This Wikibook is about educational psychology—the study of how learning and teaching occur in educational settings.
Short Description:
This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 12 HDFS students at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Word Count: 95165
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Short Description:
This openly licensed text, created with students, approaches the current status of contemporary families in the U.S. from an equity lens. It asks and answers the questions “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 13 students from a variety of majors at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Word Count: 97187
ISBN: 978-1-63635-078-3
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Content Area Literacy courses have long been a requirement in teacher education programs for pre-service teachers for the secondary level and, sometimes, for the elementary level. The 2020 World-class Instructional Design and Assessment (WIDA) Framework takes a genre approach that aligns well with the traditional Content Area Literacy courses in teacher preparation programs. WIDA argues for an educational approach that fosters (a) equity of opportunity and access, (b) integration of content and language, (c) collaboration among stakeholders, and (d) a functional approach to language development. This textbook examines the elements that make up the Simple View of Reading with adjustments made for the increasing Multilingual student population. Then, the text focuses on the Key Uses of Language (KLUs) developed by WIDA with examples of how these are employed in different Content Areas. The final chapters focus on the unique needs and benefits of Multilingual students within U.S. classrooms.
This book describes elementary science content aligned with the Florida Teacher Certification Examination (FTCE) K-6 competencies and skills.
This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.
Word Count: 9268
Included H5P activities: 4
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Classroom Activities for Teachers New to Corpus Linguistics
Word Count: 29957
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Short Description:
The Course Design Companion Guide has been designed to provide faculty members with a basic course design framework that can be applied to remote teaching courses, online courses, and even traditional face to face courses!
Long Description:
This pressbook has been designed to provide faculty members with a basic course design framework that can be applied to remote teaching courses, online courses, and even traditional face to face courses!
Readers will be introduced to the backward design strategy and provided with tips for developing and planning their courses. We’ve also provided course design templates as well as interactive writing/note-taking prompts to facilitate the course design process.
Word Count: 1523
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A step-by-step guide for (trainee) teachers using online resources
Word Count: 66946
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Short Description:
The Encouraging Faculty Development Through Micro-Credentialing project, that this open text shares findings from, proposes to positively impact the support provided to university faculty, through a reward and recognition process that issues micro-credentials. This summary report of findings, and implementation guide can be freely retained and reused by other institutions to build systems of faculty development reward and recognition.
Word Count: 8554
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This course is designed to teach the basics of creating games for educational purposes.
A Brief Guide to Online Courses, from Small and Private to Massive and Open
Short Description:
This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.
Long Description:
The process of designing online courses often focuses on the methodology of taking certain steps to produce a product (the course). We feel that learning should be an experience more than a place run by a person constrained by specific designs. The goal of this book is to provide an updated look at many of the issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between the various classifications of courses has blurred and often vanished. Learning contexts run the gamut from small to massive, and from closed courses to boundary-less experiences. But how do we create something within this incredibly wide range? Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This book aims to be a handbook that explores as many of these issues and concepts as possible for new and experienced designers alike, whether you are creating traditional online courses, open learning experiences, or anything in between. We also desire this book to be an ongoing process. Many issues and contexts were covered, many were not covered in enough depth, and many others were not covered at all. Our desire is that this book will begin a conversation that will add to future editions as more people join the writing team.
Word Count: 44682
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A Guide for Program Development Leaders
Short Description:
This book and its accompanying resources empower and enable administrative leaders in Ontario’s post-secondary institutions to strategically develop sustainable, high-quality online programs. It explores key ideas and processes for program success that may not be evident to leaders who have primarily led face-to-face programs. Beginning with an overview of the elements of successful online programs and their networked relationship to each other, it outlines how thoughtful planning and collaboration play a vital role in designing effective programs from program visioning and approval stages, through course design, to program sustainability and continuous improvement. Guiding resources such as retreat plans and example templates are embedded throughout the book, and readers can use the accompanying workbook to document reflections and information that can be practically applied to creating and revising online programs.
Word Count: 40973
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Word Count: 2564
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Sustainability education resources for a changing world
Short Description:
This set of resources is designed to support students in engaging with the complexities of climate change and biodiversity loss in their everyday lives. It consists of ten on-the-ground sustainability topics, each offering different activities that can be used to enrich teaching across the curriculum. What is key is that this pack offers opportunities to be creative with uncertainty, so that students and their teachers can draw on their own and curricular knowledge, to see what new things they might discover.
Long Description:
This set of resources is designed to support students in engaging with the complexities of climate change and biodiversity loss in their everyday lives. It consists of ten on-the-ground sustainability topics, each offering different activities that can be used to enrich teaching across the curriculum. They engage students philosophically and practically to work towards a more sustainable world. What is key is that this pack offers opportunities to be creative with uncertainty, so that students and their teachers can draw on their own and curricular knowledge, to see what new things they might discover. The invitation is to be uncertain together, where neither the educator nor the student knows (and cannot know) the answer in advance.
Word Count: 33816
ISBN: 9781739214838
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Short Description:
This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.
Long Description:
About the Book
This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in ‘what to do,’ the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.
The authors also address other issues familiar to clinical teachers. How do the theoretical foundations of teaching apply to clinical learning environments? How does one articulate a personal philosophy of teaching? How can clinical teachers support and socialize students towards becoming competent professionals? How can technology assist clinical instruction? What are the best methods of evaluating student progress in clinical ‘classrooms?’ What can preceptors do to promote student success? By considering these and other concerns, and by providing the kinds of practical strategies that can begin to resolve them, this open educational resource will be invaluable to clinical teachers from a variety of different disciplines and health care settings.
About the Authors
Sherri Melrose, Caroline Park, and Beth Perry teach in the Faculty of Health Disciplines at Athabasca University. Melrose has published widely on educating health professionals, facilitates a graduate course in clinical teaching and is a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education. Park, currently the Chair of Graduate Programs, has taught in a variety of nurse education settings and leads research projects related to technology enhanced clinical education and mobile learning. Perry is an established author and is the principal investigator of a SSHRC-funded study exploring artistic pedagogical technologies. Perry is also a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education.
Recommended Citation
Melrose, S., Park, C. & Perry, B. (2015). Creative clinical teaching in the health professions. Retrieved from https://clinicalteaching.pressbooks.com
Word Count: 108788
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An Educator's Course Guide to Creative Commons
Word Count: 34549
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Short Description:
Accelerating Creative Teaching (ACT) grants provided opportunities to encourage innovations in teaching and share instructors’ creativity in engaging student learning through the use of technology. Projects have been selected based on a blind review of proposals by faculty members from multiple discipline areas and represent the development of deep, meaningful, and reflective learning in students. This collection reflects the proposals, experiences, and reflections of the inaugural cohort of the 2017-18, 2018-19, and 2019-2020 ACT Grant recipients, from a wide range of disciplines and approaches.
Word Count: 25331
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