OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Color and Design

| ID Homepage | 1.Introduction | 2.Understanding Color | 3.Combining Colors | 4.Applying Color | 5. Quiz | 6. Learn More |
* Using Color in Instructional Design
| Introduction Color is a code that carries great meaning for people, so how you use color will impact your learners’ experience. Effective use of color makes it easier for people to find things and focus on what’s important. Color can quickly show how different elements relate to one another, and how content is organized and structured. Inappropriate color choices can impact the credibility of your designs and the understanding and motivation of your learners. This lesson will improve how you choose and combine colors to support the goals of your instruction. | Good, bad or ugly? Your learners will decide. |
* Learning Objectives
* This lesson will take approximately 30 minutes. Upon completion you will be able to:
* Select colors appropriate to the context and learners.
* Create and modify colors for digital display.
* Change the hue, saturation and brightness levels of colors to achieve different effects.
* Use different hues, with varying levels of brightness and saturation, to increase the appeal and effectiveness of your designs.
* Use complimentary and analogous colors to improve the appeal and effectiveness of your designs.
* Please take the 10 question quiz at the end to test your understanding of these concepts. Good luck!
* Color Meanings and Preferences
* We all have favorite colors. Studies show our preferences may be influenced by gender, age and experience and also that they're essentially subjective. But when developing instruction for others we must also consider their expectations on what's an appropriate use of color. Meanings are ascribed to colors by association (the sea and sky are blue) and culture. Cultural associations are often exposed through language, for example “true blue” and “I am feeling blue”. Blue is popular around the world so it's quite a safe color to use. But which blue? From the blues on the right which would you choose for the following:
* 1. A job aid for a bottled water company ____?
* 2. Online legal compliance training in a corporate law firm ____?
* 3. A game about electricity for children ____?
* 4. A career resource for college students ____?
* Was it hard to decide? On what basis did you choose?
* Perceived learner preferences.
* What the color "means".
* Potential client preferences or brand.
* Theme of the content.
* Personal preferences.
* Color theory.
* As you are the designer there are no absolute right or wrong answers here. But after this lesson you may see different blues differently.
Next Page - Understanding Colors >
# Instructional design/Component Display Theory/AvoidMot

* Find
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# Instructional design/Component Display Theory/CDT Checklist
## Lesson Scenario Two

Financial Example Classify the content within a lower-division financial college course, we review the curriculum content to determine how we can classify the content to build instruction:
Fact: Annual financial reports are required to be completed by Local governments.
Concept: Financial information can be used to determine the “health” of a community.
Principle: GAAP (Generally Accepted Accounting Principles), State laws, and local ordinances.
Process: The process of adopting a Budget from setting policy to appropriation (enacting the budget into law).
Procedure:
* ) Prepare the budget calendar
* ) Prepare and distribute budget instructions
* ) Prepare revenue estimates
* ) Prepare departmental expenditure requests, Interfund transfer requests & capital outlay request summary
* ) Consolidate departmental requests, revenue estimates and submit to CEO for review and revision
* ) Prepare the budget document
* ) Present the document to the legislative body
* ) Hold public hearings
* ) Record the approved budget in the accounts

## Now you try it

Next >>
Review the CDT Matrix
# Housing rights in Argentina

Housing rights in Argentina
Inhabiting a worthy house helps to guarantee other human rights. Adequate housing should have access to safe drinking water, energy for cooking, heating and lighting, sanitation and washing facilities, site drainage and emergency services; adequate housing should provide enough and adequate space for a comfortable life and protection from cold, heat, rain, wind, dust or other risks to health. Adequate housing must also be in a location which allows access to employment options, health-care services, educational centres and other social facilities. Living in a place with those features facilitates the satisfaction of other rights: health, privacy, rest, education, work.
The Argentine republic has a Constitution which contains two articles related to housing rights.
There is an article incorporated in 1957 (14 bis) which mentions explicitly, among other issues, the right to a house: “In particular, the laws shall establish:... access to a worthy house.”
In 1994 a series of international human rights treaties were incorporated to the Constitution (article 75, paragraph 22) obliging the nation to comply with these new commitments. Several of those treaties contain points about housing but the more relevant and extensive instrument related to this topic is the International Covenant on Economic, Social and Cultural Rights (ICESCR) that establish the content of the right to adequate housing and how the State should proceed in relation to forced evictions. The ICESCR says that:
An adequate house must have:
* Legal security of tenure
* Availability of services, materials, facilities and infrastructure
* Affordability of the household costs
* Habitability
* Accessibility to those entitled to it
* Location which allows access to employment options, health-care services, schools and other social facilities.
* Cultural adequacy
Legislation about forced evictions should contain measures which:
* Provide the maximum security of tenure to occupiers
* Are adjusted to the ICESCR
* Regulate strictly how forced evictions must be carried out
The articles and the treaties mentioned should guarantee the housing rights in Argentina. However, in spite of the existence of those legal instruments a large part of the population is still having housing problems, huge difficulties to have access to a place to live in and is exposed to forced evictions, done by the same state that should protect them. Those legal instruments also require the State to invest the maximum available resources to meet the housing goals.
Observing the present habitational situation and knowing the contents of the current legislation there is a contradiction that poses some questions related to this topic.
* Who, having the possibility, does not comply with the norms?
* Is it possible to solve housing problems only with the legal framework?
* What other actions could be made to improve the habitational situation?
# How Lesothosaurus defended itself

Lesothosaurus was an approx. 1 m long herbivore from the early Jurassic period. Its long legs, small arms, and slender tail all suggest that it was a fast runner . Given this fact, it defended itself by running away as fast as it could.
# How do plants absorb water

Plants continuously absorb and release water throughout their life. In this way, as a result of absorbing and releasing water, the growth and development of plants can be carried out normally. Water potential moves from high to low. In other words, depending on the difference in water potential, water is absorbed from the soil with the help of roots, the absorbed water is transferred up and to the side, and finally it evaporates to the outside environment through the leaves.
Plants absorb water from the soil by a process called osmosis.

## Passive absorption of plants

Plant water absorption depends on the difference between soil solution potential and national internal water potential. In other words, because the water potential of the root cell is lower than the potential of the soil solution, it is possible to absorb water. Absorbed water is not only used by other plant organs, but also is released through the process of evaporation, so water absorption is continuous in plants. Water absorption mechanisms are divided into two categories: passive absorption and active absorption. When there is enough moisture in the soil and normal evaporation is taking place, the absorption of water as a result of the difference in water potential is called passive absorption.

## Active absorption of plants

If the evaporation process is intense, the water potential of the mesophyll cells decreases and starts to draw water from the conduction bundles located in the veins of the leaf. As the amount of water in the leaf veins decreases, the water potential decreases. The leaf conduction set is directly related to the stem and rhizome conduction sets because the pressure created in the leaf veins begins to draw water from the bottom up, and at this point pressure also occurs in the base. With this pressure, plants absorb water from the soil. The driving force for passive absorption is the evaporation process, and the determinant of the water potential difference is the pressure potential developed in the transfer package. Absorption of water by roots can also occur without the participation of the evaporation process. Absorption of water by lowering the water potential by depositing inorganic substances in the permeation package is called active absorption. Active absorption intensifies when the evaporation process is low and causes national pressure.
# Housing cooperatives

Could housing co-ops be a way for homelessness and houselessness to be reduced? Housing co-operatives could help to eradicate houselessness and homelessness, potentially.
With seven billion humans on Earth, medium and high density housing is arguably necessary until off Earth colonization happens. Condominiums housing co-ops could be built utilizing economies of scale.
Projects like Habitat For Humanity have future home-owners help to build housing to reduce costs of building housing. There are multiple novel economic mechanisms that could help housing co-ops to thrive.
Sound proofing technologies can enable humans to live near one another more harmoniously. Privacy can be quite wonderful. Peaceful adults should enjoy a right to be left alone, if they want to be left alone. Housing co-ops that have separate units for each individual or family can help humans to enjoy peace, quiet, privacy, and prosperity, potentially.
We should do what is possible to help stop involuntary houselessness and involuntary homelessness. Perhaps universal basic income can be utilized to fund housing co-ops.

## Discussion questions

* How do housing co-ops differ from private housing development?
* What are advantages and disadvantages to housing co-op economic models?
* How might decentralized autonomous organizations be utilized to organize and coordinate the development of housing co-ops?

## Readings
### Wikipedia

* Housing cooperative
* Cooperative
* Building cooperative
* Cooperative federation
* Co-operative wholesale society
* Cooperative banking
* Building society
* List of co-operative federations
* Student housing cooperative
* List of New York City housing cooperatives
* List of condominiums in the United States
# How Stuff Works

How Stuff Works was a Spring 2008 Student Designed Course at the Franklin W. Olin College of Engineering in Boston, MA. The course focused on hands-on learning through disassembly.

## Looking Back

While we met several speed bumps along the way (people dropping out of the course, starting late, scheduling conflicts, etc.) we managed to carry enough momentum to keep the class running, and ultimately it was an interesting learning experience for everyone. One of the biggest problems we encountered was scheduling sessions that everyone could attend; another issue was finding appropriate items to take apart. We dealt with the first issue by constantly rescheduling until it worked (not, perhaps, the most efficient strategy) and the second by supplementing our curriculum with small construction projects.

## Mechanical

A list of the mechanical topics covered will be added here.

## Electrical

A list of the electrical topics covered will be added here.
# Fire and emergency management/Hazardous Materials Awareness Level/Additional Training Materials
## Additional Training Materials

* DoD Hazardous Materials Awareness Level Student Workbook
# Fire and emergency management/Hazardous Materials Incident Commander/Additional Training Materials
## Additional Training Materials

* DoD Hazardous Materials Incident Commander Level Student Workbook
# Fire and emergency management/Hazardous Materials Awareness Level

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Additional Training Materials ---
# Fire and emergency management/Hazardous Materials Incident Commander

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Additional Training Materials
# Fire and emergency management/Hazardous Materials Operations Level

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Additional Training Materials
# Fire and emergency management/Hazardous Materials
## Hazardous Materials

* Wikipedia: Introduction Article to Hazardous Materials
* Commons: Various Hazardous Materials Placards
# Fire and emergency management/Foam Operations

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Foam Operations
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Hazardous Materials Operations Level/Additional Training Materials
## Additional Training Materials

* DoD Hazardous Materials Operations Level Student Workbook
# Fire and emergency management/Ground ladders

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Ground Ladders
Cognitive Applications
Psychomotor Applications
# Instructional Design/Design

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection.

## Multimedia

* Watch YouTube: The ADDIE Design Phase.

## Design document

* Creating an Online Collaborative Environment Design Plan

## Instructional strategies
### Macro-level instructional methods

This sub-section of the course builds your skill in applying instructional design theory at a macro-level to design compelling learning experiences.
* Constructivism (6 pages)
* Choosing Methods for Adult Learners
* Enhancing Engagement in Online Learning
* Designing Collaborative Project-Based Learning
* Instructional Plans with Tablet Technology
* Spotting Problem-Based Learning (7 pages)
* Designing Intrinsically Motivating Instruction
* Blended Learning Lesson Plans
* Designing E-Portfolios
* Divergent Thinking Methods

### Micro-level instructional methods

This section of the course builds your skill in designing micro-level instructional methods. The modules in this section include:
* Designing instruction for cognitive behaviors (17 pages)
* Designing instruction for psychomotor behaviors (10 pages)
* Designing instruction for affective behaviors (8 pages)
* Designing instruction for interpersonal behaviors (6 pages)
* Reducing cognitive load in multimedia instruction (10 pages)
# Instructional Design/Constructivism/Self Evaluation
## 1st Step:

* Now that you have created your own solution to the lesson in need of an ALE, the next step is to learn how to evaluate your work. HOLD SHIFT and CLICK here to read an expert example of ALE incorporation into the lesson.
* Then view this video,in which the author details his incorporation of an authentic experience into the sample instruction from lesson 2. It will also detail how he met all the components identified on the quality checklist.

## 2nd Step

Evaluate your achievement of incorporating ALE components by comparing your lesson with the quality checklist, listing deficiencies/superiorities of their created authentic learning experience, and in comparison to authentic learning experience seen in the video above.
This Authentic Learning Experience Checklist was based on Peter Honebein’s material presented at the ISPI 2006 International Conference Workshop Authentic Activities for E-Learning and Beyond. Participants will utilize the following Rubric: then add up the points. 7 points is a Beginning level designer; 8-14 is a Developing level designer; 15-21 is an Accomplished level. 21 points and higher is considered Expert level for this lesson evaluation. Note: Do not make this self-evaluation too exhausting. You will get a rough idea where you are if you move through the rubric purposefully and intuitively.
Reference: http://web.archive.org/web/20030627165218/http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf
Click Conclusion to continue.
| Instructional Design: Homepage | Constructivism: Introduction | Pre-Lesson | Lesson 1 | Lesson 2 | Lesson 3 | Conclusion |

## Review The Objectives

•Given an expert testimonial’s example of incorporation of the authentic learning experience into instructional plan, along with detailed review of their strategy addressing quality checklist components, participants will be able to:
* 1.7 Evaluate their achievement of incorporating components outlined below from quality checklist in their authentic learning experience which includes:
* 1.8 List deficiencies/superiorities of their created authentic learning experience in comparison to authentic learning experience created by expert witness.
# Instructional Design/Constructivism/Syllabus Description

Wikiversity Lesson Development
Ongoing development throughout the semester with final deliverables due by April 16. Students will work in teams to develop Wikiversitycompatible lessons that teach a topic TBD by the instructor. A strong emphasis is placed upon the creation of example lessons that incorporate microlevel instructional strategies. My expectation is that we will make use of a variety of media to represent these strategies in action, from text to video. Please orient yourself to Wikiversity by visiting: the main page
To accomplish this, you will need to complete the micro-level instructional methods modules that last semester’s class created at Topic:Instructional Design. Teams and topics will be formed and discussed in the Oncourse forum.
25% of the overall grade
# Instructional Design/Emerging Technology
## Emerging Technology

Learning Goal
Key Learning Objectives
Learning Experience
* Discover how to prepare students for online assessment as well as college and career by integrating digital literacy into the classroom.
* Experience an inquiry-based curriculum that makes project-based learning easy and incorporates technology skills in core curriculum.
* Explore tools that provide measurable data to pinpoint challenges and measure success in regards to developing 21st century skill.
# Instructional Design/Constructivism/Project Description

Wikiversity Project | Designing a Constructivist Learning Experience Project Proposal Prepared by Peter C. Honebein, 2/10/08
ADDIE Level: Design
Need: Designers of instructor-led training courses rely on too heavily on topic-based instructional strategies that rely primarily on a “data dump” of content to ensure learners have been exposed to virtually everything known about a topic. The learner leaves these experiences with knowledge in their heads, but little ability to apply what they have learned. Experts such as Neil Rackham and Sivasailam Thiagarajan argue that content-dump training is a waste of time, since it is not possible for learners to remember a vast portion of what they are taught.
The movement toward performance-based instruction puts enhanced emphasis on enabling people to perform key tasks well, while sacrificing a wide breadth of knowledge. Medical schools such as McMaster’s University in Canada have experimented with problem-based learning. Corporations such as Learning Tree International have integrated a blend of problem-based learning and goal-based scenarios into their lines of training products. These kinds of learning experiences, while more resource-intensive to develop, have shown marked improvement in terms of learner performance and learner satisfaction.
Learning Goal: People who are designing an instructor-led training course will be able to align the learning experience with constructivist principles, practices, and strategies.
Project: Develop an hour-long instructional module that contributes to achieving the module goal. This module shall consist of at least three self-paced lessons. The key deliverables and deadlines are:
Deliverable Description Deadline
February 27 Design document Document that describes the audience, context, learning goal, learning objectives, and learning experience. Also includes the roles and responsibilities of the team members and other parties, and a task-based development schedule.
March 25 Beta Version Content complete module that includes all lessons, interfaces, and activities. Ready for formative evaluation.
April 16 Final Version Content complete module that has undergone formative evaluation with at least three members of the target audience.
Team Budget: 125 hours
# Instructional Design/Development

In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase.

## Multimedia

* Watch YouTube: The ADDIE Development Phase.

## Lessons

* Leveraging OER in Your Design
* Converting Textbook Chapter Lessons into Technology-Based Lessons
* Developing a Rapid Prototyping Plan
* Enhancing Interactivity in Online Learning
* Creating Digital Storytelling Activities
* Generating Problems for Problem-Based Learning Situations
* Applying the Cognitive Apprenticeship Articulation Method
* Using the R2D2 Model to Enhance Online Courses
* Designing Goal Setting Activities
* Using the ACRS Model to Enhance Learning Experiences
* Creating Dynamic Lessons
* Color Selection for Instructional Message Design
* Using Color in Design
* Designing Online Instructional Presentations
* Contrast Alignment Repetition Proximity
* Educational Podcasts
* Roles for Discussion Approach
# Instructional Design/Evaluation

This section of the course builds your skill in evaluating learning experiences.

## Multimedia

* Watch YouTube: The ADDIE Evaluation Phase.

## Formative evaluation

* User Testing of E-Learning Courses (17 pages)

## Summative evaluation

* Designing a Level 1 Evaluation for Classroom Instruction
* Designing a Level 2 Evaluation for Cognitive/Application Objectives

## See Also

* Evaluation
# Minerals/Ices/Clear ices

Clear ice refers to a solid precipitation which forms when air temperature is between 0 °C (32 °F) and -3 °C (27 °F) and there are supercooled, relatively large drops of water (from freezing fog).

## Bubbles

"The opacity of ice formed from water containing dissolved air is due to the presence of bubbles of air in the ice. Both bubble concentration and sizes were found to depend on the rate of freezing. Bulk water saturated with air at 0°C was found to freeze into ice containing about six bubbles per mm3 when freezing proceeded at 0.5 mm min$^{-1}$ and 300 per mm3 at a rate of 5 mm min$^{-1}$. Bubbles were formed at the ice-water boundary when the concentration of dissolved air reached a critical value which, for rates of freezing greater than 2 mm min$^{-1}$, corresponded to a supersaturation ratio of 30. Agitation of the water could prevent the critical concentration from being attained and clear ice then formed."
"Other factors which influenced bubble concentrations and sizes were the amount of dissolved air, pressure, thickness of the layer of water ahead of the growing ice and escape of bubbles by buoyancy."
"Bubbles in ice were found to change shape with time particularly when under the influence of a temperature gradient."