OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Cognitive behaviors/Teaching Procedures, page 7

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

## How to Design a Procedure-Using Lesson

The following are the steps for creating a lesson that teaches a procedure.
* Identify all the steps, break them down to entry level, and write a generality that includes the label (if any), the goal, and the steps at entry level. To do this, you should observe or ask your subject matter expert (SME) about the nature of the post-instructional requirements for using the procedure and assess the entry level of the learners with regard to the steps.
* Identify and list all dimensions of divergence and group them into equivalence classes for the procedure. Make sure the generality deals with all of them.
* Assess the difficulty level of the procedure for the target learners (on, say, a scale of 1-5).
* Create an instance pool that contains x items per dimension of divergence, where x = the difficulty level times 2.
* Create a test, using at least one item randomly selected from each dimension of divergence. If the procedure is a difficult one, increase the number of items per dimension.
* Create practice items, using at least two items randomly selected from each dimension of divergence . If the procedure is a difficult one, increase the number of items per dimension.
* Create examples, using at least one item randomly selected from each dimension of divergence . If the procedure is a difficult one, increase the number of items per dimension. Include appropriate power components, depending on the difficulty level of the procedure.
* Create the feedback for the practice items so as to be virtually identical to the enriched examples.
* Think about motivational needs and media selection, and modify the instruction as appropriate to each. (This should be done throughout the process, not just after all else is done.)
Note : In general, the number of examples and test items should be about the same, and there should be at least twice as many practice items as examples.
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## Source

Procedure Using by Charles M. Reigeluth. Used by Permission.
# Instructional design/Cognitive behaviors/Understanding/Page 4
## Principles for Learning Meaningful Knowledge

How does understanding occur? David Ausubel, a pioneer in studying this type of learning, pointed out that two things are necessary for understanding to occur: (1) the content must be potentially meaningful, and (2) the learner must relate it in a meaningful way to his or her prior knowledge. For potentially meaningful knowledge to become meaningful knowledge to a learner, it is usually, according to Ausubel, subsumed under a broader, more inclusive piece of meaningful knowledge closely related to it. Understanding of the concept "sonnet" is enhanced when we learn that it is a kind of poem (assuming we understand what a poem is). The more distinct the new knowledge is from the relevant subsumer, the harder it is to understand. The key to understanding, it appears, is relating it to appropriate prior knowledge. But sometimes, particularly when one's understanding is incorrect, subsumption does not come easily ó it doesn't fit right. Then there is a restructuring of knowledge Ausubel calls "integrative reconciliation".
Schema theory extends Ausubel's theory of meaningful learning by identifying other types of relationships which help lend meaning to new knowledge. But the same two processes remain, only with different names: what Don Norman refers to as "accretion" (plugging new ideas into a schema) and "restructuring" (making important changes to a schema). He has also identified an intermediate process, which he calls "tuning" (making smaller changes to a schema), which shows that there is a continuum between these two extreme forms of understanding. Assimilation occurs when you plug new knowledge into an existing schema, whereas restructuring occurs when the new knowledge results in your reconceptualizing (significantly modifying a schema) in order to understand (reconcile conflicts with your prior knowledge).
Understanding is like a light bulbóit changes suddenly from darkness to lightóin contrast to the gradual process by which rote memorization and skill application occur (see Fig. 6.1 below). Small steps are taken when accretion occurs; medium steps when tuning occurs; and large steps (momentous insights) when restructuring occurs.
Figure 6.1. An important difference between understanding and skill application.
The issue of what is understanding is a difficult one. One view is that there are two major kinds of understanding: understanding things (concepts), and understanding how things change (principles, or causal models).
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# Instructional design/Cognitive behaviors/The Importance of Understanding

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define > Learn > Teach > Tactics > Try It > Example
Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

## The Importance of Understanding

When something is meaningfully understood, it is retained much longer, can be built upon to acquire further understanding, is usually very versatile in the situations and ways it can be used, and facilitates creativity.
For example, the law of supply and demand (and understanding that a higher price for something will reduce the amount demanded and increase the amount supplied) is something which one is not likely to forget once it is meaningfully understood. It is important for acquiring an understanding of consumption theory. It can be applied in a broad range of ways, including deciding how much to charge for cutting someone's lawn and deciding for whom to vote. And it helps one to be creative in finding ways to maximize your income.
Similarly, once you understand what an atom is, you are not likely to forget it; it is essential for understanding the chemical behavior of matter (atomic theory); it is a broadly useful concept in chemistry; and it greatly facilitates a chemist's ability to develop creative ideas and products.
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# Instructional design/Reducing cognitive load in multimedia instruction/What’s Going On In There?: How the mind works in multimedia instruction

Understanding how the leaner's mind works is paramount in designing multimedia instruction that will provide opportunities for meaningful learning. Cognitive science has made 3 basic assumptions about the learning process:
Dual Channel
Under this assumption, humans are thought to process information through two “channels.” There is the auditory/verbal channel for processing auditory input and verbal representations and a visual/pictorial channel for processing visual input and pictorial representations.
Limited Capacity
Now the issue of Limited Capacity comes into play because even with two channels operating, cognitive processing is limited in both channels. Keep in mind that working memory can only hold between 5-9 pieces or “chunks” of information at a time.
Active Processing
In order for meaningful learning to take place, Active Processing must be enabled and that means heavy duty cognition in both the verbal and visual channels. In multimedia learning, there are five cognitive processes that need to be engaged in order for active processing to “kick in”
                                    * Selecting words from the presented material
                                    * Selecting pictures from the presented material
                                    * Organizing words selected
                                    * Organizing pictures selected
                                    * Integrating not only the words and pictures but also matching them up with what the leaner already knows.
But how does that look? Enter the Cognitive Theory of Multimedia Learning.
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# Instructional design/SAMR Model

← Go back to ID Page
| What is the SAMR Model? | SAMR Vocabulary | Identifying SAMR Application | Transforming Learning Using the SAMR Model |

## Transforming Instructional Design with Technology

As an Instructional Designer, you've been tasked with creating a corporate training session for a mid-sized department. After conducting a needs assessment, you write your learning objectives and design your assessments, and you put together a presentation and supplementary materials as requested by the client. Upon presenting, you notice many of the employees on their phones, and your frustration mounts. You've put in all the work, and it seems the clients are not even paying attention.
That evening, you are talking with some fellow designers and one suggests that you incorporate the phones into the training. Later on you begin to brainstorm some ideas, such as asking the group to conduct internet research and share their findings during the presentation. You research the idea and you stumble across the SAMR Model and the Padagogy Wheel. You take your idea, compare it against the model and find that it only substitutes the learning. You want more, so you begin investigating options for transforming the learning using technology tools.
A new training opportunity arrives and this time you ask the client if you can give the employees some homework prior to the training. Upon receiving permission, you email instructions to the employee group a week in advance. On training day, you stand to the side as the group shares their videos of customers giving feedback using Pictello, an app for creating and sharing visual stories. At the end of the training day, you are smiling as you remember the way the employees actively engaged in discussion and brainstorming. From here on out, you will figure out ways to integrate technology in every training you present.

## Lesson Goal

After completing the wikiversity lesson and attempting on their own over several months, learners will be able to complete the following: Instructional designers will be able to appropriately transform an existing course or training using the SAMR model of technology integration (Substitute, Augment, Modification, and Redefinition). The result will be designers modifying courses in a way that allows their learners to communicate their learning using technology in way that meets the redefinition stage of the model.

## Objectives

Given a non-technology learning task, choose a method for enhancing the task at each level of the SAMR model.
      * State the purpose of the SAMR model.
      * Identify the word that each letter of the SAMR model represents.
      * Match each of the four SAMR stages to their definition.
      * Given the SAMR model, identify each level in the SAMR model.
      * Define “technology tool”
      * Match a technology tool with a non-technology learning task
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# Instructional design/SAMR Model/What is the SAMR Model?

| SAMR Model Introduction | What is the SAMR Model? | SAMR Vocabulary | Identifying SAMR Application | Transforming Learning Using the SAMR Model |

## What does SAMR stand for?

SAMR is an acronym that stands for Substitution, Augmentation, Modification and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom).

## Why was the SAMR Model Created?

The SAMR Model was created by Dr. Ruben Puentedura, who is the founder and current president of Hippasus, an educational consulting firm, and a member of the Maine Learning Technology Initiative support team.
While Dr. Puentedura was working as a graduate student at Harvard in the mid-80s, he began rethinking aspects of the undergraduate introductory science curriculum. He explored some technology tools for incorporating digital storytelling, but found there was nothing available that was intrinsic to a certain tool. He began to research the topic and the SAMR Model was eventually created.

## Why Use the SAMR Model?

The purpose of the SAMR Model is to assist instructors with determining the level of technology integration in the learning environment. The instructor must first decide to incorporate technology into the planned curriculum, and then determine if the technology is enhancing or transforming the learning. The goal is to introduce technology tools that redefine the learning space, which is ultimately accomplished by replacing traditional teaching methods with alternate learning environments.

## What is a Technology Tool?

A technology tool encompasses any technical method or process used in the accomplishment of objectives. Technology tools can include any practical method for solving a problem or completing a task that goes beyond human capability. Tools can include:
      * Apps for phones and other handheld devices
      * Interactive whiteboards
      * Media tools such as podcasts, videos or slideshows
      * Online collaborative tools such as wikis or Google Docs
      * Social media platforms such as Twitter, Instagram and Snapchat
      * Blogs and eportfolio sites
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# Instructional design/Spotting PBL

| Course Navigation Welcome to Spotting PBL--HOME Start Here--The Challenge Digging Discovering Demonstrating Sharing Lesson Summary | Welcome to Spotting PBL Introduction You must be diving into this experience because you are interested in learning more about problem-based learning(PBL). Perhaps you are new to PBL or maybe you are just not really clear on what designates something as problem-based. To even begin to be able define well-formed problems, you have to know what is and what is not problem-based learning. So, do you know? What IS problem-based learning? By the end of this experience, you should be able to judge and share one example of PBL curricula that includes all three essential features of PBL: authentic problems, problem-solving, and tutorial groups. Time This lesson should take you no more than 30 minutes to complete. Learning Goal The learning goal is that you will be able to define well formed problems for curricula that you identify as PBL. In the end, the result will be greater student engagement in the problem and teacher perception that PBL "works". Learning Objectives By the end of this module you will be able to: Describe the three essential features of PBL in your own words. Identify the specific features of PBL that are used in real world examples. Identify examples of PBL with 90% accuracy as determined by multiple-select questions. Spot PBL Are you ready to SPOT PBL? Click Start Here--The Challenge to get started. |
# Instructional design/SAMR Model/Identifying SAMR Application

| SAMR Model Introduction | What is the SAMR Model? | SAMR Vocabulary | Identifying SAMR Application | Transforming Learning Using the SAMR Model |

## Applying Examples to the SAMR Model

To understand how to apply an example to each level of the SAMR model, you must see the model as a continuum. If a lesson can continue with or without the use of a technology tool, then that is Substitution. But if a technology tool makes a lesson easier or improves a lesson, then that is Augmentation. In both levels, an instructor enhances the learning but does not transform it.
For a lesson to be transformed, means it cannot occur without the technology tool in place. For modification, technology must be present in order for the lesson to function. In the Redefinition level, the common classroom is replaced with a collaborative, student-centered environment where technology tools are the central focus of the learning.
| Level | Definition | Example | Example | Example |
| Substitution | Technology acts as a direct tool substitute, with no functional change | A word processor is used as a substitute for paper and pencil | Google Form test instead of a paper pencil test | Sharing a document through e-mail instead of a hard copy |
| Augmentation | Technology acts as a direct tool substitute, with functional improvement | Using spellcheck to correct spelling errors enhances the function of the task | Google Form test with automatic marking script | Sharing a file through Dropbox |
| Modification | Technology allows for significant task redesign | Using Googledocs to collaboratively write a paper or leave comments for one another significantly changes the task | Creative project such as an iMovie | Sharing a file using a learning management system like Canvas |
| Redefinition | Technology allows for the creation of new tasks, previously inconceivable | Writing a blog post to share work with the world and adding related multimedia creates an all new task previously impossible | Creative project with audio feedback | Sharing a file through iTunes U |

## Test your SAMR Knowledge

Below is a list of examples of technology integration. Identify the SAMR level and the learning stage that applies to each example.
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# Instructional design/SAMR Model/SAMR Vocabulary

| SAMR Model Introduction | What is the SAMR Model? | SAMR Vocabulary | Identifying SAMR Application | Transforming Learning Using the SAMR Model |

## Test Your SAMR Knowledge

Now that you have been introduced to the SAMR Model, you know there are four levels of technology integration and two stages of learning. Using the vocabulary you learned from the previous page, it is time to test your knowledge. Match the four definitions below to their appropriate SAMR level.
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# Grade School Curriculum/Mathematics

K 1 2 3 4 5
# Learning the basics of French

Courses in French
Course #1:
Français I
Course #2:
Français II
Course #3:
Français III
Course #4:
Français IV
Français I :
| Allons-y ! Français I "Français I" is a course in the French Department. In this beginning course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repetition, reading and writing French. An understanding of French culture is initiated. Feel free to add yourself to the list of participants. You may also find it helpful to use the French wikibook in conjunction with this course. | La France The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica. The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers. With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world. |
| Lessons Leçon 1: Introducing Yourself Leçon 2: Au restaurant Leçon 3: Simple Grammar Rules Leçon 4: Learn the tenses | La France The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica. The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers. With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world. |
# Learning the abc's/T

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
T is the twentieth letter in the alphabet.

##### Words that start with "T"

* Toy
* Tiny
* Table
* Title

##### Words with T in the middle

* Attic
* Extra
* Match
* Situp

##### Words with T in the end:

* Rat
* Cat
* Sat
* Bat
* Mat
# Learning the basics of French/Introducing Yourself/Exercises

Ecrivez

## Bonjour et adieux!

What greeting would you use...

## Comment vous appelez-vous?

Translate the following phrases.
* Je m'appelle Sofía. My name is Sofia
* Comment t'appelles-tu? What is your name?
* Comment vous appelez-vous? What is your name
* Her name is Sally. elle s'appelle Sally
* What are you called? Quel est ton nom
* His name is Raúl. il s'appelle Raul
* My name is Michel. Je m'appelle Michel

## Comment allez-vous? (How are you going?)

Rank the following words from one to six (one being the best condition, six being the worst).
* Bien =Well
* Très bien =Very Well
* Pas très bien =Not very well
* Mal =Bad
* Comme ci, Comme ça =Like this, like that
* Ça va = Good

## Parlez

Record an introduction of yourself and send it to your instructor.
Bonjour, je m'appelle Elizabeth Taza, j'apprends le français. J'ai commencé les premieres leçons avec wikiversity. J'ai soixante-deux ans. J'habite en France dans le Charente, en campangne. D'accord mon numéro de téléphone est le 05 45 24 08 59 et mon email est : elizabeth.taza@gmail.com
# Linearly independent/0121, 4302, 170-1/Exercise

Show that the three vectors
    ${\begin{pmatrix}0\\1\\2\\1\end{pmatrix}},\,{\begin{pmatrix}4\\3\\0\\2\end{pmatrix}},\,{\begin{pmatrix}1\\7\\0\\-1\end{pmatrix}}$
in $\mathbb {R} ^{4}$ are linearly independent.
# Linearly independent/Simple properties/Fact

Let $K$ be a field, let $V$ be a $K$-vector space, and let $v_{i}$, $i\in I$, be a family of vectors in $V$. Then the following statements hold.
* If the family is linearly independent, then for each subset $J\subseteq I$, also the family $v_{i}$ , $i\in J$, is linearly independent.
* The empty family is linearly independent.
* If the family contains the null vector, then it is not linearly independent.
* If a vector appears several times in the family, then the family is not linearly independent.
* A single vector $v$ is linearly independent if and only if $v\neq 0$.
* Two vectors $v$ and $u$ are linearly independent if and only if $u$ is not a scalar multiple of $v$ and vice versa.
# Link-local address

A link-local address is an Internet Protocol address that is intended only for communications within the segment of a local network (a link) or a point-to-point connection that a host is connected to. These activities will show you how to view and test link-local addresses.

## Readings

* Wikipedia: Link-local address

## Activities

* Linux link-local addresses
* Windows link-local addresses

## See Also

* Internet Protocol Analysis - Address Assignment