This Remote Learning Plan was created by Sarah Davenport in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 3rd Grade math students. Students will collect data and create a bar graph that displays the data.  This Remote Learning Plan addresses the following NDE Standard: (NDE Standard): MA 3.4.1 Representations: Students will create displays that represent data.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1SeCzeQ2IggpUrjGqHDmLkZUI1wP_iscfKLT864GiWv4/edit?usp=sharing

This Remote Learning Plan was created by Sarah Davenport in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 3rd Grade math students. Students will solve for the product finding equal groups.  This Remote Learning Plan addresses the following NDE Standard: (NDE Standard): MA 3.1.2.f Use objects, drawings, arrays, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4). It is expected that this Remote Learning Plan will take students 30 minutes to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1WBH8Qm3NMrCZlWYbbp2PHCCxH6OwRzkkO396CBgTXFg/edit?usp=sharing

This Remote Learning Plan was created by Sarah Davenport in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 3rd Grade math students. Students will dentify shapes by their attributes (sides, angles, and vertices).This Remote Learning Plan addresses the following NDE Standard: (NDE Standard): MA 3.3.1.a Identify the number of sides, angles, and vertices of two-dimensional shapes.It is expected that this Remote Learning Plan will take students 30 minutes to complete. Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1LBVP5GGl-aqrpxoYaZ73t7XeEvG1Ijgd66tH1X_1pws/edit?usp=sharing

The purpose of this document is to provide information to graduate and undergraduate research assistant (RAs) on how to conduct focus groups for purpose of collecting qualitative research data in the field of education. It also provides information on institutional requirements, such as ethics, the expectations of the principal investigator (PI). Though it may have applicability in other disciplines or contexts, this guide was originally prepared for RAs working in the Werklund School of Education, University of Calgary.This guide is intended to supplement, rather than replace, direction from the PI offered in research team meetings, electronic communications or face-to-face conversations.

This asynchronous e-learning course will introduce the learner to effective resume formatting and design. By the end of the lesson, the learner will be able to:Recognize the elements of a well-designed resumeCategorize resume components under appropriate headingsUse design principles to format a resumeEvaluate a completed resume for flaws

This lesson in part of Software Carpentry workshop and teach novice programmers to write modular code and best practices for using R for data analysis. an introduction to R for non-programmers using gapminder data The goal of this lesson is to teach novice programmers to write modular code and best practices for using R for data analysis. R is commonly used in many scientific disciplines for statistical analysis and its array of third-party packages. We find that many scientists who come to Software Carpentry workshops use R and want to learn more. The emphasis of these materials is to give attendees a strong foundation in the fundamentals of R, and to teach best practices for scientific computing: breaking down analyses into modular units, task automation, and encapsulation. Note that this workshop will focus on teaching the fundamentals of the programming language R, and will not teach statistical analysis. The lesson contains more material than can be taught in a day. The instructor notes page has some suggested lesson plans suitable for a one or half day workshop. A variety of third party packages are used throughout this workshop. These are not necessarily the best, nor are they comprehensive, but they are packages we find useful, and have been chosen primarily for their usability.

How can we translate real-world challenges into future business opportunities? How can individuals, organizations, and society learn and undergo change at the pace needed to stave off worsening problems? Today, organizations of all kinds—traditional manufacturing firms, those that extract resources, a huge variety of new start-ups, services, non-profits, and governmental organizations of all types, among many others—are tackling these very questions. For some, the massive challenges of moving towards sustainability offer real opportunities for new products and services, for reinventing old ones, or for solving problems in new ways. The course aims to provide participants with access and in-depth exposure to firms that are actively grappling with the sustainability-related issues through cases, readings and guest speakers.

How can we translate real-world challenges into future business opportunities? How can individuals, organizations, and society learn and undergo change at the pace needed to stave off worsening problems? Today, organizations of all kinds—traditional manufacturing firms, those that extract resources, a huge variety of new start-ups, services, non-profits, and governmental organizations of all types, among many others—are tackling these very questions. For some, the massive challenges of moving towards sustainability offer real opportunities for new products and services, for reinventing old ones, or for solving problems in new ways. The course aims to provide participants with access and in-depth exposure to firms that are actively grappling with the sustainability-related issues through cases, readings and guest speakers.

Iowa Nebraska Go Open Regional Summit, Sarah Weston, Keynote Address June 16, 2018

This is a 50 minute lesson where preschool to kindergarten-aged students explore using their five senses several different station of materials

Implementing a "sensory diet" within the classroom and how to recognize a student with a sensory processing disorder.

A poster presented at the BioQUEST Wicked Problems Workshop Summer 2018 on a case study in progress.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

Short Description:
Short guides in common research methodologies, created by doctoral students for doctoral students.

Word Count: 29950

(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.)

These are short exercises that allow students practice with concepts in Structural Geology, Tectonics, or Geophysics. (Many of them were designed with Eric Horsman.) The basic idea is to give students opportunities for frequent practice with difficult concepts, many of which require spatial visualization skills. These activities nearly always fit on a half-sheet of paper, and include a visual and verbal component. Instructors may use them for formative assessment or as group activities in class.

(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 chapter focusing on leadership and small group communication from a larger OER textbook, Introduction to Speech Communication.

"Social Communication Disorders Notes for Speech-Language Pathology Assistant" is a practical resource that caters to a 1-credit-hour course for Speech-Language Pathology Assistants (SLPAs) or 1/3 of a 3-credit-hour course in communication sciences and disorders. It aims to provide overviews, screening methods, and remediation approaches with some samples to guide future SLPAs in addressing voice disorders. The booklet meets coursework requirements and allows for effectively customizing learning objectives to support aspiring SLPAs. As such, this booklet does not intend to compete against commercially available textbooks with comprehensive information about the targeted and peripheral topics.

Amidst the COVID-19 Pandemic in 2020, the authors embarked on a mission to create their first Open Educational Resource (OER) textbook. This initiative was born out of a commitment to alleviate the financial burden associated with study materials and to help aspiring SLPs and SLPAs progress toward certification without financial constraints. The authors view the development of OER materials as an ongoing endeavor driven by their commitment to supporting and valuing their future colleagues.

This book incorporates images, illustrations, and information from various OER that allow others to adopt or remix their information in part or whole. The information from other OER sources is color-coded in black ink, and the content developed by the authors is presented in blue ink. Citations for all images, illustrations, and information that the authors do not originate are provided on each page. The authors sincerely appreciate the work of those who have shared their valuable resources under the Creative Commons (CC) license, as their contributions have enriched this booklet and fostered a sense of community among its readers.

The authors of this textbook aspire to ignite a sense of fascination in beginning learners as they delve into the captivating realm of communication sciences and disorders. With this goal in mind, the authors have made this textbook readily accessible to future colleagues who seek to acquire foundational knowledge that can be applied in serving individuals with communication disorders.

June S. Levitt, Ph.D., LDT, CCC-SLP
Sarah L. Guigneaux, M.S., CCC-SLP

August 2024
Contact: junel@allspeech.net
5/25/2020: JLSG

This Social Media in Emergency Management Study Guide includes 60 true/false, multiple choice, and short-answer questions that complement the five lessons in the open-access Federal Emergency Management Agency (FEMA) IS-42.A Social Media in Emergency Management course. Concepts covered include: the benefits of social media during emergency response, and strategies to combat misinformation, reach citizens, and carry out effective social media planning and coordination.

The study guide can be used for student test preparation, instructor lesson planning, review, and assessment. Instructions for how to complete the free FEMA course and earn a professional certificate are included in the study guide.

This study guide is ideal for university students, working professionals, lifelong learners, and anyone who wants to build their social media skills.

The Social Media in Emergency Management study guide is available to any instructor, student, or professional learner who agrees to the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) terms of use.