OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Strong Learning Design Checklist/Topic1 Overview

The key learning objectives of this lesson are: Given a sample of specific component from a set of training materials, you will be able to correctly classify that component as either “action-oriented” or an “information dump” as defined in Cathy Moore’s “Checklist for Strong Learning Design.” We have Cathy Moore's explicit permission to use her checklist for developing this lesson.
# Instructional design/Strong Learning Design Checklist/Topic1 Scenario

Let’s start this lesson by looking at a scenario. You are a new leader in the marketing department and your main responsibility is to increase the sales of credit cards. In order to do that the first step you take is to become familiar with the most important credit cards that your bank sells. There are a few online courses that the bank offers and you decide to start by reviewing the course for the poorest-selling credit card. The course talks about the interest rate, the color of the card, some of the benefits of the card, for example purchase protection etc. At the end of the course, you come away with a lot of data about the card like product specifications, but you don’t get any answers on how to sell the card.

## Quiz

What is this type of learning? Select the best response.
* << Introduction | Overview >>
# Instructional design/Strong Learning Design Checklist/Avoid Boring Training Introduction
## Overview

The key learning objectives of this lesson are:
* Given a sample of specific component from a set of training materials, you will be able to correctly classify that component as either “action-oriented” or an “information dump” as defined in Cathy Moore’s “Checklist for Strong Learning Design.”
# Instructional design/Summary and References

← Go back to ID Page
| 1. ID PBL Problems | 2. Characteristics of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |

## Summary

Congratulations, you have successfully finished this online course of how to generate PBL problems. In this online course, we have talked about three important features of PBL problems, which are:
   * Problems should enhance students’ motivation.
   * Problems should enhance students’ critical thinking skills.
   * Problems should enhance students' collaboration.
If you have chance to use PBL method in your future teaching, please remember to consider the features listed above to generate good problems for students to work on.
# Instructional design/Tablet Technology
## Introduction

The purpose of this lesson is to learn about technology integration, specifically the use of tablet in classroom. Tablets give teachers access to diverse educational tools and instructional content that help them meet the instructional goals and the needs of today's students.
How can I use tablet technology in my K-12 classroom?
Do you already use tablet technology in your K-12 classroom but want to incorporate it in a more strategic way? Do you want to learn some theory to consider when deciding if tablet technology is a good option for your lesson objectives?

## Lesson Goals

The goal of this wiki is as follows:
Instructors and teachers, whose students use (or will use) tablet technologies in the classrooms, will be able to develop lesson plans that integrate tablet technology. This will result in two gains. For the instructors and teachers this will result in increased teacher self-efficacy for incorporating technology in the classroom. For the teacher’s students they will benefit from integrated usage of tablet technologies in the classroom and lesson plans.

## Lesson Organization

As you can see below, you will first review an introduction, learn about the benefits and challenges of tablet technology in the classroom, read example scenarios, practice, and craft an instructional plan. This course is interactive, with opportunities to reflect and type in your responses to questions and prompts. This course will take approximately 20 minutes to complete.
To begin the lesson please follow the link below.
* [Start here!] Introduction
* Benefits and challenges
* Example Scenario
* Further Practice
* Instructional Plan
* Lesson Summary
# Introductory algorithm quiz questions

These questions are best used in the context of a group game, such as a quiz show, where people are divided into small groups and questions are divided into 3 rounds. If you want to mix up questions, you might also want to check out the HTML exam questions and the CSS exam questions. You can of course use them just on your own too, as a self-check of your understanding!

## Beginner

* Describe a variable
* Identify three things you need to be careful of when naming a variable.
* Name two tools you can use to describe the solution to a problem (ie to describe an algorithm),
* True or false: Computers are dumb. (Explain why/why not)
* Fill in the blanks: the three most useful tools to solve a problem are Sequence, ........., ......... . (Explain what each one means in plain old English.)
* Identify and draw three symbols used when creating flowcharts.

## Intermediate

* Draw a picture of an Array
* Objects and events
# Introductory Esperanto

This is a short course that will teach you the basics of Esperanto. If you click on the "Before you begin, sign up with a tutor." link it will give you more information about the course and tell you how to get in touch with someone who can help you learn.

## Goals

This course offers learning activities to help you understand, speak, and write in Esperanto and, if you choose, go one step further and take the more advanced course La Gerda-kurso.

## Texts

* Esperanto Wikibook
* Esperanto Online Chat!
* Esperanto Wiktionary

## Fun Activities

* Esperanto Games

## Readings

* Wikipedia:Esperanto
* Vocabulary, Affixes and Correlatives

## See Also

* Wikibooks en Esperanto
* https://free-esperanto-course.net/
# Introductory algorithm challenges/mirwin

Scrapmetalnot Make Neville cup of coffee
* Get cup from cupboard
* Move to sink
* Fill cup with water from sink
* Move to Microwave
* Put cup into microwave
* ----> Program Microwave using key panel
* Wait for Microwave to finish
* get cup from microwave
* move to counter
* put cup on counter* put cup on counter
* Pick up spoon
* Dip spoonful instant coffee into cup
* stir cup
* put spoon down
* move to fridge
* get milk from fridge
* move to counter
* pour two spoons of milk into coffee
* move to fridge
* put milk back in fridge
* move to counter
* pick up spoon
* stir coffee with milk
* put spoon down
* pick up coffee
* move to Neville
* put coffee down in his lap ... oops! 8)
    Great! Hadn't thought of using the microwave! Just a note for when you start challenge 3, Scrappy doesn't understand things like "put two spoons of ... into ...", he can only do one at a time (you'll see why this important when you do challenges 3 and 4.Michaelnelson 02:19, 14 February 2007 (UTC)
# Introduction to Java

* School of Computer Science
* Catagory: Programming Language

## Course Outline

This course deals with the basic principles of the Java programming language. To be fully competent in both Java and programming, at least two courses will be needed, an Introductory course, and an Algorithms course. This course is the first of those two.
** Please note that there is currently no instructor for this course, and that the page is still being built. Both myself and other people will be updating it over the next few weeks.
There are two modules in this course.
The first module is Introduction To Programming. It covers variables, indentation, functions, and the other basic aspects of propgramming; aspects that are shared amongst all programming languages.
* If you have already taken this module from another course, you do not need to take it here.
Instead, use the first module as a reference, and proceed to module two.
The second module is Introduction To Java, and covers the aspects of Java that are unique to that language.

## Prerequisites

There are no prerequisites for this course.

## Post-requisites

This course allows...

## Text

The textbook for this course will be the Java wikibook. Additional resources will be listed below.

# Lessons
## Module 1: Introduction To Programming
### Lesson 1: Introduction

* Your First Programme
* Java Runtime Machine
* Java Compilers

### Lesson 2: Variables and Operators

* Variables
* Operators
* Associativity

### Lesson 3: Comments

* Commenting Your Code
* Structure and Readability

### Lesson 4: Conditional Statements

* If, else if, else
* Ternary operator
* Switch

### Lesson 5: Loops

* While
* Do While
* For

### Lesson 6: Datatypes

* Arrays
* Lists

## Module 2: Introduction To Java
### Lesson 7: Strings and Output

* Strings in Java
* Output

### Lesson 8: Input

* Input in Java

### Lesson 9: Collections

* Vectors
* Lists
* Hash Maps

### Lesson 10: Sorting and Comparing

* Comparable
* Quick sort

### Lesson 11: Classes

* classes

### Lesson 12: Exceptions

* ditto

### Lesson 13: Inheritance and Abstraction

* ditto
# Invariant Tasks: Tactics for Teaching

Back to Topic:Instructional Design > Cognitive behaviors > Invariant Tasks > Define > Learn > Teach > Tactics > Try It > Example
Source: Invariant Tasks by Charles M. Reigeluth. Used by Permission.
Overview: As described previously, the Drill and Practice Model of Instruction is often used to teach invariant tasks, such as to facilitate memorization of facts. These instructional tactics can be further enhanced by incorporating them into game based instruction. Within this section of the lesson, a video demonstration of tactics to teach invariant tasks using a game based format is presented.

## Video Presentation: Tactics for Teaching - A Game Example

Please view the short video presentation linked here which demonstrates how invariant tasks can be taught within a game based scenario. Note that the basic format of the game builds upon the Generic Board Game (GBG) format as presented in Framegames By Thiagi by Sivasailam "Thiagi" Thiagarajan - see also The Thiagi Group web site for more information on Framegames.
When watching the video, note how the routine Drill and Practice tactics of presentation, practice and feedback are present within the game. In addition, repetition, review and feedback (both informational and motivational) are built into both the play of the game, as well as the debrief session.
Click Here to Play Video in Browser Window
Click Here to Download Video (.wmv format)
Click Next to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |
# Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Shrubs/DPL

This page is used to help create a key.
* BCP/Iberis sempervirens
* BCP/Lonicera oblongifolia
* BCP/Physocarpus opulifolius
* BCP/Lonicera maackii
* BCP/Paeonia
* BCP/Lonicera pileata
* BCP/Itea virginica
* BCP/Viburnum prunifolium
* BCP/Weigela
* BCP/Ilex crenata
* BCP/Viburnum plicatum
* BCP/Leucothoe 'Girard's Rainbow'
* BCP/Sinocalycanthus sinensis
* BCP/Deutzia
* BCP/Rubus occidentalis
* BCP/Fothergilla
* BCP/Pyracantha
* BCP/Rosa multiflora
* BCP/Sassafras albidum
* BCP/Salvia officinalis
* BCP/Lonicera x bella
* BCP/Prunus laurocerasus
* BCP/Chionanthus virginicus
* BCP/Rhododendron 'Pleasant White'
* BCP/Euphorbia
* BCP/Pieris japonica
* BCP/Syringa vulgaris
* BCP/Cercis canadensis
* BCP/Calycanthus floridus
* BCP/Viburnum x burkwoodii
* BCP/Rubus pensilvanicus
* BCP/Rhododendron
* BCP/Rosa
* BCP/Viburnum sieboldii
* BCP/Prunus
* BCP/Ilex cornuta 'burfordii'
* BCP/Vaccinium
* BCP/Viburnum setigerum
* BCP/Ilex cornuta
* BCP/Thymus
* BCP/Viburnum carlesii
* BCP/Rhododendron 'Delaware Valley White'
* BCP/Leucothoe fontanesiana
* BCP/Spiraea
* BCP/Magnolia
* BCP/Salvia
* BCP/Styrax japonicus
* BCP/Magnolia sieboldii
* BCP/Deutzia gracilis 'chardonnay pearls'
* BCP/Deutzia gracilis
* BCP/Iberis sempervirens
* BCP/Lonicera oblongifolia
* BCP/Physocarpus opulifolius
* BCP/Lonicera maackii
* BCP/Paeonia
* BCP/Lonicera pileata
* BCP/Itea virginica
* BCP/Viburnum prunifolium
* BCP/Weigela
* BCP/Ilex crenata
* BCP/Viburnum plicatum
* BCP/Leucothoe 'Girard's Rainbow'
* BCP/Sinocalycanthus sinensis
* BCP/Deutzia
* BCP/Rubus occidentalis
* BCP/Fothergilla
* BCP/Pyracantha
* BCP/Rosa multiflora
* BCP/Sassafras albidum
* BCP/Salvia officinalis
* BCP/Lonicera x bella
* BCP/Prunus laurocerasus
* BCP/Chionanthus virginicus
* BCP/Rhododendron 'Pleasant White'
* BCP/Euphorbia
* BCP/Pieris japonica
* BCP/Syringa vulgaris
* BCP/Cercis canadensis
* BCP/Calycanthus floridus
* BCP/Viburnum x burkwoodii
* BCP/Rubus pensilvanicus
* BCP/Rhododendron
* BCP/Rosa
* BCP/Viburnum sieboldii
* BCP/Prunus
* BCP/Ilex cornuta 'burfordii'
* BCP/Vaccinium
* BCP/Viburnum setigerum
* BCP/Ilex cornuta
* BCP/Thymus
* BCP/Viburnum carlesii
* BCP/Rhododendron 'Delaware Valley White'
* BCP/Leucothoe fontanesiana
* BCP/Spiraea
* BCP/Magnolia
* BCP/Salvia
* BCP/Styrax japonicus
* BCP/Magnolia sieboldii
* BCP/Deutzia gracilis 'chardonnay pearls'
* BCP/Deutzia gracilis
# Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Vines

This page is part of the global dichotomous key for plants recorded as blooming in Late Spring.
These plants have the following traits:
   * White flowers
   * are Vines
Lonicera japonica
| Flowers and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Lonicera japonica (Japanese Honeysuckle) Identifying Characteristics Habit:Twining vineFlowers:In terminal clusters, tubular, white or yellow (both colors often appearing on the same plant)Foliage:Simple, oppositeScent:Flowers are sweetly scentedLife Cycle: Woody perennial Recent Logs Duiarmia 20:47, 27 May 2008 (UTC) --SB_Johnny | 10:56, 8 June 2008 (UTC) --SB_Johnny | 10:00, 14 July 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall
Toxicodendron radicans
| Illustration Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Toxicodendron radicans (Poison Ivy, Poison Oak) Identifying Characteristics Recent Logs Jomegat 00:28, 30 May 2010 (UTC) Recent Logs (ripe fruit) --SB_Johnny | 11:00, 22 September 2007 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Hydrangea petiolaris
| Inflorescences Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Hydrangea petiolaris (Climbing Hydrangea) Identifying Characteristics Recent Logs SBJ May 29 2007 (from photographs) SBJ 18:21, 1 June 2007 (UTC) SBJ 16:16, 7 June 2007 (UTC) SBJ 12:26, 24 May 2008 (UTC) SBJ 10:50, 4 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Vitis × labruscana
| Vitis labrusca Concord, fruit & leaves Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Vitis × labruscana (Grape) Identifying Characteristics Recent Logs --SB_Johnny | 20:04, 7 June 2007 (UTC) --SB_Johnny | 15:33, 9 June 2007 (UTC) --SB_Johnny | 11:27, 8 June 2008 (UTC) ('Concord') (view all logs) |
Global data: Temperate zone season(s): Early Summer
# Bloom Clock/Keys/Global/Temperate/Late Spring/Yellow Flowers/DPL

This page is used to help create a graphical list.
* BCP/Digitalis grandiflora
* BCP/Euphorbia lathyris
* BCP/Waldsteinia fragarioides
* BCP/Alchemilla mollis
* BCP/Epimedium
* BCP/Rhododendron calendulaceum
* BCP/Corydalis lutea
* BCP/Kerria japonica
* BCP/Lonicera maackii
* BCP/Picea pungens
* BCP/Sassafras albidum
* BCP/Liriodendron tulipifera
* BCP/Berberis x gladwinensis
* BCP/Asparagus officinalis
* BCP/Rorippa sylvestris
* BCP/Potentilla simplex
* BCP/Duchesnea indica
* BCP/Elaeagnus angustifolia
* BCP/Medicago lupulina
* BCP/Salix nigra
* BCP/Hieracium
* BCP/Oxalis corniculata
* BCP/Festuca glauca
* BCP/Sedum kamtschaticum
* BCP/Euonymus alatus
* BCP/Rumex
* BCP/Packera obovata
* BCP/Cotinus coggygria
* BCP/Ranunculus micranthus
* BCP/Euphorbia
* BCP/Euphorbia cyparissias
* BCP/Linaria vulgaris
* BCP/Iris
* BCP/Achillea filipendulina
* BCP/Oxalis stricta
* BCP/Senecio vulgaris
* BCP/Taraxacum officinale
* BCP/Chelidonium majus
* BCP/Berberis thunbergii
* BCP/Barbarea vulgaris
* BCP/Narcissus
* BCP/Coreopsis lanceolata
* BCP/Matricaria discoidea
* BCP/Calycanthus floridus
* BCP/Stylophorum diphyllum
* BCP/Rhododendron
* BCP/Potentilla
* BCP/Rosa
* BCP/Ranunculus
* BCP/Allium
* BCP/Tulipa
* BCP/Pinus densiflora
* BCP/Uvularia sessilifolia
* BCP/Viola
* BCP/Ilex cornuta 'burfordii'
* BCP/Ilex cornuta
* BCP/Magnolia
* BCP/Salvia
* BCP/Hieracium pratense
* BCP/Euphorbia amygdaloides
* BCP/Rumex acetosella
* BCP/Digitalis grandiflora
* BCP/Euphorbia lathyris
* BCP/Waldsteinia fragarioides
* BCP/Alchemilla mollis
* BCP/Epimedium
* BCP/Rhododendron calendulaceum
* BCP/Corydalis lutea
* BCP/Kerria japonica
* BCP/Lonicera maackii
* BCP/Picea pungens
* BCP/Sassafras albidum
* BCP/Liriodendron tulipifera
* BCP/Berberis x gladwinensis
* BCP/Asparagus officinalis
* BCP/Rorippa sylvestris
* BCP/Potentilla simplex
* BCP/Duchesnea indica
* BCP/Elaeagnus angustifolia
* BCP/Medicago lupulina
* BCP/Salix nigra
* BCP/Hieracium
* BCP/Oxalis corniculata
* BCP/Festuca glauca
* BCP/Sedum kamtschaticum
* BCP/Euonymus alatus
* BCP/Rumex
* BCP/Packera obovata
* BCP/Cotinus coggygria
* BCP/Ranunculus micranthus
* BCP/Euphorbia
* BCP/Euphorbia cyparissias
* BCP/Linaria vulgaris
* BCP/Iris
* BCP/Achillea filipendulina
* BCP/Oxalis stricta
* BCP/Senecio vulgaris
* BCP/Taraxacum officinale
* BCP/Chelidonium majus
* BCP/Berberis thunbergii
* BCP/Barbarea vulgaris
* BCP/Narcissus
* BCP/Coreopsis lanceolata
* BCP/Matricaria discoidea
* BCP/Calycanthus floridus
* BCP/Stylophorum diphyllum
* BCP/Rhododendron
* BCP/Potentilla
* BCP/Rosa
* BCP/Ranunculus
* BCP/Allium
* BCP/Tulipa
* BCP/Pinus densiflora
* BCP/Uvularia sessilifolia
* BCP/Viola
* BCP/Ilex cornuta 'burfordii'
* BCP/Ilex cornuta
* BCP/Magnolia
* BCP/Salvia
* BCP/Hieracium pratense
* BCP/Euphorbia amygdaloides
* BCP/Rumex acetosella
# Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Trees/DPL

This page is used to help create a key.
* BCP/Malus domestica
* BCP/Smilax herbacea
* BCP/Viburnum prunifolium
* BCP/Ilex crenata
* BCP/Cornus florida
* BCP/Cornus kousa
* BCP/Prunus serotina
* BCP/Prunus pensylvanica
* BCP/Sassafras albidum
* BCP/Magnolia stellata
* BCP/Malus
* BCP/Chionanthus virginicus
* BCP/Cercis canadensis
* BCP/Aesculus hippocastanum
* BCP/Robinia pseudoacacia
* BCP/Rhododendron
* BCP/Viburnum sieboldii
* BCP/Pinus densiflora
* BCP/Prunus
* BCP/Magnolia
* BCP/Styrax japonicus
* BCP/Styrax obassia
* BCP/Gleditsia triacanthos
* BCP/Magnolia sieboldii
# Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Vines/DPL

This page is used to help create a key.
* BCP/Toxicodendron radicans
* BCP/Hydrangea petiolaris
* BCP/Vinca minor
* BCP/Wisteria sinensis
* BCP/Pachysandra terminalis
# Complex socio-ecological systems/Critique of Resilience

April 8th
Critique of Resilience Concept
Readings: Jerneck, A. & Olsson, L., 2008. Adaptation and the poor: development, resilience and transition. Climate Policy, 8(2), pp.170-182. The authors assert that the status quo for risk minimization is not sufficient for poor people engaged in livelihoods that will be most affected by environmental change. They argue that mitigation is discussed in light of climate change policy, but that adaptation needs to be more explicitly addressed at local, national and global levels. Jerneck and Olsson assess poverty-relevant adaptation using three discourses: development, resilience, and transition theory. By development theory, they refer to modernist development theory that projects few solutions for adaptation and transitions to sustainability. They critique resilience for its reliance on ecological theory, arguing that while resilience emerged in reaction to theories concerning equilibrium, resilience appears to operate only incrementally and does not recognize that social change mainly implies transitions to renewed forms of production, consumption and distribution. The authors argue that these are accompanied by new combinations of organizational, institutional and technological structure. They conclude by positing that transition theory is most appropriate for an analysis of multilevel changes in complex systems.
Davidson, D., 2010. The Applicability of the Concept of Resilience to Social Systems: Some Sources of Optimism and Nagging Doubts. Society & Natural Resources, 23(12), pp.1135-1149. Davidson analyzes the applicability resilience theory to social systems. She starts by arguing that the sustainability paradigm in its current form is of limited utility in understanding global environmental crises, and more importantly for planning for environmental crises in the future. Davidson contrasts this with resilience theory, which she maintains offers some promise theoretically, but that, she argues, its current iteration is not readily applicable to any social systems. In her estimation both multiscalar system complexity and agency (individual and collective) need to be more thoroughly explored if resilience is to continue to have resonance with the social sciences. Her method is to provide an overview and critique of recent academic treatments of the concept of resilience, using examples of where social and ecological phenomena may converge, before ending with prescriptions for how resilience might be better utilized in future research. Additional Reading:
Optional Hornborg, A. 2009. Zero-Sum World. Challenges in Conceptualizing Environmental Load Displacement and Ecologically Unequal Exchange in the World-System. International Journal of Comparative Sociology vol 50(3-4):237-262.
# Complex socio-ecological systems/Case studies

April 1st
Case studies on Resilience of Complex SES.
Readings: Anderies, J.M., Walker, B.H. & Kinzig, A.P., 2006. Fifteen Weddings and a Funeral : Case Studies and Resilience- based Management. Ecology And Society, 11(1). Anderies et al. conceptualize resilience as a collection of ideas about how to interpret complex systems, or as a way of thinking, a perspective or even paradigm for analyzing social-ecological systems. The authors maintain that the ongoing development of resilience theory requires that it be confronted with case studies to help better understand systems and policy for SESs. They summarize some of the insights from the application of resilience-based concepts to 15 to fifteen of these. They argue that resilience will probably not obviate the need for theories in ecology, economics, and other social sciences but, that it can help integrate particular theories in a way that produces a better understanding of the dynamic that exists of linked SESs operating at multiple scales. Anderies et al. also address management extensively, arguing that resilience thinking offers an improvement over ways of intervening in SESs like maximum sustainable yield.
Scheffer, M., Brock, W. & Westley, F., 2000. Socioeconomic Mechanisms Preventing Optimum Use of Ecosystem Services: An Interdisciplinary Theoretical Analysis. Ecosystems, 3(5), pp.451-471.
# Complex socio-ecological systems/Ecosystem-Based Management

Discussants:
Frost, Peter, Bruce Campbell, Gabriel Medina and Lonard Usongo. 2006. Landscape-scale approaches for integrated natural resource management in tropical forest landscapes. Ecology and Society 11(2): 30
Ruckelshaus, Mary, Terrie Klinger, Nancy Knowlton and Douglas P. DeMaster. 2008. Marine ecosystem-based management in practice: scientific and governance challenges. BioScience: 58(1): 53.