OpenLLM-France/wikimedia huggingface dataset:
# IC3/Living Online

Living Online is one of three exams included in the Internet and Computing Core Certification (IC$^3$). The exam covers network fundamentals, electronic communication, Internet fundamentals, and computer use and safety. This module comprises four lessons that help learners prepare for the Living Online exam. Each lesson includes Wikipedia readings, YouTube videos, and hands-on learning activities.

## Preparation

This is an introductory computer course. Learners should have basic computer skills, including typing, mouse, and web browser navigation.

## Lessons

* Internet Fundamentals
* Electronic Communication
* Network Fundamentals
* Computer Use and Safety
# IC3/Computing Fundamentals

Computing Fundamentals is one of three exams included in the Internet and Computing Core Certification (IC$^3$). The exam covers computer hardware, computer software, and using an operating system. This module comprises three lessons that help learners prepare for the Computing Fundamentals exam. Each lesson includes Wikipedia readings, YouTube videos, and hands-on learning activities.

## Preparation

This is an introductory computer course. Learners should have basic computer skills, including typing, mouse, and web browser navigation.

## Lessons

* Computer Hardware
* Computer Software
* Using an Operating System
# ICT in Education/Change Projects/2014B Rwanda Building Computer Labs

* Project title:
* Building computer Labs in 5 big 12 YBE schools in Gasabo district in Rwanda.
* Change agent(name):Gerard Muziganyi
* Background
* Currently, ICT in Rwanda is used as a hub for development in various domains as in public and private sector, to speed up the level of service delivery to different stakeholders and particularly to the citizens whose need quick access to the economic development. This also applied in education system where learning process need some improvement for methodological plans for education development in terms of knowledge and skills. In this regards, this project intends to build the computer labs in 5 selected 12 YBE in Gasabo district.
* Problem
* Basically, ICT knowledge is the prior critical factor that needed to think in case a change is needed within education system in Rwanda in general and particularly in 12 years basic education in Gasabo district as it is the focus of this change project. So, ICT Literacy is the main issue that faced by the 12 YBE schools in Gasabo District.
* Approach/Methodology
* The methodology that will be used to enhance the ICT knowledge in 12 YBE will focus on ICT training rooms which should be installed in those 5 schools. With this, the teachers and students have to use those ICT training centers to increase their knowledge with the support of ICT teachers from those schools.
* Results
* The results of this change project are focusing on increasing of the ICT knowledge & skills for teachers and students and the installation of ICT training centers as well.
* Conclusions and lessons learned (max 200 words)
* After the completion of this project, students and teachers will increase their knowledge in ICT which will lead to extend the project in other remaining schools in Gasabo district.
* Stakeholders:
* The stakeholders in this project will be: - Gasabo district, - Schools, - Teachers - Students
# ICT in Education/Change Projects/2014B Bangladesh Improving Teacher Learning

Project Title:Improving Teaching-Learning practices in Business Studies using ICT.
Change agent (name):Tasnifa Khanam
Organization: Viqarunnisa Noon School & College
Problem:
Aim : Restructuring the classroom environment & redesigning the learning tools in Business Studies class by the implementation of ICT & pedagogy.
Approach/methods: • Organize Workshop for the teachers and students of business Studies to build awareness on ICT and Pedagogy integration in classroom. • Conduct In House training on digital content development. • Introduce ICTs in Business Studies classes. • Develop the digital content with the participation of students. • Assignment/group work/project to the student in the class or at home which have to be done using technology. • Online learning, peer learning, subject based software, apps, Dropbox facilities etc. will be practiced for better learning. • Accounting and Finance related mathematical formula and format presented by ICT. • Encourage the authority for using latest technology in the classroom. • Find out the impacts of the change project and prepare a report
Results: • Integration of ICTs on Business Studies will be established. • Students’ higher order of thinking level will be increased. • Learning outcome will be more effective. • Every student can be able to use technology. • Uses of Digital Content on Business Studies will be increased. • Students can assess themselves effortlessly and without much stress
Conclusions and lessons learned : Ultimately, the project will play a vital role to improve the teaching learning quality and efficiency in Business Studies classes by integrating ICT and Pedagogical knowledge. It will also help the learners to expedite their talents to explore the 21st century skills. Moreover, it will provide the opportunities for students to learn in a participatory and enjoyable learning environment by using cost-effective use of ICTs. It will help to contribute to make changes not only in my school but also all over the education sector of our country if it is successfully replicated to other institutions.
Stakeholders:Teachers. Students, Guardians, Authority
Beneficiaries:Students, Teachers, Organization, Nation
'Suggestions'Bold text for the future (max 100 words)
Key words:
# ICT in Education/Change Projects/2014B Bolivia Android OS In ICT

* Project Title: Android OS in ICT education in the public educational units of La Paz bolivia.
* Change agent (name): R. Alfredo León Sandoval Loza
* Organization: La Paz Foundation.
* Problem:
* Aim (max 80 words):
* to train 200 teachers and 800 students of educational units in the urban area of the municipality of La Paz in the use of Android OS in education.
* Approach/methods: (max 200 words) Trough workshops with the teachers and the students in how to incorporate this technology in the teaching learning progress
* Results: (max 200 words)
* Conclusions and lessons learned (max 200 words)
* Stakeholders: The principals of the public educational units, the teachers, the students and the trainers for this project.
* Beneficiaries: The teachers and students that are part of the training.
* Suggestions for the future (max 100 words)
* Key words:
# ICT Literacy

Resources for learning how to use computers and the Internet:
* Commonwealth Computer Navigator's Certificate
* Libraries and transliteracy

## Introduction

ICT Literacy covers the skills using ICT, awareness about available methods, technologies and services and Risk Literacy to operate as an informed decision maker.

## Learning Task

* (ICT Literacy) Explain the role of ICT Literacy for being an informed decision maker in the ICT driven environment. Distinguish between technology induced vulnerabilty of ICT infrastructure and human risk literacy that could create vulnerability to an ICT infrastructure. Explain those two domains are connected according to training and education.
* (Risk Management and Risk Literacy) Analyze the Risk Management module and apply the underlying structure to ICT Literacy.
* Identify the skill, knowledge, tools and expertise in the area of ICT that help individuals to detect Fake News and Fake Science.
* (Devices and Knowledge) Ubiquitous mobile devices and application for different services beyond communication are used by many by the mobile device owners. Identify ICT literacy skills that are associated mainly with mobile devices and smartphones. What are skills that can be associated to any device that processes digital data (e.g. a photocopier that stores the copied data on a harddrive and the users do not know, that their copy is stored on the harddrive).
# ICT in Education/Change Projects/2014B Cambodia ICT Program For Professionals

* Project Title: ICT program for professional development of teachers at the Hun Sen Borey 100 Khnang High School.
* Change agent (name): Samnang Pok
* Organization:Hun Sen Borey 100 Khnang High school
* Problem: To Aim (max 80 words) : improve the level of ICT expertise among teachers at the Hun Sen Borey 100 Khnang High School with an objective of provide them with skills necessary to utilize internet resources to improve their teaching practices, while simultaneously empowering them to encourage students to use internet to supplement their education experience.Moreover, this project aims to provide support for teachers and students to develop their social capacities and helps them participate in the new information-based global economy through the education model based on advanced information technology and networking skills. To this end this project aims to emphasize to the participating teachers the importance of the ICT in modern education
# ICT in Education/Change Projects/2014B Bangladesh TK

Project Title:Improving Teaching-Learning practices in Business Studies using ICT.
Change agent (name):Tasnifa Khanam
Organization: Viqarunnisa Noon School & College
Problem:
Aim : Restructuring the classroom environment & redesigning the learning tools in Business Studies class by the implementation of ICT & pedagogy.
Approach/methods: • Organize Workshop for the teachers and students of business Studies to build awareness on ICT and Pedagogy integration in classroom. • Conduct In House training on digital content development. • Introduce ICTs in Business Studies classes. • Develop the digital content with the participation of students. • Assignment/group work/project to the student in the class or at home which have to be done using technology. • Online learning, peer learning, subject based software, apps, Dropbox facilities etc. will be practiced for better learning. • Accounting and Finance related mathematical formula and format presented by ICT. • Encourage the authority for using latest technology in the classroom. • Find out the impacts of the change project and prepare a report
Results: • Integration of ICTs on Business Studies will be established. • Students’ higher order of thinking level will be increased. • Learning outcome will be more effective. • Every student can be able to use technology. • Uses of Digital Content on Business Studies will be increased. • Students can assess themselves effortlessly and without much stress
Conclusions and lessons learned : Ultimately, the project will play a vital role to improve the teaching learning quality and efficiency in Business Studies classes by integrating ICT and Pedagogical knowledge. It will also help the learners to expedite their talents to explore the 21st century skills. Moreover, it will provide the opportunities for students to learn in a participatory and enjoyable learning environment by using cost-effective use of ICTs. It will help to contribute to make changes not only in my school but also all over the education sector of our country if it is successfully replicated to other institutions.
Stakeholders:Teachers. Students, Guardians, Authority
Beneficiaries:Students, Teachers, Organization, Nation
'Suggestions'Bold text for the future (max 100 words)
Key words:
# ICT in Education

Information and communication technology (ICT) in Education seems to mean bringing about an understanding of the functions and effective use of ICT through teaching and learning.

## Useful resources for change projects

* Software
* Hardware
* Writing tools
* Literature and sources
* Data Banks and Statistics
* Performance Indicators for ICT in Education
* Examples of flexible learning
* SolarSPELL International Education Project

## Change projects

Introduction
LIFE Academy is a global network academy based in Sweden, focusing on Learning for Sustainable Development on a global scale. Sida (The Swedish International Cooperation Agency) has commissioned LIFE Academy to run a number of advanced international training programs on Sustainable Development, with emphasis on Energy Efficiency, Renewable Energy as well as Information and CommunicationTechnologies for Development (ICT4D).
The ICT4D program has been developed and is carried out in cooperation with Stockholm University, Department of Computer and Systems Sciences (DSV). Today more than 1000 decision makers in more than 80 countries have completed the 1½ year training and are now important nodes in the global network of LIFE Academy. As part of the training each participant has developed his or her own Change Project with the aim to create change in a sustainable direction in their organization, country or region. Some of the Change Programs can be found below.
For more information about the training programs, visit LIFE Academy for ITP training program details.

## Click here to view change projects database

2016 A
2014 B
2014 A
2013 C
2013 B
2013 A

## See Also

* Instructional Technology
* Manuals for editing
# Introduction to Latin/A Little Grammar; Substantives

In Latin grammar, word order is very free. The relationships between words are conveyed to the reader based on the declensional endings given in previous sections of this guide. For instance, in the sentence "Puer puellam amat" (The boy loves the girl) the relationship of the boy to the girl is defined by the endings "-er" (the nominative stem) and "-am" (accusative).
All adjectives must agree with the nouns they modify; they must be in the same case, though at times, due to different declensions, this will not be obvious (more on this in a later section). For example, in the sentence "Puer puellam bellam amat" (The boy loves the beautiful girl) the adjective "bellam" is in the accusative case, just like the noun it modifies.
This trait of concord between nouns and adjectives allows Latin to have freer word order than English. It is equally proper to say "Bellam puer puellam amat;" the meaning is still the same (although the emphasis is slightly different). This feature of Latin grammatical structure allows fluent authors to construct very involved sentences, with nouns and adjectives widely spaced.
A Latin speaker may also make heavy use of substantives, or adjectives that replace the noun they modify. For instance, one may write "Bellam puer amat". The meaning of this statement is still that the boy loves the beautiful girl. The adjective has replaced the noun, but the essential information about the relationship is still present.
# Introduction to Judaism/Lashon Hara
## Overview

Lashon Harah (לשון הרע,gossip) is the act of speaking about someone behind their back. A common misconception about Lashon Harah is that it is when a person speaks wrongly about someone, but Lashon Harah can be speaking about someone behind their back in any way, even in a positive manner, as it is considered the speaker is drawing unwanted attention to their subject, and this attention even if positive in content could portray the subject - and the speaker - in a negative light.
# Introduction to Judaism

The course gives the student an overview of Judaism's core beliefs, important figures and organisations, and history. It exists to give the student a full overview of what Judaism is, what Jews believe in, and an idea about what the culture of Judaism is all about. It will not go into major detail in any direction, such action is reserved for more advanced and specialized courses.
Judaism consists of different streams.
* Orthodox Judaism maintains Jewish law as prescribed by the Talmud and later works of Jewish law, and maintains that no changes can be made to this code of law. 'Orthodox' Judaism is thus the stream which has most faithfully endeavored to preserve the observance of Jewish law throughout the centuries, in contrast to the non-Orthodox streams which separated from it during the past 200 years.
* Non-Orthodox Judaism maintains that Jewish law can be changed by human beings to reflect changes in technology and culture. This should not, however, be confused with the natural progression and evolution of Jewish practice.
Because the viewpoints held by the Orthodox and non-Orthodox streams of Judaism are radically different on many points, this introduction has been split up into an introduction to traditional or Orthodox Judaism and an introduction to non-Orthodox streams.
Continue:
# Institution

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Instruction design/Component Display Theory/CDT Assess

* Component Display Theory
| Introduction Lesson Introduction CDT Matrix Classification of Content Performance Matrix Assess Your Skills Self Assessment Grading Rubric & References | Self Assessment 1 This is an example of what? Step 1: First copy last year's dates; Step 2: Adjust for the day of the week as needed; Step 3: Then determine who must be in attendance; Step 4: Publish a newspaper announcement. Fact Concept Procedure Process 2 When considering learning how to drive, rules of the road would be classified as: Fact Principle Concept Process 3 Which of the following is not one of the five content classifications: Concept Context Process Principles Procedures 4 Fill in the blank - Be sure to capitalize the first letter in your response Fact Principle Concept Process A is an idea of what something is or how it works 5 A procedure is an idea of what something is or how it works. TRUE. FALSE. Next >> |
# Institutional ethnography
## Summary

Institutional ethnography is a research method that emphasizes the study of the social organization of everyday life. This project involves extensive observation of social settings and writing about experiences and events in such.
Institutional ethnography was developed by the Canadian Sociologist Dorothy Smith. This project is based on Smith's writings and Mapping Social Relations by Campbell and Gregor.

## Prerequisites

* Completing an introductory course in Sociology or Anthropology is recommended.
* Completing the learning project Introduction to ethnography is recommended.
* Close reading of the WRN Privacy Policy and Wikiversity research ethics pages is required before or early on in the course.
* If you intend to do social research, reviewing one of these free online courses is recommended:
** Research Ethics Training Curriculum prepared by w:Family Health International (FHI).
** National Cancer Institute Human Subjects Research Tutorial.

## Goals

This learning project offers learnings activities to explore the practice of institutional ethnography. After doing these activities, the learner should have started to develop the ability to:
* take field notes
* identify ones social location in relation to various social contexts
* analyze problems that arise in everyday life
* analyze social groups and processes sociologically
* organize an ethnography research project
Concepts to learn include: /concepts

## Activities

* Activity 1. Observe how collaborations develop at Wikiversity. Create some wiki pages that promote collaborative learning.
* Activity 2.
* etc.

## Readings

Each activity has a suggested associated background reading selection.
* Reading 1.
* ect.
# Instructional Design/Analysis

The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. This section of the course builds your skill in analyzing various conditions and outcomes that drive the creation of a learning experience.

## Multimedia

* Watch YouTube: The ADDIE Analysis Phase.

## Organizational and learner performance

This sub-section focuses on the discovery and alignment of organizational needs, learning goals, and learning objectives.
* Conducting a Force Field Analysis
* Crafting Well-Formed Learning Objectives (19 pages)

## Wrangling content

This sub-section focuses on methods for discovering, organizing, and prioritizing, the content for learning experiences.
* Conducting a Hierarchical Task Analysis
* Prioritizing Content for Learning Experiences (7 pages)
# Institute of Railway Research and Development

Institute of Railway Research and Development, IRRD, has been established through close cooperation of some of the major players in the Iranian railway industry such as:
* Islamic Republic of Iran Railway
* School of Railway Engineering, Iran University of Science and Technology
* The presidential office for Transfer of Technology
* Institute of Railway Engineering
* Iranian Railway Saving Institute
The IRRD mission is to provide an engineering support to the fast expanding railway industry in the country, through effective collaboration of the institute with the local and foreign railway research and consultancy companies and organizations.

## Fields of Activities

* Control, Signaling and Communication
* Railway’s Electrification Department
* Information Technology in Railway Industry
* Track and Infrastructure
* Rolling Stock
* Operation Management
* Safety management
* Standards and certifications
# Institutions and communities

    "Communities are what people like you say people like me live in". John McTernan at User Generated Cities Forum, Renew Adelaide 2011.
How does an institution, a government agency, or a large organisation engage with community initiatives without over whelming, or distorting that initiative? And, how does a community initiative productively engage with institutions so that they may best benefit from what those institutions have to offer?
Institutions arrive with their "expertise" and resources. Community arrive with their local knowledge and understanding. How do these two perspectives converge for useful community initiatives? What are the roles of power, trust and conviviality (civility?)? Of culture, language and nuance? What are stories of successful institution/agency/organization collaborations with communities? What did each of them do to make the initiative successful? What did each gain? What did each give up for the shared goal(s)?
Let's explore these questions. Let's look for patterns, be they cautionary tales or heuristics & "rules of thumb" for success. We'll gather using a group interaction form called "Open Space" where each of us has the opportunity to convene small conversations around the issue of community and institutional collaboration. At the end of the day we will harvest and share what we learn and discover together. Maybe we'll plant seeds of additional learning or collaborative work.
Bring your question, story or challenge to think about together. Come to listen how other people talk about these issues. Come to recruit people to your cause. Come to present your work. Come to learn with and from each other.

## Links and resources

* Mike Gurstein. The Ethical Responsibility of Researchers in Community Informatics. gurstein.wordpress.com 2011-03-11
* Ivan Illich. To Hell With Good Intentions. swaraj.org retrieved 2011-03-15
* Peer Assist - An animation based on the peer assist methodology as outlined in the book Learning to Fly - Practical Knowledge Management from Leading and Learning Organisations by Chris Collison and Geoff Parcell (Capstone Publishing, 2001, 2004).
# Instructional Design

Instructional Design (also called Instructional Systems Design (ISD)) is the practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.
The goal of this learning experience is to develop the skills needed to design instructional material. The content is organized according to the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation.
The sequence of activities for instructional design may also be described as identifying instructional needs, identifying instructional goals, designing instruction and assessment, implementing and assessing the design, and then revising goals, design, and implementation as necessary:

## Introduction

* Read Wikipedia: ADDIE Model.

## Instructional Design Phases

* Analysis
* Design
* Development
* Implementation
* Evaluation

## Additional readings
### Wikipedia

* Wikipedia: Instructional design

### External

* What is the difference between curriculum design and instructional design?