OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/R2D2/Your thoughts...

In this segment, it is your turn to share ways in which you will use the R2D2 model to enhance your current online learning/training. Below is a performance checklist designed to help you think of ways to integrate each phase of the R2D2 model into current or future courses/trainings. Once you have examined the performance checklist and have ideas of how you may utilize this model, please share that with us on this same page! Two examples have been given below the performance checklist to show how one might use this model.
| Phase | What to consider | Examples |
| Read | How will learners receive information? | Podcasts Vodcasts Online Discussions Synchronous Presentations Chats Instant messaging Readings Explorations |
| Reflect | How will learners discuss what they now know and clarify questions that may still exist? | Blogs Debates Summaries Self-reflections Review questions Electronic portfolios |
| Display | How will learners show/represent what they have learned? | Pictures Animations Videos Graphics Flowcharts Diagrams Charts Virtual Tours Maps |
| Do | How will learners apply this learned knowledge to a new situation? | Simulations Games Cases and Scenarios Wikipedia Real-World Data Collection Learning by Doing Galleries |
History Class-Learning About the Holocaust
* Read-Watch interviews with Holocaust survivors, read Elie Wiesel's book titled Night
* Reflect-Small group asynchronous discussion boards about what they did not know before watching or reading
* Display-Produce a documentary on some aspect of the Buchenwald concentration camp
* Do-Groups will together create a website that displays what they learned as a course for others to navigate through and learn
Training Nurses-Emergency Room Check-In Procedures
* Read-Chapter readings as well as video-based demonstration of five sample emergency room check-ins
* Reflect-Point out in whole group asynchronous discussion board incorrect procedures they witnessed and why they were incorrect
* Display-Remake videos displaying what to do in small groups
* Do-Create an interactive game for nurses to use with an assessment at the end to help them both identify and correct improper procedures
Share
This portion of this page a dedicated space for you to share how you will integrate the R2D2 model into your online course/training. To add to this page, please select the "Edit" tab at the top of the screen. Then navigate to this Share segment of the page, enter your text, and hit "save".
Please click on the "Segment 9" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.
R2D2 Navigation
* Segment 1: Introduction to R2D2
* Segment 2: R2D2-The Four Phases Overview
* Segment 3: Phase 1 (Reading)-Verbal/Auditory
* Segment 4: Phase 2 (Reflecting)-Reflective/Observational
* Segment 5: Phase 3 (Displaying)-Visual
* Segment 6: Phase 4 (Doing)-Hands-On
* Segment 7: Activities per phase
* Segment 8: Your thoughts...(You are here)
* Segment 9: Conclusion/Resources
* Instructional Design Main Menu
# Instructional design/Rapid Prototyping/Introduction

| ID Homepage | 1. Lesson Overview | 2. What is RP? | 3. When to use RP | 4. RP Techniques | 5. Building an RP Plan | 6. Strengths and Weaknesses of RP |

## Traditional ISD

    Most traditional design models follow the basic ADDIE model in a linear fashion, as the diagram below indicates. Each step is usually well-defined and separated from one another.

## What is Rapid Prototyping?

    Rapid Prototyping is the "process of quickly building and evaluating a series of prototypes" early and often throughout the design process. Prototypes are usually incomplete examples of what a final product may look like. Each time a prototype is used, a formative evaluation gathers information for the next, revised prototype. This cycle continues to refine the product until the final needs and objectives are met. The following diagram demonstrates the non-linear nature of Rapid Prototyping.

## Example of Rapid Prototyping

    Below is an example of Rapid Prototyping in product development. As you watch, ask yourself how you can apply some of the rudimentary strategies used in the video in the design of your instruction:
Proceed to the next page.
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* ↑ Jones, M., Li, Z., & Merrill, M. (1992). Rapid prototyping in automated instructional design. Educational Technology, 30(8), 42-47
# Instructional design/Reducing cognitive load in multimedia instruction

When you think about it, Multimedia Learning has existed for a very long time. Since we started writing on cave walls, tablets, and chalkboards, our need to be understood and to impart knowledge has driven us to pursue new and better ways to communicate ideas. The evolution of multimedia since the invention of the chalkboard or even the overhead transparency is astounding. However, the advancement in technology has also increased the need to be cognizant of learner cognitive overload. Indeed as we move more toward E-Learning and web-based instruction, it has become critical to understand the issue of learner cognitive overload when using multimedia and more importantly, how to avoid it.
To begin our lesson, take out a piece of paper and a pen or pencil and watch the You Tube Video below(Just click the play button on the screen.) This video is actually on the topic of “The Cognitive Theory of Multimedia Learning” but as you watch it, you will discover many instances of learner-overload being portrayed, unintentionally. As you watch, take notes on what you see. Remember to turn on the speakers! Return to this page when you are done.
The video you just watched undoubtedly has some learner overload issues. As you work through this lesson, keep in mind the points you noted about the video clip.
When you are ready, click Next to continue.
| Instructional Design | Next > |
# Instructional design/Rapid Prototyping/Building a Plan

| ID Homepage | 1. Lesson Overview | 2. What is RP? | 3. When to use RP | 4. RP Techniques | 5. Building an RP Plan | 6. Strengths and Weaknesses of RP |

### Rapid Prototyping Guideline

You are now ready to prepare your first Rapid Prototyping plan!
    Use this step-by-step guideto help critique and design Rapid Prototyping plans.

### Design Scenario

In this scenario, Sarah the Designer is developing an online nutrition course for the Boy Scouts of America. The youth group requires very effective instruction and offers a vast amount of resources and support for Sarah. She has been given a content-packet and interviews with Boy Scout nutrition Subject Matter Experts (SMEs). Her instruction is scheduled to go live in four months.
After reviewing her scenario, Sarah realizes that her scoring system has too many loose-ends and holes. In addition, while attempting to write dialogue between three players, she learns that her scoring system can be easily abused, thereby ruining any chance at learning gains.
Review Sarah's Rapid Prototyping Plan.
    Using the guidelines provided above, critique the designer's use of Rapid Prototyping throughout her design process in this thread. Include with your critique of the designer's plan any recommendations you would make.

### Your Design Challenge

Congratulations on the big job! You've just been promoted to Senior Instructional Designer at your firm, and your first project has already come across your desk!
The executive board has just signed a large contract with Coca-Cola, agreeing to provide training for the next ten years to its bottling-plant employees. You are in charge of providing effective, efficient, and appealing training to the Coca-Cola employees.
To begin, your team has identified a pre-existing online workplace safety course that is outdated. After a quick analysis of the course, your team determines that the course's structure needs to be completely redesigned. Management has indicated that new course should allow the learners more control over the pace and sequencing of the course content.
As you will be designing this course structure from the ground-up, implement a rapid prototyping plan to determine the most effective navigation and organization structure.
This course should be live within a month, so you realistically need to have the first prototype done within a week. You have four members on your team: yourself, a graphic designer, a programmer, and another instructional designer. Management says they will pay for test subjects if needed. You also have standard office supplies available, including use of a desktop computer with the Microsoft Office Suite installed.
    Using the guidelines provided above, create a detailed design plan in this forum. Be sure to list specific methods and expected results. When you are finished, review the other responses and critique them just as you did in the example above.
Please proceed to the next section:
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# Digital Media Concepts/Iphone 4s (Siri)

Introduction goes here...
# Digital Media Concepts/Infinadeck Omnidirectional Treadmill
## Infinadeck
### Basic Information

Infinadeck is a company based out of Rocklin, California. They have focused on the development of a single product, the Omnidirectional treadmill. The purpose of this creation was to enhance the experience of using a VR headset.
Their exact description is as follows:
   Infinadeck is the world's first commercially-viable omnidirectional treadmill. This patented device allows users to naturally walk in any direction and, when paired with a VR headset, creates a personal holodeck experience that will allow users to take a stroll through vast, immersive new worlds.

### Appearances in the media

The earliest appearances of Infinadeck in the media starts in 2014 on Twitter.
Infinadeck was really put on the map in April 2018 when Infinadeck gave a product demonstration to Destin Sandlin, best known from his YouTube channel "Smarter Every Day," and Adam Savage, who you might know as a host of the popular science show MythBusters. Sandlin, an engineer, posted his review videos on April 16, 2018 and did his best to decipher the technology behind the treadmill and break it down in a way that's easy for viewers to understand. Savage posted his video to his mini show "Adam Savage's Tested" just two days later on the 18th, where co-hosts Norm and Jeremy showcased the treadmill and it's features.

### Shows and Demonstrations

Infinadeck has done several major public demonstrations in the past.
* Augmented Reality Expo (May 30- June 1, 2018)
* 5th SVVR Anniversary Meetup (May 16, 2018)
* Infinadeck Global Launch Party (March 28, 2018)
* IMAX Premier Demo Event (March 28, 2018)
* Ready Player One: VR Showcase (March 24-25, 2018)

### Current prototypes and speculative pricing

As of September 2019, Infinadeck has not made their product commercially available, although they do have functional prototypes available for testing at demonstrations and expos. Fans have been following the company closely, eager to get their hands on one should the product become available. Infinadeck has not released a price range for the finished product, but speculation from reddit users u/redmercuryvendor and u/traveltrousers range from $10,000 (for one unit) to $30,000 (for several developer kits).
# Digital Media Concepts/HyperLoop
## Introduction

Hyperloop is a concept developed by Elon Musk.
# Digital Media Concepts/Jack Thompson

John Bruce "Jack" Thompson(Born July 25, 1951) is a lawyer/activist, known for his anti-video game actions to violent video games or outright media that contains obscenities.

## Career

Introduction: On December 1st, 1997. A 14-year-old child named, Michael Carneal killed 3 students and injured 5 at Heath High School in Kentucky. He pleaded guilty, citing the games Doom, Quake, Wolfenstein, and Resident Evil as motivation. Thus began Jack’s vendetta against the video game industry, he filed a $130 million lawsuit against Nintendo, Sega, and Sony claiming them as responsible for Carneal's actions.
Grand Theft Auto:
In June 3, 2003. A teenager named Devin Moore, shot and killed 3 officers of the local police force after being arrested for being suspected of stealing a car. Once captured, he said, “Life is like a video game, everybody’s got to die sometime.” The murderers were linked to the game GTA: Vice City as inspiration of his attack on the police force. After claiming the law firm Blank Rome's strategy was to shoot the messenger than dealing with the video game companies, Jack Thompson withdrew the case before the case, but then refused. He then got his licence in practicing law revoked, and had to drop the case 4 days before the trial.
In 2005, a Mod based off a scrapped mini game that featured intercourse called, Hot Coffee was released online that unlocked the unused source code to be accessed, and caused enough controversy that it caused the ESRB to almost reconsider the rating of the game to be rated M to AO+(Adults Only) therefore causing retail stores to not sell the product. To avoid this, Rockstar to recall all first released versions of the game, and to be replaced future editions of the game to include a patch. Thompson blames the company Rockstar for being responsible for this and many of the other cases he had filed in the past against them.

## Controversy

Disbarred: In 1993, Jack Thompson was against the bar organization in Florida claiming it unconstitutional, because they had a vendetta against him due to their liberal messages. He tried to file the same claim in 2006, but as the first one both were dismissed. In 2007, the Florida club would file a disbarment complaint, in 2008, Thompson was found guilty of 27 complains set against him. On September 25, 2008, Thompson was disbarred and was no longer allowed to practice law.

## External Links

http://www.jackthompson.org/about_thompson/index.htm https://en.wikipedia.org/wiki/Heath_High_School_shooting http://www.jackthompson.org/games_in_the_court/paducah_shooting.htm https://en.wikipedia.org/wiki/Devin_Moore http://www.jackthompson.org/video_game_cases/gta_hot_coffee.htm https://www.gamespot.com/articles/debate-intensifies-over-hot-coffee-sex-in-gta/1100-6128837/ https://en.wikipedia.org/wiki/Hot_Coffee_mod http://www.kotaku.co.uk/2015/09/15/the-rise-and-fall-of-video-gamings-most-vocal-enemy https://kotaku.com/5054772/jack-thompson-disbarred http://www.gamespy.com/articles/112/1121508p1.html http://www.wdrb.com/story/13279449/school-shooter-michael-carneal-discusses-delusions
# Instructional design/Interpersonal behaviors/Summary

Summary of Lesson
| Instructional Design | Interpersonal Behaviors | < Back | Next > |
# Instructional design/Intrinsically Motivating/Thomas W. Malone's Criteria For Motivation

Though no game is identical in its features, many of the motivational factors found within the above game are generalizable. Therefore, amalgamations of these same factors can also be found within most other popular computer games and non-computer games. By studying these naturally motivating forces, Thomas W. Malone has developed a guide or criteria for use within the realm of instruction. Within this module, you will learn the essential components of Malone’s "Theory of Intrinsically Motivating Instruction" specifically related to his work on Fantasy and Challenge. Though his theory extends beyond just these two factors, the content of this module will allow you as a designer to employ basic rules to create intrinsically motivating instructional environments within your own work. Because it is critical to employ aspects of fantasy when creating challenging learning environments, we will examine Malone’s work within the realm of Fantasy first.
# Instructional design/Interpersonal behaviors/Strategies and Methods for Creating Instruction within the Interpersonal Domain

General Strategies:
Team should put some text here.
Strategies for Specific Topics within the Interpersonal Domain
A. Instructional Design Strategies to affect Conflict Resolution
B. Instructional Design Strategies to affect Team Building
C. Instructional Design Strategies to affect Leadership
D. Instructional Design Strategies to affect Social Behavior
# Instructional design/Intrinsically Motivating/Introductory Exercise
## Play "Darts"

Please open the following link to play a version of the popular computer game “Darts.” This particular version has been adapted into an educational game to teach simple fractions. You only need to play a couple of rounds in order to get an idea of how the game works.

## "Darts" Comparison

Now, turn your attention to the following graphic representation of the same game. This version is the same as the original but lacks many elements found within the original game: There is no feedback on if the answer is right or wrong, there are no balloons or arrows, and there is no cheering when the correct answer is given and a balloon pops. Furthermore, there is no scoring system and no limit to the amount of guesses one has to guess the correct answer. Which version do you think is more fun? Which of the above components of the game do you feel are motivational factors that make the game fun to play?

## Discussion

If you thought that the original game was more fun, most people seem to agree with you. These are the motivational factors that make the game fun:
1) Balloons pop when the player gets the right answer. 2) Through the player’s answer, he or she controls a “dart” that directly “pops” the balloon target. 3) Cheering is heard when a balloon is popped. 4) The player only has a certain amount of “darts” to get the right answer. 5) Because the player is made aware when his or her answer is correct, he or she is motivated to continue playing until the right answer is achieved. Both versions of the game are educational in the sense that they both allow the player to practice simple fractions. However, the original version of the game employs certain design techniques (seen above) which serve to motivate the player to continue playing the game, which ultimately allows the player to gain more practice with the educational goal of the game: familiarization with simple fractions.
# Instructional design/Introduction to Kirkpatrick’s four levels of evaluation/Level One Evaluation Item Types
## Introduction

Now that you have identified the level 1 target areas, let's proceed to the next step in the process of creating your own survey.
What do the following have in common?
If you answered all of them are questions from a level 1 evaluation or reaction sheet, you are right! While there are many types of questions you can include in a level one evaluation, these survey questions fall into two main categories: closed-ended and open-ended.

## Closed-ended questions

When you want learners to choose from a given set of possible responses that you have pre-determined, use this type of question. Closed-ended questions enable you to collect quantitative data that are easy to analyze after data collection. The main closed-ended questions used in a survey are Likert-scaled questions and multiple choice questions.

#### Likert-scaled questions

Likert-scaled questions allow learners to select a response from a given range of fixed choice responses containing a balanced number of positive and negative response that best matches their opinion. Remember to use this type of question when you want Learners to select only one response. The original Likert scale consists of five points, however there are other variations, such as a seven-point scale and six-point scale. Below is a typical five-point scale that measures agreement:
1—Strongly Disagree, 2—Disagree, 3—Neither Agree Nor Disagree, 4—Agree, 5—Strongly Agree.
You may also use variations of the Likert scale.
Example Innovate Technologies wants to find out what new employees think about their orientation program. Here are two examples of Likert-scaled questions (with slight variations in the scale) to include in a level one evaluation:
I found the orientation program's content easy to follow.
The trainer's presentation style kept me engaged.

#### Multiple choice questions

Multiple-choice questions allow learners to select one or more than one response from a given set of possible choices. When using this type of question, make sure all the answer choices are valid. When applicable, include “Other” as one of the choices. This type of question is useful when you want to find out what learners' top preferences are.
Example Stratford Healthcare wants to find out whether employees like the current duration of their IT training sessions or prefer other choices. Here’s an example of multi-choice question to include in a level one evaluation:
During an 8-hour session, I like: one 15-minute break and one hour-long break
two 10-minute breaks and one 45-minute break
three 20-minute breaks
Others. Please specify:___________________

## Open-ended questions

When you want to collect detailed feedback from your learners about a certain aspect of the training, use this type of question. Open-ended questions are a great way to collect qualitative data (i.e. data that does not include any numbers or figures). Use these type of questions to get descriptive input from participants, and their suggestions on key areas.
# Instructional design/Introduction to Kirkpatrick’s four levels of evaluation/Level One Evaluation Target Areas
## Introduction

Typically, in a level 1 survey, you ask your participants feedback about three target areas:
* Course content
* Trainer
* Learning environment.
Let's take a look at each of these areas:

## Content

What did learners think about the course content?
In a level one survey, ask your participants feedback on different aspects of the course content, including the materials and activities used in the course.
Example Innovate Technologies wants to find out what new employees think about their orientation program’s course content. In the level 1 evaluation survey, they can find out the following about the content:
* Whether the course content met learners' expectations
* Did learners enjoy the Icebreaker activities
* Whether the Introduction to the Company video was helpful

## Trainer

How did learners react to the trainer?
In addition to questions about content, find out what your participants thought about the course trainer/facilitator, such as his expertise on the subject, the effectiveness of his communication, etc.
Example Stratford Healthcare wants to find out whether the Windows training program’s instructor meets the trainees’ expectations. In the level 1 evaluation survey, they can pose the following trainer-related questions:
* Did the instructor meet the stated course objectives?
* Was the trainer effective in his presentation?
* Did the facilitator respond to questions appropriately?

## Learning Environment

How did learners react to their learning environment?
Finally, in a level one survey, solicit your participants’ feedback on the learning environment and administration issues, such as: facilities, class duration, sign-up process etc.
Example Glide Airlines wants to find out whether their Customer Support teams like the environment of the “How to handle customer complaints” training. In the level 1 evaluation survey, they can pose the following questions about the learning environment:
* Did you find the classroom set-up suitable for this program?
* Were the number of breaks provided sufficient?
* Was the online sign-up process easy?
If you feel you've got a good grasp of level one target areas, test your knowledge (To return to this page, click the Back button on your browser window ). Or, click Next to go to Lesson 4.
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| ID Homepage | 1. Kirkpatrick’s 4 Levels of Evaluation | 2. Level 1 Sample Survey | 3. Target Areas | 4. Question Types | 5. Structure Your Survey |
# Islam/Hadith

Hadith is the secondary text of Islam. It is a series of collections of sayings (Hadiths). Each saying pertains to the behavior and actions of either the Prophet or his close companions and are meant to be used as guides in everyday life.
Each Hadith is composed of two parts
There is no official collection of Hadiths. However, four general collections are regarded by the Sunni as accurate while the Shia regard a different two as legitimate.