OpenLLM-France/wikimedia huggingface dataset:
# Networked Learning/Podcasting

Podcasting is the distribution of media files, such as audio and videos, over the Internet using a type of web feed. Listeners subscribe to the podcast's web feed for automated download to mobile devices and personal computers. The benefit of a podcast web feed over a standard web feed is that once the user subscribes the feed their podcast reader will automatically download any new media that is offered by the distributer.
Generating a podcast involves creating the media, usually an audio file using a free audio recorder and editor like Audacity, then uploading that file to a server such as the free and unlimited media storage space Our Media, announcing the file in a blog such as the popular and free Blogger, and enhancing that blog's web feed into a podcast using a free service such as Feedburner. To subscribe to a podcast and have media automatically downloaded to a portable device or personal computer you must use "podcatching" software such as the free MyPodder.
Uses for podcasting
* Teachers record lectures and distribute the audio for listening to on portable digital audio players.
* Students subscribe to a range of lectures they might otherwise not have been able to attend
* Students record their own audio and make it available in a podcast for their peers and/or teacher's assessment
* Students create a podcast for the subject they are studying
More information about Podcasting
* Guide to podcasting using Free Libre Software for windows users
* http://www.netsquared.org/blog/britt-bravo/7-ways-nonprofits-can-use-podcasts
* http://www.podcastingnews.com/articles/Make_Podcast_Blogger.html
* http://epnweb.org/
# Networked Learning/Wikis

A wiki is a type of website that allows anyone visiting the site to add, remove, or otherwise edit all content quickly and easily, often without the need for registration. Most wikis also offer a discussion forum for each page being developed. This ease of interaction and operation makes a wiki an effective tool for collaborative writing. http://en.wikipedia.org/wiki/Wiki March 2006
The best examples of successful wiki developments are Wikipedia, Wikiversity, and the South African Curriculum There are free web based services that offer wiki authoring such as Wikispaces and PBWiki, and then there is free wiki software for servers such as MediaWiki. The key to the success of a wiki is in having an active participant base, which is why it is often better to work into existing wiki communities rather than setting up new ones.
Uses for wikis
* Collaborative learning resource development.
* Subject related discussion.
* Easy to maintain currency of online resources.
* Relatively easy way to build a website.
* This website is a wiki.
* Safe environment for K-12 when anonymous usernames are established under teacher management
More information about wikis
* http://en.wikibooks.org/wiki/Wikiversity
* http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html
* http://mobiled.uiah.fi/
# Networked Learning/Finding and reusing learning resources

With so many great resources already out there on the net, why re-invent the wheel. Whatever your subject, whatever your need, chances are there is someone else in the world that has already produced it, and made it available for free and open reuse.
When sourcing such content, be careful to check the copyright statement for all items before you attempt to use it. Creative Commons.org has made this usually painful process quite simple. Yahoo.com indexed over 80 million CC items loaded to the Internet in 2005. Major universities and learning organisation are lisencing their content and resources Creative Commons. These initiatives are generally called open courseware initiatives, and we are free to use and even modify some of the content that is made available this way.
The most significant projects include Wikipedia and Wikiversity, where people are collaborating to produce free and open resources which use GNU licences.
GNU Licenses are based on 4 freedoms or rights.
* use the work for any purpose
* study its mechanisms, to be able to modify and adapt it to their own needs
* make and distribute copies, in whole or in part
* enhance and/or extend the work and share the result similarly.
Uses for Free and Open Courseware
* Cost effective way to build learning resources (all the content in these workshops are taken from CC lisences)
* Marketing of programmes and courses
* Social acess and equity to learning resources
* Simplies copy right and Intellectual Property concerns
* A wider range of inputs to a resource development
More information about Free and Open Courseware
* http://creativecommons.org
* http://opencontent.org/ocwfinder/
* http://blendedlearning.wikispaces.com/Sourcing+Content+to+Teach+and+Learn+With
* http://community.flexiblelearning.net.au/TechnologiesforLearning/content/article_6885.htm
# Networked Learning/Using free and open source software

Using free and open source software is an effective way to save money, maintain flexibility, consider new economic models, and develop more sustainable software skills and capacity.
Open Office A free alternative to Microsoft Office, Open Office can not only be a great way for students to obtain affordable (free!) office software, but also a remarkably easy way for you to create PDFs and Flash movies!
GNU Image Manipulation Program GIMP is a powerful image editing program.
Open Clip Art Open Clip Art Library Over 10000 clips + Over 600 artists. High quality and attractive clipart.
# Networked learning/Participants
## Participants

This section lists participants of the Networked_learning self-paced course. When you sign up please send an email to the people offering learning support.

## Learning support

Informal learning support for this topic is offered by:
Leigh Blackall
* Senior Lecturer at the University of Canberra, Australia.
* email: leighblackallATgmailDOTcom
* skype: Leigh_Blackall (be sure to introduce yourself when making skype contact so I know it is about NL)
* face to face: I am based at the University of Canberra, and more than happy to assist anyone from there. We are slowly working towards offering a course in this and other related topics.
Chris Harvey
* Chris Harvey Blog/Wiki
* Ekiga:sip:gnuchris@ekiga.net
* email:gnuchrisATgmailDOTcom
* Freenode IRC username: chrismo
Cormac Lawler
* PhD student in the University of Manchester - subject: Wikiversity in the context of the provision of education. Also interested in the use of media in learning - both formal and informal.
* Skype/irc username: cormaggio
* Email: cormaggio (at) gmail (dot) com
* blog
Valerie Schmitz, Ph.D.
* Interested in technology based collaboration tools to enhance peace education initiatives.
* Skype/irc username: valerieschmitz
* Email: valerie (at) teachmepeace (dot) org
* IM: isis670 (almost every IM)
Martin King B.A. M.Sc.
* Senior Educational Technologist
* Royal Holloway, University of London
* email martin (dot) king (at) rhul (dot) ac (dot) uk
* msn el_swedgio
* interests/ expertise: Virtual learning environments. particularly Moodle, Discussion fora, Online Assessment
If you are able to assist people in the developing skills in networked learning, please add your contact details.
# Networked Learning/Instant Communication

Instant communication, text messaging, Online chat, live video and audio conferencing are increasingly impacting our learning and living in an always-connected, always-on world with multiple ways to communicate with one another at any given time. Knowing how best to communicate with someone at any given time is the challenge, most people try the fast-and-light stuff first - IRC, Jabber or SMS - then bring out the heavy guns like email. The advantage of instant communication is that it is instant, you can learn here and learn now.
Uses for Instant Communication
* Facilitate real-time Learning
* Personal discussion
More information about Instant Communication
* Wikiversity Chat
* Instant Messaging using Libre Software
# Object-Oriented Programming/Polymorphism/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Methods/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Methods/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Object-Oriented Programming/Methods/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Methods/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Object-Oriented Programming/Polymorphism/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Polymorphism/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Object-Oriented Programming/Polymorphism/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# OpenSource4School/Mathematical Modelling

This is a didactics of mathematics course. A course padlet was created: https://padlet.com/melanie_pl/sta5b74hsmri.

## Mathematical modelling as a tool in mathematics teaching

The process of developing a mathematical model is termed mathematical modeling.

## On the way to your own R&D project

What is the perspective of your own R&D project within the topic "Mathematical modelling as a tool in mathematics teaching"? Formulate a Draft Project Outline.

## Ressources
### Research Methods

* Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. http://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdf
* https://onion.derby.ac.uk/

### Authentic Scenarios

* UN Working Group: Space & Global Health
* Modelling of Risk and Response Maps

### OER

* Open Educational Resources (OER)
* For photos from online ressources (or print media) the copyright needs to be followed. Pictures and pictograms that may be reused under a Creative Commons license can be found at these links:
# OpenSSL

OpenSSL is an open source implementation of the TSL cryptographic protocol, and its now-deprecated predecessor, Secure Sockets Layer (SSL) protocol. You can perform some basic operations, such as:
Generate a new self signed Certificate instead of a CSR
Output a self-signed certificate instead of a certificate request
       -nodes (short for no DES) do not encrypt private key
       -x509 Output a self-signed certificate instead of a certificate request
Read CSR
Read certificate (CRT)
Encrypt and decrypt a file (GPG can also be used for encrypting and decrypting files) Using aes-256-cbc cypher, You will be prompted for a password when encrypting that has to be used for decrypting.
    openssl enc -aes-256-cbc -in un_encrypted.data -out encrypted.data
    Use file command to verify file type.
    openssl enc -d -aes-256-cbc -in encrypted.data -out un_encrypted.data

## Activities

* Encrypt a file using aes-256-cbc cypher using openssl enc command
# PCP HIV AIDS Toolkit

* Introduction
* Peace Corps Philippines has developed this manual and toolkit as an evolving collection of presentations, activities, resources and guides for HIV/AIDS advocacy.
* The toolkit includes guides for HIV/AIDS awareness campaigns and events in schools, among at-risk groups and among faith leaders in the Philippines, as well as general information about HIV/AIDS, sex education, and HIV/AIDS in the Philippines. Users are encouraged to submit improvements, supplementary materials and new modules.

## Situation in the Philippines

* HIV/AIDS in the Philippines Presentation (pdf)
* HIV/AIDS Awareness in Philippines Presentation (pdf)
* HIV/AIDS Fact Sheet

## General Information

* AIDS 101 Presentation (pdf)
* Anatomy and Physiology
* Sex Education Questions
* Let’s Talk About Sex Presentation (pdf)
* Sex Education Thru Text (SET)

## How to Get Started

* Elementary & High Schools
* Universities
* NGOs & Centers
* LGUs
* Faith Leaders
* OFW
* CRM

## Anti-Trafficking Advocacy

* Trafficking in Persons Presentation (pdf)
* Anti-Trafficking in Persons Program for the LGU Manual (pdf)
* Republic Act 9208
* True Stories Video - I do not have this video.

## PCV Generated Materials

* Biology of HIV/AIDS
* AIDS Handshake Game
* Session for College/Young Adult
* HIV/AIDS Pre & Post Tests
* HIV/AIDS Education & Prevention Seminar
* HIV Myths and Facts
* Sexuality and Masturbation Quiz and Answers

## Appendices

* Summary of RA 8054
* Updated Philippines Partners Directory (pdf) - Is there an online version of this that we can link to?
* STI brochure - I don't have this brochure
* HIV/AIDS brochure - I don't have this brochure
* Games for Reproductive Health (pdf)
* HIV Transmission Fact Sheet (pdf)
* The Female Condom (pdf)
* What are STDs (tagalog) word - This document appears to be copyright by The StayWell Company. I cannot find an online version to link to.

## Friends Tell Friends on the Street

This is a life skills manual that has a variety of lesson plans addressing many areas of interest for adolescents. It is available from the Peace Corps Philippines IRC.
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Definition Of HIV

PCP HIV AIDS Toolkit → Definition Of HIV
This page is part of the PCP HIV AIDS Toolkit. :

## Flip Chart 2: Definition of Human Immunodeficiency Virus (HIV)

* human - it affects humans
* immunodeficiency - it affects the immune system
* virus - it is a virus
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/HIV Tuberculosis Questions

PCP HIV AIDS Toolkit → HIV Tuberculosis Questions
This page is part of the PCP HIV AIDS Toolkit. :

## Flip Chart 6: Questions Relating to HIV/AIDS and Tuberculosis

Discuss in small groups.
* What is tuberculosis, how is it spread, how common is it?
* What is the relationship between HIV and TB?
* What is the DOT program and why is it important?
* What is multiple drug-resistant TB?
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout C: Blocking HIV

PCP HIV AIDS Toolkit → Handout C: Blocking HIV
This page is part of the PCP HIV AIDS Toolkit. :
# PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout A: Life Cycle

PCP HIV AIDS Toolkit → Handout A: Life Cycle
This page is part of the PCP HIV AIDS Toolkit. :
# Film editing/Understanding "L-Cuts"/Hearing Voices

Narrative Film Production:
Course: Fundamentals of narrative film editing (which is editing a conversation from a dramatic scene with scripted dialog.)
This lesson is:
Understanding "L-Cuts" in dialog editing
The pages of this lesson are:
Summary - "Hearing Voices" & "Fireworks Display"
What are "L-Cuts"?
When are "L-Cuts" allowed?
"Hearing Voices" DVD-Video
"Fireworks Display" DVD-Video :
A three way conversation :
| A three way conversation Using insert shots and L-Cuts The best way to learn about editing a conversation is to get the film dailies for a scene and edit the scene. The story Two men are talking about law cases in a cafeteria. Their partner arrives with news about an important case. A challenge This scene was shot quickly with only a few shots to get all the coverage. Not all the shots match perfectly. The performances change from the wide angle shot to the close up shot. So you must worry about a lot of things, not just how to create "L-Cuts". | A simple scene from a TV drama DVD-Video disk The Star Movie Shop has a disk which shows a three way conversation. The disk is called "Hearing Voices" The disk is both a DVD-Video with a demonstration of how this scene can be edited. You just watch the demos and see the many options. Also the disk is a DVD-Data disk containing all the film dailies for use in your editing program. Enough points? If you have enough points, let me know and the disk will be send to you. |
| Who do you want to emphasize? Speaker 1, speaker 2, speaker 3? This disk contains the unedited film footage of one scene which has three people. The dialog is fixed (more or less). But the picture can changed by making "L-Cuts" and adding cut-away or insert shots. Making "L-Cuts" and adding cut away shots changes the way that the audience interprets the scene. In short, you editing creates the emotional content of the scene. | Who's in charge? Which is the actor's point of view is the most important? In this scene, you do not know what happened before this scene. Therefore, it is not clear who is the most important person in this scene. Therefore, you should try editing this scene three ways. Each way emphasizes a different actor. Using editing, you can emphasize one actor over the others. Watch the DVD-Video content and see how it is done for this scene. |
* The next page
* The next page discusses the first disk about "L-Cuts".
* "Fireworks Display" DVD-Video
* Contact your instructor
* Your instructor for this class is Robert Elliott. To email me, you simply Click Here.
# Film photography

In the most basic way, film photography is the process by which light is recorded onto a cellulose and silver media. Light passes through a lens [note the number and type of lenses are diverse] is focused therein, and finally collides with an object that has been made sensitive to light, and until the point of photographic exposure, protected from any contact with it.
There are as wide a variety of film medium as there are digital cameras, ranging from small format [aps and 35mm] to medium format [120 or 6cmx6cm] and even large format [up to as large as 11x17 inch film]. Similarly, the way in which those media are housed [camera types] are equally as diverse.
To get into the field, it is easiest to start with 35mm negative film. This is the standard form for film photography, and is easiest to have developed. Often with 35mm film you get 36 frames, although 24 is more common in standard film stock from the store. There are color and black and white films, as well as black and white films that can be processed in color (C-41) chemicals, giving a black and white look with a greater range of options for development. Black and white film can be developed at home with certain chemicals (black and white chemistry is less sensitive to temperature as color chemistry, which requires constant high temperatures) or also sent out to a lab, but there are a limited amount that will do this.
There is also slide film, or positive film, which creates the image directly as taken in the camera onto the film. These are mainly used for projections, and can also be scanned using a negative scanner. Making prints from them is a much harder task than with a negative film, but the results can be striking. Often with color slides there is an increased saturation and/or vibrancy of colors. These films will also need to be sent out to a specialty lab, although they can be cross processed as well, meaning they would be developed as if they were negatives, leading to wild color shifts and increased grain. This is harder to do at a standard drug store lab, since they fear that it will ruin their chemistry, but it has very little effect on it. The slide film is then a negative film, and can be used to make prints.
These film types also apply to medium format or 120 film. These are for older cameras, and provide much larger negatives, and thus less magnification is needed for enlargements resulting in better quality. Medium format cameras use 120 or 220 film (220 film is a double length roll of 120 film - paper leaders - 120 film has a paper backing the entire length of the roll. Formats of medium format cameras are (Fuji/Bronica/Contax/Pentax/Mamiya/Holga) 6x6.45cm resulting in 15 frames, 6x6cm resulting in 12 frames is the most common, 6x7cm for 10 frames, then the less common 6x9cm, 6x12cm and 6x17cm are the other medium formats. This type of film will also need to be sent to a specialty lab, although your drug store or grocery store can send these out to a local fuji lab or it can be hand processed at home with a temperature controlled water bath. Black and white negative film can also be developed at home or in a group lab.