OpenLLM-France/wikimedia huggingface dataset:
# BCP/Galium odoratum

Galium odoratum
| Plant in bloom Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Galium odoratum (Sweet Woodruff) Identifying Characteristics Recent Logs SB Johnny-LM 20:23, 21 May 2007 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) May
Additional images:
# BCP/Galium aparine/Logs

This page contains recent bloom logs for Galium aparine (Goosegrass). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 23:17, 20 May 2007 (UTC)
* --SB_Johnny | 17:27, 23 May 2007 (UTC)
* --SB_Johnny | 10:21, 26 May 2007 (UTC)
* --SB_Johnny | 13:38, 2 May 2008 (UTC)
* --SB_Johnny | 10:13, 17 May 2008 (UTC)
* -- Turnvater Jahn 20:07, 21 May 2008 (UTC)
* --SB_Johnny | 09:50, 27 May 2008 (UTC)
* --SB_Johnny | 08:56, 2 June 2008 (UTC)
# BCP/Galium aristatum

Galium aristatum
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Galium aristatum (Awned Bedstraw, False Baby's Breath) Identifying Characteristics Habit:Sprawling, vine-like herbaceous plantFoliage:WhorledStem:Thin, flexibleLife Cycle: Perennial Recent Logs --SB_Johnny | 11:44, 4 July 2007 (UTC) --SB_Johnny | 13:45, 21 July 2007 (UTC) --SB_Johnny | 10:07, 1 August 2007 (UTC) --SB_Johnny | 13:02, 28 August 2007 (UTC) SB Johnny-LM 09:54, 8 September 2007 (UTC) --SB_Johnny | 09:55, 14 July 2008 (UTC) --SB_Johnny 12:15, 17 August 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) July ,August, September
Additional images:
# BCP/Galium triflorum

Galium triflorum
| Galium triflorum Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Galium triflorum (Fragrant Bedstraw) Identifying Characteristics Habit:CreepingFlowers:Four tiny white petalsFoliage:Six leaflets in a whorl below the peduncleStem:SquareFruit:Single fruiting peduncles rising above basal rosettes. Recent Logs Jomegat 00:53, 22 July 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall
Regional data: New Hampshire: June, July, August , September, October, November
Additional images:
# Collaborative Learning/Examples

Examples of collaborative learning include projects where students collaborated on the development and projects where students collaborated on the finished product through a divide and conquer strategy. Both types of examples are included below.

## Collaborative Development

* Applied Programming
* Bloom Clock
* Collaborative play writing
* Data Networking
* Helping Give Away Psychological Science
* Information Systems
* Laneways of Harbour Grace
* Localization
* Managerial Economics
* Motivation and emotion/Book
* Project Management
* Social media in education
* Wikibooks: Introduction to Computer Information Systems
* Wikibooks: The Computer Revolution

## Collaborative Product

* Digital Media Concepts
* Editing Internet Texts
* Escuela de Lenguas UNLP
* Federal Writers' Project - Life Histories
* Instructional design
* Menomonie, Wisconsin History
* North Carolina World War I
* Research in programming Wikidata
* World War I -- Life Histories

## See Also

* Wikiversity:Real world schools
# Collaborative Learning

Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. This learning project provides resources and best practices for learning about and designing effective collaborative learning activities.

## Learning Tasks

* Compare learning alone in a quiet room focused on a specific learning topic with collaborative learning in a group, where learners/students interact with eachother and solve a problem jointly.
** What are benefits and drawbacks of both scenarios?
** How would you mix those learning scenarios?
** When you prefer learning alone and when would you prefer learning collaboratively? Explain to the other students why you prefer which scenario. What can be the implications of the teacher knowing those preferences of the students?
** Can you identify learning topics that might be better addressed in collaborative setting? (e.g. due to complexity of topic, requirements of different expertise, ...) provide example for the topics.
** Compare Collaborative Learning with other collaborative approaches like Collaborative Mapping. What are similarities and differences?
* Look at grand challenges like climate change or COVID-19. Are these topics appropriate for collaborative learning even if there are no easy answers for these global challenges? The teacher will not and cannot expect from the students to solve such kind of a problem. How would you as teacher introduce the learning task and how would you describe the expected outcome for the students? (e.g. improve Risk Literacy, ...)

## Resources

* Benefits
* Best Practices
* Examples
* Learning Modes
* Rubrics
* Stages of Group Development
* Team Evaluation Form
* Team Formation

## See Also

* Contextual Learning
* Instructional design
* Teaching and Learning Online
* Wikipedia: Collaborative learning
* Collaboratively Building Concepts
* Collaborative Mapping
* Facilitating Online
* Wikipedia: Computer-supported collaborative learning

## External Links

* The Web 2.0 and Participatory e-Learning - course by Curtis Bonk
* Wikis as Tools for Collaborative Learning and Knowledge Management - a course by Bernie Dodge.
* Teaching and learning online with wikis by Naomi Augar, Ruth Raitman and Wanlei Zhou
* Wikis in teaching and assessment: the M/Cyclopedia project by Axel Bruns and Sal Humphreys
* Open Study - See introduction at The Chronicle of Higher Education.
# Collaborative Learning/Best Practices

Best practices are methods or techniques that have consistently shown results superior to those achieved with other means, and that are used as benchmarks. Collaborative learning best practices include cooperation over competition, team size, team charters, and outcomes assessment.

## Cooperation Over Competition

Collaborative group experiences must encourage cooperation over competition. This is accomplished by promoting positive interdependence, promotive interaction, individual responsibility and accountability, interpersonal group skills, and group reflection.
* Positive interdependence is created when students have a common goal, with interdependent skills, roles, and reward structure.
* Promotive interaction takes place through group information sharing, and a combination of teammates encouraging and challenging the work that is produced.
* Individual responsibility and accountability is maintained when group sizes are small, performance is assessed individually, and group members are able to hold each other accountable for their contributions.
* Interpersonal group skills are encouraged through an effective introduction process, followed by promotion of positive communication, support, and conflict resolution skills.
* Group reflection encourages the group to review their efforts and determine which actions were helpful and should be repeated, and which actions were ineffective and should be revised.

## Team Size

Teams perform best in groups of three to five students.
* Teams of two tend to result in a dominant member making all decisions.
* Teams larger than five result in passive members who do not contribute to the project.
* Smaller teams have fewer lines of communication and are more productive.
* Forming teams of only three to four students allows space for a fifth member to be added should any later team membership adjustments be necessary.

## Team Charter

The use of a team charter, team contract, policies and expectations agreement, or similar document encourages effective communication and conflict resolution. Include sections for:
* Purpose and objectives
* Contact information
* Member strengths
* Roles required and how roles will be filled
* Communication methods and frequency
* Meeting plans
* Team expectations
* Decision-making process
* Conflict resolution approach

## Outcomes Assessment

Collaborative projects must be consistent with course objectives. This may include both individual and collective outcomes. Outcomes may be assessed using:
* Individual or team self-assessment
* Instructor assessment
* External assessment (stakeholder review)

## See Also

* Cooperative Learning: Best Practices
* Effective Strategies for Cooperative Learning
* How to Design Effective Online Group Work Activities
* Wikipedia: High-performance teams
* ResearchGate: Seven Problems of Online Group Learning and Their Solutions
# Collaborative Learning/Rubrics

Scoring rubrics are used to communicate expectations of quality around a task and to delineate consistent criteria for grading. A rubric similar to the following may be used to evaluate collaborative learning efforts:
Levels of Achievement
| Criteria | Novice | Competent | Proficient |
| Participation | 0 points Participation in team discussion board posts and wiki edits is minimal and inconsistent. | 1 point Participation in team discussion board posts and wiki edits is occasional and consistent. | 2 points Participation in team discussion board posts and wiki edits is frequent and consistent. |
| Preparation | 0 points Contributions miss team deadlines and miss assignment requirements. | 1 point Contributions meet team deadlines or are consistent with assignment requirements. | 2 points Contributions meet team deadlines and are consistent with assignment requirements. |
| Communication | 0 points Communication efforts are rarely effective or productive. | 1 point Communication efforts are usually effective and productive. | 2 points Communication efforts are consistently effective and productive. |
| Collaboration | 0 points Contributions reflect minimal and inconsistent integration with teammate efforts. | 1 point Contributions reflect occasional and consistent integration with teammate efforts. | 2 points Contributions reflect frequent and consistent integration with teammate efforts. |
| Overall Quality | 0 points Contributions reflect minimal effort or poor quality. | 1 point Contributions reflect good effort and satisfactory quality. | 2 points Contributions reflect superior effort and excellent quality. |

## See Also

* Wikipedia: Rubric (academic)
* Grading Methods for Group Work
* AACU: Teamwork VALUE Rubric
# Collaborative Learning/Stages of Group Development

Collaborative learning groups will experience different stages of interaction as they learn to work together to complete a project. These have been described as:
* Forming - getting to know each other
** The team gets acquainted and establishes ground rules. Formalities are preserved and members are treated as strangers.
* Storming - struggling to determine how they will work together
** Members start to communicate their feelings but still view themselves as individuals rather than part of the team. They resist control by group leaders and show hostility.
* Norming - hopefully finding their niche within the team
** People feel part of the team and realize that they can achieve work if they accept other viewpoints.
* Performing - completing the project
** The team works in an open and trusting atmosphere where flexibility is the key and hierarchy is of little importance.
Be prepared to assist teams through the storming phase. For some teams this will be early in the project and resolved. Other teams may storm for the length of the project.

## See Also

* Wikipedia: Tuckman's stages of group development
* Wikipedia: Group development
# Collaborative Learning/Team Formation

Collaborative learning requires team formation. There are several approaches to this:
* Instructor forms teams randomly
* Instructor forms teams purposefully
* Students select their own teammates
Instructor forming teams randomly results in the luck of the draw for both students and instructor.
Instructor forming teams purposefully requires some background knowledge and reasons for the given organization. These may include grouping students with similar interests so they may focus on a specific topic, or grouping students with diverse abilities or backgrounds to enhance shared understanding. But care must be taken to avoid isolating at-risk students.
Students selecting their own teammates allows students to take ownership of and responsibility for their situation, and determine their own affinity for other team members, typically determined by work style. Proactive students will tend to group together, as will procrastinators. This can eliminate much of the friction teams typically experience.
However, research has shown that allowing students to form their own teams also influences outcomes. In many ways the overall quality of a project can be predicted based on when a team forms compared to other teams. But this approach does provide leadership opportunities for procrastinators who truly want to succeed, and prevents students unwilling to pull their own weight from getting a free ride.
With any team formation approach, the instructor must be prepared to make adjustments if they find a team that is unable to function productively. Some instructors allow teams to vote off unproductive members, with those removed from a team left to find a new team or complete the project on their own.
When considering team size, it is important to recognize the number of communication channels between team members increases exponentially based on team size. A team of three has 3 potential communication channels, while a team of four has 6, and a team of five has 10. Larger teams must spend more time communicating, resulting in lower productivity.
For projects lasting more than a couple of weeks, the use of some type of team charter to share contact information, member strengths, meeting plans, expectations, and communication / conflict resolution is recommended.

## See Also

* CATME.org
# Collaborative Lesson Planning
## Relevant Documents

* File:How-to Upload a Lesson Plan to Wikiversity.pdf

## Courses

* P2PU Cycle 4: Collaborative Lesson Planning
* P2PU Cycle 3: Collaborative Lesson Planning

## Speeches

* Wikimania 2010: Collaborative Lesson Planning

## Also

* 2011 Exhibition at the Interactive Show
* 2013 InService at The COC

## to-do

* develop some sort of emacs "package manager" for curriculums? K-12 lesson plans, syllabi, textbooks, etc., all hosted on github and easily downloadable by any administrator or teacher
** school could then re-mix whatever materials they needed to suit their pedagogical and student needs, and release then update the "package" with all of their additions
* create a standard lesson plan so that all teachers can use each oterh's stuff and get a context of what they're seeing, sort of like measurements in a recipe (Cf. Clay Shirky's "Cognitive Surplus).
** one attempt
* write an article about CLP summarizing the process, before the next cycle of courses
** find collaborators amongst people who are involved already
* develop this enough to get it Wikipedia ready
* start a CLP GNU mailing list?
* read:
** Collaborative Lesson Plans. by: Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center. http://www.citeulike.org/user/rodreference/article/6744262
** On-line collaborative lesson planning: an experiment in teacher education
# Collaborative Learning/Benefits

The benefits of collaborative learning include better student engagement and improved student success as measured by student grades, course completion, long-term persistence from semester to semester, and degree completion. "Students learn more when they are actively involved in their education and engage in joint educational efforts with other students."
The Community College Survey of Student Engagement (CCSSE) measures student engagement in part based on the following college activities. Of the 21 activities listed, seven may be directly addressed by web-based team projects, and four others may be influenced by these projects, all indicated in bold.
* Asked questions in class or contributed to class discussions
* Made a class presentation
* Prepared two or more drafts of a paper or assignment before turning it in
* Worked on a paper or project that required integrating ideas or information from various sources
* Came to class without completing readings or assignments
* Worked with other students on projects during class
* Worked with classmates outside of class to prepare class assignments
* Tutored or taught other students (paid or voluntary)
* Participated in a community-based project as a part of a regular course
* Used the Internet or instant messaging to work on an assignment
* Used email to communicate with an instructor
* Discussed grades or assignments with an instructor
* Talked about career plans with an instructor or advisor
* Discussed ideas from your readings or classes with instructors outside of class
* Received prompt feedback (written or oral) from instructors on your performance
* Worked harder than you thought you could to meet an instructor's standards or expectations
* Worked with instructors on activities other than coursework
* Discussed ideas from your readings or classes with others outside of class (students, family members, coworkers, etc.)
* Had serious conversations with students of a different race or ethnicity than your own
* Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values
* Skipped class
Other benefits noted that are not part of the CCSSE survey include:

## See Also

* Wikipedia: Community College Survey of Student Engagement
* The Journal of Educators Online: Using Social Media Technologies to Enhance Online Learning
* MERLOT Journal of Online Learning and Teaching: Why Wikis? Student Perceptions of Using Wikis in Online Coursework
# Collaborative Learning/Team Evaluation Form

A team evaluation form similar to the following should be completed by each team member and submitted directly to the instructor. Corresponding instructions might include:
Create a team project evaluation document similar to the following. List each member of the team, including yourself, and then rate each member's effectiveness in helping to complete this assignment, and answer the two learning questions that follow. Each team member will submit their own confidential evaluation of the team's effectiveness. The instructor will not share your ratings and comments with other team members.
Team Project Evaluation
| Team Member | Name 1 | Name 2 | Name 3 |
| Participation (early, often) | (0-2) | (0-2) | (0-2) |
| Preparation (on time, on target) | (0-2) | (0-2) | (0-2) |
| Communication (effective, productive) | (0-2) | (0-2) | (0-2) |
| Collaboration (all for one, one for all) | (0-2) | (0-2) | (0-2) |
| Quality (academic excellence) | (0-2) | (0-2) | (0-2) |
| Total | (0-10) | (0-10) | (0-10) |
What have you learned from this team experience?
How will you apply this learning to future team efforts?
# Cryptography/Substitution Algorithms

Substitutions are quite simple. As the name implies, they substitute one thing for another to encrypt plaintext into ciphertext. The key is the arrangement of the characters (if we're dealing with an alphabet substitution) that tells us what is exchanged for what.
Consider the alphabet and a rotation cipher of 2 positions.
    abcdefghijklmnopqrstuvwxyz becomes
    cdefghijklmnopqrstuvwxyzab
To encrypt, replace all letters in your plain text with the corresponding letter below it, as given in the box above. For example, using this method,
    marie huynh wrote this
becomes
    octkg jwapj ytqvg vjku
To decrypt, simply replace these letters with the corresponding ones above.
# Cryptography/Other Substitution Cyphers
## Playfair Cipher

Playfair cipher consists of a table of 5x5 letters. The table have all of the 26 english letters. The arrangement and distribution of the letters in the table depends on the chosen key.

## Creating the table

Lets have the word ENCRYPTION as a key.
Start with writing the key word in the table, each letter in a cell. If a letter appears more than once in the key word, it is only included once in the table.
The letters (I) and (J) were combined in a single cell, so we will have 24 cells for the rest of 24 letters.
After writing the key word to the table, fill the remaining cells alphabetically.
So far, you will get this table.
* E N C R Y
* P T I/J O A
* B D F G H
* K L M Q S
* U V W X Z
Note that the letter (N) from the key word was not repeated and the letters (I) and (J) are in the same cell.

## Encryption

Lets have the following sentence as a plaintext: I will meet you.
* Start by cutting the plaintext into fixed size units, each containing two letters.
* While creating units, if you get a unit has the same letter, insert (X) between them and transfer the right letter to the next unit.
* If you have a single letter in the last unit, add (X).
You will get this:
* iw il lm ex et yo ux
Now we need to exchange each unit with its corresponding ciphered unit. To do that there is 3 rules:
* If the two letter in the same column,substitute each letter with the one below. If the letter was the last one in the column take the first letter in the same column (IW-->FC).
* If the two letter in the same row,substitute each letter with the one in the right. If the letter was the most right letter,take the first letter in the left from the same row(LM-->MQ).
* otherwise,Intersect the row of the first letter in the unit with the column of the second letter in the same unit, this will give the first letter. And intersect the column of the first letter in the unit with the row of the second letter in the same unit to get the seconde letter(IL-->TM).
The encrypted units will be this:
* FC TM MQ RU NP RA VZ
The ciphertext will be: FCTMMQRUNPRAVZ .

## Decryption

To decrypt, start by cutting the ciphertext into units. Then use the table to get the plaintext using the same rules. However, there are some differences:
* If the two letter in the same column,substitute each letter with the one above. If the letter was the first one in the column take the last letter in the same column (FC-->I/Jw).
* If the two letter in the same row,substitute each letter with the one in the left. If the letter was the most left letter,take the first letter in the right from the same row(MQ-->LM).
* otherwise,Intersect the row of the first letter in the unit with the column of the second letter in the same unit, this will give the first letter. And intersect the column of the first letter in the unit with the row of the second letter in the same unit to get the seconde letter(TM-->I/JL).
# Cryptography/More Simple Substitution Cyphers
## Simple Shifts (A->B B->C, A->Z Z->Y)

With simple shifts, A could equal any of the other 25 letters of the alphabet, eg C, and B could equal the letter before or after that, in this case it would have to be D.
For example,
would mean that Z = B and O = Q and "Wikiversity" would become "Ykmkxgtukva."
Here's another example:
In the above cypher, each letter now equals its preceding letter. B now equals A, P now equals O and "Wikiversity" has become "Vhjhudqrhsx."

## Number Substitution (A=1 Z=26)

<insert reverse substitutions>

## Reverse Substitution (A->Z B->Y...Z->A)

<insert reverse substitutions>
# Bioethics

Bioethics
Contents:
* /Introduction
* /Environmental