Austin Community College (ACC) Learn OER includes a series of self-paced online learning modules. The first nine modules will serve as an introduction to open educational resources (OER) and as an opportunity for further exploration and discovery of open education practices. The tenth module serves as a final assessment of your learning. Throughout the modules there are opportunities for you to test your knowledge and further explore a concept. The modules allow you to learn at your own pace. While you can follow the modules in any order, it is recommended that you start with Module 1 and progress through in order.

The resource introduces the audience to the OER Service as well as the university’s efforts to improve the accessibility and inclusivity of its resources. By looking at and together analysing three already published OER (all listed below), learners are taught what points to keep in mind as they are creating their own resources. The resource is available as a video and in transcript format with PowerPoint slides embedded.

This resource is a collaborative effort and was created for Geoscience Outreach students to practice considering the accessibility, inclusivity, and OER suitability of their created resources. It was originally run as a workshop by Open Content Curator Interns Molly Wickett and Alyssa Heggison in 2022, and has now been adapted for sustainable use as a video with accompanying transcript by an Intern August Enger in 2023.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities

This presentation was prepared for the Council of Australian University Librarians OER Collective Community.  The Community comprises mostly library staff who are supporting the production of open texts at thier institutions, many of whom are new to OER and open textbooks.  The aim was to provide a foundation for advocacy for the adoption, adaptation, and authoring of open textbooks locally.  Therefore, it establishes a shared definition and purpose of advocacy, especially as it relates to openness, and then provides six practical strategies for advocates that could be adapted and implemented for local contexts.

Alignment matrices are designed to ensure the integrity of your instruction and to provide artifacts for the assessment of student learning. In the matrix attached, you will find columns for student outcomes, state standards, national standards, program standards and artifacts from assignments ensuring these areas have been satisfied. 

BCC Bioscience Image Library is a media file repository of images and video clips made available to educators and students in the biological sciences. The resources are created by faculty, staff and students of Berkshire Community College and are licensed under Creative Commons 0. This means all content is free, with no restrictions on how the material may be used, reused, adapted or modified for any purposes, without restriction under copyright or database law.

This project was partially funded by a $20,000,000 grant awarded by the U.S. Department of Labor’s Employment and Training Administration, Grant # TC-26450-14-60-A-25. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The U.S. Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.

If you have any questions contact Professor Faye Reynolds at: freynold@berkshirecc.edu

The first completely open access textbook on Australian politics, Australian Politics and Policy provides a unique, holistic coverage of politics and public topics for use in junior and senior university courses. With an new sections on policy making and public management, the book can be used by instructors to suit their teaching needs. With contributions from Australia’s leading politics and public-policy scholars, the textbook includes material on Australian political history and philosophy, key political institutions, Australian political sociology, public policy-making in Australia, and specialised chapters on a range of key policy domains. Each chapter was subject to anonymous and rigorous peer-review to ensure the highest standards. The textbook comes with additional teaching resources including review questions and lecture slides. This second edition contains a number of revisions and new chapters on educational policy, the governance of COVID-19, and political leadership. The senior edition is aimed at later year undergraduate and postgraduate students.

This is Podcast number 1 for Open Educational Recourses at BHCC (Bunker Hill Community College). In this podcast Ceit De Vitto, Senior Special Programs Coordinator for Academic Innovation and Distance Education, and Dr. John Brittingham Associate Director Teaching, Learning, & Instructional Design talk with Dr. Melissa Colón, who is an Assistant Professor, Sociology. They talk about OER how Dr. Colón uses it in her own courses, why it is important, and its challenges. For all three it is not just about the cost savings, it is about the students.  

"Becoming an Expert: Learn how to Adopt & Adapt Interpersonal Speaking Activities for Your World Language Classroom"

Facilitated by Pathways Project Co-Directors, Kelly Arispe and Amber Hoye, with additional help from Cyndi Cook, Shannon Smith, and Sharon Westbrook.

Description:
On August 5, 2022, the Pathways Project facilitated a one-day virtual professional development workshop for world language teachers in the state of Idaho and across the globe.

In this recording, we invite you participate in this hands-on workshop, where you’ll get to practice locating, editing, and creating Open Educational Resources in the Pathways Project. These activities integrate authentic resources and support performance based teaching in interpretive and interpersonal communication.

Chapters
- Introduction: 0:00
- Part One: An Introduction to Open Educational Resources (OER) 18:01
- Part Two: The Pathways Project: Finding Interpersonal Speaking Activities 40:27
- Part Three: Customizing Your Activity: How to Adapt Activities for Your Classroom 1:09:00
- Part Four: The Digital Humanities and Authentic Resources 1:36:26

Presentation Slide-deck: https://docs.google.com/presentation/...

Website: http://www.boisestate.edu/Pathwayspro...
Subscribe to our newsletter, the Pathways Post: http://eepurl.com/gIXq0X

Connect with the Pathways Project on Social Media:
- Instagram: https://www.instagram.com/boisestatep...
- LinkedIN: https://www.linkedin.com/groups/9178362/
- Twitter: https://twitter.com/PathwaysBSU

Becoming an Expert: Learn how to Adopt & Adapt Interpersonal Speaking Activities by The Pathways Project is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
http://creativecommons.org/licenses/b...

Acknowledgement
The Pathways Project is grateful to provide this professional development opportunity thanks to a recently awarded National Endowment for the Humanities Digital Humanities Advancement Grant.

About the National Endowment for the Humanities
Created in 1965 as an independent federal agency, the National Endowment for the Humanities supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at: http://www.neh.gov

If the dialysis is the most know method used for buffer exchange, other methods less as desalting and tangential flow filtrations can be useful to speed up or scale up the buffer exchange process.

In this OER we will demonstrate how to collaborate on various general educational resources applicable for educators at all grade levels.Participants can either find an existing OER or create a new resource.Topics for this  Module include:How to set up learning/student outcomes using Bloom's taxonomy verbsSetting up alignment matrices alignments (example: learning/student outcomes, various professional standards, and assignments to be used for artifacts for assessment of student learning)Creating objective measurable rubricsHow to Differentiate lessons Interactive in-class work optionsWays to give genuine professional feedback to students' work to scaffold skillsWays to teach students self-assessment skills

What’s all the BUZZ ABOUT Creative Commons, is an introduction and overview of the origins and uses of Creative Commons Licensing and Open Education Resources. This presentation thematically is centered around photographic and audio works of Bees resourced from the Commons.

The comparative choice of Bees is intended to liken the role which Creative Commons serves in today's contemporary legal and digital online ecosystems to the role which Bees serve in the natural world as pollinators.

This PPT Presentation presents
Introduction to Creative Commons
The Legal Foundations of Creative Commons Licensing
Identifying & Defining CC Licenses
Defining, Creating and Sharing OER-Open Educational Resources

As Conewago Valley School District advances its open educational resource (OER) adoption and implementation plan, Leveraging its teaching and learning network and digital library, OER Commons (oercommons.org) launched in 2007.

This is the first of three custom module trainings that will provide participants with an introduction to OER practice and the value add, highlighting successful state and district use cases. Followed by a demonstration and discussion of how to navigate OER Commons and create collaborative workflows to identify resources, assess their quality using rubrics, and organize materials for use. Participants will get an opportunity to practice using OER tools and begin to design their plans for OER implementation, specific to their immediate OER needs. An important outcome for educators will be a shared understanding of OER practice and specific next steps for OER adoption in their work.

We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

Materials below are selected for a graduate level course, CSE 624: Internet for Educators. The course is intended for MS: Education students who require a course that gives them an overview of diverse, and primarily web-based, technologies. A second goal is to offer hands on experience working with web technologies and curating content directly relevant to graduates’ teaching/learning environments. Additionally, this course is meant to help address a sore point for many educators: understanding copyright and related issues. Thus determining which resources (books, movies, videos, etc.) they can use, as well as learning about alternative sources of content and resources, are key components of this course.

Since different people teach this course, this collection of resources is meant to suggest a set of common resources for faculty to integrate into their courses while allowing them to personalize themes and emphases. Hopefully, faculty will also add materials to this content as well.

This is how CSUB provides OER support to our students and faculty. Our webpage is designed to support the different academic schools and majors here at csub by providing open journals, websites and free eBooks. There's a faculty showcase link showing the faculty that provide oer in their classes as well as how much their students save.

We believe that calculus can be for students what it was for Euler and the Bernoullis: a language and a tool for exploring the whole fabric of science. We also believe that much of the mathematical depth and vitality of calculus lies in connections to other sciences. The mathematical questions that arise are compelling in part because the answers matter to other disciplines. We began our work with a "clean slate," not by asking what parts of the traditional course to include or discard. Our starting points are thus our summary of what calculus is really about. Our curricular goals are what we aim to convey about the subject in the course. Our functional goals describe the attitudes and behaviors we hope our students will adopt in using calculus to approach scientific and mathematical questions.