The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

Students will discuss questions about their school life and how it might compare to German school life.

Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

La presente investigación tuvo como objetivo determinar el nivel de relación entre las habilidades perceptivas y el aprendizaje de la matemática de los niños y las niñas de 5 años de una Institución Educativa de Huancavelica, en la educación remota. El diseño empleado fue el correlacional y la muestra lo conformaron 46 estudiantes de 5 años de una institución de educación inicial de Huancavelica. Los instrumentos empleados fueron, la lista de cotejo para cada variable con 30 ítems. Los resultados evidencian que existe relación estadísticamente significativa entre las habilidades perceptivas y el aprendizaje de la matemática en los estudiantes de 5 años de una institución educativa de Huancavelica, en la educación remota. Estos resultados cuantitativos, con un r=0.75, representan una correlación positiva moderada, según el cuadro de índices de correlación de Hernández, Fernández y Baptista (2018)

This text includes chapters from instructional designers, university faculty and staff, and undergraduate and graduate students, and the text has been divided into three sections to reflect these varied perspectives. Each section begins with research-based perspectives, but also contains more personal narratives at the end. While the context of most of the chapters is the United States, there are also chapters with a Canadian context. It is also important to note that, as of the first half of 2021, the pandemic rages on, and mentions of COVID-19 in the following chapters will be reflective of the state of affairs in North America in the spring and fall of 2020.

This Module explores the components of the HPL framework and the STAR Legacy cycle on which the IRIS modules are designed (est. completion time: 2.5 hours).

A brief intro into project-based learning (PBL) as learned from The Buck Institute of Education, OER Commons research and gathering information from videos from Youtube

As the digital revolution brings with it radical changes in how and what we learn, people must continue to learn all the time. New technologies make possible new approaches to learning, new contexts for learning, new tools to support learning, and new ideas of what can be learned. This course will explore these new opportunities for learning with a special focus on what can be learned through immersive, hands-on activities. Students will participate in (and reflect on) a variety of learning situations, and will use Media Lab technologies to develop new workshops, iteratively run and refine the workshops, and analyze how and what the workshop participants learn.

This book is an accompaniment to the OER text How to Learn Like a Pro by Phyllis Nissila. I used this text in an English for Academic Purposes course at South Central College in Faribault, Minnesota. During this process, I developed a number of supplemental activities and have published those activities in this book. This book is intended to be used in coordination with How to Learn Like a Pro.

This entire article is about how to learn anything easily and fast. In this, many methods and tricks have been given to learn anything easily and very quickly. Which will help you a lot to learn anything. To understand all things well, I have categorized all the subjects into different sections.

This video explains different human-computer interactions that can take place in learning. Instructional designers should be aware of such interactions when creating content.

This course analyzes seminal work directed at the development of a computational understanding of human intelligence, such as work on learning, language, vision, event representation, commonsense reasoning, self reflection, story understanding, and analogy. It reviews visionary ideas of Turing, Minsky, and other influential thinkers and examines the implications of work on brain scanning, developmental psychology, and cognitive psychology. There is an emphasis on discussion and analysis of original papers; students taking the graduate version complete additional exercises and a substantial term project.

Surveys the literature on the cognitive and neural organization of human memory and learning. Includes consideration of working memory and executive control, episodic and semantic memory, and implicit forms of memory. Emphasizes integration of cognitive theory with recent insights from functional neuroimaging (e.g., fMRI and PET).

Vision anomalies can affect a child’s performance in school, if they are severe enough. Treatment for vision anomalies depends on identification, and the best people to identify vision problems in children are often teachers, because they spend the most time with them, in an environment that requires great vision skills. Teachers often do not know the signs or symptoms of vision problems in their students however. This PowerPoint strives to educate teachers on basic vision and vision anomalies that they can detect in their students.

This is my inquiry-based project, including: a grabber, introduction, lecture, and culminating activity.

Single lecture presentation containing tips for using technology to enhance teaching. Uses proven multimedia design principles to enhance learning.

In this module, Introduction to Connected Learning, you will learn what connected learning is and why it is important, and evaluate your youth programs to see how well they incorporate connected learning principles.

An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.

This course explores the organization of synaptic connectivity as the basis of neural computation and learning. Perceptrons and dynamical theories of recurrent networks including amplifiers, attractors, and hybrid computation are covered. Additional topics include backpropagation and Hebbian learning, as well as models of perception, motor control, memory, and neural development.

This course is an introduction to the mammalian nervous system, with emphasis on the structure and function of the human brain. Topics include the function of nerve cells, sensory systems, control of movement, learning and memory, and diseases of the brain.