OpenLLM-France/wikimedia huggingface dataset:
# Distance education and eLearning

Welcome to the Wikiversity Center for Distance Education and eLearning.

## Department description

The Center for Distance Education and eLearning is a Wikiversity content development project where participants create, organize and develop learning resources for Distance Education and eLearning.
The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Wikiversity:Topics).

## Department news

* Date founded - Department founded!

## Learning Projects

See: Learning Projects and the Wikiversity:Learning model.
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets {}).
Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
Background Knowledge
* Learning psychology
* Instructional Perspectives
Roles Transformation for Instructors and Learners
* Roles in Distance education
Learning Mediation
* Facilitating Online
* Pedagogy
* Assessment
Technologies for Distance Learning
* Learning Management System
* Designing web-based learning environment
* Open learning evironments
* Elearning 2.0
* Networked learning
Evaluation and Teaching Quality
* Learning Records
* E-portfolio
* Program Evaluation
* Topics:Courses or Programs Quality Control
Learning communities
* Developing online learning communities
* Sustaining an online learning community
Case Studies and Benchmarking
* Higher Education
* K-12 education
* Adult Education
* Corporate Learning
Resources Over Internet
* Framework and Innovative Perspectives
* Free Content
* Distance education projects and research
* Distance education publications
* E-learning projects and research
* E-learning publications
Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.
Select a descriptive name for each learning project.
# Dismantling a Epson V33 scanner

Sometimes the underside of the glass of a flat-bed scanner gets dirty. Here follow instructions for how to clean it on a Epson V33 scanner.

## Steps to dismantle the scanner

* 1. Open the lid and remove the two case screws
* 2. Close the lid and, keeping the device right-side-up (with the hinge side is away from you), click open the hinge side first. Note that there is a small clip just under the power button that needs to be freed at this point (it doesn't take very much force). The whole hinge side will now be free.
* 3. Open the case about 40 mm. It is now attached by five plastic tabs along the side opposite the hinge; three of these are clips and need to be freed. To do this, slide the top of the case towards you, disengaging these three clips.
* 4. The top half of the case will now lift free from the bottom.

## Cleaning the glass & mirrors

Clean the glass with a non-abrasive cloth. Methylated alcohol is a good solvent to clean off any smudges as it will evaporate completely.
The light and mirror assembly can also get dirty, and can be cleaned with a small microfiber cloth.
A test scan can help highlight dirty areas. Skew colour levels far up to see the differences, for example:
* Before.
* After.

## Re-assembly

Putting the scanner back together is the reverse of the above steps.
# Disruptive innovation

This Philosophy resource is a "stub". Learn how you can help Wikiversity to develop it.
Disruptive innovation (or disruptive technology) is a term proposed by Clayton M. Christensen to describe a new technology that unexpectedly displaces an established technology. This is contrasted with sustaining technology, which is viewed as incrementally improving or evolving technology.

## Are educational wikis disruptive technologies?

At least in the context of education, wikis are arguably disruptive technologies. Traditionally, knowledge-content was stored and held by experts, schools, publishers, etc. - even in the digital age and even with the advent of supposedly student-centered "learning management systems". However, educational wikis put a simple technology in the hands of "students" and "teachers" alike and minimise reliance on arbitrary power-structures in the educational socio-dynamic of information-brokering.
# Distance Learning/Virtual Teamwork

Virtual Teamwork WS 2021
This course takes place within the framework of the bachelor's degree program IBW of the FH Vorarlberg and it is exclusively aimed at the students of this course at the FHV.
* academic writing at the FHV(german)
* necessary template
Dictionary:
* leo.org - englisch/deutsch
* Deepl - KI englisch/deutsch

## Lecturer

* Dr. Falko Wilms I homepage | klick & mail
* Jonathan Jancsary, MA BA I homepage | klick & mail

## Grading/Performance

Due to Corona, the students of the FH Vorarlberg have already shown that they are able to us various tools in order to embrace virtual communication and virtual teamwork. Therefore, the course Virtual Teamwork will focus on the reflection about those experiences made during the last 1,5 years of having witnessed countless transformational processes from analog communication to digital communication. This means:
* Part-time students: There will be only one meeting at all for this course on September 24th, 2021, and that one will be an online course with Falko Wilms!
* Full-time students: There will be two meetings for this course, and both will happen physically at the Fachhochschule. First, all full-time students will meet with Jonathan Jancsary on September 24th, 2021, and then there will be a second physical meeting for group 1 on October 6th and group 2 on October 7th.
* Beyond that, there won't be other physical meetings, only voluntary virtual meeting opportunities.
* A graded substitute performance in the form of an individual reflection paper is required.
To successfully pass the course students have to create an individual text of about 5 pages according to this template which must [!] be used
   * Describe on 5 pages in this template a concrete situation from your everyday life (BB: from your professional life; VZ: from your student life at the FH) in which you had to change from analog to digital communication. In order to reach a certain depths, it is mandatory to write this reflection paper in German language.
   * This task basically involves three levels:
       (i) Describe such a mentioned situation as clearly and comprehensibly as possible,
       (ii) analyze this situation in depth; if necessary you may use the literature from the ILIAS folder "Fachliteratur" in order to help you reflect, and
       (iii) develop 4 basic, well-founded recommendations for a successful transmission from an analog to a digital communication situation. Summarize your tips in a Twitter tweet (max. 280 text characters) and put this one below the final version of the reflection papier.
   * File your written work in the ILIAS folder "Schriftliche Arbeiten" provided for this purpose by 02.11.2021 at the latest.
Please note:
Reflection papers will be graded only, if they list the autor's name, are written in the correct template and are uploaded into the ILIAS folder "Schriftliche Arbeiten" until November 2nd.
# Bloom Clock/Keys/Global/Late Fall
## Late Fall

All flowers (58, see category for list)
* White flowers (27)
* Pink flowers (22)
* Red flowers (14)
* Orange flowers (8)
* Yellow flowers (19)
* Green flowers (2)
* Blue flowers (6)
* Purple flowers (22)
* Brown flowers (2)
* Black flowers (1)
# Bloom Clock/Keys/Central Pennsylvania/September
## September

* All plants from September (19)
# Bloom Clock/Keys/Central Pennsylvania/September/All/DPL

This list is used to create a visual key.
* BCP/Sedum spectabile
* BCP/Aster divaricatus
* BCP/Aster lateriflorus
* BCP/Solidago
* BCP/Echinacea purpurea
* BCP/Torenia fournieri
* BCP/Cichorium intybus
* BCP/Persicaria maculosa
* BCP/Rudbeckia triloba
* BCP/Solanum dulcamara
* BCP/Oxalis stricta
* BCP/Linaria vulgaris
* BCP/Erigeron annuus
* BCP/Plantago major
* BCP/Saponaria officinalis
* BCP/Daucus carota
* BCP/Trifolium repens
* BCP/Impatiens capensis
* BCP/Oenothera
* BCP/Centaurea cyanus
* BCP/Solidago canadensis
* BCP/Lotus corniculatus
* BCP/Rosa
# Bloom Clock/Keys/Central Pennsylvania/October/All/DPL

This list is used to create a visual key.
* BCP/Torenia fournieri
* BCP/Persicaria maculosa
* BCP/Cichorium intybus
* BCP/Sedum spectabile
* BCP/Cirsium arvense
* BCP/Aster divaricatus
* BCP/Potentilla recta
* BCP/Solidago
* BCP/Linaria vulgaris
* BCP/Oxalis stricta
* BCP/Erigeron annuus
* BCP/Daucus carota
* BCP/Securigera varia
* BCP/Hemerocallis
* BCP/Solidago canadensis
* BCP/Rosa
# Bloom Clock/Keys/Global/Late Fall/Black Flowers

This page is part of the global dichotomous key for plants recorded as blooming in Late Fall.
These plants have the following traits:
   * Black flowers
Viola x wittrockiana
| A Purple-flowered variety Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Viola x wittrockiana (Pansy) Identifying Characteristics Habit:Short-lived, low-growing perennial, with mostly cool season bloomsHigher taxa:Viola Recent Logs --Anna reg 12:12, 12 April 2010 (UTC) Anna reg 12:01, 27 March 2011 (UTC) Anna reg 16:35, 2 May 2011 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Spring, Mid Spring, Mid Summer, Early Fall, Mid Fall, Late Fall, Early Winter
# Bloom Clock/Keys/Global/Late Fall/Black Flowers/DPL

This page is used to help create a key.
* BCP/Viola tricolor
* BCP/Viola x wittrockiana
* BCP/Rosa
* BCP/Viola
# Bloom Clock/Keys/Central Pennsylvania/October
## October

* All plants from October (10)
# El Salón de Clase Flashcards

El Salón de Clase Flashcards: for use with spanish one.

## chalkboard

Get new card
# ElasticSearch/Filebeat

Filebeat is a lightweight software for sending logs is available for Windows, MacOS and Linux.
Install it in MacOS executing: brew install filebeat or brew tap elastic/tap && brew install elastic/tap/filebeat-full or running inside a container and configure it:
Configure it:
* MacOS: /usr/local/etc/filebeat.yml
* Docker: /usr/share/filebeat/filebeat.yml
And run it:
* filebeat modules enable system
* filebeat setup (Requires Kibana running and rechable)
* filebeat -e
       -e Log to stderr and disable syslog/file output
# ElasticSearch/Metricbeat

Metricbeat allows to collect metrics from your systems and services. Os metrics such as CPU and memory or application metrics from Redis or NGINX among others.

## Activities

* Install MetricBeat in your system
* Read MetricBeat source code https://github.com/elastic/beats/tree/master/metricbeat and review repository https://github.com/elastic/beats
* Read Beats Release Notes
# El Salón de Clase quizI

What does la tiza mean?
| The chalk | The paper | The teacher | The test |
# El Salón de Clase quizl

Wrong.
What does la profesora mean?
| To profess | The festivities | The teacher | The profile |
# ElasticSearch

Elasticsearch is a web based search engine released in 2010 that provides a distributed, multitenant-capable full-text search engine and schema-free JSON documents based on the Lucene library. You can use many differents tools to send logs to Elasticsearch, including Filebeat product from ElasticSearch developers. Elastisearch offer different software for sending data such as: Filebeat, Metricbeat, Packetbeat, Winlogbeat, Auditbeat, Heartbeat and Functionbeat
ElastaticSearch is also available as a docker image or as service in AWS (AWS Elasticsearch) since November 2015.

## Installation

* ElasticSearch Docker installation: https://www.docker.elastic.co/: Install ElasticSearch using Docker
* Configuration: /usr/share/elasticsearch/config/elasticsearch.yml

## Activities

* Read ElasticSearch release notes: https://github.com/elastic/elasticsearch/releases
* Install ElasticSearch using Docker: https://www.elastic.co/guide/en/elasticsearch/reference/current/docker.html
       /usr/share/elasticsearch/config/elasticsearch.yml
       To connect: http://localhost:9200/
* Install Elasticsearch-hq management GUIs for Elasticsearch
# Looking at the Environment:
### Trainer Profile

The person(s) responsible for leading the training session may go by any one of a number of names: teacher, instructor, professor, trainer, etc. While it’s important to know what this individual will be called, for the purposes of this document this person will be referred to as a trainer.
Trainer(s) for a program are an important part of the learning environment. When hiring or selecting trainers for a course or program, consider the following questions:
1. Expectations of the learner audience
* What kinds of trainers will the learners be expecting? Experienced adult educators? School teachers? Technical professionals? Male or female, young(er) or old(er)?
* Determine the community’s most recent experience with adult training. On the whole, was the experience positive or negative?
2. Preferred subject matter expertise
* In which field(s) should the trainer have considerable expertise?
* What minimum background is required?
3. Preferred (or required) language facility
* Must the trainer be fluent in the language understood by the learner audience?
* If not, will a translator be adequate and available?
4. Preferred formal education
* Are the educational credentials of the trainer important to this learner audience? If so, what breadth and depth of formal education is preferred?
* What minimum formal education is required by the training contract?
5. Preferred training experience
* How important is it that the trainer have recent and/or extensive experience as a trainer?
* How important is it that the trainer have past experience with this (or a similar) learner audience?
* If the training must be delivered remotely, what experience does the trainer have with online delivery?
6. Preferred soft-skills strengths
* What soft-skills (empathy, patience, flexibility, good listening skills etc.) are required?
7. Required trainer support
* If the available trainer(s) lack subject matter expertise, training experience, language facility or soft skills, how will s/he be supported in this teaching assignment?
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# Curriculum symposium

The curriculum symposium is intended as the forum for the development of curricula and advice on the development of content that meets curricular requirements. There are currently no common standards for the development of curricula in the English Wikiversity.
The German curriculum symposium does currently have some more curricula.

## Goals

The aim of curricula should be not to demand participation in specific courses but to define the academic standards, aptitudes and competencies that should be acquired by the learner. Wikiversity courses can be used as examples but should not be used to define standards or procedures by example.

## Forum

   * Please use Template:sub to add sub-pages under this header and to make postings on the respective topic pages.
   * Please use the respective talk pages to discuss the forum entries in detail.

### Educational standards

* Competence expectancies

### Individual curricula

* Evaluation of non-standard curricula

## Curricula

* Category:Curriculum
# Curriculum symposium/Competence expectancies

Please submit only content on this page that specifies or proposes how competence expectancies should be treated or content that in some other way deals with issues concerning competence expectancies and curricula.
# Looking at the Content
### Resources

Resources include the materials and equipment required to support the learning of content and skills. Although the most common resources include textbooks and other written materials, other resources may be required, preferred, or optional.
It may be useful to ask questions about:
1. Resources required to complete activities
* What resources (machinery and equipment, workbooks, reference materials, ingredients or chemicals) are essential for this training?
* What resources would be useful (though not necessarily essential)?
2. Resources familiar to this audience:
* What resources have been used in the past? Were these useful?
* What resources are easily available?
* Are resources culturally appropriate?
3. Additional resources recommended:
* If this training takes place over an extended part of the day, will meals, beverages, and snacks be provided?
* Can you assume that all learners will bring their own learning materials (pens, pencils, notebooks, computers, calculators etc.)?
* Will additional materials be needed for assessments?
<-- Previous page / Next page -->
# Curriculum and Teaching
## Aims of Curriculum and Teaching

The aims of Curriculum designs and Teaching strategies are somehow different from normal universities, of which the original root should be deeply growing from the up-dating situations of our postmodernist worlds. Therefore, we need to carefully think of what kind of materials we can collect from the social medias, the journals of the diverse subjects, the reports of the cutting-edge researches and their relevant organizations, the individual contributions, the cultural recognitions & traditions and the common knowledge.
We need to carefully thread them together as curriculum and let them have meanings focusing on the developing principles of different groups. we also need to make our teachings effectively with the equality and the humanity, which can give children, young teenagers, adults, middle-age people and aging people all-inclusive and good-qualified learning opportunities and teaching guides whenever and wherever of our earth, only if you can open a device accessing to internet.
We are also hoping you can contribute your own new knowledge though your own participant-observations in terms of your hometown, you subjects and your beliefs. We are hoping a truly equal academic world - a pure zone with reasonability can be constructed online with numberless 'channels' linking to all the corners all around the worlds.
# Curve study/(2x+3) e to the power -x^2/Exercise

Consider the function
    $f\colon \mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto f(x)=(2x+3)e^{-x^{2}}.$
Determine the zeros and the local (global) extrema of $f$. Sketch up roughly the graph of the function.
# Curriculum symposium/Competence expectancies/Subject practical philosophy in North Rhine-Westphalia

The subject practical philosophy appears to be suitable as a reference project for developing curriculum standards because the competence expectancies of the curriculum are inherently more difficult to verify (as opposed to the scientific subjects, which can be tested and measured exactly).
# Curriculum Planning/Where do you start

Where do you start??
For the most part, “school” is still considered a place and an activity for the young. Children who successfully complete secondary school may then enter a college, training institute, or university. In most cases, young adults comprise the “traditional” student in post-secondary education.
Because these “traditional” learners are the more-or-less expected learner audience for higher education, most learning environments and training strategies are designed with them in mind. Curriculum development consequently becomes centred on the choice of content for the curriculum. Curriculum developers ask “What should we teach? What learning objectives must be met? What textbook should we use?”
Adult learners, on the other hand, may vary a great deal in their educational backgrounds, training motivations and expectations, background knowledge, literacy level, etc. etc. Any individual who does not conform to the usual training expectations of the trainer or the training institution can be considered a “non-traditional learner.” When designing curriculum or training programs for non-traditional learners, it is a serious mistake to consider content choices alone!
Good training design must take into account three integrated factors:*
* Content (what you will teach)
* Learner(s) (who you will teach)
* Environment (where you will teach)
These three factors may not be weighted evenly. If your training program is directed towards a unique learner group; e.g. mostly older unemployed women in a post-conflict zone, your program design may need to be highly adapted for the learners. If your training program must take place in an isolated mountain community without electricity, your most serious adaptations may involve the learning environment.
Conducting a Learner Analysis will help you take these factors into account and to devise adaptations that will better meet the needs of a unique group of learners. Conducting an Environmental Analysis will help you plan training that will fit a unique training environment.
Content, of course, still has to be considered as well as many sub-factors (choice of trainer, activities, resources, etc.). And program evaluation is necessary at every step of the way to help ensure that your program is accomplishing your training goals. The following activities are designed to help you plan an educational program for a non-traditional training situation.
Let's start with the learners.
# English-Chinese/Republicans support the bill

Republicans support the bill.
共和党人支持该法案。
# English-Chinese/Rhinitis

Rhinitis is irritation and inflammation of the mucous membrane inside the nose. Common symptoms are a stuffy nose, runny nose, sneezing, and post-nasal drip.
鼻炎 是 鼻腔内 粘膜 红肿 和 发炎。常见 症状 是 鼻塞，流鼻涕，打喷嚏 和 鼻后滴漏。
# English-Chinese/Remember to arm the alarm system

Remember to arm the alarm system.
记得给报警系统布防。
# English-Chinese/Rheumatic heart disease may follow untreated strep throat

Rheumatic heart disease may follow untreated strep throat.
风湿性心脏病可能因为未经治疗的链球菌感染引起。
# English-Chinese/Research

Research is the process of solving problems and finding facts in an organised way. Sometimes, research is used for challenging or making contribution to generalizable knowledge. We may have to find some new algorithms, methods or replicate existing method to against others by proving the facts. Research is done by applying what is known (if anything), and building on it. Additional knowledge can be discovered by proving existing theories, and by trying to better explain observations. Research should be systematic, organized and objective.
"If we knew what it was we were doing, it would not be called research, would it?" — Albert Einstein
研究 是 有组织地 解决 问题 和 发现 事实的 过程。有时候，研究 用于 挑战 或 归纳 知识。我们 可能 需要 通过 证明 事实 来 找到 一些 新的 算法，方法 或者 复制 现有的 方法 来 否定 其他的。研究 是 通过 应用 已知的（如果 有的话）并 在 其 基础上 进行的。通过 证明 现有的 理论，并 试图 更好地 解释 观察，可以 发现 更多的 知识。研究 应该 是 系统的，有组织的 和 客观的。
“如果 知道 在 做 什么，就 不会 称为 研究，是 吗？” - Albert Einstein
# English-Chinese/Revelation

Revelation is when something is made clear or obvious that was hidden before. Most of the time, the term is used to speak about religious revelations. That means that the revelation is done by communication with the divine. Revelation can be through a deity who may send a messenger. Messengers that are supernatural are often called angels (Angel literally means messenger). Human messengers tend to be called prophets.
启示是指之前隐藏的某事物被弄清楚或使明显。大多数时候，这个词用于谈论宗教的启示。这意味着启示是通过与神的沟通来完成的。启示可以通过一个可以发送使者的神。超自然的使者通常被称为天使（天使字面意思是使者）。人类使者往往被称为先知。
# English-Chinese/Reproductive system

A reproductive system is the part of an organism that makes them able to sexually reproduce. Humans and other animals use their reproductive systems to have sexual intercourse as well as reproduce.
生殖系统 是 生物体的 一部分，使 它们 能够 进行 性繁殖。人类 和 其他 动物 利用 其 生殖系统 进行 性交 以及 繁殖。
# English-Chinese/Revelation is the revealing of truth through communication with God

Revelation is the revealing of truth through communication with God.
启示是通过与神的交流揭示真理。
# English-Chinese/Rhizome

The rhizome is an underground stem which can grow roots and shoots. The rhizome develops from the axillary bud and grows horizontally.
根茎是一种可以生长根和芽的地下茎。 根茎从腋芽发育并水平生长。