Welcome to this exciting topic on security and Nigeria Education in the digital future. The OER is basically focused on projecting security and surveillance issues in education and what it might look like for the Nigerian context for the near future. I hope you find the information and resources useful.                                                       

Welcome to this exciting topic on security and Nigeria Education in the digital future. The OER is basically focused on projecting security and surveillance issues in education and what it might look like for the Nigerian context for the near future. I hope you find the information and resources useful.                                                       

Based on this model oral history experience, the toolkit includes instructional concepts, ideas, and strategies for use by educators to design a curriculum that reflects their instructional goals and the needs of their students while appreciating Vietnam veterans in their community.

This seminar explored the idea that the study of linguistics can be a means to develop young people’s understanding of scientific inquiry as well as their understanding of the nature of language. The challenge of this seminar was to create pedagogical materials and methods that will motivate learners of all ages to be inquisitive about their native language and about language in general. Seminar participants worked with one another and in partnership with K–12 teachers to accomplish this goal.

Students will consider the term "conceptual art" and the role of math (geometry, fractions, permutations) in producing this art. They will first create a conceptual art piece by following a set of Sol LeWitt’s instructions. Then, they will design two conceptual art plans using math concepts—one in two-dimensions, another in three—for a student-partner to follow.

Though not under an open license, this resource is available for free online and educational, non-commercial use is permitted.

Image: Four-Sided Pyramid by Sol LeWitt | National Gallery of Art

This this task about mixing paint requires students to graph ratios on a coordinate plane. It is a standard language in ratio problem.

This this task about mixing paint requires students to graph ratios on a coordinate plane. It is a standard language in ratio problem.

With the aim of increasing digital cultural data as a trusted primary source, the Europeana ‘Digital Education with Cultural Heritage’ MOOC will empower teachers and educators to use digital technologies, essential to develop learners' 21st-century skills. This online course will explore the educational potential of digital cultural heritage, improving teachers’ and educators’ understanding so you can efficiently integrate it into your lessons and practices, regardless of the subject. The final goal is to design engaging and deep-learning content for students, museumgoers, or lifelong learners to prepare them as active and responsible citizens. The MOOC is organized around the principle of peer learning, with course content designed to stimulate reflection and discussion so that participants can learn from each other’s experiences and ideas. The course is offered in English, and participants will receive a digital course certificate and badge upon completion of the full course. The course is relevant to teachers of all subjects and levels (primary and secondary), museum educators, and anyone who wants to design educational activities using Europeana, like librarians, archivists, curators, and other non-formal educators. Other educational professionals and stakeholders with an interest in the topic, such as heads of schools, school support staff, and policy makers in education and culture, are also welcome to join.

This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The students in Ms. Baca’s art class were mixing yellow and blue paint. She told them that two mixtures will be the same shade of green if the blue and...

A guide to free and open source education.

Nearly every week, if not every day, there are more and more open source and open educational resources available and accessible to us. It's impossible to ignore. It also seems impossible to keep pace with the sheer volume.

Despite this, I will attempt here to give a comprehensive listing of many helpful, accessible, amazing open education resources. (There will inevitably be some left out, but here goes!)

To begin, it's good to understand that there are open resources for almost every age, grade, and subject:

elementary, middle, and high school students
higher, tertiary, and vocational education
special needs and gifted students
public or private school students
homeschoolers or unschoolers
parents, teachers, and administrators
Where open education is being used
Prime Minister David Cameron announced in February 2013 that more UK universities are joining Futurelearn, the UK's first provider of free, open online courses (with the British Library). In both the UK and US, there are hundreds or thousands of free, open online courses being used; increasingly we are seeing other countries, like Brazil and India, start to become heavy users and hotbeds for open source and open educational resources too.

Unesco has advocated for the use of open source and open educational resources worldwide. And, in December 2012 a UN trade group said that governments should seize open source opportunities and become less reliant on large-scale software manufacturers.

Why open source?
All educators and administrators, and hey, students too, should read and pass along this short note on Why should open source software be used in schools? Information like this helps begin the process of understanding, gets people on board, and can make the difference between action and talking.

Open education resources
OSS Watch provides tips for selecting open source, or for procuring free or open software.

SchoolForge and SourceForge are good places to find, create, and publish open software. SourceForge, for one, has millions of downloads each day.

Open Source Education Foundation and Open Source Initiative, and other organization like these, help disseminate knowledge.

Creative Commons has a number of open projects from Khan Academy to Curriki where teachers and parents can find educational materials for children or learn about Creative Commons licenses. Also, they recently launched the School of Open that offers courses on the meaning, application, and impact of "openness."

Numerous open or open educational resource databases and search engines exist. Some examples include:

OEDb: over 10,000 free courses from universities as well as reviews of colleges and rankings of college degree programs
Open Tapestry: over 100,000 open licensed online learning resources for an academic and general audience
OER Commons: over 40,000 open educational resources from elementary school through to higher education; many of the elementary, middle, and high school resources are aligned to the Common Core State Standards
Open Content: a blog, definition, and game of open source as well as a friendly search engine for open educational resources from MIT, Stanford, and other universities with subject and description listings
Academic Earth: over 1,500 video lectures from MIT, Stanford, Berkeley, Harvard, Princeton, and Yale
JISC: Joint Information Systems Committee works on behalf of UK higher education and is involved in many open resources and open projects including digitizing British newspapers from 1620-1900!
Other sources for open education resources
Universities

The University of Cambridge's guide on Open Educational Resources for Teacher Education (ORBIT)
OpenLearn from Open University in the UK
Global

Unesco's searchable open database is a portal to worldwide courses and research initiatives
African Virtual University (http://oer.avu.org/) has numerous modules on subjects in English, French, and Portuguese
https://code.google.com/p/course-builder/ is Google's open source software that is designed to let anyone create online education courses
Global Voices (http://globalvoicesonline.org/) is an international community of bloggers who report on blogs and citizen media from around the world, including on open source and open educational resources
Individuals (which include OERs)

Librarian Chick: everything from books to quizzes and videos here, includes directories on open source and open educational resources
K-12 Tech Tools: OERs, from art to special education
Web 2.0: Cool Tools for Schools: audio and video tools
Web 2.0 Guru: animation and various collections of free open source software
Livebinders: search, create, or organize digital information binders by age, grade, or subject (why re-invent the wheel?)
Legal help

New Media Rights is trying to help digital creators use public domain or open materials legally. They have guides on how to use free and open software materials in various fields.
Free, non-profit resources
WatchKnowLearn and Good Sites for Kids are examples of non-profit organizations that operate in an open way, but are technically not open source. Keep an eye out for them as well to help you along the open education way.

This Remote Learning Plan was created by Melissa Omar in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy 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 a grade609 English Language Arts student.  Students will: write a summary of a literary text.

This resource shares all of the documents and planning guidance for the Washington Climate Educator Book Club, which is part of the greater ClimeTime community.  The Book Club’s book study is designed to flexibly support teams of interdisciplinary K–12 educators, from schools and districts across Washington, to explore ways climate education can be integrated into all classrooms.

The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments.

You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching.

Are you reviewing or adopting this book for a course?
Please help us understand your use by filling out this form: https://bit.ly/teachagriculture_interest.

How to access this book
The main landing page for this book is https://doi.org/10.21061/teachagriculture.
The open textbook is freely available online in multiple formats, including: PDF, ePub, and Pressbooks (https://pressbooks.lib.vt.edu/teachagriculture)
A paperback print version (in color) is available for order here: https://www.amazon.com/Art-Science-Teaching-Agriculture-Learning/dp/1957213663.

ISBNs
ISBN (PDF): 978-1-957213-71-2
ISBN (Pressbooks): 978-1-957213-72-9
ISBN (EPUB): 978-1-957213-70-5
ISBN (print): 978-1-957213-66-8

Table of contents
The Discipline of Agricultural Education
Psychology of Learning
Principles of Teaching and Learning
Learning as Problem Solving
Inclusive Teaching
Dynamics of Teaching
Planning for Effective Instruction
Delivering Content With Technology
Assessing Agricultural Education
Applied Leadership Development through FFA
Supervised Agricultural Experiences
Effective Use of the Agriculture Laboratory Environment to Support Student Learning

Suggested citation
Whittington, M. Susie, Rick Rudd, and Jack Elliot, ed. (2023). The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning. Blacksburg: Virginia Tech Department of Agricultural, Leadership, and Community Education. https://doi.org/10.21061/teachagriculture. Licensed with CC BY NC 4.0 (https://creativecommons.org/licenses/by-nc/4.0/deed.en).

View errata: https://bit.ly/teachagriculture_errata
Report an error: https://bit.ly/teachagriculture_errors

Accessibility
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, headings, and links in the PDF and HTML versions of this text are tagged structurally and include alternative text, which allows for machine readability. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible.

Illustration and cover design: Kindred Grey

This advanced video class serves goes into greater depth on the topics covered in 4.351 Introduction to Video. It also will explore the nature and function of narrative in cinema and video through exercises and screenings culminating in a final project. Starting with a brief introduction to the basic principles of classical narrative cinema, we will proceed to explore strategies designed to test the elements of narrative: story trajectory, character development, verisimilitude, time-space continuity, viewer identification, suspension of disbelief, and closure.

This resource was created by Mason Vrbka, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

A Scavenger Hunt to identify parts of speech, parts of a sentence, and sentence mechanics.

This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.The National Standards and Grade-Level Outcomes in this unit are referenced from the "National Standards & Grade Level Outcomes for K-12 Physical Education."SHAPE America Outcomes:KindergartenPerforms locomotor skills in response to teacher-led creative dance. (S1.E5.K)Maintains momentary stillness on different bases of support. (S1.E7.Ka)Forms wide, narrow, curled and twisted body shapes. (S1.E7.Kb)Contrasts the actions of curling and stretching. (S1.E10.K)Travels in general space with different speeds. (S2.E3.K)Recognizes that when you move fast, your heart beats faster and you breathe faster.3 (S3.E3.K)Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Identifies physical activities that are enjoyable. (S5.E3.Ka)Grade OneCombines locomotor and nonlocomotor skills in a teacher- designed dance. (S1.E5.1)Maintains stillness on different bases of support with different body shapes. (S1.E7.1)Demonstrates twisting, curling, bending and stretching actions. (S1.E10.1)Differentiates between fast and slow speeds. (S2.E3.1a)Differentiates between strong and light force. (S2.E3.1b)Identifies the heart as a muscle that grows stronger with exercise, play and physical activity. (S3.E3.1)Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Describes positive feelings that result from participating in physical activities. (S5.E3.1a)Grade TwoPerforms a teacher- and/or student- designed rhythmic activity with correct response to simple rhythms. (S1.E5.2)Balances on different bases of support, combining levels and shapes. (S1.E7.2a)Differentiates among twisting, curling, bending and stretching actions. (S1.E10.2)Combines balances and transfers into athree-part sequence (i.e., dance, gymnastics). (S1.E11.2)Varies time and force with gradual increases and decreases. (S2.E3.2)Identifies physical activities that contribute to fitness. (S3.E3.2b)Practices skills with minimal teacher prompting. (S4.E1.2)Identifies physical activities that provide self-expression (e.g. dance, gymnastics routines, practice tasks in games environments). (S5.E3.2)Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.