The course is a 3-step process to adopting open textbooks for educators facilitated by the College Open Textbook Collaborative.   The 3 major steps are discovering open educational materials and selecting appropriate ones based on the various criteria; secondly following an adoption process where you work with other stakeholders on your campus including students to promote a best-use model, and finally the third step is sharing your knowledge of discovery and adotion of open educational materials with others in your discipline, campus, or learning community.  The course can also be useful to self-learners or home schoolers who want to find high-quality open educational resources in their area of interest.

We will have weekly discussions on the p2pu course forum about important issues in the course.  We will also have bi-weekly live video conferences to share new discoveries and answer questions.   These conferences wil be archived for those who cannot attend live.

Watch this video to hear more about it.

We'll review the basics of Web accessibility as they relate to users who are blind and have low vision. We'll test drive screen readers to see what they do well and what really trips them up.

Then we'll dive into creating meaningful image descriptions for people who are blind, including complex images like charts, graphs, tables and illustrations. We'll discuss what makes good alt text, when to leave @alt empty, and when to go way beyond @alt with @longdesc and other methods. There will be lots of opportunity to write and review image descriptions.

We will discuss how people who are blind and visually impaired gather information about the visual world and how this understanding can help you create image description appropriate for the intended audience, whether it's young children, high-school students or marine biologists.

In addition, we'll talk about the ways in which good description practices can do more than satisfy an accessibility-compliance checkbox.  We'll also review lots of free resources available through NCAM, WebAIM and other organizations that will be of help after the course is over.

Finally, we will discuss the future of universal design and image description in light of changes coming to DAISY, ePub and HTML 5, as well as the work of the DIAGRAM Center, which is dedicated to rapidly increasing the availability of high-quality image descriptions through improvements to authoring tools and digital readers.

Athletics has been in our lives since ancient times, it is a form of activity we admire, watching our favorite professionals in full flight give it their all in the pursuit of victory. Athletics has long been regarded as a great portal to increased health, vitality and prosperity.

With our ever increasing globalized world showcasing a vibrant array of ideas, cultures, various fusions, and technological advances, it has also led its hand to numerous arising issues; none more so being prominent than our health.

With this course, Athletics; Our Food for Life we will gain knowledge and awareness of Athletics as a portal for Health and Wellness, as well as Athletic Development leading to greater vitality and prosperity, while learning new skills that are applicable to all forms of our life in creating an environment for future sustainability. 

This course will empower us with the awareness to take control over our athletic development and gravitate towards to greater prominence in our overall well being.  
 

Python (http://www.python.org) is a powerful, high-level programming language that is easy to learn and easy to make highly customizable web-sites and play with web technologies. While for many enterprise-class sites, a complicated stack of technologies and integrated web frameworks may be required to achieve complex goals, using python and WebOb (http://pythonpaste.org/webob/) -- a basic request/response object -- allows a first-principles approach to understand the HTTP protocol and making a wide variety of web sites in a flexible manner.

The course will center on using python and associated technologies to explore how HTTP and HTML works. Only the basics will be covered, but this should be enough to point newcomers with the predisposition towards making and debugging more complex sites. Students will create web services that include hosting static content, persisting data using the filesystem, middleware, generating dynamic server responses, and using a template language (genshi). The basics of REST and good architecture will be introduced covering the basics of how to view programming and good architectural design.

From https://wiki.mozilla.org/Drumbeat/p2pu/courses/pythonwebservices

Course material:

http://k0s.org/mozilla/craft/

This course has educators share their lessons online and find collaboraters who will help them make their lessons better. This helps the educator and the entire Open Educational Resources community online by putting more materials out there, then showing how to not only use them, but improve upon them.

The course was run in the last session of P2PU and you can find more information about the topic there, and in a speech given by the instructor at Wikimania 2010.

Image: Teacher's room (172) by, Hellothere. Found in the Wikimedia Commons, public domain.

       Course Description (no more than 500 words)

Global Brain, anyone? This course is intended to be a shareware collaboration of gamers, theorizers and generalists interested in mind & brain who care about the ongoing health of life on the planet and will discuss and devise applications, activities, and games that will positively shift consciousness.  

In this course, we will be discussing the notion of the global brain (Peter Russell), the evolution of consciousness (de Chardin, Wilber), and the question of what consciousness is, and what evolved consciousness might look like. Transcendent states, moving up the "vibrational ladder" of positive emotions (Power vs. Force, David Hawkins), morphogenetic field effects (Rupert Sheldrake), techniques to help maintain positive mindset (Abraham Hicks, Sedona Method) and rid oneself of the "tyranny of beliefs" (Byron Katie) are all tools in the toolbox. But the final parts of the class need to include social networking, games, and applications that could be utilized to help larger numbers of people expand their consciousness in measurable ways. Currently, what kinds of games exist that do or do not expedite consciousness growth? What spiritual practices might there be (meditation, mindfulness, "don't believe everything thing you think", Holo-sync (TM), tonglen) or physical disciplines  that could add to the mix? How do we overcome the programming of the reptile brain, the selfish gene, self -serving memes, and just plain ignorance to make our own evolution more fun and enticing? Does the role of the chakra and meridian system have anything to do with it? Are there any ways to devise games that could deprogram the traumas that humans are heir to? It's a brainstorming session par excellence, but the final products will be a collaborative vision of what is possible, and what is pragmatic.
 

This is a course for educators who want to learn about copyright law in the education context under US law.  P2PU offers similar courses for other jurisdictions, so check if there is one for yours. Educators who are not in the US are free to sign-up as well, but the examples and legal details will focus on the United States.

The course is taught around practical case studies faced by teachers when using copyright material in their day to day teaching and educational instruction. By answering the case scenarios and drafting and discussing the answers in groups, the participants learn:

• what the public domain is
• what copyright law protects
• exceptions to copyright, such as fair use

The goals of this course are:

1. to help you identify copyright issues in education and give you a firm grounding in identifying copyright issues
2. to help you understand when fair use or other copyright exceptions apply to your use (or student use) of copyrighted content
3. to get you thinking, writing, and conversing about how to use copyright exceptions to enable education.

The Orientation is always running. Sign-up to join the conversations!

The P2PU Course Organizers' Orientation aims to introduce new organizers to the practice of online facilitation for open social groups and to provide support while they build a new course.

The wiki.p2pu.org/Course-Design-Handbook is a community driven resource and our primary reference during the orientation. Each week we will hold a meeting with experts in the field or Q&A's with previous course organizers.

SEMINARS

Most aspects of course design will be discussed in the forums. Some community members will offer seminars regarding elements of course design (see syllabus below). Because of various timezones, not all seminars will suit everyone's needs. Don't worry, seminar notes will be shared back in the forums!

If you are enthusiastic OSQA systems, you may also take questions to the larger community on qa.p2pu.org.

"Create and Share Math Interactives" is a course aimed at anyone who ever had a question about math and wants to explore and answer the question in a visual and then AV format. For example: What is the largest triangle that I can get inside a circle? See: http://tinyurl.com/2axxds2 We will learn and use the free and excellent math software GeoGebra, we will learn and make screencasts using the freeware Jing and we will post our coursework on a free Wikispaces website and our resulting interactives on the Models for Math site geogebramath.org.

Creative Commons 4 Educators is a free online course for educators who want to learn about the Creative Commons licensing system and how it can be used to simplify the use and management of copyright material in education. It will teach you how to find copyright material that can be legally copied and remixed, and how to share your own copyright material with others.

Copyright often seems like a major barrier to educators, with rules that are complex and ill-designed for the modern classroom environment. Teachers frequently feel frustrated and uncertain whether the use they want to make is legal. The simpliest way to get around this is to get permission to use the material directly from the copyright owner. You can always use copyright material anyway you like as long as you have a licence.

It is this principle that has led to the growing open education resources (OER) movement, of which Creative Commons is one of the biggest players. Creative Commons and other OER organisations provide free licences that creators can apply to their material to give permission in advance for certain uses. This helps those copyright owners who want to share their material to do so, and at the same time creates a pool of material that can legally be reused by others. The licences and materials are all free and can be used without paying copyright fees or needing to consult a copyright lawyer.

The course material is built around practical case studies, designed to assist teachers using Creative Commons material in their day to day teaching or who want to license their own material under Creative Commons licences.

For a brief introduction to Creative Commons, see this video: http://creativecommons.org.au/about/videos/mayer-and-bettle.

Image credit: Creative Commons by Cambodia4kidsorg, Creative Commons Attribution 2.0

Learn the basic steps of how to take gorgeous visual designs and translate them onto the web. The technical details of building a webpage or web application will be covered from HTML, CSS, different image formats, FTP, etc.

We'll peel back the skin and learn how to create the bones of a solid webpage. We'll layer on fat and muscle with web standards. We will reanimate your design, it's alive... alive!

We will cover common gotchas like translating your design into foreign languages, dynamic content, and other issues that great web designers have to understand when creating mockups and page designs.

This course is based on the book Dive into Python by Mark Pilgrim and is freely available.  You can either choose to download the .zip file containing the .pdf and associated files, or you can read the book online.  Please note for non-native speakers of English that the book may have been translated into your native language.  

Dive into Python is meeting on the forums only.  

This course offers web developers an opportunity to improve their knowledge of web development in Django and JavaScript, by participating in a non-profit, free and open source project that's creating a space for collaboratively subtitling the world's videos: Universal Subtitles. 

Participants will be stepping into the middle of a development process with a 6 person team that's building: 1) a Django community site for collaboratively subtitling video and 2) a javascript widget for adding subtitles and translations to videos, based on Google Closure.   

You will work with us to choose tickets that offer the right level of challenge and/or require knowledge you'd like to acquire.  We can offer you pointers as you take on these tickets (e.g. links to resources, keywords to google, or an outline of how we'd approach the problem) and you can accompany your commits through our QA process and release to the production site.

The successful work you do in this course will benefit a non-profit free software project working to break down language barriers and make the internet more open and accessible.  The universalsubtitles.org site is already home to hundreds of translations and thousands of submitted videos seeking translation, it's maintained by the non-profit Participatory Culture Foundation, and all code is available under an AGPL free software license.

Course meeting will take place asynchronously on a google group, to be created when we have a group of successful applicants, and on our main development list.

A thread about Open Hippel was started on Groups.Drupal.org back in April 2010 - http://groups.drupal.org/node/59918#comment-248839

Course summary also on https://wiki.mozilla.org/Drumbeat/p2pu/courses/socialwebdrupal

Open Hippel is basically a Social Web App that allows anyone to form groups around their interests. It'll have tools to help people make decisions as a group, set criteria and milestones, and also have personal profile and history so people with skills can be connected with people needed those skills.

So far, TEDxTokyo Innovators Hub and K. International School are two of our biggest supporters, and Keio University had made it an official school project, which means students can be credited for working on it!

My plan is to open the development of this Open Hippel platform up as a course. We'll have hands on development classes, (we need some Drupal gurus from Acquia to help out on this!) The course work will be documented and with the help of Keio students, translated into Japanese. By the end of the course, the whole "book" will be available online under CC license.

In learning, it is far better to have a project that is real and has impact on the real world! Just like Stanford's project on Extreme Affordability products, students are far more engaged when they're working on real world projects. I think Open Hippel can similarly be that engaging project at P2PU.

Please see the Course Documents for examples of embedding various external content within P2PU course pages.

There is no registration, signup task or syllabus for this course as it is just a demonstrion.

However, feel free to add comments to this page or contact me using my contact form if you have questions or feedback.

This feature should be available to course organizers and admins.

Entrepreneurial organizations often have limited time and budgets for marketing, but also have some great advantages that can be leveraged to increase their user base and achieve success.

This course will look at traditional principles of marketing and how they can be applied to small entrepreneurial enterprises, including not only business, but non-profits and other pursuits.

We'll look at the most effective marketing tools for these types of enterprises, including customized direct mail, email, public relations, social media, and user-generated content. Course participants will share their own experiences (as a consumer and as a leader for their own enterprise or cause), and we'll share and analyze best practices.

Each course participant will be expected to write about their experiences and learning throughout the course. All participants are invited to personalize the course to meet their own learning objectives. One way to do this is through the assignments for each week, which will include "make-your-own-case-studies" and other activities through which participants can design an learning activity that meets their own goals.

The final four weeks of the course will allow participants to design and pursue a project to advance their own marketing experience. Ideally, this project will be a real-life exercise to increase the user base of something you're passionate about.

Communications
Most of the communications for this course will be asynchronous; however, I will keep online office hours in the course chat room and a tentative topic for this time will be set. Please indicate your preference of times for this here. (The time(s) set for this will be the same for each week, so just indicate your general availability for the week of Jan. 26.)
(See more details in Introduction + Week 1.)

Course image credit

material course (works,lectures and code demos)released under CC. : )

go inside html5 webcraft.giweb.org  pass: p2pu (only in spanish).

Podemos desarrollar juegos con varios lenguajes y obtener resultados similares. lás ideas de programación se mantienen.
Este curso es parte de un proyecto educativo que me ha tomado algunos meses darle forma. que pretende enseñar a desarrollar videojuegos a escolares y profesores  de escuelas, usando sólo herramientas open source.
Ciertamente enseñar de contrabando ciencias básicas para hacer un  videojuego es un fin noble
Flash es bastante popular, aunque el enfoque de este curso no lo es (flashgames sin flash)

NOTE: This course has shifted to the new P2PU site that can be accessed at http://new.p2pu.org/en/groups/getting-started-with-scilab/. You can login with the same account you use on the old site. In case you face any difficulty with registration, send me an email at satish DOT annigeri AT gmail DOT com

This course is for beginners with no previous experience with Scilab or other software similar to it (names not listed because it is part of the assignment for registering!).

Scilab is a free software for numerical computations and has its own interpreted programming language that can extend its existing capabilities. This course is intended for a beginner new to matrix software tools. Scilab has a large feature set, but this course covers only the basics.

The following points make Scilab an attractive choice for anyone requiring software for matrix algebra computations:

• An interactive numerical tool with ability to plot 2D and 3D graphs and visualize data
• Similar to Matlab(R) but free and open source with a license compatible with GNU GPL
• Comes with a large library of built-in functions for matrix algebra
• Comes with a large number of toolboxes developed by the community for a variety of applications including signal and image processing, control systems, genetic algorithms, neural networks etc.
• Has a vibrant community
• Has a built-in interpreted programming language to extend its existing capabilities
• Has a C/C++ API
• Under constant development

The primary motivation behind learning and using Scilab is that one can focus on the problem being solved instead of getting involved in programming and debugging C/C++/Fortran code for matrix algebra operations.

The course will cover the following topics:

• Scilab environment, help system and workspace
• Scilab data types, operators, statements
• Defining and using matrices, sub-matrix operations and ranges
• Plotting 2D graphs
• Scilab programming language
• Writing Scilab scripts
• Writing Scilab functions
• Some simple applications

Brand new to HTML & CSS and can't quite get it do what you want it to? This course will help you change that.

We'll start at the very beginning, covering the important things you need to know before you dive deeper into the wholesome world of crafting beautiful web pages.

Please note that the course is currently full for May 2011. If you would like to join the September 2011 intake add your name to the waiting list > http://jmcrl.com/fjdpz 

Human trafficking is modern-day slave trading. In fact, the slave trade today is more global and greater than the African slave trade during the 1700's and 1800's. Traffickers use violence, coercion and deception to take people away from their countries and homes. People and children are trafficked between and within countries and are used as manual laborers, factory and agriculture workers, boy soldiers, domestics, and sex slaves.
As Edmund Burke presented the challenge two centuries ago, “All that is necessary for the triumph of evil is that good man and women do nothing.”
We will gain knowledge of the issue of trafficking, including its scope, relation to other criminal activities, victims and perpetrators. Examine the “supply side” of the transaction – the women and children who are pushed into service and the “demand side” - the men who rent  them.
Is modern-day slavery something that can be eradicated? Is this an opportunity for our generation to make history? Will we be judged by future generations if we choose to do nothing?

Whether you're a developer, a video blogger, or a frequent visitor to YouTube, open video is a compelling new technology.

This course helps you break into the WebMadeMovies and Popcorn.js projects.

• Share your own videos with new depth and context
• Join PBS, Rebellious Pixels, and high school media labs, who use Popcorn.js to make videos interactive
• Learn about cutting-edge uses of the HTML5 <video> tag, such as chroma key and object tracking - http://people.mozilla.com/~prouget/demos/DynamicContentInjection/play.xhtml

• Web Pages That Suck Vincent Flanders' rather in-your-face site . 
• UseIt.com: Jakob Neilsen's publicly available content
• Wikipedia article on Web Usability
• Usability Body of Knowledge 

Copyright vs. creative commons resources:

• 10 Big Myths about copyright explained
• Creative Commons

This is an introduction to contributing to the open source platform that P2PU runs on: Lernanta. Lernanta is based on (also referred to as a fork of) Mozilla's Batucada project and is a Python/Django web application whose code is on GitHub.

We'll walk through the whole process together from getting the code, running it locally, finding a bug to fix, fixing the bug, and contributing the fix to the Lernanta project.

This activity will be occuring on the new P2PU site: http://new.p2pu.org/en/groups/introduction-to-contributing-to-lernata/

Please sign up or follow there!

This course will touch on macro and micro economic issues such as; foreign exchange, global wages and geo political risks. The finance topics will cover areas such as cost of funds, cash flows and financial modeling.

This is a project-based course and each week’s lesson will be a part of the financial project.

Final project is to start a business that involves either the import or export of goods or services. Examples; setting up an offshore call center to sell insurance. Buying raw material from a foreign source or exporting finished goods. This course will touch on macro and micro economic issues such as; foreign exchange, global wages and geo political risks. The finance topics will cover areas such as cost of funds, cash flows and financial modeling.

 
Week 1
 
By the end of week 1 you should understand the following:
Overview of interest rates
Prime rates / Libor
Overview of Foreign exchange markets.
Role of Central banks in an economy

Reading assignment:

http://useconomy.about.com/od/glossary/g/prime_interest.htm
http://www.bankrate.com/rates/interest-rates/1-year-libor.aspx
http://www.traderji.com/forex/4386-forex-what-how-does-work.html
http://www.articlesbase.com/currency-trading-articles/how-does-forex-currency-trading-work-273831.html
Response to discussion questions must be posted by Tuesday 1200 GMT and at least 2 follow up postings to a students post must be done by 1200 GMT Thursday.

1) Why do countries have currencies with different values to each other?
2) How does a nation gain and / or lose when the value of their currency fluctuates?
3) How can government actions (central banks) affect the value of their currency and why do they do so?
4) How does a currency trader make and lose money?
Hint: you may have to do some additional research. Please cite all your research.
By the end of week 1 you must submit your business plan proposal ( 1 paragraph) for approval. The business plan can be any good or service that involves some sort of cross border dealings. Think of a business plan you
 
always wanted to explore further and add to the idea a function that must involve dealing in a foreign country. If you are stuck, please contact me.
 
 
Week 2
 
By the end of week 2, you should learn to calculate interest rates and be able to read , understand and build an income statement. 
Instructions for posting:
Go to course material for week 2 and post your discussion answers in the comments section. You should use this function when responding to students posts as well. 
Reading assignment:
 
http://bizfinance.about.com/od/debtandequity/bb/interest_rates.htm
http://www.myamortizationchart.com/
http://www.businesstown.com/accounting/projections-statements.asp
 
Week 3
 
Review balance sheets statement of cash flows and retained earnings.
Post discussion about questions from reading and answer at least 2 other students
 
 
Reading assignment:
 
 
http://www2.owen.vanderbilt.edu/Germain.Boer/entrepreneur/proforma%20financials/proforma.html
http://www.scribd.com/doc/13034086/General-Motors-10K-2008
 
Week 4
 
Work on executive summary for your business plan
Identify suppliers, customers and risks involved
Post on discussion and give feed back to at least 2 other students
 
http://scm.ncsu.edu/public/cpfr/

 
Week 5
 
How to create a supply chain including suppliers, & customers. Discuss Forex hedging to mitigate risk of currency swings.
 
Discuss methods on discussion
 
Reading assignment
 
http://www.lariba.com/knowledge-center/articles/pdf/Malaysia%20-%20GOLD%...
http://ezinearticles.com/?Why-Hedge-Foreign-Currency-Risk?&id=33036
http://www.finpipe.com/hedge.htm
 
Week 6
Post final project to discussion board
 
Divide class into small groups and have them give feedback to each other’s business proposals.
 

Introduction to the basics of programming using the Ruby language.

By the end of the course, participants should be comfortable programming at a basic level using Ruby.  Some may be at a level appropriate for more advanced programming courses, including those offered by Ruby Mendicant University.

Participants will be highly encouraged to make a meaningful contribution to an open-source project, thereby earning the Open Source Contributor Badge.

ECMAScript (más conocido como Javascript) es el lenguaje de programación interpretado de manera nativa por los navegadores de Internet (browsers) y se ha convertido en un elemento indispensable del desarrollo de sitios web. En este curso aprenderemos las bases, la sintaxis y las principales construcciones del lenguaje, su interacción con la ventana del navegador y con el documento HTML, o más específicamente, con el Modelo de Objeto del Documento (Document Object Model o simplemente DOM). Esto constituirá la base para avanzar posteriormente a las complicaciones adicionales que introduce su empleo para hacer actualizaciones asíncronas de las páginas web (lo que también se conoce comúnmente como AJAX).

Update: We have created a course website to organize this course over the next 6 weeks.

Javascript began as a language to program web pages, but now it has become much more than that. There are server side frameworks for creating entire applications in Javascript, and testing frameworks which allow us to write scripts in Javascripts, and the original intent of creating dynamic web pages with Javascript as well.

The course content will consist of a series of video talks delivered by Douglas Crockford on Javascript programming. I have orgamized these videos in the form of a course on this website.

The basic process of learning and participation will be as follows:
1. Watch a video which explains certain Javascript concepts
2. Reflect on what you learned and blog your notes/reflections. If you have the time read the blog post of one or more other participants and engage them in a technical conversation.
3. Do the homework which may be a quiz and/or a small programming assignment
4. Upload the programming assignment to any open source repository
5. Write a blog post to describe how you approached the assignment, what doubts you had while doing the assignment, and anything related to the assignment.
6. In this entire process of you have any questions, technical, or otherwise, please post them on th forum
7. Along with asking questions, please also try and answer other participant's question whenever you can. Remember teaching is a great way to learn.

The blog posts and assignments uploaded on open source repositories will become your "proof of learning".

Course Schedule:

Week 1:

• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/334
• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/185

Week 2

• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/186

Week 3

• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/187

Week 4

• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/188
• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/195

Week 5

• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/196
• http://www.diycomputerscience.com/courses/course/JAVASCRIPT/competency/197

Week 6

• Backlog and recap

jQuery is a cross-browser JavaScript library that simplifies client-side scripting of HTML (HyperText Markup Language) pages using CSS (Cascading Style Sheets) based selectors to select, style and manipulate page elements. jQuery additionally offers superb support for DOM traversal, event handling, visual effects, animation, AJAX (Asynchronous JavaScript and XML) and much more. With a vibrant community for support, jQuery also has an enormous plugin repository for added functionality and a fantastic user interface library of widgets which can be simply inserted into your web page and easily configured.

This course will use Rebecca Murphey's open source ebook "jQuery Fundamentals" [1] and Ben Nadel's video series entitled "An Intensive Exploration of jQuery" [2] as our primary learning resources. For examples, demos and assignments we will use collaborative tools such as jsfiddle [3] and FireFox browser add-ons such as FireBug [4] and FireBug extensions [5]. Rather than extensively covering every aspect of the jQuery API and plugins, the course will have a emphasis on learning jQuery in a participatory environment using jQuery community resources and free tools such as jsfiddle and FireBug. Although the majority of the course communications will take place through group email, we will attempt to use a conferencing tool such as TalkShoe [6] (participate via dial in or client software) to hold a few live conferences. 

[1] jQuery Fundamentals by Rebecca Murphey
http://jqfundamentals.com/book/book.html

[2] An Intensive Exploration Of jQuery by Ben Nadel
http://www.bennadel.com/resources/presentations/jquery/video/index.htm

[3] jsFiddle by Piotr Zalewa
http://jsfiddle.net/

[4] FireBug by Joe Hewitt et al
http://getfirebug.com/

[5] Firebug Extensions
http://getfirebug.com/wiki/index.php/Firebug_Extensions

[6] TalkShoe
http://www.talkshoe.com/talkshoe/

This course is an introduction to programming for the complete beginner.  If you already can code in another language, this course will probably drive you insane, because it is extremely basic.  The text for the course is Learn Python the Hard Way by Zed Shaw and is available for download for free.

This course will be primarily meeting on the forums.  After joining the course you will be added to the group.  Then you will be able to post messages to the group either by going to the group link and posting to the forums, or by e-mail.

Este curso es una Introducción a la lectura del Griego del Nuevo Testamento diseñado para estudiantes que deseen aprender por sí mismos. En el curso se enfatiza el reconocimiento de los caracteres del koine (griego popular en que fue escrito en NT) y la identificación de las palabras griegas con sus respectivos equivalentes en español. Se introducirán los conceptos básicos relacionados con la función de las palabras dentro de las oraciones y sus respectivos significados. Se introducirán los conceptos relacionados con los tiempos o aspectos de los verbos griegos, su modo y su voz. 

No se requiere que los estudiantes tengan conocimientos previos del idioma, ni conocimientos avanzados de gramática, pero si el estudiante desconoce algún concepto expuesto, deberá investigar para ponerse al día.  

This course is designed to teach you the skills needed to effectively administer Linux workstations and servers. Students will plan, install, maintain, and troubleshoot Linux operating system services. The skills developed here will help prepare you for the CompTIA Linux+ certification exam.

This course covers the mechanics of managing election campaigns, including campaign organization, campaign finance, analyzing and using voter data, using direct mail, scripting telephone contact, managing volunteers, and understanding the legal environment. The project for the course will be to work from a California template and map the similarities and differences for each course participant’s jurisdiction. The course is offered with two caveats: (1) many of the techniques will scale to larger election campaigns, but others will not; and (2) the legal environment around voter data is critical to any data-driven voter contact effort.

Welcome to the adventures in mathematics curriculum development! This course is offered for credit at Arcadia University graduate school, as well as for open participation from larger mathematics education community.

Course events and activities will be coordinated through ED534Arcadia wiki.

This fast-paced, highly interactive online course introduces participants to curriculum development ideas of the last decade, concepts from the near future, and tried-and-true classics. All course tasks happen live in vibrant, growing online educator communities. Research topics of the course contribute to current events and ongoing hot disputes in mathematics education. Throughout the course, participants will only use free and open educational resources, software and communication platforms, contributing to their teaching and learning toolkit. Course themes include:

• Learning fundamental ideas of algebra, geometry, calculus, and statistics
• Meaning and significance of mathematics
• Problem-posing, problem-solving and modeling
• Math 2.0: computational software and social media
• Humanistic mathematics
• Psychology of mathematics education for curriculum development

This course is for MediaWiki beginners, planned for acquiring different essential skills around the tool: editing, installing, administrating and customizing it. Each part is designed to address a topic and increases in complexity, from edition basics and tricks to having one wiki ready for your own collaborative purposes.

So be ready to navigate through some practical instructions (mainly video resources, but also some detailed HowTos), to get your hands dirty editing wikis and, specially, to upload stuff and check URLs (and then all over again) until your wiki looks and works as you want it to.

The course is basically asynchronous, except for a couple of weekly office hours. The process will be based on weekly discussions, then activity, then wrapping up. Participants are expected to work in the course related tasks around 3-5 hours minimum per week on average.

There will be an activity goal for every week, with a previous discussion about it and about the resources/knowledge needed. Before going to the next activity we should evaluate outputs together and troubleshooting if needed. Note that after the second week activities will take place mainly at each participant's MediaWiki installation.

:: Week #1
General info about the tool (example of Wikipedia and other potential uses): What's MediaWiki? What's a wiki by the way? What's the connection with Wikipedia? Other examples? > Activity: benchmarking wikis

:: Week #2
Editing MediaWiki (basic stuff but also some advanced things): How does it work? Which are its basic features? How to use HTML there? What can be done with it? What not? > Activity: MediaWiki editing

:: Week #3
Installing MediaWiki and basic features (design): How to install MediaWiki? Which are the basic admin features and privileges? How to change design and CSS? > Activity: installing and basic customization

:: Week #4
Extensions (exploring basic ones and some on demand): What's an extension? Which interesting ones are out there? How to install and customize them? > Activity: adding extensions

:: Week #5
Semantic MediaWiki (general info and creating a basic form): What's semantic MediaWiki? Which are its basic features? How to create a basic form? > Activity: semantic installing and form creation

:: Week #6
Wraping up and IAQ: How do we communicate around a wiki? How do we connect it with Social Media? What to do in case of vandalism? > Activity: polishing our wiki and final questions

For all this activities each participant will be involved into testing and/or checking some other participant's activity, and in some occasions reporting to the group (while all of them should report to the course facilitator when needed). So the whole process of peer-to-peer learning here depends on each participant doing a minimum activity for creating their stuff (writing, uploading, modifying code) plus paying attention to some other person activity (checking what he does, or being its beta tester).

Young children are naturally drawn to harmony, balance and order. They are naturally drawn to math, the math that goes beyond counting and simple arithmetic. Math is beautiful and fun and it all starts early on with a few simple games.

This is what this course is about - quick, simple and fun games that parents can play with kids to explore math.

Every weekday for the next 4 weeks you will see

• a new math activity to try with your child that takes virtually no time to prepare
• a math concept behind it
• how to adapt it for children of different ages, from infants to elementary school students
• variations to keep it interesting for children with various learning styles - and for parents!

Once a week you will have an opportunity to join us and other parents in live webinars to learn more about teaching math to your child naturally, and to share your stories.

You can also share your ideas, photos, and stories by e-mailing the group, uploading picture to Flickr, or joining the Moebius Noodles Facebook group.

Photo: Vi Hart with balloon polyhedra

Introduction to Music Theory is a beginner level course focusing on the fundamentals of Music Theory.  This course is designed to help facilitate a better understanding of the theory behind the music we play and listen to.  We will analyze various musical excerpts to help better understand how these theories have been applied in the past as well as their relevance today.  Participants will be given a weekly lesson and written assignment.  There will also be listening assignments and one major project.

According to the Pew Research Center, "Eight-in-ten internet users look online for health information, making it the third most popular online pursuit among all those tracked by the Pew Internet Project" (http://pewresearch.org/pubs/1875/internet-health-topics-accessing-update...). 

Today, more and more people are seeking out health information on their own, becoming active participants in their own (and their families') health care.  And more and more health information is easily available on the internet. Unfortunately, not all of it is accurate, up-to-date, and/or appropriate.  This course is designed to help you, as online "consumer health information" seekers, better navigate the rich world of internet health resources.

Who is an online consumer health information seeker?

• A daughter taking care of her aging parents
• A teenager wondering what the symptoms are after his teammate is diagnosed with an illness
• A middle-aged man at risk for high blood pressure
• A nurse/doctor/dentist looking for materials for her patients
• Anyone!

Throughout the course, we'll "meet" as a group on a regular basis to discuss various health information concepts, including health literacy, how to evaluate health information websites, specific online resources, personal health records, and finding health information on the social web (Twitter, Facebook, etc.).  We'll focus on free and open resources, in the spirit of P2PU, from organizations like the National Library of Medicine.  There will be exercises to help you become familiar with the material, a small "final project" to capture what you've learned, and a community of your peers who can contribute to and support your health information searching beyond the P2PU classroom.

A couple important notes:

• Always talk with your doctor about any information you find or questions you have.  There is no subsitute for your clincian!
• Health information is often very personal and private; this course will never require that you reveal any personal health information.  Rather, it will cover general concepts applicable to any health information topic.

This course will assume an understanding of basic writing structures—point of view, conflict, plot, and style. (If you are unfamiliar with such terms, see Wikipedia and The Open Fiction Project (http://www.tofp.org/) as two places to start learning.)

The plan for this course is to work together, using various free communication and collaboration tools, to examine the relations between open governance, organizational learning, and peer-based learning, and design another course for P2PU based on what you are learning here!
 
 
The plan - in progress -  for the course is based on the outline at http://pad.p2pu.org/open-governance-and-learning.
 
The high-level outline for the course is:
 

• Week 1: Shaping the Course Together
• Week 2: Let’s Clarify the Terms: Governance or Government?
• Week 3: Let's Start to Examine How Open Governance Works in P2PU.
• Week 4: Discussion and Integration of Concepts
• Week 5: Let’s Start to Design a Course for P2PU
• Week 6: Reflections on the Relations between Open Governance and Peer-Based Learning.

We will benefit from talking with three remarkable guests:

• Michel Bauwens - P2P Foundation
• Wouter Tebbens - Free Knoweldge Institute
• Philip Schmidt - P2PU

We will try to meet for live conversations once per week (frequency and exact schedule to be decided by course participants).
 
We are on Twitter: Open_Governance
 

About the course
Open Wonderland is a toolkit that allows for the custom creation of virtual environments focused on Education and Collaboration. 
The course will focus on how to develop content using the toolkit, as well as extending the toolkit itself.

There is an existing community around this open source project, who are willing to collaborate with the course members. This will hopefully provide for a more real context to the experience, making it more relevant.

Although this is a course focused on software development, other topics that will likely emerge would be the use of virtual environments in education, and the use of certain software 'best practices' such as pair programming or test driven development, within a geographically distributed environment.

The Peer to Peer way
This is a Peer to Peer experience, which means that we will all be learning from each other. Please do not expect a course lead by a teacher or lecturer, but a collaborative experience in which you, as a participant, will be responsible for your own learning and for identifying your learning objectives.
As a facilitator and organiser, I commit to take care of the logistics of the course, find open content to work on, identify high level learning objectives, and provide a syllabus for the 6 weeks of the experience. As a facilitator I will not be chasing people down to get assignments done.

Basic learning objectives:
- Familiarisation with the System.
- Extending the toolkit: Developing 2D and 3D content for the immersive environment.
- Other related topics (Swing development, jME, MTGame, darkstar server, and so on).

Communication tools and schedule
We will be using one of the community servers to meet on a weekly basis.
Most of the development work is done in the local servers, but we will schedule some pairing sessions and group discussions in the public servers.
The schedule will depend on availability by the participants. The organiser lives in Dublin, Ireland (GMT). We will discuss this after registration.

Object-oriented revolution caught up with PHP long time ago. With more and more code produced that way, you need to jump the OO wagon as soon as possible.

This course will provide the basics of object-oriented programming in PHP and dive right in techniques and design patterns.

Design patterns that will be covered are:

• Observer, NULL object (behavioral)
• Singleton, Factory, Builder (creational)
• Adapter, Decorator, Facade (structural)

PHP es hoy el más popular de los lenguajes de programación en la web, fácil de aprender y altamente productivo, lo que lo ha convertido en la base de miles de sitios masivos en Internet - por ejemplo Wikipedia, Facebook - y decenas de proyectos de software libre programados en PHP, como Wordpress, Moodle, Drupal, Mediawiki, Joomla,

World wide web. Arquitectura cliente-servidor. Páginas estáticas y dinámicas.
Instalación de entornos de programación y prueba. Programación web: HTML y su interacción con PHP.
Sintaxis del lenguaje. Variables y funciones.
Tipos de datos. Estructuras de control. Arrays.
Acceso a bases de datos. Aplicaciones web.
Programación Orientada a Objetos en PHP: Clases. Atributos. Métodos.

Anyone wanting to join the course, please contact me, Peter Troxler, through this site (on my profile or by adding a comment to this page). I'll add you to the course a.s.a.p. (as soon as practicable).

Open source radio, shared workspaces, fabrication laboratories ... commons-based peer-production is making its way into all and any areas of society.

Many of these initiatives provide shared infrastructures, and as their number grows so does the demand for sustainable business models for maintaining these infrastructures.

In software, Open Source has resulted in profitable business, increased innovation, peer-production and more choice for businesses and consumers. While there are tried and tested business models for open source software development it is still a big adventure to transfer these models to the physical realm.

This course aims to equip the daring who embark on this adventure with background theory, practical tools and an opportunity for peer-supported prototyping.

This course is for Python programmers who want to have fun playing www.pythonchanlenge.com.

In the Open Web world, we are often working with other peoples' code. Reading code helps to us to appreciate that there's no magic black box around "other peoples' code"; that it all comes down to logic; that every program has errors; and that sometimes reading the code is the best documentation.

This course will remind us that there is no magic-- only logic. We will dive into the mini universes of open source projects and learn techniques for getting oriented in projects large and small, debugging, stack traces, and simply getting comfortable reading code.

The KISS Principle of "Keep it Simple, Stupid", is the main intention of the whole scripting world. You could be Web Monkeys or command line junkies, scripting is the most important ingredient.

The below is just an outline of the course, which would be covering the major CLI based scripting side of shell, perl, ruby and python

• Why scripting ?
• Getting Started.
• The Variables.
• Conditionals Execution.
• The Loops.
• Redirections.
• Pipes and Filters.
• Traps.
• Functions.
• Interactive Scripts.

What types of things will the scripts be doing?

Everything from simple automation to heavy data crunching, depending on the class, it could start with basics and then go for advance levels say like GUI with scripts. If all in an intermediate level, basics can be skipped.

As a web developer it's always better for anyone to know how to deploy his app on an engine, there are many web programming languages available, consider the booming once like Ruby on Rails and Django, if would be easier and more better if the user who is interested to work on those, if he knows the fundamentals of the Ruby or Python or in fact PHP for that matter.
When it comes to automation and quick and dirty jobs, simple scripts have proven to be very powerful.

About the command line :

Yes undoubtedly let it be a MAC user [ after all it's base is Free BSD ] CLI makes things easier but how might be the question, lets take a simple example of regularly updating a git repo and backing up in there server on the common tasks, which can be a piece of cake on the CLI.

THIS GROUP HAS BEEN MOVED

TO THE NEW P2PU SITE.

PLEASE FOLLOW US THERE:

SICP STUDY GROUP

This is a study group for the classic computing book Structure and Interpretation of Computer Programs by Abelson, Sussman, and Sussman (MIT Press 1993).
The study group will use the Scheme programming language and can be followed in an asynchronous mode through the P2PU site, and also through other synchronous technologies such as online meetings.

All the work will be done through collaboration and group discussion (please do not expect lectures or assignments). Assessment and peer review will be in the form of blog posts and sharing source code through github. Although most of these activities can be done asynchronously, other practices such as pair programming or local meet ups(if at all possible) are highly encouraged and I will try to facilitate these as much as possible.

Sustainability Studio is a project-based course where you'll make a difference locally with a small group that focuses on one of the core environmental, social or economic aspects of sustainability. Along the way, you'll build your knowledge and skills, have support from peers in Sustainability Studio, hear from guest speakers and share the story of what you're doing.

We're using a core competency framework developed at Michigan State University to structure our projects and evaluate what we've learned. This is not an MSU course, we're just using the framework to organize our work. The competencies were developed around eight areas that most believe demonstrate knowledge and skill in sustainability: personal development, critical thinking, systems thinking, social justice, civic engagement, economic vitality, ecological integrity and aesthetics.  

This is a Citizen Circles/P2PU School of Social Innovation course, and has a couple of unique features. First, this course is centered around small offline groups. If you want to participate in the course, it is your responsibility to find two other people from your community to participate in the course with you. Second, in addition to joining the online meetings, your small group is expected to meet face-to-face throughout the course to engage offline activities as outlined in the syllabus.

The Citizen Circle process for Sustainability Studio is as follows:

1. Recruit a couple of friends (2-4) in the same community as you to build and participate in the Sustainability Studio course with you.
2. Decide which ONE of the eight sustainability domains you want to work on together. Most projects will cross over into other domains, but pick one as a primary focus.
3. Define a project with guidance from the course organizer and co-facilitators (see the course syllabus and project ideas).
4. Document and share your progress in Sustainability Studio.
5. Learn from your peers and guest speakers in the Studio.
6. Celebrate with feedback and recognition in the Studio Show during the last week.

."Never doubt that a small group of individuals can change the world, indeed, it is the only thing that ever has." ~Margaret Mead

SUBSCRIPTIONS ARE CLOSED! THANKS!

[EN] Welcome to User Experience Design! This course will be run in English, Portuguese and Spanish simultaneously. Please read the "Sign-up Task" for more information about the selection process.
[PT] Bem-vindo a Design de Experiência de Usuário! Este curso será realizado em inglês, português e espanhol simultaneamente. Por favor leia a Tarefa de inscrição para maiores informações sobre o processo seletivo.
[ES] Bienvenidos al Diseño de Experiencia de Usuario! Este curso se llevará a cabo en Inglés, portugués y español simultáneamente. Por favor, lea la "Sign-up task" para obtener más información sobre el proceso de selección.

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[EN] This course is focused on exploring basic concepts and definitions of User Experience & Interaction design. Discussions and reading recommendations, together with analytical and practical activities will be used as a methodology. Due to the intrinsic multidisciplinary characteristic of the Design field, all kinds of professionals and students are welcomed. Also, as a recommendation of this semester's Webcraft program, some Accessibility concepts will be discussed.

[PT] Este curso se orienta a explorar conceitos e definições básicas acerca de Design de Experiência de Usuário e Interação. Discussões e recomendações de leitura, junto a atividades analíticas e práticas serão usadas como metodologia. Devido a característica multidisciplinar intrínseca ao Design, todos os profissionais e estudantes são bem-vindos. Também, por recomendação do programa deste semestre da escola de Webcraft, alguns conceitos de Acessibilidade serão discutidos.

[ES] Este curso se orienta a explorar los conceptos básicos y definiciones del diseño de Experiencia de Usuario y de Interacción. Como metodología de aprendizaje se llevarán a cabo debates y recomendaciones de material de lectura, junto a actividades prácticas y analíticas. Debido al carácter multidisciplinar intrínseco del campo de Diseño, son bienvenidos todos los profesionales y estudiantes. A su vez, como recomendación del programa Webcraft de este semestre, se discutirán algunos conceptos de Accesibilidad.

Instructional Design is a field of study that's directly related to cognitive and behavioral sciences. Its main objective is to maximize the experience of teaching and learning on special environments. This course is focused on VLE (Virtual Learning Environments). Many of the VLEs we have today are just file storage systems or discussion boards. Our mission then is to build interfaces, based on Ergonomics and Aesthetics concepts, that are easy to use, visually attractive and that motivate the users (not only students, but teachers as well) to participate on an active manner, not a passive one.

The course starts with an introduction to Infodesign, Human-centered design and Gestalt and Cognitive principles, so that every solution proposed can be coherently reasoned.

Before effectively proposing solutions to different learning scenarios, some "Personas-based" exercises will be done, so that the Designer can put him/herself into the role of the user.

After knowing the target audience, group exercises will happen around some specific questions: how can Instructional Design make the level of interaction among students, teachers and classmates to resemble the one they have when on conventional teaching methodologies? How can the basic principles of Gestalt and Cognitive sciences build the easiest path to things? How to work with open web standards and accessibility? How to explore multimedia content?

The course ends with rough concepts made into mock-up or prototypes, that are thoroughly analyzed via multi design thinking tools.

The student that attends this course will be able to develop user experience designs to be applied to various systems.

You will become aware of the top ten barriers in websites and how to recognize and avoid them. You will learn that accessibility reaches beyond blind people as there are many aspects of disabilities and perspectives to keep in mind. Checklists and add-ons help, but you will also get some first-hand insights in using (open source) screen reader software, and above all, to care about the people. Because beyond checklists you're touching their lives.

I'm planning to hold a weekly one hour telephone conference & chat via Skype for initial short presentations and discussion. We can exchange ideas and discuss assignments on the Wiki.

This community is working together to explore core principles of developing standards compliant web pages. By following the readings and working on recommended activities you'll begin to  learn how to define your page structure and content in the Hypertext Markup Language (HTML) and how to add style to your page using Cascading Style Sheets (CSS).

Please Note: This is not a facilitated course. This space acts a place to ask questions around a shared set of materials and activities. Courses for P2PU and School of Webcraft will begin again in January 2011.

To take best advantage of this community you will need to engage with each other: ask questions! give advice! be supportive!

It's recommended that you find a study partner from within the community and work together with them to develop a study plan for the readings and activities. Having a study partner will keep you motivated.

The learning materials shared in this study group cover the core principles of developing standards compliant web pages. They are intended to help you learn how to define your page structure and content in the Hypertext Markup Language (HTML) and how to add style to your page using Cascading Style Sheets (CSS).

Topics covered:

• How is a webpage constructed?
• What are web standards?
• What are the basic tools required to build a simple web site?
• How can I fix mistakes in my website code?
• How do I make my site visible on the web?

Participants should aim to  create simple websites (6-8 pages) containing text, images and hypertext links and can use this as a foundation for more advanced skills they can continue to develop in the School of Webcraft.  Course participants will learn about the importance of open web standards, will test their code on different browsers and will validate their code to guarantee it conforms to web standards.  Participants will also document techniques and code using a wiki - this will be used as a learning resource for future courses.

Please Note: only open web technologies will discussed during this course - proprietary formats such as Flash are not taught in the School of Webcraft.

This citizen circle will serve as an opportunity for participants to explore the unique strengths and challenges that women face as social entrepreneurs and innovators.

Citizen circles are small, peer-to-peer study groups that develop core skills of social innovation through co-created curricula. Women as Social Entepreneurs is part of the P2PU/Citizen Circles School of Social Innovation (SoSI). Participants are expected to form a small local group to meet face-to-face as well as connect to groups in other locations online.

Throughout the course, participants will keep a field journal, recording reflections and thoughts from all activities. This field journal will be used as a resource in creating a personal monologue as well as a way of tracking the development of key competencies such as empathy, passion, optimism and others.

Discussions will be based on videos, readings and conversations with various female innovators who will serve as guest speakers or facilitators. Although we have built up a bank of possible topics and resources, this is a peer-led collaborative course and the actual syllabus and topics will be based on participant interests and input. We are open to re-envisioning the current syllabus if it does not meet the needs of the participants.

Please contact Julie or Laura if you have any questions or would like to learn more.

* (Jan 26 2011)
Hi guys,

Thanks for signing up. :)

I wasn't entirely familiar with p2pU system so I admit that all the process wasn't too smooth. A lot of waiting and no email reply from me.. 

So as for the course, everybody that sees their name in the course home are enrolled. Congratulations!

A lot of people sent me interesting applications so it's a shame that everyone is not in. But all the coursework will be freely available online so please feel free to come by. (For those of you whose status say pending or not accepted are not officially part of the course due to the small class size. I am really sorry about that)

There were a few considerations I took in to decide course members.

1. It's first time for me to organize a coursework so I wanted to keep the size small enough for me to be able to deal with. 

2. There might be a few advanced people in the course I believe but most people who are enrolled are more or less beginner level in wordpress so that they can take something out of this experience.

3. A lot of people showed interests for e commerce sites. But I felt that e commerce site development should be an independent subject. This course will cover more general topics regarding wordpress. Hopefully, we can organize something for that specific subject in the future.

I will send a separate email to course members for the week1 schedule.

Once again, Thanks a lot, everyone!

- t

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Wordpress is a useful platform for people without much programming knowledge to build a decent website. By utlizing freely/inexpensively available reseources (themes, plugins) and customizing its designs and functions, we can expand what our website can offer.  
We're going to start from how to install wordpress on the server, how to customize themes and styles to suit our own needs, to how to well maintain the site.