OpenLLM-France/wikimedia huggingface dataset:
# Digital Media and Information in Society/Student Journals/poly-student-steve
### 8 September 2023
#### Media and Information Ages
##### Tertiary orality

has potential to change some forms of consciousness, through big data and personalization, hyperconnectivity, virtual reality and augmented reality. Augmented reality does feel like a different way of thinking, at least on the surface. https://chat.openai.com/share/5b0dcf68-39f9-4de0-9602-370cc9e31786

# Orality
### Is social media more oral than written? I don't think so

   some characteristics of orality due to its real-time nature and conversational style. Social media platforms often facilitate quick exchanges of information, similar to face-to-face conversations in oral cultures. However, social media is primarily a written medium, as the information is typically conveyed through text, images, and videos, rather than solely through spoken words. Therefore, while it may embrace some oral-like features, it remains essentially a written form of communication.
* https://chat.openai.com/share/ebbff0a5-57f7-44d5-a2ae-1bc48e19b6b1
Poly-student-steve 15:24, 6 August 2023 (UTC)

# Rest of stuff
## 5 Aug 2023: chatGPT and orality

chatGPT thinks the shift from oral to print "encouraged a more objective and independent approach to understanding and disseminating knowledge." could it be that in today's society with social media, we are experiencing more orality? is social media more oral than written? so chatGPT says social media is a bit of both oral and written. https://chat.openai.com/share/ebbff0a5-57f7-44d5-a2ae-1bc48e19b6b1

## 5 Aug 2023: chatGPT and the age of print
#### The Printing Age

chatGPT thinks we had something similar to "echo chambers" in the printed age, as people were restricted to information based on literacy skills. "The concept of "echo chambers" as we understand it in the digital age was not explicitly present during the printing age. However, there were indeed certain information bubbles and channels of information dissemination that could lead to narrow perspectives and entrenched beliefs during that period" https://chat.openai.com/share/49019fe2-c9f1-43ca-bfba-ef3e4d9d0f6d

# Evaluated Wikipedia Page
### Evaluated the wikipedia page for my hometown, Cherry Valley NY

Poly-student-steve (discuss • contribs)

## 20 July 2023: Hello, world!

Hi. This is my first journal entry in my Wikiversity journal, where I will chronicle my work in this class, and post my critical reflections. So far today, I've created my user account, joined the class and looked at the dashboard, and figured out how to create a journal page in Wikiversity. I would like to figure out a way to put the date in the header, and make this a blog post kind of page.
* ↑ "ChatGPT". ChatGPT. Retrieved 2023-08-04.
# Digital Media and Information in Society/Student Journals/poly-student-steve/Feminist Theory Telephone

Women were thought to not use the telephone "correctly," as the industry expected calls for be focused on business, and thus to be short and frequent. Women used the telephone "incorrectly" for social purposes, despite the industry's complaints and concerns.
# New journal

https://en.wikiversity.org/wiki/Digital_Media_and_Information_in_Society/Student_Journals/ShinxPMD =

# August 28 2023
### Hello World

Here's a discussion i had with ChatGPT about alternative ways to learn a programming language instead of using Hello World https://chat.openai.com/share/a5f45cfe-fa55-42c2-8af8-f2db3876029f

# August 30 2023
### Swaws

awaga
# Digital Media and Information in Society/Student Journals/cjeroloman

Hello
goto Digital Media and Information in Society/Student Journals/Cjeroloman
# Digital Media and Information in Society/Student Journals/poly-student-steve/cultural materialism telephone

here is put my citation, and my summary
# Digital Media and Information in Society/Student Journals/car.mcfadden/culturalmaterialism

Instructions:
Summary: For each source:
Detail the method of analysis: What data was collected? How was it analyzed?
Highlight the most intriguing conclusion of the analysis.
Provide a citation to the source.

## 10/18/2023
### Analysing Technology through Theoretical Lenses
#### The Telegraph through Cultural Materialism

Category Cultural Materialism
Category Telegraph
# Concept Classification/References

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define > Learn > Teach > Routine > Power > Try > References

## Sources

* Concept Classification by Charles M. Reigeluth. Used by Permission.
* Clark, C. (1971). Teaching concepts in the classroom: A set of teaching prescriptions derived from experimental research. Journal of Educational Psychology Monograph, 62(3), 253-278.
* Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction. New York: Holt, Rinehart & Winston.
* Landa, L. (1976). Instructional Regulation and Control: Cybernetics, Algorithmization, and Heuristics in Education. Englewood Cliffs, NJ: Educational Technology Publications.
* Markle, S.M., & Tiemann, P.W. (1970). Really Understanding Concepts: Or in Frumious Pursuit of the Jabberwock (3rd ed.). Champaign, IL: Stipes Publishing.
* Merrill, M.D., & Tennyson, R.D. (1975). Teaching Concepts: An Instructional Design Guide. Englewood Cliffs, NJ: Educational Technology Publications.
* Scandura, J.M. (August, 1973). Structural learning and the design of educational materials. Educational Technology, 7-13.
| Instructional Design | Cognitive Behaviors | <Back |
# Concept Classification, Page 5
## What are the power tactics for teaching concept classification ?
### Overview

When a concept is difficult for the learners to learn to classify, additional tactics can be used to increase the power of the instruction. It is helpful to think of such instructional enhancement as existing for eachroutine tactic.

### Presentation

So how can the generality be srengthened? There are several ways. You can facilitate encoding by focusing the learner's attention on the important parts of it: the label and the critical characteristics. Or you can facilitate encoding by providing a variety of representations of the generality, like a diagram or a paraphrase. You can also present an algorithm (Landa, 1976), a set of steps for the learner to use in checking to see if all of the critical characteristics are present.
The most obvious way to enhance this routine tactic is to increase the number of examples. But we can also make it easier to learn from each example. Since examples are different from each other, some are likely to be harder to identify as examples of the concept. The easier examples should be presented first, followed by progressively more difficult ones. This is called an easy-to-difficult sequence. We can also use attention-focusing to relate the example to the generality by pointing out the presence or absence of critical characteristics in the example. And we can use a variety of representations for the examples, to facilitate "dual encoding" of the information.

### Practice

The only ways that practice itself should be enhanced are to increase the number of practice items, to use an easy-to-difficult sequence, and to include prompting on early practice items. Otherwise, ehancements should be reserved for the feedback.

### Feedback

Enhancement on the feedback should be much like on the examples. We can use attention-focusing which relates the instance to the generality by pointing out the presence or absence of critical attributes. And we can use a variety of representations for the correct-answer feedback. Of course, motivational enhancement can also be used: praise for correct answers and encouragement for wrong answers.
Click the Next button to continue.
| Instructional Design | Cognitive Behaviors | <Back | Next> |

## Source

* Concept Classification by Charles M. Reigeluth. Used by Permission.
# Concept Classification/Defined

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define > Learn > Teach > Routine > Power > Try > References

## What is concept classification?

There are three major ways that a concept can be learned. You can memorize either its definition, or a particular instance and its name. You can understand it to be able to describe it in your own words and explain its relationship to other things you know. Or you can learn to apply it in new (previously unencountered) situations. This third type of behavior is what we call skill application.

## Why is concept classification important?

Concept classification is one of the most common types of learning. Robert Gagné (1985) has shown that concepts are the building blocks for most of the cognitive capabilities we possess. Let's look at how concepts are involved in rule-using (principle-using and procedure-using) capabilities.
Principles describe changes in things. Those "things" are concepts which are simpler components of the principle and must be mastered before it is possible for a learner to master the principle. For example, the law of supply and demand describes relationships among changes in price, supply, and demand. Those three concepts must be mastered before the law of supply and demand can be mastered.
Procedures describe how to change things (to achieve a goal). Those "things" are also concepts which are simpler components of the procedure and must be mastered before the procedure can be learned. For example, the procedure for dividing fractions indicates that the divisor must be inverted, the resulting numerators must be multiplied to form the new numerator, and the denominators must be multiplied to form the new denominator. The three concepts--divisor, numerator, and denominator--must be mastered before it is possible to master the procedure (although it is not necessary to learn those labels). Also, procedures often require the use of tools to perform a step, and those tools are concepts.
Given the importance of concept classification, it is essential that we know how to teach it well. Fortunately, much research has been done in this area, so we understand much about how concept classification is learned and what features instruction should have to best help learners learn it.
Click the Next button to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |

## Source

* Concept Classification by Charles M. Reigeluth. Used by Permission.
# Concept Classification

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define > Learn > Teach > Routine > Power > Try > References

## Objectives

This lesson covers how to design instruction for teaching concept classification tasks. After completing this lesson, you should be able to :
* Explain what concept classification tasks are and why they are important,
* Describe the principles for learning concept classification tasks,
* Prepare instructional tactics to teach concept classification tasks.

## Lesson organization

This lesson is organized into the sections listed below. Navigate to each section by following the "Next" link at the bottom of each page. Return to previously viewed pages by following the "Back" button on the bottom of each page or by following the labeled links at the top of each page which correspond to each of these sections :
* Define:Concept Classification: Defined
* Learn:Concept Classification: Principles for Learning
* Teach:Concept Classification: Principles for Teaching
* Routine:Concept Classification: Routine Tactics for Teaching
* Power:Concept Classification: Power Tactics for Teaching
* Try:Concept Classification: Skill Builder Practice
Click the Next button to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |

## Source

* Concept Classification by Charles M. Reigeluth. Used by Permission.
# Concept Classification/Power Tactics for Teaching

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define > Learn > Teach > Routine > Power > Try > References

## Overview

When a concept is difficult for the learners to learn to classify, additional tactics can be used to increase the power of the instruction. It is helpful to think of such instructional enhancement as existing for each routine tactic.

## Presentation

So how can the generality be strengthened? There are several ways. You can facilitate encoding by focusing the learner's attention on the important parts of it: the label and the critical characteristics. Or you can facilitate encoding by providing a variety of representations of the generality, like a diagram or a paraphrase. You can also present an algorithm (Landa, 1976), a set of steps for the learner to use in checking to see if all of the critical characteristics are present.
The most obvious way to enhance this routine tactic is to increase the number of examples. But we can also make it easier to learn from each example. Since examples are different from each other, some are likely to be harder to identify as examples of the concept. The easier examples should be presented first, followed by progressively more difficult ones. This is called an easy-to-difficult sequence. We can also use attention-focusing to relate the example to the generality by pointing out the presence or absence of critical characteristics in the example. And we can use a variety of representations for the examples, to facilitate "dual encoding" of the information.

## Practice

The only ways that practice itself should be enhanced are to increase the number of practice items, to use an easy-to-difficult sequence, and to include prompting on early practice items. Otherwise, ehancements should be reserved for the feedback.

## Feedback

Enhancement on the feedback should be much like on the examples. We can use attention-focusing which relates the instance to the generality by pointing out the presence or absence of critical attributes. And we can use a variety of representations for the correct-answer feedback. Of course, motivational enhancement can also be used: praise for correct answers and encouragement for wrong answers.
Click the Next button to continue.
| Instructional Design | Cognitive Behaviors | <Back | Next> |

## Source

* Concept Classification by Charles M. Reigeluth. Used by Permission.
# BCP/Ribes alpinum

Ribes alpinum
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Ribes alpinum (Alpine Currant) Identifying Characteristics Habit:small shrubFlowers:tiny clustered on racemesFoliage:palmate, hairyStem:woodyScent:noneGrowing Conditions:dry, alpineFruit:small red berries, bad tastingLife Cycle: perennial Recent Logs Ngravagna 07:06, 18 April 2009 (UTC) Ngravagna 18:51, 3 May 2008 (UTC) (view all logs) |
Global data:
Regional data: Aurora, Colorado area: May
Additional images:
# BCP/Rhododendron molle/Logs
##### Recent Logs

* --Juan 15:14, 10 May 2008 (UTC) (Charles University Botanical Garden)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
# BCP/Rhododendron prinophyllum

Rhododendron prinophyllum
| Search for Rhododendron prinophyllum on commons) Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rhododendron prinophyllum (Early Azalea) Identifying Characteristics Recent Logs --SB_Johnny | 10:17, 12 May 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (native) (cultivated) May
Additional images:
# BCP/Rhododendron prinophyllum/Logs

This page contains recent bloom logs for Rhododendron prinophyllum (Early Azalea). 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 | 10:17, 12 May 2008 (UTC)
# BCP/Rhus typhina

Rhus typhina
| Foliage and fruit Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rhus typhina (Staghorn Sumac) Identifying Characteristics Habit:Shrub/treeFlowers:Form in clusters. The tiny flowers have green-to-white petals with rust-colored centers. Yellow stamens.Foliage:Alternate, pinnately compound leaves 25-55 cm long, each with 9-31 serrate leaflets 6-11 cm long. The leaf petioles and the stems are densely covered in rust-colored hairs.Fruit:The fruit of staghorn sumac is one of the most identifiable characteristics, forming dense clusters of small red drupes at the terminal end of the branches; the clusters are conic, 10-20 cm long and 4-6 cm broad at the baseLife Cycle: Perennial Recent Logs Jomegat 00:46, 15 July 2009 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: (native) June New Hampshire: June, July
Additional images:
# BCP/Rhododendron subsp. vireya/Logs

This page contains recent bloom logs for the plant Rhododendron subsp. vireya (Vireya Rhododendron). 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.

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)

##### Recent Logs

* HortMan 22:14, 24 April 2008 (UTC)
# BCP/Ribes alpinum/Logs

This page contains recent bloom logs for the plant Ribes alpinum (Alpine Current). 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.

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)

##### Recent Logs

* Ngravagna 07:06, 18 April 2009 (UTC)
* Ngravagna 18:51, 3 May 2008 (UTC)
# BCP/Robinia pseudoacacia

Robinia pseudoacacia
| Inflorescences Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Robinia pseudoacacia (Black Locust) Identifying Characteristics Recent Logs Jomegat 14:42, 21 May 2010 (UTC) (not the first blooms of the year though) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (native) May New Hampshire: May, June, July
Additional images:
# BCP/Rhododendron subsp. vireya

Rhododendron subsp. vireya
| Rhododendron subsp. vireya, inflorescence, foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Rhododendron subsp. vireya (Vireya Rhododendron) Identifying Characteristics Habit:ShrubFlowers:Siple flowers in terminal clustersFoliage:SimpleGrowing Conditions:Shade, moist, rich soilsFruit:capsuleLife Cycle: PerennialSimilar Plants:Rhododendron sp. Recent Logs HortMan 22:14, 24 April 2008 (UTC) (view all logs) |
Global data:
Regional data:
Additional images:
# BCP/Rhus typhina/Logs

This page contains recent bloom logs for Rhus typhina (Staghorn Sumac). 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

* --Jomegat 17:37, 18 June 2008 (UTC)
* --Jomegat 17:23, 24 June 2008 (UTC)
* --Jomegat 17:01, 2 July 2008 (UTC)

#### 2009 Logs

* (no archived logs yet)

##### Recent Logs

* Jomegat 00:46, 15 July 2009 (UTC)
# Federal Writers' Project – Life Histories/2019/Fall
## Overview

One English 105 course has looked at the lives of southerners during the Great Depression. https://docsouth.unc.edu/, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the https://library.unc.edu/wilson/shc at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Section

* English 105i.001

## Archive

* UNC.edu: Federal Writers' Project Papers, 1936-1940
# Federal Writers' Project – Life Histories/2019/Fall/Section 1

This project is associated with English 105.056 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2019/Fall/Section 1/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2018/fall

Two English 105i classes for the humanities have looked at the lives of southerners during the Great Depression. Partnering with the Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual profiled by the Federal Writers' Project. These individuals ranged from farmers to fisherman to thieves and well beyond. Using FWP interviews, students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the Great Depression. Below are the links to the student projects.

## Sections

English 105i.002
English 105i.003

## Additional Resources

Federal Writer's Project, 1936-1940 at UNC's Wilson Library
# Federal Writers' Project – Life Histories/2019/Fall/Section 1/Daisy White

This is a test page for ENGL 105.056.

## Biography

Daisy White lived in Dutch Fork, South Carolina.
* ↑ Citation citation citation this is my citation
# English basics/101 q3 clicked321

Try again!
A Girl
# English basics/101 q3 clicked13

Try again
A girl