OpenLLM-France/wikimedia huggingface dataset:
# BCP/Perovskia atriplicifolia

Perovskia atriplicifolia
| Flowering plant Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Perovskia atriplicifolia (Russian sage) Identifying Characteristics Recent Logs SBJ 18:24, 4 September 2007 (UTC) --SB_Johnny | 10:47, 14 October 2007 (UTC) SBJ 09:16, 16 October 2007 (UTC) Ngravagna 17:51, 28 June 2008 (UTC) --SB_Johnny 10:49, 16 August 2008 (UTC) Ngravagna 22:44, 2 September 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) August, September, October Aurora, Colorado area: June
Additional images:
# BCP/Perovskia atriplicifolia/Logs

This page contains recent bloom logs for Perovskia atriplicifolia (Russian sage). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* SBJ 18:24, 4 September 2007 (UTC)
* --SB_Johnny | 10:47, 14 October 2007 (UTC)
* SBJ 09:16, 16 October 2007 (UTC)
* Ngravagna 17:51, 28 June 2008 (UTC)
* --SB_Johnny 10:49, 16 August 2008 (UTC)
* Ngravagna 22:44, 2 September 2008 (UTC)
# Applied Programming/GUI/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
# Activities, assignments and assessment/Opening
## Acknowledgement of Country

Karen Adams, VACCHO
Karen spoke of her family connections in NSW and Victoria and explained that there is a difference between welcome to country and acknowledgement of country.
Welcome to country is appropriate for when you are from that place. As Karen is not Wurundjeri, she made an acknowledgement of country.
The Wurundjeri is one of 5 nations in the Kulin nation. There is much written about the Wurundjeri people.
For example, http://en.wikipedia.org/wiki/Wurundjeri

## Opening

Kerry welcomed everyone to the second, of what will be many, such open conferences.
She spoke about the new industry of high cost Educational conferences and the budget constraints in most universities for professional development. This AAAopenconf evolved through Leigh Blackall's contact with Cathy Gunn, visiting from New Zealand for one such expensive conference.
The AAAopenconf provides an opportunity to combine live, pre-recorded and online presentations in one time zone. This exciting event will assist in changing the way the faculty works, provide impetus to form a community of practice and enable fewer, but bigger events to be staged and involve more people in professional development across the university.
Kerry observed that Assessment drives engagement for our students - "but they hate it - so do we!"
Workloads are huge and so we need to do what we do much smarter and more effectively - maybe even make if fun!
Kerry thanked everyone who contributed to the event - speakers from New Zealand, South Africa, Canada, Wollongong, Canberra and Deakin.
Thanks to Leigh for his passion in conceptualising and driving the event. Recording today is an important way to make accessible to wider academic community.
There will be the wiki, a DVD and a book as well.

## Thanks

Thanks to FBEL, HUSS - Ruth Jelley, Mungo Jones, Donna Bisset and the FHS Teaching and Learning unit, Kerry Fitzmaurice, Natalie Humphries, Lynne Matheson, Frank Niebling, Cameron Grant.
# Activities, assignments and assessment/Peer assessment

Dennis Wollersheim's presentation for AAAOpenConf2013.
Peer assessment using Moodle, student generated content, randomly generated assignments...
Prezi Presentation
# Activities, assignments and assessment/Principles of assessment

Kathryn Hill's pre-recorded presentation for AAAOpenConf2013.
# Activities, assignments and assessment/Recorded lectures, seminars and presentations

[[File:Teaching and learning through video.ogv|thumb|400px|Teaching and learning through video. Copy on Youtube, Copy on Archive.org, Copy on Slideshare]

## Suggestions

Chunked presentations. Break your typical one hour presentations into three to six chapters that are no more than ten minutes long each. Not only will it help you review and reinforce points in the live lecture, closing off each chapter with a concluding remark or activity, it will make for more usable recordings, where a listener may be in a highly distractible environment, or where they need to review just one or two points from your lecture. Consider the pros and cons of video versus audio alone. Audio makes for smaller files, and less battery drain. Can you deliver a lecture to the audio format only? If your lectures are designed for the live performance alone, consider preparing a version of the lecture for online audiences, and one that promotes the live experience!
Recorded guest lectures. With technology like Voice Over Internet Protocol (Skype and Google Hangouts) it is much more feasible to arrange for field experts to deliver live lectures, and record these for review. Adopting the chapter format described above is more difficult however. If you have the resources to invite the guest to physically deliver the lecture, be sure to broadcast and/or record it.
Recorded panel discussions. Again, with Skype and Google Hangouts it is feasible to convene a live panel discussion of commentators, professionals and experts. Equally, a few people crowded around a webcam, laptop, or phone camera can record engaging discussions to video. Extract the audio if that's all that is needed.
Field recorded interviews. Consider your favourite radio program, how the producer has arranged for field interviews, and brings them back for the week's content. Might your lecture series become more like a radio program, with regular recorded interviews with people in the field, talking about the week's topics?
Collaborative group lecture notes. Some of the most valuable knowledge a teacher has is the keywords to use in search. If a teacher prepares a slide presentation with only the keywords on each slide then speaks to those concepts in a lecture format, then small groups in the class can be asked to produce notes from the presentation. If a collaborate authoring platform like Wikiversity is used, these notes can be made useful for others, and evaluated by other groups. One or two members of the note-taking group make initial text notes, others follow up with links to useful resources and extended information, and others add diagrams, images, videos and other illustrative media. If a new group takes on the task each week, the others in the class can rate their work, as a form of peer assessment. Over time, valuable lecture notes can be created that may even replace a textbook, or produce a text that is contextually more relevant to the course.
# Activities, assignments and assessment/Peer review of teaching

Peer review (including observation) of teaching and curriculum is under-utilised in universities. In many cases, this is because teaching is largely seen as a private activity. Inviting a trusted colleague into your classroom to observe your teaching, can in many cases, affirm your good teaching practices. In other circumstances it can be a way of sensitively identifying weaknesses. Your colleague’s feedback can provide opportunities for you to refresh what you do in the classroom as well.
Observing someone else’s teaching, or having your own observed is not the only way to participate in the peer review of teaching. You might try inviting a colleague to review your Subject Learning Guide, to read over an assessment task and offer you feedback, or to sit with you and review the data from student feedback surveys in order to develop a set of actions. Others seek wider review through publishing and documenting their work on sites such as Wikiversity. All these forms of activity are aspects of the peer review of curriculum.

## Resources

* Wikipedia article: Peer review
* Peer Review of Teaching for Promotion Purposes: a project to develop and implement a pilot program of Peer Review of Teaching at four Australian Universities – housed at the University of Adelaide (funded by the Australian Teaching and Learning Council, ALTC).
* Harris, K., Farrell, K., Bell, M., Devlin, M., & James, R. (2008). Peer Review of Teaching in Australian Higher Education: A handbook to support institutions in developing effective policies and practices. An Australian Learning and Teaching Council funded project with the Centre for the Study of Higher Education, University of Melbourne and Centre for Educational Development and Interactive Resources, University of Wollongong.
* Peer review of teaching in blended learning environments – a project housed at the University of Technology, Sydney (funded by the Australian Teaching and Learning Council, ALTC).
# Activities, assignments and assessment/Quizzes that promote engagement

Janelle Page, Di Hughes, Nivan Weerakkody, Terri Meehan-Andrews, Yossi Rathner's presentation for AAAOpenConf2013
As part of a subject redesign in first year first semester physiology taught to allied health students, weekly pre-workshop quizzes, as homework activity, were introduced. These test were intended to encourage students to attend class prepared to engages in active, team based learning tasks of the workshops. In 2012 these test were written by faculty and delivered to students via LMS. In 2013, licence to proprietary software was purchased, and quizzes were delivered to students via this package. Survey of students in both 2012 and 2013 both demonstrated that students found the pre-workshop quizzes were effective tools for motivating students to “stay up to date” with the subject content, and prepare for their workshops. Data from each year demonstrate that students did not find the weekly quizzes onerous or time wasting. Persistent criticism from students in 2013 of the proprietary software was a perceived disconnect between the quiz questions and the material taught in class (lectures or workshop activities), despite the alignment of the questions to published learning objectives. Further, students reported that unlimited and unrestricted attempts at quiz questions were demotivating factors in the learning experience. Although no statistical difference was observed in the final marks between the two cohorts, students in 2013 performed worse on the final exam than the 2012 students, indicating weaker mastery of subject content.
# Activities, assignments and assessment/Networked learning midwifery

Sarah Stewart is a midwife interested in the continuous professional development of other midwives, through the Internet and social media. Over the last 5 years Sarah has established a significant online presence for her work, and through that experience has been able to extract key concepts and methods to support others. Sarah currently works for the Australian College of Midwives as the Professional Development Officer. In this video Sarah talks us through some of her work.
# Activities, assignments and assessment/Self assessment and evidence portfolios

Terry Young's presentation for AAAOpenConf2013
Terry Young from the Curriculum, Teaching and Learning Centre will discuss the use of La Trobe University’s personal learning space as a framework to create student evidence portfolios. He will present a case study from the School of Nursing and Midwifery in which students are asked to self-assess against professional standards. The framework gives rise to the opportunities available for the same student centred framework to be used for other scenarios such as RPL, graduate attributes and subject learning objectives.
# Activities, assignments and assessment/Recognising Contextual Learning

Recognising Contextual Learning: The work of CAPABLENZ, Otago Polytechnic.
Willie Campbell's presentation to AAAOpenConf2013.
CAPABLENZ has developed a very learner centred way of working to support people to articulate their existing learning and to identify ways of meeting learning needs identified during that process. We operate a national centre that works with a range of qualifications. This presentation will focus on the Bachelor of Applied Management, Bachelor of Social services and Bachelor of Culinary Arts. Willie Campbell is a Facilitator and assessor in the centre.
# BCP/Paeonia obovata

Paeonia obovata
| Flower and foliage Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Paeonia obovata (Woodland Peony) Identifying Characteristics Recent Logs SB_Johnny-LM May 19 2007 (from photographs) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: May
Additional images:
# BCP/Panax trifolius

Panax trifolius
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Panax trifolius (Dwarf Ginseng) Identifying Characteristics Habit:Herbaceous forbFlowers:Umbel of white, five-petaled flowersFoliage:Three to five serrate leaflets resembling the foliage of the strawberry.Stem:Junction halfway up stem where it forks into four sub-stems: three hosting foliage and one hosting the flower umbel.Life Cycle: Perennial Recent Logs Jomegat 00:20, 16 April 2010 (UTC) (view all logs) |
Global data:
Regional data: New Hampshire: (native) April, May
Additional images:
# BCP/Panax trifolius/Logs

This page contains recent bloom logs for Panax trifolius (Dwarf Ginseng). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* --Jomegat 00:46, 14 May 2008 (UTC)
* --Jomegat 20:36, 19 May 2008 (UTC)
* --Jomegat 21:25, 22 May 2008 (UTC)
* --Jomegat 23:44, 25 May 2008 (UTC)

#### 2009 Logs

* Jomegat 00:26, 28 April 2009 (UTC)
* Jomegat 21:21, 4 May 2009 (UTC)
* Jomegat 23:00, 6 May 2009 (UTC)
* Jomegat 00:45, 12 May 2009 (UTC)
* Jomegat 00:23, 19 May 2009 (UTC)

##### Recent Logs

* Jomegat 00:20, 16 April 2010 (UTC)
# BCP/Papaver atlanticum

Papaver atlanticum
| Flower Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Papaver atlanticum (Poppy) Identifying Characteristics Habit:Low, rosette forming plant.Flowers:4 showy orange petals, multiples of 4 in some cultivars Recent Logs --SB_Johnny | 12:10, 16 May 2008 (UTC) --SB_Johnny | 10:33, 27 May 2008 (UTC) --SB_Johnny | 11:10, 4 June 2008 (UTC) --SB_Johnny 09:20, 31 August 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer, Early Fall, Mid Fall
Regional data: Southeastern Pennsylvania: (cultivated) May, June, August, September, October
Additional images:
* Foliage
# BCP/Papaver atlanticum/Logs

This page contains recent bloom logs for Papaver atlanticum (Poppy). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* SB Johnny-LM 09:51, 8 September 2007 (UTC)
* SB_Johnny-LM 10:34, 20 October 2007 (UTC)

#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 12:10, 16 May 2008 (UTC)
* --SB_Johnny | 10:33, 27 May 2008 (UTC)
* --SB_Johnny | 11:10, 4 June 2008 (UTC)
* --SB_Johnny 09:20, 31 August 2008 (UTC)
# BCP/Paeonia japonica/Logs

This page contains recent bloom logs for the plant Paeonia japonica (Japanese Peony). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)

##### Recent Logs

* SB_Johnny-LM 10:38, 2 May 2008 (UTC)
# BCP/Paeonia japonica

Paeonia japonica
| Flower Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Paeonia japonica (Japanese Peony) Identifying Characteristics Recent Logs SB_Johnny-LM 10:38, 2 May 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (cultivated) May
Additional images:
# BCP/Panicum virgatum

Panicum virgatum
| Wild switchgrass Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Panicum virgatum (Switchgrass) Identifying Characteristics Habit:uprightFoliage:straplikeStem:prominant midribGrowing Conditions:dry to wet, full sun to part shadeLife Cycle: perennial Recent Logs Ngravagna 20:17, 30 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Aurora, Colorado area: July
Additional images:
# BCP/Panicum virgatum/Logs

This page contains recent bloom logs for Panicum virgatum (Switchgrass). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* Ngravagna 20:17, 30 July 2008 (UTC)
# BCP/Paeonia obovata/Logs

This page contains recent bloom logs for the plant Paeonia obovata (Woodland Peony). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

##### Recent Logs

* SB_Johnny-LM May 19 2007 (from photographs)

##### Archived Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
* (no archived logs yet)
# Beginners Music Theory/Other Stringed Instruments
### Other stringed instruments

(With the exception of harp)
| 0, 1, 2, 3, 4 | Finger identifications: 0 = open string (no finger used) 1 = index 2 = middle 3 = ring 4 = little + = Thumb = (cello/bass) Thumb position |
Note that the bass does not use 3 (ring finger) until moving up to thumb position, which means that bassists can only finger 3 notes before needing to shift, unlike other string instruments which can finger 4 notes before shifting
On violin/viola/cello, the distance between two fingers can be either a whole step or a half step, but on bass (below thumb position) the space between the fingers is always a half step (1-2 is a half step, and 2-4 is a half step)
In thumb position, the pinky is not used, only the thumb, index, middle and ring are used
# Beginners Music Theory/Guitar
### Guitar

The guitar has a fingerpicking notation system derived from the names of the fingers in Spanish or Latin. They are written above, below, or beside the note to which they are attached. They read as follows:
| Symbol | Spanish | Latin | English |
| p | pulgar | pollex | thumb |
| i | índice | index | index |
| m | medio | media | middle |
| a | anular | anularis | ring |
| c, x, e, q | meñique | minimus | little |
# Beginners Music Theory/Piano
### Piano
#### Pedal marks

Pedal marks appear in music for instruments with sustain pedals, such as the piano, vibraphone and chimes.
* Engage pedal Tells the player to put the sustaining pedal down.
* Release pedal Tells the player to let the sustain pedal up.
* Variable pedal mark More accurately indicates the precise use of the sustain pedal. The extended lower line tells the player to keep the sustain pedal depressed for all notes below which it appears. The ∧ shape indicates the pedal is to be momentarily released, then depressed again.
* Con sordino, Una corda Tells the player to put the soft pedal down or, in other instruments, apply the mute.
* Senza sordino, Tre corde Tells the player to let the soft pedal up or, in other instruments, remove the mute.

#### Other piano notation

| | left hand | right hand |
| English | l.h. | r.h. |
| English | left hand | right hand |
| German | l.H | r.H |
| German | linke Hand | rechte Hand |
| French | m.g. | m.d. |
| French | main gauche | main droite |
| Italian | m.s. | m.d. |
| Italian | mano sinistra | mano destra |
| 1, 2, 3, 4, 5 | Finger identifications: 1 = thumb 2 = index 3 = middle 4 = ring 5 = little |
Old (pre-1940) tutors published in the UK may use "English fingering". + for thumb, then 1 (index), 2 (middle), 3 (ring) and 4 (little).
* ↑ "Scales-continental/ English Fingering". The Associated Board of the Royal Schools of Music. 20 December 2004. Retrieved 3 September 2015.
# Beginners Music Theory/Six-Mallet Percussion
### Six-mallet percussion

| 1, 2, 3, 4, 5, 6 | Mallet identifications: 1 = Far-left mallet 2 = Middle-left mallet 3 = Third-to-left mallet 4 = Third-to-right mallet 5 = Middle-right mallet 6 = Far-right mallet |
Numbers for six-mallet percussion may be reversed as well.
* ↑ Paterson, Robert (2004). Sounds That Resonate: Selected Developments in Western Bar Percussion During the Twentieth Century. Cornell University: UMI Dissertation Services No. 3114502. p. 182.