AER Newsletter: Summer 2019

Welcome to the first, biannual Archival Educators Roundtable (AER) Newsletter! In 2016, the Rockefeller Archive Center (RAC) brought together like-minded professionals who use primary sources for public programming, outreach, and education, and the AER was born. As archival education is a still-developing field, the AER created a community where people could share their successes, challenges, and works in progress through casual workshops.AER’s network of educators, archivists, and archival education allies has since expanded its culture of support beyond the biannual meetings here at the RAC through social media, event attendance, joint publications, and email correspondence.It is our hope that this AER Newsletter will further extend the table, so speak, reaching more colleagues as we spotlight educators, and showcase the projects, challenges, and successes of archival education. Just as the aim of AER meetings is to ensure that all perspectives on primary source education are honored, we encourage you, our dedicated AER audience, to reach out and contribute your insights to future AER Newsletters! Many thanks to our first issue's contributors--we couldn't have done it without you.--Marissa Vassari, Archivist and Educator, Rockefeller Archive CenterElizabeth Berkowitz, Outreach Program Manager, Rockefeller Archive Center

Material Type: Activity/Lab, Case Study, Teaching/Learning Strategy

Author: The Rockefeller Archive Center

Computer Concepts Semester Lesson Plan

This is the lesson plan for my college level, semester long, computer concepts course. Here's the course description ... You are about to embark on an exciting journey learning about the information revolution and the incredible world of computers. This course is very practical and applicable. It focuses on teaching you skills you can use. These skills include not only specific hands-on skills, like "right-clicking" and taking "screenshots," but also skills such as keeping yourself safe online, not texting while you're driving, and what to look for when buying computers (just to mention a very small fraction of the skills this course will teach you). This is a university level course designed to introduce individuals to the world of computers, so it is rich in its depth and breadth of content. I have taught this course for over a decade and have refined it to be incredibly amazing and awesome. You are going to love this course and it will forever change your life. You will gain skills in this course which you will use for the rest of your life and which will make your life easier. Knowing how to use computers is essential in our day-and-age. This course will give you the skills you need to use computers well. Presented with high-quality video lectures, this course will visually show you how to easily do everything with computers. This is just some of what you will learn in this course: Learn the basic principles of hardware including circuits, coding schemes, binary, the five generations of computers, Moore's Law, IPOS, registers, cache, RAM, magnetic storage, optical storage, solid-state storage, ROM, BIOS, the motherboard, buses, and the CPU. Learn how to operate a computer including a vast array of hands-on skills – just to mention a few for example: managing files, backing –up files, right clicking, taking screenshots, determining your computer’s properties, upgrading your computer, changing settings on your computer. Learn how to use word processing software including the creation of a title page, document sections, headers and footers, styles, an automatically generated table of contents, the insertion of images, references, and the insertion of an automatically generated citation of works referenced. Learn how to use spreadsheet software including formulas, functions, relative references, absolute references, mixed references, and the creation of a graph or chart. Learn how to use video editing software including adding credits and transitions then publishing that video to a video hosting website such as YouTube. Learn how to use databases including table creation, the setting of a primary key, the establishment of table relationships, the setting of referential integrity, and the creation and execution of a query. Learn how to use presentation software to more effectively give presentations. Learn to do some simple programing including designing, coding, testing, debugging, and running a program. Learn about the world wide web including sending email, conducting searches , having familiarity with online educational resources such as Khan Academy, and having an awareness of online "cloud computing" tools such as Google Word Processing, Google Spreadsheets, and the many other online tools offered by Google. Learn about application software and system software including operating systems, utilities, and drivers. Learn about networks including architecture, topology, firewalls, security, wireless networks, and securing wireless networks. Learn about the Internet, the World Wide Web, censorship, the digital divide, net neutrality, differing legal jurisdictions, website creation, multimedia, social media, and eCommerce. Learn about information systems, systems development, and the systems development life cycle. Learn about program development, programming languages, and the program development life cycle. Learn about databases including table creation, primary keys, relationships, referential integrity, queries, and structured query language. Learn about privacy and security issues related to computers. Learn about robots and artificial intelligence including the Turing test. Learn about intellectual property including patents, trademarks, copyrights, and the creative commons. Learn about ethics and ethical issues relating to the use of technology. Learn about health ramifications of using computers including repetitive stress injury, carpal tunnel syndrome, and ergonomics. Learn about e-Waste and other environmental concerns related to technology. Lifetime access to this course allows you to easily review material and continue learning new material. After taking this course, you will have a thorough understanding of how to use computers well. From beginners, to advanced users, this course is perfect for all ability levels. This course will add value to everyone's skillset.

Material Type: Lesson Plan

Author: Todd McLeod

Writing Commons

Writing Commons aspires to be a community for writers, a creative learning space for students in courses that require college-level writing, a creative, interactive space for teachers to share resources and pedagogy. Our primary goal is to provide the resources and community students need to improve their writing, particularly students enrolled in courses that require college-level writing. As mentioned in 'About Us', we believe learning materials should be free for all students and teachers‰ part of the cultural commons. Hence, we provide free access to an award-winning, college textbook that was published by a major publisher and awarded the Distinguished Book Award by Computers and Composition: an International Journal.

Material Type: Reading, Textbook

How To Canva: Tips and Tricks

How to Canva: Tips and Tricks is an online introductory course on Canva. It is designed as open educational resources for educators and all. In this course, you will learn how to customise text, text effects, colours, photos, videos and elements plus pro tips and Ideas for Creative uses of Elements, Keywords and Styles. The videos are concise, purposeful and delivered in easy-to-follow lessons that progressively build one's skills over time. By the end of this course, you will be able to create an attractive Instagram post. Click on View Resource and let's get started!

Material Type: Full Course, Module

Author: Aisyah Saad Abdul Rahim

CashOnHand - Summary - Seth - Spanish

CashOnHand - Summary - Seth - Spanish

Material Type: Lesson

CashOnHand - Budget - Shawn - English

CashOnHand - Budget - Shawn - English

Material Type: Lesson

CashOnHand - Summary - Seth - English

CashOnHand - Summary - Seth - English

Material Type: Lesson

CashOnHand - Budget - Shawn - Spanish

CashOnHand - Budget - Shawn - Spanish

Material Type: Lesson

How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change. We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

Material Type: Reading

Authors: Anna Mills, Lance Eaton, Maha Bali

Project Management for Instructional Designers

Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.

Material Type: Full Course

Author: Wiley Et Al

Experiential Learning in Instructional Design and Technology

The purpose of this text is to provide students with an introduction to the field of Instructional Design and building upon skills that will help the novice designer become more effective in their professional career. This text will go beyond theory to discuss such topics as recommended skillsets and traits for designers, the importance of cultivating strong communication and leadership skills and how to incorporate emotional intelligence into your wheelhouse of professional skills. In addition, tips on the management of projects as well as the instructional design process will be discussed. In an effort to broaden the concept of the instructional design profession, you will find sections devoted to instructional design in various professional venues, (i.e., consulting, educational {higher education and K-12}). In the educational realm of instructional design, one current topic among designers is how to incorporate openly licensed material into instructional texts. We will provide a section on open educational resources and licensing to assist you in becoming knowledgeable on best practices and dealing with cutting edge initiatives in the educational world. Effective instructional designers should be able to speak comfortably in public in various venues whether it is a business meeting, training a small group of individuals, or, presenting at a large conference. For an instructional designer, it is important to hone these leadership skills and prepare yourself for the inevitable public speaking situation. This text will provide information on how to improve upon your public speaking skills.

Material Type: Textbook

Authors: Joshua Hill, Linda Jordan

Project Management for Instructional Designers

First Canadian Edition Short Description: Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook donated to the commons by a benefactor who desires to remain anonymous. It has been collaboratively revised and updated by students and faculty at the University of Saskatchewan. Long Description: PM4ID, the First Canadian Edition, offers new features and improvements, including: New cover design, updated fonts, and enhanced list of Glossary terms. Addition of four new case studies, written to deepen reader comprehension. Inclusion of images with diverse skin tones, body shapes, abilities, and gender to increase representation. Revised content to feature Canadian spelling and contexts. Overall review of all written material in the textbook with detailed notes documenting content revisions. Comprehensive revisions based on peer reviews collected by the Open Textbook Library. Significant revisions to Chapter 6, with major updates to content on communication and scheduling (project management) software focusing on web-based solutions. Multiple versions of the book, including Print PDF, Digital PDF, EPUB, MOBI, and all chapters are available in natural voice audio recordings. A series of video cases with interviews of Canadian instructional design experts (video and audio recordings). Interactive reviews of three chapters using H5P activities. Word Count: 98705 Included H5P activities: 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.)

Material Type: Textbook

Author: ETAD 874

Writing the Literature Review: Research Practices in Instructional Design & Technology

Students of instructional design now have their own guide for writing a literature review in their graduate programs. Focused on the unique requirements of IDT research, this user-friendly text provides step-by-step instructions for planning, researching, and writing a quality literature review. Based on adult learning principles, this book delivers strategies that students will take with them into their careers as instructional designers. This is the actual text that the author uses in his graduate-level, IDT research courses, and now his strategies are available for other educators to adapt and use for their students. 

Material Type: Textbook

Author: Thomas R. Wilson

Designer-by-Assignment Template.potx

Subject Matter Experts with no Instructional Design background who need to create e-learning fast and with no budget can save time with this free PowerPoint template. Download here: https://drive.google.com/file/d/1K_cUtLB-OAJqz1QaMotTU3nL4HtxXoii/view?usp=sharing If you cannot afford PowerPoint, the template will also work with the free programs LibreOffice Impress and Google Slides. It is ideal for teaching adults, as it is based on the principles of Dr. M. David Merrill. A video of the template can be previewed at: https://www.theresamccuaig.org.

Material Type: Activity/Lab, Assessment, Homework/Assignment, Interactive, Lesson, Lesson Plan, Module, Teaching/Learning Strategy, Unit of Study

Author: Theresa McCuaig

Explicit instruction implementation checklist

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting. This checklist focuses on implementing explicit instruction. Have I... *Broken down the piece of curriculum/syllabus content down into smaller tasks for my students? (this is known as “chunking”) *Removed any parts of information that are not relevant, necessary or at the correct level of challenge for my students? (see formative assessment for learning where students are at) *Created a learning objective to establish what students will need to know and produce by the end of the lesson? *Communicated this learning goal to my students, and explained how it links to their previous work? *Sequenced the instructional tasks so that they build on each other so that students can see their improvement? *Allocated time in the lesson for students to practise using the new information before moving onto the next section of work? *Designed worked examples designed to guide students through their first interaction with the work? *Provided students with scaffolds that increase in their complexity and decrease in their modelling of skills as student proficiency grows? *Planned some opportunities for feedback, including giving my students time to action the feedback, before moving onto the next chunk of work?

Material Type: Teaching/Learning Strategy

Author: Australian Education Research Organisation

Curriculum Instruction and Assessment for CTE Syllabus

Curriculum Instruction and Assessment for CTE Syllabus ED 429 Course Description Build knowledge and skills in curriculum design, instructional strategies, and assessment for successful teaching in a Career and Technical Education and other specialty areas: (a) Agriculture Food and Natural Resource Systems, (b) Arts, Information and Communications, (c) Business Management, (d) Health Sciences (e) Human Resources, (F) Industrial and Engineering Systems, (g) Family and Consumer Sciences, (h) Career Trades.

Material Type: Syllabus

Author: Carol McKiel

Assignments for Strategies and Instruction

Several assignments are used for this course, including writing lesson plans, writing a unit plan, creating supplemental items for the unit plan, and designing a classroom management plan. In my course, I assign two units with three lesson plans included in each unit. This is designed for Early Childhood, but it can be edited for secondary. 

Material Type: Module

Author: Jeanne Burth

Psychology, Biopsychology, Introduction

Material Type: Module

Environmental Health Risk Inventory

To complete this activity, students can follow the instructions and the tutorial in the Environmental Health Risk Inventory website. In doing this, they will gain an understanding of how to use on-line tools and databases as well as the processes of compiling an environmental health risk inventory for a specific locale. In the activity, students will address the question: "how healthy is your neighborhood?" Students will address anthropogenic and naturally-occurring health risks in their hometown or neighborhood by using data collected from online mapping tools and databases. Students will also complete a reflective summary based on the data that they collect. (Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Material Type: Activity/Lab

Author: Laurie Cantwell

Health and Environment

To be able to understand the importance of the environment for our health, we need to know a little about the interdependence between environment and humankind. This unit will look at interactions between plants, animals and the physical and chemical environment, as well as considering ways in which humans have altered, and are altering this environment. These changes have health implications that are not always immediately obvious. Frequently, we initiate changes that are going to have their effects some time in the future, and we will be looking at the legacies that we leave to future generations. We move on to consider our own demise, and ask what exactly it is that we think we will be leaving for those who follow.

Material Type: Activity/Lab, Reading, Syllabus