OpenLLM-France/wikimedia huggingface dataset:
# Game Creation Guidelines/Refinement

Part of Board Game Design>Game Creation Guidelines

## Refinement

This is the first of the iterated steps and, as the name implies, involves a bit of planning, pruning, tuning, and clarification of your initial idea so that you have a playable ruleset. If you don't have a full ruleset, hopefully you have at least a basic outline of your mechanic, or a further elucidation of your theme - something you can start to test or expand into a bigger and better game.

### The First Refinement

When you make your first refinement, emphasis will be on making something that is at least testable. Your initial idea may be nothing but the thoughts "pirates, pork sausage, bidding mechanism," but you need to develop your objectives, perhaps your board, and start to hash out your rules. Every person has a different way to manage his/her project. Your design style may not be the same as anyone else's design style, and the degree of time you want to spend refining your game before you first play-test it may be very small or very large. For example, as soon as you have the idea for your pork sausage pirate bidding game, you crack open a few of the board games in your house, steal a deck of cards, call some friends over and start making it up as you go along. This is clearly a very hands-on and ad-hoc approach to the design of your game. You may, however, want to develop a full and tight rule set founded on the laws of probability and the eternal principles of the universe. In which case, you might cloister yourself for ten years on a mountaintop with nothing but a velvet painting of a crying pirate, a lifetime supply of pork sausage, and some spare change. This is a far more theoretical and hands-off method of refinement, and that is perfectly fine if that is the kind of person you are. Game design isn't a science. You still do what fits with your personal style.

### Subsequent Refinement

This involves going back to the rules, looking them over, and applying the knowledge you gained in playtesting and evaluation. This can amount to a total redesign of parts or all of the game. Through evaluation you should know where and how the game should change, and the next phase of development and testing will tell you how those changes worked. Subtle tweaking over multiple testing sessions will end in a polished game, and (re)development is where your "lessons learned" are put back into the game design.
# Instructional design/Backward Design
## Introduction

Welcome to the Backwards Instructional Design! The short lesson that follows is designed with the purpose of assisting instructors designing their course, with the end in mind.

## Consider the following

Consider the number of times instruction is designed and at the end coming to the realization the instruction missed its goals. Beginning with the end in mind, allows the designers to start the design process by identifying the goals/objectives of the course, then determining a method of evaluating the performance of the students, and concluding by selecting the appropriate learning activities to prepare the students for meeting the previously stated goals. Utilizing Backwards Instructional Design it becomes possible to develop the curriculum from the end to the beginning, thus making it more likely the goals of the course will be reached.

## Learning Objectives

Terminal Objective: Given sample course information the participant will select learning activities following the Backwards Design procedure. • Identify the steps of Backward Design • Given sample content standards, identify important content standards for students • Identify learning activities that will be used to determine learning has occurred • Select learning activities to enable learning

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# Instructional design/Backward Design/Selecting the Learning Activities
## Selecting the Learning Activities

Much like the evidence, it is important to provide a wide variety of learning activities in order to best meet the needs of the students. If only one type of activity is used, such as writing an essay, some students may become disengaged with the learning because they do not enjoy writing. Another example, if students are required to participate in a discussion either in person or online, some students may choose not to participate because they lack the confidence, or because what they wanted to say was posted by someone else. It is important to make sure the activities will help the students reach the desired goal and provide the appropriate evidence for the students to demonstrate their learning.
Again if we refer back to the example from the Health and Wellness class, with a goal of: Students will apply their knowledge of healthy practices to develop and track their own personal health goal and students providing evidence through the creation of a health journal, it becomes much easier to identify activities the students can use to create their journals and meet the curricular goal. Since one aspect of the journal would be to include a variety of logs, it would be necessary to demonstrate how to create and track the information needed for those logs. After demonstrating, the students could then use that example to create their own. Students could be asked to identify activities that require higher activity levels and provide alternatives, such as go walk for 30 minutes instead of watching television. It would even be possible to create a class competition to compare the progress the students were making towards their goal.

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# Instructional design/Backward Design/Selecting the Evidence
## Selecting the Evidence

Even when designing backwards it is important to provide multiple opportunities for students to demonstrate their learning. In addition to offering multiple opportunities, it is also necessary to provide multiple methods for the students to demonstrate their learning. Providing multiple methods and multiple opportunities for the students to demonstrate their learning reduces the chance students will be unable to demonstrate what they have learned. For example, if a test is the only form of assessment, students who have test anxiety or those who may have studied different material will be adversely impacted because they are not prepared. Another example would be relying solely on a project because some students may have difficulty understanding the scope of the project and may not be able to fully demonstrate what they have learned.
In the previous example of the Health and Wellness class, with the goal of: Students will apply their knowledge of healthy practices to develop and track their own personal health goal, it would be possible to develop several different forms of evidence of student learning. The evidence the students could create would be a health journal they could use to track their progress of their goal. The students could include things such as exercise logs, food logs, even emotional logs to identify different times of stress and other emotional factors. The journal could also include periodic reflections of how the different factors impacted their progress and any changes they need to make in the future to reach their goal.

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# Instructional design/Blended Learning Lesson Plans

| Introduction | Defining Blended Instruction | Types of Blended Instruction | Designing a Blended Lesson | Summary |

## Mr. Hibbert's Plight

Mr. Hibbert is at his whit's end trying to determine how to best teach all of the content to his 6th grade Science class. His state has recently adopted a new set of standards for teaching that require students to master skills like collaboration, critical thinking, and communication in addition to the content that they are already required to learn. In addition, Mr. Hibbert has heard from several professional development sessions that he should be emphasizing 21st-century skills in his instruction. But there's never enough time! He can barely make it through all of the content in one semester, let alone spend time teaching skills that won't be assessed on the final exam. How can Mr. Hibbert ever create a learning environment where students master the content while developing the skills they will need in order to be successful in the 21st-century workforce?

## The Power of Blended Instruction

Mr. Hibbert's plight is not uncommon in today's K-12 education field. Designing instruction that teaches both content and skill acquisition can feel like more of an art form than a science. Thankfully, there are new teaching strategies that allow teachers to create more challenging and engaging lessons without sacrificing class time. Educational technology has opened the door to an infinite number of possibilities in instruction. While the vast and ever-growing sea of online educational resources can be daunting, there will never be a substitute for good instructional practices. In this module, you will learn about blended instruction, which incorporates technology into the instructional sequence to create lessons that empower students and create more time to help students who need the most support.

## Objectives

Here is what you will be able to do by the end of this module.
* Given a description of a lesson, learners will be able to identify whether the lesson uses blended instruction.
* Given an example of a lesson that uses blended instruction, learners will be able to classify the instructional model as station-rotation, lab-rotation, or flipped.
* Given a lesson plan template for blended instruction containing multiple sections, learners will be able to recognize the purpose and / or function of each section.
Click the "Next" link below to move on to the next section.
| Back to Instructional Design | Next: Defining Blended Instruction |
# Instructional design/Backward Design/Description
## Description of Backwards Design

Backwards design is a process of designing curriculum by determining the educational goals or student needs and using them as a basis for developing curriculum. Once the goals or needs are identified, a type of assessment or evidence desired is determined. The final step in the process involves selecting the actual learning activities necessary to achieve the stated goals. "A backward design option may be preferred in situations where a high degree of accountability needs to be built into the curriculum design and where resources can be committed to needs analysis, planning, and materials development" (Richards, 2013).

## Stages of Backwards Design

Stage 1 - Identify the desired results
Ask, what should the learners know or be able to accomplish at the end of the instruction? It will be necessary to consider the content standards, instructional goals and curriculuar expectations (Grant and McTighe, 2011). Making these considerations will allow for eliminating any content that may be unnecessary and allow for more time to be spent focusing on the truly important content.
Stage 2 - Determine the acceptable evidence of learning
How should the students demonstrate what they have learned? Thinking about the assessment in the beginning allows the designer to avoid the curriculum becoming a collection of learning activities (Grant and McTighe, 2011). When thinking about the type of evidence it will be important to consider many different forms of evidence and resist the temptation of focusing soley on one type such as an end of unit test.
Stage 3 - Select the learning activities and plan the instruction
Once the desired outcomes have been determined and the necessary evidence for demonstrating student learning has been selected, the focus can shift to selecting the actual activities that will be used and planning for the actual instruction.

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# Instructional design/Backward Design/Selecting the Goals
## Selecting Goals

The Indiana content standards for high school (grades 9-12) Health and Wellness include the following standard: "Students will demonstrate the ability to use goal-setting skills to enhance health." Also included are the following substandards: "Assess personal health practices, Develop a goal to adopt, maintain or improve a personal health practice, Apply strategies and skills needed to attain a personal health goal, and Describe how personal health goals can vary with changing abilities, priorities and responsibilities."
By analyzing these learning goals for a high school Health and Wellness course, it is possible to identify a starting point for determining what the students need to learn. The starting point could be reworded to a single goal that encompasses all of these standards, such as: Students will apply their knowledge of healthy practices to develop and track their own personal health goal.
Developing healthy goals is an important skill needed by everyone. When students are able to use their own experiences as the basis of their goal, it takes on a much more personal meaning for the students.

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# Instructional design/Backward Design/Selecting the Tools

Welcome to the learning project on Selecting the Tools in Backwards Design!
The following is a suggested list of headings for a learning project. For more information, please read the directions. Please organise the page as you see fit.

## Learning project summary

* Project code:
* Suggested Prerequisites:
* Time investment:
* Assessment suggestions:
* Portal: Portal:...(List main portal/s here)
* School: School:... (List main school/s here)
* Department: Topic:...
* Stream:
* Level:

## Content summary

Describe this learning project in a sentence or two.

## Goals

In this learning project we aim to...

## Contents

automotive engineering mechanical engineering

### Learning materials

Add learning materials here. See also the box below.

### Readings and other resources

Each project/lesson/activity may have a suggested reading selection. For example:
* w: ...
* b: ...

### Lessons

* Lesson 1:
* Lesson 2:

### Activities

* Activity 1:
* Activity 2:

### Tests and quizzes

* Quiz 1:
* Quiz 2:
* Test 1:

## Subpages

Subpages can be created - using the syntax '[[/concepts/]]' (for concepts involved in this learning project & without the quotes).
Links to subpages can be automatically shown using
* Instructional design/Backward Design/Selecting the Tools

## Active participants

Active participants in this Learning Group
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!
* You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.
[[Category:]] <--please include subject name. By default, this page is included in the category with the same name as this page.
# Instructional design/Backward Design/Summary
## Backwards Design Summary

Just a quick review, implementing Backwards Design requires the designer to think about the goals of the instruction first. The reason it is different is because many designers think about the test first and then run the risk of the instruction not meeting the desired curricular goals. Another risk is the possibility of the learning activities not creating the desired cohesive curricular unit and again falling short of preparing the students to meet the goals of the instruction.
Steven Covey stated in The Seven Habits of Highly Successful People, "To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction." By starting the process with the end in mind, there is a clearly identified goal, which allows for evidence to be selected that will show progress towards the goal. Once the goal and evidence are known, it becomes much easier to select activities that help guide the learning process.

## Navigation

* Stages of Backward Design
* Selecting the Goals
* Selecting the Evidence
* Selecting the Activities
* Summary
* Return to the Instructional Design Home Page
# German grammar/Machen

The German word meaning of "to do" or "to make" is machen.
| infinitive | infinitive | infinitive | machen | machen | machen | machen | machen |
| past participle | past participle | past participle | gemacht | gemacht | gemacht | gemacht | gemacht |
| person | person | singular | singular | singular | plural | plural | plural |
| person | person | first | second | third | first | second | third |
| indicative | | ich | du | er, sie, es | wir | ihr | sie |
| indicative | present | mache | machst | macht | machen | macht | machen |
| indicative | past | machte | machtest | machte | machten | machtet | machten |
| subjunctive | | ich | du | er, sie,es | wir | ihr | sie |
| subjunctive | I | mache | machest | mache | machen | machet | machen |
# German grammar/Haben

In German, the word "haben" is the infinitive of "to have".
| infinitive | infinitive | infinitive | haben | haben | haben | haben | haben |
| past participle | past participle | past participle | gehabt | gehabt | gehabt | gehabt | gehabt |
| person | person | singular | singular | singular | plural | plural | plural |
| person | person | first | second | third | first | second | third |
| indicative | | ich | du | er, sie, es | wir | ihr | sie |
| indicative | present | habe | hast | hat | haben | habt | haben |
| indicative | past | hatte | hattest | hatte | hatten | hattet | hatten |
| subjunctive | | ich | du | er, sie,es | wir | ihr | sie |
| subjunctive | | hätte | hättest | hätte | hätten | hättet | hätten |
# German Language/lernen
## Lernen : to Learn
### Ich lerne Deutsch

I am learning German
8. Beispiele de:wikt:ich
203. Beispiele de:wikt:lernen
105. Beispiele de:wikt:Deutsch
# German grammar

Greetings! This is just for a rough sketch for now. You are very welcome to contribute.
Here should be focused pages about German grammar and other related material.

## Verbs

The following pages are maybe the best examples of close connection between vocabulary and grammar, mentioned at the introduction. One should know what these words mean and how to conjugate them. Here are the pages we have so far:
* Haben
* Machen
* Sein
* Können
* more verbs
Note: In the future it would be beneficial to collect all these pages at German verbs.
# German grammar/Sein

The German word meaning of "to be" is sein. Notice that, like most other unconjugated German verbs, sein ends with the letter n. The conjugation of sein is as follows.
Deutsch de:wikt:sein
| infinitive | infinitive | infinitive | sein | sein | sein | sein | sein |
| past participle | past participle | past participle | gewesen | gewesen | gewesen | gewesen | gewesen |
| person | person | singular | singular | singular | plural | plural | plural |
| person | person | first | second | third | first | second | third |
| indicative | | ich | du | er, sie, es | wir | ihr | sie |
| indicative | present | bin | bist | ist | sind | seid | sind |
| indicative | past | war | warst | war | waren | wart | waren |
| subjunctive | | ich | du | er, sie,es | wir | ihr | sie |
| subjunctive | I | sei | sei(e)st | sei | seien | sei(e)t | seien |
| subjunctive | II | wär(e) | wär(e)st | wär(e) | wären | wär(e)t | wären |
# German to English

German to English Du o Jesu , bist der Gott den wit beleidigen und der Gott der uns verzeiht. Der Gott, der liebervoll die ______ Neidergebeuten Merzen outriehtet; welche in Reue und Busse zu ihm kommen. Der Gott, der allen Getechtigkeit und den Frieden der Seele zuruck gibt.

## Compare

German Source text – (from the German language Scope of research page, section #6):

#### 6

Ich denk, man sollte beide Formen zulassen und durch eine Markierung kennzeichnen, ob es sich bei dem jeweiligen Projekt um originäre wissenschaftliche Arbeit oder um ein Sekundärwissenschaftliches Thema handelt. Mir schwebt da so etwas in der Art der "This is a Stub"-Hinweise in der englischen Wikipedia vor. Vielleicht lässt sich aus eine Art Projektbeschreibungsseite neben dem eigentlichen Projekttext einrichten, auf der dann das Projekt ausführlich beschrieben werden kann (Ähnlich wie die User-Seiten)
Fragen a) Ist es ja oder nein möglich, im Rahmen der Wikiversity Originalforschung zu betreiben? b) Inzwischen wimmelt es von verschiedenen Seiten, auf denen über Ziel und Funktion der Wikiversity nachgedacht wird. Wäre es nicht möglich, einen einzigen Raum dafür auszuweisen, mit Frank Schulenburg als Moderator (denn er hat schließlich die Wikiversity ins Leben gerufen).
w:Machine translation to English with further edits by --Smithgrrl 06:22, 27 September 2006 (UTC)):

#### 6

I think one should let both forms appear and indicate by some kind of diacritical mark whether the particular project is referring to a primary scientific or secondary scientific source. We might do something similar to the "this is a Stub"reference in the English Wikipedia. Perhaps some kind of similar hypertext can be furnished so as to give a description of the project next to the actual project text. That way the project can be described in detail (similar to the way the User pages work).
Ask a) Is it possible to operate in the context of the Wikiversity original research rubric? b) In the mean time, there is speculation from different sides as to how the actual goal and function of the Wikiversity should be thought out. Wouldn't it be possible to set up a single space for this [discussion] with Frank Schulenberg as moderator (since he's the person who brought wikiversity to life in the first place)?
prev • next
# German Language/kommen
## Ich komme aus Schottland

I am from Scotland
Schottland ist ein Land im Nordwesten Europas und ein Landesteil von Großbritannien.
Die Hauptstadt von Schottland ist Edinburgh.
# German vocabulary

| Course | Description |
| Lesson 1 | Greetings and Phrases--will teach you how to carry on a basic conversation in German. |
| Lesson 2 | Basic German words/sentences |
# German grammar/Können

In German, the word "Können" is the infinitive of "to be able/can". The verb "Können" is one of 6 German Modal verbs.
| infinitive | infinitive | infinitive | können | können | können | können | können |
| past participle | past participle | past participle | gekonnt | gekonnt | gekonnt | gekonnt | gekonnt |
| person | person | singular | singular | singular | plural | plural | plural |
| person | person | first | second | third | first | second | third |
| indicative | | ich | du | er, sie, es | wir | ihr | sie |
| indicative | present | kann | kannst | kann | können | könnt | können |
| indicative | past | konnte | konntest | konnte | konnten | konntet | konnten |
| subjunctive | | ich | du | er, sie,es | wir | ihr | sie |
| subjunctive | I | könne | könnest | könne | können | könnet | können |
| subjunctive | II | könnte | könntest | könnte | könnten | könntet | könnten |

## Examples of Use

* Er kann gut fahren. - "He can drive well."
* Kannst du ihm helfen? - "Are you able to help him?"
* Ich kann Deutsch und Englisch. - "I know German and English."