Short Description:
The OER Program and Dr. John Archer Library will be facilitating OER Bootcamps to provide faculty and staff the opportunity to acquire basic information on Open Education Practices including hands-on opportunities in OER creation and development. These sessions would benefit those initially interested in using OER in the teaching and learning activities as well as those further along in their open education journey. These sessions are planned to occur each spring to jumpstart instructor OER development efforts for the year. This resource will be a collection of these sessions including video recordings and handouts for those unable to attend.

Word Count: 3173

(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.)

the Work of Critical Digital Pedagogy

Short Description:
This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.

Long Description:
Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.

As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.” This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

Word Count: 80489

(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:
Game-based learning is a teaching approach that uses different forms of games, and the strategies or mechanics associated with them, for educational purposes. It advocates a student-centred approach that allows learners to explore, fail and take up challenges in a safe environment. Game-based learning also supports students in autonomously exploring situations created by their professor. Additionally, games are likely to reinforce the students’ commitment to the learning process. In an educational context, these characteristics and qualities can greatly enhance student engagement, motivation and learning. This collection of recipes has been created to present game-based strategies to make online learning more stimulating and engaging for students. In this cookbook, an interdisciplinary panel of experts offers recipes for integrating different types of game-based learning activities in the context of remote teaching. An overview of game-based learning strategies will be provided, including trivia games, escape games, co-operative games, crossword puzzles, and more.

Word Count: 4464

(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.)

Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22686

ISBN: 978-1-77420-038-4

(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.)

Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22089

(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.)

Word Count: 4882

(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.)

Word Count: 4882

(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.)

The ability to share creative ideas, innovative practices and high quality resources is integral to the future success of Higher Education especially Distance Education locally and globally, and also to ensure its quality. The pedagogical and functional value of the e-portfolio as a tool which supports reflective learning and empowers learners to participate actively in the knowledge economy is being increasingly recognized. The potential of the e-portfolio process to increase learner self-esteem and support self-directed learning is attracting the attention of Higher Education institutions as they move to embrace e-learning. This characteristics of e-portfolio is boon for distant learners. The e-portfolio in education and professional development assists the work that a learner has designed, documented and presented individually or in collaboration. Reflection process in the portfolio-assisted learning fosters the development of generic and transferable knowledge and skills that a learner needs in knowledge economy (Starcic, 2008). As a tool for collecting, selecting, organizing, reflecting upon, and presenting information, e-portfolios have gained in popularity across a variety of disciplines.