OpenLLM-France/wikimedia huggingface dataset:
# BCP/Lamium purpureum

Lamium purpureum
| Plant colony Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Lamium purpureum (Deadnettle) Identifying Characteristics Habit:Low, spreading herbaceous plant , flowering stems rising above the foliageFlowers:Tubular, 2-lipped, pink or purpleFoliage:Reddish or purplish in early spring, fading to green as the season warmsStem:square in cross section, densely covered by the leavesLife Cycle: Winter annual Recent Logs --SB_Johnny | 12:15, 4 May 2008 (UTC) Chemgym 12:48, 10 May 2008 (UTC) --SB_Johnny | 10:01, 27 May 2008 (UTC) --Juan Pisek 14:59, 29 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Spring, Mid Spring, Late Spring
Regional data: Southeastern Pennsylvania: (invasive or naturalized) March, April, May Central Pennsylvania: April Prague, Czech Republic: (hluchavka nachová) (native) March Central Bohemia, Czech Republic: (hluchavka nachová) April South Bohemia, Czech Republic: (hluchavka nachová) March , June Moravia-Silesia, Czech Republic: (hluchavka nachová) (native) April, May
Additional images:
| Deadnettle stands | Closeup image of flowers | Leaf |
# Active learning

When you actively think, say, do and experience anything directly you are actively learning. Research shows that people retain 90% of what they say and do, compared to only 10% of what is read, 20% of what is heard, and 30% of what is seen. You could theoretically retain 100% if you actively participate in your own learning, actively use all your senses while doing so, and actively think as you learn. Passive learning assumes that no action is required on your part to learn. Active learning challenges the common education approach of teaching through passive learning. When was the last time you passively learned anything? When was the last time you actively learned anything?

## Active versus passive

This Wikiversity page is under construction. If you see a Red link, turn it into a Blue link. If you see something that needs Translation, translate it. If you don't agree with something or have a question, simply go to Talk:Active learning with your concerns. This is a wiki!
It is barely conceivable now to remember how to use a slide rule now that we have entered the Age of /Cybernetics with all of these advanced utilities...

## How to be active

There are many ways to actively learn. By actively participating in this course you will learn what processes have been developed to encourage active learning.
Do you know how to drive? Do you know how to ride a bike? Do you remember how you learned to? Did someone tell you how? Did someone demonstrate how? Chances are you got on the bike or behind the drivers seat and learned by doing it for yourself.

### Ask questions

Asking questions can help you learn almost anything. By asking questions you are doing something to help yourself learn. Can you think of some questions you have asked recently?

### Reflective listening

When you ask a person questions or engage in conversation a change in communication takes place, you begin to listen while the other person talks. Reflective listening is a communication strategy where you actively listen attentively to the speaker for their meaning and afterwards repeat what the speaker said in your own words to confirm whether you understood the person. While you engage in reflective listening you should suspend any judgment or thoughts you might have until after you confirm that you correctly understood the person.

### Solve problems

To solve problems people often use problem solving skills. Problem solving is a mental process that occurs when you need or want to reach a desired goal. Problem solving involves active learning when you learn from asking questions, brainstorming, analyzing the problem, thinking about the problem, using creativity to solve the problem, or do anything to find possible solutions to the problem. What was the last problem you recently tried to solve? Do you remember how you solved or tried to solve the problem? What did you do?
# Active learning/Cybernetics

You may be asking yourself "What does Cybernetics have to do with active learning?" That is a good question! Cybernetics is...
# Activities, assignments and assessment/Building ‘exit velocity’

Lester Jones' prerecorded presentation for AAAOpenConf2013
This presentation looks at a final year physiotherapy subject. Students reflected on their practice, in relation to the self-management of people with chronic disease. The assessment included the reflective nature of the learning experience with reference to guided reflection activities and the incidental reflection that occured through peer assessment (Thomas et al, 2011). A brief discussion will focus on how the education experience prepares students for their ‘exit’ from the university environment into professional life (Boud & Associates, 2010).
# Activities, assignments and assessment/Digital assessment

Assessment opportunities in the age of elearning
Cathy Gunn's presentation for AAAOpenConf2013
The range of assessment options has increased considerably with the evolution of elearning tools. Online exams, eportfolios, practice tests, group projects, simulations, intelligent tutors, learning analytics, student generated resources and automated marking assistants have become common features of the higher education landscape. Major institutions are taking MOOCs seriously, in the belief that open courses – massive or not - are a disruptive technology. The potential is only beginning to be explored, and some observers wonder if the investment will yield better returns than the open education trend of the early 2000s. Assessment will remain a challenge as long as formal accreditation, invigilation and institutionally defined pathways to achievement of objectives dominate the space.
The beginning stage of many learning innovations sees familiar things done in new ways. Thus most university courses are based around content, student activity is more or less directed by teachers and assessment is as much about measuring outcomes as promoting learning process. The tools listed above are just some of the available ways to make assessment more relevant and engaging within traditional course designs. Pedagogy remains the critical factor, and users of these tools are beginning to discover new opportunities for designs where learners take control, determine their own pathways and collaborate with whoever they choose. As is often the case, unexpected consequences are proving most productive.
An important question is: are institutions ready to embrace these innovations, and do they empower staff to explore the shifting landscape of e-assessment? Teachers can apply new educational concepts and technology skills to learning design, but institutional support is equally important. This talk explores the latest innovations in assessment and the conditions necessary for adoption and further development.
# Activities, assignments and assessment/AAAOpenConf2013

This is an archive page of the AAAOpenConf 2013 event at La Trobe University. Presentations have been copied from here into the main page.
Present and discuss ideas for learning activities, assignments and assessment methods.
Lunch and morning and afternoon tea provided. Sessions will be recorded and broadcast online.
Notes from planning meetings and other preparations are logged on the discussion page.

## When and where

* 9am - 4pm. Friday, 2 August 2013 (Melbourne time)
* La Trobe University, Bundoora Campus, building HS1, level 2, room 203
* Webstream (via the Teachers of Health Professionals Community page)̈
* use "aaaopenconf" to tag posts
* Photos
* Media on Youtube
* Media on Archive.org
* Media on WikimediaCommons
* Google+ posts
* Twitter posts

## Presentations

* Collaborative notes
* Set up and instructions
* Opening, Associate Dean Academic to the Faculty of Health Sciences
* Wikiversity for Indigenous and Intercultural Health - Karen Adams (VACCHO) & Nick Stone (LTU)
* Principles of assessment - Kathryn Hill. La Trobe University
* Collaborative notes
* Self assessment and evidence portfolios - Terry Young. La Trobe University
* Activities, assignments and assessment/Teaching learners to notice - Royce Saddler.
* Collaborative notes
* Student publishing - Russell Butson. University of Otago
* Recognising Contextual Learning - Willie Campbell, Otago Polytechnic
* Psychology student-generated-book - James Neill. University of Canberra
* Peer assessment - Dennis Wollersheim. La Trobe University
* Collaborative notes
* Accountability in team assignments - Dianne Williamson and Maureen Long. La Trobe University
* Collaborative notes
* Quizzes that promote engagement - Janelle Page, Di Hughes, Nivan Weerakkody, Terri Meehan-Andrews, Yossi Rathner. La Trobe University
* In-class team assessment - Sherrie Wentworth and Di Hughes. La Trobe University
* Inquiry-based learning in the Open - John Hannon. La Trobe University
* Mixed-media assessment for student learning and community engagement - Ruth Ford. La Trobe University
* Collaborative notes
* Simulation in health education - Monica Peddle. La Trobe University
* Activities, assignments and assessment/Digital assessment - Cathy Gunn. University of Auckland.
* Activities, assignments and assessment/Student centred rich media assessment - Alexander Hayes. University of Canberra
* Feedback
# Activities, assignments and assessment/Accountability in team assignments

Dianne Williamson and Maureen Long, presenting to AAAOpenConf2013
Team-based activities are increasingly used for both learning and assessment – but how does the examiner know whether individual students have actively participated and ‘earned’ the team mark? This presentation will discuss some of the assessment issues faced in a first year health science subject, and the ‘Team Journal’ which has been developed to record the contributions of individual team members. The Team Journal is also used to capture evidence of student achievement of cornerstone graduate capabilities in the areas of teamwork and problem solving.
# Activities, assignments and assessment/Compile a dialog on quotes

Find transcripts of what people of note have said on a particular topic, say ‘poverty’ for example. 'Compare and contrast’ their statements by selecting quotes from the transcripts to use in a fictitious dialog between the people. Use Wikiquote as a space to source and contribute these quotes. Create sequential art with the dialog, such as a comic strip or story board, puppetry on video, or use a simple animation site
# Activities, assignments and assessment/Badges, flipped and peer assessment

Peter Rawsthorne's prerecorded presentation for AAAOpenConf2013
I was asked to quickly put some video resources together to provide an overview of my work with assignments, assessment and open badges. There is a day-long conference happening at La Trobe University in Bundoora and given I enjoy putting together resources for the work I am doing toward open education I was happy to take the time.
Deep apology for the quality of these resources. The moving trucks come tomorrow and I'm down to working off my five year old netbook. All these resources are issued with a CC-BY so feel free to use them as you will; edit them, mash them up. I believe these three videos cover the why, what and how of assignments, peer assessment and open badges.

## Open badges

Open Badges, or digital badges, are an emerging development with potential to disrupt assessment and accreditation services. Their present format supports recognition for micro and macro skills and knowledge, and even notions of peer to peer assessment, such as what is practices at the Peer to Peer University (P2PU). Digital Badges might be an interesting way to motivate and reward activity, through to a new and formal way of recognition and accreditation.

## Relevant References

* Notes for this video
* Flipped assessment explained
* Flipped assessment implemented
* Badge system design course
* Badge system design rubric
* Progressive video assessment
* Progressive video; platform and pedagogy
# Activities, assignments and assessment/Collaboratively write a Wikibook

There are other significant public information projects running along side Wikipedia. Wikibooks for example, strives to create free and open textbooks. Consider replacing your essay assignment with writing a chapter to a Wikibook. Take your expensive textbook, devise an improved table of chapters, and ask participants to select a chapter as their assignment. Watch the free and open textbook emerge, and each year ask the new participants to expand or improve on the previous year's efforts. Printing a book out of Wikibooks via PediaPress is especially rewarding.
Baltzersen, R. K (2010). Radical transparency: Open access as a key concept in wiki pedagogy. Australasian Journal of Educational Technology, 26(6), 791-809.
# Activities, assignments and assessment

Here you will find people describing their ideas for learning activities, assignments and assessment methods. Most of what you see was generated at the Open Conference on Activities, Assignments and Assessment (AAAOpenConf2013). At that event, people gave video recorded 10 minute presentations and 250 word summaries, with the audience making notes from the presentation to create the pages you see below.
Our goal is to continually add to and improve these pages. We're building them up to each have a short video, a concise text, and links to examples. Please feel free to contribute.

## Our definitions

Activities are the work people do, and the events they attend, in the conduct of their studies. A lecture is an activity, as is a tutorial, but here we extend on those traditional activities, looking for creative and alternative variations.
Assignments are the substantive works that people are asked to do in order to generate evidence for an assessment of their learning. An essay is an assignment, as is a group presentation, a poster or a lab report. But taking the principle of "activity and assignments that benefit public information" we are extending the assignment idea, to engage with public information projects.
Assessment are the methods for establishing if someone has achieved a learning outcome, satisfied a criteria, or is on their way toward an objective. A typical assessment method used in large groups is the exam. Other methods include a marking schedule used to assess an essay to certain criteria. We're looking for assessment methods that reduce workloads and/or add value to work already being done.

## Examples

Below we have recorded a range of examples and aim to continue this work.
* Get the book
* Accountability in team assignments
* Badges, flipped and peer assessment
* Building ‘exit velocity’
* Collaboratively write a Wikibook
* Compile a dialog on quotes
* Digital assessment
* Edit Wikipedia
* Engage public forums
* Examples of Assessment in Open Education
* Group lecture notes
* In-class team assessment
* Inquiry-based learning in the Open
* Journalism students and Wikinews
* Mixed-media assessment
* Networked learning midwifery
* Peer assessment
* Peer review of teaching
* Principles of assessment
* Quizzes that promote engagement
* Recognising Contextual Learning
* Recorded lectures, seminars and presentations
* Self assessment and evidence portfolios
* Simulation in health education
* Student centred rich media assessment
* Student publishing
* Student-generated-textbook
* Teaching learners to notice
* Wikiversity for Indigenous and Intercultural Health
* Youtube playlists
# Acting (Film and Stage)

Welcome to the Department of Acting (Film and Stage).
Acting as the world knows it today is an approximately 2,500-year-old tradition with origins in Ancient Greece. This started with the festival of Dionysis, a week long ritual which included several performances of plays written by the classic Greek playwrights. These first plays were perfomed outdoor lit merely by the sun as opposed to the lights people use today in theatre and film. These actors were not heavily engaged in character as is seen today, but the actors had an emphasis on story. While there was theatre throughout the world it was nothing like the acting most people see today. The art form disappeared for a while after the Romans conquered Greece and it did not resurface again until the Middle Ages. Even then actors were not given any respect for the art and were merely tools for the Church to use in plays only supporting the Church. Acting did not become the art we see today until the 16th century. The notably most famous playwright of the time, William Shakespeare, was penning plays regularly. The first acting companies emerged in England; The Lord Chamberlains Men and The Lord Admirals Men. These acting companies led to the first dispute of how acting should be done. At the time, the two styles were Realistic vs Theatrical. These two styles would compete with one another constantly. They still clash in the minds of actors today.
Approaches to acting vary from each actor. It depends on what the actor performs in, a matter of personal taste and how much a director influences different styles of acting. Acting for theatre differs widely from acting for film or television. There are numerous training programs that train actors with a variety of different styles. Every country and culture has its way of acting and each has made its own contribution to the art of theatre. Various styles come from the Ancient Greek theatre dating back to 2000 B.C., the Russian theatre of the late 19th to early 20th century, and the Japanese Noh theatre. However, the father of all modern theatre training is Konstantine Stanislavsky of Russia. Almost all acting today as we know it derives from his approach to the art. However, how one acts is always up to the individual choice of the actor.

## See Also

* Portal:Arts
# ActionScript

Welcome to Adobe Flash ActionScript! I'm glad you've decided to try and learn ActionScript, it is truly a wonderful programming language with plenty of potential in the domain of interactive media.
Firstly, I would like to introduce myself, as teachers do. I am Raven Storm, a young Canadian programmer who has been working in ActionScript for over three years. I have plenty of free time that I've turned into a lot of experience. As an active member of the WikiMedia community, I would like to contribute in whatever way I can by creating this basic tutorial.
So let's get started, shall we?

## Prerequisites

Since ActionScript is a basic scripting language, there is no real need for any programming experience prior to this tutorial. Basic knowledge of HTML and computers in general are a plus!

## Learning Projects

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!

### ActionScript tutorial

This tutorial will cover everything you need to get started. There are plenty of tutorials out there that cover complex and specific engines created in ActionScript: this is not (yet) a congolomeration of these tutorials (see websites like Kirupa.com, Flashkit Tutorials, ActionScript.org Tutorials) but an introduction to ActionScript so that you can understand those tutorials!
* ActionScript:Introduction

## Enrolled

Please sign below if you are participating in this topic. Use 4 tildes (~) to sign.
* Ravenstorm 01:20, 27 September 2006 (UTC)
* 88.207.191.72 17:55, 27 March 2007 (UTC)
* --Xora 18:34, 9 April 2007 (UTC)
* --Kortex 20:54, 14 December 2007 (UTC)
* --Cecil 00:29, 11 May 2008 (UTC)
* --Gazooks113 01:35, 28 November 2008 (UTC)
* Eternal.hazard
* --Thomas Bebbington97.118.217.119 06:23, 29 November 2008 (UTC)
* --k.krishnakanth reddy
* Hughveal (discuss • contribs) 16:28, 11 March 2014 (UTC)hughveal12:27, 11 March 2014 (UTC)
# Acids and bases/Litmus paper

Many vegetable inks contain compounds which can be used for indicator paper.
Simple recipe for litmus paper:
* Chop up some red cabbage
* Add water to cover
* Bring to a boil
* Soak some blotting paper in the colored solution
* Let the paper dry
Experiment with dipping the paper into a variety of common acids and bases. The paper will change color. Other intensely colored vegetables can also be used to make litmus paper.
See also:
# Acid–base chemistry/Acid-base equilibrium
## Types of acid/base equilibrium problems

* Strong acid in water
* Strong base in water
* Weak acid in water
* Weak base in water
* Salt in water (buffer type problem)
# 1000 Songs/Stabat mater--At the cross her station keeping

Stabat mater--At the cross her station keeping
1000 Songs
# 1000 Songs/TALLIS' ORDINAL (Thomas Tallis)

TALLIS' ORDINAL (Thomas Tallis)
1000 Songs
# 1000 Songs/The Day of Resurrection (John of Damascus)

The day of Resurrection (John of Damascus)
1000 Songs

## Text
### Author

John of Damascus (c. 676 – 749) is perhaps one of the most important Greek hymnists.
# 1000 Songs/Sunset to Sunrise Changes Now (Clement of Alexandria)

Sunset to Sunrise changes now (Clement of Alexandria)
1000 Songs

## Text
### Author

The author of this Hymn is Clement of Alexandria (c. 150 - c. 215 AD).

### Translations/Challenges

English

### Editor's Choice
## Music
### Tune

This Hymn is arranged to the tune Kedron. The lyrics themselves are in Long Meter.

### Arrangements

A traditional arrangement can be found here, along with lyrics and music available for download.

### Editor's Choice
## Background
### Author biography

Born Titus Flavius Clemens, Clement was a Greek philosopher in the city of Alexandria. His birthplace is debated, either being from Egypt or Athens, but scholars agree he was born to rich pagan parents. He lived out most of his life in Alexandria, however he fled the city in 202 AD after facing persecution in Egypt. He wrote many books, but is said to have little theological influence other than teaching Origen. At one point in time, he was listed as a Saint; however Pope Clement VIII had his name dropped from the list citing that his life and writings were not significant enough to warrant his position on the sainthood list any longer.

### Author's circumstances

Clement was a scholar and a writer. He wrote many scholarly books late in life, as most of his writings seemed to have stemmed from the persecution he faced in Alexandria c. 202 AD. The hymn itself is dated anywhere from c. 170-200 AD. This would have been while Clement was still teaching in the Alexandrian schools.
# 1000 Songs/Symphony of the harmony of celestial revelations (Hildegard of Bingen)

Symphony of the harmony of celestial revelations (Hildegard of Bingen)
1000 Songs
# 1000 Songs/Splendor paternae gloriae--O splendor of God's glory bright (Ambrose)

O splendor of God's glory bright (Ambrose)
1000 Songs

## Text
### Author

St. Ambrose (c. 338-397 AD) - Original Latin and author Robert S. Bridges - English translation

### Translations/Challenges

This hymn was first written in Latin and then was later translated into English. Click here to see a good side-by-side translation from Latin to English. Here is another link to show an alternative English translation by Louis F. Benson.

### Editor's Choice
## Music
### Tune

There are a few different tunes used for this Hymn. The first one listed is "Wareham", which was composed by William Knapp in 1738. The tune is in Long Meter and used in conjunction with Bridges' translation; a sample of it can be found here along with words to this hymn. The next tune listed for this hymn is "O Heilige Dreifaltidkeit", composed by Nikolaus Hermon in 1560. The other tune listed is "Solemnis Haec Festivitas."

### Editor's Choice
## Background
### Cultural setting

* ↑ http://www.ccel.org/a/anonymous/luth_hymnal/tlh550.htm
* ↑ http://www.hymnary.org/tune/solemnis_haec_festivitas?tab=rtexts