This guide answers the questions:
What is OER?
Why Adopt OER?
How do you find and use OER?
How do you embracing Open Pedagogy?
Includes a sample open pedagogy assignment: Celebrating Diversity Libguide
This is a college course for new students. This course uses an OER textbook available online or a low-cost print text. Topics covered are study strategies, time-management, test-taking strategies, student health, culture, college resources, and many more important topics for new college students to be successful. .
This CLE presentation examines the use of simulations to teach student how to navigate ship and boats. The presentation discusses why the tools are appropriate for this constructivist learning.
COCC has historically been operating at a reactionary vs. proactive response to digital accessibility. Creating a digital accessibility plan and hiring staff for this responsibility will hopefully turn this into a proactive versus a reactionary response for students with disabilities and all other individuals who would benefit.
A presentation covering the development of an evaluation framework for transforming teaching materials into OERs.
Delivered at the OER 10 Conference
You should have learned about the effect of the Coronavirus with the use of OER support.
n the midst of the COVID-19 pandemic, many academic institutions around the world responded to the sudden need to move learning online, with what might be considered emergency measures. We at CLTD, similarly, created resources and worked with academics across the university to mitigate against the loss of learning opportunities our stu-dents were faced with.
To gauge the effects this move had on students, the Learning and Teaching Team engaged in a series of COVID-19 dialogues with faculty student advisers, faculty student council reps, and academics (see Re-sources, below). We suggest that while the initial move to online learning was necessitated by the pandemic and executed under pressure of time, a revised response is required. This will allow us to deepen the ped-agogical underpinning of our practices. The purpose of this eBook is to formulate a response as we approach the second semester.
This a BRIEF overview of Creative Commons licensing for my colleagues (administrators, faculty, and staff) at Central Alabama Community College. This learning opportunity was funded by a grant from ACHE & ACCS, and due to current policy regarding copyright, the College will have to authorize permission to use, edit, &/or redistribute. It is hoped that these policies are being re-visited for the betterment of OER creation and use in Alabama.
The CU Online Handbook shares some of the great things faculty are doing in their online courses across the university. The CU Online Handbook is also available online as an e-book. This is the 2nd edition of the CU Online Handbook (Lowenthal, Thomas, Thai & Yuhnke, 2009). Themes throughout this edition of The CU Online Handbook focus on how faculty can connect and build relationships with students and how technology can help in this process. Whether teaching online for years or are just beginning, this edition of The CU Online Handbook will help faculty improve the quality of the online courses they design, develop, and teach.
Best practices and advice from the primary literature
Short Description:
In this book, I undertake a review of the literature on Course-based Undergraduate Research Experiences (CUREs) and present original data from a survey of instructors at the Ohio State University. The main goal of this publication is to be a practical guide for teachers wishing to develop and implements this type of High-Impact Practice in their course. As such, I cover many aspects of the development of a CURE, including advice on research development, group formation and management, evaluation and grading, inclusive teaching, and assignment design. A large number of activity templates and resources accompany the text to facilitate classroom implementation.
Word Count: 67955
(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.)
Guide for completing a book request for CalWORKs students within the San Diego Community College District. This will guide students on finding books that are required for their enrolled courses, and how to calculate the costs in order to submit a reimbursement request to their County case workers.
In 2019, a survey was sent to California Community College librarians. This resource shares the results of that survey.
Canva for Education Webinar
The OER Canvas is aimed at university lecturers and supports them in collecting ideas for the creation of an OER (open educational resource) for teaching. The Canvas is aimed at teachers who have already had first contact with OER, but still need how-to guide in planning and creating OERs and tips and tricks to do so.
The Canvas for creating an OER can be used together with the OER Project Canvas CC BY 4.0 International Schön/Ebner (https://www.slideshare.net/mebner/oercanvas-version-open-education-austria).
The Canvas was developed by the Team of TU Graz Educational Technology (Austria) for the Open Education Austria Advanced (OEAA) project as a service for teachers at Austrian universities
CC BY 4.0 International TU Graz Educational Technology for Open Education Austria Advanced
A guide for Indigenization of post-secondary institutions
Short Description:
CapU CTE Indigenizing the Curriculum was adapted by Matthew Michaud from Kory Wilson's Pulling Together: Foundations Guide; and from Bruce Allan, Amy Perreault, John Chenoweth, Dianne Biin, Sharon Hobenshield, Todd Ormiston, Shirley Anne Hardman, Louise Lacerte, Lucas Wright, and Justin Wilson's Guide for Teachers and Instructors; and from Asma-na-hi Antoine, Rachel Mason, Roberta Mason, Sophia Palahicky, and Carmen Rodriguez de France's Pulling Together: A Guide for Curriculum Developers. For information about what was changed in this adaptation, refer to the Copyright Notice.
Word Count: 52008
(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.)
Open textbooks and OER adoptions for Capilano University from 2013-2021.
Pre/Post Test for Career and Job search classTopic:Student Learning Outcomes for a Career Development and Job Search class.Overview:To assess learning, both for instructional purposes and on an individual student level, I find it helpful to have students complete both a pre-test and a post-test. One assessment is given at the beginning of the semester and the identical assessment is again completed at the end of the semester. The questions focus on course contents, such as self-exploration activites, career exploration and job search techniques. The results are used to complete Student Learning Outcomes and, additionally, students compare their pre and post tests as the basis for the final class paper.
Students, particularly international graduate students, often do not know all the details of the field they have chosen to study and the resources available therein. In addition, they when they begin graduate school, they must adjust to the nature of the Western model where knowledge is created and shared within the field of study in a critical-thinking based model. The best way for them to truly enter the conversation of knowledge is to jump in and experience the information as fully as they can. Journals, associations and trade publications all provide a wealth of information - much of it free to students - for them to explore and think through how they want to make a contribution.
This presentation provides resources, content, and information related to career and life planning.
A two-day introduction to modern evidence-based teaching practices, built and maintained by the Carpentry community.