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This annotated bibliography provides an overview of how static websites can be used for scholarly purposes. It includes publications representing a variety of communities, including libraries, digital humanities, and open source software. The citations included in this bibliography –with few exceptions– focus on librarians and scholars who use static websites for their work.
This lesson plan provides an assortment of learning modules for teaching static web technologies for digital scholarship and scholarly communications librarianship. Each topic includes a learning objective and recommended readings, viewings, or tutorials for use in workshops or seminars.
This is an assignment for an Introduction to Media course. The activity includes students comparing and contrasting historic radio productions and contemporary podcasts. Students then choose their own short story, essay, poem, etc. that is approximately 200-300 words and/or under 5 minutes when read aloud. Students create a transcript of their story selection and create an audio recording on Padlet.com, a free media platform. Students then share their readings with classmates, listen to each other's recordings and discuss several creative attributes of their audio recordings.
Short Description:
Student Engagement Activities for Business Communications is a compilation resource for instructors of workplace writing and oral presentations. The activities in this book can add value and energy to the classroom by engaging students in activities that support their learning. Handouts, links, activity variations, and debrief questions are included.
Long Description:
Student Engagement Activities for Business Communications is a compilation resource for instructors of workplace writing and oral presentations. The activities in this book can add value and energy to the classroom by engaging students in activities that support their learning. Handouts, links, activity variations, and debrief questions are included.
Word Count: 16639
ISBN: 978-1-9991981-3-8
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This evaluation should be completed by students AFTER they have completed a group project. This will help them remember the various roles people play in groups, and it will help them learn to think critically as they must justify their answers.
This evaluation will help students actually "see" how they worked together (as a team instead of just a group) or not!
A semester-long audio recording project, defined by the needs of a community organization, engages students in not only learning new content but sharing their new knowledge beyond classroom walls (and beyond the professor). This assignment, focusing on "engaged digital scholarship," challenges students to increase their information literacy and use of audio to effectively communicate scientific information for a general audience. This project has been embedded in several different introductory-level Earth science courses for non-science majors, with the resulting podcasts being shared with varied community groups. The example presented here focuses on students in a "Water: Science and Society" course generating podcasts that respond to specific content questions posed by Pennsylvania K-12 teachers, with the resulting podcasts posted on the website for the Pennsylvania Earth Science Teachers Association (PAESTA).
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Assignment #1 Student-led discussion of articles from the literature
We assign one or two groups of two or three students to each of four or four or five topics related to climate change, and provide each group a set of related articles from the literature on their assigned topic. The group will lead a one-hour, in-class discussion on the topic, with up to a dozen students and one instructor in each discussion. In preparation for the discussion, the discussion co-leaders must collectively write a set of "Reading Questions" about each assigned article, which help readers focus on the key points made by the articles and can serve as points of discussion. The other students participating in the discussion must read the articles with the aid of these Reading Questions and annotate the portions of the articles that address the Reading Questions. We (instructors) evaluate the Reading Questions written by the co-leaders (they receive a shared grade for these), and we also check the annotated articles turned in by the other discussion participants to ensure that they prepared to participate in the discussion (they receive individual grades this). Discussion co-leaders each receive a grade for the quality of their discussion leadership.
The purpose of this assignment is in part to help students prepare for their final writing assignment by requiring that they read a set of articles closely enough to help other students discuss and understand the key points, and get feedback about their level of understanding, up to a month before the final paper on the topic is due. The immediate outcome that we expect from this assignment is a demonstration that students can read the assigned articles critically, identify and articulate the key points, and help engage other students in a discussion about the articles, including conceptually important or difficult aspects of them.
Assignment #2: Final writing assignment
For this assignment, which follows from the previous one, students are asked to:
locate two or more significant additional articles that relate closely to the articles on which they based the discussion that they co-led; and
write a 8-12 page (typed, double spaced) overview of the history and current state of our scientific understanding about the topic(s) covered by the set of discussion articles, based on the articles themselves plus relevant material presented in class or in assigned reading. In particular, wherever justified by the source material, students should try to include the following in the narrative:
initial observations/evidence;
initial hypotheses posed to account for initial observations/evidence (including external forcings and feedbacks);
subsequent observations/evidence that have confirmed or disproved earlier hypotheses;
technology that made making observations/gathering evidence possible and led to breakthroughs in understanding;
scientific controversies and how they played out historically or are currently playing out;
current understanding and remaining uncertainties.
The outcome should be a written demonstration of the student's ability to analyze and synthesize a set of articles from the literature and supporting materials provided in class to describe the history, current state, and unresolved aspects of our scientific understanding of an interdisciplinary aspect of climate change.
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An invaluable resource for college and university students
Short Description:
You will learn invaluable skills on topics such as time management, study skills, test-taking, memory techniques, researching, referencing sources, learning preferences, student supports and resources, communication skills, online learning, student funding, presentation skills, and transferring courses between post-secondary institutions. This book covers the learning outcomes for a provincial level ABE course which can be used as an elective towards a BC Adult Graduation Diploma.
Long Description:
This textbook provides invaluable information and skills for students who are either transitioning between high school and post-secondary or for adults who have been out of school for some time and are returning as mature students. It will develop understanding and skills needed in college and university that differ from those required in high school and will provide salient learning for those who need to adapt to being a student again. It also goes over many issues which are applicable to adult learners.
Whether using a few of the chapters or studying the whole book, this will prepare students for the challenges of post-secondary education. It covers topics such as adult learning, time management, study skills, test-taking, note-taking, memory techniques, researching, referencing sources, learning preferences (strengths and challenges), student supports and resources, communication skills, online learning, student funding (loans, bursaries, and grants), presentation skills, and transferring courses between post-secondary institutions.
In this text students will have exercises which enable them to identify personal learning issues and develop strategies to deal with them in a way that works for them. It uses relevant and current visuals, videos, and interactive learning to achieve these learning outcomes.
This book covers the articulated learning outcomes for the provincial level ABE course, Student Success, under the Education and Career Planning (EDCP) umbrella which can be used as an elective towards a BC Adult Graduation Diploma. Many students use Student Success as a grade twelve level introductory course when returning to education while getting an adult high school level graduation diploma. As well, graduates starting post-secondary use Student Success to change study habits and to develop new skills for success as they start college or university. Some students use Student Success as needed throughout post-secondary as issues arise.
This textbook is an open resource under a Creative Commons license which can be printed, copied, shared, adapted, and modified freely. Please feel free to use all or any part of it as required.
Word Count: 115941
ISBN: 978-1-77420-079-7
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Use this resource to support student personal reflection, community building, and mental health. Online and in-person courses can use this resource.
Welcome to the open source version of Survey of Communication Study. This offers the opportunity to introduce people to Communication as an academic field of study. We have broken the book into two parts. First, we lay the foundation by covering the scope of communication study, its history, as well as a brief introduction to theories and research methods. Second, we provide chapters that survey many of the areas of specialization practiced in the field of Communication today.
This syllabus is for a 200 level Sociology of Mass Media and Popular Culture course, that uses a combination of open-access and library licensed material. The course explores two of the most transformational and interconnected social institutions in contemporary society, mass media and popular culture. Material is included to analyze the social impact of music, film, television, social media, gaming, sport and related topics. The material also includes and annotated list of additional resournces and readings to help professors adapt this course to their own needs.
Language is not describing our lives. It is creating them.
What lives are we creating for each other? What type of life are we living according to media in our countries? What are the things we are believing in?
Transformation is a compilation of 7 stories from 7 different countries. Stories that we are perceiving through media, stories we dislike and we have decided to alter by creating different stories, optimistic stories, so-called counter-narratives.
Discover what are media instilling in minds of people from Italy, Greece, North Macedonia, Poland, Portugal, Spain, and Latvia and learn how to protect yourself from manipulation by media.
Example of how instructional team can share their own cognitive styles with students. Coaches students on how to share their cognitive styles. Shows diversity within instructional team. Could be incorporated into lecture slides.
The lesson includes information about the language level of the students, required vocabulary of the topic, warm-up, Jigsaw reading, needed materials and videos, group works and pair works, and reflection. The lesson is designed for a 45 min. lesson. We included the padlet as well as an alternate teaching tool.
This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.
Guidelines for designing teaching and learning
Short Description:
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (third edition): 18 August, 2022. For subsequent updates, see Updates and Revisions in the front matter of the book.
Word Count: 220912
ISBN: 978-0-9952692-7-9
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Before engaging in lessons, students attempt to draw a diagram of a nitrogen cycle and add as many components as they can. This allows them to self-assess (and the teacher to assess) what they know about the nitrogen cycle.
Students research some of the nitrogen cycle components online at various websites or read printouts from websites provided by the teacher. They choose three or four facts of interest about their component and report to the rest of the class.
Each small group of students is given a set of materials including 20 objects, 20 picture-cards, 20 nitrogen cycle component explanation cards, 20 title cards for each nitrogen cycle component, heading cards for different environments such as the atmosphere, soil, water, etc., and many small arrows. The students work together to pair each object with its corresponding title card, description card, and picture card. Then these are all arranged to form a possible nitrogen cycle with various components clustered around heading cards and arrows used to show movement of nitrogen from one object to another.
Students then write humorous (limerick, couplet) poems or more serious poems (haiku) or structured poems (cinquain, diamante) to tell several facts about a component of the nitrogen cycle. They share their poems with the class.
Students may also engage in experiments with nitrogen fertilizer.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
A Guide for Teaching and Learning Online
Short Description:
Online instructors need a framework for "teaching beyond text" using rich media as instructional resources. This book defines rich media, its affordances, and its value in conveying information. The book offers a model for pedagogical strategies, a set of instructor competencies, and two models for assessment for use in professional development.
Long Description:
Online instructors need a framework for “teaching beyond text” using rich media as instructional resources. These include multimedia, social media, and cloud-based Web tools. This book defines rich media, its affordances, its value in conveying information, a model for pedagogical strategies, a set of instructor competencies, and two models for assessment for use in professional development.
Word Count: 15257
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
An Open Educational Resource for Translating Technical Expertise for Canadian Business Contexts
Short Description:
This e-book offers resources to support technical experts to communicate with non-technical professionals. It helps users translate their work and adapt their communication to audience needs. Cover Art: Fakurian Design.
Long Description:
The Tech Adapt e-book guides learners to communicate clearly with non- and semi-technical audiences. Developed through several semesters of teaching international students in Computer Science how to translate their expertise for business and other professional purposes, the resources provided in this e-book highlight and outline some of the key topics related to connecting emerging technologies with the Canadian business context.
Word Count: 16599
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
An Open Educational Resource for Translating Technical Expertise for Canadian Business Contexts
Short Description:
This e-book offers resources to support technical experts to communicate with non-technical professionals. It helps users translate their work and adapt their communication to audience needs. Cover Art: Fakurian Design.
Long Description:
The Tech Adapt e-book guides learners to communicate clearly with non- and semi-technical audiences. Developed through several semesters of teaching international students in Computer Science how to translate their expertise for business and other professional purposes, the resources provided in this e-book highlight and outline some of the key topics related to connecting emerging technologies with the Canadian business context.
Word Count: 9401
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
An OER Textbook for TCID 3080 at UCCS
Word Count: 26870
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Introduction to Professional Communications in the Technical Fields
Short Description:
This open textbook is designed to introduce readers to the basics of technical communication: audience and task analysis in workplace contexts, clear and concise communications style, effective document design, teamwork and collaboration, and fundamental research skills.
Word Count: 68063
ISBN: 9781550586657
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Introduction to Professional Communications in the Technical Fields
Short Description:
This open textbook is designed to introduce readers to the basics of technical communication: audience and task analysis in workplace contexts, clear and concise communications style, effective document design, teamwork and collaboration, and fundamental research skills.
Word Count: 63465
ISBN: 9781550586657
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Introduction to Professional Communications in the Technical Fields
Short Description:
This open textbook is designed to introduce readers to the basics of technical communication: audience and task analysis in workplace contexts, clear and concise communications style, effective document design, teamwork and collaboration, and fundamental research skills.
Word Count: 66723
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Introduction to Professional Communications in the Technical Fields
Short Description:
This open textbook is designed to introduce readers to the basics of technical communication: audience and task analysis in workplace contexts, clear and concise communications style, effective document design, teamwork and collaboration, and fundamental research skills.
Word Count: 63608
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
A focus on the organization, development, and refinement of technical communications. Internal and external communications, including letters, memos, reports, and presentations are included.
Long Description:
A focus on the organization, development, and refinement of technical communications. Internal and external communications, including letters, memos, reports, and presentations are included.
Word Count: 100025
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
What does it mean to be media literate in today’s world? How are we transformed by the many media infrastructures around us? We are immersed in a world mediated by information and communication technologies (ICTs). From hardware like smartphones, smartwatches, and home assistants to software like Facebook, Instagram, Twitter, and Snapchat, our lives have become a complex, interconnected network of relations. Scholarship on media literacy has tended to focus on developing the skills to access, analyze, evaluate, and create media messages without considering or weighing the impact of the technological medium—how it enables and constrains both messages and media users. Additionally, there is often little attention paid to the broader context of interrelations which affect our engagement with media technologies.
This book addresses these issues by providing a transdisciplinary method that allows for both practical and theoretical analyses of media investigations. Informed by postphenomenology, media ecology, philosophical posthumanism, and complexity theory the author proposes both a framework and a pragmatic instrument for understanding the multiplicity of relations that all contribute to how we affect—and are affected by—our relations with media technology. The author argues persuasively that the increased awareness provided by this posthuman approach affords us a greater chance for reclaiming some of our agency and provides a sound foundation upon which we can then judge our media relations. This book will be an indispensable tool for educators in media literacy and media studies, as well as academics in philosophy of technology, media and communication studies, and the post-humanities.
How the rest of us can make sense of it. An Everyday Media User’s Survival Guide
Word Count: 26023
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A study of contemporary North American theater movements and selected individual works that are organized around issues of ethnic and socio-cultural identity. Class lectures and discussions analyze samples of African-American, Chicano, Asian-American, Puerto Rican and Native American theater taking into consideration their historical and political context. Performance exercises help students identify the theatrical context and theatrical forms and techniques used by these theaters.
Word Count: 40724
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Word Count: 20468
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This discussion helps students begin to find their line between offensive and nonoffensive language. The exercise allows them to consider what we as a society should, or should not, do with these occurances.
Each of the three modules in this series introducing the Little Red Schoolhouse principles aims to do several things:
Present an overview of the Little Red Schoolhouse method;
Review key LRS topics and terminology;
Examine one aspect of the writing and editing process more closely, working through selected examples
Writers often lack useful terms for talking about their writing with peers, editors, and collaborators. Developing a vocabulary for talking about good writing simplifies the composition, editing and review processes. These Modules introduce the Little Red Schoolhouse (LRS) method and terminology and discuss some of the major strategies of the LRS approach.
The Little Red Schoolhouse curriculum originated at the University of Chicago and was developed by Joe Williams, Greg Colomb, Frank Kinahan, Peter Blaney and others. The LRS curriculum has been adopted and adapted at, among others, the University of Chicago, Duke University, the University of Illinois, the University of Virginia, and the Georgia Institute of Technology. The approach formulates practical solutions to common difficulties of writing experienced by students across disciplines.
LRS Helps Writers
recognize and solve common problems;
achieve better writing through better reading and revision;
gain increased awareness of what makes their writing readable and persuasive.