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Last posts

2016-10-17 23:45:38
New course added: New Business Models - Working Together on Value Creation http:///cours...-creation.htm
2016-10-11 18:11:14
New course added: Discover Yourself: Build a Career and Make an Impact http:///cours...an-impact.htm
2016-06-07 00:18:33
New course added: International Labour Standards: How to Use Them http:///cours...-use-them.htm
2016-06-06 15:44:33
New course added: Normes internationales du travail: comment s'en servir http:///cours...en-servir.htm

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2017-03-22 11:33:23

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Video Production: A Hands-On Tutorial for Online Learning Content

2017-03-08 10:57:43

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Effective Learning Videos – Six Different Approaches Explained

2017-03-01 10:56:00

As I explained in previous posts (here, here, and here), a good course is a lot more than just content. But that’s not to say tha…

 

Greyscale Learning or “How We Are Different”

2017-02-22 11:55:49

I am often asked: “So, how are you different?” For a long time, I didn’t find that question easy to answer. There are, of…

 

Top courses Most popular

Spanish for Beginners
Provider: Iversity

No votes 0 0
Free

This introductory Spanish course consists of 23 video sequences distributed in 20 chapters. The sequences show real communicative situations in different contexts so that you can gain a practical and useful understanding of the Spanish Language. Each chapter follows the same structure: introductory stage, observation stage (language and communication), exercises and self-assessment. The course applies an immersive approach, giving you the content in Spanish from the start. It may be overwhelming at first, but it is also one of the fastest ways to learn a language - we invite you to jump right in and have fun!

The course includes the following topics:

  • En contacto con el Español.
  • Gente que conocemos.
  • El entorno. Ciudades y barrios.
  • Actividad social: comidas y bebidas.
  • Hábitos para el tiempo libre.

Learning Objectives

This course aims to:

  • turn the learning of Spanish into a ludic and playful experience.
  • solve different actual situations of everyday life in a practical way in order to help the student acquire a basic but fluent communicative competence.

What do I need to know?

No prior knowledge is required. You should only come with a willingness to challenge yourself and explore a new language.

Course Content

Everyday vocabulary • Names and greetings • Origins and nationality • Public transport • Describing people, family and friends • Locations • Common adjectives • Activities Basic phrases and conversation • Asking how someone is doing • Talking about hobbies and interests • Asking for directions • Talking about food and drink • Asking the time/quantities • Ordering in a restaurant • Talking about the weather • Making judgements Phonetics • Pronunciation • Sound Grammar • Tenses & sentence construction • Nouns and pronouns • Regular and irregular verbs • Adjectives and adverbs • Prepositions • Comparatives & superlatives Interrogative Elements • What? • Why? • Where? • How? • How many?

And much more...


We invite you to access one of the most widely spoken languages in the world:

enter image description here

Image: Wiki commons, usegreatpower

Starts : 2016-05-30

Karl der Große - Pater Europae?
Provider: Iversity

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Free

Der Kurs zeichnet die Geschichte Karls des Großen nach. Sein Aufstieg, die innere Durchsetzung, die Expansion des Reiches bis zur Kaiserkrönung sind Kernthemen der Geschichtswissenschaft. Weitere Themenfelder sind: Strukturen des Reiches, Funktionsweisen mittelalterlicher Königsherrschaft ohne Hauptstadt und Institutionen, Schriftlichkeit, Kommunikation und Bildung im frühen Mittelalter. In diesem Kurs erhältst du eine Einführung in den Umgang mit mittelalterlichen Quellen und ihrer Deutung. zudem soll der dich zu einem fundierten, kritischen Urteil in aktuellen Fragen befähigen: Wie gelangt man zu methodisch korrekten Erkenntnissen und wie lassen sich so unterschiedliche Karlsbilder bewerten?

Was lerne ich in diesem Kurs?

  • Du lernst Hintergrundinformationen zur Geschichte Karls des Großen.
  • Du lernst die typische Quellen seiner Zeit kennen und wirst mit den Schwierigkeiten ihrer Interpretation vertraut gemacht.
  • Du erhältst Einführungen in typische geschichtswissenschaftliche Fragestellungen und Forschungsinstrumente. Das befähigt dich zu selbständigen Recherchen über Fragen des Kurses - und viele andere Fragen, die sich an die Geschichte des Mittelalters stellen lassen.

Welche Vorkenntnisse benötige ich?

Historische Vorkenntnisse oder propädeutische Grundlagen sind nicht erforderlich. Der Kurs richtet sich neben Studierenden der Geschichte auch an ein ein breiteres, geschichtsinteressiertes Publikum. Inhalte und Umgang mit Instrumenten der Forschung werden schrittweise erläutert. Zentrale Quellen werden in deutschen Übersetzungen präsentiert. Lateinkenntnisse sind also nicht erforderlich. Unverzichtbar ist: Interesse an Geschichte als Wissenschaft!

Wie hoch ist der Arbeitsaufwand?

Ca. 4 Stunden pro Woche.

Erhalte ich ein Zertifikat?

Wer 80% der Lehrvideos sowie 80% der Quizze absolviert, kann eine Teilnahmebestätigung erwerben.

Starts : 2016-05-09

Genius. Talent. Golden Mediocrity
Provider: Iversity

No votes 0 0
Free Closed [?]

Course Summary

Genius, talent and golden mediocrity are different dimensions of human existence. Our course shows how these three dimensions manifest themselves in life and how you can fulfill your genius, abilities, talents more fully and completely.

The course is of an applied nature and is oriented to studies in the field of creative life intensification psychology, help with the experience of crises, human potential realization and care. It may be useful for professional psychologists, for specialists whose activity involves empathy, inspiration, understanding and creating of daily life, and for all who are interested in the topic. The course is made in the popular form of short videos relying on free network resources users.

What will I learn?

A phenomenological description of genius, talent and golden mediocrity as specific dimensions of human life, correction of errors and misapprehensions of common sense. We critically examine the manifestations of the studied "dimensions" (phenomena), in order that by putting off all "the supposed" we could find specific and inherent meaning. The phenomenological method is to understand and express in simple terms the fundamental structure of creative activity, to express everything that was, that is and that will be important in the psychology of creative life.

What do I need to know?

No prior knowledge of phenomenology of genius, talent and mediocrity is needed in order to attend the MOOC. General cultural knowledge, interest in creativity, phenomenology, and psychology is welcome. It is advisable to understand what benefits a person in general and a student of this course in particular to have an access for literary writings, for the environment (online in our case) to meet with people, for travels, for participation in the upbringing of children, etc. We assume that students will be quite tolerant to some uncertainty in the process of clarifying the meanings and fundamentals for the intensive creative life.

Our target audience: students of psychology, social sciences, art; professional psychologists; specialists whose activity involves empathy, inspiration, understanding and creating of daily life; everyone who is interested in the topic.

Course Structure

General Course Outline

Three chapters: Genius, Talent, Golden mediocrity.

There are three modules in each chapter.

In each module there are 6 topics.

Each module takes one week of studying.

There are 54 topics – video clips including lectures and visual examples.

After each lecture you are provided with understanding questions and creative activities.

Talent is what is given. Care for the world. Motivation.

Mediocrity is means, tools, instruments, resources. Efficiency.

Genius reveals itself.

Talent is allowed (we allow it to come out).

Mediocrity develops.

Talent and socialization

Violent mediocrity

Talented people, mediocre minds

Examples of mechanical systems

Examples of biological organisms

Examples of human will

Examples of creative events

Examples of miracles in daily life

Am I a GENIUS (intonational stress on the word “GENIUS”)

I, a genius? (intonational stress on the word “I”)

I am a genius! (inspiring statement)

Complete Course outline

GENIUS

1. Am I a GENIUS?

Very often what people think about genius is not correct.

Examples of definitions and opinions from dictionaries and textbooks.

Meanings of genius – primacy, care for fundamentals, wholeness, sufficiency, initiative.

Phenomenological thinking “Exact Fantasy” by Goethe.

Genius and evil can be combined unfortunately, more often than we can imagine.

1.1. Doubts about genius

1.2. Misbeliefs about genius

1.3. Phenomenology of doubts about genius

1.4. Method of worthy doubts about genius

1.5. Risks of doubts about genius

1.6. Examples of experience

Learning activities

2. I, a genius?

One cannot seek genius, it always ‘already exists’.

Genius is not combined with ambitions; one cannot want to become genius.

Genius is not combined with motivation, it is often contrary to the wishes.

Changing while responding.

Method of responsive phenomenology.

Genius is a trial for a person.

2.1. Doubts about your own genius

2.2. Misbeliefs about your own genius

2.3. Phenomenology of doubts about your own genius

2.4. Method of worthy doubts about your own genius

2.5. Risks of doubts about your own genius

2.6. Examples of experience

Learning activities

3. I am a genius!

“In each of us a genius is sleeping. And day by day he sleeps tighter and tighter”.

Genius holds a lot, if not everything, it doesn’t exclude mediocrity and talent. You can talk about genius mediocrity or genius talent.

A man is a genius to the extent to which he is full of initiative to life renewal.

To be a genius means to surround oneself with genius phenomena and allow others and the whole world to be genius.

3.1. Confidence in genius in general and in your own genius in particular

3.2. Misbeliefs about confidence in genius

3.3. Phenomenology of confidence in genius

3.4. Method of confidence in genius

3.5. Risks of confidence in genius

3.6. Examples of experience

Learning activities

TALENT

4. Am I talented?

By being talented we often imply abilities to create. In reality talent is an ability to repeat something.

Talent is care for the world.

Talents become obvious after we lose them.

Aiming for something that doesn’t belong to us can suppress abilities. It is a Deal with the Devil – to give away your abilities for someone’s achievements.

4.1. Doubts about talents

4.2. Misbeliefs about talents

4.3. Phenomenology of doubts about talents

4.4. Method of worthy doubts about talents

4.5. Risks of doubts about talents

4.6. Examples of experience

Learning activities

5. I, talented?

Yes, I am talented, but what are my talents?

This is my talent and I don’t have to force myself to do it.

Over-motivation.

Sensitivity.

Too serious concern about myself. Loss of humor.

5.1. Doubts about your own talents

5.2. Misbeliefs about your own talents

5.3. Phenomenology of doubts about your own talents

5.4. Method of worthy doubts about your own talents

5.5. Risks of doubts about your own talents

5.6. Examples of experience

Learning activities

6. I am talented!

To the extent to which we are connected with the world, with life.

To accept something, to enrich it and to give it to the world.

Creative self-expression and self-fulfillment.

Being obsessed with the result.

6.1. Confidence in talents in general and in your own talents in particular

6.2. Misbeliefs about confidence in talents

6.3. Phenomenology of confidence in talents

6.4. Method of confidence in talents

6.5. Risks of confidence in talents

6.6. Examples of experience

Learning activities

MEDIOCRITY (defined as such: another name for the Golden Mean was golden mediocrity)

7. Am I mediocrity?

Very often it is considered to be offensive, but to be mediocre is good if it happens at the right time.

Something average, the mean, repeating itself, normal, something between.

The principle of economy.

Identification with the means only.

7.1. Doubts about mediocrity

7.2. Misbeliefs about mediocrity

7.3. Phenomenology of doubts about mediocrity

7.4. Method of worthy doubts about mediocrity

7.5. Risks of doubts about mediocrity

7.6. Examples of experience

Learning activities

8. I, mediocrity?

Is wrongly associated with lack of talent.

To live well according to their means (without debts).

The principle of balance.

Violent mediocrity.

8.1. Doubts about your own mediocrity

8.2. Misbeliefs about your own mediocrity

8.3. Phenomenology of doubts about your own mediocrity

8.4. Method of worthy doubts about your own mediocrity

8.5. Risks of doubts about your own mediocrity

8.6. Examples of experience

Learning activities

9. I am mediocrity!

It is not correct to suggest that if I am mediocre, then I cannot be a master in something.

Freedom from circumstances and effectiveness.

The principle of sustainability in motion.

Negligence to the world and a too cautious attitude to the media (the means).

9.1. Confidence in mediocrity in general and in your own mediocrity in particular

9.2. Misbeliefs about confidence in mediocrity

9.3. Phenomenology of confidence in mediocrity

9.4. Method of confidence in mediocrity

9.5. Risks of confidence in mediocrity

9.6. Examples of experience

Learning activities

Starts : 2015-05-04

Desenho para Diário Gráfico
Provider: Iversity

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Free

A formação em desenho consiste numa das matérias mais aliciantes da capacidade expressiva do ser humano. O deslumbramento sobre uma linguagem completa de técnica, de perceções sensoriais e persistência.

Ao longo do presente curso os alunos encontrarão alguns dos princípios sugeridos para a iniciação a um diário gráfico pessoal, numa linguagem a conquistar em cada desafio proposto.
Os desenhos são livremente registados em processo analógico de forma livre mas alicerçados a conteúdos subsequentes, somando competências ao longo dos diferentes exercícios.

Mais do que saber desenhar virtuosamente, procura-se dar a conhecer a confiança de desenhar livremente, sem pré conceitos e caminhando para um registo individual, único.

Objetivos de aprendizagem

O curso tem por objetivo principal o ensino de técnicas de composição aplicadas ao desenho. Serão exploradas diferentes abordagens de desenho com a aplicação de diferentes técnicas e materiais.

Como material de suporte serão usados cadernos para Diário Gráfico de formato A4 e A5. Serão exploradas técnicas alternativas de desenho para Diário Gráfico como por exemplo o uso de café e lápis e canetas aguareláveis. Serão exploradas técnicas bidimensionais e tridimensionais, a criação de volume e o uso de perspetiva.

O curso segue uma metodologia baseada no experimentar fazer. O modelo pedagógico do curso foi definido com o intuito de derrubar as barreiras iniciais ao desenho e os medos associados ao “gostava mas não sei”. Os diferentes exercícios apresentados em vídeo em tempo real de produção do desenho permitem uma maior compreensão do desenho enquanto aplicação de técnicas aprendíveis e não como fruto de um “dom” que só poucos têm. Desafiamos todos os que gostariam de desenhar a participar neste curso.

Requisitos

O curso de Desenho para Diário Gráfico não tem pré-requisitos. Partimos do princípio que todas as pessoas podem aprender a desenhar se assim o quiserem. Deste modo, o curso destina-se a todos os interessados em aprender as técnicas e regras mais comuns aplicadas ao desenho para diários gráficos.

Alunos têm ainda a possibilidade de comprar o Statement of Participation (no valor de 29€). Aqueles que comprarem o Statement of Participation, devem completar no mínimo 80% do curso (exercícios, vídeos e quizzes) para poderem fazer download do Statement of Participation.

Estrutura do curso

A matéria divide-se metodologicamente em quatro partes:

  1. Introdução;
  2. Codificação do Campo visual;
  3. Codificação expressiva;
  4. e aplicabilidade em desenho de exterior.

Os desafios são compostos por uma contextualização em vídeo e por materiais didáticos complementares.

Starts : 2016-06-20

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