Author:m Ohio State University
Description: This textbook provides a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments.
Authors: William Arnold and Lynne McClure
Description: We wrote this book to fill two big gaps—the practical application of training and development principles in the field of communication. and the practical application of communication principles in the field of training and development. This book is more than just “about” communication or training and development—it shows you how to do it.
To use this book to full advantage, the reader can think of places he or she has worked or groups to which he or she has belonged, and see how the points and skills described in the book would apply. The practical nature of this book makes it applicable to innumerable settings.
The book will benefit university juniors and seniors in communication, management, or adult education. It is a must for training and development classes, and an excellent supplement for management courses and adult education classes. Instructors may want to assign student teams to conduct actual needs assessments—described step-by-step in the book-in local companies and organizations. Or, students could be assigned to present actual workshops—also described in the book—to the class.
So, if you are looking for a history on the progression of the field of training and development, we suggest you consult some other books and articles highlighted in the bibliography. We decided a practical, easy-to-read book could make a greater contribution to the development of effective trainers. We hope you will agree with us.
Author: Chauna Ramsey
Description: This is a collection of cumulative units of study for conventional errors common in student writing. It zeroes in problems typically seen in writing of all types, from the eternal “there/they’re/their” struggle to correct colon use. Units are organized from most simple to most challenging.
Includes: examples, worksheets.
Editors: Matt Crosslin, Justin Dellinger, Rebecca Heiser, Katerina Riviou, and Brittany Usman
Description: This book looks at issues that comprise the online learning experience creation process. It is meant for for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.
Edited by: James McNinch and Marc Spooner, University of Regina
Description: This collection includes some of the leading authorities in the field, including Marie Battiste, Noam Chomsky, Yvonna S. Lincoln, and Linda Tuhiwai Smith. It is geared towards courses that focus on methodology, colonialism, Indigenous research and knowledge, and theories of change.
Authors: Joanna Lake and Hayley Atkins
Description: After conducting research and exploring current resources, we realized that while Indigenous pedagogy is being embedded (albeit, slowly) into BC curriculum, the learning experiences are limited to face-to-face teaching.
We decided to further explore the potential of embedding Indigenous pedagogy into online learning experiences, and used Kirkness and Barnhardt’s (1991) 4R’s guidelines and Restoule’s (2019) 5R’s framework as a starting point for educators and those involved in facilitating online learning. We chose this framework purposefully, as it was researched and created by Indigenous scholars. As white settler-educators, we want to acknowledge that for us, answering the TRC’s calls to action means we choose to deliver a curriculum that is not linear in nature. We used the 5R’s as a guideline and took the principles that were previously applied to Indigenous students and their communities, and attempted to use them in our own classrooms with our diverse range of learners. The purpose of this book is to form connected learning communities especially while engaged in remote learning.
We want to encourage educators to begin the work, and to provide support to those engaging with the resources which will inform individual teaching practices.
Author: Penny Thompson
Description: The current definition of Educational Technology, as defined by the Definition and Terminology Committee of the Association for Educational Communications and Technology (AECT) is “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Januszewski & Molenda, 2008, p. 1).
Description: This guide is designed to help you plan, design, develop, and teach technology-enhanced courses and programs. We have compiled recommendations and suggestions from our staff of educators and technology professionals as well as from faculty who have experienced the process. We have included guides that illustrate pedagogical design issues; tips on planning, developing, and writing course content; as well as planning and facilitating online interaction. We have also included a description of various technologies to assist you in the process.
We have designed this guide to provide an overview of the entire process, from planning to implementation. If you have any questions or concerns, or would like to discuss your unique course dynamics, feel free to call or email us at any time, at firstname.lastname@example.org or (905) 688-5550 ext 4734.
Authors: Allison Hosier, Daryl Bullis, Deborah Bernnard, Greg Bobish, Irina Holden, Jenna Pitera (Hecker), Tor Loney and Trudi Jacobson
Description: This textbook introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves.
Includes: case studies, scenarios, exercises, interactive quizzes.
Author: Paula Lombardi
Description: For students: This eBook is designed to accompany your studies in EDU 607-703: Instructional Methods, Strategies, and Technologies to Meet The Needs of All Learners course, on your general special education teacher certification program track. It is an open resource, which means it was created for your use at no cost.
The text within this eBook are from open resources. I have made some edits to the text to make it more concise and closer to the everyday language of students in the US.
Citing the book: Please cite chapter content from the reference list at the end of each chapter and within the chapter as appropriate. If you are citing a linked resource, cite that resource in APA format.
Some of the resources within this book are “open access” materials, accessible free of charge online for your use, but they are not openly licensed. This means you cannot edit and redistribute them as you can with the Creative Common licensed content. These open access resources are the YouTube videos and some of the resources that are linked to within the book.
For instructors: you can use the Epub version of this ebook, and import it into your own PressBooks account and edit it there for your own use. Please be sure to include attribution, per the CC license below.
Author: Erin Courville
Description: I created this resource to help students in INST610 learn instructional design principals and apply what they learned to their Instructional Design Project. This resource may be used for other purposes, as described below, and is licensed through Creative Commons.
Authors: Walter D. Butler, Aloha Sargent and Kelsey Smith
Description: The key to success in college research is to develop and hone your information literacy skills. These skills will prepare you to find and use information not only for college, but also in the workplace and your personal life. Having strong information literacy skills will make you a more thoughtful and effective consumer and creator of information, and will increase your awareness of and resilience toward the psychological, physiological, and sociological effects of living in a society overloaded with information.
Authors: Jennifer Paris, Kristin Beeve, Clint Springer
Description: This textbook is an introduction to planning curriculum for young children.
Includes: reflection questions, planning form, sample classrooms.
Author: Tutaleni I. Asino
Description: 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.
Author: Michelle Manes
Description: This book aims to help readers understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.
Includes: activities, examples, problem banks.
Description: Online learning has proved to be a major shift in learning for many students. There have been aspects to virtual learning, good and bad, that students have experienced. Over the past 3 months, eight CO-OP students from the University of Windsor’s Office of Open Learning have researched, collected data, and reflected on their experience of their online schooling. This eBook presents a student perspective of online courses and can be representative of a larger student population. Our goal is to provide insight to faculty on the impact of online learning on students. We hope this can be used as a tool to improve the design of online classrooms and the students learning experience. Online classrooms should, at least in part, be designed in a way for students to learn and succeed. Through videos, interactive content, and text, we will discuss major concepts of the online learning experience such as grades and assessments, course delivery, and communication. We also include a student Q&A-style discussion about the myth and reality of online learning.
Author: Evrim Baran
Description: Online Learning Toolbox is a collection of seminal readings with commentary on different topics of online learning. Students taking the EDUC-507: Principles and Practices of Distance Education graduate course in Fall 2019 at Iowa State University contributed to the development of this open online source. This initiative is a product of the “open pedagogy” approach that I follow in designing the renewable assignments and projects in my courses. Open pedagogy is a participatory teaching approach in which students contribute to the development of the content they learn . As I was exploring the integration of open pedagogy activities into my graduate courses, I came across with the Open Education Reader, a collection of readings on open education, developed by Dr. David Wiley and his graduate students. This work inspired me to implement similar projects in other contexts (see the Learning Environments Design Reading Series and Aquatic Toxicology WikiBook).
Authors: Alexis Clifton and Kimberly Davies Hoffman
Editors: Alexis Clifton, Kimberly Davies Hoffman, Robert Berkman, Eileen Daly-Boas, Lev Earle, Joe Easterly, Moriana Garcia, Deborah Rossen-Knill, and Kristen Totleben
Contributors: Robin DeRosa, Stacy Katz, Jennifer Van Allen, Cynthia Mari Orozco, Caroline Sinkinson, Amanda McAndrew, Shanna Hollich, Jacob Moore, Dennis E. Schell, Dorinne E. Banks, Neringa Liutkaite, Mantra Roy, Joe Easterly, Bette London, Christian Beck, Lily J. Dubach, Sarah A. Norris, John Venecek, Mary Lee Cunill, Sheri Brown, Tia Esposito, Daniel Dotson, Anna Davis, Amanda L. Folk, Shanna Jaggars, Marcos D. Rivera, Kaity Prieto, Lindsey Gumb, Heather Miceli, Sarah Hutton, Lisa Di Valentino, Paul Musgrave, Amanda Koziura, Jennifer M. Starkey, Einav Rabinovitch-Fox, Joshua F. Beatty, Timothy C. Hartnett, Debra Kimok, John McMahon, Ashley Shea, Sean D. Visintainer, Stephanie Anckle, Kristen Weischedel, Carrie Baldwin-SoRelle, Jennifer M. Swann, Bryan James McGeary, Ashwini Ganeshan, Christopher S. Guder, Stephanie N. Lewis, Anne M. Brown, Amanda B. MacDonald, Laurie N. Taylor, Brian Keith, Susan J. Erickson, Denise G. Malloy, Sarah Siddiqui, Kimberly Davies Hoffman, Rose-Marie Chierici, and Amanda Spence
Description: In April 2018, Open Pedagogy champion Robin DeRosa introduced faculty, librarians, and graduate students at the University of Rochester to two different concepts—open educational resources and open pedagogy. Open educational resources or OER are free online educational content licensed to allow users “permission to retain, reuse, revise, remix, and redistribute the material.” Open pedagogy or OP is classically defined as an instructional approach that engages students in using, reusing, revising, remixing and redistributing open content. Throughout her presentation, DeRosa emphasized the critical interdependency between resource affordability and effective education for all. She shared compelling statistics on the rising cost of textbooks and noted that affordability issues have increasingly discouraged many from attaining a college degree. She further introduced OER and OP as the foundation for fostering student agency and for shifting their identity as knowledge consumers to knowledge creators. This vision held particular meaning for one librarian in the audience, a librarian who had personally witnessed students taking the lead in their coursework and creating meaningful, impactful, long-lasting learning. Looking around the room at DeRosa’s talk, the librarian thought, “How can we inspire instructors to engage in open pedagogical practices?” “How do we impress upon them that the library is a natural partner toward this end?” and “How can we work together to explore this new territory of learning, paving a new path of seamless collaboration?”
And so began the idea for this book. Guided by a vision of collaboration and furthering OER and OP efforts, the editorial board includes both librarians and faculty, specifically, seven UR librarians, one faculty member (the Director of UR’s Writing, Speaking and Argument Program, WSAP), and an OER specialist from the neighboring State University of New York (SUNY) Geneseo. Importantly, the anthology was envisioned locally as a professional development tool that might generate ideas and new course designs at the University of Rochester while equipping the editorial board with the skills to assist UR instructors with the future design of OER and OP. More generally, the anthology was anticipated to be widely shared and inspire ideas of OER and OP, designed collaboratively by faculty, library staff, and in many cases, students. In the spirit of open, the editorial board decided that the book should not be published primarily in print, but rather in collaboration with the Rebus Community through the use of Pressbooks in order to allow unrestricted access to ideas and information. The authors have licensed their work through Creative Commons, making the entire resource an OER.
Nadia Prokopchuk, Collection Editor
Description: At the end of a term, the instructor informs students that their final papers may be considered for inclusion in an OER essay collection. Essay selection has no bearing on student marks as this is done after course completion. Students must give permission for their papers to be published prior to inclusion in the collection. The overall goal of the OER collection is to provide PreK-12 educators (classroom teachers, administrators, EAL coordinators, language consultants, specialists, and others) with a source of current best practices and research. An added advantage is that the collection provides pre-service teachers with insights into the cultures and languages represented in schools today, as preparation for their future employment.
Author: Tracy Smith
Description: What does the future hold for the field of education? Technology is going to play a big factor in education moving forward. Bryan Alexander is a futurist, educator, speaker, and writer who has written many articles on education. A new way of teaching is beginning to catch on in both higher education and primary and secondary schools. Studies are beginning to show that students learn best through engagement, cooperation, autonomy, group discussion, and other non-traditional ways of learning. Technology is playing a big role in this change in the way we teach and learn. Rather than the teacher be the only expert in the class and disseminating information to the students, the teacher is supporting students who are driving the learning experience.
Author: A.W. (Tony) Bates
Description: The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
Includes: scenarios, activities.
Authors: Ji-Yeong I and Ricardo Martinez
Description: This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual).
Author: Steve Covello
Description: This book was created as a response to emerging discussions with online faculty and program directors about what is possible in teaching and learning online beyond using just text-based instructional media.
The context of these discussions has been within my collaborative work as the Rich Media Specialist and Senior Instructional Designer at Granite State College since 2011. I have worked in the design, development, and formative revision of fully online courses in undergraduate and graduate degree programs and in facilitating faculty professional development programs. I have also taught fully online courses for General Education, Program level, and Capstone undergraduate courses since 2012.
I recognized in my own teaching and in my instructional design discussions with faculty that there was an opportunity to promote a vision of what we do as online educators that separates us from the conventions of face-to-face (F2F) education. We teach differently than F2F instructors, encounter different challenges, and draw upon different skills to achieve our educational goals. Teaching online isn’t an offshoot of F2F teaching–it is an entirely different species of teaching.
Authors: Heather Bridge, Lorraine Melita, and Patricia Roiger
Description: As authors, we chose the subject for this book because of what early childhood teacher candidates told us about their confusion between the theory they were taught in college methods classes, and, the teaching practices they often experienced during the Practicum field placement. We became interested in this subject because the teacher candidates were questioning, as good teacher candidates do, a troubling disconnect between early childhood theory and associated practice in classrooms. We were motivated to write this book because we wanted to share our model of professional development, designed to support both pre-service teacher candidates and, in-service educators together, during the Practicum field placement. Our lead author secured a grant to investigate these concerns and to implement a new professional development model designed to overcome them. The substance of this book reminds all of us, that in early childhood education, educators’ change through professional development, for improved practice that benefits children’s learning, is a constant.
The idea to write this book began a year after the grant ended. We were not quite done with all that had been accomplished and wanted others in the early childhood field to learn about our professional development model, which we know is still highly relevant today. It has taken us approximately seven years to complete the book. We overcame many challenges during writing, not the least of which was distance. The lead author now lives in the United Kingdom while the other two authors live in the United States. Technology was extremely helpful throughout the writing process. Skype was the best way for us to “see” each other regularly and to work out differences and correct inconsistencies.
Author: Paula Lombardi
Description: The book is designed to accompany an introductory level general special education course: The Dynamic Role of the Special Educator. Many of the chapters in this book have been adapted from the The Parent Information and Resources comprehensive web pages.
In the original text the words “you” were used to speak directly to parents. The details of the material throughout the website and now this book, are relevant to most education professionals who are working with children with disabilities and their families. The text has been modified to focus on the role of the special educator. Additional text may be added throughout the eBook, by the author and collaborating educators, to clarify and expand on the content and tie it to course topics and assignments.
As you read through this eBook you will see many references to the Individuals with Disabilities Education Act “IDEA”. In the U.S., the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities in order to protect their rights as students and the rights of their parents. Sections of the law are coded and searchable.
Author: Paula Lombardi
Description: This book was developed to support the Granite State College introductory courses EDU 617 and 717, Students with Disabilities. Chapters 1-11 are developed to align with the disability summary assignments. Each of these concise chapters explains the corresponding section of the disability summary template. This eBook is a work in progress and will evolve as high quality open resources become available.
Chapters 12-23 provide an introduction to each of the 13 IDEA disabilities. Some chapters are more comprehensive than others, depending on the availability of open resources. These disability specific chapters are a good resource for anyone who needs a review or a deeper understanding of these disabilities and how to support these students in the classroom with research based learning strategies.