OpenLLM-France/wikimedia huggingface dataset:
# Instructional Design/Constructivism/Cognitivism v. Constructivism
## Lesson 1

This lesson will introduce you to the differences between traditional teacher-centered instruction and authentic learning experiences, you will complete the following activities:

## 1st Step

* - Print out or save this (HOLD SHIFT and CLICK)
* Authentic Activity Checklist and Continuum.

## 3rd Step

After you have finished viewing these videos and completed the quality worksheet, please proceed to each of the discussion boards linked below to see what others have obeserved in the 2 lessons and to make your own comments.
* What deficiencies do you detect in the teacher-centered cognitivist instructional activities?
* *HOLD SHIFT and CLICK Discussion Board: Cognitivist Weaknesses
* What are the instructional strengths of engaging and learner-centric constructivist activities?
* *HOLD SHIFT and CLICK Discussion Board: Constructivist Strengths
* What is a clear way to state the need for incorporating more authentic learning experiences into instruction?
* *HOLD SHIFT and CLICK Discussion Board: Need for Authentic Learning Experiences
* Once you have completed the discussion board activities, to compare your worksheet answers with some recommended responses, HOLD SHIFT and CLICK here. Then advance to Lesson 2.
Click Lesson 2 to continue.
| Instructional Design: Homepage | Constructivism: Introduction | Pre-Lesson | Lesson 1 | Lesson 2 | Lesson 3 | Conclusion |

## Review the Objectives

* Given a video of two examples of instructional lessons consisting of an identical objective for learning, yet content differing in authentic and non-authentic learning experiences presented, learning participants will be able to write a blog posting that compares the two learning experiences.
* 1.1 Describe deficiencies of teacher-centered cognitivist instructional activities
* 1.2 List instructional strengths of engaging and learner-centric constructivist activities
* 1.3 State the need for incorporating more authentic learning experiences into their instruction
# Instructional Design/Constructivism/Design Document/Learning objectives

Learning Objectives
1. Key Objective: Given content, front-end analysis information, quality checklist and an instructional plan where the incorporation of an authentic learning experience would enhance its stated objectives, learning participants will be able to create an authentic learning experience that addresses objectives and aligns with constructivist principles, practices and strategies. The authentic learning experience must score greater than 80% on the authentic learning experience quality checklist.
* After viewing authentic learning experience content and a video of two instructional lessons consisting of an identical objective for learning, yet content differing in authentic and non-authentic learning experiences presented, learning participants will be able to:
   * 1.1 Describe deficiencies of teacher-centered cognitivist instructional activities
   * 1.2 List instructional strengths of engaging and learner-centric constructivist activities
   * 1.3 State the need for incorporating more authentic learning experiences into their instruction.
* After viewing demonstration of various examples of incorporation of authentic learning experiences within instruction, learning participants will be able to:
   * 1.4 Identify how authentic learning experiences reflect constructivist principles, practices and strategies.
   * 1.5 Identify ways in which authentic learning experiences enhanced instruction examples.
* After being presented with an instructional plan where an authentic learning experience could enhance stated objectives and a quality checklist outlining components of authentic learning experiences, learning participants will be able to:
   * 1.6 Create an authentic learning experience for instructional plan which achieves instructional objectives and aligns with components of authentic learning experiences identified on quality checklist.
* Given an expert testimonial’s example of incorporation of the authentic learning experience into instructional plan, along with detailed review of their strategy addressing quality checklist components, participants will be able to:
   * 1.7 Evaluate their achievement of incorporating components outlined below from quality checklist in their authentic learning experience which includes:
   * 1.7.1 Embedding learning in complex, realistic and relevant environments
   * 1.7.2 Providing for social negotiation
   * 1.7.3 Supporting multiple perspectives and the use of multiple modes of representation
   * 1.7.4 Encouraging ownership in learning
   * 1.7.5 Nurturing self awareness of the knowledge construction process
   * 1.8 List deficiencies/superiorities of their created authentic learning experience in comparison to authentic learning experience created by expert witness.
Design_Document
Topic:Instructional_Design
Syllabus Description
Project Description
Shhammer 19:33, 2 March 2008 (UTC) Shhammer 04:03, 28 February 2008 (UTC) Shhammer 01:05, 29 February 2008 (UTC) 76.252.31.54 03:27, 29 February 2008 (UTC)
# Instructional Design/Constructivism
## Let's Begin

* Constructivism suggests learning should occur in realistic settings using "authentic tasks." Some constructivists hold that ideally an authentic task "must contain no isolated tasks, must be [only] a real-world task, must be in context, and must involve no simplification of that context." (Merrill, in Duffy and Jonassen, Constructivism and the technology of instruction: a conversation, 1992, p.105). This lesson takes the view that it is not possible to conduct all learning under these ideal conditions. The lessons teach that authentic activities should match as nearly as possible real world contexts and be minimally "decontextualized." (Reeves, Herrington, and Oliver. 2002).
Honebein takes this approach:
* Provide experience with the knowledge construction process.
* Provide experience in and appreciation for multiple perspectives.
* Embed learning in realistic and relevant contexts.
* Encourage ownership and voice in the learning process.
* Embed learning in social experience.
* Encourage the use of multiple modes of representation.
* Encourage self-awareness of the knowledge construction process.
Peter C. Honebein (1996), "Seven Goals for the Design of Constructivist Learning Environments." In B. Wilson, Constructivist Learning Environments: Case Studies in Instructional Design.
* The goal of this module is to enable you to incorporate constructivist strategies (specifically, an authentic learning experience (ALE)) into instruction. You will be given three tasks to perform.
* First, you will compare two sample lessons and describe how the presence or absence of constructivist methods enhance and/or detract from the learning experiences.
* Second, you will use provided resources to envision constructivist experiences and incorporate them into sample instruction, aligning these learning experiences with common constructivist principles, practices, and strategies.
* Finally, you will evaluate your own work using expert examples and an authentic learning experience quality checklist.

## Before the Lessons

If you are unfamiliar with Constructivist ideas or would like a refresher, proceed to the "Pre-Lesson" linked below. It is an overview of constructivism that will provide a foundation for understanding Constructivist principles, practices and strategies. Once you have your feet firmly planted in Constructivism, give the lessons a try!

## Enjoy!

Click Pre-Lesson to begin.
| Instructional Design: Homepage | Constructivism: Introduction | Pre-Lesson | Lesson 1 | Lesson 2 | Lesson 3 | Conclusion |
# Instructional Design/Constructivism/Conclusion & Resources
## Conclusion

Constructivist learning theory is not meant to replace cognitive learning theory, rather it is meant to enhance it. Engaging, collaborative, productive learning activities can enhance even the best of cognitivist instruction. As you continue to explore the best ways to help students learn, keep a copy of this ALE Checklist nearby to ensure that your instruction provides them with an experience to remember.
Continue in your learning by exploring the following resources!

## Resources

Instructional Strategies Online http://olc.spsd.sk.ca/DE/PD/instr/index.html
"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."
Constructivism Resources http://www.thirteen.org/edonline/concept2class/w2-resources.html
Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning http://ifets.fit.fraunhofer.de/periodical/vol_2_2000/tam.html
To understand constructivism in technology-mediated learning: http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html
Constructivism http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
Constructivist Instructional Design/Models http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html#constructivism
Seven Goals for the Design of Constructivist Learning Environments http://crossroads.georgetown.edu/vkp/resources/glossary/constructivism.htm
Instructional Design Approaches http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm
Translating Constructivism into Instructional Design http://www.ifets.info/journals/8_1/5.pdf
Additional Resources http://web.ics.purdue.edu/~haagard/edci591t_web_02/additional/add.htm
This completes the learning module Designing Constructivist Learning Experiences.
Please review previous lessons or return to the Instructional Design: Homepage
| Instructional Design: Homepage | Constructivism: Introduction | Pre-Lesson | Lesson 1 | Lesson 2 | Lesson 3 | Conclusion |
# Instructional Design/Constructivism/Exploration of Constructivist Practices, Principles and Strategies
## Why Constructivism?

Holzer states, "The basic idea of constructivism is that knowledge must be constructed by the learner; it cannot be supplied by the teacher. This is vividly expressed by the Farsi proverb, 'A well must produce its own water.'"
Piaget's definitions of knowledge were a foundation of constructivist theory:
"Knowledge is an interaction between subject and object . . . Knowledge . . . is a perpetual construction made by exchanges between . . . thought and its object . . . Knowledge . . . isn't a copy of reality . . . it's a reconstitution of reality by the concepts of the subject, who, progressively and with all kinds of experimental probes, approaches the object without ever attaining it in itself. Thus, the construction of knowledge is a dynamic process that requires the active engagement of the learner.
The implications of constructivism relative to learning and teaching are as follows: We are all responsible for our own learning; the teacher is responsible for creating an effective learning environment."
Reference: Bringuier, J.C., Conversations with Jean Piaget, The University of Chicago Press (1980) (as cited in The Innovator No. 2 Spring 1994, Holzer, SM).
One means of creating effective (constructivist) learning environments is to use authentic activities or projects in the classroom, whether it be in k12, higher education, or corporate contexts. Authentic activities are those that have real-world application and efficacy. Jonassen states, "[w]e cannot all become masters of every content area." (Duffy & Jonassen, 1992, p.140). Students should be provided appropriate activites which challenge each student and they should be allowed to choose the level of difficulty and involvement which matches their ability at that time. Reference: Constructivism and the technology of instruction: a conversation. Duffy & Jonassen. (1992).

## Authentic Learning Experience (ALE) Checklist

Below is the Authentic Learning Experience Checklist used in this lesson. The checklist and definitions are based on an article titled "Authentic activities and online learning." (Reeves, Herrington, and Oliver. 2002). The article can be retrieved from: elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf
* Review the checklist and begin to grasp the concepts as outlined below. To download a copy, HOLD SHIFT and CLICK the Authentic Learning Experience Checklist.
Before proceeding to Lesson 1, HOLD SHIFT and CLICK here to take a quick quiz .
Click Lesson 1 to continue.
| Instructional Design: Homepage | Constructivism: Introduction | Pre-Lesson | Lesson 1 | Lesson 2 | Lesson 3 | Conclusion |
# Friedrich Nietzsche/Annotated Bibliography
## Biography

* Köhler, Joachim. Zarathustra's Secret: the interior life of Friedrich Nietzsche (originally in German).

## Works
### Beyond Good and Evil

* Burnham, Douglas. Reading Nietzsche: an analysis of Beyond Good and Evil. ISBN 1844650758.

## Bibliographies

* Snider, Nancy V. An annotated bibliography of English works on Friedrich Nietzsche, PhD dissertation, University of Michigan 1962.
* Reichert, Herbert William and Karl Schlechta. International Nietzsche Bibliography, Chapel Hill: University of North Carolina Press, 1960.
https://www.nypl.org/node/5654
Nietzsche: A Selected Annotated Bibliography https://www.nypl.org/node/5654
# Friction pendulum bearing

Friction Pendulum Bearing (FPB) is another name of Friction Pendulum System (FPS). It is based on three pillars:
* articulated friction slider;
* spherical concave sliding surface;
* enclosing cylinder for lateral displacement restraint.
Snapshot with the link to video clip of a shake-table testing of FPB system supporting a rigid building model is presented at the right.
# Friedrich Nietzsche/Name Game
## Learning Project Summary

While this lesson takes a light hearted look at the variation in the pronunciation of Friedrich Nietzsche's surname it raises issues of identity, meaning, knowledge and the nature of the author.
* Suggested Prerequisites:
** A sense of humor
** An opinion
* Time investment:
** "I regard profound problems as I do a cold bath - quick in, quick out."

## Learning Activity

Explore the resources and feel free to add new ones.
Ask friends, family and random strangers how they pronounce Nietzsche.
Start a debate about the possibility of providing a definitive pronunciation for Nietzsche's surname.
Undertake one of the assessment activities.

## Resources

* Bruces' Philosophers Song at YouTube
* Friedrich Nietzsche at www.answers.com
* Friedrich Nietzsche at Wikipedia

## Assessment

* Submit a recording of your chosen pronunciation.
* Mark up your chosen pronunciation using the International Phonetic Alphabet.
* Compose an appropriate limerick.
* Pen an aphorism that explores the pronunciation.
* Submit any questions and answers this activity has provoked.
* Comment on the assignments that have been submitted to the site.

## Active participants

Active participants in this Learning Group
* Mystictim 14:34, 22 November 2006 (UTC)
* Executivezen 21:23, 22 November 2006 (UTC)

## Submitted Assessments

Please submit any material relevant to the assessments in this area. They will be revalued by peer assessment. So expect comments from other people and feel free to comment on everything on this page. I suggest that rather than using the discussion page you add comments directly to any submission using : to indent them.
# Friendship

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Frightmare City (comic book)

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Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.
Frightmare City :
| Publication information ||
| Publisher | UCM |
| Schedule | Monthly |
| Format | Ongoing series |
| Genre | Crime/Horror |
| Publication date | October 2019 – |
| No. of issues | Ongoing |
| Creative team ||
| Created by | AC Turner |
| Written by | AC Turner |
| Penciller(s) | Fabio Alves Toni Doya Marcos Lima |
| Inker(s) | Fabio Alves Toni Doya Marcos Lima |
| Letterer(s) | AC Turner |
Frightmare City is a Canadian crime/horror comic book series created by writer AC Turner. It is an anthology series based on "Welcome To Fear City", a long forgotten pamphlet distributed by the New York City Police Department. In the pamphlet, a Hooded Death's Head warned readers to "Stay away from New York" as authorities grappled with uncontrollable violence that left the city teetering on the brink of bankruptcy. Using "Welcome To Fear City" , as a baseline, AC Turner crafted his own nightmarish version of New York. A city where crimes are perpetrated and punished each in their own horrible way.
Tag line: "Never ride the subway. Never leave midtown Manhattan. Stay inside after dark - no matter what!"
First issued in 2019 by publisher UCM, the comic is written by AC Turner with art by Fabio Alves (issue No. 1), Toni Doya (issue No. 2) and Marcos Lima (issue No. 3).
# Friis Transmission Equation
## Friis Transmission Equation

Friis Transmission Formula can be used to study RF communication links. The formula can be used in situations where the distance between two antennas are known and a suitable antenna needs to be found. Using Friis transmission equation, one can solve for the antenna gains needed at either the transmitter or receiver in order to meet certain design specifications.
${\frac {P_{receiver}}{P_{transmitter}}}=G_{t}G_{r}\left({\frac {\lambda }{4\pi \mathbb {R} }}\right)^{2}$
Where P$_{receiver}$ is the recieved power in Watts (W), P$_{transmitter}$ is the transmitted power, G$_t$ is the transmitting antenna's gain, G$_r$ is the receiving antenna's gain, $\lambda$ is the wavelength of the transmitted and received signal in meters, and R is the distance between the antennas in meters. The gain of the antennas is not in decibels. To convert to the gain back to a power ratio use: $G=10^{\frac {G_{dB}}{10}}$.

## Example 1

An engineer is designing a communications link at 3 GHz where the receiver sensitivity is such that $1\mu W$ of power is needed to overcome receiver noise. The receiving antenna gain is 8dB, the transmitter antenna gain is 10dB, the transmitting power level is 25 Watts, and the distance between the two antennas is 1km. Will the communications link work?
Solution
The problem is solved by first converting the frequency of 3 GHz to a wavelength $\lambda$, and converting the antenna gains from decibels to a power ratio.
$\lambda ={\frac {c}{f}}$ where c is the speed of light in meters per second, and f is the frequency in Hz. We will use a c of 300 million m/s. This means that lambda is 0.1 meters. Using the conversion formula given above, the transmitter antenna gain G$_t$ is 10, and the receiver antenna gain is 6.3.
Using Friis Equation we have the following relation $P_{receiver}=P_{transmitter}G_{t}G_{r}\left({\frac {\lambda }{4\pi R}}\right)^{2}$ where the transmitted power is 25 Watts, and the distance R is 1000 meters. Using the given values P$_{receiver}$ is $99.88\cdot 10^{-9}$ or 99.88 nanowatts (nW) which is much less than the needed 1 microwatts needed to overcome receiver noise.
Answer The communication link will not work unless the antenna gains or the transmitter power levels are dramatically increased.

## Example 2

If an engineer is designing a communications link with a receiver antenna gain of 10dB and transmitter antenna gain of 12dB at a frequency of 10GHz, how much power will be received at the receiver if the transmitter is transmitting with a power of 25 watts across a distance of 1 kilometer.
ans: -46.4623721 dBm

## Resources

w: Friis Transmission Equation
# Fruit Clock

The Fruit Clock is a companion project to the Bloom Clock, for collecting, organizing and interpreting data from observations of plants producing fruits and seeds. Like the bloom clock, visual keys will be generated to help people identify fruits encountered in the landscape, including both wild and cultivated plants. Fruits and seeds will be logged as unripe, ripe, and/or "harvestable" (many crops -- such as cucumbers and summer squashes -- are actually picked and eaten when immature).
See Category:Fruit clock templates/fcpp for templates under development. The pseudonamespace "FCP" is being used for the profile and log pages.
Experimental profiles:
* FCP/Cardamine hirsuta
* FCP/Taraxacum officinale
# Early Childhood Mathematics Education/Early Childhood Measurement

* Length
* Mass
* Area
* Volume
# Early Childhood Mathematics Education/Language of mathematics
## Introduction

Mathematics is the all encompassing language that describes the logical concepts of counting, measurement (space, weight, time ect.), geometry, arithmetic & further branches of formal math. We begin with counting single digits, working up from 0 to 9 and then go on to two digit numbers, progressing slowly. To develop these concepts with little children it is the easiest to incorporate counting into your every day life. Slowly they will develop number sense, usually well after rote memorization of number order. A third important concept children need before advancing is one-to-one correspondence, which means that they count exactly one object for each number stated aloud.
Use the basic words that make up the language of mathematics so that they can become part of the vocabulary of your toddler. Identify shapes, colors and other attributes as well as counting objects, steps, seconds, and any other thing that can be made fun for your toddler. And then expand these into actual concepts by using them in context and asking questions. This is most effective when done during the normal day to day living around the home. In addition model the use of more advanced mathematics by narrating your use of measurements in cooking, calculating distance and adding or subtracting objects. It is best for the child to experience math in the most concrete forms possible until they are ready to move on to more abstract forms.

## Basic Vocabulary

* ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN It is best if you count actual items when you count to establish a concept of what this little rhyme means from an early age.
* WHOLE, HALF, QUARTER These concepts are easy to refer to when baking in the kitchen, of halving an apple etc
MrDBrand 13:41, 25 July 2008 (UTC)
# Early Childhood Mathematics Education/Inch and centimeter

A way to teach these concepts to pre-schoolers, even prior to understanding a ruler, is the bogie (short for Kraadtzenbogen, a stick (limit 11 inches for safety's sake) with notches to produce a horrific rattling noise when scraped (kratzed) across the corner of a piece of furniture, a rim of a cooky tin, or coathangerwires on a zooky (nasty violin-shaped instrument). See Essential Preschool Part I. (Diagrams are in preparation.)
Along one long edge of the stick, from the narrower end up to 3-4 inches short of the thicker end (if applicable), dig notches one inch apart by means of a file. Along another long edge dig notches one centimeter apart. (On a round stick the notches can be along opposite sides.) You can use a ruler to make sure these are exactly correct, but it doesn't matter that much.
When the youngster uses the bogie to kratz on something, the inch-apart notches will create a sparer, less rattly rattle noise than the centimeter-apart ones, thus the infant learns a synesthetic way of understanding the difference between inch and centimeter-- sound, feel (the vibrations) and sight (the visible difference between the two notch series).
# Early Childhood Mathematics Education

* Language of mathematics
* Beginning Processes
* Number
* Patterns and algebra
* Early Childhood Measurement
* Chance and Data
* Space
* Questioning
* Assessment for learning
* Standardised assessment
* Interactive teaching for learning
* Instructivist teaching
* Grouping of students
* Pace