OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Developing Instructional Materials for the Interpersonal Domain: Content Development Strategies

The content of the instruction should provide contextualizing elements (collaboration, role play, case
studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to
prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds.
When developing or modifying instructional materials for the interpersonal domain, the instructor
should ask these questions:
content forthcoming
Look for material that engages students in:
* peer-sharing
* cooperative learning
* large group simulation
Instructional and assessment activities should draw upon the following elements:
* Listening and communicating
* Interpersonal interactions
* Team games
* Questionnaires, surveys, and activities which require gathering input from others
* Cooperative learning
* Leadership activities
* Peer Activities such as counseling and tutoring
The material should be designed to develop:
* listening skills
* person-to-person communication
* giving and receiving feedback
* talking to others
* teamwork
Need to combine above elements...
Motivation and decision making should be built in to the materials being developed. Develop the
materials so that the instructor is not built into the process.
| Instructional Design | Interpersonal behaviors | < Introduction & Overview | Media Selection Strategies > |
# Instructional design/DS Examples
## Digital Storytelling Examples
### Audio
#### Audacity 2.0

Audacity allows users to edit multiple layers of audio easily and quickly. Audacity 2.0 and the lame_mp3 plugin can be downloaded from http://audacity.sourceforge.net/. The lame_mp3 plugin allows audacity to export MP3 files. To view an example of an audio story created with Audacity, click here.

#### Soundcloud

Soundcloud allows users to share their audio stories that also allows listeners to embed comments for others to view within the track. To view an example of an audio story posted on soundcloud, click here.

### Images

In addition to using images to enhance video stories, an individual image or a collection of images can be used to express meaning and create a story.

#### Flickr

Flickr allows users to create collections of images to tell a story. To view a Flickr story, click here.

### Video

Videos can tell stories by themselves, as well as through the incorporation of additional text, audio, and images.

#### YouTube

YouTube allows users to upload, share, edit, comment, and remix videos. To view an example of a YouTube, click here.

#### Vimeo

Vimeo also allows users to upload and comment on videos, but is more educationally based than YouTube. To view an example of a Vineo story, click here.

### Social Media

Many of the tools mentioned could be classified as social media. There are a few platforms that incorporate media from all categories, which are explained below.

#### Twitter

* To view a record of a hashtag story, click here.
* To view a profile story, click here.

#### Facebook

The new Facebook timeline has enhanced the visual representation of these stories in a chronological fashion, thus making each individual’s Facebook page the digital story of their life. To view an example of a historical use of a Facebook story, click here.

#### Storify

Storify pulls social media information into one cohesive page. To view an example of a Storify story, click here.

#### Tumblr

Tumblr allows users to create individual blogs or collaborate on one blog. To view an example of a Tumblr story, click here.

#### Voicethread

Voicethread allows users to comment on slides using text, video, audio, and can draw on video slides through a comment. To view an example of a Voicethread story, click here.

#### Prezi

While Prezi provides a “blank canvas” for users to create on and viewers to explore, a path can be created for a viewer to follow. To view an example of a Prezi story, click here.
# Instructional design/Converting a textbook chapter lesson into a technology based lesson

| ID Homepage | 1. What is a textbook based lesson and a technology based lesson | 2. TBCL | 3. TBL | 4. Building a TBL |
Back to Topic: Instructional Design

## What is the difference between a TBCL and a TBL?

After completing this tutorial, you will be able to:
* Differentiate examples of “text-book-chapter lesson” (TBCL) and “technology-based lesson” (TBL)
* Have procedures for converting a TBCL into a TBL.
* Take a rubric with you to determine if you have a good converted lesson.
* See an example TBCL converted into a TBL and graded against the rubric.

### Why should it be switched from a TBCL to a TBL

* A TBCL involves the students using their book to gather information.
* The student would then use the book to complete review questions and study for a test.
* Sounds boring, right?
* A TBL involves students using a variety of technology to engage the information.
* Students would use this technology to showcase their subject knowledge in ways that interest them
* Sounds more engaging, right?
| ID Homepage | 1. What is a textbook based lesson and a technology based lesson | 2. TBCL | 3. TBL | 4. Building a TBL |
Back to Topic: Instructional Design
# Instructional design/DS Bloom's Taxonomy
## Bloom's Taxonomy of Cognitive "Transformation"

| Level | Kind | Explanation |
| 1 | Knowledge | Character knows, remembers, or describes something. |
| 2 | Comprehension | Character explains, interprets, predicts something. |
| 3 | Application | Character discovers, constructs, or changes something; applies understanding to a new situation. |
| 4 | Analysis | Character deconstructs a situation, distinguishes between options, plans or organizes something, compares and contrasts different things. |
| 5 | Synthesis | Character pieces together parts to form a new understanding of a situation. |
| 6 | Evaluation | Character assesses a situation, critiques and/or defends an idea, person; evaluates a situation in order to respond to it. |
Source: Bloom, 1964.

## Bloom's Taxonomy of Affective "Transformation"

| Level | Kind | Explanation |
| 1 | Receiving phenomena | Character listens to others respectfully. |
| 2 | Responding to phenomena | Character participates in solutions, works with a team, helps others. |
| 3 | Valuing | Character demonstrates belief in a value system that manifests itself in solving problems for others and in valuing cultural and individual differences.. |
| 4 | Organization | Character prioritizes values, resolves conflicts, develops personalized value system; balances freedom and responsibility and accepts standards of moral behavior. |
| 5 | Internalizing values | Character acts on value systems as an individual, rather than in response to group expectations; uses teamwork effectively, values others for their intrinsic merit rather than external qualities. |
Source: Bloom, Krathwohl, & Masia. 1964.
| Back: How Stories Facilitate Learning | ID Homepage |
# Instructional design/DS Tools
## Storyteller's Toolbox

Digital Stories are created through the use of audio, images, video, and text. The first three categories (audio, images, video) are presented below. A multitude of digital tools exist for creating and manipulating media into stories. With that fact in mind, we have chosen our favorite digital tools that we believe will be useful for a novice or expert storyteller. (Note: Ctrl+click or Command+click to open links in a new window.) If you have time and would like examples of digital stories created with each of the presented tools, click Digital Storytelling Examples.
| Format | Program | Features | Link |
| Audio | Audacity 2.0 | Free, open source audio editing program (Note: requires Lamp MP3 plugin for exporting MP3 files) | Audacity |
| Audio | iTunes U | Platform for students and educators to share audio stories via computer or mobile device | iTunes |
| Audio | Soundcloud | Allows users to share audio stories and embed comments for others to view | Soundcloud.com |
| Images | Flickr | Allows users to create collections of images to tell a story | Flickr.com |
| Images | Pixlr | Free online photo editor | Pixlr.com |
| Video | YouTube | Allows users to upload, share, edit, comment, and remix videos | YouTube.com |
| Video | Vimeo | Allows users to upload and comment on videos | Vimeo.com |
| Video | iMovie | Free video editor for Mac users | iMovie |
| Video | windows Live Movie Maker | Free video editor for PC users | Movie Maker |
| Social Media | Twitter | Microblogging platform that allows users to upload images, link to videos, and link to websites: create a story collaboratively via common hashtag create a story collaboratively via dedicated account | Twitter.com |
| Social Media | Facebook | Allows users to post images, videos, and text descriptions. | Facebook.com |
| Social Media | Storify | Curates posts from Twitter, Facebook, YouTube videos, and other social media in one cohesive page. | Storify.com |
| Social Media | Tumblr | Blogging platform that allows users to post images, videos, text, links, and quotes. Users can create individual blogs or collaborate on one blog. | Tumblr.com |
| Social Media | Voicethread | Collaborative slideshow that uses images, documents, videos, and audio; allows comments | Voicethread.com |
| Social Media | Prezi | Nonlinear presentation program that allows the incorporation of images, videos, text, and audio | Prezi.com |

## Application

Now that you have an understanding of the most common tools used in digital storytelling, test your knowledge with the following quiz. For each question, select all that apply.
| Back: Assessment Considerations | Home | Next: Creating a Digital Storytelling Plan |
# Instructional design/Content prioritization/ANSWER
## QUESTION #1:

Why would you not want to train a task that is accomplished infrequently?

## ANSWER #1:

Skills need to be transferred to the workplace and used and reinforced. Infrequent tasks are better when supported through the use of a job aid, electronic performance support system (EPSS), or other means. Teaching a skill that is not going to be used within a reasonable length of time can contribute to unnecessary overload. Instead, focus on skills that are used often and/or are critical. Phonebein 15:24, 3 April 2008 (UTC)You need a clear instruction for what the learner should do next, and preferably a link that enables the learner to do that action. See how the Learning Objectives group does this for detailed feedback on their lesson quizzes. They use a "< Back" link to do this.
# Dignity/why do I sometimes feel so worthless?

The short answer is: put downs are easy, they have a powerful negative effect on the victim, and they provide an apparent short-term thrill for the aggressor. The asymmetry is stunning; the aggressor gets a momentary thrill while the victim remembers the shame for a very long time.
Consider the common situation where a young child, engrossed in play, inadvertently and unintentionally knocks over a glass of milk from the breakfast table. The milk spills out over the floor and the glass breaks. The frustrated mother impatiently shouts “you are so clumsy and stupid” while she hurries to clean up the mess, displaying her contempt for the child.
Consider the impacts here:
* The mother is physically giant compared to the child. She is large, angry, moving quickly, and shouting. She is a primary authority figure for the child. She is focusing her displeasure at the child.
* The statement “you are stupid” criticizes the child’s being, not only his behavior. It describes what he is, not only what he does.
* The statement “you are stupid” has an unlimited time horizon, it implies that the stupid condition will last indefinitely, perhaps forever.
* All of this is in response to a trivial lapse by the child
This event can easily become a prototype for how we experience criticism throughout our lives. We accumulate long-lasting doubts about the worthiness of our essence. No experiences affirm our worthiness with the same power, frequency, or impact to counterbalance the insults we regularly suffer. The shame can become deeply rooted and persistent, self-doubts can easily arise.
As an antidote to these corrosive forces, work toward becoming authentically humble. Integrate humility with a constructive willfulness.
Assignment: Recall a time when you were insulted or humiliated. How did it make you feel? How long did those feelings last? Did you doubt your self-worth as a result? Try to estimate how significant and long-lasting an event this was for you, compared to the person who insulted you.

## Recommended Reading

* Brown, Brené (October 4, 2010). The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazelden. pp. 260. ISBN 978-1592858491.
* Fuller, Robert W. (April 1, 2004). Somebodies and Nobodies: Overcoming the Abuse of Rank. New Society Publishers. ISBN 978-0865714878.
# Din-Norm/Square root/Exercise

Is there any relation between the Din-Norm for paper and square roots?
# Diploma Web Development Qualification in Australia

Web Design → Diploma Web Development Qualification in Australia
This page is part of the Web Design project. :
Qualification name: ICA50605 Diploma of Information Technology (Website Development)
From the official document:
    "This qualification provides the skills and knowledge for an individual to be competent as a senior ICT professional with responsibilities spanning design, development, site performance, database integration through to implementation and acceptance testing."

## Core Units

* BSBPM505A Manage project quality
* ICAA5054A Validate quality and completeness of system design specifications
* ICAA5056A Prepare disaster recovery and contingency planns
* ICAA5141A Design dynamic websites to meet technical requirements
* ICAA5146A Develop website information architecture
* ICAA5151A Gather data to identify business requirements
* ICAA5158A Translate business needs into technical requirements
* ICAB5156A Create dynamic pages
* ICAB5180A Integrate database with a website
* ICAP5039A Match IT needs with the strategic direction of the enterprise
* ICAS5102A Establish and maintain client user liason
* ICAS5202A Ensure privacy for users
* ICAT5081A Perform systems test
* ICAT5083A Develop and conduct client acceptance test
* ICAU5208A Use site server tools for transaction management
* PSPPM502B Manage complex projects

## Electives

This qualification allows for a large variety of electives. Here are some suggested electives:
* ICAA5153A Model data objects
* ICAA5154A Model data processes
* ICAT5077A Develop detailed test plan
* ICAI3101A Install and manage network protocols
* ICAI4097A Install and configure a network
* ICAS5192A Configure an internet gateway
# Dignity/how you experience dignity in your own life

Assignment: Describe how you experience dignity in your own life. Describe what you perceive as its source or origins. Describe an occasion where your dignity was abridged or assaulted. Describe what happened and what that felt like (i.e. your emotional response to the event). Describe the conditions in your life that allow dignity to flourish, or that prevent you from fully experiencing your own dignity. If you would like feedback on the paper or blog post you write to complete this assignment, please click here to send me an email.
Students are encouraged to link from this page to material they have written to complete this assignment.
# Dignity/history is the quest
## History as the Quest for Dignity

While the claim that "All of history is the quest for dignity" is obvious hyperbole, it is true that many transformational events in history were motivated by retaliation or escape from humiliation, preserving honor, or by the pursuit of grandeur. Here are some prominent examples:
The American Revolution and other revolutions.
The United States Civil War and other civil wars.
Movements for woman's suffrage around the world and other movements for protecting woman's rights.
Labor movements
Honor Killings
Street Gangs
The United States Civil Rights Movement.
The Rise of Nazis Germany and the second world war.
The Holocaust.
The activities of the Khmer Rouge working to eliminate anyone suspected of "involvement in free-market activities"
The many genocides that have taken place throughout history.
Apartheid
The Watergate Scandal leading to the resignation of President Richard Nixon.
Perestroika — restructuring of the Soviet political and economic system.
The Polish trade union movement, Solidarity, lead by Lech Wałęsa.
The fall of the Berlin Wall.
The Tiananmen Square protests of 1989.
The Rwandan genocide.
The self-immolation of Mohamed Bouazizi, leading to the 2010-2011 Tunisian Revolution.

## Assignment

Read one or more of the papers listed in the references section below. Then study one of the historic events listed above in-depth. Write a paper describing the role of dignity in precipitating, sustaining, or resolving the conflict. Identify the insult, humiliation, shame, or anger driving the event and the trespass that caused them. If you prefer, choose a significant historic event not listed above to write about. Consider contributing your paper to enhance the materials for this course.
# Dignity/courageous examples of graceful responses

At times some extraordinarily courageous people have responded with remarkable grace when faced with cruel humiliation. Perhaps you can gain inspiration from their examples.
* The Truth and Reconciliation Commission — a court-like restorative justice body assembled in South Africa after the abolition of apartheid — chose truth, admission of guilt, and forgiveness rather than revenge for unspeakable acts of cruelty.
* Despite being born without a right hand, Jim Abbott became a successful athlete. He won an gold metal at the 1988 summer Olympics, and went on to pitch a no-hitter as a New York Yankee. He currently works as a motivational speaker.
# Dignity/when your dignity was threatened or abridged

Assignment: Describe an occasion when your dignity was threatened or abridged. When and how did you recognize the infringement? How did you react? How did you respond or cope?
Notice the role that victim status plays in these accounts. Did you or any other participants in these events attain or seek victim status? Were any privileges obtained or expected as a result?
Students are encouraged to link to their responses from this page. Please establsh your own responsible boundries for personal privacy, especially the privacy of others, when sharing (and publishing) your experiences here.
* So I am disgusted with Wikipedia — Reprint on Wikipedia Review Editorials of a personal blog post, Scathing Glances, by User:Moulton in the aftermath of indignities visited on him and his colleagues in academia at the hands of the Wikipedia Cabal on Intelligent Design (IDCab)
* Wikipedia makes for a nightmare in online journalism ethics — Reprint in the Op-Ed section of the online newspaper, Hard News Cafe at Utah State University, of a personal blog post, Wikipedia and Ethics in Online Journalism by User:Moulton in the aftermath of indignities visited on him and his colleagues in academia at the hands of the Wikipedia Cabal on Intelligent Design (IDCab)
* Archive copy of Moulton's Wikiversity talk page documenting an instance of indignity including an instance of scientific hypothesis testing to demonstrate a corrupt sham as a result of Wikiversity custodians being intimidated and bullied by IDCab
* (Please replace this link with a link to your materials. Thanks!)
# Literature/1973/Merton

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Since the emergence of the Mertonian paradigm in the early 1960s, most research in the field appears to fit Kuhn's definition of "normal science." Not only Merton's own work but that of many others in the field have focused primarily on problems which, once elucidated, turn out to be directly relevant to questions explicit or implicit in the paradigm. In short, the sociology of science has matured to the point where much research involves "puzzle-solving." As Kuhn emphasizes, to describe research as "puzzle-solving" does not imply that it falls short of being imaginative, satisfying, or important. Filling out the areas which a paradigm can only identify -- what Merton has described as "specified ignorance" -- is as necessary to the development of scientific knowledge as is the scientific revolution; without the yin of normal science, there would be no basis for the yang of scientific revolution -- and the latter is comparatively rare. (p. xxx) -- From "Introduction" by Norman W. Storer

## Reviews

* The exploration of the social conditions that facilitate or retard the search for scientific knowledge has been the major theme of Robert K. Merton's work for forty years. This collection of papers [is] a fascinating overview of this sustained inquiry .... There are very few other books in sociology ... with such meticulous scholarship, or so elegant a style. This collection of papers is, and is likely to remain for a long time, one of the most important books in sociology.
** Joseph Ben-David, New York Times Book Review.

## Wikimedia

* w: Sociology of scientific knowledge
# Literature/1974/Abramovitz

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Second-order cybernetics w: New cybernetics | w: Heinz von Foerster w: Gordon Pask w: Gregory Bateson |

## Chronology

* Bateson, Gregory & Mead, Margaret (1976). "For God's Sake, Margaret: Conversation with Gregory Bateson and Margaret Mead." CoEvolutionary Quarterly (Summer 1976) no. 10, pp. 22-44. $^{[^]}$
* Pask, Gordon (1976). Conversation Theory: Applications in Education and Epistemology. New York: Elsevier. $^{[^]}$
* Pask, Gordon (1975). Conversation, Cognition and Learning. Elsevier. $^{[^]}$
* Abramovitz, Robert and Heinz von Foerster (1974). Cybernetics of Cybernetics or the Control of Control and the Communication of Communication (result of a course, fall semester 1973, continued through spring semester 1974, sponsored by a grant from the Point Foundation to the Biological Computer Laboratory, University of Illinois), Urbana, Ill.: Biological Computer Laboratory, 1974. $^{[^]}$
* Wiener, Norbert (1948). Cybernetics: or Control and Communication in the Animal and the Machine. 2nd ed., The MIT Press, 1965. $^{[^]}$

## Comments

* ↑ "He worked in the field of cybernetics and is known as the inventor of second-order cybernetics." This statement as well as the date of this article should be verified.
# Literature/1974/Collins

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Tacit knowledge
# Literature/1974/Nelson

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Nelson]]

## Ted Nelson on Gordon Pask

   Gordon Pask is one of the maddest mad scientists I have ever met. He is also one of the nicest. An eloquent English leprechaun who dresses the Edwardian dandy, Pask sows awe wherever he goes. ... Pask is one of the great international fast-talkers, conference-hopping round the globe from Utah to Washington to his project at the Brooklyn Children's Museum. ... In a field full of brilliant eccentrics Pask has no difficulty standing out.
   — Requoted from http://www-history.mcs.st-and.ac.uk/Biographies/Pask.html