Short Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from the University of Ontario Institute of Technology participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2018 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from the University of Ontario Institute of Technology participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2018 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

DOWNLOAD FORMATS

Word Count: 73958

(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 Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2019 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2019 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

DOWNLOAD FORMATS

Word Count: 73502

(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 Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

DOWNLOAD FORMATS

Word Count: 68092

(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 Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term.

Long Description:
This Open Access eBook features chapters written, peer-reviewed, and compiled by MEd students from Ontario Tech University participating in EDUC5303G: Educational Technology and the Curriculum, during the Spring/Summer 2022 term. Draft chapters were originally submitted as term-paper assignments as part of the EDUC5303G course work, and reflect the major themes explored throughout the course. Each draft chapter submission was blind peer-reviewed by two anonymous course participants, and then revised before final publication in this eBook. One of the purposes of this publication is to serve as a live demonstration of how digital technologies can be meaningfully integrated into curriculum and instructional design.

DOWNLOAD FORMATS

Word Count: 68092

(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.)

My purpose in writing this book is to give readers a view into the work of managing information technology in schools. IT professionals will notice differences (some nuanced and some significant) between the needs and expectations of IT users in business and IT in school. With the more complete and more accurate concept the nature of the computing environment necessary for successful schooling, which I intend to provide through this book, IT professionals will be better prepared to meet those needs. Educators will also benefit from this book by clarifying the nature of their IT needs and how these may be different from those that are familiar to IT professionals who are hired to work in your school.

Word Count: 29708

Included H5P activities: 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.)

A textbook written by Dr. Daniel Regalado (Professor of Government and History at Odessa College), along with some sources from OpenStax material, for GOVT 2306: Texas Government. Source was written in Fall 2017.

Short Description:
This starter kit has been created to provide instructors with an introduction to textbook affordability and to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education. [Version 1.1. Revised September 5th, 2019.]

Long Description:
This starter kit has been created to provide instructors with an introduction to textbook affordability and to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Each chapter is accompanied with learning objectives and most chapters feature interactive elements and opportunities for readers to engage with the text. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.

Word Count: 24786

(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.)

Klassenblog Projekt HSLU SA Semester xxxx

Short Description:
Theorien & Theoretiker der SozialpädagogikE-Book konvertiert aus KlassenblogHSLU Februar - März 2015

Long Description:
This book is a collection of blog posts for the MOOC Open Education at OU #h817open Posts from April – Mai 2013

Word Count: 6500

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

ED 5060 is an overview of current theories concerning the brain, development and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligences, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning difference.

Negotiating School

Short Description:
Matters of social justice appear in various provincial curricula, but are often taught in isolation from a pedagogical discourse around issues of diversity.

Long Description:
Conversations about oppression, marginalization, at-risk children, and the specific manifestations of these issues are neither novel nor unfamiliar in educational circles. Well-intentioned educators have grappled with how to address these topics for years. As university educators who teach within a social justice framework, we acknowledge these lived realities and the everyday effects they have on individuals. We also believe that there is a parallel perspective to this which is equally important: a strenuous and deliberate examination of one’s own privileges. This book examines some key critical moments in schooling processes and practices and the impacts that these decisions and policies have on the lives of students and teachers.

Word Count: 11068

ISBN: 978-1-7781696-9-4

(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.)

Stones in the road: Poverty, income inequality, and schooling practices

Short Description:
This book discusses the ways that some students may experience school, with a focus on how some schooling practices rest on assumptions being made about students’ financial abilities to engage fully.

Long Description:
Income disparity within and among school districts in Canada makes it difficult to fulfill public education’s promise of equitable schooling experiences for all students. As educators, we must examine, carefully and critically, the impacts of socioeconomic status and social class on and for parents and children in the day-to-day processes and expectations of schooling.

Students and teachers bring to the classroom experience various cultures, races, identities, orientations, genders, socio-economic classes, religious or spiritual affiliations, abilities, language backgrounds, etc., and it is our job as teachers to teach all of our students to the best of our ability, not just the kids who look like us, talk like us, pray like us, or come from the same communities that we do.

This book discusses the ways that some students may experience school, with a focus on how some schooling practices rest on assumptions being made about students’ financial abilities to engage fully. Simply put, many students do not have the financial ability to fully participate in some school activities, ranging from not having internet and computer access to complete homework assignments, to food insecurity at home, to lack of access to “material or cultural goods” that often form the basis of classroom practices. We offer some analysis of how these factors may impact students’ experiences in schools.

Word Count: 9750

ISBN: 978-1-7781696-7-0

(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.)

This advanced pronunciation course builds on a student’s basic understanding of the sounds and speech patterns of English with a focus on suprasegmental skills, such as stress, thought groups, intonation, linking, and phonological changes. Upon completion of the course, students should be able to apply the process of developing pronunciation skills and be able to identify and correct pronunciation problems in order to produce clearly understandable English in an academic setting.

One special feature is the inclusion of meaningful scripts and prompts for pronunciation diagnostics and practice that incorporate themes from Tema Okun’s descriptions of characteristics of white supremacy culture. These ideas, therefore, provide meaningful topics in which to explore our cultures and ourselves. They provide motivation for communication practice.

This course builds on a student’s basic understanding of the sounds and speech patterns of English with a focus on suprasegmental skills, such as stress, thought groups, intonation, linking, and phonological changes. One special feature is the inclusion of meaningful scripts and prompts for pronunciation diagnostics and practice that incorporate themes from Tema Okun's writing on dismantling racism and white supremacy culture. Upon completion of the course, students should be able to apply the process of developing pronunciation skills and be able to identify and correct pronunciation problems in order to produce clearly understandable English in an academic setting.

This advanced pronunciation course builds on a student’s basic understanding of the sounds and speech patterns of English with a focus on suprasegmental skills, such as stress, thought groups, intonation, linking, and phonological changes. Upon completion of the course, students should be able to apply the process of developing pronunciation skills and be able to identify and correct pronunciation problems in order to produce clearly understandable English in an academic setting.

One special feature is the inclusion of meaningful scripts and prompts for pronunciation diagnostics and practice that incorporate themes from Tema Okun’s descriptions of characteristics of white supremacy culture. These ideas, therefore, provide meaningful topics in which to explore our cultures and ourselves. They provide motivation for communication practice.

A Guide for Busy Educators

Short Description:
This book focuses on helping educators (secondary school and higher education level) succeed and thrive in blended and online learning settings. Grounded in evidence-based practices and principles, we share diverse and extensive insights on starting out, differentiated learning, learning activities, feedback and assessment, and useful tools. Each chapter includes a subject overview, guidelines, activities or tools, and general resources.

Word Count: 113888

(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 Guide for Busy Educators

Short Description:
This book focuses on helping educators (secondary school and higher education level) succeed and thrive in blended and online learning settings. Grounded in evidence-based practices and principles, we share diverse and extensive insights on starting out, differentiated learning, learning activities, feedback and assessment, and useful tools. Each chapter includes a subject overview, guidelines, activities or tools, and general resources.

Word Count: 115149

ISBN: 978-0-9781236-4-2

(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: 7327

(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: 7483

ISBN: 978-1-989864-40-1

(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.)

Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32461

(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.)