User talk:Inawe

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study skills[edit]

The course Studyskills should be developed here on Wikiversity. Students can help build it. That's the power and beauty of open education. The plan follows constructivist principles. Inawe talk 14:44, 3 August 2016 (UTC)

round table[edit]

Outstanding quality and true innovation are results of fair and transparent round table conversations. These round tables can be held here. Everybody of good will is invited. Inawe talk 14:35, 3 August 2016 (UTC)


Back on the virtual campus! It took several years. But from now I'll try to invest every free minute to build quality courses. Inawe talk 13:58, 3 August 2016 (UTC)


Johan amos comenius 1592-1671.jpg

19th century paintings not under copyright[edit]

"In general, paintings prior to the 20th century are no longer under copyright and have fallen into the public domain, which means you can use images of them freely in educational materials". (Source) Inawe talk 14:02, 8 May 2010

USS and Phil I and II publish on wikiversity?[edit]

We're seriously considering to publish our on-line course "University Study Skills" here. Another consideration might be to share "Introduction into Philosophy I and II" here. Would that make sense?--Inawe talk 13:10, 6 May 2010 (UTC)

Phil 3 is already on WV and growing. Updates here.

Inawe talk 20:03, 17 March 2013 (UTC)

Establishing New Postsecondary Academic Institution in the US[edit]

Here some links as an impulse for further discussion about where to go..

The State of Florida on his introducing DOE-CIE side provides all application forms in WORD. Goal of application at the CIE (=Commission for Independant Education) is a state-wide license for the planned institution.
--Inawe talk 14:58, 28 June 2009 (UTC)

Religious institutions can be yearly exempted on the foundation of the Rule 6E-5.001 and the related Religious Institution Letter of Exemption.
--Inawe talk 14:14, 28 June 2009 (UTC)

Regional accreditors in the US
--Inawe talk 14:58, 28 June 2009 (UTC)

The SACS - Southern Association of Colleges and Schools provides the following accreditation application forms: Procedures and Application for the Commission.
--Inawe talk 14:58, 28 June 2009 (UTC)

Transnational Association of Christian Colleges and Schools (=TRACS) provides the following accreditation application forms.
--Inawe talk 14:58, 28 June 2009 (UTC)

Asynchronous Conferencing Here[edit]

That could be the place to meet. What do you think?Inawe talk 06:40, 11 March 2013 (UTC)

Any substantial project growth depends on dynamic group talk. Because of so many things each one of us has to do during the day we should prefer asynchronous conferencing for example at this place. Wikiversity gives us the forum. We should use it.You can join the discussion without having to register. Your IP will be revealed though. All kinds of docs can be published within the discussion stream, as long as they are creative commons. That shouldn't be a problem because we don't want to infringe any copyright. The ever expending territory of cc is so vast, a life-time will not be enough to cover it all. Inawe talk 06:56, 11 March 2013 (UTC)
Universal ubiquity, public accessibility, no financial obligations, these are the advantages of Wikiversity. Inawe talk 07:38, 11 March 2013 (UTC)
Everybody can edit everything. That's the biggest! Inawe talk 10:11, 11 March 2013 (UTC)
Detailed discussions could be held here. They would be documented and linked to the relevant course pages on WV. Later every team member could anytime come back to the talk page and cross-check with further discussion. Inawe talk 18:06, 11 March 2013 (UTC)
Community discussions.JPG

The Power of the Public[edit]

"Jesus continued speaking to them: One would not light a lamp to place it under a basket, or under a bed. Is not a lamp placed on a lampstand? For there is no secret that will not be brought out into the open. Neither is there any cover-up but what will come to light". (INT Mk 4:21f) Inawe talk 07:07, 12 March 2013 (UTC)

Open Fig.jpg

21st Century Skills[edit]

  1. Critical Thinking and Problem Solving
  2. Collaboration across Networks and Leading by Influence
  3. Agility and Adaptability
  4. Initiative and Entrepreneurialism
  5. Effective Oral and Written Communication
  6. Accessing and Analyzing Information
  7. Curiosity and Imagination

Inawe talk 14:16, 12 March 2013 (UTC)

P21 Skills.jpg


The designers of the chart above (Bernie Trilling and Charles Fadel) do not include the skill to envision something that needs to be created in the near future. Neither do they mention the skill to sense and define dangers and possibilities that wait for the next generation. The author's skills have entirely "rational" character. Intuition and metaphysical skills are unfairly excluded or at least discriminated.

Inawe talk 18:46, 12 March 2013 (UTC)

Internet Simplicity[edit]

“Perfection is reached not when there is nothing left to add, but when there is nothing left to take away.” “La perfection est atteinte, non pas lorsqu’il n’y a plus rien à ajouter, mais lorsqu’il n’y a plus rien à retirer.” —Antoine de Saint–Exupéry

What do you think?

Inawe talk 20:05, 12 March 2013 (UTC)

CTC - Christian Teacher College | all further discussion →here[edit]

Mission and general principles should be discussed on this thread. Click the edit button and type in what you think. Inawe talk 20:37, 12 March 2013 (UTC)

Program including all courses could be published here, as well. Inawe talk 05:51, 13 March 2013 (UTC)
Checklist for nonprofits Inawe talk 06:01, 13 March 2013 (UTC)
Online education that combines true/radical openness, simplicity, and small internet footprint, will have nothing more effective than the wiki format with ubiquitous [1], open, editable, and linkable talk pages. No more email needed. Identity protected. Inawe talk 09:46, 18 March 2013 (UTC)
Catherine Groux: Could Badge Systems Replace Degrees and Diplomas?, Jan 2013. See user box badges! Inawe talk 12:47, 22 March 2013 (UTC)
Faculty Quality, in: World Bank, Higher Education in
Developing Countries, Peril and Promise, Washington 2000, p 26 (PDF)
"A well-qualified and highly motivated faculty is critical to the quality of higher education institutions. Unfortunately, even at flagship universities in developing countries, many faculty members have little, if any, graduate level training. This limits the level of knowledge imparted to students and restricts the students’ ability to access existing knowledge and generate new ideas. Teaching methods are often outmoded. Rote learning is common, with instructors doing little more in the classroom than copying their notes onto a blackboard. The students, who are frequently unable to afford a textbook, must then transcribe the notes into a notebook, and those students who regurgitate a credible portion of their notes from memory achieve exam success. These passive approaches to teaching have little value in a world where creativity and flexibility are at a premium. A more enlightened view of learning is urgently needed, emphasizing active intellectual engagement, participation, and discovery, rather than the passive absorption of facts".
Inawe talk 19:33, 18 March 2013 (UTC)

Credentialing could be done by badging the student's achievements on his avatar. "Digital badges (maybe only colors) certify information that has been consumed and skills aquired by the badge earner". Less "gamified" are alternatives like earning points and/or "levels". Optionally a certain amount and kind of badges should open up the possibility to apply for traditional academic degrees, if the student is interested in that. Inawe talk 14:50, 19 March 2013 (UTC)

We should just use what is at hand and flexibly work with it. Don't wait for technical and legal fits for all times, but go and create with the flow. We don't live in the 50ties anymore but in the 21st century. Everything is in a fast and steady flow. The ones that know to cope with the flow will have impact -- all others will slowly disappear in the background. Travel light. Inawe talk 11:12, 20 March 2013 (UTC)

Another thought towards credentialing: We should foster the understanding that degrees are not the point of education, but that achievement of excellence is. If they want to have their degrees, they will get them as a kind of technical consequence. But these are not part of portfolio or avatar. Inawe talk 13:40, 21 March 2013 (UTC)

We need to start to build collaboratively courses here on wv. There's no reason to wait. Inawe talk 17:48, 23 March 2013 (UTC)

Research Guidelines on WV[edit]

Here is the link. Inawe talk 07:21, 13 March 2013 (UTC)

moocs vs. innovative learning experiences[edit]

How true D’Arcy Norman! Read the blog!

How To Assign and Assess Students' Activities[edit]

The general methodology that is to be applied in students' assignments, independently of their level of expertise, follows a blend of common guidelines deriving from principles of a "social constructionist pedagogy" (Vygotsky, Piaget, Watzlawick).

Under-graduate students typically have to study successively fifteen content units inherent to each course. One unit contains only a comparatively small portion of knowledge information, but with help of hyperlinks intentionally shows ways how the student can independently explore the width and depth of the given topic. Following constructionist pedagogical principles the student is encouraged to discover connections and interrelations while doing given assignments. Horizontal group assignments foster team cooperation, proactivity (Frankl), healthy competition, and offer deeper self-motivated insight into learning content. Tools for assessment vary from multiple choice to quiz, participation in forum discussions, summaries, essays, applied projects.

Course objectives for graduate students typically include the skill of logical, systematic, and competent active participation in online post-graduate academic debate, and the skill of writing/publishing research essays. Post-graduate courses assign synchronous online discussions, successful drafting and publishing of scientific articles on the Internet, and peer reviewing of longer academic essays. Applied projects vary from department to department: synchronous and asynchronous series of interviews and their later analysis and evaluation, statistical online research in linguistics, and many more.

The professor is encouraged to use scales as a way of evaluating or rating students' performance, usually from a range like 0-100 ('simple direct grading'). Letter grades are discouraged because of their tendency towards inaccuracy. In complicated assessment cases the professor is encouraged to request the independent assessment done by a colleague within the same department.

Inawe talk 14:45, 13 March 2013 (UTC)

WV Alternative: Nicenet[edit]


Inawe talk 20:04, 13 March 2013 (UTC)


  • free
  • unlimited in space and time
  • simplistic / small footprint / fast


  • access only after registration and with key
  • no crowd working intended

Inawe talk 19:57, 17 March 2013 (UTC)

Internship and Fieldwork[edit]

There is some strong belief in a pragmatic approach to higher education: The student has first and foremost to be prepared for the challenges on global markets. Therefore the internship policy plays a major role in every curriculum.

During the 5th and 6th semester of each program students are usually required to take an internship in the service industries, in a team of a practicing professional, or in an established academic research system. Duration of a typical internship lies between 75 and 120 hours. It is intended to introduce students to a real employment situation, and to motivate them "on the job" to prepare well for their final goal.

Learning objectives include to gain effective technical communication skills, to get a feeling for the level and demand of professional work, and to learn to endure team pressure in a real-life working place environment. During the field experience the intern is expected to adapt strategies to locate, evaluate, and apply available information for specific client or research demanded purposes.

The internship is unpaid, but in many cases can lead to later job offers.

At the end of an internship (with a maximum delay of one month) the intern has to publish a written report and a commented Class Presentation with statistics, organizational charts, interviews, pictures and case descriptions. The publication should be placed on the given Internet platform.

Inawe talk 16:14, 14 March 2013 (UTC)

Digital Humanities Pedagogy[edit]

About Wikipedia there is one essay in this collection written by Melanie Kill. See also applied in Phil 3.

Inawe talk 19:25, 14 March 2013 (UTC)

Copyright for Educators[edit]

Inawe talk 13:35, 15 March 2013 (UTC)

Writing WP Articles[edit]

Inawe talk 13:37, 15 March 2013 (UTC)

Open Educational Resources[edit]


OER Resources

Inawe talk 06:40, 16 March 2013 (UTC)



Inawe talk 07:07, 16 March 2013 (UTC)

Guidelines for Postgraduate Research[edit]

A Few Introductory Thoughts

  1. Registration, Researcher Records Management, and Admission Procedure
  2. Guidance and Supervision of the Researcher
  3. Personal, Professional, and Career Development of the Researcher
  4. Research Planning
  5. Research Submission and Examination Procedure
  6. Research Publication

Inawe talk 15:09, 16 March 2013 (UTC)

Phil 3 steadily growing[edit]

The MA level course "Phil3" steadily grows. Out of 15 units 3 are finished and published. Have a look!

Inawe talk 19:46, 17 March 2013 (UTC)

South-South Cooperation[edit]

Hewlett Foundation: Reaching Across Borders to Improve Teaching (Mar 01,2010)


Less established young educators in "the South" are much more open for new didactic concepts.

Inawe talk 17:33, 23 March 2013 (UTC)

Education in Pakistan[edit]

Madeeha Rashid: Quality Education “A Challenge to Third World Countries”

Manifest of Igor Smolitsch[edit]

Smolitsch was born into a German Colonist family in South-Russia where he began to research tradition and history of his own ethnic background. After having emigrated to Germany he studied history at the University of Muenster and was awarded a PhD. Since then he works as adjunct professor at several international universities, some of them in developing countries. His recent "Manifest" shocked not only faculty but also students. Smolitsch calls himself a "confessing Christian".

"I went through many discussions about the future of the university, about the character and philosophy of academia in the West, and about the educational divide between the rich countries and the so-called developing ones.

After some research on the Internet, many days of prayer, honestly trying to listen to the voice of God, I am ready to radically change my approach.

A research study of the World Bank several years ago, already then seemed to confirm that the academic policy of richer nations cause developing countries to become more depending and prone to be manipulated by the West. Western universities usually put huge price-tags on credited learning content, thus positioning human knowledge out of reach for those who need it most. Agents of this policy foster a growing knowledge and therefore competency gap between the highly developed North and the poorly developed South. This policy enables exclusively wealthy parents in poor countries to send their children to western institutions that train and equip them for career. A few return to their home country. I believe that this policy is highly irresponsible towards developing countries and I am decided not to support it anymore.

Having been a part of Western Civilization I owe all my knowledge to it. If I would have been born in one of the developing countries, my dad being a simple engineer, my mother without any professional education, I would sit in the same hole of depression and poverty as millions of men of my age, including my wife, my children and grandchildren.

I am decided to go into a different direction. According to my personal understanding this globe, a life in dignity and freedom is the entrusted good to all human beings, with equal rights. These entrusted goods include knowledge. In my opinion it is a crime to disclose knowledge from people who desperately need it for survival.

In the developing countries we need high schools taught by competent teachers who prepare their students for universities -- that have knowledgeable instructors who make and equip again competent professionals.

I cannot change the miserable state of the education system of these countries. And I cannot change the immoral academic system of the West.

What I personally can do is to refuse to collaborate with western academia and to start to dig trenches into the overall educational swamp of poorer countries.

How can that look like?

I will start to train young and ambitious people to become altruistic teachers who found schools for kids whose parents can't pay school fees. I will help to channel open educational resources to the swampiest and most hopeless areas of our globe. I will help to develop programs that show teachers how to apply open knowledge in order to empower those who are trapped.

Why am I talking about altruism and about a moral value system that doesn't work with double standards concerning the rich and the poor, the privileged and those without, male and female gender? Why is for me the dignity and value of man independent of any material context, ethnicity, status, or gender?

I believe in the teachings of Jesus that are available for us through the Bible. He presents a Father in Heaven who is compassionate to each and every human being that walks over this globe. I also deeply believe that Jesus was right when stating that God is the loving author of all life. If I really believe that, my worldview cannot be like the so-called enlightened wealthy West. I am called to open and share the wells of knowledge for those who need it -- no strings attached. Compassion doesn't know a divide into rich and poor, North and South. Who builds protective walls around his nice house in order to not getting affected by the poverty of his neighborhood, looks for me like a human monster.

All this said, I am strongly motivated to help to create and disseminate open educational resources and to do all possible to make them applicable at the most aching places of our world".

Inawe talk 20:11, 20 March 2013 (UTC)

editing for everybody[edit]

Key advantage of a wiki is that everybody can immediately start to publish by him-/herself. Everything is editable. Comparatively short learning curve.

Soyuz TMA-16 approaching ISS.jpg

Userbox feature could be used in our ctc badge system[edit]



This user successfully
completed level 1

of the ctc program.
Seal of the University of Bologna.svg

ctc This user successfully completed level 2 of the ctc program.

ctc This user successfully completed level 3 of the ctc program.

See also at ctc badges.

The program participant will get a special badge after having been awarded with the ten basic badges, and so on... Inawe talk 12:59, 22 March 2013 (UTC)

JOLT - MERLOT Journal of Online Learning and Teaching[edit]

Inawe talk 06:56, 23 March 2013 (UTC)

digital communication skills[edit]

It dawns to me that most of my dear friends and colleagues have a weakness in communication skills, especially when they are limited to digital tools. I must include myself. We all need to get thoroughly trained how to achieve at least a certain level of efficiency.

US Navy 090207-N-3875H-051 Mass Communication Specialist 2nd Class David Holmes, a member of Africa Partnership Station 2009, shows digital photos on his camera to the children of the Gallo Diouf Elementary School.jpg

Inawe talk 16:13, 23 March 2013 (UTC)

future edu[edit]

Marina Gorbis 2013

open edu in pre-revolutionary Russia[edit]

Moscow, Miusskaya Square, Shanyavsky University, 1913

Московский городской народный университет имени А. Л. Шанявского, в 1908—1920

"Университет был открыт для всех желающих; для поступления туда не требовалось никаких аттестатов и документов, кроме удостоверения личности, основная и единственная его цель - получение знаний. Правда, университет и не выдавал документов своим выпускникам о том, что они прослушали курс."

Inawe talk 16:24, 24 March 2013 (UTC)