Purpose: The goal of this guide is to provide a clear overview of the topics of predatory journals and questionable conferences and advice on how to avoid them. This guide intentionally adopts a plain language approach to ensure it is accessible to readers with a variety English language proficiency levels. Methods: Electronic searches were conducted manually using Google and Google Scholar, along with a search of the University of Calgary library research databases. Search terms included predatory journals, predatory publisher, predatory conference, questionable conference and vanity conference. Three primary types of sources informed this report: (1) scholarly peer-reviewed articles; (2) reputable popular media such as established newspapers; and (3) grey literature such as blogs written by experts and scholars. Findings: Plain-language overviews of predatory publications and questionable conferences are provided to help researchers understand what these are and how to avoid them. A discussion of how to figure out where an aspiring author should publish their work is included, as well as a checklist for determining if a conference is worth the prospective presenter’s time and resources. Implications: There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way. Additional materials: Contains 66 references and 2 tables.

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.This is the first of 2 Versions of this pressbook. Click on Volume 2 for information.

Long Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Word Count: 56853

ISBN: 0-88953-438-1

(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.)

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.

Long Description:
Click on Volume 1 to read the first book in this series.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings. In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course.

Word Count: 40312

ISBN: 978-0-88953-472-8

(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.)

Version 1.25

Short Description:
The OER by Discipline Guide: University of Calgary supports faculty in locating quality open educational resources in their subject area by providing curated lists of OER organized according to the faculties, departments, and subjects at UCalgary. The Open Educational Resources within this guide have been evaluated by faculty, librarians, and other relevant parties prior to inclusion. This guide will be updated periodically as new resources are identified, evaluated, and adopted.

Long Description:
The OER by Discipline Guide: University of Calgary developed by Libraries and Cultural Resources staff supports faculty in locating quality open educational resources in their subject area by providing curated lists of OER organized according to the faculties, departments, and subjects at UCalgary. The Open Educational Resources within this guide have been evaluated by faculty, librarians, and other relevant parties prior to inclusion. The lists of OER in each discipline are not intended to be comprehensive, but rather to provide a sample of the key resources available. This guide will be updated periodically as new resources are identified, evaluated, and adopted.

This book is a cloned version of OER by Discipline: University of Manitoba edited by University of Manitoba Libraries is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. It has been adapted from the original source.

Word Count: 86236

ISBN: 978-0-88953-484-1

(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.)

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.