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

Short Description:
Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!

Long Description:
Learning to Learn Online prepares you for success in your online journey by introducing you to the unique features of the online learning environment, and providing tools for understanding yourself and your role as a self-directed learner. The first part of the book focuses on three key questions: Who am I as an online learner? Who am I on my online learning journey with? Who are my instructors? What is their role?

The second part of the book introduces you to effective strategies and tools for online learning: time management strategies, professional communication, analyzing online assignments, and strategic reading.

Welcome to your online learning journey!

Word Count: 15685

ISBN: 978-1-989864-10-4

(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:
Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!

Long Description:
Learning to Learn Online prepares you for success in your online journey by introducing you to the unique features of the online learning environment, and providing tools for understanding yourself and your role as a self-directed learner. The first part of the book focuses on three key questions: Who am I as an online learner? Who am I on my online learning journey with? Who are my instructors? What is their role?

The second part of the book introduces you to effective strategies and tools for online learning: time management strategies, professional communication, analyzing online assignments, and strategic reading.

Welcome to your online learning journey!

Word Count: 15663

(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:
Learning to Learn Online was created by students to help ease the shift from a traditional classroom setting to an online environment. You will explore a total of six unique chapters that will help you successfully prepare for online learning.

Word Count: 2804

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A Toolkit for Online Learning Success

Short Description:
Learning to Learn Online helps you prepare for online learning success at Fanshawe by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. This textbook is designed to compliment our Learning to Learn Online course offered in Fanshawe's free Open Course initiative.

Long Description:
Learning to Learn Online prepares you for success in your online journey by introducing you to the unique features of the online learning environment, and providing tools for understanding yourself and your role as a self-directed learner. The first part of the book focuses on three key questions: Who am I as an online learner? Who am I on my online learning journey with? Who are my instructors? What is their role?

The second part of the book introduces you to effective strategies and tools for online learning: time management strategies, professional communication, analyzing online assignments, and strategic reading.

Welcome to your online learning journey!

Word Count: 16548

(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.)

A Toolkit for Online Learning Success

Short Description:
Learning to Learn Online helps you prepare for online learning success at Fanshawe by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. This textbook is designed to compliment our Learning to Learn Online course offered in Fanshawe's free Open Course initiative.

Long Description:
Learning to Learn Online prepares you for success in your online journey by introducing you to the unique features of the online learning environment, and providing tools for understanding yourself and your role as a self-directed learner. The first part of the book focuses on three key questions: Who am I as an online learner? Who am I on my online learning journey with? Who are my instructors? What is their role?

The second part of the book introduces you to effective strategies and tools for online learning: time management strategies, professional communication, analyzing online assignments, and strategic reading.

Welcome to your online learning journey!

Word Count: 16374

(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.)

Humanizing Learning

Short Description:
This resource explores the importance of, and processes for, humanizing education. We start by exploring what humanizing teaching and learning means: to acknowledge that our relationships are foundational to the work that we do. It aims to make learning inclusive with connection, access, and meaning-making at its core.NewParaThis project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca

Long Description:
This resource explores what humanizing teaching and learning means: to acknowledge that our relationships are foundational to the work that we do. It means to make learning inclusive with connection, access, and meaning-making at its core.

When you have something to say that you hope can empower people and encourage inclusion you yell it from the rooftops and in as many formats as possible. To that end, you will find the materials of this project in a number of formats — to meet you where you are and how YOU choose to interact with it. This is just the beginning of what we hope will be a deeply humanized experience. This material is not a book, nor a guide, nor a checklist–it’s an engagement with complex issues, with social entanglements, and with ways of doing (and not doing) things. This work also foregrounds the importance of twelve core super themes, such as trust, vulnerability, re-framing failure, and friction. These super themes are not discrete units or siloed entities, rather they are multi-layered ideas that intersect and weave together across the humanizing learning spectrum.

This resource also includes an exploration of the co-design experience – the process of creating and nurturing a community that collectively did this work. Coming out the other side of this work are a group of people who came together to share our love for learning and our passion for education. We hope you find something here that changes even one small aspect of how you move through the world.

Word Count: 32626

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Résultats préliminaires d'une recherche-action dans le grand Sud d'Haïti après le passage de l'ouragan Matthew

Short Description:
Le handicap scolaire peut-il être étudié non comme une anomalie physique et mentale affectant des élèves, mais comme les conséquences provoquées non seulement par des déficiences (motrice, sensorimotrice, cognitive, mentale, neurophysiologique et neuropsychologique) observées chez des enfants, mais aussi par des représentations et des situations socio-économiques et environnementales inconfortables? C’est le pari de cet ouvrage collectif qui rend compte des premiers résultats d’une recherche-action menée dans le grand Sud d’Haïti depuis le passage de l’ouragan Matthew en 2016. Elle a pour but d’aider les responsables éducatifs à trouver des solutions appropriées au contexte. Cet ouvrage réunit les textes que le GIECLAT (Groupe d'Initiative pour l'Étude de la Cognition, du Langage, de l'Apprentissage et des Troubles), responsable du projet, a présentés à la communauté éducative haïtienne lors d'une journée d'études organisée le 6 décembre 2019 à Port-au-Prince, en collaboration avec l'INUFOCAD (Institut universitaire de Formation des Cadres), la CASAS (Commission de l'adaptation scolaire et d'appui social du Ministère de l’éducation nationale), le CEREGE (Centre de Recherche Éducation-Gestion-Économie de l'Université publique de la Grand'Anse) et le LangSE (Langue, Société, Éducation de l'Université d'État d'Haïti).

Long Description:
Le handicap scolaire peut-il être étudié non comme une anomalie physique et mentale affectant des élèves, mais comme les conséquences provoquées non seulement par des déficiences (motrice, sensorimotrice, cognitive, mentale, neurophysiologique et neuropsychologique) observées chez des enfants, mais aussi par des représentations et des situations socio-économiques et environnementales inconfortables? C’est le pari de cet ouvrage collectif qui rend compte des premiers résultats d’une recherche-action menée dans le grand Sud d’Haïti depuis le passage de l’ouragan Matthew en 2016. Elle a pour but d’aider les responsables éducatifs à trouver des solutions appropriées au contexte. Cet ouvrage réunit les textes que le GIECLAT (Groupe d’Initiative pour l’Étude de la Cognition, du Langage, de l’Apprentissage et des Troubles), responsable du projet, a présentés à la communauté éducative haïtienne lors d’une journée d’études organisée le 6 décembre 2019 à Port-au-Prince, en collaboration avec l’INUFOCAD (Institut universitaire de Formation des Cadres), la CASAS (Commission de l’adaptation scolaire et d’appui social du Ministère de l’éducation nationale), le CEREGE (Centre de Recherche Éducation-Gestion-Économie de l’Université publique de la Grand’Anse) et le LangSE (Langue, Société, Éducation de l’Université d’État d’Haïti).

Word Count: 37782

ISBN: 978-2-924661-96-3

(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.)

des balises pour l’enseignement et l’apprentissage - 3e édition mise à jour et augmentée

Short Description:
Le livre examine les principes sous-jacents qui guident un enseignement efficace à une époque où nous tous, et en particulier les élèves que nous enseignons, utilisons la technologie. Un cadre pour prendre des décisions concernant votre enseignement est fourni, tout en comprenant que chaque matière est différente et que chaque instructeur a quelque chose d'unique et de spécial à apporter à son enseignement. Le livre permet aux enseignants et aux instructeurs d'aider les élèves à développer les connaissances et les compétences dont ils auront besoin à l'ère numérique : non pas tant les compétences informatiques, mais la réflexion et les attitudes face à l'apprentissage qui leur permettront de réussir. Date de sortie du livre (troisième édition) : 1 juillet 2023. Pour les mises à jour ultérieures, voir Mises à jour et révisions au début du livre.Cette édition traduite par une équipe à l'Université du Québec à Trois Rivières (UQTR), sous la direction de France Lafleur.

Word Count: 264456

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Facilitator’s Guide for Use with Faculty and Staff

Short Description:
"Let’s Talk About Suicide: Raising Awareness and Supporting Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers a sensitive, respectful, and detailed training on suicide awareness and response. It can be used for two-hour synchronous training or for self-study.

Long Description:
Let’s Talk About Suicide: Raising Awareness and Supporting Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers a sensitive, respectful, and detailed training on suicide awareness and response. It can be used for two-hour synchronous training or for self-study. It was developed to reduce the stigma around suicide and to help faculty and staff acquire the skills and confidence to ask if a student is considering suicide, listen to that student in a non-judgmental way, and refer the student to appropriate resources. This resource was created to be accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed.

Word Count: 25059

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Word Count: 20582

ISBN: 978-1-989864-32-6

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Word Count: 9601

ISBN: 978-1-989864-36-4

(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.)

Word Count: 19968

ISBN: 978-1-989864-34-0

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How To Learn With Style

Short Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. The original program worked to prepare educators to be better able to teach in a digital realm. The Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner. For Learners. By Learners.

Long Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. Whereas the original program worked to prepare educators to be better able to teach in a digital realm, the Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner.

The program comes with badges, authentic activities, a takeout menu, and it even has its own bespoke set of chill beats to study to, created by Ontario Post-Secondary students.

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 145702

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How To Learn With Style

Short Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. The original program worked to prepare educators to be better able to teach in a digital realm. The Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner. For Learners. By Learners.

Long Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. Whereas the original program worked to prepare educators to be better able to teach in a digital realm, the Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner.

The program comes with badges, authentic activities, a takeout menu, and it even has its own bespoke set of chill beats to study to, created by Ontario Post-Secondary students.

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 49565

(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.)

How To Learn With Style

Short Description:
Winner of the 2022 Open Education Global Award for Best OER. Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. The original program worked to prepare educators to be better able to teach in a digital realm. The Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner. For Learners. By Learners.

Long Description:
Winner of the 2022 Open Education Global Award for Best OER. Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. Whereas the original program worked to prepare educators to be better able to teach in a digital realm, the Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner.

The program comes with badges, authentic activities, a takeout menu, and it even has its own bespoke set of chill beats to study to, created by Ontario Post-Secondary students.

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 49599

(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.)

How To Learn With Style

Short Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. The original program worked to prepare educators to be better able to teach in a digital realm. The Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner. For Learners. By Learners.

Long Description:
Following in the footsteps of the Ontario Extend: Empowered Educator program is its predecessor, Ontario Extend: Liberated Learners. Whereas the original program worked to prepare educators to be better able to teach in a digital realm, the Liberated Learner seeks to do the same for the learners themselves. As such, the project has four modules: The Learner, The Navigator, The Collaborator, and The Technologist. Taken together, the modules aim to enable a well-rounded and ready-for-almost-anything post-secondary learner.

The program comes with badges, authentic activities, a takeout menu, and it even has its own bespoke set of chill beats to study to, created by Ontario Post-Secondary students.

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 36181

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Second Edition

Short Description:
This resource is one of twenty-three competencies that make of Trades Access Common Core (TACC). After completing this competency, students should be able to use effective study habits; effective listening techniques; effective note-taking techniques; techniques for reading textbooks effectively; ways to research materials; and effective techniques for preparing for and taking notes.

Word Count: 13897

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