OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/CPBL/Benefits

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | Now that we know what is CPBL, let’s see how it is implemented in a real classroom and what are the benefits of CPBL. CPBL in a real classroom Watch the following video: Benefits of CPBL This video is about: How CPBL has been implemented in a high school in Seattle. Pay attention to: What are the main benefits of CPBL. Benefits of CPBL As you see in the video, CPBL engages learners in a complex, real-life project where they can actively use their knowledge in problem solving. As a result, we get increased student motivation and increased application and retention of information, which lead to increased academic achievement. Also, collaborative problem solving promotes critical thinking, communication, and collaboration, which are important 21st century skills. In sum, CPBL has benefits of Increased academic achievement, more specifically, increased application and retention of information Promotion of critical thinking, communication, and collaboration Increased student motivation |
| Previous:Intro to CPBL | Next: Design Principles |
# Instructional design/CA articulation
### Have you ever...?

Have you ever learned to cook under the guidance of your parent, friend, or someone else? Do you remember your learning experience in P.E. classes? Or even recall your observation of the way a child learns to speak.
These are examples of apprenticeship-like teaching and learning, in which “students” observe expert practices, and achieve learning goals step by step with the help of the “teacher”. The cognitive apprenticeship presented in this lesson introduces an instructional approach that is similar to traditional apprenticeship.
If you are a teacher or instructional designer, this lesson is going to help you understand the basis of cognitive apprenticeship and learn to use the articulation method in future instructions.

## Learning Objectives

After taking this lesson, you will be able to describe how to integrate the articulation method into instructional scenarios. The integration description must include at least one articulation “way”. During the process of achieving this key objective, you will be able to:
* Identify the key features of cognitive apprenticeship approach;
* Identify the conditions in which cognitive apprenticeship approach is applicable;
* Define the articulation method;
* Distinguish the three ways of articulation;
* State the specific strategies underneath the three ways of articulation.

## Activities

In this lesson, you will have the opportunity to go through introductions to cognitive apprenticeship approach and the articulation method, and practice what you have learned through exercises and forum discussion.
Click the 1st link below to start learning.
* Brief Introduction to Cognitive Apprenticeship
* Practice of Cognitive Apprenticeship
* Explanation of Articulation Method
* Application of Articulation Strategies
# Instructional design/CPBL

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | Designing Collaborative Project Based Learning Welcome to the lesson of Designing Collaborative Project Based Learning! This lesson is prepared for K-12 teachers who want to learn about Collaborative Project Based Learning (CPBL) and how to design one for their own classroom. Learning Objectives Given certain academic standards, the learner will be able to: Define CPBL State the benefits of a CPBL State the design principles of a CPBL Apply the design principles to a CPBL Let's get started! Go to the next page: Introduction to CPBL. |
| Previous: ID Home Page | Next: Introduction to CPBL |
# Instructional design/CPBL/Design Practice

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | In this practice, you are given one CPBL, and you will identify strengths and weaknesses of the project task and design student activities and process of the project using the CIA and CPR design principles. Case: Your Favorite Oreo Boxes Context Ms. Pershing teaches a 7th grade mathematics class. There are 18 students, and there are 5 computers available in the classroom. Mathematics software can be installed on the computers. Project In order to address the standard, “solve real-life and mathematical problems involving angle measure, area, surface area, and volume, Ms. Pershing devised a project, called “Your favorite Oreo boxes”. In this project, students are supposed to come up with an Oreo box design for each of the two different sizes of Oreo snacks (i.e., bite size and regular size) The box designs should be economical in terms of its conservation of the contents, that is snacks and storing and distribution of the products. |
| Previous: Design Principles | Next: Reflection |

## Exercise1: Strengths & Weaknesses of the Project Task

Question: Based on the CIA design principles, what are strengths and weaknesses of the project task? How can you improve the task?
Direction: Click "edit" for this section, and add your answer below. Sign your name by inserting four ~'s.
* Example: I think the project task well addresses the academic standard. Dablee (talk) 21:11, 17 April 2012 (UTC)
* I think that by specifying the package needs to be a box is too limiting. It should be more generically described as "packaging" (Weakness) Phonebein (talk) 20:59, 22 April 2012 (UTC)

## Exercise2: Project Activities

Question: Based on the CPR design principles, discuss how you would design the process and activities of the project and your rationale.
Direction: Click "edit" for this section, and add your answer below. Sign your name by inserting four ~'s.
* Example: I may start with introducing the project and grouping students into 5 groups, so that there are 3-4 students in a group based on their initial oreo box design, and then... (I would continue discussing my activity design.) Dablee (talk) 21:17, 17 April 2012 (UTC)
# Instructional design/CPBL/Design Principles

* ID Home Page
* 1. Objectives
* 2. Introduction
* 3. Benefits
* 4. Principles
* 5. Practice
* 6. Reflection
* Project Tasks (CIA)
* Project tasks should be CIA: Complex, Intentional, and Authentic.
* Complex: Project tasks should be complex or ill defined.Complex problems have multiple ways to solve the problems and multiple solutions. Performing such task requires multiple perspectives, knowledge, and skills.
* Intentional: Tasks should be intentional or goal-directed. Intentional tasks allow students to focus on intended goals and prevent them from deviating from learning objectives. Therefore, you should select academic standards first, and select your project task to address the specific standards.
* Authentic: Tasks should be authentic. Working on real-world issues lets students situate their leaning in a context, which will increase their application and retention of information.
* Activities (CPR)
* Students should perform CPR: Collaboration, Problem-solving, and Reflection.
* Collaboration: Working collaboratively lets learners interact with one another and engage in discussions where they build their knowledge and perspectives, resolve their misconceptions and internalize and solidify their knowledge. However, collaboration is often accompanied with undesirable intragroup conflicts and social loafing. In order to reduce undesirable intragroup conflicts and social loafing, you can have students discuss their roles, responsibilities, processes, and group norms upfront, and encourage students to productively resolve their conflicts. Also, research shows that the more group members you have, the more likely social loafing occurs. Therefore, three to four members in a group are appropriate.
* Problem-solving: Problem solving or decision making is a key activity where students apply their knowledge into a real context. Therefore, you should make sure there are multiple problem-solving/decision making activities, and you provide corrective feedback along the way so that they correctly construct their knowledge.
* Reflection: Reflection is known to be an essential component in CPBL. By reflecting what they have learned and the processes that they have taken, they can have a time to internalize any knowledge and skills that they have acquired. Reflection should take place during and after the project, preferably every time they engage in a decision-making process.
* Remember the design principles: CIA performs CPR.
* We will practice these principles at the next module.
| Previous: Benefits of CPBL | Next: Practice |
# Instructional design/CARP/Reasons to Use Each Principle
## Part 4 - Reasons to Use Each Principle

Why should you use CARP?
To improve your content, making it more effective, engaging, and visually appealing so that you no longer have bored or confused audiences. If you do, your audience will be much more likely to pay attention to what you are presenting and to understand it as well!
The design principles help to organize your information. More specifically, you will use each principle for the reasons below:
Contrast
* Emphasizes the difference between items.
* Creates a point of focus.
Alignment
* Positions each item on a page intentionally.
* Connects items on a page visually.
Repetition
* Indicates that items throughout a piece are similar.
* Enhances visual appeal.
Proximity
* Provides an immediate visual clue that items on a page are related.
* Separates where the eye stops on a page.
Click the Next button to proceed.
| ID Homepage | Reasons to Use Each Principle | < Back | Next > |
# Instructional design/CARP/Reasons to Use Each Principle: Fill in the Blanks
## Part 4 Continued - Reasons to Use Each Principle: Fill in the Blank

Fill in each blank next to a design principle with the number of a corresponding reason to use it from below.
Contrast =
Alignment =
Repetition =
Proximity =
1. Indicates that items throughout a piece are similar.
2. Positions each item on a page intentionally.
3. Provides an immediate visual clue that items on a page are related.
4. Separates where the eye stops on a page.
5. Creates a point of focus.
6. Connects items on a page visually.
7. Emphasizes the difference between items.
8. Enhances visual appeal. :
Click the Next button to proceed.
| ID Homepage | Reasons to Use Each Principle: Fill in the Blank | < Back | Next > |
# MacOS/networksetup

networksetup is a macOS configuration command for network settings

## Activities

* Create an IP alias in macOS: https://apple.stackexchange.com/questions/296647/how-do-i-create-a-static-permanent-ifconfig-alias
# MacOS/pkgutil

pkgutil is a command line tool to query and manipulate Mac OS X Installer packages and receipts.

## Basic commands

* List of packages: pkgutil --packages or pkgutil --pkgs
* List of files from a package: pkgutil --files package_name
* Package owner of a file: pkgutil --file-info /usr/sbin/pkgutil
# MacOS/defaults

defaults is a command line utility in macOS that manipulates plist files.

## Usage

Common uses of defaults:
DOMAIN should be replaced by the plist file sans extension ('.plist'). plist files are named with reverse domain name notation. For example:
    $ defaults read com.apple.iTunes # prints all iTunes preference values
    $ defaults read com.google.Chrome # prints all Chrome values
The PROPERTY_NAME key is the name of the property to modify. For example, to remove the search field from Safari's address bar:
or
Replacing 0 with 1 or NO with YES or FALSE with TRUE returns the search bar to normal.
Preferences can at times corrupt applications. To reset Address Book's preferences, you would either remove the file ~/Library/Preferences/com.apple.AddressBook.plist or issue the command:
# MacOS/system profiler

system_profiler is a macOS command to report system hardware and software configuration.
# MacOS/hdiutil

Hdiutil is a command line utility in macOS to Manipulate disk images (attach, verify, burn, etc).

## Commands

* hdiutil attach -nomount ubuntu-18.04.3-live-server-amd64.iso.
       And full one line command:
          hdiutil attach -nomount ubuntu-19.04-live-server-amd64.iso && mkdir -p /tmp/debian-installer && mount -t cd9660 /dev/disk2 /tmp/debian-installer && cd /tmp/debian-installer
* ↑ https://ss64.com/osx/hdiutil.html
* ↑ https://unix.stackexchange.com/questions/298685/can-a-mac-mount-a-debian-install-cd
# Instructional design/Learning objectives/Where Conditions Come From

| Instructional Design | ID Learning Objectives | < Back | Page 2 of 4 | Next > |

## Resources for Conditions

For an objective, almost anything can be used in the condition. There are four primary categories - tools, references, aids, and contexts - that can be included in an objective. With reference to resources, the condition phrase is written specifying "what the learner will be given or not given". A few examples of the resources described in conditions are in the following table.
| Tools | References | Aids | Context |
| Hammer | Dictionary | Mannequin | Laboratory |
| Computer Software | Textbook | Job Aid Worksheet | Role-Play Scenario |
| Compass | Technical Manuals | Checklists | Simulation |
| Calculator | Periodic Table | Flash Cards | Wikiversity |

### Tools

A "tool" is usually some physical instrument that is used to accomplish a specific purpose. For learning objectives, the purpose is the behavior required by the performance phrase of the objective.
For example:
* Given a voltmeter, the student will be able to measure the voltage....
* Given a TI-X30 calculator, the student will be able to solve for the tangent....
# Instructional design/Level 2 cognitive

This is the page where Karen will start here level 2 evaluation lesson.
Back to Topic: Instructional Design
# Instructional design/Leveraging OER in Your Design/Leveraging OER Summary

Today, you have:
* Learned that OERs are free and openly licensed educational materials that can be used for teaching, learning, research, and other purposes, according to Creative Commons.
* Reviewed a small list of the most commonly used OERs available, along with their strengths and drawbacks.
* Learned how to decide which type of OER is most appropriate for your lesson design.
Open Education Resources are free and useful for any instructional designer. While most are designed to be stand alone lessons, many can be implemented as extra resources to enhance the experience for your learners. Knowing how to leverage these resources can be influential in providing new and inspiring ways to design and develop your current and future lesson plans.
* Back
# Instructional design/Learning objectives/You are the Instructional Designer/Possible Scenario Answers

Do any of your objectives look similar?
    1. Given a blood glucose meter and test strips, the learner will be able to demonstrate how to correctly check blood glucose within a 2 minute time frame.
    2. Given a blood glucose meter and test strips, the learner will be able to demonstrate how to correctly insert the test strip and properly dispose of it at least 3 out of 4 times.
    3. Using the Blood Sample Body on the How to Check Blood Glucose training website, the learner will be able to locate the correct parts of the body to check glucose with no more than one error.
    4. With reference to the Checking Results web page on the How to Check Blood Glucose training website, the learner will be able to state where their blood glucose reading range is within 45 seconds.
* < Back
# Instructional design/Leveraging OER in Your Design

Open Education Resources can be a great asset to your instructional design. In addition to being free, they are typically easy to access for your learners as almost all educational resources utilize the internet as their media of transfer. In this lesson, we will be discussing how to leverage the many Open Educational Resources at your disposal to add value to your lesson without breaking the bank. Specifically, we will:
* Define OER and review a brief history
* Compare and Contrast the strengths and weaknesses of the current OER available to designers
* Provide examples on how you can leverage OER for common instructional design scenarios
We will also give you the chance to practice yourself. Ready?
Click the Next button to continue.
| Back | Next |
Author: Lindsay Gerling-Nentrup
# Instructional design/Leveraging OER in Your Design/How Can We Use OER?

Deciding what type of OER to use comes down to the following criteria:
* The age of your learners
* The type of internet access your learners have available
* The ability of others to modify the content within the OER
Based on these, you should be able to discern the type of OER that is best for your lesson development. Let's put this into action by reviewing examples and having you practice.
Example:
A high school physics teacher is looking for a way to incorporate more hands on activities for her students. In order to do this, she is looking for a way to have her students take courses outside of the classroom, and she has decided to use an OER to help. After careful research, she has decided to go with CK-12 for a few reasons:
* The site provides fun and interactive lessons to help entertain the students while they learn.
* The site provides data to her about how well the students are understanding the concepts so she can adjust her classroom plans accordingly.
* The site will individually adjust quizzes to help give specialized instruction on concepts that a particular student is having issues understanding.
Think you got it? For your final test, your task will be to answer the questions correctly based on the final scenario we will provide. Ready?

### Let's Practice

A home school teacher is looking for more resources to help him develop individualized lessons for his students in the sciences. They are at multiple levels of learning, but all are high school level and preparing for college. Because of the different levels, the teacher needs a variety of lessons which can be viewed and then built upon one-on-one.
As soon as you get all greens, you have completed the lesson. Click the next button for a final summary of what you have learned.
Click the Next button to continue.
| Back | Next |
Author: Lindsay Gerling-Nentrup
# Instructional design/Learning objectives/You are the Instructional Designer
### Cognitive Content Scenario

    How to Check Blood Glucose
    Congratulations, you have been selected to help develop a web based instruction for diabetic patients. The goal of this lesson is for diabetic patients or those who support them to learn how to safely and correctly check blood glucose.
    Students taking this lesson will have already visted a physician and been diagnosed with diabetes. This lesson is intended to enhance and support the training given by professional health care workers and be a part of the patients health maintenance program.
    Although there are lots of web based and face to face instruction, this lesson is designed to be short and simple for the newly diagnosed. The main goal for a diabetic is to control their blood glucose in order to avoid complications. The main areas of instruction for this are medication, nutrition and exercise.
    Diabetes is a disease that affects each person a little differently, and the best way to tell if the medication, dieting and exercise are working is through blood glucose readings. So this one area of instruction is vital to all three main areas. Most web sites focus on all facets of Diabetes, while this lesson focuses mainly on using a glucose meter.

## Your Well Formed Objectives

Please select edit on this frame and type in your objectives.
Given a glucose meter, lancet and pen and test strip, patients will accurately measure their blood glucose level in one minute.
After you have completed your objectives for the senario check the Possible Senario Answers

## Navigation

Great job, you have finished the module. Click Next to go to the ID Learning Objective Module Summary.
| Instructional Design | ID Learning Objectives | < Back | Next > |
# Extraction of metals

This will look into the extraction of 3 metals (iron, aluminium and titanium) from there ores. As well as the chemistry involved, we will look at the economical and environmental factors that need to be considered.
* Iron
* Aluminium
* Titanium

## Discussion questions and essay ideas

* How can precious metals be mined in ethical ways?
* How can precious metals be most efficiently extracted from junk electronics?
# Extraction of metals/Aluminium
## Definitions

* Cathode — Negative electrode
** Positively charged ions (cations) collect at the cathode
* Anode — Positive electrode
** Negatively charged ions (anions) collect at the anode

## The extraction process

* Aluminium is extracted from its ore by electrolysis
* This takes place in an iron bath lined with graphite called a cell
* The graphite lining acts as the cathode
* A series of graphite blocks act as the anode(s)
* Pintu Aluminium
# Extrahepatic Manifestations of Liver Disease (OSCE)
## NEUROLOGICAL

* LOC, delirium, coma
* asterixis (arms out, dorsiflexed hands, eyes closed → hepatic encephalopathy)

## BREATHING

* Cheyne-Stokes (encephalopathy)
* Kussmaul (metabolic acidosis)
* fetor hepaticus (musty liver breath)

## EYES

* scleral icterus

## MOUTH

* sublingual jaundice
* parotid gland enlargement, tenderness

## NECK

* spider angiomata
** blanching, necklace distribution, can be in the back
** up to 2 in men and 5 in women is normal

## HANDS

* nails (clubbing, leukonychia, Lindsay’s, Terry’s nails)
* palmar erythema (ulnar)
* Dupuytren’s contracture
* thenar muscle wasting

## TRUNK

* jaundice
* clotting
** ecchymosis (prothrombin deficiency)
** purpura/petechiae (platelet deficiency)
* ↑ estrogen (gynecomastia, testicular atrophy, loss of axillary and pubic hair)

## ABDOMEN

* caput medusa
* ascites
** bulging flanks
** shifting dullness
** fluid wave
* hepatomegaly (initially large and firm, liver later shrinks)
* splenomegaly

## LOWER LEGS

* lower extremity edema
** be reluctant to diagnose ascites without seeing swollen legs
# Extraction of metals/Iron
## Reduction with carbon

* Iron is extracted from its ore, haematite, by reduction with carbon.
* This takes place in a blast furnace (named after blasts of air [20% oxygen], heated to 1000 °C, which are blasted into the bottom of the furnace):
* A mixture of crushed iron ore, coke (an almost pure form of carbon) and limestone is fed into the top of the blast furnace.
* The coke is oxidised to carbon dioxide:
    C + O$_2$ → CO$_2$
    The reaction is exothermic.
* The carbon dioxide reacts with coke to form carbon monoxide.
    CO$_2$ + C → 2CO
    The reaction is endothermic.
* Iron(III) oxide in the ore is reduced to iron by the carbon monoxide.
    Fe$_2$O$_3$ + 3CO → 2Fe + 3CO$_2$
    The reaction is exothermic.
* The iron falls to the bottom of the blast furnace where it melts

## Removing impurities
### SiO$_2$ and Al$_2$O$_3$ impurities

* Limestone, or calcium carbonate (CaCO$_3$), is used to removed impurities
* CaCO$_3$ decomposes in the blast furnace to calcium oxide:
    CaCO$_3$(s) → CaO(s) + CO$_2$(g)
* The CaO then reacts with SiO$_2$ and Al$_2$O$_3$ impurities:
    CaO(s) + SiO$_2$ → CaSiO$_3$(s)
    CaO(s) + Al$_2$O$_3$ → CaAl$_2$O$_4$(s)
* The CaSiO$_3$ and CaAl$_2$O$_4$ is less dense than the iron so it forms a slag which floats on top of the iron
* The slag can then be removed.

### Sulphur impurities

* Magnesium powder is added to the molten pig iron to remove sulphur impurities
* Magnesium reacts with sulphur to form magnesium sulphides which are removed as slag