こんにちは！ Konnichiwa!
たどくツリーハウスへようこそ！Welcome to Tadoku Tree House! Are you looking for free Japanese Tadoku (Extensive Reading) books? Our fun and original Tadoku books were created by Smith College students under the supervision of their language professors. Check out our online library of resources for language learners of all levels! Happy reading!

This module was created in response to an observed need by BranchED and the module authors for efforts to increase the recognition, adaptation, and use of open educational resources (OER) among pre- and in-service teachers and the faculty who work in educator preparation programs. The module's purpose is to position teacher educators, teacher candidates and in-service teachers as empowered content creators. By explicitly teaching educators about content that has been licensed for re-use and informing them about their range of options for making their own works available to others, they will gain agency and can make inclusive and equity-minded decisions about curriculum content. The module provides instructional materials, resources, and activities about copyright, fair use, public domain, OER, and visual literacy to provide users with a framework for selecting, modifying, and developing curriculum materials.

Grace Javier Alfonso, Ph.D, Professor Emeritus University of the Philippines Open University (UPOU) lectures on 'Teaching, Learning, Research and Extension Through ICT in the Digital Era'. She advocates Open, Distance e-Learning (ODeL), Learner-centered education, continuing professional development, lifelong learning and the sharing of open resources. Her lecture investigates OER and MOOCs and their significance for the Philippines.

The Tennessee OER Starter Kit is a product of Volunteer State Community College.

​A critical part of sustaining Open Educational Resources (OER) in higher education is recognizing the contributions by instructors who create and improve them as part of their professional work. In order to aid this effort, Driving OER Sustainability for Student Success (DOERS3) has developed an adaptable advisory model to help guide faculty as they attempt to include their OER work in their tenure and promotion portfolios. This model is in no way exhaustive and will likely be most useful as either a way for faculty to start thinking about how to best fit their OER work into their local T&P guidelines or as an OER adapted to those local concerns. Although this document in its current form was created with individual faculty in mind, DOERS3 encourage T&P committees themselves to adapt and edit this document to use as guidance for their faculty.

This is a set of ten peer-reviewed, openly licensed, self-paced modules for faculty, staff, and administrators. It includes information on understanding OER; open licensing, including Creative Commons; finding and evaluating OER; accessibility; adapting, creating, and sharing OER; and OER policy and practice in Texas.

This is a game designed to promote understanding of the importance of zero cost course materials and open educational resources. It is targeted to be useful for teaching students about the financial importance of searching for courses that use OER or ZCCM. This resource is CC BY.

This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.

This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.

This Google Sheet was created to support a Time Management module in a Strategies for College Success course. The plan is for the instructor to share one copy of the Sheet with each student for an assignment lasting 2 or 3 weeks. Students estimate the time they spend each week on common daily tasks, such as sleeping, working, or attending class. Space is provided for students to enter up to three custom tasks. After estimating how they spend time, students track their time spent for a full week. Through the magic of spreadsheet formulas, time spent per task is color-coded to help visualize large and small blocks of time. Time for the week is tallied on the summary tab, where a warning message appears if less than 24 hours are logged for any given day. After comparing their estimated hours to their actual recorded hours, students propose changes they can make in how they spend their time to increase their scholastic success. A tab with five questions is included for student reflection. Instructions for how to use the Sheet are provided for faculty on the Info & LIcense tab. Cell formulas are editable only by the document owner; students cannot accidentally overwrite. Colors are selected from a palette known to be perceivable by people with most forms of colorblindness. Author contact information is available on the Info and License tab.

This report was developed by the Midwestern Higher Education Compact (MHEC), as part of the National Consortium for OER (NCOER), and by a workgroup of institutional, state, and national leaders to offer common principles and frameworks to improve consistency and reliability for measuring cost savings and the return on investment (ROI) of OER. This paper and the recommended practices in it were developed for those who engage in OER efforts at the campus and university system levels. The principles and practices outlined in this report will enable OER stakeholders and practitioners to calculate and communicate with more clarity and consistency the ROI of OER implementation.

One of the greatest areas of potential for open educational resources (OER) is the opportunity for improved representation and coverage of identities that often go erased or poorly addressed in educational materials. Information about, by, and for trans and gender diverse people is one such topic. With knowledge and intention, those involved in the creation, adaptation, and use of OER can find and incorporate materials that center trans and gender diverse people. Doing this is essential for supporting trans and gender diverse students and educating everyone about these identities. This resource is a guide on how to make OER more inclusive and representative of trans and gender diverse people. It is intended to be easily incorporated into a scholarly communications course, while also being valuable to faculty and others interested in learning about the topic and how to make changes to their own course materials.

Contents :
1 History
2 Overview
2.1 Extending the definitions
2.2 Mnemonics
2.3 Calculating trigonometric functions
3 Applications
4 Pythagorean identities
5 Angle transformation formulae
6 Common formulae
6.1 Law of sines
6.2 Law of cosines
6.3 Law of tangents
6.4 Euler's formula
7 See also
8 References
9 Bibliography

The OER Implementation Collection is a companion to the UNC digital course enhancement collections. It was developed for faculty, instructors, and librarians in the UNC System by open educational resources (OER) experts from NC State University, East Carolina University, UNC Greensboro, UNC Charlotte, North Carolina A&T, University of North Carolina School of the Arts, and UNC Chapel Hill.

The collection gathers reliable open resources and provides videos of presentations from authoritative speakers to answer the most frequent questions faculty ask about how and why to use OER in their courses. The OER Implementation Collection will provide a guide to finding and using OER for faculty and instructors who are interested in working with the UNC digital course enhancement collections and using other open educational resources in their teaching.

After using this collection, participants will:

Understand what OER are

Describe how OER benefit students and faculty

Find OER that are relevant for their courses

Determine quality and value of OER that they find

Adapt existing OER to fit their courses

Learn how to create their own OER

This video outlines potential ICT in Education courses that might be adapted to create a similar course for Teachers in the Philippines

Learn about OER and Creative Commons Licenses and how to find, create and share OER with proper attribution.

This document provides explanations and instructions (with screenshots) for using the various functions on the Open Author editor toolbar.  A downloadable Word document is also included.

Document by #GoOpenVA
Image by IO-Images from Pixabay

A form for evaluating OER materials based on Content, Accessibility, and Pedagogy. Statements are arranged in rubric style allowing for efficiency in the review process, while requiring narrative information to document the statements. Items are rated according to the mandated scale in Utah: Recommended Primary, Recommended Limited, Recommended Teacher Resource, Recommended Student Resource, Reviewed not Recommended, Not Sampled, Not Reviewed.