Why Do I Have to Take This Course? A Guide to General Education helps students think about why they take General Education courses and what significance they have, individually and as a program as a whole. It allows students the time to contemplate connections, the potential reasons for developing certain learning outcomes and skills, and the applications to other courses as well as their professional and personal lives. General education is viewed through the lens of what John Lewis called "good, necessary trouble," expanding on how the liberal arts and sciences contribute to understanding and creating change in the world. Sections include stories, research, testimonies and reflections about student success, links to further readings, and activities.

This textbook focuses on play and learning through Fleer's Conceptual PlayWorld. This evidence informed model helps teachers to plan innovative practices relevant for a range of discipline concepts. The teachers and children after reading/hearing a children’s book or nursery rhyme or fairytale jump into the story as characters from the book/story, go on adventures, meet challenges that they solve and return to the real world enriched, and excited to go back in for another adventure (potentially bringing with them things they have learned to enrich their play).

This Womanist Praxis Academy is an expansion of WWC's Resource Corner GoogleDrive folder and our community education workshop materials. We invite others to contribute to this growing curriculum so information is accessible to all those who need it.

Short Description:
The word workaround has entered general English usage to refer to a makeshift method of overcoming or bypassing a problem, an example being the events that took place after an explosion on the Apollo 13 spacecraft in 1970. Until recently, the concept was limited primarily to technical contexts. This book explores the origins of workarounds, the challenges of identifying and managing them, and the potential benefits and risks involved. It discusses the use of workarounds in different settings and also takes a look at future challenges.

Word Count: 47179

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Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22686

ISBN: 978-1-77420-038-4

(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.)

Establish, run, and sustain an open working group

Short Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. This resource contains three sections to help users establish, run, and sustain a working group.

Long Description:
The Working Group Guide is a resource for librarians, staff, and faculty who support or are supporting open education at their institution and are starting or running an open working group. The process of creating this resource involved gathering examples from post-secondary institutions, curating other available resources, and condensing them into a short, usable resource. This resource contains three sections to help users establish, run, and sustain a working group.

Word Count: 22089

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The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?

The Reading/Writing Connection in Libraries

Short Description:
Writing Boxes: The Reading/Writing Connection in Libraries is a guidebook and source of programming inspiration for all librarians working with early to young adult readers. Librarians will find thematic, easy to implement, hour-long writing workshops that require only paper, markers, and excited young writers. Writing Boxes further explores the essential connection between reading and writing by pairing each workshop with mentor texts to model writing, providing librarians with exemplary books to spark writing responses across genres, formats, and curricula. For a digital PDF, download here

Word Count: 36531

ISBN: 978-1-946135-55-1

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This English Composition textbook is adapted from Writing for Success with additional scaffolding and context for ESL students. Level: TLEE, 1 below TLEE; Skills: writing, reading, student success

A Guide for Multilingual Students

Word Count: 17214

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Gábor Lövei’s scientific communication course for students and scientists explores the intricacies involved in publishing primary scientific papers, and has been taught in more than twenty countries. Writing and Publishing Scientific Papers is the distillation of Lövei’s lecture notes and experience gathered over two decades; it is the coursebook many have been waiting for.

The book’s three main sections correspond with the three main stages of a paper’s journey from idea to print: planning, writing, and publishing. Within the book’s chapters, complex questions such as ‘How to write the introduction?’ or ‘How to submit a manuscript?’ are broken down into smaller, more manageable problems that are then discussed in a straightforward, conversational manner, providing an easy and enjoyable reading experience.

Writing and Publishing Scientific Papers stands out from its field by targeting scientists whose first language is not English. While also touching on matters of style and grammar, the book’s main goal is to advise on first principles of communication.

This book is an excellent resource for any student or scientist wishing to learn more about the scientific publishing process and scientific communication. It will be especially useful to those coming from outside the English-speaking world and looking for a comprehensive guide for publishing their work in English.

This textbook companion is a resource to help students successfully navigate through their first year at Kansas State University. It serves as part of the K-State First mission to create an outstanding university experience for every first-year student by helping with the transition to college-level learning and college life. The textbook helps improve chances for student success by focusing on fostering campus community, offering resources for diverse activities, highlighting academic expectations, and empowering students with personal responsibility and social agency. Instructors are encouraged to use the textbook in their K-State First classes, and it is also offered as a direct resource for students. In any university setting there are often unwritten rules that students are expected to understand, and this guide addresses and answers those questions directly. Ultimately, this guide encourages students to be engaged learners and to enjoy all facets of education, both inside and outside the classroom.

Word Count: 4882

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Word Count: 4882

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Word Count: 50893

Included H5P activities: 22

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Short Description:
La trousse d’accessibilité d’eCampusOntario définit les normes, les méthodes et les pratiques pour préparer un contenu numérique accessible. La ressource comporte quatre (4) parties : Comprendre l’accessibilité numérique, Les lois et les normes à respecter, L’accessibilité dans l’élaboration et l’approvisionnement, et La mise à l’essai de contenu. La trousse offre également des ressources et des conseils sur la façon d’explorer la conformité à la LAPHO.

Long Description:
Ce projet est rendu possible grâce au financement du gouvernement de l’Ontario et au soutien d’eCampusOntario à l’égard de la Stratégie d’apprentissage virtuel (SAV). Pour en savoir plus sur la Stratégie d’apprentissage virtuel (SAV), consultez le site : https://vls.ecampusontario.ca/fr/

Word Count: 25041

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ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios. Editors Katherine V. Wills and Rich Rice interweave twelve essays that address the ways in which ePortfolios can facilitate sustainable and measureable writing-related student development, assessment and accountability, learning and knowledge transfer, and principles related to universal design for learning, just-in-time support, interaction design, and usability testing.

A presente pesquisa teve como objetivo o desenvolvimento de um produto educacional, denominado “e-Trilha”. Este consiste em um aplicativo colaborativo para uso em dispositivos móveis capaz de virtualizar trilhas educativas demonstrativas. O aplicativo resultou da pesquisa da trilha existente no Instituto Federal de Educação IFAM, Campus Tabatinga, considerada como Caso Único. O Aplicativo foi construído para ser uma ferramenta de uso prático em atividades acadêmicas no Ensino das Ciências Ambientais, podendo, portanto, ser incluído de forma efetiva na elaboração de estratégias metodológicas, tendo desta forma, grande contribuição à práxis pedagógica e ao processo de ensino e aprendizagem. O estudo apresenta passo a passo a construção do aplicativo, demonstrando detalhadamente, como se utilizou recursos e métodos norteadores oriundos da Engenharia de Software. A pesquisa foi fundamentada em preceitos teóricos da complexidade sistêmica sugerido por Morin (2000), o que possibilitou a compreensão de como se dá a construção do conhecimento a partir de uma visão complexa. Para tanto, foi considerado a subjetividade de cada indivíduo no processo de apreensão do conhecimento. Utilizou-se ainda da ideia de acoplamento estrutural sugerido por Matura e Varela (2001) como orientação para se compreender em sua essência, como estabelecer uma interação efetiva entre dois sistemas dissimilares, ou seja, o uso concreto da interoperabilidade sistêmica entre a trilha educativa demonstrativa (sistema real), e o e-Trilha (sistema computacional). Desta forma a pesquisa pode evidenciar como as Tecnologias de Digitais de Informação e Comunicação - TDICs podem contribuir para o Ensino das Ciências Ambientais.

The iDesign Educational Assets (iDEA) Book is your one-stop resource for research-supported instructional design. It has been curated and organized by iDesign specifically to support faculty and instructional designers as they move through the course design process.The iDEA Book is an open educational resource. All original materials are licensed as Creative Commons BY-NC-SA 4.0. You will find the license indicated in the footer of applicable materials. Citations and retrieval information are provided on curated materials. This version has been imported into OpenPress by JR Dingwall and remains a work in progress.

Word Count: 10046

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