OpenLLM-France/wikimedia huggingface dataset:
# Caregiving and dementia/Wiki training/Schedule
## Schedule

The wiki training will take place on Friday 14th September, 2012, in the Hothouse Studio (1C49a), University of Canberra, Map (bottom of page).
| Time | Session | Facilitator(s) |
| 09:00 | Tea and coffee on arrival, say hello, test login | UC Eat! |
| 09:30 | Caregiving and Dementia Wiki: Welcome, Project overview, Plan for the day | James Neill / Hannah Baral |
| 09:45 | Wiki Platform: Wikimedia Foundation and the Sister Projects | James Neill / Laura Hale |
| 10:00 | DTSC priority areas: Wiki progress and ideas | DTSC attendees |
| 10:30 | Morning tea | UC Eat! |
| 11:00 | Overview of an open wiki project: History of the Paralympic Movement in Australia | Keith Lyons |
| 11:30 | Copyright & creative commons | James Neill / Laura Hale |
| 11:45 | Wiki editing skills I | James Neill / Laura Hale |
| 12:30 | Lunch | UC Eat! |
| 13:15 | Wiki editing skills II | James Neill / Laura Hale |
| 14:00 | Content workshopping / Afternoon tea | Everyone / UC Eat! |
| 15:30 | DTSC priority areas: Wiki goals & tasks | DTSC attendees |
| 16:15 | DTSC wiki community future plans (to June 2013) | DTSC attendees |
| 16:30 | Close | |
# Caregiving and dementia/Wiki training/What to bring
## What to bring
### Participants

* Laptop (or a request for one)
* Example/s of possible resources related to your DTSC priority areas that could be added to the wiki - for some ideas, see resources
* Wikiversity user name and password
* Have you tried to do the following pre-workshop activities?
** Sign the Participants' page
** Edit the Sandbox
** Add something about yourself to your user page

### Facilitators

* Laptops
* Extension cords / power boards
* Catering
* Whiteboard markers
* Name tags
* Handouts:
** Schedule
** MediaWiki markup summary
** Evaluation forms
# Caregiving and dementia/Wiki training

* Overview
* This is a wiki training resource for the caregiving and dementia wiki project.
* A one-day training day will be followed by team teleconferences and individual mentoring.
* The training seeks to achieve three goals, described in the table below.

## Training goals

| # | Topic | Description |
| 1 | Nature of the project | Understand the purpose and nature of the caregiving and dementia wiki project for open knowledge transfer (and similar projects such as those hosted by the Wikimedia Foundation) |
| 2 | Wiki skills | Become competent wiki editors by developing basic wiki editing skills, including markup, images, tables, talk pages etc. |
| 3 | Curation tasks | Undertake the curation and contribution of DTSC NPA caregiving and dementia resources to the wiki. |

## Key links

| Admin | Content | |
| Participants Schedule What to bring Emails Feedback | Nature of project Wiki skills Curation tasks | Wiki training participants |
# Facilitating Online/Facilitate an online event

Plan for and facilitate an online event for the course mini conference. Your task is to identify a topic of interest expressed by participants in this course. You are to arrange for a guest speaker, panel or other online activity and facilitate that event as part of a series of events by other participants. You will need to negotiate with the guest speaker/s, arrange times and locations, promote and document the event and facilitate attendance and delivery. You will coordinate your session with others in this course so that together, and you will field inquiries and handle technical issues during your session. The course facilitator will coordinate the week 9 conference over all.
The following plan might help you to prepare:
After you have established an event which you will facilitate, create a plan of how you will facilitate it. Include things like:
* Title for the session
* The aim of the session
* Promotions for the session (contact list, flier, bios, summary)
* Key links for the event, dates and times, background information, and discussion starters
* A description of technical support services available
* A contingency plan for technical problems, poor or over attendance, and other disruptions
* An indication of whether recording will be done and where it will be made available after the event
To do
1. Add your event name and details to the course mini conference page.
2. Start a discussion thread for your event in the course mini conference discussion page, and monitor discussion
3. Post your plan details to your blog (see above points).
# Facilitating Online/Looking for online community: Virtual Worlds

    A virtual world is a computer-based simulated environment intended for its users to interact via avatars. These avatars are usually depicted as textual, two-dimensional, or three-dimensional graphical representations, although other forms are possible (auditory and touch sensations for example). Some, but not all, virtual worlds allow for multiple users. Wikipedia July 2008.
    This week we will be focusing on the use of Second Life as a platform for interaction through an online simulated environment. It is recommended that you access a modern computer and you will need to install the Second Life client to do this week's activities. If you live close to an Internet cafe, they will be able to set you up for an optimal experience. Some people working in public institutions or large organisations have experienced restricted access to Second Life. If you work in a public institution or a large organisation, check with your computer administrator or consider completing this topic on an external computer and network.
To do
1. Download and install the Second Life client and post to your blog your Second Life user name.
2. Add your Second Life user name next to your details in the Participants list.
3. Once you have installed Second Life on your computer click this link that will start Second Life and log you in directly to Jokaydia. In this meeting you will be shown how to use Second Life and then be taken on a tour of interesting venues and projects in Second Life.
Meeting times
4. Read through the Wikipedia entry for Second Life and conduct your own research into the platform to develop a perspective on what sort of communities exist there. Write a post to your blog with ideas on how you might operate as a facilitator for a community within Second Life.
5. Continue preparations for your facilitated event at the course mini conference
Extra resources
* Your Guide to Virtual Worlds by Mark Glaser 2007.
* What Every Second Life Newbie Should Know: 10 Tips.. By Bettina Tizzy 2007
* Jokaydia - A community for educators interested in Second Life for educational purposes.
   * Second Life in Education resources wiki.
* The Arch - A community of Architects interested in the use of Second Life as a platform to model architectural plans and projects.
* A perspective on Second Life by Leigh Blackall 2007
* An Institutional Checklist for SL Course Offerings by Alice Bedard-Voorhees 2008
* Orientation Island Honors The Home of Linden Lab by Alan Levine 2007
# Facilitating Online/Looking for online community: Blog networks

    A blogging network is what we are building in this course. We each have a blog, we each should be monitoring each other's progress through an RSS newsreader, and we should be commenting and cross referencing each other's posts from time to time. Hopefully by now, we ARE doing all this and are starting to see how a blogging network can function, but ours is a small and time dependent network. Real blogging networks develop over longer periods of time and include strong and weak connections between people, and a much more diverse range of topics.
To do
1. Look at the Wikipedia entry for Blogosphere and pay particular attention to the See Also section. Read up on one of the listed blogospheres in that section and write a post to your blog that explains in your own words what a Blogging Network is and can be - cite examples.
2. Make contact with a member of a blogging network you have identified and interview them for comments and ideas on how they think their blogging network could benefit from facilitation services. It might be they'd appreciate a chance to conference with each other on a particular topic, they might like to meet each other in person, etc.
3. Some of you will be contacted to present in this topic's meeting (TBA)
Extra resources
* Blogging - Not ‘IF’ but When and Where. UPEI presentation | Dave’s Educational Blog - Blogging, like ‘academic writing’ is a vague label that really doesn’t do justice to the complexities of the subject it is meant to cover. Blogging is appropriate any time that people need to be kept ‘up to date’ with a topic, a person, images,
* Radio New Zealand audio recording: Focus on Politics for 16 May 2008 - Life's a blog. Kate Williamson looks at how the Internet is being used to campaign in election year. File Size:6MB
* Classrooms as Third Places CC By Konrad Glogowski with audio recorded presentation and discussion around Konrad's research in developing a community or writers through blogging.
* Blogosphere - Wikipedia, July 2008
* Introduction to Blogging - part of the excellent Wordpress Codex
* Into the Blogosphere - a series of papers and articles on blogging
* Educational Blogging Stephen Downes 2004 paper on blogging
# Facilitating Online/Looking for online community: Wiki collaborators

    This week we will begin organising our course mini conference where you will each facilitate an online session. We will use a wiki to coordinate our events, so we can each experience collaboration through a wiki. Online communities through wikis are harder to identify as they usually focus around the creation of shared content. Wikis usually have a discussion tab with each page, and you can sometimes see community-like communication there.
To do
1. Write to your blog the initial ideas you have for facilitating your event in the course mini conference. Describe who or what you plan to bring to the group and through what channel of communication.
2. Add your proposed event to the course mini conference web page, and use that wiki page's discussion tab to negotiate and discuss and develop the mini conference. Ie. start a discussion forum thread for your proposed event and discribe your idea in more detail, including any questions or concerns you have that the group may be able to help with. Respond to other people's threads and get the wiki happening.
3. Review the links in the navigation box titled "community" to the left of this wiki, and see if you can detect key members of the Wikiversity community.
4. Join in a meeting (TBA) where your course facilitator will interview a key member of the Wikiversity community, asking where they think facilitation skills and services are needed. We will also discuss the up coming course mini conference and everyone's thoughts and ideas for it.
Extra resources
* Video by CommonCraft on Blip.tv: Wikis in Plain English
* Help with using a MediaWiki
* Harold Rheingold's video interview with Mark Elliot about the use of a wiki for Melbourne's city plan, and about the concept of stigmergy. Many thanks to Cathy Deckers for the find.
* Information Literacy And Web 2.0: The Wild, Wild Wiki Wiki / Wiki Writing: Collaborative Learning in the College Classroom
* Rough Type: Nicholas Carr's Blog: Nature's Flawed Study of Wikipedia's Quality - Kapor's remarks inspired me to take a look at that much-cited Nature article. I found that it was something less than I had expected.
* Abject Learning: Is murder, madness and mayhem the future of higher education? - I decided to include wikipedia as a central part of a course I was teaching in the belief that it was only by actively contributing to the encyclopedia that they would learn about its weaknesses, and also its strengths.
* What to Do With Wikipedia By William Badke. Often banned by professors, panned by traditional reference book publishers, and embraced by just about everyone else, Wikipedia marches on like a great beast, growing larger and more commanding every day. With no paid editors and written by almost anyone, it shouldn’t have succeeded, but it has. In fact, it’s now emerged as the No. 1 go-to information source in the world. It’s used not only by the great unwashed but also by many educated people as well. ONLINE reported on the Pew Internet & American Life Project’s findings that 36% of the American population regularly consult Wikipedia (July/August 2007, p. 6).
# Facilitating Online/Looking for online community: Discussion forums

    Discussion forums are probably the most used platforms for online communication and community development. Car lovers use them, software developers use them, subcultures use them. A discussion forum is primarily a text based mode of communication where someone will post a start to a thread and people will respond to that thread. Often, many threads can be going at the same time, with discussion lasting from a few hours to years in some cases! Google Groups and Yahoo Groups host many discussion forums, with the added feature of sending email to participants. Other forums might not have the email feature, relying on users returning to the forum to post.
To do
1. Locate an example of an online forum and post to your blog a link to the forum with an assessment of the forum based on the list of identifying features we collaboratively developed.
2. Interview a member of the forum you are looking at and obtain comments and ideas on how the forum might benefit from facilitation services - such as a coordinated event to help focus people around a particular issue, or the writing of a summary to close a thread in the forum.
3. Join this course's email forum and post an email with a link to your blog post containing your write up and interview.
4. Some of you will be asked to present your findings in a meeting TBA
Extra resources
   * Why making all of your forums private is a bad idea
   * The first chapter as an excerpt
* How To Behave On An Internet Forum - Video on how to behave in forums
* Online Facilitation YahooGroup - Linked by Nancy White 2008
* What are the Differences Between Message Boards and Weblogs? - article by leelefever on August 24, 2004
* Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments- paper by James Farmer posted on Incorporated Subversion on October 5th 2004
* Communication Dynamics: Discussion Boards, Weblogs, Wikis Recording made of James Farmer´s presentation on January 24th 2005 for the Tesol Electronic Village Online Weblogging Session moderated by Barbara Dieu, Aaron Campbell and Graham Stanley.
* the meeting recording from the last course where we discussed this and the next topic.
# Facilitating Online/Facilitating, moderating, or teaching

HOME | Meetings | Participants | Course Mini Conference
    Many people either don't understand the differences, or too easily confuse the different roles of a facilitator, moderator and teacher. Some teachers believe that teaching is an act of facilitation. Some facilitators see their main role as moderating discussion and keeping order. Over these two weeks we will consider the differences in these three roles and attempt to describe situations where they might be mutually exclusive from one another.
To do
1. Try to determine what the different roles and behaviors are for these three roles:
* Facilitator
* Moderator
* Teacher
You might like to look for their definitions on something like Wikipedia.
2. As a post to your blog, answer each of the following questions:
* When might the role of a teacher undermine the role of a facilitator?
* When might the role of a moderator undermine the role of a facilitator?
* When might the role of a facilitator undermine the role of a teacher or moderator?
Try and identify some of the skills required to carry out the different roles and post these on your blog.
3. Attend a meeting to discuss these roles and work collaboratively to develop a list of skills and techniques for facilitation.
Extra resources
* To Facilitate or to Teach - CC By Leigh Blackall with discussion in the comments.
* Wikibooks: Managing Groups and Teams/How Do You Build High-performing Virtual Teams?
* GROU.PS is a platform for social groups to get together. Use it for any purpose. Choose your template and pick all the modules that you want (wiki, blogs, photos, links etc). And get your group web site without waiting. No branding, it’s free!
* Five stage model for e-moderating- Gilly Salmon.
* Curatorial Teaching CC By George Siemens 2007 with audio recorded presentation and discussion
* recording of the meeting held in the last course
* Sugata Mitra: Building a School in the Cloud
# Facilitating Online/Looking for online community: Social networking platforms

    Social networking platforms are web services that technically facilitate social networking and community development. From Facebook to Linkedin, each social networking platform has slightly different functionality and social phenomenon. In this topic we will try out the Online Facilitators Grou.ps network, and review several other social networking platforms like it.
To do
1. Join the Online Facilitators network on Grou.ps and help generate activity by creating a strong profile page, observing and interacting with other members.
3. Attend a meeting (TBA) where we discuss the features of other social networking platforms, and become administrators of the Grou.ps network so we can view the admin features of this particular platform.
4. Write up a summary of social networking platforms and include ideas on how you think facilitation would work in these contexts.
4. Finalise preparations for your facilitated event at the course mini conference
Extra resources
* Apophenia: The Economist Debate on Social "Networking" - Given that MySpace and Facebook are ubiquitous, can social networking be defined as the "collective power of community to help inform perspectives that would not be unilaterally formed" or is it simply a distraction for students?
* QUT News Schools' Web 2.0 ban contributes to social exclusion - Queensland University of Technology media and communication PhD candidate Tanya Notley, from the Creative Industries Faculty, said social networking sites such as MySpace, Bebo and Facebook were blocked on all Queensland State school computers, denying many students without home internet access use of these sites to learn and participate in an increasingly networked society.
* Networks, Connections and Community: Learning with Social Software by Val Evans 2007.
* Young People and Social Networking Services The project is designed to investigate how social networking services can and are being used to support personalised formal and informal learning by young people in schools and colleges.
# Computer Architecture Lab/SS2013/GROUP2 notes

VHDL book Resuable VHDL components
# Computer Architecture Lab/SS2014

Project page for the course in summer 2014.

## Group 1 : SillyPanda

Name 1: Yalun Wu s135567
Name 2: Lau Kam Ying s136068
Instruction Set 1
Instruction Set 2
UART: https://github.com/yalunwu/UARTv2
https://github.com/yalunwu/Processor

## Group 3 : Bammy

Name 1: Christian Bering Bøgh: s952606

### Assignments:

Instruction Set I.pdf
uart output
uart input

## Group 4

Name 1: Carsten Nielsen: s123161
Name 2: Søren Krogh Andersen: s123369

### Assignments:

Assignment 1
Assignment 2

### BeMicro work

Notes

### DE0-Nano

DE0-Nano pinmap

## Group 5

Name 1: Harri Antero Laine: s131196
Name 2: Istvan Szonyi: s131153
Name 3: Komlan Tom Evon: s072728
Instruction Set I
Instruction Set II

## Group 6: Dimitris

Name 1: Dimitrios Kosmadakis: s131200
Instruction Set I
# Computer Architecture Lab/SS2013/Group3

Group 3 translates to Bogdan I. Sorlea, s121075
# Computer Architecture Lab/SS2014/group 4/BeMicro/notes
## Pin out
### Clocks

| Clock | Pin |
| 50MHz | E1 |

### User LEDs

| LED | Pin |
| 0 | N15 |
| 1 | K5 |
| 2 | P9 |
| 3 | P15 |
| 4 | R10 |
| 5 | L13 |
| 6 | D1 |
| 7 | B1 |

### Other LEDs

Two LEDs are connected to the Ethernet, these are not directly available on the FPGA. Three LEDs for power and showing correct/incorrect configuration/programming - not user programmable.
# Computer Architecture Lab/SS2013/GROUP4 ASSIGNMENT3
## UART

Perform send and receive operations using the SimpCon UART interface.

## Exercise 1

Transmit ASCII 0 or 1 whenever the led is turned on or off respectively. The led switched every half second. Therefore, 2 characters per second.

## Exercise 2

Send as fast as the baudrate allows the repeated series of ASCII values 0 - 9.

## Exercise 3

Receive from UART and turn on the led when a command is issued, in this case character '1'. The same for turning off the led (character '0' is the command in this case).
# Computer Architecture Lab/SS2014/DE0 nano pinmap
## DE0-nano pinmap

| Board pin name | FPGA pin name |
| CLOCK_50 | R8 |
| KEY0 | J15 |
| KEY1 | E1 |
| LED0 | A15 |
| LED1 | A13 |
| LED2 | B13 |
| LED3 | A11 |
| LED4 | D1 |
| LED5 | F3 |
| LED6 | B1 |
| LED7 | L3 |
| SW0 | M1 |
| SW1 | T8 |
| SW2 | B9 |
| SW3 | M15 |
Also see: https://sites.google.com/site/fpgaandco/de0-nano-pinout for pictorial layout of GPIOs/A/Dc
# Federal Writers' Project – Life Histories/2023/Fall
## Overview

Several sections of English 105 and English 105i are looking at the lives of southerners during the Great Depression. Using Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Sections

* Section18
* Section20
* Section33

## Archive

UNC.edu: Federal Writers' Project Papers, 1936-1940
# Federal Writers' Project – Life Histories/2023/Fall/Section18

Section 018

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2023/Fall/Section18/
Use the following to create a new life history subpage:
# Digital Media and Information in Society/Student Journals/BeastRengoku
### 30 August 2023
#### Hey World

I created this journey again

### 30 August 2023
#### Hello World again

Doing this again

### 6 September 2023
#### Introduction

Hello, My name is Kameren and i'm new to Wikiversity.

### 20 November 2023
#### Ai in video games

https://en.wikipedia.org/wiki/Artificial_intelligence_in_video_games#Monte_Carlo_tree_search_method
Edited "non-player characters" to "non-playable characters because that term is used more when comes to game development.

### 4 December 2023
#### Conversion with ChatGPT

https://chat.openai.com/share/dd6a269b-50cf-428f-ba83-e16d5486b516
# Digital Media and Information in Society/Student Journals/Cadancummings24
#### Hello World

My Name is Cadan Cummings

### August 30, 2023
#### Sample Journal

Hello again

### September 18, 2023
#### ChatGPT Conversation

I asked ChatGPT, in what ways does ChatGPT affect school? https://chat.openai.com/share/693071c7-400c-442b-b58d-c03cd7090a40

### September 20, 2023
#### ChatGPT Conversation

I had a conversation with chatGPT and I asked, what are the information and media ages of our world? Here is the full conversation: https://chat.openai.com/share/92ad424b-dbc4-4885-8abd-68afe855dd9c

### September 28, 2023
#### ChatGPT Conversation

I asked ChatGPT what is the manuscript age. https://chat.openai.com/share/92ad424b-dbc4-4885-8abd-68afe855dd9c

### October 16, 2023
#### ChatGPT Topic and Conversation

The topic I chose for COM216 was The future of people making images and sharing them. I had a conversation with ChatGPT about this topic and here is the link: https://chat.openai.com/share/90e45244-4447-41f4-90f8-9fb67469229f