OpenLLM-France/wikimedia huggingface dataset:
# Informal learning activities/STf

[[w:{{{1}}} ({{{2}}})|{{{1}}}]] ({{{3}}})
This sets up a trailing item (note that there is no • in the above) in Small Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia but with only {{{1}}} displaying, and {{{3}}} giving the hint.  It is a simpler trailer and relies on Wikipedia's insensitivity to case in the first letter of its item name.  Use STe for a similar leading item, or STd for a trailing item when the displayed link is not the same as the Wikipedia name.
# Introduction to Delimited Continuations
## Summary

A delimited continuation is a representation of the "rest of a program" from the current program counter up to a designated boundary. It has been described as a "functional GOTO", and can be a useful mechanism for managing the control flow of a program.
This learning project walks the student through the theory, syntax, and usage of delimited continuations in the Scala programming language.

## Lessons

* The second program ever
* A hidden continuation
* The rest of the program
* Using shift and reset
* Handling the continuation
* Hiding the shift
* Embedded shifts
* In action
# Instructional design/PBL problems

← Go back to ID Page
| 1. ID PBL Problems | 2. Characteristics of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |

## Lesson Introduction

Have you ever had a boring training class? We all have. We sat in class, memorized as much as we could,and tried to pass a test in the end, but is that what we want? These days there is a well-respected method called Problem-based Learning (PBL) that instructors and students find valuable. But just don’t take my word for it. Watch the following video and see what students and teachers have to say about PBL.( To watch the video: press Ctrl and click the PLAY button):
Problem Based Learning provides an effective way to enhance learning experiences and outcomes.Good problems are essential in PBL. This lesson will teach you how to generate effective PBL problems to ensure that learners are motivated and their critical thinking as well as collaboration skills are improved.

## Target Learners

Instructional designers in higher education.

## Lesson Objectives

After learning this lesson:
    Given a learning scenario, you (the learners) will be able to generate a problem that can be used in a PBL learning activity. The problem generated should score 80% or more on the PBL Quality Problem Checklist.
   * You will be able to elaborate the core features of a “problem” in PBL (enhance students’ motivation, critical thinking skills and collaboration).
   * You will be able to explain what kind of problem will enhance students’ motivation.
   * You will be able to explain what kind of problem will enhance students’ critical thinking skills.
   * You will be able to explain what kind of problem will enhance students’ collaboration.
Now please click on second session of this class "2. Characteristics of PBL problems."
| 1. ID PBL Problems | 2. Characteristics of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |
# Instructional design/Practice Now

← Go back to ID Page
| 1. ID PBL Problems | 2. Characteristics of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |
Now, do you have a general idea of how to generate PBL problems? In this session, a checklist is provided to you to summarize the features that we have discussed in previous sessions. Review this checklist quickly and then move onto the exercise in the following part.

## Checklist for Generating PBL Problems

You can use this checklist in the following part to facilitate the process of generating quality PBL problems. The PBL problem you create in the exercise will be evaluated based on the criteria of this checklist.

## Exercise:Generate PBL Problems On Your Own

Below is your practice time to generate a PBL problem for a group of undergraduate students. Please read the question below, and then generate your problem in the "Answering Box", remember your PBL problem will be evaluated based on the checklist. A sample answer is provided that you can use it to compare with your answer.

### Question

Five juniors majored in Information Technology are taking a course “Human-Computer Interaction Design” this semester. The instructor of this course wants to apply PBL into this class to motivate students and enhance their critical thinking and collaboration skills.
This five students are all interested in game interaction design; they’ve taken some related courses such as “3D Modeling, Animation, and Special Effects”, “Adobe Photoshop and Illustrator”, “Web Interactivity”, “Video Game Programming”. However, they lack experience in communication with clients and don't know exactly how to gather requirements and conduct usability tests, and unfortunately, these are not the teaching contents of this class.
Based on the above information, please help the instructor design a PBL problem for this group of students.
Grading rules:
Your answer will be graded based on the Checklist for generating PBL Problem. For the collaboration section, you don't need to include all the suggested rules, but you do need to give at least two collaboration rules that is applicable to this case (you can create rules on your own). You need to correctly cover more than 80% of the checklist items to pass this test.

### Answering Box

* Click "edit" for this section, and add your answer below.

### Sample Answer

Click on here to see a sample answer and its grading result.
You are almost finishing this course; now click on the fifth session of this class "5. Summary and References."
| 1. ID PBL Problems | 2. Characteristics of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |
# Instructional design/Online Presentations/Selecting Content

| Lessons | Prev | Next |

## Content is Aligned to the Objective
### Determine Your Goal

Before sitting down to create a presentation, you should spend time thinking critically about the content you are going to present. Most specifically, you should determine your goal - that is, what do you want your audience to know after they are though viewing your presentation? We can also refer to this as the objective of your presentation. Take a second to really think about it. Come up with one sentence, use an action verb.

### Fit Content to Goal

Now that you have the goal of your presentation in one sentence - take a look at all the pieces of information you want to relate to the audience. You want to make sure that each piece of information moves you closer to your overall goal. In addition, make sure that the content stays at the right level. A presentation on how our brains work needs to be at very different levels when the audience is brain surgeons versus when the audience is eighth grade science students.
By looking critically at our content and removing the pieces that do not move us closer to our goal, we create a more efficient presentation. By also gearing our content to the level of our audience, we create a more engaging presentation - this is because our audience is interested in things that add to what they already know.

### Let's Practice

Goal: New drivers will be able to identify the steps to pump gas.
How can we adjust this slide to fit that goal?
You should notice that this slide contains more information than is necessary for this particular presentation. Remember - the goal is just to identify the steps to PUMP the gas. Sometimes cutting out extra content can be the hardest part of creating a presentation! There is usually a lot of information we want to give, but when we stick to the goal we can usually trim a lot of extra information. Take a look at how we can edit to make sure we are sticking to our goal:
After the content has been aligned to the goal or objective of the presentation, it is time to organize the content into a structure that will make the most sense to the audience. Click "Next" to move to the second rubric category: Organizing Content.
| Lessons | Prev | Next |
# Instructional design/Practice Now/Sample answer

* This is a sample PBL problem that is generated to the group of IT students:
* New Concept Website Company(NCWC) is now facing a problem, their newly designed website for a marketing companyX cannot attract enough customers. What’s more, some CompanyX’s customers also complain about the difficulties in navigation and finding important information on this site.
* Now as a group of website interaction design experts, please identify the detailed problems of this newly designed website, and try to fix these problems. During this process, you may need to conduct interviews with Company X’s clients, managers and staff of CompanyX and NCWC to know their needs and reactions to your modifications.
* You need to take turns to be group leader, and group leader should report weekly progress.

### Grading Results

Final score: There are 6 items in the checklist. This sample answer only correctly covers 4 of them. So its final score is 67%, less than 80%. It fails this test.
* Please click here to return to "Practice now" session of generating PBL problems.
# Instructional design/Online engagement
## Introduction

A challenge for any online training is student engagement. In an in-classroom training, an instructor is able to adapt his training to suit his student’s needs by asking questions, getting students to discuss a topic or responding to a student’s answer. Whereas with online training, those elements are lacking. How does an Instructional Designer (ID) overcome that?
In the early years of online training, it consisted of just uploading the in-classroom content online with little or no thought for student engagement. With the advances of technology and this generation’s tech saviness, we as IDs have many tools at our disposal to enhance student engagement and be on the same level or higher than their in-classroom counterparts.
So what can you do to improve student engagement? The answer, by giving the student a learning environment that they can apply what they already know to what you are teaching them.

## Lesson Goal

This lesson is meant for Instructional designers who create online training on topics that usually aren’t engaging to the student. They will be able taught to use interactive design methods to create online deliverables that will be both engaging and cost effective. The end result shall be a learning environment that will encourage student interest and engagement.

## Key Learning Objectives

At the completion of this Wikiversity module you will be able to:
* Identify key points of a topic.
* Identify a scenario where key points can be taught.
* Identify improvements to scenario to what was learnt.
* Create an enhanced assignment.
# Instructional design/Online engagement/Enhanced Assignments
## Module 2 – Enhanced Assignments

The disengaged online student is a problem that all online IDs face. The following video module will guide to enhance your online training development. If you wish to follow the script as you view the module, click the notes tab on the top left hand corner of the screen.
Key Points Presentation
A downloadable copy of the presentation is available below.
Key Points PPT

## Steps to creating an enhanced engagement assignment

* Identify which key points needs to be included in the learning problem.
* Allow students to create their own learning problem.
* Allow students apply that new knowledge to their learning problem.
# Instructional design/Online engagement/Key Points
## Module 1 - Key Points: Introduction

The following video will guide teach you how to discern the key points from any topic you are developing training for. If you wish to follow the script as you view the module, click the notes tab on the top left hand corner of the screen.
Key Points Presentation
A downloadable copy of the presentation is available below.
Key Points PPT

## Steps to identifying key points

* Decide if you will find an SME or study to be the SME.
* Identify the key points to be taught.
* Questions to ask:
** Who is your audience?
** What parts of the topic does the student need to know?
** Which key points need to be emphasized?
** Does the student need to understand the why, how, what behind a key point?
** Does the student need to know how to apply that knowledge in different situations or is it more procedural?
** What are the student learning time constraints?
** What are the available deliverable formats?
# Intermediate Swedish 1/Answers
## Answers to Swedish buying and selling

1. Har du en hundralapp? 2. Papperskassar är större än plastpåsar. 3. Använd inte magnetremsan i den här kortläsaren. Använd chippet! 4. Tryck på OK-knappen! 5. Du måste packa varorna själv. 6. We sell some expensive fashion clothes to rich celebrities. 7. That pair of trousers suits you perfectly! 8. I think we need to go visiting the super market. 9. Your account does not cover this. 10. Can I pay in Euro at this place?

## Answers to Swedish prepositions

1. I have been to the summit of Kebnekaise! 2. Behind the sofa I foun a letter. 3. She met me during lunch time. 4. They were talking for two hours. 5. Before the meeting you should have decided what you want. 6. Vi är i huset. 7. De andra är utanför affären. 8. Utan vänner kommer du inte att klara av det. 9. Jag skrev ett brev till min faster. 10. Fåglarna flyger högt över taket.

## Answers to Swedish particles

1. What have you done to her? She is very angry with you. 2. The girls have entered the play house. 3. I have put fifteen crown into the machine. 4. She underlined the most important while reading. 5. Can you watch my things while I go swimming? 6. Kan du komma hit? 7. Hon snyggar till sig. 8. Vi gick runt en sjö. 9. Huset brändes ned. 10. Du bör knyta upp knutarna före du tar av dig skorna.

## Answers to Swedish aspects

1. She removed the garbage from the basement. 2. He collected all the essays. 3. They put in the boat to the bridge. 4. It's not OK that she eats my food. 5. It's ok that you eat some of my food. 6. Jag har inga pengar nu. Kan du lägga ut för mig? 7. Norrmän har köpt upp alla husen i området. 8. Tugga ur munnen innan du försöker prata! 9. Företaget har öppnat upp en ny marknad. 10. Jag tycker inte om att hon lägger sig i när jag försöker göra mina läxor.

## Answers to Swedish declensions

1. I haven't slept for two nights. 2. The brothers have bought a sailingboat for the summer. 3. Have you seen any traces of mice here? 4. The owners of the company did not agree. 5. The museum closes at five. 6. Vilka länder har du varit till i Europa? 7. Barnet hade öppnat ögonen och började röra sig. 8. Den här stan är inte stor nog för oss. 9. Nötterna som är kvar i skålen är omöjliga att knäcka. 10. Många personer har bidragit till den här wikin.
# Intermediate Swedish 2

Intermediate Swedish 2
Back
Introduction
· Botany
· Grammar terminology
· Regular verbs
· Irregular verbs
Next :

## Lessons

This course is a continuation to the Intermediate Swedish 1 course.
Lesson 1:
* Botany
Lesson 2:
* Grammar terminology
Lesson 3:
* Regular verbs
Lesson 4:
* Irregular verbs
Lesson 5:
* Writing letters

## Answers

Intermediate Swedish 2 Answers

## Test

The test covers the contents of this course: Test (Quiz)

## Contuinuation Course

Intermediate Swedish 3
# Interior of the Hagia Sophia
##### 1. Key Points in the History of the Hagia Sophia

* Built during the reign of Justinian I; largest of his 25 new cathedrals. This took Justinian I five years (532 - 537) to build. *It became known as the Church of Holy Wisdom
* When Constantinople fell to the Ottoman Turks in 1453, it became a mosque; today it is a museum.

##### 2. Quick Facts

Height = 180ft Diameter = 107ft Dome contains 40 stained glass windows at its circumference Six colors of marble were used biulding the walls, arches and columns The Hagia Sophia had a pendentive, which joined the wall w/the base of the dome (and held the dome, as well) Mosaics glittered in the daytime Plain exterior symbolizes earthly life Ornate interior symbolizes spiritual universe

##### 3. Important Concepts Found in Hagia Sophia's Architecture

* Cathedral's size, thick pillars, and enclosed space shows the Roman influence
* Intricate and ornate design shows the Eastern influence
* Greek and Roman cultural traditions were preserved and flourished in the Byzantine Empire, as well as in its libraries.
# Intermediate Spanish

* Spanish Two
* Curriculum
* Students
* Assignments
* Resources
* Vocabulary
* Calendar
# Intermediate Swedish 1

Intermediate Swedish 1
Back
Introduction
· Buying and selling
· Prepositions
· Particles
· Apects
· Declensions
· Computers
· Medical
· Pronouns
· Geography
· Participles
· Animals
· Mathematics
Next :

## Lessons

This course is a continuation to the Introduction to Swedish course.
Lesson 1:
* Buying and selling
Lesson 2:
* Prepositions
Lesson 3:
* Particles
Lesson 4:
* Aspect
Lesson 5:
* Declensions
Lesson 6:
* Computers
Lesson 7:
* Medical
Lesson 8:
* Pronouns
Lesson 9:
* Geography
Lesson 10:
* Participles
Lesson 11:
* Animals
Lesson 12:
* Mathematics

## Answers

Answers

## Test

Test (Quiz)

## Continuation Course

Intermediate Swedish 2
# Interlingua

Interlingua is an international auxiliary language (IAL), developed between 1937 and 1951 by the International Auxiliary Language Association (IALA). It ranks among the top three most widely used IALs (after Esperanto and perhaps Ido), and is the most widely used naturalistic IAL: in other words, its vocabulary, grammar and other characteristics are largely derived from natural languages. Interlingua was developed to combine a simple, mostly regular grammar with a vocabulary common to the widest possible range of languages, making it unusually easy to learn, at least for those whose native languages were sources of Interlingua's vocabulary and grammar. Conversely, it is used as a rapid introduction to many natural languages. Interlingua literature maintains that (written) Interlingua is comprehensible to the hundreds of millions of people who speak a Romance language, though it is actively spoken by only a few hundred. The name Interlingua comes from the Latin words inter, meaning between, and lingua, meaning tongue or language. These morphemes are identical in Interlingua. Thus, Interlingua would be "between language", or intermediary language.

## Readings

* Wikipedia: Interlingua
* Wikipedia: Interlingua grammar
* Interlingua E-book
* Concise English-Interlingua Dictionary

## Resources

* Parlator de Interlingua - parlator.org

## External Courses
### Lessons

* Prefacio.
* Lesson 1:
* Lesson 2:
* Lesson 3:
* Lesson 4:
* lesson 5:
* lesson 6:
* lesson 7:
* lesson 8:
* lesson 9:
* lesson 10:
* 1-me lection:
* 2-nde lection:
* 3-tie lection:
* 4-te lection:
* 5-te lection:
* Grammatica:
* Clave:
* Vocabulario:
# Intermediate Swedish 1/Test

| Less then 40% correct answers is fail | Underkänd (U) |
| 40% correct answers is pass | Godkänd (G) |
| 60% correct answers | Väl Godkänd (VG) |
| 80% correct answers | Mycket Väl Godkänd (MVG) |
# John Seely Brown reading group

This is an intended reading group on John Seely Brown's writings on education in the 21st century, particularly as mediated and facilitated by the internet. I hope to get this reading group going early (Jan/Feb) 2008 - however, don't let that stop you reading these materials and posting comments!

## Readings

* "New learning environments for the 21st century" - 2005 book chapter (pdf)
* "Exploring the edge" - 2006 article in Change; shorter adjunct to chapter above (pdf)
* "Minds on Fire" - 2008 article with Richard Adler

## Participants

* Cormaggio
* Countrymike

## Reflections, thoughts and comments on readings

..add them here

## Other links

* John Seely Brown's personal website
* Materials on Educause (by search)
* Google Scholar search (results will not be limited to writings on internet-based learning, nor to writings by John Seely Brown)
# Johnson v. Grants Pass

Is a case granted w:certiorari by the U.S. Supreme Court on 12th January 2024, challenging the precedent set by Martin v. Boise, in which the ninth circuit of appeals decided that pushing people from city sidewalks and clearing encampments without offering shelter violates the Eighth Amendment to the United States Constitution's prohibition on cruel and unusual punishment. This had relied on the landmark 1962 decision in Robinson v. California that the State could not punish someone for a mere "status", in that case addiction, but rather had to prove actual crime, such as illegal possession, sale, or consumption of narcotics.
The city of Grants Pass appeals a ruling in 2022 by a three-judge ninth circuit of appeals panel ruled that the city could not enforce its anti-camping ordinance that barred people from using any sort of shelter or bedding equipment on public property.
# Jewish prayer

Jewish prayer refers to prayers recited by Jews both inside and outside of the synagogue.

## Department news

* October 5, 2006 - Department founded!

## Learning projects

* Praying in the synagogue - Learning Project for prayers used primarily in the synagogue.

## Active participants

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here.
* Kari Hazzard
# Johari window

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Joe Perry

Back to Requirements Analysis

## Background

Joe was born in the United Kingdom but spent most of his childhood in Vancouver, Canada. At university he studied English literature and decided to spend a year teaching English as a foreign language, and did a 4 week training course straight after university.
Now 28 Joe has spent more than 5 years teaching in various parts of Europe, including Sicily, Turkey, Georgia and currently Prague.
Joe has become fed up with teaching and has decided that he needs a "proper job".

## Interests

Joe reads a lot. His teaching job gives him plenty of time for reading as his classes are spread around the city.
# Korean Language/Introduction

The Korean written language is properly called Hangul, although its English spelling is not always identical across sources.
Korean was written with Chinese characters, but this was replaced by the hangul alphabet. Both the old logographic system and the newer phonetic system are in use in Korea today, however hangul is predominant in everyday usage.
One who learns Hangul's phonetic alphabet might sound out printed words without the least understanding of their content. As an amusement, one might write English sentences using Hangul's phonetic alphabet.
There are two counting systems in Hangul, the native counting system and a system borrowed from Chinese. They are used for enumerating different things. For comparison, think of the English cardinals "one, two, three,...", ordinals "first, second, third,..." and prefixes "uni-, bi-, tri-,...".
The native counting system is used for counting among others things, people, furniture, meals and hours.
The Sino-Korean system is used commonly for measurements, such as metres, seconds, minutes, money and floors (in a building).
Vowels are pronounced roughly as in Spanish, except the combination "eo" is pronounced like "u" in "fun." The "l" at the end of words is non-velarized.
Shawn's Hangul page - describes the phonetic Korean alphabet.