed to some end Next >> |
# Open Pathology Project/Follicular lymphoma

Follicular lymphoma is a malignancy arising from lymphocytes.

## More information

* Category: Histopathology of follicular lymphoma
* Structured data: depicts Follicular lymphoma
* w:en:Follicular lymphoma
* Libre Pathology: Follicular lymphoma
# Open Pathology Project/Foreign body giant cells

Foreign body giant cell is created in reposonse to the presence of a foreign body. It is made up of macrophages.

## More information

* Category: Foreign body giant cell
* Structured data: depicts Foreign body giant cell
* en:w:Foreign-body giant cell
# Open Pathology Project/Granulation tissue

Granulation tissue is the new tissue that forms as a part of healing process.

## More information

* Category: Histopathology of granulation tissue
* Structured data: depicts Granulation tissue
* w:en:Granulation tissue
* Libre Pathology: Granulation tissue
# Open Pathology Project/Hemochromatosis

Hemochromatosis is a genetic condition characterized by the deposition of iron in tissues, particularly liver.

## More information

* Category: Histopathology of hemochromatosis
* Structured data: depicts hemochromatosis
* Libre Pathology: Heriditary hemochromatosis
# Open Pathology Project/Foam cells

Foam cells, or lipid laden macrophages, are cells that contain cholesterol.

## More information

* Category: Foam cell
* Structured data : depicts Foam cell
* w:en:Foam cell
# Open Pathology Project/Hashimoto's thyroiditis

Hashomoto's thyroiditis is an autoimmune condition affecting the thyroid gland.

## More information

* Category: Hashimoto's thyroiditis with lymphoid infiltration
* Structured data: depicts Hashimoto's thyroiditis
* w:en: Hashimoto's thyroiditis
* Libre Pathology: Hashimoto's thyroiditis
# Open Pathology Project/Foreign body granuloma

Foreign body granuloma is formed as a response to the presence of foreign bodies in the tissue, such as an implant.

## More information

* Category: Histopathology of foreign body granuloma
* Structured data: depicts Foreign body granuloma, depicts silicone granuloma
* w:en:Foreign body granuloma
# Open Pathology Project/Glioblastoma

Glioblastoma is an aggressive cancer of the brain.

## More information

* Category: Histopathology of glioblastoma
* Structured data: depicts glioblastoma
* w:en:Glioblastoma
* Libre Pathology: Glioblastoma
# Open Pathology Project/Helminth in appendix

Helminithiasis is the infection of parasitic worms.

## More information

* Category: Histopathology of appendix with Enterobius vermicularis
* Structured data: depicts Parasitic helminthiasis infectious disease
* w:en:Helminthiasis
# Open Pathology Project/Hodgkin's lymphoma

Hodgkin's lymphoma is a malignancy arising from lymphocytes.

## More information

* Category: Histopathology of Hodgkin's lymphoma
* Structured data: depicts Hodgkin's lymphoma
* en:w:Hodgkin's lymphoma
* Libre Pathology: Hodgkin's lymphoma
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study 2
## Background and Arrival In The Emergency Department

MB is an 87-year-old patient who is brought to the emergency department from a Skilled Nursing Facility (SNF) due to progressing altered mental status and combative behavior over the past 4 days. Patient vomited in the emergency department.
On arrival the patient is connected to the monitor and vital signs are as followed:
Temperature: 38.3 C (101 F)
HR: 99
BP: 80/48
RR: 18
SpO2: 97% @ RA
White Blood Cell count: 16k/microliter
* Medical Sepsis Scenario 2 p2
# Intensive Care Nursing/Prone Position Proceedure

* C-spine precautions
* Haemodynamic instability (although can still perform CPR in prone position)
* Increased or concern with abdominal pressure
* Extreme obesity
* Increased intracranial pressure
* Staff not trained/skilled or not enough personnel to carry out safely
| Team Discussion | Role designation Team leader (likely airway person) to communicate all steps of the procedure. Clarify terminology on start and stop for safety. |
| Plan Resources | Anaesthetist or appropriate medical personnel skilled in airway procedure  Nursing staff to perform procedure (minimum of 4, assessment of situation will need to be performed) ICU Team on standby |
| Preparation | Sliding sheets Position ventilator, drains, catheter and medication pumps in preparedness of new position Provide all cares before procedure. Eye protection is required. |
| Review | Sedation Paralysis Monitoring |
| Time Out | Pause to prepare team |
| Safety | Re-Check: Airway IV lines, drains ECG monitoring is no longer on anterior aspect |
| Start Position | Start with patient in supine position Place patients hands under buttocks Place padding or pillows across ankles, pelvis and chest Place sheet on top and roll together with bottom sheet ('The Cornish Pasty') |
| Slide Across | Slide across to edge of bed |
| Side Lie | Slide patient into side lie position |
| Re-check | Airway Vital signs and ventilator readings  IV lines, drains |
| Side lie to prone position | Process to prone position Turn head and maintain airway as moving into prone position Gel pads can be used to protect head and other at risk areas Reposition 1 arm and head for 'swimming' or 'superman' position |
| Posture Change | Every 2hrs Anaesthetist or appropriate medical personnel skilled in airway procedure  Reposition arms to side of patient Position ventilator, drains, catheter and medication pumps in preparedness of new position Slide up bed so head off the bed with Anaesthetist supporting head and airway throughout Rotate head to face opposite direction as previous position maintaining airway Slide down bed so body fully supported Reposition other arm for 'swimming' or 'superman' position |
ICUnurses (discuss • contribs) 11:12, 11 September 2014 (UTC)
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study/Medical Sepsis Scenario p2/Medical Sepsis Scenario p3
## The next day

The renal ultrasound was completed after you left and showed a large renal calci (kidney stone) blocking the left ureter and multiple stones in the right ureter. The patient has been scheduled to go to the OR during your present shift for stents and drain placement. Blood pressure had decreased during the procedure and norepinephrine was started at 5 mcg/min. Upon drain placement, 75mL of dark milky fluid is drained. Current vital signs are:
Temperature: 39.5 C (103.1 F)
HR: 125
BP: 97/60
RR: 16
SpO2: 98% @ 6LNC
Creatine: 3.1
Preliminary results from urine and blood cultures drawn on admission grew VRE (vancomycin resistant enterococcus).
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study 2/Medical Sepsis Scenario 2 p2
## Arrival to unit

Broad spectrum antibiotics (Vancomycin and Piperacillin/Tazobactam) and fluid bolus were initiated in the ED. Upon arrival to your unit, the patient begins to become more agitated and vomits again after screaming about the overbed fluorescent lighting. You initially attempt to redirect the patient and try to contact family to assist with calming your patient. These attempts to redirect are met with more hostility and the patient ended up having a seizure as the provider was arriving. The provider has ordered a CT of the head, EEG, and asked you to assist with a lumbar puncture. You were able to complete the emergent lumbar puncture with the provider prior to the end of your shift.
Current vital signs and recently resulted labs are as follows:
Temperature: 39 C (102.2 F)
HR: 112
BP: 96/63
RR: 20
SpO2: 96%
* Medical Sepsis Scenario 2 p3
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study
## Background and Arrival In The Emergency Department

MP is an 83-year-old female patient is brought to the emergency department from a Skilled Nursing Facility (SNF) due to progressing altered mental status and dysuria/pyuria over the past 3 days. Family was notified by the SNF and is on their way.
On arrival the patient is connected to the monitor and vital signs are as followed:
Temperature: 38.5 C (101.3 F)
HR: 122
BP: 85/50
RR: 18
SpO2: 95% @ RA
White Blood Cell count: 16k/microliter
Lactate: 2.5
* Medical Sepsis Scenario p2
# Intensive Care Nursing/Sepsis Scenarios/Surgical Sepsis Unfolding Case Study
## Background and Arrival In The Emergency Department

MG is an 64-year-old patient is brought to the emergency department from a home due to intense abdominal pain that started after recent colostomy reversal related to colon cancer. Patient had recently finished chemotherapy treatment about a month ago. Abdomen is tender to palpation and is hot to touch. Patient is rapidly moved to your unit within 30 minutes of arrival.
On arrival the patient is connected to the monitor and vital signs are as followed:
Temperature: 38.8 C (101.8 F)
HR: 127
BP: 82/53
RR: 19
SpO2: 95% @ RA
WBC: 5k
Lactate: 2.9
Pain: 7/10
* Surgical Sepsis Scenario p2
# Intensive Care Nursing/Respiratory & Ventilation

ICUnurses (discuss • contribs) 12:29, 24 August 2014 (UTC)
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study/Medical Sepsis Scenario p2
## Arrival to unit

Upon arrival to your unit, the patient begins to decompensate further. You initially apply oxygen as their oxygen saturation is 88% on RA and notify provider to assist with rapid order entry. The family has just arrived and states the patient had not urinated in the prior 20 hours and bladder scanning shows 50 mL fluid volume. A urinary catheter is placed for accurate urine output measurement in an acutely ill patient. Broad spectrum antibiotics (Vancomycin and Piperacillin/Tazobactam) and fluid bolus were initiated in the ED. On account of the low urine volume, the provider has ordered a renal ultrasound.
Current vital signs and recently resulted labs are as follows:
Temperature: 39.5 C (103.1 F)
HR: 145
BP: 78/40
RR: 27
SpO2: 96% @ 2LNC
Sodium: 130
Creatine: 2.2
* Medical Sepsis Scenario p3
# Intensive Care Nursing/Sepsis Scenarios/Medical Sepsis Unfolding Case Study 2/Medical Sepsis Scenario 2 p2/Medical Sepsis Scenario 2 p3
## The next day

When you return for your shift the next day, the EEG showed no acute findings and the CT showed some swelling. The results from the lumbar puncture showed low glucose levels, increased protein and white blood cells, and a gram stain which was positive for gram negative bacteria which all pointed to bacterial meningitis as the culprit of the patient’s symptoms. MB's blood pressure had decreased overnight with norepinephrine needing to be started to maintain their blood pressure.
Current vital signs are:
Temperature: 38.7 C (101.6 F)
HR: 115
BP: 94/61
RR: 19
SpO2: 98% on room air
Preliminary results from urine and blood cultures drawn on admission have been negative for any bacteria
# Intensive Care Nursing/Sepsis Scenarios
## Objectives

* Recognize signs and symptoms of sepsis
* List different methods of treatment of sepsis

## Activities

* Medical Sepsis Unfolding Case Study
* Medical Sepsis Unfolding Case Study 2
* Surgical Sepsis Unfolding Case Study
# Overview of Cell Biology/Intermediate Filaments and Septins

Free Berkeley Lecture available from ITunes U [Intermediate Filaments and Septins]

## Readings

* Study guide:
* Wikipedia articles: Intermediate Filaments, Septins
# Overview of Cell Biology/Microtubule Dynamics and Organization
## Readings

* Study guide:
* Wikipedia article: Microtubule
* Wikipedia article: Cytoskeletal Elements