Short Description:
Rebecca Bayeck, Wilmon Brown, Raymond W. Francis, Tammi Kolski, Kathy Essmiller, Cathy L. Green, Sarah L. Lewis, Corrine McCabe, Josephine Shikongo, Tammy Wise. This book is a work in progress; and will hopefully remain that way in perpetuity; where authors will come back and update their chapters and others will add more chapter. It is aimed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. This book is a minor attempt to contribute to the vast repository of Open Educational Resources. Cover image from https://www.blackillustrations.com/

Long Description:
This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources.

When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is.

I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.

Word Count: 48757

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COUNS 142 at College of the Canyons
Focuses on brain-based learning strategies that develop self-regulatory learning: discovering self-motivation; gaining self-awareness; developing emotional intelligence; employing interdependence; accepting personal responsibility; applying active listening; reading and note-taking; monitoring performance; and developing a growth mindset that believes in self. Students will combine theory and practice to become successful learners and successful college students.

Lesson 1: Successful Learning Strategies, Mindsets, & Basic Brain Facts (Plasticity)
Lesson 2: Motivation, Locus of Control, and Goal Setting
Lesson 3: Self-Regulated Learning and Student Engagement
Lesson 4: Use of Time
Lesson 5: Critical Thinking, Metacognition, and Bloom’s Taxonomy
Lesson 6: Active Listening and Note-Taking from Lectures
Lesson 7: Reading to Learn
Lesson 8: Preparing for and Taking Tests
Lesson 9: Memory and Information Processing Theory
Lesson 10: The Amazing Brain
Lesson 11: Learning Theories
Lesson 12: A Healthy Mindful Brain
Lesson 13: Managing Stress, Self-Talk, and Emotional Intelligence

La figura retorica nasce nell’ambito della scrittura ed è un artificio letterario che ha lo scopo di rendere più avvincente, evocativa o comprensibile la lettura di un testo.Le frasi e il discorso sono strutturati in modo tale da generare nella mente del lettore immagini o giochi di parole volti a creare un particolare effetto sonoro o di significatoAnalizziamo alcune figure retoricheMetàfora :sostituzione di una parola con un’altra il cui senso letterale ha una qualche somiglianza col senso letterale della parola sostituita. Es.: capelli d’oro per capelli biondi: la sostituzione è possibile perché i due termini biondo e oro appartengono allo stesso campo semantico (il colore giallo). Tradizionalmente la metafora è considerata una similitudine abbreviata. Per es. dalla similitudine il mio amore brucia come una fiamma possono derivare le metafore: il mio amore è una fiamma -la mia ardente fiamma-la mia fiammaAntonomasia: figura consistente nell'usare un nome comune al posto di un nome proprio (p.e. il poverello, per designare san Francesco) o, viceversa, un nome proprio come nome comune Ipèrbole: esagerazione, per eccesso o per difetto. É un secolo che non ci vediamoOnomatopèa : si ha quando una parola imita o suggerisce il suono dell’oggetto o dell’azione che significa. il tuono rimbombò di schianto: rimbombò, rimbalzò, rotolò cupo (Pascoli)Ellìssi :soppressione di uno o più elementi che la costruzione grammaticale esigerebbe: Li uomini si vendicano delle leggiere offese, delle gravi non possono (Machiavelli)Antìtesi :accostamento di due termini o espressioni di senso opposto o contrastante. Non fronda verde, ma di colore fosco; non rami schietti, ma nodosi e ‘nvolti; non pomi v’eran, ma stecchi con tosco (Dante)Metonìmia: sostituzione di un termine con un altro che ha con il primo un rapporto di contiguità logica. Si può sostituire ad esempio: il concreto per l’astratto avere del fegato l’astratto per il concreto sei una bellezza l’effetto per la sua causa le sudate carte la causa per il suo effetto vive del suo lavoro il contenente per il contenuto bere un bicchiere la marca per il prodotto una Fiat l’autore per l’opera ascoltare MozartSinèddoche: sostituzione di un termine con un altro che ha con il primo un rapporto di quantità. Si può sostituire ad esempio: la parte per il tutto tornare al tetto il tutto per la parte pelliccia di visone il genere per la specie i comuni mortali la specie per il genere il pane quotidiano il singolare per il plurale non passa lo stranierohttps://www.youtube.com/watch?v=io5NBj18dsY

Conversations regarding research data often intersect with questions related to ethical, legal, and policy issues for managing research data. This lesson will define copyrights, licenses, and waivers, discuss ownership and intellectual property, and describe some reasons for data restriction. After completing this lesson, participants will be able to identify ethical, legal, and policy considerations that surround the use and management of research data.

Les cahiers de FA2L traitent de différents thèmes en rapport avec la pédagogie dans l'enseignement supérieur.Apprentissage et apprentissage actifDans ce cahier, nous abordons principalement les questions suivantes : Comment apprend-on ? Quelle est la conception de l’apprentissage à laquelle souscrit FA²L et pourquoi ? Comment cette conception influence-t-elle le choix des dispositifs de formation ? Quelles sont les caractéristiques de l’apprentissage actif ? Quels sont les types d’acquis d’apprentissage que l’on peut atteindre par l’apprentissage actif ? Quelles formes d’apprentissage actif privilégier ? Quels rôles pour l’enseignant dans les dispositifs d’apprentissage actif ?La conception systématique et rationnelle de dispositifs de formationLes questions auxquelles ce cahier apporte une réponse sont : qu’est-ce qu’un dispositif de formation (exemples : un programme d’études complet, une séance de TD, un stage en entreprise, …) ? quels en sont les ingrédients ? pourquoi et comment faire pour concevoir un dispositif de formation en apportant la preuve qu’il correspond effectivement aux besoins des parties prenantes ?Nous proposons un processus de conception systématique et rationnel. Notre approche est conçue de façon à rencontrer les besoins et les attentes des parties prenantes et à en fournir la preuve par construction.Cette approche se base sur le processus UbD (Understanding by Design) proposé en 2005 par Wiggins et McTighe.Les acquis d'apprentissageUn acquis d’apprentissage est une affirmation qui décrit de manière précise ce que les apprenants doivent être capables de « faire » et de démontrer à l’issue du parcours de ce dispositif. Le présent cahier montre l’utilité de ce concept d’acquis d’apprentissage. Il propose de classer les acquis d’après leur domaine (cognitif, affectif, psychomoteur ou métacognitif), leur niveau de profondeur et leur catégorie (central, important et utile).L'évaluation des apprentissagesOn ne peut objectiver l’apprentissage sans instruments permettant de le mesurer. Cette mesure est nécessaire pour l’étudiant, afin de lui indiquer si son apprentissage est efficace ; elle est nécessaire pour l’équipe enseignante, afin de lui indiquer si les activités de formation qu’elle a organisées atteignent leurs buts ; elle est nécessaire pour les établissements, qui doivent décider d’attribuer ou non des certificats attestant de la réussite des études, voire de classer les diplômés.Les questions auxquelles ce cahier apporte nos réponses sont : Qu’est-ce qu’évaluer les apprentissages ? Pourquoi évaluer les apprentissages ? Comment évaluer ce qui a été appris ? Comment faire le lien avec ce que l’on attendait en termes d’apprentissage ? Comment l’évaluation peut-elle contribuer à l’apprentissage ? Comment diminuer le caractère subjectif de l’évaluation et comment en augmenter la fiabilité ? Comment favoriser l’autoévaluation ? Pourquoi et comment attribuer des notes ?

La Faculté des Sciences de Sfax- Tunisie  (FSS) organise une journée de sensibilisation à l'education ouverte en collaboration avec l'Organisation du Monde Islamique pour l’Education, les Sciences et la Culture (ICESCO) et la Fédération des Universités du Monde ISlamique (FUMI) le jeudi 15 février 2024 à la FSS, Amphi 3.Une conférence es disponible sur le site OERCommons.

This resource is a collection of narratives written by current college students on their unique experiences around college success. From COUN A105 at Orange Coast College - Spring 2022

COURSE INTRODUCTIONHigher education is warming to the notion of providing access to free and low-cost open resources to support students and teachers with accessible learning objects, on-demand. This more open approach, although non-traditional, breaks down both inter- and intra- institutional silos and encourages collaboration between learners and teachers. It introduces diverse and multiple perspectives and promotes mutual respect for varying ideas.In addition, a learner-centered approach increasingly characterizes higher education practice (Brown, Dehoney & Millichap (2017). To meet the needs of millennial learners, instructors in higher education must evolve their teaching methodology to include social learning, interaction (learner-instructor, learner-learner and learner-content) personalization and universal design. In order to innovate current teaching practices, novel methods must be shared, demonstrated and reflected upon among collaborating educators. One way to transform teaching methodologies to improve outcomes among 21st century learners is professional development. The open educational environment is an ideal venue for facilitating this transformation in teaching philosophy and pedagogy.To this end, Teaching Online 101 (TO 101) was developed as an open educational course available to anyone that desires to improve teaching and learning by examining their current practice, familiarizing themselves with learner-centric and interactive strategies and thus adapting their approach to 21st century learners in online and hybrid environments.

Creators: Hanan Hajar, Yasmeen Shibley Image credit: Photo by cottonbro from PexelsThis lesson focuses on supporting and mentoring students in grades 10-12 specifically, using aspects of gamification to structure the content presented. 

An OER which highlights the importance of information literacy in this day and age of the fourth information revolution and shares some of the tips and tricks accumulated by a distance learner at the University of the Philippines Open University.

Outline of the Content:

1. Home
2. What is Information Literacy?
3. Information Literacy and Online Learning
4. Finding High-Quality Information Online
5. Wikipedia for Academics
6. Sharing Your Works Online
7. Recommended Resources
8. About the Author

This is a seven-problem set to use to practise Python Programming Language basics by solving problems. This set has been used at Izmir Fen Lisesi (A Science High School) since 2019.

This is a Phonics First lesson that teaches students about the letters in the alphabet and the sounds that they make.  Students will watch the letter sound song, then a video lesson of our Three-Part Drill, followed by letter slide show for practice, finishing with reading practice of our dictation sentences. 

  Dans ce cours , présenté par Khaled KAÏD formateur e-learning, il sera question de former les enseignants animateurs de regroupements en présentiel au sein des Centres de Formations Continue sous tutelle de l'Université de la Formation Continue.au tutoral en ligne dans un disposititif e-learning. De nombreux auteurs ontformulé des préscriptions sur ce que doivent faire des tuteurs en ligne,Un consensus relatifpeut etre établi entre eux autour de huit fonctions tutorales.Et c'est ce qu'on va découvrir ensemble à travers ce cour.     

Word Count: 20582

ISBN: 978-1-989864-32-6

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Word Count: 9601

ISBN: 978-1-989864-36-4

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Word Count: 19968

ISBN: 978-1-989864-34-0

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This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"In a civil engineering class in Ireland, college students take their seats, open their tablets, cell phones, or laptops, and choose jerseys. They’re gearing up for a mad dash across Europe – cycling hard over hills and speeding through valleys – as they compete for best standing in Le Tour de France. To win the race, they need to answer questions on topics like structural engineering and stress analysis. But the game isn’t really about winning – it’s about making learning more effective, interactive, and fun. Designed by University College Dublin civil engineering professor Arturo Gonzalez, ‘Surviving Le Tour de France’ is a real-time assessment tool that improves the educational experience of both students and teachers alike. It works like this. A teacher prepares lectures and accompanying questions, which are delivered in stages. Each stage corresponds to a different leg of a simulated cyclist race that progresses over the course of a semester..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

During past 20 years, OCW/OER movement has had global impact since the educational resources are shared for free on the Internet. Logically, developing countries like Vietnam should get the best from OCW/OER as they are free to use the high quality and up-to-date materials from well-known universities and research institutions in the developed countries. However, the differences in learning and teaching methodologies as well as the language barrier make it difficult to adopt open resources. Therefore, it is necessary for each OCW/OER adopter to develop a suitable model to fit with specific situations.