An 8 Week Course to Develop Information Literacy Influencers

Short Description:
This course was developed as part of a grant project aimed at addressing the disinformation that contributes to extremist beliefs and the deterioration of our democracy. It is intended to help adult learners understand the complexities underlying the problem, and develop the skills needed to act as information literacy influencers in their communities.

Word Count: 8229

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Dynamics of Group Communication offers a practical introduction to the theory and practice of group communication, with an emphasis on real world applications to develop an awareness, understanding, and skills to effectively participate as a productive group member. Through a clear and concise approach to group decision-making and dynamics in teams and leadership, students are presented with the tools needed to create plans, find solutions to problems, produce goods or deliver services, and evaluate their performance through self and peer assessments.

This book was primarily compiled from resources archived by authors of previous OER online publications around group communication. I revised and added to these resources as I saw fit in order to adapt this book for use in our curriculum.

Word Count: 108172

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Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation, and study. A major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenges. The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks, and group activities. Thank you to Jennifer Burns for sharing this resource.

Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge. The modules are designed for undergraduate students to become familiar with group dynamics. This resource has OpenStax text chapters, TedTalks and group activities. Thank you to Jennifer Burns for sharing this resource.

Created for ECE GDEV 2028

Word Count: 42112

ISBN: 978-1-998755-73-8

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Short Description:
As part of the course, Mental Health in the Classroom, first year Bachelor of Education students worked in groups to create digital resources to share insightful, evidence-based information about a wide range of mental health challenges that may be encountered in schools. The work is aimed at various audiences including students, teachers and school staff, and parents/caregivers.

Word Count: 3214

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A web-based textbook/course created by Lumen Learning. Part 1 concerns Educational History and Policy, covering common educational policies from 1770's to the present; Part 2 is Educational Psychology, covering topics such as human brain, language and physical development, Nature v. Nurture, and theories and practices for working with K-12 youth.

This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

An Introduction to Searching the UofA Library Sources of Information

Short Description:
The manual’s purpose is to give students the foundational knowledge necessary to start searching for information in Educational Psychology using the University of Alberta Library’s catalog and databases. The manual contains step by step instructions, videos, and examples. The successful completion of the learning objectives will depend on spending sufficient time reading through the manual, answering the exercise questions, and reviewing the examples whenever necessary, which should take at least one hour and a half of uninterrupted time.

Word Count: 4730

(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.)

Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “chapter” on research methods—Appendix C, “The Reflective Practitioner”—that discusses the nature of research and the research process. We have also included a set of research-related case studies in Appendix B, “Deciding for yourself about the research”, that describe a number of particular educational research programs or topics in detail and that invite students to reflect on the quality and implications of the research. Whether or not a strong focus on research is a priority in your particular course, there are additional features of the book that are intended to help students in learning about educational psychology. In particular, each chapter ends with a “Chapter summary”, a list of “Key terms”, and links to Internet sites (called “Further resources”) relevant to the themes of the chapter. One of the sites that is cited frequently and that may be particularly helpful to instructors is the teachingedpsych wiki (http://teachingedpsych.wikispaces.com/), an archive of hundreds of teaching and learning materials that supports the teaching of introductory educational psychology. Teachingedpsych is a project of the Special Interest Group on the Teaching of Educational Psychology (TEP SIG), affiliated with the American Educational Research Association. All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!

This course is premised on the belief that emotions are a fundamental part of human nature. Accordingly, understanding emotions and incorporating emotions into our research can help us better explain variation in important political phenomena. Research on emotions and how emotions can influence decision-making has dramatically increased over the past two decades. This class aims to pick up on new findings from psychology and other disciplines and marshal this knowledge toward the most important issues of political science.

Word Count: 20993

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These materials aim to start introducing OER to the course as well as to develop the culturally responsive dimension of the course. This is the first time using the OER textbook (Psychology 2e), so the discussion board activities are designed to pilot the textbook, get feedback from the students, and generate a ‘living anthology’ of supplementary/complementary materials that correspond to students’ experiences and interests. The activities described below are used during the first two weeks of the course. Each activity includes a Main Discussion Post and then ‘Comments’ on a classmate’s post. The grading rubrics used for assessment are included in Appendix D. The video lectures and chapter notes need further work in terms of accessibility and using copyrighted materials. The changes that have been made will serve students more equitably by decreasing financial burden and better corresponding to/representing students’ perspectives and experiences.

PSY201 Introduction to Psychology Part 1

Introduces the following major topics in psychology: history, research methods, biopsychology, sensation and perception, learning, memory, human development, consciousness, and associated topics in cognition. Provides an overview of current trends, and emphasizes the sociocultural approach to understand cognition, emotions, and behavior. This is the first course of a two-course sequence.

This text represents the collaboration of more than 70 authors from multiple countries. Essentials of Exercise and Sport Psychology: An Open Access Textbook brings this diverse set of experts together to provide a free, open, accessible textbook for students studying exercise and sport psychology. Primarily directed at undergraduate students, this well-referenced book is also appropriate for graduate students.

Current research on the evolution and development of cognition and affect, including intuitive physics, biology, and psychology, language, emotions, sexuality, and social relations.

Students will be exposed to all aspects of a cutting-edge technique in modern electrophysiology, in a highly structured, team oriented environment. The research projects will probe the neural mechanisms of learning and memory through tetrode array recordings coupled with patterned microstimulation. Due to the broad nature of tasks to be completed, coupled with the team oriented approach we will be employing, we are interested in students with a wide variety of laboratory experience and skill levels.

Experimental Psychology is intended to provide a fundamental understanding of the basics of experimental research in the psychological sciences.

Experimental Psychology by Jackie Anson is modified version of Research Methods in Psychology which was adapted by Michael G. Dudley and is licensed under Creative Commons Attribution-NonCommercial.

Experimental Psychology is intended to provide a fundamental understanding of the basics of experimental research in the psychological sciences.

Experimental Psychology by Jackie Anson is modified version of Research Methods in Psychology which was adapted by Michael G. Dudley and is licensed under Creative Commons Attribution-NonCommercial.