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https://oercommons.org/courseware/lesson/89640/overview	Communication as meaning creation Overview Encoding Communication is an openly licesed image from Wikimedia commons liceensed under CC BY-SA 3.0. It focuses on the process of communication as promotion of undersatanding through shared symbols, context, and feedback. There is an indirect pointer to possible barrriers to effective communication (noise) emanating from various sources. Communication as meaning creation Communication is a complex process that involves many elements. The major goal of any communicative action is to promote understanding. For this to happen, there needs to be an exchange of messages either through verbal or non-verbal means. It is important, too, that those in the communication event have common symbols or other means to promote meaning creation.	oercommons	2025-03-18T00:39:40.160499	Diagram/Illustration	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/89640/overview", "title": "Communication as meaning creation", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/108450/overview	Play as Learning Overview Play is something that every child enjoys doing. Since this is the case why not use play as a tool for education? Playing with the intent to learn is a great way to keep students interested and motivated in the lessons. This OER talks about different aspects of using play as a learning tool and why it is beneficial for all students. Active Learning What is it? Active learning is an approach where learners are actively involved or engaged in the learning process. Active involvement is characterized by learner choice or autonomy regarding the task itself, as well as how and when learners respond. Active learning leverages learners’ own interests to engage them in the learning process. It uses hands-on, authentic, real-world-related activities with teachers occupying the role of facilitator rather than didactic instructor. Reference: "Active Learning" by Maura Healey is licensed under CC BY-NC-SA 4.0 "Learning through Play at School" by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-NC-SA 4.0 "The Active Learning Method" by Sprouts is licensed under CC BY 4.0 What does it look like? We use the term knowing in doing to refer to the knowledge children spontaneously use in their play activity. In the richly detailed context of the play, children do not think, then act, as if planning their play in some sequential, deliberate way. Rather, their play activity stems from the creative synergy of the moment. It is shaped by the here and now, the just-previous activity, and all sorts of ideas and notions accrued from past experiences. In the press of absorbing play activity, all these forces tug and pull at children to yield what they know, understand, and prefer. The knowledge they make use of in Polanyi’s (1967) terms, is tacit–that is, children know more than they can say about what they are doing. Moreover, what they know is always on the move, because it is open to new features and structures that push hard for new forms of organization in response to the novelty and surprise that are the hallmarks (and fun) of play. Play, in other words, is a dynamic knowledge system that fluctuates at the edge of children's capabilities. It is, as Vygotsky (1967) astutely observed, a zone of proximal development where children try to “jump above” their everyday behaviors. Reference: "Active Learning Looks Like " by Ken Whytok is licensed under CC BY-NC 4.0 "Knowing in The Doing" by Child Development is licensed under CC BY-NC 2.0 What are the benefits? Successfully implementing playful pedagogies involves planning for intended learning outcomes. As discussed above, learning via playful pedagogies is understood in the broadest sense to refer to educating the whole child; fostering a range of skills and understanding. The focus on the whole child's development is a key distinguishing feature of learning through play when compared with other less-playful educational approaches regarding outcomes. All learning gains made by children are valued when learning through play, be they social, emotional, physical, cognitive, or creative. Active learning positively influences learning outcomes in the following ways: Cognitive and socio-emotional Achievement and growth mindset Social and emotional skills References: "Learning Through Play at School - A Framework for Policy and Practice " by Rachel Parker, Bo Thomsen, & Amy Berry is licensed under CC BY 4.0 "Learning through Play at School" by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-NC-SA 4.0 "Learn, Play, Grow" by the Province of British Columbia is licensed under CC BY-NC-ND 4.0 Cooperative and Collaborative Learning What Is It? Cooperative and collaborative Learning is an instructional strategy designed to encourage positive peer and social interaction, by grouping students together for an assignment or project. These two terms can be used interchangeably since they are both based on active student participation, but are not the same. Cooperative learners will meet face to face, sharing work as a team, while Collaborative learners will work independently and combine their contributions. This strategy can include meaningful tasks, active participation, and learners working together helping one another. Finally cooperative learning is more effective with learners who have more of a foundational understanding of early grades, while collaborative learning does not require a foundational understanding since it pushes students to draw their own conclusions. This makes for linear learning with collaborative learning picking up where cooperative learning leaves off. "Learning Through Play at School" by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-SA 4.0 Video Reference : "Cooperative Learning" is licensed under CC BY-SA 3.0 What Does it Look Like? For Cooperative and Collaborative Learning to be successful there are strategies that educators can follow to help students be successful. First, is to create positive independence. What this looks like is for the learners to gain an understanding that there are no “free rides” for any of the group members, but there is also an understanding that their fellow learners are there for questions, assistance, and resources. Secondly, as a teacher, you are responsible for explaining, modeling, and reinforcing how to work in a group. Students should, from there, be able to help, support, praise and encourage each other. This will assist students with their interdependence, and will also help gain verbal and interpersonal skills. Another strategy that is used to help students gain an understanding of cooperative and collaborative learning is having a distinct indication of their participation in the group. This can be used to individually see if students are comprehending the material as well as be able to give each student their own feedback. Creating small group skills is another strategy used, this will again help students with their social skills. Lastly, group processing assists students in being able to reflect on their work as a whole, as well as their work they individually contributed to their group. This deepens their cognitive and metacognitive learning and will help establish a foundation for future group work. Reference: "Learning Through Play at School" is licensed under CC BY-SA 4.0 What Are the Benefits? There can be benefits for both Cooperative and Collaborative Learning that can assist the students with their learning. Cooperative and Collaborative Learning will help students gain a deeper understanding of the content, will help students remain on task, as well as help students gain confidence in their abilities. Students will be able to have an understanding of what it means to work in a group as well as receive critical feedback. Students will also gain critical thinking knowledge where they will be able to successfully engage with their peers in a positive way. Most of all, both learning strategies will help students gain confidence in their group work skills that they can carry on with them not only in their academic career but also in their professional one. Reference : "Cooperative Learning and Elementary Classrooms" by Kimberly Lightle is licensed under CC BY-SA 4.0 Video Reference: "The impact of collaborative teaching and learning" is licensed under CC BY-SA 2.0 Refrences "Cooperative Learning" is licensed under CC BY-SA 3.0 "Cooperative Learning and Elementary Classrooms" by Kimberly Lightle is licensed under CC BY-SA 4.0 "Learning Through Play at School" by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-SA 4.0 "Students Group Work" is licensed under CC BY 1.0 "The impact of collaborative teaching and learning" is licensed under CC BY-SA 2.0 Experiential Learning What is it? Experiential learning is a range of educational theories and practices which share common principles about the value of experience, within and beyond the classroom. It is the idea that children can gain knowledge through their experiences. These experiences are inspired by their interests and motivations. In order to have quality experiential learning, the activities need to be comprised of meaningful experiences, important or intriguing inquiry topics, and interaction between peers, teachers, and learners. Experiential learning must consist of four attributes, concrete experience, reflective observation, abstract conceptualization, and active experimentation. What does it look like? Experiential learning puts emphasis on the experience part of learning. Instead of being taught in a traditional classroom, learners will use their surroundings as their classroom. This could be going outside, learning through acts of service, kitchen and garden programs, creative arts programs, and community development initiatives. An example would be children going to a community garden and getting to have a hands-on experience with the different plants. This would allow them to use all of their senses to fully learn what it is like to be in a garden. After they have their experience the children must then reflect on the learning. What are the benefits? Experiential learning has a lot of benefits. One is that it has been known to foster social and interpersonal skills. This means that this learning style can expand the learner's social networks. Another benefit is that it helps students at high risk for disengagement. Experiential learning is highly engaging because of the hands-on learning as well as a rich discussion environment. Since this style of learning uses a child’s interests as learning motivation, it makes the child more likely to fully participate in the activities. The last benefit is experiential learning encourages relationships between the schools and the community. Since the children will mainly be learning outside of the typical classroom, this increases the chances that they will be able to go out and learn from the people in their communities. Resources: "Knowing in The Doing" by Child Development is licensed under CC BY-NC 2.0 "Learning through play at school " by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-NC-SA 4.0 "What is Experiential Learning?" by Ideas(s) Lab is licensed under CC BY 3.0 Montessori Method What is it? - The Montessori Method was developed by Italian Physician, Dr. Maria Montessori in the early 1900’s. This form of education strives to provide children with developmentally appropriate tasks that focus on the progression of concrete thinking to abstract thinking. The Montessori Method uses many different forms of instruction including individual learning with an abundance of hands-on learning activities with montessori-specific materials as well as group work and pair work. The role of the educator in a Montessori classroom is to facilitate and guide students while they are working. - This method of education believes that children can not only have the ability to be autonomous in the classroom, but that they are motivated to achieve autonomy with their education as well as have the ability to self correct to achieve in order to high rate of success with the work. In a Montessori classroom you will find an organized and prepared space for the children to choose specifically designed materials that they will be able to freely explore and manipulate. "At the centre of the method we firstly find a new vision of childhood, which considers the child as a proponent of its own development, being able to realize its human potential in a work of delicate construction of the personality through self-education." (Tovazzi & Caprara 2019) Video Reference: "Montessori Education- Explain in a Nutshell" is licensed under CC BY 4.0 What does it look like? - In a Montessori classroom you will also find that the method encourages self-humanization; children will often complete their work on the floor to encourage movement. The curriculum is self-paced in an individual or small group setting, and children learn from their peers, environment, and the teacher with the ability to self-correct. Montessori curriculum helps develop perceptual skills, physical coordination, language arts, math, as well as emotional skills. Another emphasis that is placed in the Montessori classroom is learning life skills such as cleaning and self-care. The purpose of not only educating the child’s intellect but also the child’s overall ability to do daily tasks is to help the child grow into an autonomous, capable adult. - The role that play has in the Montessori environment is through the manipulation of the prepared space. Students have the ability to choose the task that they want to complete by surveying the array of prepared Montessori materials which help build gross and fine motor skills. By giving the students the ability to choose what tasks they would like to work on for that day, the pattern will begin to emerge that they will continue to work on that task until they have successfully completed it. Self-correction and perseverance is developed during this time within the student as well as the building of intrinsic motivation through the satisfaction of completing the task. Video Reference: "Montessori Dictionary- Prepared Environment" is licensed under CC BY 4.0 What are the benefits? - The benefits of the Montessori education style is that it ultimately promotes autonomy and increases the intrinsic motivation to succeed in their tasks. A great benefit of the Montessori method is that it greatly focuses on developing a positive relationship with learning as well as developing strong relationships with peers in a supportive and encouraging environment. In a Montessori classroom, the blocks of time where students are working on their tasks are extended for a longer duration when compared to the traditional classroom. These extended time blocks allow students to truly involve themselves in their learning and go through the process of successfully completing a task to their full potential. The most notable impact that this method of education has for development is shown through students’ reasoning skills, positive shared play, and more creativity shown in problem-solving and writing skills. Overall, the Montessori Method encourages self-regulation and positive work habits which will benefit students throughout every stage of development into and through adulthood. Resources "Learning Through Play at School" by Rachel Parker and Bo Stjerne Thomsen is licensed under CC BY-SA 4.0 "MacDowell Montessori, Milwaukee, Primary Classroom" by flickr is licensed under CC BY 2.0 "Montessori approach, math education and gender differences: how can teachers manage pupils’ math anxiety?" by Alice Tovazzi, Barbara Caprara is licensed under CC BY 4.0 "Montessori Dictionary- Prepared Environment" is licensed under CC BY 4.0 "Montessori Education- Explain in a Nutshell" is licensed under CC BY 4.0 "Montessori Pin Map" by Wikimedia Commons is licensed under CC BY-SA 4.0 "Preschool classroom- Montessori preschool classroom" by flickr is licensed under CC BY 2.0 Additional Resources for the Montessori Method: Gettman, D. (1987). Basic montessori. St. Martin’s Press. Orem, R. C. (1972). Montessori today. Capricorn Books.	oercommons	2025-03-18T00:39:40.192413	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/108450/overview", "title": "Play as Learning", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/69209/overview	https://www.oercommons.org/courses/are-ethics-fixed-animal-welfare-exercise/view Animal Rights Overview Explore animal rights. Animal Rights Exercise Here we will explore animal rights. First complete exercise to find out your position on animal rights. Then complete the reading pages 4 -10. Animal Rights 101 Read pages 4-10 after completing the exercise.	oercommons	2025-03-18T00:39:40.211827	Frank Waters	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/69209/overview", "title": "Animal Rights", "author": "Reading" }
https://oercommons.org/courseware/lesson/93655/overview	Photosynthesis - Light Reaction Overview This illustration shows both the linear and cyclic flow of electrons during the light reaction of photosynthesis. Photosynthesis - Light Reaction Light reaction of Photosynthesis showing both the linear flow and cyclic flow of electrons.	oercommons	2025-03-18T00:39:40.224180	Diagram/Illustration	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/93655/overview", "title": "Photosynthesis - Light Reaction", "author": "Ecology" }
https://oercommons.org/courseware/lesson/120418/overview	TEMPLATE: OERizona Student Trading Card Student Trading Card (Billy Gerchick, Central Arizona College) Overview OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection. How To Remix This Template My audience: Any grade 3 - 20 educator that's looking to engage students and build community by having their students insert a picture, write about why they came to the school, what there focus is at the school, and what their plans are beyond that school. Project Planning My OER Goals & Purpose: I've learned different levels of OER resource sharing, and I plan to produce this product and want to grow my abilities to help Central Arizona College English's ENG-RHET 101-102 textbook, and OER textbook for our students and for others. My Audience: Any grade 3 - 20 educator that's looking to engage students and build community by having their students insert a picture, write about why they came to the school, what there focus is at the school, and what their plans are beyond that school. My Team: I will complete this independently but share it willingly with collaborators who want to adapt the template and lesson to implement with their own students, extracurricular participants, and colleagues. Existing Resources: I am making the primary resource from Canva and from my past lessons, so I'll need to draw from my own resources. New Resources: What new resources will you need for your OER item's next steps? I'll need to revise the TEMPLATE: OERizona Student Trading Card template. Supports Needed: I want to find a list of Arizona institution "HEX" codes, which gives the exact color schemes to colleagues looking to adapt the color scheme to the template by the HEX codes. Our Timeline: I want to create a draft today and want to finish the publication process within the next two weeks. OER Item Add your OER item here including the course name and number and any aligned learning outcomes. To add content in this section: - Add any text, images or videos by using this editing pane. - Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K" - Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save. Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources. Reflection Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.	oercommons	2025-03-18T00:39:40.246404	Billy Gerchick	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120418/overview", "title": "Student Trading Card (Billy Gerchick, Central Arizona College)", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/119496/overview	Compact Anthology of World Literature Overview The Compact Anthology of World Literature II is an invaluable resource for students and educators, offering a carefully curated selection of key literary works from diverse cultures and historical periods. Edited by a team of experts, this anthology spans genres from ancient to modern times, providing insightful commentary and context that help readers engage with universal themes like justice, morality, and identity. As part of the Open Educational Resources (OER) initiative, it offers free access to high-quality literature, making it a vital tool for fostering critical thinking and global awareness in today’s interconnected world. Its flexibility supports a range of teaching approaches, making it an essential text for exploring the transformative power of literature. Introduction The Compact Anthology of World Literature II is an invaluable resource for students and educators, offering a carefully curated selection of key literary works from diverse cultures and historical periods. Edited by a team of experts, this anthology spans genres from ancient to modern times, providing insightful commentary and context that help readers engage with universal themes like justice, morality, and identity. As part of the Open Educational Resources (OER) initiative, it offers free access to high-quality literature, making it a vital tool for fostering critical thinking and global awareness in today’s interconnected world. Its flexibility supports a range of teaching approaches, making it an essential text for exploring the transformative power of literature.	oercommons	2025-03-18T00:39:40.263442	Ron Stafford	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/119496/overview", "title": "Compact Anthology of World Literature", "author": "Textbook" }
https://oercommons.org/courseware/lesson/109890/overview	Media Literacy / OER Item Sharing Template Overview OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection. Media Literacy - Make sure you are logged in by looking at the top right of the platform for your Avatar. - Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".) - Change the title to describe your project and add text, videos, images, and attachments to the sections below. - Delete this section (Section One) and any instructions in the other sections before publishing. - When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish. In a globalized age of seemingly endless information, misinformation, dysinformation, advertising, and propaganda, one where our thoughts and allegiances are the commodities that fuel our (social) media platforms, it is essential that we develop our powers of discernment and interrogate our own biases. As students in WOrld Regional Geography, you will be studying other cultures, resouces, development, regions, strategies for shifting power dynamics. This two week unit on media literacy is intended to not only aid us in recognizing the biases we encounter, but also to recognize the information inherent in those biases and interrogate both the weighting and probabilities of their intended and unintended impacts. A unit outline will go here. In addition to a relatively short history of advertising and propaganda, the following resources will be explored, concentrated, and remixed to create an utterly too brief preparatory encounter for students enrolled in my World Regional Geography course. https://oercommons.org/courses/technology-media-literacy-and-the-human-subject-a-posthuman-approach https://storytogo.ca/classroom/course/media-literacy-for-young-adults/ https://oercommons.org/courseware/lesson/68696 There are so many more within my OER media literacy folder. Project Planning My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next? I am not sure that I need to create OER. What I need is more time to view existing resources! My Audience: Who are you designing this OER item for and what are their learning needs and preferences? I am designing a teo week unit on Media Literacy for my World Regional Geography students. This is my first semester teaching this course, and it is evident that most of my students have not yet begun a critical analysis of bias, propaganda, advertising, or the difference between a critical mass of adherents and critical thining. My Team: Who else might support your OER item and what are their roles and responsibilities? There are many disciplines concerned with Media Literacy, and I imagine the consequences of not holding media sources accountable impacts all disciplines directly or indirectly as it erodes the education process and institutions at large. Journalists, educators, political scientists, digital information workers, anthropologists, geographers, and sociologists are likely to benefit from a greater academic scrutiny of media processes and local/global human relations and policies. Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders. There are so many resources! I am very grateful. I need more time to discern how to use which ones. New Resources: What new resources will you need for your OER item's next steps? I need interactive exercises, but I teach online, so I need to be very thoughtful about how to engage group dynamics. Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item? I need more time! I don't even have time to look at all of these let alone process and synthesize and compare them to course outcomes and then remix them accordingly. I know it is the most important thing I could be doing, but there are too many fires to put out for me to tend the constant slow burn of 'manufacturing consent'. Our Timeline: What deadlines do you have for your OER item deliverables? I believe this one was supposed to be due today. I was going to try to create a World Regional Geography text by July when the grant runs out, but I may need to scale back to simply creating a two week unit on Media Literacy if I can show that it alligns with course outcomes. I will still need to use OER to replace the current expensive and terrifyingly bised text, but nearly all of my time will go to understanding what already exists so that i am not reproducing the wheel. Eventually, I'd really like to see a global collaboration amongst geographers allowing students direct access to different perspectives and lived experiences informed by place. OER Item Add your OER item here including the course name and number and any aligned learning outcomes. To add content in this section: - Add any text, images or videos by using this editing pane. - Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K" - Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save. Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources. I am simply leaving these instructions for now. I do not want to clutter the OER platform by publishing something that will waste others' time. Reflection Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact. From the breakout sessions, I noticed that nearly everyone I spoke with wants to spend more time getting to know and use OER and cannot get ahead enough to make time. I think there is a systemic education problem that utilizing OER will help address, but we can't adquately provide OER without addressing the problems enough to allow educators time to understand and produce or utilize OER. This is exacerbated by the understanding that the percentage of participants in this course who are adjuncts is not at all proportional to the percentage of college course instructors who are adjuncts. I wonder if we could have some brief conversations about this which would allow a few doable action items to be generated and implemented thus justifying the time alotted to the convwersation. It seems that we are mostly overwhelmed and many feel that if we can't easily fix the problem, our attention is better turned elsewhere. I think this is a mistake and we need to take measures (no matter how small) to pursue closer approximations of our intentions.	oercommons	2025-03-18T00:39:40.281385	11/03/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/109890/overview", "title": "Media Literacy / OER Item Sharing Template", "author": "Danyell Dahn" }
https://oercommons.org/courseware/lesson/93660/overview	Oxidative Phosphorylation Overview This illustration depicts the last stage of aerobic respiration: oxidative phosphorylation. Oxidative Phosphorylation This illustration depicts the last stage of aerobic respiration: oxidative phosphorylation. This illustration depicts the last stage of aerobic respiration: oxidative phosphorylation. This illustration depicts the last stage of aerobic respiration: oxidative phosphorylation.	oercommons	2025-03-18T00:39:40.298091	Ecology	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/93660/overview", "title": "Oxidative Phosphorylation", "author": "Botany" }
https://oercommons.org/courseware/lesson/76299/overview	Directional Verbs Video Google Slideshow Story Cards Directions, ASL, Intermediate mid, ONLINE Overview Students will be able to practice translating written English to ASL with a focus on directional verbs and classifiers in storytelling. Description Description: Students will be able to practice translating written English to ASL with a focus on directional verbs and classifiers in storytelling. Keywords: Translating, Directional Verbs, Classifiers, Story World Readiness Standards - Standard 1.1 - Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions. - Standard 1.3 - Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics. - Standard 4.1 - Students demonstrate an understanding of the nature of language through comparisons of American Sign Language and their own languages. Idaho Content Standards for World Languages: - COMM 1: Interact with others in the target language and gain meaning from interactions in the target language. - COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions NCSSFL-ACTFL Can-Do Statements: - I can explain fictional circumstances comfortably - I can articulate a concept without using specific vocabulary - I can understand how to translate written English to ASL Materials Needed: Warm Up and Main Activity Lead-in or Warm-up (2-3 minutes): We are going to review directional verbs in preparation for the main activity. Discuss directional verbs and provide some examples. Have students discuss the connections between a directional verb and classifiers. Watch THIS VIDEO to practice directional verbs . You can watch the video by clicking on the link and then sharing your screen and computer audio. Main activity: Directional Verb practice! Share the story cards with your students using the chat box on zoom. Break students into break out rooms into partners/ small groups. Using the story cards, each student will read/translate a chunk of the story. Have them stop at the dinosaur card. They will then switch this. Go over the first story card first Have students sign a chunk of the story, making sure they focus on the directional verbs After they reach the dinosaur, have them give the card to the next person Once the stories are finished each pair of students will take turns drawing a directional verb card and creating a sentence. Remember to stress that the directional verb cards are not to be signed specifically. Encourage students to SHOW the card rather than TELL what happened. Wrap-up questions: - Do you see the importance of classifiers? - How will this help your ASL skills in the future?	oercommons	2025-03-18T00:39:40.323364	Amber Hoye	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/76299/overview", "title": "Directions, ASL, Intermediate mid, ONLINE", "author": "Camille Daw" }
https://oercommons.org/courseware/lesson/120437/overview	Graham Boorse OER Item Sharing Overview OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection. Project Planning My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next? Through this OER Series, I've discovered the importance of creating accessible, adaptable, and high-quality educational materials for microbiology students. My focus on the lactose operon has revealed the need for clear, engaging content that explains complex regulatory mechanisms in bacteria. Next, I plan to develop interactive diagrams and animations along with problem sets that will help students visualize and apply their understanding of the lactose operon. My goal is to create a comprehensive, yet easily digestible resource that can be used by educators and students worldwide, promoting a deeper understanding of gene regulation in prokaryotes. My Audience: Who are you designing this OER item for and what are their learning needs and preferences? This OER item is designed primarily for undergraduate students in microbiology, molecular biology, or related life science programs. The target audience includes: - Second or third-year university students taking courses in microbiology or genetics - Advanced high school students in AP Biology or similar advanced courses - Graduate students needing a refresher on prokaryotic gene regulation The learning needs and preferences of this audience include: - Clear, concise explanations of complex biological processes - Visual aids to help understand the structure and function of the lactose operon - Interactive elements to engage with the material and self-assess understanding - Accessibility features to accommodate diverse learning styles and needs - Compatibility with mobile devices for on-the-go studying By addressing these needs, the OER aims to provide a comprehensive yet accessible resource for students to master the concept of the lactose operon and its significance in prokaryotic gene regulation. My Team: Who else might support your OER item and what are their roles and responsibilities? To support the development and implementation of my OER item on the lactose operon, I will reach out to a diverse team with complementary skills: - Content Experts: I will consult with my fellow microbiologists at Mesa Community College for content review and input to ensure scientific accuracy and relevance of the material. - Student Representatives: I will reach out to current and former students to provide feedback from a learner's perspective and help tailor the content to student needs - Librarian: I will communicate with MCC librarians to assist with OER curation, metadata, and ensuring proper attribution for any remixed content By collaborating with this team, I aim to create a comprehensive, engaging, and accessible OER resource on the lactose operon that meets diverse learning needs." Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders. I have placed all information that is present with in the OER commons that pertains to the Lac operon and other operons as well. New Resources: What new resources will you need for your OER item's next steps? I am mostly focused on using software to generate animations to help students better understand the mechanisms of the lac operon. Additional H5P content will be generated, allowing students to answer questions in an interactive way to ensure their competency with this material. Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item? I have been thinking and planning this for some time and just need to start the process. Our Timeline: What deadlines do you have for your OER item deliverables? Timeline: My hope is to complete this before the end of the calendar year. - Finalize project scope and objectives; Finalize the gathering of existing resourcs; Outline content for animations and H5P activities. - Write detailed scripts for animations; Design storyboards for each animation sequence - Develop basic animations; Add details and refine movements; Finalize animations with colors, textures, and transitions - Create H5P interactive elements (quizzes, drag-and-drop activities, etc.); Develop flashcards and other supplementary activities - Combine animations and H5P elements into a cohesive resource and Publish. OER Item Add your OER item here including the course name and number and any aligned learning outcomes. To add content in this section: - Add any text, images or videos by using this editing pane. - Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K" - Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save. Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources. Reflection Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.	oercommons	2025-03-18T00:39:40.341220	10/04/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120437/overview", "title": "Graham Boorse OER Item Sharing", "author": "Graham Boorse" }
https://oercommons.org/courseware/lesson/71406/overview	Langara-OpenEdGuidelines2020-final (PDF) Langara Open Education Guidelines (2020) Overview Open Education Guidelines from Langara College (2020). Open Education Guidelines from Langara College (2020)	oercommons	2025-03-18T00:39:40.359002	08/19/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/71406/overview", "title": "Langara Open Education Guidelines (2020)", "author": "Darcye Lovsin" }
https://oercommons.org/courseware/lesson/103199/overview	FTEC 144 Sample Assignment 2 FTEC 144: Emergency Medical Technician Overview Welcome to the El Camino College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership, communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses and traumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to take the NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license. Syllabus, Sample Assignment Welcome to the Durham Technical College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership,communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses andtraumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to takethe NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license. Other things	oercommons	2025-03-18T00:39:40.377519	Joanna Schimizzi	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/103199/overview", "title": "FTEC 144: Emergency Medical Technician", "author": "Syllabus" }
https://oercommons.org/courseware/lesson/98191/overview	MS Word Quiz Overview This is a simple quiz for beginners using MS Word to create and edit documents. MS Word Beginners Quiz MS Word Quiz Please complete the below steps in order. Read the directions carefully. Once completed you will submit all saved files for grading. - Create a short letter asking for an appointment to speak to someone about the possibility of working together on a community bottle drive. - Add in the date, an opening salutation (Dear Sir: ) and a closing (Sincerely yours, ). - Spellcheck the document. - Save the letter by using your first initial and last name to your USB drive. - Add in a statement below the opening of the letter : Re: Community Bottle Drive - Copy and paste the opening to the bottom of the letter. - Resave as Letter2. - Add a picture of flowers anywhere at the bottom of the letter that you retrieve from the stock images in MS Word. - Resave as Letter3. - Submit your three saved files to the instructor for grading.	oercommons	2025-03-18T00:39:40.394347	10/24/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98191/overview", "title": "MS Word Quiz", "author": "Chris Gibson" }
https://oercommons.org/courseware/lesson/113264/overview	The Russian Revolution Overview Statewide Dual Credit Modern World History: Unit 12, Lesson 8 A discussion of the Russian Revolution, beginning with the conditions in Russia at the start of the 20th century and the causes of the revolution of 1905, and ending with Lenin's death in 1924. Includes the Assumption of Soviet Power proclamation. Includes the Second All-Russian Congress of Soviets, Proclamation to the Workers, Soldiers, and Peasants. The early 20th century was a period of social, political and cultural change as important revolutions would occur in Iran, Russia, the Ottoman Empire, Mexico and China. These revolutions challenged the existing order and sought to create states capable of better serving their citizens and meeting the challenges of modernity. In the early 20th century, Russia appeared like an unlikely candidate for a communist revolution. Russian troops and the secret police worked in tandem to quell any discontent or calls for reform. Ruled by a czar, the czar’s word was final, and he could, and often did, rule with an iron fist. Russia had no tradition of democracy; there was no freedom of the press or association. This autocratic rule extended over a 5,000-mile expanse and comprised more than a hundred different ethnic and linguistic groups. Russia had fallen behind the other Great Powers. At the beginning of the 20th century, as other nations had successfully industrialized, nine out of 10 Russians were still peasants. The middle class was small and politically still relatively weak as the czar and a small group of aristocrats continued to hold most of the wealth and power. During the second half of the 19th century, partly due to fears of falling behind, Russia started to invest in industry and had a small urban working class by the turn of the century. Like elsewhere, these workers were poorly paid, had virtually no rights, and worked long hours in often dangerous conditions. The proof of this falling behind could be found in Russia’s defeat in the Russo-Japanese War (1904-1905). Fought over rising tensions and imperial ambitions, especially over access and control over Pacific territories, the Japanese victory confirmed their ascendency while highlighting Russia’s failure to keep pace. This put pressure on the czar and increased demands to reform the Russian state. Members of Russia’s middle class wanted reform. Although divided over what to reform and how far reform should be carried out, many desired for Russia to become a Western-inspired constitutional monarchy similar to what existed in Britain. They did not ask for the dissolution of the monarchy or the aristocracy but wanted to implement a parliamentary system that would give them some say in how the government operated. Czar Nicolas II (r. 1894-1917) refused to allow significant reform or to alter his position and power. On January 22, 1905 (known as Bloody Sunday), workers attempted to petition the czar by gathering outside his palace in St. Petersburg. They called for improved working conditions, better pay and an eight- hour workday. They came in peace, singing songs like God Save the Czar. Instead of hearing their demands the unarmed subjects were met with bullets. While the numbers vary widely, hundreds of people were killed by bullets or from being trampled as people tried to flee. This was a turning point for many Russians. After this, the widely held belief that it was not the czar but his ministers responsible for the problems in Russia seemed to go up in smoke. Coupled with the general discontent and disillusionment with the poor progress against Japan, Bloody Sunday led to a wave of strikes across the Russian Empire. These events are called the Revolution of 1905. Needing to calm the people, the czar agreed to a more limited form of monarchy, a parliament called the Duma, and a new Russian constitution. Czar Nicholas II did not believe in these reforms, and as soon as discontent settled down, he took back much of these concessions and tried to rule as he always had. Going back on his word further undermined the trust many had place in the czar, serving to increase the number of people advocating for reorm or desiring a revolution. The Revolution would have to wait another 12 years. The catalyst for this event was World War I. To change Russian fortunes, Czar Nicholas went to the front to take direct control of the army. The czar could not change the war’s course as Germany drove deeper into Russian territory. The only thing keeping the czar on his throne was the forces of law and order which had stayed loyal to him. Even these elements began to waver. The final blow to the czar’s rule came in 1917 when troops, instead of firing on a crowd of protestors in St. Petersburg, joined the protestors. Without power or protection, Czar Nicolas II abdicated his throne. The following year, Nicholas, his wife and five children were executed. With the czar out of the way, a new Provisional government operated out of the Duma. Dominated by liberal thinkers who wished to modernize Russia without completely altering the current system, the Provisional government failed to bring order to the Russian state. It continued the war effort despite how unpopular it had become. At the same time, the Russian experiment with democracy spread to the local level as workers elected councils called Soviets to govern factories. These Soviets offered a rival government and power structure to the Provisional government. At this point, a long-time revolutionary named Vladimir Ulyanov (known as Lenin) gained increasing notoriety and power. Exiled for his revolutionary activities, Lenin stayed committed to revolution in Russia. Indeed, Lenin had written numerous influential pamphlets on communism and Russia since leaving the country in 1900. He was critical of capitalism (which he believed, just like Marx, would be done away with) and Russia’s participation in World War I. Lenin was the leader of the Bolsheviks, a radical faction of the Russian socialist movement that emerged in the early 20th century. The term Bolshevik comes from the Russian word for "majority," as Lenin's faction won a crucial vote within the Russian Social Democratic Labor Party (RSDLP) in 1903. The Bolsheviks believed in a highly disciplined, centralized revolutionary party led by professional revolutionaries who would overthrow the existing government and establish a dictatorship of the proletariat (working-class people). Their ideology was rooted in Marxism, but Lenin adapted it to fit Russia’s conditions, advocating for immediate revolution rather than a gradual transition to socialism. Still living in Zurich when the czar lost his throne in 1917, the 47-year-old Lenin knew the time was right for his return, but Switzerland, which remained neutral during the war, was surrounded, and it seemed that there was no way to get to Russia. Aware that Lenin was opposed to the war, the Germans agreed to put him on a train home so that Lenin could use his influence to agitate against the war effort. Once he arrived, Lenin announced that the revolution would provide “peace, land and bread.” Despite his years in exile, Lenin judged the mood of Russians perfectly, which helped him win sympathy for the communist cause. While on the train from Switzerland, Lenin composed his April Theses which called on communists to end any support for the Provisional government. Caught between the communists and those who wanted to re- establish the old system, the Provisional government began to waver. Called upon to defend the desperate Provisional Government during the Second All-Russian Congress of Soviets, the Soviets instead chose to overthrow it. They issued the "Proclamation to the Workers, Soldiers, and Peasants", marking the formalization of Bolshevik power and the establishment of the Soviet Union. These actions ensured that the second revolution was indeed a socialist one. Lenin worked to establish peace with Germany. The Treaty of Brest-Litovsk, which finally got Russia out of the war, stands as a testament to how badly Lenin wanted peace, for he gave Germany some of Russia’s most fertile and industrialized areas and a third of the Russian population. Lenin defended losing so much territory by stating that it did not matter, for soon, a worldwide communist revolution would make such treaties irrelevant. After years of fighting, losing so much territory to Germany was, for many Russians, a bitter pill to swallow. Although he promised peace, for the next nearly four years Russia would be involved in a devastating civil war that pitted the communist Bolsheviks (Reds) against an alliance of czarist forces (Whites) and Russia’s former war allies (who hoped to do away with Lenin and force Russia back into the war). Luckily for Lenin, most troops from England, France, Japan and the United States were withdrawn after the war ended in 1918. As Commissar of War, Leon Trotsky’s leadership played a crucial role in suppressing the counterrevolution allowing the communists to claim victory in the civil war. After the civil war, Lenin turned his attention to reforming Russia. True to his Marxist roots, Lenin abolished private ownership of land and, to better organize Russian industry, confiscated factories and merged them into giant government-controlled trusts. He established the legal equality of women, including making divorce more accessible, while implementing universal education. Lenin did not seek consent for his actions as he had no intention of letting the Soviets direct policy and quickly brought them under the control of the Communist party. He ruled like an autocrat, creating a party dictatorship rather than a communist state along the lines envisioned by Marx. Dying in January 1924, it would be up to Lenin’s successors to bring forward the revolution and the vision of a better and more egalitarian world led by workers. 1 Second All-Russian Congress of Soviets of Workers' and Soldiers' Deputies. (2024, November 26). In Wikipedia. https://en.wikipedia.org/wiki/Second_All-Russian_Congress_of_Soviets_of_Workers%27_and_Soldiers%27_Deputies Primary Source \| Assumption of Soviet Power Second All-Russian Congress of Soviets, Proclamation to the Workers, Soldiers, and Peasants (November 7, 1917) The Second All-Russian Congress of Soviets of Workers’ and Soldiers’ Deputies has opened. The vast majority of the Soviets are represented at the Congress. A number of delegates from the Peasants’ Soviets are also present. The mandate of the compromising Central Executive Committee has terminated. Backed by the will of the vast majority of the workers, soldiers and peasants, backed by the victorious uprising of the workers and the garrison which has taken place in Petrograd, the Congress takes the power into its own hands. The Provisional Government has been overthrown. The majority of the members of the Provisional Government have already been arrested. The Soviet government will propose an immediate democratic peace to all the nations and an immediate armistice on all fronts. It will secure the transfer of the land of the landlords, of the crown and monasteries to the peasants’ committees without compensation; it will protect the rights of the soldiers by introducing complete democracy in the army; it will establish workers’ control over production; it will ensure the convocation of the Constituent Assembly at the time appointed; it will see to it that bread is supplied to the cities and prime necessities to the villages; it will guarantee all the nations inhabiting Russia the genuine right of self-determination. The Congress decrees: all power in the localities shall pass to the Soviets of Workers’, Soldiers’ and Peasants’ Deputies, which must guarantee genuine revolutionary order. The Congress calls upon the soldiers in the trenches to be vigilant and firm. The Congress of Soviets is convinced that the revolutionary army will be able to defend the revolution against all attacks of imperialism until such time as the new government succeeds in concluding a democratic peace, which it will propose directly to all peoples. The new government will do everything to supply all the needs of the revolutionary army by means of a determined policy of requisitions and taxation of the propertied classes, and also will improve the condition of soldiers’ families. The Kornilovites–Kerenskii, Kaledin and others–are attempting to bring troops against Petrograd. Several detachments, whom Kerenskii had got to move by deceit, have come over to the side of the insurgent people. Soldiers, actively resist Kerenskii, the Kornilovite! Be on your guard! Railroad workers, hold up all troop trains dispatched by Kerenskii against Petrograd! Soldiers, workers and employees, the fate of the revolution and the fate of the democratic peace is in your hands! Long live the revolution!” From Michigan State University Seventeen Moments in Soviet History	oercommons	2025-03-18T00:39:40.420601	Constanze Weise	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/113264/overview", "title": "Statewide Dual Credit Modern World History, World in Crisis, Conflict, and the Struggle for Independence - World War I, the Russian Revolution, and the Indian Independence Movement, The Russian Revolution", "author": "John Rankin" }
https://oercommons.org/courseware/lesson/70919/overview	Methods of Calculus eText Overview Methods of Calculus eText Full Course Adaptation Textbook About This Innovative eText Chapter 1 Review contains review material that you should recall before we begin calculus. Chapter 2 The Derivative builds on the precalculus idea of the slope of a line to let us find and use rates of change in many situations. Chapter 3 The Integral builds on the precalculus idea of the area of a rectangle to let us find accumulated change in more complicated and interesting settings. A Preview of Calculus Calculus was first developed more than three hundred years ago by Sir Isaac Newton and Gottfried Leibniz to help them describe and understand the rules governing the motion of planets and moons. Since then, thousands of other men and women have refined the basic ideas of calculus, developed new techniques to make the calculations easier, and found ways to apply calculus to problems besides planetary motion. Perhaps most importantly, they have used calculus to help understand a wide variety of physical, biological, economic and social phenomena and to describe and solve problems in those areas. Part of the beauty of calculus is that it is based on a few very simple ideas. Part of the power of calculus is that these simple ideas can help us understand, describe, and solve problems in a variety of fields. Innovation This eText harnesses cutting-edge pedagogy aligned with module-level learning objectives through the implementation of simulations and dynamic videos for award-winning innovation (United States Distance Learning Association 2020 Innovation Award) of the project development. Over 50 short videos are embedded to enhance teacher-, social-, and cognitive-presence in the delivery of online instruction. These videos were produced using a Lightboard. The mutli-media components of this zero-cost eText afford readers the opportunity to learn the mathematics in action and review as often as needed for ownership of learning. How is Applied Calculus Different? Students who plan to go into science, engineering, or mathematics take a year-long sequence of classes that cover many of the same topics as we do in our one-quarter or one-semester course. Here are some of the differences: No Trigonometry We will not be using trigonometry at all in this course. The scientists and engineers need trigonometry frequently, and so a great deal of the engineering calculus course is devoted to trigonometric functions and the situations they can model. The Applications Are Different The scientists and engineers learn how to apply calculus to physics problems, such as work. They do a lot of geometric applications, like finding minimum distances, volumes of revolution, or arclengths. In this class, we will do only a few of these (distance/velocity problems, areas between curves). On the other hand, we will learn to apply calculus in some economic and business settings, like maximizing profit or minimizing average cost, finding elasticity of demand, or finding the present value of a continuous income stream. Additionally, we will apply calculus in life and social science settings, like determining the rate at which drug concentration in the body is changing, or exploring the rate at which a subject learns. These are applications that are seldom seen in a course for engineers. Fewer Theorems, No Proofs The focus of this course is applications rather than theory. In this course, we will use the results of some theorems, but we won’t prove any of them. When you finish this course, you should be able to solve many kinds of problems using calculus, but you won’t be prepared to go on to higher mathematics. Less Algebra In this class, you will not need clever algebra. If you need to solve an equation, it will either be relatively simple, or you can use technology to solve it. In most cases, you won’t need “exact answers;” calculator numbers will be good enough. Simplification and Calculator Numbers When you were in tenth grade, your math teacher may have impressed you with the need to simplify your answers. I’m here to tell you – she was wrong. The form your answer should be in depends entirely on what you will do with it next. In addition, the process of “simplifying,” often messy algebra can ruin perfectly correct answers. From the teacher’s point of view, “simplifying” obscures how a student arrived at his answer, and makes problems harder to grade. Moral: don’t spend a lot of extra time simplifying your answer. Leave it as close to how you arrived at it as possible. When should you simplify? 1. Simplify when it actually makes your life easier. For example, in Chapter 2 it’s easier to find a second derivative if you simplify the first derivative. 2. Simplify your answer when you need to match it to an answer in the book. You may need to do some algebra to be sure your answer and the book answer are the same. When you use your calculator A calculator is required for this course, and it can be a wonderful tool. However, you should be careful not to rely too strongly on your calculator. Follow these rules of thumb: Estimate your answers. If you expect an answer of about 4, and your calculator says 2500, you’ve made an error somewhere. Don’t round until the very end. Every time you make a calculation with a rounded number, your answer gets a little bit worse. When you answer an applied problem, find a calculator number. It doesn’t mean much to suggest that the company should produce items; it’s much more meaningful to report that they should produce about 106 items. When you present your final answer, round it to something that makes sense. If you’ve found an amount of US money, round it to the nearest cent. If you’ve computed the number of people, round to the nearest person. If there’s no obvious context, show your teacher at least two digits after the decimal place. Occasionally in this course, you will need to find the “exact answer.” That means – not a calculator approximation. (You can still use your calculator to check your answer.)	oercommons	2025-03-18T00:39:40.445309	Interactive	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/70919/overview", "title": "Methods of Calculus eText", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/96816/overview	Librande - Human Anatomy Laboratory Manual (First Edition, Rev. Fall 2022) Overview Human Anatomy Laboratory Manual is a diagram-based lab manual for 1-semester Human Anatomy courses. Included are over 100 openly-licensed images that students will be able to label and learn from.	oercommons	2025-03-18T00:39:40.463296	Diagram/Illustration	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/96816/overview", "title": "Librande - Human Anatomy Laboratory Manual (First Edition, Rev. Fall 2022)", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/90496/overview	Lesson 1 Section 2 The Rise of the Suburbs Lesson 1 Section 3 Race and Education Lesson 1 Section 4 Civil Rights in an Affluent Society Lesson 1 Section 5 Gender and Culture in the Affluent Society Lesson 1 Section 6 Politics and Ideology in the Affluent Society The Affluent Society Overview Link to student view Unit 3 Lesson 1 https://www.oercommons.org/courseware/lesson/90496/overview Teacher resources linked for The American Yawp content can be found at this link https://www.americanyawp.com/text/teaching-materials/ Quiz for Unit 3 Lesson 1 https://www.americanyawp.com/text/wp-content/uploads/Quiz-26.pdf Did you have an idea for improving this content? We’d love your input. Introduction In 1958, Harvard economist and public intellectual John Kenneth Galbraith published The Affluent Society. Galbraith’s celebrated book examined America’s new post–World War II consumer economy and political culture. While noting the unparalleled riches of American economic growth, it criticized the underlying structures of an economy dedicated only to increasing production and the consumption of goods. Galbraith argued that the U.S. economy, based on an almost hedonistic consumption of luxury products, would inevitably lead to economic inequality as private-sector interests enriched themselves at the expense of the American public. Galbraith warned that an economy where “wants are increasingly created by the process by which they are satisfied” was unsound, unsustainable, and, ultimately, immoral. “The Affluent Society,” he said, was anything but.1 While economists and scholars debate the merits of Galbraith’s warnings and predictions, his analysis was so insightful that the title of his book has come to serve as a ready label for postwar American society. In the two decades after the end of World War II, the American economy witnessed massive and sustained growth that reshaped American culture through the abundance of consumer goods. Standards of living—across all income levels—climbed to unparalleled heights and economic inequality plummeted.2 And yet, as Galbraith noted, the Affluent Society had fundamental flaws. The new consumer economy that lifted millions of Americans into its burgeoning middle class also reproduced existing inequalities. Women struggled to claim equal rights as full participants in American society. The poor struggled to win access to good schools, good healthcare, and good jobs. The same suburbs that gave middle-class Americans new space left cities withering in spirals of poverty and crime and caused irreversible ecological disruptions. The Jim Crow South tenaciously defended segregation, and Black Americans and other minorities suffered discrimination all across the country. The contradictions of the Affluent Society defined the decade: unrivaled prosperity alongside persistent poverty, life-changing technological innovation alongside social and environmental destruction, expanded opportunity alongside entrenched discrimination, and new liberating lifestyles alongside a stifling conformity. Notes Title image Little Rock schools closed rather than allow integration. This 1958 photograph shows an African American high school girl watching school lessons on television. Library of Congress (LC-U9- 1525F-28). 1. John Kenneth Galbraith, The Affluent Society (New York: Houghton Mifflin, 1958), 129. 2. See, for example, Claudia Goldin and Robert A. Margo, “The Great Compression: The Wage Structure in the United States at Mid-Century,” Quarterly Journal of Economics 107 (February 1992), 1–34. The Rise of the Suburbs The seeds of a suburban nation were planted in New Deal government programs. At the height of the Great Depression, in 1932, some 250,000 households lost their property to foreclosure. A year later, half of all U.S. mortgages were in default. The foreclosure rate stood at more than one thousand per day. In response, FDR’s New Deal created the Home Owners’ Loan Corporation (HOLC), which began purchasing and refinancing existing mortgages at risk of default. The HOLC introduced the amortized mortgage, allowing borrowers to pay back interest and principal regularly over fifteen years instead of the then standard five-year mortgage that carried large balloon payments at the end of the contract. The HOLC eventually owned nearly one of every five mortgages in America. Though homeowners paid more for their homes under this new system, home ownership was opened to the multitudes who could now gain residential stability, lower monthly mortgage payments, and accrue wealth as property values rose over time.1 Additionally, the Federal Housing Administration (FHA), another New Deal organization, increased access to home ownership by insuring mortgages and protecting lenders from financial loss in the event of a default. Lenders, however, had to agree to offer low rates and terms of up to twenty or thirty years. Even more consumers could afford homes. Though only slightly more than a third of homes had an FHA-backed mortgage by 1964, FHA loans had a ripple effect, with private lenders granting more and more home loans even to non-FHA-backed borrowers. Government programs and subsidies like the HOLC and the FHA fueled the growth of home ownership and the rise of the suburbs. Government spending during World War II pushed the United States out of the Depression and into an economic boom that would be sustained after the war by continued government spending. Government expenditures provided loans to veterans, subsidized corporate research and development, and built the interstate highway system. In the decades after World War II, business boomed, unionization peaked, wages rose, and sustained growth buoyed a new consumer economy. The Servicemen’s Readjustment Act (popularly known as the G.I. Bill), passed in 1944, offered low-interest home loans, a stipend to attend college, loans to start a business, and unemployment benefits. The rapid growth of home ownership and the rise of suburban communities helped drive the postwar economic boom. Builders created sprawling neighborhoods of single-family homes on the outskirts of American cities. William Levitt built the first Levittown, the prototypical suburban community, in 1946 in Long Island, New York. Purchasing large acreage, subdividing lots, and contracting crews to build countless homes at economies of scale, Levitt offered affordable suburban housing to veterans and their families. Levitt became the prophet of the new suburbs, and his model of large-scale suburban development was duplicated by developers across the country. The country’s suburban share of the population rose from 19.5 percent in 1940 to 30.7 percent by 1960. Home ownership rates rose from 44 percent in 1940 to almost 62 percent in 1960. Between 1940 and 1950, suburban communities with more than ten thousand people grew 22.1 percent, and planned communities grew at an astonishing rate of 126.1 percent.2 As historian Lizabeth Cohen notes, these new suburbs “mushroomed in territorial size and the populations they harbored.”3 Between 1950 and 1970, America’s suburban population nearly doubled to seventy-four million. Eighty-three percent of all population growth occurred in suburban places.4 The postwar construction boom fed into countless industries. As manufacturers converted from war materials back to consumer goods, and as the suburbs developed, appliance and automobile sales rose dramatically. Flush with rising wages and wartime savings, homeowners also used newly created installment plans to buy new consumer goods at once instead of saving for years to make major purchases. Credit cards, first issued in 1950, further increased access to credit. No longer stymied by the Depression or wartime restrictions, consumers bought countless washers, dryers, refrigerators, freezers, and, suddenly, televisions. The percentage of Americans that owned at least one television increased from 12 percent in 1950 to more than 87 percent in 1960. This new suburban economy also led to increased demand for automobiles. The percentage of American families owning cars increased from 54 percent in 1948 to 74 percent in 1959. Motor fuel consumption rose from some twenty-two million gallons in 1945 to around fifty-nine million gallons in 1958.5 On the surface, the postwar economic boom turned America into a land of abundance. For advantaged buyers, loans had never been easier to obtain, consumer goods had never been more accessible, single-family homes had never been so cheap, and well-paying jobs had never been more abundant. “If you had a college diploma, a dark suit, and anything between the ears,” a businessman later recalled, “it was like an escalator; you just stood there and you moved up.”6 But the escalator did not serve everyone. Beneath aggregate numbers, racial disparity, sexual discrimination, and economic inequality persevered, undermining many of the assumptions of an Affluent Society. In 1939, real estate appraisers arrived in sunny Pasadena, California. Armed with elaborate questionnaires to evaluate the city’s building conditions, the appraisers were well versed in the policies of the HOLC. In one neighborhood, most structures were rated in “fair” repair, and appraisers noted a lack of “construction hazards or flood threats.” However, they concluded that the area “is detrimentally affected by 10 owner occupant Negro families.” While “the Negroes are said to be of the better class,” the appraisers concluded, “it seems inevitable that ownership and property values will drift to lower levels.7 Wealth created by the booming economy filtered through social structures with built-in privileges and prejudices. Just when many middle- and working-class white American families began their journey of upward mobility by moving to the suburbs with the help of government programs such as the FHA and the G.I. Bill, many African Americans and other racial minorities found themselves systematically shut out. A look at the relationship between federal organizations such as the HOLC, the FHA, and private banks, lenders, and real estate agents tells the story of standardized policies that produced a segregated housing market. At the core of HOLC appraisal techniques, which reflected the existing practices of private real estate agents, was the pernicious insistence that mixed-race and minority-dominated neighborhoods were credit risks. In partnership with local lenders and real estate agents, the HOLC created Residential Security Maps to identify high- and low-risk-lending areas. People familiar with the local real estate market filled out uniform surveys on each neighborhood. Relying on this information, the HOLC assigned every neighborhood a letter grade from A to D and a corresponding color code. The least secure, highest-risk neighborhoods for loans received a D grade and the color red. Banks limited loans in such “redlined” areas.8 Phrases like subversive racial elements and racial hazards pervade the redlined-area description files of surveyors and HOLC officials. Los Angeles’s Echo Park neighborhood, for instance, had concentrations of Japanese and African Americans and a “sprinkling of Russians and Mexicans.” The HOLC security map and survey noted that the neighborhood’s “adverse racial influences which are noticeably increasing inevitably presage lower values, rentals and a rapid decrease in residential desirability.”9 While the HOLC was a fairly short-lived New Deal agency, the influence of its security maps lived on in the FHA and Veterans Administration (VA), the latter of which dispensed G.I. Bill–backed mortgages. Both of these government organizations, which reinforced the standards followed by private lenders, refused to back bank mortgages in “redlined” neighborhoods. On the one hand, FHA- and VA-backed loans were an enormous boon to those who qualified for them. Millions of Americans received mortgages that they otherwise would not have qualified for. But FHA-backed mortgages were not available to all. Racial minorities could not get loans for property improvements in their own neighborhoods and were denied mortgages to purchase property in other areas for fear that their presence would extend the red line into a new community. Levittown, the poster child of the new suburban America, only allowed whites to purchase homes. Thus, FHA policies and private developers increased home ownership and stability for white Americans while simultaneously creating and enforcing racial segregation. The exclusionary structures of the postwar economy prompted protest from African Americans and other minorities who were excluded. Fair housing, equal employment, consumer access, and educational opportunity, for instance, all emerged as priorities of a brewing civil rights movement. In 1948, the U.S. Supreme Court sided with African American plaintiffs and, in Shelley v. Kraemer, declared racially restrictive neighborhood housing covenants—property deed restrictions barring sales to racial minorities—legally unenforceable. Discrimination and segregation continued, however, and activists would continue to push for fair housing practices. During the 1950s and early 1960s many Americans retreated to the suburbs to enjoy the new consumer economy and search for some normalcy and security after the instability of depression and war. But many could not. It was both the limits and opportunities of housing, then, that shaped the contours of postwar American society. Moreover, the postwar suburban boom not only exacerbated racial and class inequalities, it precipitated a major environmental crisis. The introduction of mass production techniques in housing wrought ecological destruction. Developers sought cheaper land ever farther way from urban cores, wrecking havoc on particularly sensitive lands such as wetlands, hills, and floodplains. “A territory roughly the size of Rhode Island,” historian Adam Rome wrote, “was bulldozed for urban development” every year.10 Innovative construction strategies, government incentives, high consumer demand, and low energy prices all pushed builders away from more sustainable, energy-conserving building projects. Typical postwar tract-houses were difficult to cool in the summer and heat in the winter. Many were equipped with malfunctioning septic tanks that polluted local groundwater. Such destructiveness did not go unnoticed. By the time Rachel Carson published Silent Spring, a forceful denunciation of the excessive use of pesticides such as DDT in agricultural and domestic settings, in 1962, many Americans were already primed to receive her message. Stories of kitchen faucets spouting detergent foams and children playing in effluents brought the point home: comfort and convenience did not have to come at such cost. And yet most of the Americans who joined the early environmentalist crusades of the 1950s and 1960s rarely questioned the foundations of the suburban ideal. Americans increasingly relied upon automobiles and idealized the single-family home, blunting any major push to shift prevailing patterns of land and energy use.11 Notes - Price Fishback, Jonathan Rose, and Kenneth Snowden, Well Worth Saving: How the New Deal Safeguarded Home Ownership (Chicago: University of Chicago Press, 2013). - Leo Schnore, “The Growth of Metropolitan Suburbs,” American Sociological Review 22 (April 1957), 169. - Lizabeth Cohen, A Consumers’ Republic: The Politics of Mass Consumption in Postwar America (New York: Random House, 2002), 202. - Elaine Tyler May, Homeward Bound: American Families in the Cold War Era (New York, Basic Books, 1999), 152. - Leo Fishman, The American Economy (Princeton, NJ: Van Nostrand, 1962), 560. - John P. Diggins, The Proud Decades: America in War and in Peace, 1941–1960 (New York: Norton, 1989), 219. - David Kushner, Levittown: Two Families, One Tycoon, and the Fight for Civil Rights in America’s Legendary Suburb (New York: Bloomsbury Press, 2009), 17. - Thomas Sugrue, The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit (Princeton, NJ: Princeton University Press, 2005). - Becky M. Nicolaides, My Blue Heaven: Life and Politics in the Working–Class Suburbs of Los Angeles, 1920-1965 (Chicago: University of Chicago Press, 2002), 193. - Adam W. Rome, The Bulldozer in the Countryside: Suburban Sprawl and the Rise of American Environmentalism (Cambridge: Cambridge University Press, 2001), 7. - See also J. R. McNeill and Peter Engelke, The Great Acceleration: An Environmental History of the Anthropocene (Cambridge, MA: Harvard University Press, 2016); Andrew Needham, Power Lines: Phoenix and the Making of the Modern Southwest (Princeton: Princeton University Press, 2014); and Ted Steinberg, Down to Earth: Nature’s Role in American History (New York: Oxford University Press, 2002). Race and Education Older battles over racial exclusion also confronted postwar American society. One long-simmering struggle targeted segregated schooling. In 1896, the Supreme Court declared the principle of “separate but equal” constitutional. Segregated schooling, however, was rarely “equal”: in practice, Black Americans, particularly in the South, received fewer funds, attended inadequate facilities, and studied with substandard materials. African Americans’ battle against educational inequality stretched across half a century before the Supreme Court again took up the merits of “separate but equal.” On May 17, 1954, after two years of argument, re-argument, and deliberation, Chief Justice Earl Warren announced the Supreme Court’s decision on segregated schooling in Brown v. Board of Education (1954). The court found by a unanimous 9–0 vote that racial segregation violated the Equal Protection Clause of the Fourteenth Amendment. The court’s decision declared, “Separate educational facilities are inherently unequal.” “Separate but equal” was made unconstitutional.1 Decades of African American–led litigation, local agitation against racial inequality, and liberal Supreme Court justices made Brown possible. In the early 1930s, the NAACP began a concerted effort to erode the legal underpinnings of segregation in the American South. Legal, or de jure, segregation subjected racial minorities to discriminatory laws and policies. Law and custom in the South hardened antiblack restrictions. But through a series of carefully chosen and contested court cases concerning education, disfranchisement, and jury selection, NAACP lawyers such as Charles Hamilton Houston, Robert L. Clark, and future Supreme Court Justice Thurgood Marshall undermined Jim Crow’s constitutional underpinnings. These attorneys initially sought to demonstrate that states systematically failed to provide African American students “equal” resources and facilities, and thus failed to live up to Plessy. By the late 1940s activists began to more forcefully challenge the assumptions that “separate” was constitutional at all. Though remembered as just one lawsuit, Brown v. Board of Education consolidated five separate cases that had originated in the southeastern United States: Briggs v. Elliott (South Carolina), Davis v. County School Board of Prince Edward County (Virginia), Beulah v. Belton (Delaware), Bolling v. Sharpe (Washington, D.C.), and Brown v. Board of Education (Kansas). Working with local activists already involved in desegregation fights, the NAACP purposely chose cases with a diverse set of local backgrounds to show that segregation was not just an issue in the Deep South, and that a sweeping judgment on the fundamental constitutionality of Plessy was needed. Briggs v. Elliott, the first case accepted by the NAACP, illustrated the plight of segregated Black schools. Briggs originated in rural Clarendon County, South Carolina, where taxpayers in 1950 spent $179 to educate each white student and $43 for each Black student. The district’s twelve white schools were cumulatively worth $673,850; the value of its sixty-one Black schools (mostly dilapidated, overcrowded shacks) was $194,575.2 While Briggs underscored the South’s failure to follow Plessy, the Brown suit focused less on material disparities between Black and white schools (which were significantly less than in places like Clarendon County) and more on the social and spiritual degradation that accompanied legal segregation. This case cut to the basic question of whether “separate” was itself inherently unequal. The NAACP said the two notions were incompatible. As one witness before the U.S. District Court of Kansas said, “The entire colored race is craving light, and the only way to reach the light is to start [black and white] children together in their infancy and they come up together.”3 To make its case, the NAACP marshaled historical and social scientific evidence. The Court found the historical evidence inconclusive and drew their ruling more heavily from the NAACP’s argument that segregation psychologically damaged Black children. To make this argument, association lawyers relied on social scientific evidence, such as the famous doll experiments of Kenneth and Mamie Clark. The Clarks demonstrated that while young white girls would naturally choose to play with white dolls, young Black girls would, too. The Clarks argued that Black children’s aesthetic and moral preference for white dolls demonstrated the pernicious effects and self-loathing produced by segregation. Identifying and denouncing injustice, though, is different from rectifying it. Though Brown repudiated Plessy, the Court’s orders did not extend to segregation in places other than public schools and, even then, to preserve a unanimous decision for such an historically important case, the justices set aside the divisive yet essential question of enforcement. Their infamously ambiguous order in 1955 (what came to be known as Brown II) that school districts desegregate “with all deliberate speed” was so vague and ineffectual that it left the actual business of desegregation in the hands of those who opposed it. In most of the South, as well as the rest of the country, school integration did not occur on a wide scale until well after Brown. Only in the 1964 Civil Rights Act did the federal government finally implement some enforcement of the Brown decision by threatening to withhold funding from recalcitrant school districts, but even then southern districts found loopholes. Court decisions such as Green v. New Kent County (1968) and Alexander v. Holmes (1969) finally closed some of those loopholes, such as “freedom of choice” plans, to compel some measure of actual integration. When Brown finally was enforced in the South, the quantitative impact was staggering. In 1968, fourteen years after Brown, some 80 percent of school-age Black southerners remained in schools that were 90 to 100 percent nonwhite. By 1972, though, just 25 percent were in such schools, and 55 percent remained in schools with a simple nonwhite minority. By many measures, the public schools of the South became, ironically, the most integrated in the nation.4 As a landmark moment in American history, Brown’s significance perhaps lies less in immediate tangible changes—which were slow, partial, and inseparable from a much longer chain of events—than in the idealism it expressed and the momentum it created. The nation’s highest court had attacked one of the fundamental supports of Jim Crow segregation and offered constitutional cover for the creation of one of the greatest social movements in American history. Notes - Oliver Brown, et al. v. Board of Education of Topeka, et al., 347 U.S. 483 (1954). - James T. Patterson and William W. Freehling, Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy (New York: Oxford University Press, 2001), 25; Pete Daniel, Standing at the Crossroads: Southern Life in the Twentieth Century (Baltimore: Johns Hopkins University Press, 1996), 161–164. - Patterson and Freehling, Brown v. Board, xxv. - Charles T. Clotfelter, After Brown: The Rise and Retreat of School Desegregation (Princeton, NJ: Princeton University Press, 2011), 6. Civil Rights in an Affluent Society Education was but one aspect of the nation’s Jim Crow machinery. African Americans had been fighting against a variety of racist policies, cultures, and beliefs in all aspects of American life. And while the struggle for Black inclusion had few victories before World War II, the war and the Double V campaign for victory against fascism abroad and racism at home, as well as the postwar economic boom led, to rising expectations for many African Americans. When persistent racism and racial segregation undercut the promise of economic and social mobility, African Americans began mobilizing on an unprecedented scale against the various discriminatory social and legal structures. While many of the civil rights movement’s most memorable and important moments, such as the sit-ins, the Freedom Rides, and especially the March on Washington, occurred in the 1960s, the 1950s were a significant decade in the sometimes tragic, sometimes triumphant march of civil rights in the United States. In 1953, years before Rosa Parks’s iconic confrontation on a Montgomery city bus, an African American woman named Sarah Keys publicly challenged segregated public transportation. Keys, then serving in the Women’s Army Corps, traveled from her army base in New Jersey back to North Carolina to visit her family. When the bus stopped in North Carolina, the driver asked her to give up her seat for a white customer. Her refusal to do so landed her in jail in 1953 and led to a landmark 1955 decision, Sarah Keys v. Carolina Coach Company, in which the Interstate Commerce Commission ruled that “separate but equal” violated the Interstate Commerce Clause of the U.S. Constitution. Poorly enforced, it nevertheless gave legal coverage for the Freedom Riders years later and motivated further assaults against Jim Crow. But if some events encouraged civil rights workers with the promise of progress, others were so savage they convinced activists that they could do nothing but resist. In the summer of 1955, two white men in Mississippi kidnapped and brutally murdered fourteen-year-old Emmett Till. Till, visiting from Chicago and perhaps unfamiliar with the “etiquette” of Jim Crow, allegedly whistled at a white woman named Carolyn Bryant. Her husband, Roy Bryant, and another man, J. W. Milam, abducted Till from his relatives’ home, beat him, mutilated him, shot him, and threw his body in the Tallahatchie River. Emmett’s mother held an open-casket funeral so that Till’s disfigured body could make national news. The men were brought to trial. The evidence was damning, but an all-white jury found the two not guilty. Mere months after the decision, the two boasted of their crime, in all of its brutal detail, in Look magazine. “They ain’t gonna go to school with my kids,” Milam said. They wanted “to make an example of [Till]—just so everybody can know how me and my folks stand.”1 The Till case became an indelible memory for the young Black men and women soon to propel the civil rights movement forward. On December 1, 1955, four months after Till’s death and six days after the Keys v. Carolina Coach Company decision, Rosa Parks refused to surrender her seat on a Montgomery city bus and was arrested. Montgomery’s public transportation system had longstanding rules requiring African American passengers to sit in the back of the bus and to give up their seats to white passengers if the buses filled. Parks was not the first to protest the policy by staying seated, but she was the first around whom Montgomery activists rallied. Montgomery’s Black population, under the leadership of local ministers and civil rights workers, formed the Montgomery Improvement Association (MIA) and coordinated an organized boycott of the city’s buses. The Montgomery Bus Boycott lasted from December 1955 until December 20, 1956, when the Supreme Court ordered their integration. The boycott not only crushed segregation in Montgomery’s public transportation, it energized the entire civil rights movement and established the leadership of the MIA’s president, a recently arrived, twenty-six-year-old Baptist minister named Martin Luther King Jr. Motivated by the success of the Montgomery boycott, King and other African American leaders looked to continue the fight. In 1957, King helped create the Southern Christian Leadership Conference (SCLC) to coordinate civil rights groups across the South and buoy their efforts organizing and sustaining boycotts, protests, and other assaults against southern Jim Crow laws. As pressure built, Congress passed the Civil Rights Act of 1957, the first such measure passed since Reconstruction. The act was compromised away nearly to nothing, although it did achieve some gains, such as creating the Department of Justice’s Civil Rights Commission, which was charged with investigating claims of racial discrimination. And yet, despite its weakness, the act signaled that pressure was finally mounting on Americans to confront the legacy of discrimination. Despite successes at both the local and national level, the civil rights movement faced bitter opposition. Those opposed to the movement often used violent tactics to scare and intimidate African Americans and subvert legal rulings and court orders. For example, a year into the Montgomery bus boycott, angry white southerners bombed four African American churches as well as the homes of King and fellow civil rights leader E. D. Nixon. Though King, Nixon, and the MIA persevered in the face of such violence, it was only a taste of things to come. Such unremitting hostility and violence left the outcome of the burgeoning civil rights movement in doubt. Despite its successes, civil rights activists looked back on the 1950s as a decade of mixed results and incomplete accomplishments. While the bus boycott, Supreme Court rulings, and other civil rights activities signaled progress, church bombings, death threats, and stubborn legislators demonstrated the distance that still needed to be traveled. Notes - William Bradford Huie, “The Shocking Story of Approved Killing in Mississippi,” Look (January 24, 1956), 46–50. Gender and Culture in the Affluent Society For more information about the Civil Rights Movement and Television, The Paley Center for Media: The Civil Rights Movement and Television America’s consumer economy reshaped how Americans experienced culture and shaped their identities. The Affluent Society gave Americans new experiences, new outlets, and new ways to understand and interact with one another. “The American household is on the threshold of a revolution,” the New York Times declared in August 1948. “The reason is television.”1 Television was presented to the American public at the New York World’s Fair in 1939, but commercialization of the new medium in the United States lagged during the war years. In 1947, though, regular full-scale broadcasting became available to the public. Television was instantly popular, so much so that by early 1948 Newsweek reported that it was “catching on like a case of high-toned scarlet fever.”2 Indeed, between 1948 and 1955 close to two thirds of the nation’s households purchased a television set. By the end of the 1950s, 90 percent of American families had one and the average viewer was tuning in for almost five hours a day.3 The rise of the Civil Rights Movement paralleled the growing use of television in the United States. Television provided the American public with a means to witness the struggle for civil rights nearly in real time and led a more informed society to enact social change.4 The technological ability to transmit images via radio waves gave birth to television. Television borrowed radio’s organizational structure, too. The big radio broadcasting companies—NBC, CBS, and the American Broadcasting Corporation (ABC)—used their technical expertise and capital reserves to conquer the airwaves. They acquired licenses to local stations and eliminated their few independent competitors. The refusal of the Federal Communication Commission (FCC) to issue any new licenses between 1948 and 1955 was a de facto endorsement of the big three’s stranglehold on the market. In addition to replicating radio’s organizational structure, television also looked to radio for content. Many of the early programs were adaptations of popular radio variety and comedy shows, including The Ed Sullivan Show and Milton Berle’s Texaco Star Theater. These were accompanied by live plays, dramas, sports, and situation comedies. Because of the cost and difficulty of recording, most programs were broadcast live, forcing stations across the country to air shows at the same time. And since audiences had a limited number of channels to choose from, viewing experiences were broadly shared. More than two thirds of television-owning households, for instance, watched popular shows such as I Love Lucy. The limited number of channels and programs meant that networks selected programs that appealed to the widest possible audience to draw viewers and advertisers, television’s greatest financers. By the mid-1950s, an hour of primetime programming cost about $150,000 (about $1.5 million in today’s dollars) to produce. This proved too expensive for most commercial sponsors, who began turning to a joint financing model of thirty-second spot ads. The need to appeal to as many people as possible promoted the production of noncontroversial shows aimed at the entire family. Programs such as Father Knows Best and Leave it to Beaver featured light topics, humor, and a guaranteed happy ending the whole family could enjoy.4 Television’s broad appeal, however, was about more than money and entertainment. Shows of the 1950s, such as Father Knows Best and I Love Lucy, idealized the nuclear family, “traditional” gender roles, and white, middle-class domesticity. Leave It to Beaver, which became the prototypical example of the 1950s television family, depicted its breadwinner father and homemaker mother guiding their children through life lessons. Such shows, and Cold War America more broadly, reinforced a popular consensus that such lifestyles were not only beneficial but the most effective way to safeguard American prosperity against communist threats and social “deviancy.” Postwar prosperity facilitated, and in turn was supported by, the ongoing postwar baby boom. From 1946 to 1964, American fertility experienced an unprecedented spike. A century of declining birth rates abruptly reversed. Although popular memory credits the cause of the baby boom to the return of virile soldiers from battle, the real story is more nuanced. After years of economic depression, families were now wealthy enough to support larger families and had homes large enough to accommodate them, while women married younger and American culture celebrated the ideal of a large, insular family. Underlying this “reproductive consensus” was the new cult of professionalism that pervaded postwar American culture, including the professionalization of homemaking. Mothers and fathers alike flocked to the experts for their opinions on marriage, sexuality, and, most especially, child-rearing. Psychiatrists held an almost mythic status as people took their opinions and prescriptions, as well as their vocabulary, into their everyday life. Books like Dr. Spock’s Baby and Child Care (1946) were diligently studied by women who took their career as housewife as just that: a career, complete with all the demands and professional trappings of job development and training. And since most women had multiple children roughly the same age as their neighbors’ children, a cultural obsession with kids flourished throughout the era. Women bore the brunt of this pressure, chided if they did not give enough of their time to the children—especially if it was because of a career—yet cautioned that spending too much time would lead to “Momism,” producing “sissy” boys who would be incapable of contributing to society and extremely susceptible to the communist threat. A new youth culture exploded in American popular culture. On the one hand, the anxieties of the atomic age hit America’s youth particularly hard. Keenly aware of the discontent bubbling beneath the surface of the Affluent Society, many youth embraced rebellion. The 1955 film Rebel Without a Cause demonstrated the restlessness and emotional incertitude of the postwar generation raised in increasing affluence yet increasingly unsatisfied with their comfortable lives. At the same time, perhaps yearning for something beyond the “massification” of American culture yet having few other options to turn to beyond popular culture, American youth embraced rock ’n’ roll. They listened to Little Richard, Buddy Holly, and especially Elvis Presley (whose sexually suggestive hip movements were judged subversive). The popularity of rock ’n’ roll had not yet blossomed into the countercultural musical revolution of the coming decade, but it provided a magnet for teenage restlessness and rebellion. “Television and Elvis,” the musician Bruce Springsteen recollected, “gave us full access to a new language, a new form of communication, a new way of being, a new way of looking, a new way of thinking; about sex, about race, about identity, about life; a new way of being an American, a human being; and a new way of hearing music.” American youth had seen so little of Elvis’s energy and sensuality elsewhere in their culture. “Once Elvis came across the airwaves,” Springsteen said, “once he was heard and seen in action, you could not put the genie back in the bottle. After that moment, there was yesterday, and there was today, and there was a red hot, rockabilly forging of a new tomorrow, before your very eyes.”5 Other Americans took larger steps to reject the expected conformity of the Affluent Society. The writers, poets, and musicians of the Beat Generation, disillusioned with capitalism, consumerism, and traditional gender roles, sought a deeper meaning in life. Beats traveled across the country, studied Eastern religions, and experimented with drugs, sex, and art. Behind the scenes, Americans were challenging sexual mores. The gay rights movement, for instance, stretched back into the Affluent Society. While the country proclaimed homosexuality a mental disorder, gay men established the Mattachine Society in Los Angeles and gay women formed the Daughters of Bilitis in San Francisco as support groups. They held meetings, distributed literature, provided legal and counseling services, and formed chapters across the country. Much of their work, however, remained secretive because homosexuals risked arrest and abuse if discovered.6 Society’s “consensus,” on everything from the consumer economy to gender roles, did not go unchallenged. Much discontent was channeled through the machine itself: advertisers sold rebellion no less than they sold baking soda. And yet others were rejecting the old ways, choosing new lifestyles, challenging old hierarchies, and embarking on new paths. Notes - Lewis L. Gould, Watching Television Come of Age: The New York Times Reviews by Jack Gould (Austin: University of Texas Press, 2002), 186. - Gary Edgerton, Columbia History of American Television (New York: Columbia University Press, 2009), 90. - Ibid., 178. - “The Civil Rights Movement and Television.” Paley Center, 24 June 2021, https://www.paleycenter.org/education/videoconferencing/get-up-stand-up-the-civil-rights-movement-and-television/. - Christopher H. Sterling and John Michael Kittross, Stay Tuned: A History of American Broadcasting (New York: Routledge, 2001), 364. - Bruce Springsteen, “SXSW Keynote Address,” Rolling Stone (March 28, 2012), http://www.rollingstone.com/music/news/exclusive-the-complete-text-of-bruce-springsteens-sxsw-keynote-address-20120328. - John D’Emilio, Sexual Politics, Sexual Communities, 2nd ed. (Chicago: University of Chicago Press, 2012), 102–103. Politics and Ideology in the Affluent Society Postwar economic prosperity and the creation of new suburban spaces inevitably shaped American politics. In stark contrast to the Great Depression, the new prosperity renewed belief in the superiority of capitalism, cultural conservatism, and religion. In the 1930s, the economic ravages of the international economic catastrophe knocked the legs out from under the intellectual justifications for keeping government out of the economy. And yet pockets of true believers kept alive the gospel of the free market. The single most important was the National Association of Manufacturers (NAM). In the midst of the depression, NAM reinvented itself and went on the offensive, initiating advertising campaigns supporting “free enterprise” and “The American Way of Life.”1 More importantly, NAM became a node for business leaders, such as J. Howard Pew of Sun Oil and Jasper Crane of DuPont Chemical Co., to network with like-minded individuals and take the message of free enterprise to the American people. The network of business leaders that NAM brought together in the midst of the Great Depression formed the financial, organizational, and ideological underpinnings of the free market advocacy groups that emerged and found ready adherents in America’s new suburban spaces in the postwar decades. One of the most important advocacy groups that sprang up after the war was Leonard Read’s Foundation for Economic Education (FEE). Read founded FEE in 1946 on the premise that “The American Way of Life” was essentially individualistic and that the best way to protect and promote that individualism was through libertarian economics. Libertarianism took as its core principle the promotion of individual liberty, property rights, and an economy with a minimum of government regulation. FEE, whose advisory board and supporters came mostly from the NAM network of Pew and Crane, became a key ideological factory, supplying businesses, service clubs, churches, schools, and universities with a steady stream of libertarian literature, much of it authored by Austrian economist Ludwig von Mises.2 Shortly after FEE’s formation, Austrian economist and libertarian intellectual Friedrich Hayek founded the Mont Pelerin Society (MPS) in 1947. The MPS brought together libertarian intellectuals from both sides of the Atlantic to challenge Keynesian economics—the dominant notion that government fiscal and monetary policy were necessary economic tools—in academia. University of Chicago economist Milton Friedman became its president. Friedman (and his Chicago School of Economics) and the MPS became some of the most influential free market advocates in the world and helped legitimize for many the libertarian ideology so successfully evangelized by FEE, its descendant organizations, and libertarian popularizers such as the novelist Ayn Rand.3 Libertarian politics and evangelical religion were shaping the origins of a new conservative, suburban constituency. Suburban communities’ distance from government and other top-down community-building mechanisms—despite relying on government subsidies and government programs—left a social void that evangelical churches eagerly filled. More often than not the theology and ideology of these churches reinforced socially conservative views while simultaneously reinforcing congregants’ belief in economic individualism. Novelist Ayn Rand, meanwhile, whose novels The Fountainhead (1943) and Atlas Shrugged (1957) were two of the decades’ best sellers, helped move the ideas of individualism, “rational self-interest,” and “the virtue of selfishness” outside the halls of business and academia and into suburbia. The ethos of individualism became the building blocks for a new political movement. And yet, while the growing suburbs and their brewing conservative ideology eventually proved immensely important in American political life, their impact was not immediately felt. They did not yet have a champion. In the post–World War II years the Republican Party faced a fork in the road. Its complete lack of electoral success since the Depression led to a battle within the party about how to revive its electoral prospects. The more conservative faction, represented by Ohio senator Robert Taft (son of former president William Howard Taft) and backed by many party activists and financiers such as J. Howard Pew, sought to take the party further to the right, particularly in economic matters, by rolling back New Deal programs and policies. On the other hand, the more moderate wing of the party, led by men such as New York governor Thomas Dewey and Nelson Rockefeller, sought to embrace and reform New Deal programs and policies. There were further disagreements among party members about how involved the United States should be in the world. Issues such as foreign aid, collective security, and how best to fight communism divided the party. Initially, the moderates, or “liberals,” won control of the party with the nomination of Thomas Dewey in 1948. Dewey’s shocking loss to Truman, however, emboldened conservatives, who rallied around Taft as the 1952 presidential primaries approached. With the conservative banner riding high in the party, General Dwight Eisenhower (“Ike”), most recently North Atlantic Treaty Organization (NATO) supreme commander, felt obliged to join the race in order to beat back the conservatives and “prevent one of our great two Parties from adopting a course which could lead to national suicide.” In addition to his fear that Taft and the conservatives would undermine collective security arrangements such as NATO, he also berated the “neanderthals” in his party for their anti–New Deal stance. Eisenhower felt that the best way to stop communism was to undercut its appeal by alleviating the conditions under which it was most attractive. That meant supporting New Deal programs. There was also a political calculus to Eisenhower’s position. He observed, “Should any political party attempt to abolish social security, unemployment insurance, and eliminate labor laws and farm programs, you would not hear of that party again in our political history.”4 The primary contest between Taft and Eisenhower was close and controversial. Taft supporters claimed that Eisenhower stole the nomination from Taft at the convention. Eisenhower, attempting to placate the conservatives in his party, picked California congressman and virulent anticommunist Richard Nixon as his running mate. With the Republican nomination sewn up, the immensely popular Eisenhower swept to victory in the 1952 general election, easily besting Truman’s hand-picked successor, Adlai Stevenson. Eisenhower’s popularity boosted Republicans across the country, leading them to majorities in both houses of Congress. The Republican sweep in the 1952 election, owing in part to Eisenhower’s popularity, translated into few tangible legislative accomplishments. Within two years of his election, the moderate Eisenhower saw his legislative proposals routinely defeated by an unlikely alliance of conservative Republicans, who thought Eisenhower was going too far, and liberal Democrats, who thought he was not going far enough. For example, in 1954 Eisenhower proposed a national healthcare plan that would have provided federal support for increasing healthcare coverage across the nation without getting the government directly involved in regulating the healthcare industry. The proposal was defeated in the house by a 238–134 vote with a swing bloc of seventy-five conservative Republicans joining liberal Democrats voting against the plan.5 Eisenhower’s proposals in education and agriculture often suffered similar defeats. By the end of his presidency, Ike’s domestic legislative achievements were largely limited to expanding social security; making Health, Education and Welfare (HEW) a cabinet position; passing the National Defense Education Act; and bolstering federal support to education, particularly in math and science. As with any president, however, Eisenhower’s impact was bigger than just legislation. Ike’s “middle of the road” philosophy guided his foreign policy as much as his domestic agenda. He sought to keep the United States from direct interventions abroad by bolstering anticommunist and procapitalist allies. Ike funneled money to the French in Vietnam fighting the Ho Chi Minh–led communists, walked a tight line between helping Chiang Kai-Shek’s Taiwan without overtly provoking Mao Zedong’s China, and materially backed groups that destabilized “unfriendly” governments in Iran and Guatemala. The centerpiece of Ike’s Soviet policy, meanwhile, was the threat of “massive retaliation,” or the threat of nuclear force in the face of communist expansion, thereby checking Soviet expansion without direct American involvement. While Ike’s “mainstream” “middle way” won broad popular support, his own party was slowly moving away from his positions. By 1964 the party had moved far enough to the right to nominate Arizona senator Barry Goldwater, the most conservative candidate in a generation. The political moderation of the Affluent Society proved little more than a way station on the road to liberal reforms and a more distant conservative ascendancy. Notes - See Richard Tedlow, “The National Association of Manufacturers and Public Relations During the New Deal,” Business History Review 50 (Spring 1976), 25–45; and Wendy Wall, Inventing the “American Way”: The Politics of Consensus from the New Deal to the Civil Rights Movement (New York: Oxford University Press, 2008). - Gregory Eow, “Fighting a New Deal: Intellectual Origins of the Reagan Revolution, 1932–1952,” PhD diss., Rice University, 2007; Brian Doherty, Radicals for Capitalism: A Freewheeling History of the Modern American Libertarian Movement (New York: Public Affairs, 2007); and Kim Phillips Fein, Invisible Hands: The Businessmen’s Crusade Against the New Deal (New York: Norton, 2009), 43–55. - Angus Burgin, The Great Persuasion: Reinventing Free Markets Since the Depression (Cambridge, MA: Harvard University Press, 2012); Jennifer Burns, Goddess of the Market: Ayn Rand and the American Right (New York: Oxford University Press, 2009). - Allan J. Lichtman, White Protestant Nation: The Rise of the American Conservative Movement (New York: Atlantic Monthly Press, 2008), 180, 201, 185. - Steven Wagner, Eisenhower Republicanism Pursuing the Middle Way (DeKalb: Northern Illinois University Press, 2006), 15. Conclusion The postwar American “consensus” held great promise. Despite the looming threat of nuclear war, millions experienced an unprecedented prosperity and an increasingly proud American identity. Prosperity seemed to promise ever higher standards of living. But things fell apart, and the center could not hold: wracked by contradiction, dissent, discrimination, and inequality, the Affluent Society stood on the precipice of revolution. Primary Sources During the labor shortages of World War II, the United States’ launched the Bracero (“laborer”) program to bring Mexican laborers into the United States. The program continued into the 1960s and brought more than a million workers into the United States on short-term contracts. Undocumented immigration continued, however. Congress held hearings and, in the selection below, a migrant worker named Juanita Garcia testifies to Congress about the state of affairs in California’s Imperial Valley. Beginning in 1954, Dwight Eisenhower’s administration oversaw, with the cooperation of the Mexican government, “Operation Wetback,” which empowered to the Border Patrol to crack down upon illegal immigration. Pete Hernandez, a migrant worker, was tried for the murder of his employer, Joe Espinosa, in Edna, Texas, in 1950. Hernandez was convicted by an all-white jury. His lawyers appealed. They argued that Hernandez was entitled to a jury “of his peers” and that systematic exclusion of Mexican Americans violated constitutional law. In a unanimous decision, the United States Supreme Court ruled that Mexican Americans—and all “classes”—were entitled to the “equal protection” articulated in the Fourteenth Amendment. 3. Brown v. Board of Education of Topeka (1954) In 1896, the United States Supreme Court declared in Plessy v. Ferguson that the doctrine of “separate but equal” was constitutional. In 1954, the United States Supreme Court overturned that decision and 4. Richard Nixon on the American Standard of Living (1959) As Cold War tensions eased, exhibitions allowed for Americans and Soviets to survey the other’s culture and way of life. In 1959, the Russians held an exhibition in New York, and the Americans in Moscow. A videotaped discussion between Vice President Richard Nixon and Soviet Premier Nikita Kruschev, the so-called “Kitchen Debate,” won Richard Nixon acclaim at home for his articulate defense of the American standard of living. In the following extract from July 24, 1959, Nixon opened the American Exhibition in Moscow. 5. John F. Kennedy on the Separation of Church and State (1960) American Anti-Catholicism had softened in the aftermath of World War II, but no Catholic had ever been elected president and Protestant Americans had long been suspicious of Catholic politicians when John F. Kennedy ran for the presidency in 1960. (Al Smith, the first Catholic presidential candidate, was roundly defeated in 1928 owing in large part to popular anti-Catholic prejudice). On September 12, 1960, Kennedy addressed the Greater Houston Ministerial Association and he not only allayed popular fears of his Catholic faith, he delivered a seminal statement on the separation of church and state. 6. Congressman Arthur L. Miller Gives “the Putrid Facts” About Homosexuality (1950) In 1950, Representative Arthur L. Miller, a Nebraska Republican, offered an amendment to a bill requiring background checks for employees of the Economic Cooperation Administration (ECA). Miller proposed to bar homosexuals from working with the ECA. Although his amendment was rejected, his views of homosexuality revealed much about postwar American views. 7. Rosa Parks on Life in Montgomery, Alabama (1956-1958) In this unfinished correspondence and undated personal notes, Rosa Parks recounted living under segregation in Montgomery, Alabama, explained why she refused to surrender her seat on a city bus, and lamented the psychological toll exacted by Jim Crow. In 1959, photographer John Bledsoe captured this image of the crowd on the steps of the Arkansas state capitol building, protesting the federally mandated integration of Little Rock’s Central High School. This image shows how worries about desegregation were bound up with other concerns, such as the reach of communism and government power. Redbook made this film to convince advertisers that the magazine would help them attract the white suburban consumers they desired. The “happy go spending, buy it now, young adults of today” are depicted by the film as flocking to the suburbs to escape global and urban turmoil. Redbook Magazine, “In The Suburbs” (1957). Via The Internet Archive. Reference Material This chapter was edited by James McKay, with content contributions by Edwin C. Breeden, Aaron Cowan, Elsa Devienne, Maggie Flamingo, Destin Jenkins, Kyle Livie, Jennifer Mandel, James McKay, Laura Redford, Ronny Regev, and Tanya Roth. Recommended citation: Edwin C. Breeden et al., “The Cold War,” James McKay, ed., in The American Yawp, eds. Joseph Locke and Ben Wright (Stanford, CA: Stanford University Press, 2018). Recommended Reading - Boyle, Kevin. The UAW and the Heyday of American Liberalism, 1945–1968. Ithaca, NY: Cornell University Press, 1995. - Branch, Taylor. Parting the Waters: America in the King Years, 1954–1963. New York: Simon and Schuster, 1988. - Brown, Kate. Plutopia: Nuclear Families, Atomic Cities, and the Great Soviet and American Plutonium Disasters. New York: Oxford University Press, 2013. - Brown-Nagin, Tomiko. Courage to Dissent: Atlanta and the Long History of the Civil Rights Movement. New York: Oxford University Press, 2011. - Cohen, Lizabeth. A Consumer’s Republic: The Politics of Mass Consumption in Postwar America. New York: Knopf, 2003. - Coontz, Stephanie. The Way We Never Were: American Families and the Nostalgia Trap. New York: Basic Books, 1993. - Dudziak, Mary. Cold War Civil Rights: Race and the Image of American Democracy. Princeton, NJ: Princeton University Press, 2002. - Fried, Richard M. Nightmare in Red: The McCarthy Era in Perspective. New York: Oxford University Press, 1990. - Grisinger, Joanna. The Unwieldy American State: Administrative Politics Since the New Deal. Cambridge, UK: Cambridge University Press, 2012. - Hernández, Kelly Lytle. Migra! A History of the U.S. Border Patrol. Berkeley: University of California Press, 2010. - Horowitz, Daniel. Betty Friedan and the Making of the Feminine Mystique: The American Left, the Cold War, and Modern Feminism. Amherst: University of Massachusetts Press, 1998. - Jackson, Kenneth T. Crabgrass Frontier: The Suburbanization of the United States. New York: Oxford University Press, 1985. - Jumonville, Neil. Critical Crossings: The New York Intellectuals in Postwar America. Berkeley: University of California Press, 1991. - Levenstein, Lisa. A Movement Without Marches: African American Women and the Politics of Poverty in Postwar Philadelphia. Chapel Hill: University of North Carolina Press, 2009. - May, Elaine Tyler. Homeward Bound: American Families in the Cold War Era. New York: Basic Books, 1988. - McGirr, Lisa. Suburban Warriors: The Origins of the New American Right. Princeton, NJ: Princeton University Press, 2001. - Ngai, Mae. Impossible Subjects: Illegal Aliens and the Making of Modern America. Princeton, NJ: Princeton University Press, 2003. - Patterson, James T. Grand Expectations: The United States, 1945–1974. New York: Oxford University Press, 1996. - Roberts, Gene, and Hank Klibanoff. The Race Beat: The Press, the Civil Rights Struggle, and the Awakening of a Nation. New York: Knopf, 2006. - Self, Robert. American Babylon: Race and the Struggle for Postwar Oakland. Princeton, NJ: Princeton University Press, 2005. - Sugrue, Thomas. The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. Princeton, NJ: Princeton University Press, 2005. - Von Eschen, Penny. Satchmo Blows Up the World: Jazz Ambassadors Play the Cold War. Cambridge, MA: Harvard University Press, 2004. - Wagnleitner, Reinhold. Coca-Colonization and the Cold War: The Cultural Mission of the United States in Austria After the Second World War. Chapel Hill: University of North Carolina Press, 1994. - Wall, Wendy. Inventing the “American Way”: The Politics of Consensus from the New Deal to the Civil Rights Movement. New York: Oxford University Press, 2008. - Whitfield, Stephen. The Culture of the Cold War. Baltimore: Johns Hopkins University Press, 1991.	oercommons	2025-03-18T00:39:40.532429	02/28/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/90496/overview", "title": "Statewide Dual Credit American History II, Times of Change, The Affluent Society", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/82543/overview	WY.SCI.1.LS1.1 Wyoming Science Content and Performance Standards Grade 1 Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. WY.SCI.1.LS1.2 Wyoming Science Content and Performance Standards Grade 1 Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. WY.SCI.1.LS3.1 Wyoming Science Content and Performance Standards Grade 1 Learning Domain: Heredity: Inheritance and Variation of Traits Standard: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. WY.SCI.2.LS2.1 Wyoming Science Content and Performance Standards Grade 2 Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Plan and conduct an investigation to determine if plants need sunlight and water to grow. WY.SCI.2.LS4.1 Wyoming Science Content and Performance Standards Grade 2 Learning Domain: Biological Unity and Diversity Standard: Make observations of plants and animals to compare the diversity of life in different habitats. Learning Domain: Engineering, Technology, & Applications of Science Standard: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. WY.SCI.K.ESS3.1 Wyoming Science Content and Performance Standards Kindergarten Learning Domain: Earth and Human Activity Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. WY.SCI.K.LS1.1 Wyoming Science Content and Performance Standards Kindergarten Learning Domain: From Molecules to Organisms: Structures & Processes Standard: Use observations to describe patterns of what plants and animals (including humans) need to survive. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Science Domain: Earth and Space Sciences Topic: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] NGSS.K.LS1.1 Next Generation Science Standards Kindergarten-K Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Standard: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] Science Domain: Life Sciences Topic: Structure, Function, and Information Processing Standard: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.] Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]	oercommons	2025-03-18T00:39:40.583441	Environmental Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/82543/overview", "title": "Using Your Schoolyard (for K-2 Educators)", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/11378/overview	Who's Counting: An Interactive Introduction to Accounting Overview Have you ever thought about Accounting as a career choice? With a refreshing, funky approach, this course will introduce you to the basic concepts, principles and techniques of being an accountant. You will learn about the importance of accounting in modern societies and have the opportunity to explore two different Accounting specialisations- Financial Accounting and Management Accounting. This course is a MOOC that runs twice per year and is being offered partially in Chinese (Mandarin) and fully in English as a partner project between Charles Darwin University in Darwin, Australia and Anhui Normal University, Wuhu, China. "Who's Counting: An Interactive Introduction to Accounting" by Charles Darwin University is licensed under CC BY-SA 4.0 unless individual parts labelled otherwise. Preparation This course can be run on it's own or used to supplement your own programs.	oercommons	2025-03-18T00:39:40.596171	Karin Pfister	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/11378/overview", "title": "Who's Counting: An Interactive Introduction to Accounting", "author": "Module" }
https://oercommons.org/courseware/lesson/107793/overview	Prompt Engineering and ChatGPT Prompt Engineering and Visual Generative AI Tools Prompt Engineering and AI Tools Overview These resources are shared to help students navigate prompt engineering and AI tools in a responsible, ethical manner. Prompt Engineering and ChatGPT (and other text generators) This document was used in English Composition courses in Fall 2023 semester at the College of Southern Idaho to encourage students to use ChatGPT and other text generators responsibly. The first and third parts of the document is shared under CC BY NC 4.0 International. The second section is shared under CC BY SA 2.0 International. Prompt Engineering and Visual Image Generators This document has not been used in a course yet, but is a supplement to the first. The current edition was edited on October 30, 2023. GenAI Tools This document contains free or open-access multimodal and single-medium generative AI tools. The quotes at the top condition the document user to think of Generative AI tools as tools rather than replacements for their own critical thinking and creativity skills.	oercommons	2025-03-18T00:39:40.615508	Reed Hepler	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107793/overview", "title": "Prompt Engineering and AI Tools", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/107707/overview	3.1.2 Knowledge check (with solutions) 3.1.3 Bonus Assignment - Team Contract 3.1.4 Team Contract Worksheet Build team. Overview This learning module (Lesson 1 of Unit 3) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on internal management, or as part of the course. Learning outcomes. If you want to include a nice team building exercise, the Marshmallow Challenge provides a 20-minute exercise that engages students and causes them to rethink how teams work. Here's a nice overview of the Marshmallow Challenge: Teams offer a diversity of talent that makes the collective more powerful than the sum of its parts. In project management, teams can leverage member's strengths to achieve a common, shared goal. Upon successful completion of this module, you'll be able to: - Describe factors of high performing teams. - Explain motivation theories. - Demonstrate effective leadership (e.g., EQ). What is the role of the team on a project? \| 8 minute read Porf. Christianson considers his Project Management Fundamentals textbook a work-in-progress (version 0.5). It is available at OER Commons as PDF download. He also provides a nice companion student workbook also available as a PDF download. For each chapter, the workbook provides a skeletal outline and knowledge checks (with answer keys). In many chapters, there are exercises and examples. It may be provided to students as a whole workbook or subsections may be provided with each chapter. Read sections 1 and 2 of chapter 2 (Project Management Roles) of Christianson's Project Management Fundamentals text (PDF resource attached). FYI: J. Scott Christianson is a professor at the University of Missouri and has an interesting website about technology (from AI to blockchain to crypto and everything in between). What are the stages of team development? \| 2 minute watch How are we motivated? \| 11 minutes watch What makes a team high-performing? \| 10 minute watch Test your knowledge. - Check all of the major characteristics of high performing teams. - Defined roles and responsibilities - Top talent - Trust and respect - Understanding of bigger picture - Understanding of strengths and weaknesses - Works hardest - T/F: In addition to forming, storming, norming, and performing; some include adjourning as one of the stages of Tuckman's team stage model. - True - False - Which of the following is NOT one of the pillars of Pink's "drive" theory of motivation? - Autonomy - Mastery - Purpose - Psychological safety This has its roots in Deci & Ryan's self-determination theory. BONUS: Putting what you learned in action. If you are using the Project Management Fundamentals course over the course of a semester, it is often effective to engage students in teams on a term project. I have had students work with for-profit, governmental, and non-profit (i.e. NGO) organizations to plan events, create digital products, and also prepare strategic initiatives. To support this idea of a project that allows students to apply what they've learned on an actual project, I have created a series of five transparent assignments: - External Management - charter creation and stakeholder analysis - Internal Management - team contract and RACI chart creation - Scope Management - work breakdown structure and disctionary creation - Schedule Management - Network analysis to identify critical path and Gantt chart creation - Risk Management - Risk identification and analysis, creation of risk register I have omitted the Cost Management competency group because often student projects do not have a budget, other than that of the students time. Project Work 2 > Internal Management For a project you and your team are currently working on, try creating a team contract and a RACI chart. These two project management tools will help you and your team be even more high-performing. A set of transparent assignment instructions (resource attached) have been provided that includes the following: - the purpose of the assignment, - the knowledge and skills that will be developed by the assignment, - the task involved, - a checklist of what will need to be accomplished, - a rubric of how to assess your work, and - a sample of finished work. Transparent assignments are a way for you to get clarity on expectations (see the "Unwritten Rules"). >>>Additional Resource: Westminster College has provided an excellent worksheet for developing team charters. It is also provided as a resource at the end of this section.	oercommons	2025-03-18T00:39:40.650910	08/14/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107707/overview", "title": "Project Management Fundamentals, Internal Management, Build team.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/107711/overview	4.1.2 Knowledge check (with solutions) 4.1.3 Bonus Assignment - WBS and dictionary Define scope. Overview This learning module (Lesson 1 of Unit 4) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on scope management, or as part of the course. Learning outcomes. Defining and managing your project scope enables your team to deliver projects efficiently in accordance with the original requirements, rather than letting them continue to grow, creep, and otherwise snowball. Upon successful completion of this module, you'll be able to: - Define scope and scope creep. - Explain the scoping process. - Distinguish between issues, constaints, and assumptions. What is project scope? \| 3-5 minute read Porf. Christianson considers his Project Management Fundamentals textbook a work-in-progress (version 0.5). It is available at OER Commons as PDF download. He also provides a nice companion student workbook also available as a PDF download. For each chapter, the workbook provides a skeletal outline and knowledge checks (with answer keys). In many chapters, there are exercises and examples. It may be provided to students as a whole workbook or subsections may be provided with each chapter. Read section 1 chapter 6 (Project Scope) of Christianson's Project Management Fundamentals text (PDF resource attached). FYI: J. Scott Christianson is a professor at the University of Missouri and has an interesting website about technology (from AI to blockchain to crypto and everything in between). How do I define scope? \| 3 minute watch What is a statement of work? \| 3 minute watch What is scope creep? \| 11 minute read Read this article "7 Steps to Deal With Scope Creep" by Jory McKay of Planio (2019). Test your knowledge. - In the first video (Project Management in Under Five), scope is simplified defined as what is contained within which shape? - Circle - Square - Triangle - Polygon - Why is scope so difficult to manage? - Can't please everyone - Stakeholders change priorities - Need to balance among various interests - All of the above - Which of the following are alternate names for a project charter? Check ALL that apply. - Statement of Work - Estimate of Resources Document - Business Case - Quote - T/F: The basic function of a charter is to establish formal authority by defining scope, schedule, budget, and team. - True - False - T/F: Scope creep is when project requirements, goals, or vision changes beyond what was originally agreed upon. - True - False BONUS: Putting what you learned into action. If you are using the Project Management Fundamentals course over the course of a semester, it is often effective to engage students in teams on a term project. I have had students work with for-profit, governmental, and non-profit (i.e. NGO) organizations to plan events, create digital products, and also prepare strategic initiatives. To support this idea of a project that allows students to apply what they've learned on an actual project, I have created a series of five transparent assignments: - External Management - charter creation and stakeholder analysis - Internal Management - team contract and RACI chart creation - Scope Management - work breakdown structure and disctionary creation - Schedule Management - Network analysis to identify critical path and Gantt chart creation - Risk Management - Risk identification and analysis, creation of risk register I have omitted the Cost Management competency group because often student projects do not have a budget, other than that of the students time. Project Work 3 > Scope Management For a project you are planning (or one your currently executing), try decomposing the project into work packages and creating a work breakdown structure (and dictionary). A WBS is a compact way to represent the project work at the appropriate level of detail, while ensuring nothing is missing. A set of transparent assignment instructions (resource attached) have been provided that includes the following: - the purpose of the assignment, - the knowledge and skills that will be developed by the assignment, - the task involved, - a checklist of what will need to be accomplished, - a rubric of how to assess your work, and - a sample of finished work. Transparent assignments are a way for you to get clarity on expectations (see the "Unwritten Rules").	oercommons	2025-03-18T00:39:40.685909	08/14/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107711/overview", "title": "Project Management Fundamentals, Scope Management, Define scope.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/107824/overview	7.3.2 Moon's Reflection Rubric Conduct procurements. <+Closure> Overview This learning module (Lesson 3 of Unit 7) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on risk management, or as part of the course. Learning outcomes. While not precisely specific to risk management, procurements are an essential part of what makes project work flow. Upon successful completion of this module, you'll be able to: - Describe various procurement methods. - Audit procurements. - Document procurements. What is project procurement? \| 5 minute read BONUS Course Reflection - Learning outcomes Often as one of the culminating experiences of the course, I have students complete a Post Mortem reflection of their learning and their project experience. Some resources for reflection have been provided and a general prompt for the reflection has been included. You may or may not wish to include this as part of the course. Upon successful completion of this bonus portion of the module, you'll be able to: - Describe the DIEP reflective writing model. - Describe the DIVE reflection model. - Practice reflection on the course. What is reflective writing? \| 6 minute watch What is the DIVE model of reflection? \| 15 minute learning module Complete this 5-part learning module about reflection. What have I learned a result of this course? \| 60 minute reflection - Find a quiet place to reflect back upon the course. - Using the prompt (resource provided), reflect back on the course and write down your thoughts. - Evaluate the depth of your reflection using the rubric (resource provided). - Have a conversation with a trusted friend or colleague about your reflection and learning.	oercommons	2025-03-18T00:39:40.711214	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107824/overview", "title": "Project Management Fundamentals, Risk Management, Conduct procurements. <+Closure>", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/98291/overview	Visual Storytelling: Activity 4 Design Matrix Overview The Visual Storytelling lesson plan is a series of four learning ladder activities designed around mobile/digital technology for use by intermediate art and design students. It is a framework for concept ideation, visual design planning, and production. Activity 4: Design Matrix introduces students to production planning for multiple types of media. Design Matrix Summary National Core Arts Standards - VA: Cr3.1, Pr4.1, Pr5.1, Pr6.1 Instructor Step by Step: - Provide lecture notes and/or video. - Provide customized instructions as needed. - Publish an example ‘design matrix’. - Technology Support: Include relevant links for tech tutorials as needed. - App Limitations: Include instructional parameters for image resolution and file size based on forum limitations as needed. Additions: Extend this lesson by assigning students to groups. Each group collaboratively creates a visual Kanban board with multiple examples of how production process works behind the scenes to support a visual arts project. Video Resource: Kanban for Artists: Supercharge Your Productivity by Evergray Media Prompts: How many different types of media could be used in visual storytelling? What types of equipment would be needed for producing an art project? Highlight the differences between exhibiting and interaction. How can viewers experience and/or engage with the story? Students will use the Design Matrix to manage a production plan for every asset needed to achieve their storytelling outcomes. They will take into account the types of media used, what equipment is required to produce that media, the order of each item, how final art assets will be published and shared with viewers, and any ongoing interaction or follow-up that might be required. STUDENT OBJECTIVES Student Goals - Compose a plan for developing story content. - Describe the different modes of delivering content. - Create a design matrix spreadsheet. *final artifact SUGGESTED TECHNOLOGY Primary: Any table and text editing app or spreadsheet tool. (Word) (Google Docs) (Google Sheets) Alternate: Students can utilize a Kanban style organizer app to list items by cards, which allows for multiple arrangement osf options. (Trello) Design Matrix Read & Watch Creative development incorporates visual design elements with an order and method for how the audience will view them. This process takes engagement into consideration before, during, and after production. Suggested Presentation Suggested Content: Create a walk-through example of using the design matrix spreadsheet. Highlight the hurdles of creative project planning and production. The video below is a great example which discusses how preparation, procrastination and lack of priority can cause huge issues. Video: The ART of the START (Beginning a Creative Project Successfully) Angrymikko https://youtu.be/nodH462nQaI Suggested Video Content & Prompts Video: How to Make a TV Show Bible [with Template and Examples] by StudioBinder Video: Introduction to Transmedia Storytelling by The Future of Storytelling StoryMOOC Video: How to come up with Artwork Ideas and Original Art [My Creative Process] by ImportAutumn https://youtu.be/pCZARwBFtI0 Design Matrix Activity Student Step by Step: This project builds on the previous Framework activities which covered the following: - Exploring visual design elements - brainstorming story ideas - selecting a theme and related message(s) - creating a visual style storyboard PART 1 Using the Design Matrix template as an example, create a spreadsheet or text table file. This will be your production plan outline. Breakdown each step of what will be required to produce and publish your visual storytelling project. Suggested production steps: - Scene artwork - Mediums used for each scene - Equipment needed for production - Media Output file type - Location of final published artwork - Delivery / Display instructions - Followup Maintenance or Pickup instructions PART 2 Create a list of potential problems for each item that might cause a delay or change in production plans.	oercommons	2025-03-18T00:39:40.746446	Activity/Lab	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98291/overview", "title": "Visual Storytelling: Activity 4 Design Matrix", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/26290/overview	Political Ideology Overview Political Ideology Introduction Introduction This section explores ideology and its distribution in Texas. Learning Objectives By the end of this section, students will be able to: - Define Political Ideology - List the predominant ideologies - Understand the distribution of political ideologies in Texas By the end of this section, students will be able to: - Define Political Ideology - List the predominant ideologies - Understand the distribution of political ideologies in Texas Definition Definition A political ideology is a certain set of ethical ideals, principles, doctrines, myths or symbols of a social movement, institution, class or large group that explains how society should work and offers some political and cultural blueprint for a certain social order. Predominant Ideologies Predominant Ideologies Political ideologies in the United States (and as a subset, Texas) refers to the various ideologies and ideological demographics in the United States. Citizens in the U.S. generally classify themselves as adherent to positions along the political spectrum as either liberal, progressive, moderate, or conservative. Modern liberalism aims at the preservation and extension of human, social and civil rights as well as the government guaranteed provision of positive rights. Conservatism commonly refers to a combination of economic liberalism and libertarianism, and to an extent, social conservatism. It aims at protecting the concepts of small government and individual liberty while promoting traditional values on some social issues. Liberalism Liberals advocate strong civil liberties and social progressivism according to which societal practices need to be changed whenever necessary for the greater good of society or the benefits of those who wish to engage in those social arrangements. They believe that government action is needed in order for people to be as free as possible. The government must thereby ensure the provision of positive rights, protect civil liberties and ensure equality. Liberals commonly reject both laissez-faire capitalism and socialism as a means to distribute economic resources. A mixed economy, that is a capitalist free market economy with limited government regulation and intervention is seen as the ideal. Conservatism The word “conservative” comes from “conserve,” hence describing those who generally wish to conserve the status quo, conserve morality, or conserve money. Views on individual policies vary among different sub-groups. Overall, a majority of conservatives support tax-cuts and other laissez-faire (reduced governmental interference) policies, oppose same-sex marriage, oppose abortion, oppose stricter gun control laws on the grounds of the Second Amendment and public safety, and favor increased military spending as opposed to other federal expenditures. Conservatives tend to favor (racial) color-blindness and oppose affirmative action/positive discrimination quotas. Conservatives tend to favor state governments over the federal, reserving the federal for matters of national security. Moderates Moderate is a general term for people who fall in the center category between Liberals and Conservatives. Moderates incorporate different aspects from liberalism and conservatism into their personal perspective. Moderates are commonly defined by limiting the extent to which they adopt liberal and conservative ideas Ideological Distribution in Texas Ideological Distribution in Texas The Texas Politics Project based at the University of Texas at Austin in partnership with the Texas Tribune conducts statewide public opinion polls each year to assess the opinions of registered voters on upcoming elections, public policy, and attitudes towards politics, politicians, and government. In February of 2018, the University of Texas / Texas Tribune Poll surveyed 1200 registered voters and asked respondents to self identify on a scale from 1 to 7, where 1 is extremely liberal, 7 is extremely conservative, and 4 is exactly in the middle. As you can see in the image below, Texas is a “center right” state.	oercommons	2025-03-18T00:39:40.765096	07/26/2018	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26290/overview", "title": "Texas Government 1.0, Political Learning, Political Ideology", "author": "Kris Seago" }
https://oercommons.org/courseware/lesson/86835/overview	Education Standards ICT-AID Competency Framework Overview The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible. D1. Becoming Familiar with Disability and Accessibility The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible. D2. Describing the legal landscape of Disability and Accessibility D2. Describing the legal landscape of Disability and Accessibility	oercommons	2025-03-18T00:39:40.793410	Syllabus	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/86835/overview", "title": "ICT-AID Competency Framework", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/56407/overview	Accessibility Checklist from the guide Guide for Accessible Congregations Guide for Accessible Congregations Including Individuals with Disabilities in a Faith Community: A Framework and Example Inclusion of People with Disabilities Our Doors Are Open Guide for Accessible Congregations (Accessible PDF) Our Doors Are Open Guide for Accessible Congregations (Online) Theology and Disability: Changing the Conversation The Task of Christian Education in Creating an Inclusive Worldview Video Training for Accessible Congregations Welcoming without Reserve? A case in Christian Hospitality What is Inclusion? Our Doors Are Open - Welcoming People with Disabilities at Places of Worship Overview About 15% of the world’s population lives with some form of disability. Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations. Introduction Our Doors Are Open Our Doors Are Open helps faith communities across Ontario to welcome people with all abilities by creating communities that: - Recognize barriers for people with disabilities to participate fully; - Brainstorm simple and creative solutions to remove these barriers; and - Welcome and fully include people with disabilities in their community. Video "Inclusion of People with Disabilities" The video is a good general introduction and it is on Resources. What is Inclusive Thinking? - Inclusive thinking means keeping the diversity and uniqueness of each individual in mind. The needs of individuals with disabilities are more diverse than those of people of able body. A mass solution does not work well for us. - Inclusive thinking means changing habits and behaviours. Your community may need to consciously bring inclusive thinking into all activities before these inclusive habits are developed. Getting to know what you need to think about to be inclusive can be easier than you expect. - We recommend as a first strategy a very simple approach: Just ask. Just listen. Description About 15% of the world’s population lives with some form of disability. Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students in how to see their activities and environments through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations. Objectives - Present simple and creative ideas to help increase inclusion and accessibility for people with disabilities in worship services, events and all activities of a community. - Introduce a series of clear and straightforward suggestions in order to promote inclusive thinking in your community. - Share current approaches to understanding and explaining accessibility and inclusion. Learning Outcomes Knowledge Students will: - Reflect critically that people with disabilities should be able to enjoy their spiritual beliefs and actively participate alongside other members of their faith communities. - Learn how to truly empower people with disabilities to become agents of positive change in their local communities, by recognizing that everyone has a role to play. - Understand how to help all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities through development of resources that support the Guide for Accessible Congregations. Competence Students will be: - Able to identify unmet needs for people with disabilities within faith-based communities. - Able to understand how a faith community can become more accessible. - Able to help people with disabilities be able to practice their spiritual beliefs and actively participate alongside other members of their faith communities. - Able to understand how inclusive design thinking can remove barriers to inclusion. Evaluation Methods - In the first three sections, students will be asked to carry out or plan specific activities from the Guide for Accessible Congregations within their faith communities and to report on it in written format (e.g. essay, how to guide, infographic) that demonstrates an understanding of the reading or key concepts. - Students will discuss topics related to the assignment including challenges or questions that they may have about how to implement the activity within their faith community. - In the final section, students will create a pastoral activity or resource based on a new activity or an activity from sections1-3, that can be freely shared by Our Doors are Open Project as an open education resource under a creative commons license (https://creativecommons.org/licenses/by/2.5/ca/) with attribution to the student author. Getting Started Topics for Debate Forum - Discuss your experience implementing or planning the activity in your community - Share and/or resolve challenges experienced when implementing or planning the activity in your community - Ask questions to the instructor who has experience in implementing the program Evaluation - Review the “Have You Tried These Things” list on p. 11 of Guide for Accessible Congregations: - Establish procedures for welcoming new members, including members with disabilities. - Ask the new member what they most want to get from the community. - If you know that a person with a disability is planning to visit your place of worship, ask before their first visit if they will want any help during their visit. - Review the community’s ability to provide accessibility accommodations for new members, such as large print books, wheelchair access, and interpreting. - If a person with disabilities is going to participate in one of your groups, focus on discovering their different skills and identifying ways they could contribute those gifts. Carry out one of the activities or create a plan for how you could implement the activity in your congregation. Prepare a document or multimedia object (e.g. report, how-to guide, infographic, video) about your actions/plan that demonstrates an understanding of the reading and key concepts. If the student is going to have a meeting in his/her community you can suggest ideas to break the ice, before starting such as: Ask questions until most of the group joins in [* you can get the audience to clap, stand up, raise the hand, etc.]: “how many of you have a disability?” “how many of you have a family member with disability?” “how many of you have a friend with disability?” “How many of you have a co-worker or neighbour with disability?” “How many of you know someone who has a close family/friend with a disability?” Video Find a video highlighting the values of inclusion/accessibility. After watching the video, ask audience for comments. Make sure that the video is captioned. Option 1: https://www.youtube.com/watch?v=6SnXBKEfr2s Singing Choose a song that fits the presentation. Use multiple instruments if possible. Learn to sign a song Ask participants : "How were you welcomed on your first day in this community? What keeps you coming back?" - and to write them on post-its. Highlight welcoming qualities and emphasize that the workshop is about extend these welcome to people with disabilities. Following the first question, ask participants - "What does disability mean to you?" to get the group to define "disabilities". Learning Goals - To understand concepts, definitions, and expressions of disability - To learn about issues of inclusion and exclusion in church and community Required Readings - Inclusive Design Research Centre. Guide for Accessible Congregations. Toronto: IDRC, 2018. Pages 1-11. - Goldstain, Penina and Melinda Jones Ault, “Including Individuals with Disabilities in a Faith Community: A Framework and Example.” Journal of Disabilities & Religion, 19:1, 1-14. 2015. Evaluation - Review the “Have You Tried These Things” list on p. 11 of Guide for Accessible Congregations: - Establish procedures for welcoming new members, including members with disabilities. - Ask the new member what they most want to get from the community. - If you know that a person with a disability is planning to visit your place of worship, ask before their first visit if they will want any help during their visit. - Review the community’s ability to provide accessibility accommodations for new members, such as large print books, wheelchair access, and interpreting. - If a person with disabilities is going to participate in one of your groups, focus on discovering their different skills and identifying ways they could contribute those gifts. Carry out one of the activities or create a plan for how you could implement the activity in your congregation. Prepare a document or multimedia object (e.g. report, how to guide, infographic, video) about your actions/plan that demonstrates an understanding of the reading and key concepts. Video What is Inclusion? The video is a good general introduction on the topic. It is on resources. Getting Organized Evaluation Review the checklists on pp. 14-16 and complete them alone or with a committee in your congregation if available. Select one or two items marked “not yet” and create a plan for addressing those barriers. Topics for Debate Forum - Discuss your experience completing the checklists and/or planning solutions to barriers in your community - Share your experience when completing the checklist or planning the solution in your community - Ask questions to the instructor who has experience in implementing the program Learning Goals - Understand barriers to accessibility within your congregations and the steps required to mitigate them. Required Readings - Inclusive Design Research Centre. Guide for Accessible Congregations. Toronto: IDRC, 2018. Pages 12-17. - David W. Anderson, “The Task of Christian Education in Creating an Inclusive Worldview,” a resource provided by the Christian Educators’ Journal. Evaluation Review the checklists on pp. 14-16 and complete them alone or with a committee in your congregation if available. Select one or two items marked “not yet” and create a plan for addressing those barriers. Getting Down to Work Evaluation - Review the “Have You Tried These Things” list: - Set up the space to be generous to users of wheelchairs and scooters. - Provide accessible seating areas in the front, middle, and back. - Reserve seating for people with disabilities and their companions to sit together. - Included adjustable lighting in your worship space. - Promote a fragrance-free environment. and “Progress Checklist” on p. 27 of Guide for Accessible Congregations: - We recognize the way physical space can support or remove a person’s feeling of welcome. - We have considered the setup of the room and how people with disabilities will interact with the environment. - Everybody in our community knows that service animals are welcome in all public spaces, with few exceptions (e.g., food preparation areas), and can be dogs or other animals. - We provided guidance to congregants on not petting or interacting with service animals who are working (e.g., wearing a harness). - We have an indoor or outdoor relief area for service animals and provide them with a water bowl. - We accommodate transportation when possible (e.g., arrange carpool). - We completed the accessibility checklist as a launching point into promoting a culture of accessibility. - We have used and promoted technology and apps to report back on how well we are doing in terms of inclusion and accessibility - We now have more items that are checked “yes” under Architectural or Structural Barriers on the Brief Accessibility Checklist. Carry out one of the “have you tried this” activities or create a plan for how you could implement the activity in your congregation or consider how your congregation exemplifies/met/embodies an item from the “progress checklist.” Prepare a document or multimedia object (e.g. report, how to guide, infographic, video) based on your activity/thinking that demonstrates your understanding of the reading and key concepts. Topics for Debate Forum - How can a faith community become more accessible? Learning Outcomes - Critical thought on the church’s practice of mission to, with, and alongside of people with disabilities Required Readings - Inclusive Design Research Centre. Guide for Accessible Congregations. Toronto: IDRC, 2018. Pages 18-27. - Thomas E. Reynolds, “Theology and Disability: Changing the Conversation.” Journal of Religion, Disability & Health, 16:33-48. 2012. Evaluation - Review the “Have You Tried These Things” list: - Set up the space to be generous to users of wheelchairs and scooters. - Provide accessible seating areas in the front, middle, and back. - Reserve seating for people with disabilities and their companions to sit together. - Included adjustable lighting in your worship space. - Promote a fragrance-free environment. and “Progress Checklist” on p. 27 of Guide for Accessible Congregations: - We recognize the way physical space can support or remove a person’s feeling of welcome. - We have considered the setup of the room and how people with disabilities will interact with the environment. - Everybody in our community knows that service animals are welcome in all public spaces, with few exceptions (e.g., food preparation areas), and can be dogs or other animals. - We provided guidance to congregants on not petting or interacting with service animals who are working (e.g., wearing a harness). - We have an indoor or outdoor relief area for service animals and provide them with a water bowl. - We accommodate transportation when possible (e.g., arrange carpool). - We completed the accessibility checklist as a launching point into promoting a culture of accessibility. - We have used and promoted technology and apps to report back on how well we are doing in terms of inclusion and accessibility - We now have more items that are checked “yes” under Architectural or Structural Barriers on the Brief Accessibility Checklist. Carry out one of the “have you tried this” activities or create a plan for how you could implement the activity in your congregation or consider how your congregation exemplifies/met/embodies an item from the “progress checklist.” Prepare a document or multimedia object (e.g. report, how to guide, infographic, video) based on your activity/thinking that demonstrates your understanding of the reading and key concepts. Welcoming New People into Your Community Evaluation - Revisit one of your activities from sections 1-3 or select a new activity and prepare a resource that will assist other congregations in understanding key concepts from the reading or in implementing pastoral activities in their communities. Topics for Debate Forum - How we can help a congregation to understand how to open their mind, hearts, and doors to people with all kinds of abilities? Learning Goal - Learn to reach all people in relevant and accessible ways. - Be able to prepare concrete guidance for other congregations on how to be more inclusive. Required Readings - Inclusive Design Research Centre. Guide for Accessible Congregations. Toronto: IDRC, 2018. Ppages28-30. - Thomas E. Reynolds, “Welcoming without Reserve? A case in Christian Hospitality.” Theology Today, 63: 191-202. 2006 Evaluation - Revisit one of your activities from sections 1-3 or select a new activity and prepare a resource that will assist other congregations in understanding key concepts from the reading or in implementing pastoral activities in their communities. Note: Your contribution may become an open education resource (OER) licensed under Creative Commons license https://creativecommons.org/licenses/by/2.5/ca/ and shared freely by Our Doors are Open project with attribution to the student author.	oercommons	2025-03-18T00:39:40.882736	Vera Roberts	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/56407/overview", "title": "Our Doors Are Open - Welcoming People with Disabilities at Places of Worship", "author": "David Pereyra" }
https://oercommons.org/courseware/lesson/83091/overview	Evidence-based Inclusive Instructional Strategies for Supporting Students with High-incidence Disabilities Overview This product was developed with preservice teacher needs in mind. Preservice teachers are often nervous about working with students with disabilities. The resources shared here are ideas that can be generalized to multiple classroom settings, for all different ages. Unit Introduction This course is currently scheduled online with asynchronous weekly modules throughout the semester. The class will meet synchronously five times throughout the semester, with two of those meetings during these three units. Our insitution uses Canvas for the LMS, and students will be accessing google docs, slides, etc. through our class canvas page. Some of the apps such as flipgrid or jamboard are accessible through canvas, while others will be accessed directly online. . Introduction: This module introduces strategies to support students with high-incidence disabilities in the inclusive classroom, while students are working to master state standards. These units will be in the Learners with Exceptionalities course that is a required course of all preservice teachers at our institution. Students with high-incidence disabilities have a wide variety of academic, behavioral, and organizational challenges, with no two students identical in their needs. After completing these three units, the preservice teachers will have a number of strategies to implement in their future classroom. Audience: The intended audience are preservice teachers in a university Educator Preparation Program. Length of course: Each unit will be for one week of a fifteen week course. Students will have previously studied special education laws, as well as all of the disability categories. The three units will be supplemental to the material from the course text. Unit-level outcomes: Preservice teachers will: 1. Investigate strategies to support academic, behavioral, and organizational needs of students will high-incidence disabilities. 2. Identify strategies they feel will be appropriate for the age of students, and the certification area, they are seeking to work with in schools. 3. Select strategies in each unit that would enhance instruction and a supportive, inclusive environment in their certification area. Technology requirements: Students in this course will need access to a computer with internet access. Students will need to be able to use Word or Google Docs to submit some assignments. Students will use the internet to access different apps for assignment completion. Time requirements: Students will need about an hour a week to collaborate with peers online. Students will have two synchronous meetings during these three weeks, as per course schedule. Meetings will be one hour in length. Course Key Assignment: The Key Assignment for all sections of this course is the Characteristics of an Individual with a Disability paper. Preservice teachers select one of the disability categories to research in more depth, being encouraged to select a category they will encounter in their certification area. One section of this assignment is for the students to create a case study with a hypothetical student in the category. Then they are to research and select strategies for working with that student. The units two and three will provide an opportunity to overlap with this key assignment as students study the strategies. Unit 1 Content: Differentiation in the Inclusive Classroom Unit Introduction: Differentiated instruction and learning activities are a key piece of students with disabilities being successful in the general education inclusive classroom. In this unit, we will study differentiation in more detail. The above graphic illustrates each pair of students working differently, yet productively. The core principles explain differentiation can be to the content, process, or product, or any combination. Teachers make these decisions based on the content to be mastered, and the individual students interests and needs. The readings and videos in this unit's content will explain and demonstrate this in more detail. Unit Objectives: Preservice teachers will study and demonstrate knowledge of the core principles of differentiated inclusive classrooms. Preservice teachers will identify and explain three ideas, from the unit resources, that will facilitate content mastery in their future classroom. Unit Content: According to the Association for Curriculum and Development (ASCD (Links to an external site.)) (Links to an external site.), there are many reasons why differentiation works. MacKenzie Masten stated that differentiation has many benefits including: - Differentiation of instruction is proactive - Differentiation of instruction is more qualitative than quantitative - Differentiation of instruction has its foundation in assessment - Differentiation of instruction is taking multiple approaches to content, process, and product - Differentiation of instruction is student-centered - Differentiation of instruction is a blend of whole class, group, and individual instruction - Differentiation of instruction is organic and dynamic --Masten, M. (2017). 7 reasons why differentiation of instruction works. ASCD InService. Retrieved from: http://inservice.ascd.org/7-reasons-why-differentiated-instruction-wo Watch: Watch: View the instructor narrated slides for key information for this unit. Read and Study Strategies: Strategies That Differentiate Instruction Teacher Tested Strategies for Differentiated Instruction Read Chapter 1 of: - Leadership for Differentiating Schools and Classrooms (Links to an external site.)by Carol Ann Tomlinson and Susan Dimersky Allan - *Tomilnson, C. & Allan, S. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development - Chapter 1: Understanding Differentiated Instruction Read: Culturally Responsive Differentiated Instructional Strategies Unit 1 Activities: Differentiation Watch: IRIS Module for study: Differentiated Instruction: Maximizing the Learning of All Students You will be answering the 5 Assessment Questions in the next section. Unit 1 Assessment: Differentiation Unit Assessment Activities: 1. Upon completion of the IRIS Module on differentiation, use the link provided to go to our Padlet wall. You will find space for you to respond to the five assessment prompts found at the end of the module. Paraphrase your responses in your own words. 2. Create an infographic, using a tool of your choice, to define or illustrate the following: Supportive Learning Environments, Continuous Assessment, High Quality Curriculum, Respectful Tasks, and Flexible Grouping. 3. With the assigned peers of similar certification areas, discuss strategies that would be helpful and enhancing in your future classroom. As a small group, create a word document that identifies a minimum of three strategies from this unit, and provide examples of each. Assessments 2 and 3 will be submitted on Canvas. Unit 2 Content: Inclusive Instructional Strategies Unit Introduction: The TEKS drive all instruction and assessment in the Texas classrooms. The TEKS identify what is to be taught in each class or course. If you study several grade levels of the TEKS closely, you will be able to see how the content and skills spiral through the years, becoming more complex and involving more higher level thinking. For students with high-incidence disabilities to be successful in the inclusive classroom, teachers must identify the instructional strategies that will match the needs of each of these learners. Each district has a Scope and Sequence for each grade level/course that is vertically and horizontally aligned. This Scope and Sequence is the "road map" for the content/standards that are to be covered in that grading period. The district is directing what is going to be covered each grading period to make sure all students are ready for the standardized assessments. The teachers at the campus level decide how they are going to teach the content and what assessments they will use to determine student success. This is where we typically see a lot of authentic assessments with student products and participation, and learning activities and strategies that engage the learner so they are not sitting passively. Many districts have curriculum staff that create materials and resources for teachers to use, as well as identify appropriate technology. This is where we target our efforts for the students with disabilities, so that we are ready to provide inclusive strategy options to individualize for the students. Of the high-incidence disability categories, specific learning disabilities is the largest group. However, we may have students in other high-incidence categories that need this same instructional strategies to be successful in the inclusive classroom.The Legal Framework of Texas defines as: "Specific learning disability (SLD) is a disorder in one or more of the basic psychological processes involved in understanding or in using language that is spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations: 1) The term includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia; and 2) The term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of an intellectual disability, or emotional disturbance, or of environmental, cultural, or economic disadvantage." More information can be found at The Legal Framework of Texas. SLDs are the most common of the high-incidence disabilities in the classroom. Students wil SLDs may also be identified as gifted learners. Students in inclusive classrooms may be in other disability categories as well. These students are most frequently in the general education classroom and following the instruction on the TEKS. As identified in their IEP, they may or may not receive accommodations or services from a specialist. Unit Objectives: Preservice teachers will examine, discuss, and utilize identified strategies in simulated activities, individually and with peers. Preservice teachers will identify three strategies to support the content and age of their intended students. Unit Content: Watch: The instructor created and narrated slides on key unit information. Read: Read chapters 1 and 5 in the following book. This information helps the teacher understand the importance of authentic and formative checking for understanding continually throughout the school day. Through this CfU, the teacher will be able to make decisions about differentiation and instructional strategies. Checking for Understanding: Formative Assessment Techniques for Your Classroom For students to be successful on summative assessments, teachers need to carefully select the formative assessments and strategies that they will use to scaffold for the students with disabilities to master the content. The differences between formative and summative assessment infographic Bloom's Taxonomy is a critical tool for teachers to use in the classroom as they plan instructional activities and strategies, as well as assessments. The examples of different types of student engagement in the levels is another tool for the teacher to use to select instructional strategies. Often a student with disabilities will need to work on a concept in more than one format, and Bloom's provides many examples and options. The Best Resources for Helping Teachers Use Bloom's Taxonomy in the Classroom Unit 2 Activities: Inclusive Instructional Strategies 1. Synchronous Class Meeting: This week we will have a class meeting via zoom to discuss differentiation and instructional strategies. 2. IRIS Modules on Study Skills Strategies: Unit 2 Assessment: Inclusive Instructional Strategies Unit Assessment Activities: 1. With your assigned partner, You are going to create your own Graphic Organizer to present your information. Here are some examples of GOs that are popular in K-12 settings. Graphic Organizers. There is also a resource in the content section for GOs.You are free to choose an existing style of GO or create one of your choice. You will use your GO to identify, define and illustrate 5 instructional strategies from Unit 1 or 2 materials, that will support the inclusive classroom. 2. Flipgrid video - After completing the two IRIS modules on Study Skills Strategies, select 2 assessment prompts from each, four total, and respond with your understandings in a Flipgrid video. Use the Flipgrid tab on our Canvas page. 3. Participate in synchronous class meeting. Unit 3 Content: Inclusive Behavioral Strategies Students with emotional and/or behavioral disabilities can be found in any of the disability categories. Often times, students who are struggling with their academics and self-esteem later develop behavioral problems as well. There are categories that are specific for students with emotional and behavioral issues. They are: 1. Emotional Disturbance 2. OHI - ADD and ADHD 3. Autism Unit Objectives: Preservice teachers will examine, discuss, and utilize identified strategies in simulated activities, individually and with peers. Preservice teachers will identify three inclusive behavioral strategies for the age level(s) of their certification area. View instructor narrated slides on unit content. Read: Dodging the Power-Struggle Trap: Ideas for Teachers 72 Accommodations That Can Help Students with ADHD Unit 3 Activities: Inclusive Behavioral Strategies 1. Synchronous Class Meeting: Using the tool, Nine Questions to Ask When Prioritizing Target Behaviors, students will participate in a small group discussion, through zoom, to discuss example behaviors using these prompts. 2. View the following videos: Unit 3 Assessment: Inclusive Behavioral Strategies Unit Assessment Activities: 1. Participation in Synchronous class meeting. 2. Creating a T-chart or table, identify 3 problem behaviors for the ages of your certification area, and then identify a behaivor strategy to use for each behavior. Explain why you selected that strategy.	oercommons	2025-03-18T00:39:40.918806	Assessment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/83091/overview", "title": "Evidence-based Inclusive Instructional Strategies for Supporting Students with High-incidence Disabilities", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/99273/overview	Accessibility in OER - Webinars 1-6 Overview This resource contains all of links and materials for the Accessibility in OER Webinars One through six that were co-facilitated by CAST and ISKME. Resources from Webinar One CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used. Slide Deck Materials for 101, Part 1 101 Part 1 Slide Deck (see below for the recording) Facilitators & Participants (editable by Team Leads and others can comment) Game-changing Technology Video excerpt on AEM Center YouTube channel Definitions of “accessibility” and “AEM” on AEM Center website Resources from Webinar Two CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Two. Slide Deck Links for 101, Part 2 101.11 101 Part 2 Slide Deck 101.12 Definition of “accessible” on AEM Center website 101.13 Intro to Accessibility video on AEM Center website Additional Resources for 101, Part 2 101.14 Tyler and His Science Book - video from Maine CITE/Maine Learning Technology Initiative 101.15 Physical access with switch technology - video from Georgia Tech Access4Kids 101.16 Attendance 101.17 Feedback survey Resources from Webinar Three CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Three. Part 1: October 11, 2022 Slide Deck Links for 201, Part 1 201.1 201 Part 1 Slide Deck 201.2 Facilitators & Participants (editable by Team Leads and others can comment) 201.3 OER Commons 201.4 Attendance 201.5 Feedback survey Additional Resources for 201, Part 1 201.6 Definitions of “accessibility” and “AEM” on AEM Center website 201.7 Designing for Accessibility from the Beginning video excerpt on AEM Center YouTube channel 201.8 Designing for Accessibility with POUR on AEM Center website 201.9 Creating Accessible Documents on AEM Center website 201.10 Protocol for Creating Accessible OER on AEM Center website 201.11 SLIDE into Accessibility on OER Commons 201.12 Getting Started with Document Accessibility PDF Handout from AEM Center 201.13 Getting Started with Presentation Accessibility PDF Handout from AEM Center 201.14 SLIDE Playlist on AEM Center YouTube channel 201.15 Accessible University Demo Site from University of Washington 201.16 Module 2 of AEM Center Online Learning Series - includes practice files for Google Docs and Microsoft Word. 201.17 Accessible Drag and Drop Examples from Salesforce Resources from Webinar Four CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Four. Part 2: October 18, 2022 Slide Deck Links for 201, Part 2 201.19 201 Part 2 Slide Deck 201.20 Facilitators & Participants (editable by Team Leads and others can comment) 201.21 OER Commons 201.22 Attendance 201.23 Feedback survey Additional Resources for 201, Part 2 201.24 Protocol for Creating Accessible OER on AEM Center website 201.26 WebAIM: Alternative Text 201.27 An alt Decision Tree from the W3C 201.28 Image Description Guidelines from the DIAGRAm Center 201.29 Colour Contrast Analyser from TPGi 201.30 Headings Hierarchy Resource from Australian Government Resources from Webinar Five CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Five. 301 Curating Accessible OER Part 1: October 25, 2022 Slide Deck Links for 301, Part 1 301.1 301 Part 1 Slide Deck 301.2 Facilitators & Participants (editable by Team Leads and others can comment) 301.3 OER Commons 301.4 Attendance 301.5 Feedback survey Additional Resources for 301, Part 1 301.7 Introduction to Political Science on OpenStax 301.8 WebAIM: Alternative Text 301.9 W3C: An alt Decision Tree 301.11 tota11y from Khan Academy 301.12 ANDI from Social Security Administration 301.13 Colour Contrast Analyser from TPGi 301.14 No Mouse Challenge Resources from Webinar Six CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Six. 301 Curating Accessible OER Part 2: November 1st, 2022 Slide Deck Links for 301, Part 2 301.16 301 Part 2 Slide Deck 301.17 Facilitators & Participants (editable by Team Leads and others can comment) 301.18 OER Commons 301.19 Attendance 301.20 Feedback survey 301.21 Protocol for Creating Accessible OER on AEM Center website 301.22 Protocol for Curating Accessible OER on AEM Center website Additional Resources for 301, Part 2 301.23 Hemingway App 301.24 Readability Analyzer 301.25 Plain Language Guidelines 301.26 WAVE from WebAIM 301.27 For Blind Internet Users, the Fix Can be Worse Than The Flaws - discussion of accessibility overlays in New York Times 301.28 Overlay Fact Sheet	oercommons	2025-03-18T00:39:40.997938	Lecture Notes	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/99273/overview", "title": "Accessibility in OER - Webinars 1-6", "author": "Special Education" }
https://oercommons.org/courseware/lesson/100258/overview	Cultural and Linguistic Diversity in Special Education in the United States and South Korea: Exploring Current Practices and Recommendations Cultural Disadvantage or Special Needs? Deficit Thinking in Diagnosis and Placement for Special Education Students Culturally Responsive Teaching in Special Education Educational Psychology This is Equity Cultural Competence in Special Education Overview This resource is to educate others on the importance of cultural competence in special education and the lack of cultural awareness that is currently in special education classrooms. It includes history of special education and the laws surrounding it, the importance of cultural awareness and competence, what the current system is doing and why it does not work and what the future will hopefully look like for culture in special education. Introduction The goal of this is to provide resources for cultivating a culturally competent special education classroom. This reviews the past, present and future of cultural competence in special education. It also reviews what the ideal special education classroom looks like. History of Special Education Brown v. Board of Education paved the way for changes to be made in the education system. Segregation of schools were unequal and deprived the equal rights of students. Students should be able to have an equal education free from discrimination. Once people had seen how segregation can discriminate and how everyone deserves a chance of a equal education it led to parents speaking out about children with disabilities. They too deserved an equal education that met their needs. (Public Law 94-142) Education for All Handicapped Children Act; protects the rights of meeting the individual needs and improving the results for children who have disabilities. Before congress enacted EHA children with disabilities were denied the access to an education. They were secluded from a learning environment with peers their age. Some were sent to institutionalized facilities where their needs were being being met at the bare minimum. EHA ensured that students with disabilities had access to a free public education that met their needs. Students who are bilingual have a harder time being assessed for special education. "The field has not yet adequately determined how to distinguish between disabilities and normal second- language learning development." Assessing students who are bilingual can affect their scores by their lack of understanding the questions, and their lack of familiarity with the second language. Resources: https://www.wrightslaw.com/law/art/history.spec.ed.law.htm Importance of Cultural Integration Culture is the foundation on which we build our identity. It is the system of our beliefs, attitudes, and behaviors. While there is no right or wrong thing to make up one's cultural identity, culture can be built upon elements such as language, traditions, rituals, holidays, food, religion, and art. It is important that culture is respected and recognized because doing so allows for someone to be seen and accepted. When accepting the cultural differences of children, you are encouraging diversity and giving the opportunity for them to thrive in a safe environment. Not only is it important to acknowledge culture but to integrate it into the curriculum and make accommodations if needed. Recognizing and accommodating a child's culture and needs allows the child to build a positive self-image and feel validated in their background. Children should feel safe, accepted, and most importantly secure in their identity. All these key components are relevant for a culturally responsive teaching. Cultural Deficits in Special Education Cultural and linguistic diversity play a crucial role in a child’s development and educational needs. As they continue to learn, children need someone to model positive, culturally accepting behavior. This is why it is so vital for teachers to receive proper training on how to be accepting and responsive to the cultural and linguistic backgrounds of their students. Though it is desperately needed in every classroom, providing the proper training for teachers and implementing a multicultural curriculum is not a simple task. Teachers do not represent the range of cultural, ethnic, and racial diversity of their students. They instead represent the background of the current teacher population, which is predominantly white, monolingual, and female. Leaving no room for others’ individuality and uniqueness to be seen. The lack of representation in current classrooms can lead to feelings of self-doubt in children. They do not see themselves and therefore begin to believe that something is wrong with them and begin to feel alienated. Classrooms are lacking content integration and do not include the student’s needs in the curriculum. Teachers tend to be those who are able and do not take into account accommodations for those who might have disabilities. Getting to know students’ backgrounds, cultures, and perspectives can help to improve the lack of representation both in and out of the classroom. “Content integration uses examples and information from different cultures to illustrate various concepts or ideas already contained in the curriculum” Integrating the children’s culture into the classroom and curriculum allows for the children to feel seen and not like they have been disregarded or pushed to the back. In that classroom, they matter and are accepted, whereas, in other areas of their life, they might not be. Ultimately, a child’s self-esteem and self-image are strongly influenced by culture and how it is integrated into the classroom. If a child can see themselves represented and see their peers represented, there is a greater chance they will be accepting of the different backgrounds and cultures of others. Integration of culture can also promote social and emotional skills by including linguistic diversity and presenting a multilingual education. However, in the current state of education, cultural deficiencies in the classroom are limiting the possibilities and opportunities for all students. Future Students have always been diverse. Whether in the past, future or in the present day, students learn at unique paces, show unique personalities, and learn in their own ways. In recent decades, though, the forms and extent of diversity have increased. Now more than ever, teachers are likely to serve students from diverse language backgrounds, and to serve more individuals with special educational needs. To include every child, our classrooms must be diverse; this is especially true for special education classes. The classrooms of the future will be diversified and cutting edge. collaborating with students from various backgrounds and giving them all the assistance they require to establish an equitable classroom. Takeaway Key takeaways The history of rights for special education children and the laws that protect those rights Respecting a child's cultural background ensures they feel secure in their identity. How culture is not accurately represented in current day education and the drawbacks of the system. The future special education classroom with changes in cultural representation	oercommons	2025-03-18T00:39:41.030944	Special Education	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/100258/overview", "title": "Cultural Competence in Special Education", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/98134/overview	Accessibility in OER - Webinar 4 Overview This resource contains all of links and materials for the Accessibility in OER Webinar Four that is co-facilitated by CAST and ISKME. Resources from Webinar Four CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used in Webinar Four. Part 2: October 18, 2022 Slide Deck Links for 201, Part 2 201.19 201 Part 2 Slide Deck 201.20 Facilitators & Participants (editable by Team Leads and others can comment) 201.21 OER Commons 201.22 Attendance 201.23 Feedback survey Additional Resources for 201, Part 2 201.24 Protocol for Creating Accessible OER on AEM Center website 201.26 WebAIM: Alternative Text 201.27 An alt Decision Tree from the W3C 201.28 Image Description Guidelines from the DIAGRAm Center 201.29 Colour Contrast Analyser from TPGi 201.30 Headings Hierarchy Resource from Australian Government	oercommons	2025-03-18T00:39:41.047661	Lecture Notes	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98134/overview", "title": "Accessibility in OER - Webinar 4", "author": "Special Education" }
https://oercommons.org/courseware/lesson/97573/overview	Accessibility in OER - Webinar 1 Overview This resource contains all of links and materials for the Accessibility in OER Webinar One that is co-facilitated by CAST and ISKME. Resources from Webinar One CAST and ISKME are pleased to co-faciliate a 6-webinar series that explores the synergy between Accessibility and OER. This resource includes all of the links to the tools that are used. Slide Deck Materials for 101, Part 1 101 Part 1 Slide Deck (see below for the recording) Facilitators & Participants (editable by Team Leads and others can comment) Game-changing Technology Video excerpt on AEM Center YouTube channel Definitions of “accessibility” and “AEM” on AEM Center website	oercommons	2025-03-18T00:39:41.062374	Lecture Notes	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/97573/overview", "title": "Accessibility in OER - Webinar 1", "author": "Special Education" }
https://oercommons.org/courseware/lesson/107816/overview	5.1.2 Knowledge check (with solutions) 5.1.3 Bonus Assignment - Gantt chart Schedule Estimate activity durations. Overview This learning module (Lesson 1 of Unit 5) is part of a course called Project Management Fundamentals and may either be completed individually as a stand-alone topic, or part of a trio of learning modules on time management, or as part of the course. Learning outcomes. Estimation of time is an essential tool in creating a project schedule. In this module, you'll learn about various techniques for time estimation, as well as learn about several of the common biases which may influence those estimates. Upon successful completion of this module, you'll be able to: - Demonstrate estimation techniques. - Estimate time for each activity. - Classify common cognitive biases. What is time estimation? \| 15 minute read Read chapter 7 (Time Resource Estimation) of Christianson's Project Management Fundamentals text (PDF resource attached). FYI: J. Scott Christianson is a professor at the University of Missouri and has an interesting website about technology (from AI to blockchain to crypto and everything in between). How do I estimate time? \| 7 minute read Read this article about techniques for estimating time by SimpliLearn (2023). How might my mind fool me when estimating? \| 7 minute watch What is the Monkey Business Illusion? \| 2 minute watch What are some other cognitive biases? \| 5-15 minute activity Explore this amazing codex of 188 cognitive biases, grouped into categories. Use "find" function (Ctrl+F) to locate the following cognitive biases: - Overconfidence, - Anchoring and adjustment, and - Availability. Click on the links in the codex to launch a Wikipedia page devoted to the cognitive bias. Then, explore several other biases on different parts of the codex. Test your knowledge. - Which of the following are among the most common estimation techniques? Check ALL that apply. - Analogous - Intuitive - Parametric - Three-point - T/F: The construction of the world we have in our mind is objective and accurate. - True - False - T/F: There are literally over a hundred cognitive biases that make our estimates of time inaccurate. - True - False BONUS - Putting what you learned into action. To support this idea of a project that allows students to apply what they've learned on an actual project, I have created a series of five transparent assignments: - External Management - charter creation and stakeholder analysis - Internal Management - team contract and RACI chart creation - Scope Management - work breakdown structure and disctionary creation - Schedule Management - Network analysis to identify critical path and Gantt chart creation - Risk Management - Risk identification and analysis, creation of risk register I have omitted the Cost Management competency group because often student projects do not have a budget, other than that of the students time. Project Work 4 > Time Management On a project you are planning or currently executing, create a Gantt chart schedule. A set of transparent assignment instructions (resource attached) have been provided that includes the following: - the purpose of the assignment, - the knowledge and skills that will be developed by the assignment, - the task involved, - a checklist of what will need to be accomplished, - a rubric of how to assess your work, and - a sample of finished work. Transparent assignments are a way for you to get clarity on expectations (see the "Unwritten Rules").	oercommons	2025-03-18T00:39:41.096658	08/17/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/107816/overview", "title": "Project Management Fundamentals, Time Management, Estimate activity durations.", "author": "Paul Szwed" }
https://oercommons.org/courseware/lesson/16449/overview	Education Standards "Putting Environmental Infographics Center Stage: The Role of Visuals at the Elaboration Likelihood Model's Critical Point of Persuasion" by Allison Lazard and Lucy Atkinson. "A Pedagogy of Multiliteracies: Designing Social Futures" by New London Group. A combined model of information inquiry "Annotate Your Way into Academic Discourse" by Ellen C. Carillo (WAC Clearinghouse OER) Bringing Heat (Purpose Statement) Chart Maker - BEAM Circle of Viewpoints Common Visualization Errors Comparison of Displays: Coca-Cola Sizes, Sugar and Calories (example using Google Sheets and Chart Maker) Comparison of Displays: Sugar (example using Venngage BEAM Chart Maker) Creating Data Literate Students Documenting my inquiry (matrix) Documenting My Inquiry (matrix) Do Your Worst! (Zombie Fallacies activity) "Elements of Information Inquiry, Evolution of Models & Measured Reflection" by Daniel Callison and Katie Baker. Evaluate "Fit" Flipgrid (Click on the first panel on the left to add your clip) Flowcharts, Org charts \| Drawing, Slides, Sheets \| The Apps Show Google Drawing Google Sheets and Chart Maker How to Teach Expository Text Structure to Facilitate Reading Comprehension Imagining a Metaphor: Tracing the Food Chain From Farm to Table" Information Search Process and Guided Inquiry Design Process Inquiry Question Matrix (make a copy) Literacy Rates Continue to Rise from One Generation to the Next (UNESCO Fact Sheet No. 45 September 2017 FS/2017/LIT/45) Lucidchart Nobel: No Degrees (Purpose Statement) Nutrition: Sugar Nutrition: Sugars (WHO) Sales Fall Again in Mexicos Second Year of Taxing Soda (NY Times article) Sugar and Sweeteners Yearbook Tables Taxing Sugar Instead of Soda Prompts Healthier Food Purchases (Journalist's Resource) Teaching Data Contexts: An Instructional Lens Test Your Understanding of Infographic Structures (Multiple Choice Test) The Truth About T-Rex (Purpose Statement) Venngage BEAM Chart Maker Visual Rough Draft of My Infographic What a Fastball Looks Like (Purpose Statement) What is Data Literacy (diagram) What is the Difference between Data and Statistics? Teaching Infographics as Multiliteracy Arguments Overview From "The Spectrum of Apple Flavors" to "We are all Zebras: How Rare Disease is Shaping the Future of Healthcare," we find colorful visual displays of information and data used to persuade, inform and delight their audience-readers. Most infographic assignments result in loose collections of related facts and numbers, essentially a collage or poster. Student create displays of unrelated factoids and spurious data correlations and they "ooh" and "ahhh" at beautiful nothings. However, the visual and textual elements of an infographic can culminate in a coherent multimodal argument which prompts inquiry in the creator and the audience. In order to teach infographics as a claim expressed through visual metaphor, supported by reasoning with evidence in multiple modes, instructors employ a sequence of interventions to invoke the relevant skills and strategies at appropriate moments. Composing and critiquing infographics can enhance understanding of both the content and rhetoric, since people analyze, elaborate and critique information more deeply when visual and textal modes are combined (Lazard and Atkinson 2014). This pedagogy of reading and writing multiple literacies can be adapted to other multimodal products. For an overview, refer to "Recipe for an Infographic" (Abilock and Williams 2014) which is also listed in the references for this module. We recommend that you experience this process yourself as you teach it to students. Understanding Inquiry in an Infographic This task explores how inquiry emerges from reading. First students read and annotate an article about inquiry research, then reflect on their own cognitive processes. Their annotations are most easily done on print copies of the text. Then students can copy and use the matrix provided to record and reflect on their evolving understanding of inquiry research. In the article from Knowledge Quest, the journal of the American Association of School Librarians, the authors propose five common elements (reworded here as verbs) which interact during any information inquiry process: - Questioning which becomes more "focused, relevant and insightful" during an inquiry process. - Exploring resources and ideas driven by one's need to satisfy curiosity or answer questions. - Assimilating and reconciling new and conflicting information and ideas with one's prior knowledge, beliefs and assumptions. - Inferencing from information in order to build one's case with evidence for conclusions - Self-reflecting to both enable flexible shifts during the inquiry process (formative) and to surface insights from one's choices and decisions that might apply to a future inquiry process (summative). As you read the article "Elements of Information Inquiry, Evolution of Models & Measured Reflection," annotate the text (see note) when you notice that you are engaging in any of these core cognitive functions. Then explain what you were doing and why - either in the journaling space specified by your instructor or on a copy of the "Documenting My Inquiry" matrix provided. Note: If you need a refresher on annotating a text, read "Annotate Your Way into Academic Discourse" by Ellen C. Carillo," a chapter from A Writer's Guide to Mindful Reading, one of the 80+ open-access books on writing across the curriculum from the WAC Clearinghouse at Colorado State University. Comprehending an infographic involves orchestrating multiple literacies including visual, news media and information literacy, yet these are not always parsed or explicated in the classroom. By repeating this reading and annotation process with a visual, one notices that analogous reading and writing processes are used in service of comprehension. Again, either provide journaling instructions or have students use the matrix to record and reflect on their own evolving understanding of inquiry reading and visual arguments. From Apples to Zebras, we find colorful visual displays of information and data used to persuade, inform and delight their audience-readers. These infographics (information graphics) make a claim to an audience by arranging text and data in an interesting, economical and easily-navigable visual design that communicates ideas and reveals patterns in data. For the creator and the audience, this can be lively and thoughtful process: - When an author feels genuine curiosity about an idea or problem and creates an infographic to express that fresh understanding to oneself and an audience who has reason to care, then the writer-creater experiences an inquiry research process. - When an audience arrives at a fresh understanding of a question or problem while "reading an infographic," then the reader-viewer experiences an inquiry learning process. As you "read" and annotate the visual comparison of "Information Search Process and Guided Inquiry Design Process," notice when you engage in the inquiry processes you learned about in Callison and Baker (2014): - Questioning which becomes more "focused, relevant and insightful" during an inquiry process. - Exploring resources and ideas driven by one's need to satisfy curiosity or answer questions. - Assimilating and reconciling new and conflicting information and ideas with one's prior knowledge, beliefs and assumptions. - Inferencing from information in order to build one's case with evidence for conclusions - Self-reflecting to both enable flexible shifts during the inquiry process (formative) and to surface insights from one's choices and decisions that might apply to a future inquiry process (summative). Now use your journaling space or your matrix to explain when and how you noticed yourself engaging in these core inquiry processes. Infographic visualizations are best learned incrementally. This step asks students to experiment communicating data and reflecting on visual communication and inquiry using one tool. By asking students to visualize data in various formats to determine what design best conveys the content, it targets the misconception that one creates an infographic by gathering interesting data bits into an attractive display rather than selectively visualizing data in order to build evidence for an argument. Read through the UN Fact Sheet on global literacy and extract some statistics in order to make a single claim about literacy. Experiment with the best way (pie, bar or line graph) to visualize your data using BEAM's Chart Maker. When you're satisfied that the visualization best conveys your claim, share it with the class. Notice and record in your journaling space or matrix what inquiry processes you used and why you selected one visualization over the others to present your selected data. Shifting from Question to Reasoned Argument Infographics are often used in social media communication as forms of advertising. A creator begins with a predetermined conclusion, then selects and shapes evidence in order to persuade a targeted audience of a claim. However, if we are asking students to engage in inquiry, we want them to be open-minded during early exploration as they assimilate background information. An open mind welcomes alternative viewpoints and expects to reason through multiple sources of evidence to arrive at a reasoned argument or thesis. Initially students briefly evaluate sources for relevance. Later they shift to selecting the most compelling logic and evidence. Their thinking evolves inductively until they arrive at a focus. In our inquiry model this "Formulation" stage, according to Carol Kuhlthau, is a critical zone for teaching intervention. For an overview of the Information Search Process see this OER module by Carol Gordon. Students represent their understanding of this process using a graphical organizer called a flowchart which shows a sequence of steps and decisions. Popular infographics are advertisements targeted to particular audiences. It is unlikely that the author-designer has experienced genuine curiosity or engaged in an inquiry process. Indeed authors tends to omit or distort evidence if it undermines their preconceived claim. In contrast, inquiry research for an infographic begins with an open mind. The researcher-creator welcomes diverse and even conflicting information because s/he know that this early exploration and initial gathering of information is an inquiry process from which a valid claim will emerge. Brainstorming guides early wonderings and wanderings. In the diagram of the combined models of the Information Search Process and Guided Inquiry Design Process, this exploratory stage is shown in green. Once you have a better grasp of the topic, you'll want to "play your hunches" and shift your thinking toward a tentative focus. You'll continue to refine this into a working claim which will be refined until it can be stated in unambiguous language. In the diagram of the combined models of the Information Search Process and Guided Inquiry Design Process, the focus stage is shown in blue. Eventually you'll arrive at a thesis statement that can guide both the design and content of your infographic. A thesis is a clear, logical and specific statement of the author's position. Unlike a science hypothesis which predicts a relationship that is tested through observation and experimentation, a thesis states what you intend to conclude about selected evidence. Use Google Drawing (see note) or Lucidchart to represent the process of shifting from questions (green) to a claim (blue) as a sequence of steps. Use a flowchart to graphically represent the sequence using shapes and lines. Use an oval to start and end the process. Use a rectangle for main steps in the process. Use a diamond to show a decision point in the process. Use arrows to show the direction of the process between shapes. Note: How to use Google Drawing is explained in the video clip "Flowcharts, Org charts \| Drawing, Slides, Sheets \| The Apps Show." Students brainstorm questions or wonders individually, then continue to reflect and refine their opinions and attitudes by explaining (central route processing) and evaluating (slow thinking) their ideas within a group. The process is modeled with the topic sugar but you can substitute another topic using following types of sources: An overview source that contains both data and facts Two sources with conflicting arguments about one aspect of the topic. Require individual brainstorming to encourage initial buy-in and to provide you with a basis for accountability. As students share and organize clusters together, they will notice that many versions of inquiry research can be imagined within the same topic. You are going to learn about "sugar" from three sources: a World Health Organization overview article on sugar and two views of sugar taxation policies: a resource for journalists and a newspaper article on the effectiveness of Mexico's soda tax. Individual brainstorming Read these resources quickly to identify their scope and claim. Select something that interests you and reread the relevant section(s) of the sources more thoroughly. Brainstorm individually for 5 minutes silently, writing each wonder statement ("I wonder...") or question on separate physical or digital (e.g., Padlet) sticky notes. Group sharing Read your questions aloud to the group. Post your notes on a table, a wall or in a communal digital space so that everyone in your group (or class) has access to them. Discuss everyone’s ideas and work together to organize them into possible clusters. The Circle of Viewpoints is a thinking routine that invites students to step into another's shoes, to recognize that their ideas and questions are both unique and shared. That paradox forms the basis for empathy, a powerful tool for understanding history, culture and society. Using the skeleton script provided in this routine, students imagine and record several options for the Inquiry Matrix. After selecting one from their matrix, it becomes a plan for their infographic in which: The student/creator takes the perspective of a particular stakeholder/reader To communicate various credible, reasonable and even inspirational solutions To an audience who is expected to wrestle with their options It's time to claim a cluster and shape your inquiry. Review one or more clusters that intrigue you and select and rework your wonderings and questions until you feel like you have settled on one you care about. It is likely that there are others who share your questions, who wonder about this problem: Who is affected? Who is involved? Who might care? By seeking relevance and putting yourself in other's shoes, you're likely to become more deeply engaged in this inquiry. Use the Circle of Viewpoints thinking routine to brainstorm who, besides yourself, would be interested in finding answers or solutions to these questions. Now test several of your ideas in the Inquiry Matrix by filling in answers for several perspectives and audiences you've brainstormed: You are both the creator of the infographic and a particular stakeholder with reason to care about the answers to these questions. Who will you be? What perspective will you take? Why do you care? Your infographic communicates to an audience. Who is that audience and why do they care? What options or possible solutions might be acceptable to you and to your audience? (Don't try to force-fit one solution - everyone needs a range of choices.) Role-playing, in the form of a first-person monologue, builds embodied authenticity, helping your students empathize with how their intended audience might react. As a rehearsal for the role you will adopt in the infographic, speak to your intended audience, outlining their choices and trade-offs. You may use these sentence starters: I am a stakeholder because [your role]... I have been thinking about [the question/problem]... From your view [as the audience]... I think that you might consider some options like... And other solutions like... But these choices have trade-offs such as... My hunch is that [our better options] might be... Of course, a question I have... or revise them to develop your own monologue in Flipgrid. A Thesis Statement for an Infographic This task addresses the misconception that data and facts are neutral “truths” rather than selective, contextual evidence for a claim. See "How Do I Teach Students to Think of Numbers as Evidence Rather than Answers." One hones, deletes and narrows to select information that best “fits” the claim. The selection process initially mirrors the “editing out” process used in curriculum curation. However, it goes further, because one must synthesize evidence, make inferences and negotiate conflicting ideas to craft a reasoned argument that also "fits" the audience. Scholarship is a conversation The less one knows, the simpler a topic seems. When you started researching your topic, chances are that you assumed you'd be able to find the single answer from the best authority. You expected facts to be neutral information which could be used in only one way. However, the more you learned, the less you looked for a single right answer or authority. You begin to read around the evidence to see how it's being used by the author. No one expert has all the right answers. Rather, each authority brings a valuable perspective to the problem. General information, used previously for develop background and identify possible options to investigate, recedes in value as your focus becomes clearer. You are becoming an expert among experts, learning to enter the scholarly conversation about this issue. An infographic reasons to an audience Novices think that infographic are dolled-up digital posters - eye-candy displays of loosely related bits, directed to everyone - or no one. They usually let their own preferences determine which evidence to use - a personal story or a statistic, a photograph or a chart. However you have been thinking about your audience for some time and have probably realized that they may have different preferences about formats they learn from best and strongly held beliefs about what evidence is convincing. What counts as strong evidence depends on your audience and claim An infographic is an economical, condensed communication. You will carefully weigh each piece of evidence - a statistic, a quote, an image - for "best fit" with your audience and the claim you're advancing. There is no room for extraneous visual decorations, marginally relevant data, and catchy but vague captions in oddball fonts. As a stakeholder-author, you want to select what your audience will find credible and important. You hope to surprise them with new insights - a fresh understanding - of their options and opportunities. Use the handout "Evaluate the fit of your evidence to the claim" to assess the evidence you choose. A thesis is a clear, logical and specific statement of what you intend to conclude about selected evidence. It serves as your roadmap for the infographic's design and content. A thesis is not a statement of opinion, summary of the facts or description of the paper’s purpose. Ask students to play with non-examples using Fletcher's "Zombie Fallacies." Then have them use a sentence stem to craft a working thesis statement. Once they've revised their working thesis statement, make a copy of this padlet to begin class posting and commenting. A thesis is not a statement of opinion, summary of the facts or description of the paper’s purpose. To help you craft a statement that will provide a roadmap for creating an infographic as reasoned argument, you will do a series of revision activities. First you're going do an activity called "Zombie Fallacies" to create the worst thesis statements with vague or extreme language and indefensible assertions that would be difficult to support. By "Doing Your Worst," you may gain insights on how to revise your own work claim/thesis and help others rework theirs. Use "Do Your Worst!" handout to write examples of Zombie Fallacies on your topic. Then fill in the sentence stem to restate your argument fully. Revise your thesis to eliminate extreme language, vague generalizations and unsupported opinions Post your revised thesis anonymously in Padlet (get URL from your instructor) so the class can discuss and provide feedback. Finally return to the "Evaluate the Fit" handout from Step 1 and add or subtract evidence based on your revised thesis. Data Literacy Since this module uses a compressed simulation of inquiry research to teach the thinking process of creating a multimodal argument, data selection has been limited to the three sugar resources from Task 2. Of course you can use a curated set matched to your curriculum. This task provides a brief introduction to data literacy evaluation. For a more in-depth understanding of data literacy, access these OER resources (webinars, scroll down for archive, and books) which were created as part of an IMLS grant to support teachers and librarians in combining data literacy skills with information literacy instruction. One webinar available for playback that directly relates to this topic is "Infographics: An Instructional Lens: Rationale and Framework for Teaching Infographics, Parts I & II. "Every designer makes moral and intellectual choices in the creation of an infographic." (from Edward R. Tufte, Beautiful Evidence. Cheshire, Conn.: Graphics Press, 2006.) Almost all infographics use numerical information. An infographic designer selects statistics and visualizes data to create what Tufte calls "beautiful evidence." Comparing, evaluating and interpreting data as evidence is an important part of inquiry research, so you'll need to learn some data literacy skills to become a thoughtful designer. For a quick definition of data literacy, please refer to the diagram "What is Data Literacy." To clarify the difference, please read "What is the Difference between Data and Statistics?" For more substantive background, consult chapters in Creating Data Literate Students, an OER ebook created to support teachers and librarians in adding data literacy skills to information literacy instruction. Finding, Evaluating and Visualizing Data Data, the raw input for statistical analysis and visualization, is growing exponentially. There is no single source of OER data sets but we've suggested to students how to locate the type of data that they need. For infographics, novices will be using either curated sets or "data in the wild," that is, statistics found embedded in everyday communication and publications. Context questions ( e.g., Who collected the data? How was it collected? For what purpose?) can help students assess the quality of the data they find and how truthfully it reflects the "world" it represents. Finally, after students experiment with different visualizations of the same data, they are asked to reflect in the journaling space on what they're discovering about data visualization. “The numbers have no way of speaking for themselves. We speak for them. We imbue them with meaning.” (from Nate Silver.The Signal and the Noise: Why so Many Predictions Fail--but Some Don't. Penguin Press, 2012. Finding Data Since data collection and dissemination is expensive and time consuming, it is often carried out by large entities like the United States, the United Nations, intergovernmental agencies and private non-governmental agencies with the budget and need for the information. Many OER data sets are in the public domain or licensed for free use, adaptation, and distribution. To help students find OER datasets, many college and university libraries have LibGuide portals (e.g., University of Nevada, Northwestern). Tip: Search for specific subjects or topics with the phrase [data and statistics]. Peruse reference books and articles that describe free data sets around the globe. Evaluating Data While large data sets may, in fact, be truthful reflections of the real world, the purpose and method of gathering this data is always "touched" by people who are making choices. Be aware that all data sets are a slice of life – a certain time, a certain section, a certain group. And all visualizations of data communicate a perspective on those statistics. To think about various contexts and their impact, read "Teaching Data Contexts: An Instructional Lens." Using Data There are always choices in how to present the data visually. Before you begin using data in a visualization, view "Common Visualization Errors." - Use a simple chart maker like BEAM or Google Sheets to experiment with visualizations of the same data from "Nutrition: Sugar." (See two examples called "Comparison of Displays" using BEAM and Google Sheets). - Or, use a spreadsheet like Excel to download a data set from "Sugar and Sweeteners Yearbook Tables" and create a visualization with a subset of this data. Share your visualization within the common class workspace and use the journaling space your instructor has provided to reflect on what you're discovering about visualizing statistics. Storyboarding the Structure of your Infographic Arguments contain one or more rhetorical structures. Identifying the structure or structures being used facilitates reading comprehension. For an infographic, plotting the rhetorical structure in a storyboard results in clear and effective communication. Argument Structure Literacy researchers identify recurring patterns that organize reading and writing. These expository text structures assist clear thinking and communicating: - Compare-Contrast Evaluation - Similarities and differences, strengths and weaknesses - Cause-Effect Analysis - Causal relationship between an specific event, idea, or concept and what follows from it - Describe, Define - Detailed description, definition, parts, types - Problem-Solution Structure - Problem or issue, explains the solution, then discusses the consequences - Sequence Structure - Chronology, timeline, steps, order of importance, A-Z Read "How to Teach Expository Text Structure to Facilitate Reading Comprehension" and then check your understanding of these structures using the multiple choice test "Test Your Understanding of Infographic Structures." - Check your infographic thesis statement to see if it reflects the structure of your argument. - Then make a visual plan* of the order of the images that reflects your rhetorical structure. A visual plan, called a storyboard, is used by creators to plot the order of elements for a video, photo shoot, multimedia news story, puppet show or other type of storytelling. You may use Google Drawing ("Structure of My Argument") or sticky notes on paper connected by lines, arrows, circles, etc. to storyboard the structure of your argument. An Infographic Storyframe combines storyboarding and wireframing to plot the design of the argument both rhetorically and visually. The "Information Design Matrix" can help students practice relating the argument's structure to the visual design of their infographic (Abilock and Williams 52). Visual Structure An Infographic Storyframe uses a combination of storyboarding and wireframing to plan or sketch out the graphic design of the final visual argument. You have already used a storyboard to plot the order of the images. Now you will wireframe that order to display the metaphorical relationship among elements. Examine the infographic,"Tracing the Food Chain From Farm to Table," which shows the order (a sequence) within the outlines of a cow (a visual metaphor). Practice brainstorming infographic metaphors for rhetorical arguments using the "Information Design Matrix" handout. Ask Yourself: What visual metaphor could shape my argument in a way that would would enlighten and suprise my audience? [An infographic is] “…the combination of creating a beautiful piece of design that attracts viewers --- with the ability to deliver some insights or knowledge along with it.” *Quote from Christopher Cannon. "Bloomberg Visual Data." Infographic Designers' Sketchbooks. By Steven Heller and Rick Landers. Princeton Architectural, 2014. 52. Infographic Creation and Artist's Statement A variety of digital options from Google or PowerPoint slide to infographic-specific tools (these are listed for the student) can be used to create the final product. - If you hope students will develop a metaphor to contain the structure, hand drawn visuals are the best option. - If students' infographic arguments contain more than one claim and a variety of rhetorical structures, the "Information Design Matrix" will help them think through the design. An "Artist's Statement" is a potent and relevant way for students to self-assess their understanding of infographic inquiry and visualized auguments. Schedule a gallery walk for students to view the infographics and read the creator's purpose statement. Summative assessments you can use to evaluate their infographics include: Creat Your Infographic If you use a digital infographic creator, some current options are listed below. Note that others emerge regularly and features change, so you should evaluate them yourself based on your needs: PiktoChart (www.piktochart.com): Free tools with simple and advanced features and a variety of templates with more "canned" options that some others. InfoGram (www.infogr.am): Simple no cost tool for designing both information and data visualizations with interactive content. Has the usual charts and visualizations you expect and also some less commonly used ones like Treemap, Bubble, Hierarchy. Big bonus: Pictorial Easelly (www.easel.ly): Free tool for designing infographics from pre-designed templates. Easier learning curve than other infographic tools. Venngage (www.venngage.com): A great infographic design that captures audience analytics. Canva (https://www.canva.com) Has large number of templates and graphical elements but not pictorials. Visually (www.visual.ly): A professional design marketplace with examples of infographics in all subjects. Visible (iPhone/iPad) and Tableau Public (https://public.tableau.com): Free versions of powerful visualization software. Google Drawing (https://docs.google.com/drawings): Instructions for using basic drawing techniques to draw infographics Self-Assessment: Your Purpose Statement One form of self-assessment is an artist's purpose statement. It is a public reflection that unpacks your thinking, clarifies your intentions, describes your process and acknowledges your inspirations. Examples are given below. Attach your purpose statement to your infographic. Your instructor will determine any additional summative evaluation.	oercommons	2025-03-18T00:39:41.185190	08/25/2017	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/16449/overview", "title": "Teaching Infographics as Multiliteracy Arguments", "author": "Debbie Abilock" }
https://oercommons.org/courseware/lesson/114950/overview	Student-Teacher Relationships Overview This is a module discussing Student-Teacher Relationships. Topics discussed in this module include, How to build student-teacher relationships, benefits of student-teacher relationships, and examples of appropriate and innapropriate student-teacher relationships. Introduction We will be diving into the topic of student-teacher relationships. The purpose of this is to help further our knowledge on this topic, and to also be used as a resource for others wanting to know more about student-teacher relationships. We will cover: - How to Build Student-Teacher Relationships - Benefits of Student-Teacher Relationships - Examples of Appropriate and Innapropriate Student-Teacher Relationships How to build Student-Teacher Relationships: How to build Student-Teacher Relationships: Student-Teacher relationships are incredibly important as it will help create a safer and more engaging learning environment for both the student and the teacher. Doing so can be quite challenging if there is no knowledge of where to start. This section will go over some great ways to build student-teacher relationships in the classroom. “Building Rapport” In the article,”Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills”, a large part of building relationships is to build a rapport with the students in the classroom. Rapport is described as a feeling about a relationship. Rapport in a classroom can increase the good attitude in a classroom and create some motivation. To do this, the article suggests welcoming activities, engaging practices and optimistic closures. Welcoming activities are “..explicitly taught series of actions or events that take place as a signal to the start of school” (Baily, Benner, Michael, Sanders 2023). These activities will create routines such as individual greetings to every student, a morning routine for the whole class, and a whole class greeting to start the day off in a positive way. Engaging practices will include verbal and nonverbal transitions, and emotion checks. These help students to process and reflect. Optimistic closures help end the lesson as well as “.. offer opportunities to reflect on learning, identify next steps, or make connections to a students’ individual work’’ (Baily, Benner, Michael, Sanders 2023). “Authenticity in Relationships” Building an authentic relationship with students can be done by using proximity, callbacks, and asking for help according to the article,”Building Authentic Relationships With Students” by Andrew Fultz. As a teacher, we spend many hours a day with the students, but this can come in handy when creating a positive relationship. This allows us to learn about our students especially when the teacher actually engages with the students. Having similarities or the same interests as your students can create a positive authentic outcome. The term callbacks in this article refers to talking to the students about shared experiences that they remember and is said that it “..humanizes everyone involved and helps students associate positivity with the school experience.”(Fultz, 2023). Asking students to help in the classroom such as having a student bring things to the office, also creates authentic relationships. “Positive Connections” Last, another important aspect to building a positive relationship will include engaging with the students’ families. Building a relationship with the families of the students can help further engage and motivate the students in the classroom. To do this the article, "Building Positive Connections With All Students" by the Australian Education Research Organization gives many tips such as, a teacher should try to introduce themselves to the families before the school year begins to give them the much needed information like how they will be contacted and how to contact the teacher and some class rules or expectation that will be held in the class. Another recommendation is to encourage the families to communicate to the teacher and to plan culturally responsive practices that students and their families can do. (AERO, 2023) Benefits of Student-Teacher Relationships Benefits of Student-Teacher Relationships: Having a strong Student-Teacher Relationship is almost essential when it comes to having a successful learning environment. When students feel connected and comfortable with their teachers they are more likely to have a successful academic journey. In this section we will explore the numerous benefits of student-teacher relationships. The College of Education and Human Development at the University of Mississippi released an article titled “Positive teacher-student relationships lead to better teaching” In this article they discussed that prior research has shown that positive student-teacher relationships further student academic achievement. However, a recent study done by the University of Mississippi shows that teacher-student relationships also lead to better teaching as well. (College of Education & Human Development 2022) This article does a phenomenal job reiterating the importance of how student-teacher relationships not only have a positive impact on the student but also on the way the teacher teaches. Click on the link to this article to read more about this topic.https://cehd.missouri.edu/2022/03/positive-teacher-student-relationships-lead-to-better-teaching/ In a video titled “Student-teacher relationships in action” by UQx LEARNx Deep Learning through Transformative Pedagogy they discuss how high quality relationships between teachers and students set the social tone of a classroom. They even go as far as asking viewers to think back to their early childhood school days and to think about what memories stood out. If we enjoyed going to school every day. If we felt belonged when we walked into the classroom. As I watched this video I thought back to my early school years and realized that I never experienced close relationships with my teachers like the video talks about. As a teacher I think it can be easy to build relationships with certain students and maybe put others on the backburner. In my experiences as a student I noticed that all of my teachers tended to be closer to the “smarter kids''. I always wondered why the teachers seemed to be closer to the children that were easier to teach over the students that struggled but it was just because students like myself made the teachers job harder. As a teacher we have to put our best foot forward and try our best to treat all of our students equally and work to build close relationships with each student individually. The benefits of student-teacher relationships are unmeasurable. We have research that proves that these positive relationships don’t just emotionally impact people but also physically. And not only does it impact students for the better but it also allows the teacher to become a better, more effective teacher. As a teacher it is essential to your student’s academic success that you not just teach them the content but that you put your best efforts into connecting and building relationships with each of your students. By building these relationships you are positively impacting the future. Appropriate and Inappropriate Student-Teacher Relationships Examples of Appropriate Relationships: - getting to know your students - taking an interest in their personal lives - strives to keep relationships conflict-free - value the individuality of each student - personalized morning greets chosen by the students (hugs, handshake, high five) Examples of Inappropriate Relationships: - texting, calling, or emailing the student about anything not school-related - over affectionate - flirtatious behavior - follwing students/teachers on social media - sexual relationships There is a fine line between appropriate and inappropriate relationships. When building relationships with your students, please make sure to set clear boundaries and follow through with them. Final Conclusion In conclusion, in order to maintain a positive classroom environment for your students, you must seek to build relationships with not just each and everyone of your students but also their parents and guardians. There are many different ways to go about building these positive relationships but it is important to find the ones that work best for you as a teacher and your students. The benefits of having these positive relationships are endless and they will not only help the students academically grow but will also help you as a teacher become better. It is important to keep in mind the differences of appropriate and inappropriate student-teacher relationships. Positive student-teacher relationships play a huge role in a successful learning environment Bibliography Reference List Australian Education Research Organisation (AERO). (2023). Building positive connections with all students. https://www.edresearch.edu.au/sites/default/files/2023-12/building-positive-connections-with-students-aa.pdf Fultz, A. (2023, October 6). Building authentic relationships with students. Edutopia. https://www.edutopia.org/article/building-strong-relationships-with-students/ Michael, E., Bailey, P., Benner, G. J., & Sanders, S. (2023). Welcome to our class! Building classroom rapport to support the development of social and emotional learning skills. Beyond Behavior, 32(1), 36–44. https://doi.org/10.1177/10742956221145951 YouTube. (2017, November 30). Learn055 student-teacher relationships in action. YouTube. https://www.youtube.com/watch?v=IPi9mHv5JMo&t=2s College of Education & Human Development. Positive teacher-student relationships lead to better teaching – College of Education & Human Development. (2022a, March 7). https://cehd.missouri.edu/2022/03/positive-teacher-student-relationships-lead-to-better-teaching/ Zarra, III, E. J. (2016). Addressing Appropriate and Inappropriate Teacher-Student Relationships: A Secondary Education Professional Development Model. Journal for Leadership, Equity, and Research, 3(2). Retrieved from https://journals.sfu.ca/cvj/index.php/cvj/article/view/26	oercommons	2025-03-18T00:39:41.210629	Sulley Sanchez	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/114950/overview", "title": "Student-Teacher Relationships", "author": "Module" }
https://oercommons.org/courseware/lesson/72759/overview	Trainers' Toolit (Spanish) Trainers' Toolkit (English) Trainers' Toolkit (Greek) Trainers' Toolkit (Portuguese) IlluminatED Trainers’ Toolkit for Teacher Workshops Overview IlluminatED Trainers’ Toolkit for Teacher Workshops is a resource kit for organising continuing professional development workshops for school educators that introduce educators to the Science of Learning and provides them with tips on how to align their teaching practices with the science on how student learning happens. The main sections of the toolkit are: - Two continuing professional development workshops for school education teachers - A Facilitator’s Guide: Introduction IlluminatED Trainers’ Toolkit for Teacher Workshops is a resource kit for organising continuing professional development workshops for school educators that introduce educators to the Science of Learning and provides them with tips on how to align their teaching practices with the science on how student learning happens. Whether you are an educational trainer, school teacher, or researcher, the toolkit has been built to support your delivery of the workshops. The content is geared toward secondary school teachers but is also useful for primary school teachers, and educators at vocational, higher education, and professional institutions. The main sections of the toolkit are: - Two continuing professional development workshops for school education teachers - Workshop A: A Science of Learning Primer for Educators – The cognitive processes underlying student learning - Workshop B: Designing Learning with the Science of Learning – Cognitive principles applied to the design of learning’ - A Facilitator’s Guide: - Slides: Google Slides and PowerPoint files for the workshops. - Student activity sheets: paper-based worksheets for workshop participants - Script: An example script to guide explanation of the slides - Activity materials: Spaced learning activity materials, group activity sheets - Questionnaires: pre- and post- knowledge measures and workshop quality evaluations - Poster/abstract: promotional materials for the workshops - Attendance sheets & Certificates: templates for attendance and completion certificates - Venue requirements: Letter to venue for required equipment and ideal room and seating arrangements - Resources: articles, references related to the toolkit content How was the IlluminatED Trainers’ Toolkit developed? The initial workshop content is based on multi-disciplinary research in cognitive neuroscience and was evaluated by domain experts to ensure its quality. The content of the workshops was tested and validated in teacher pilot workshops that were delivered in Finland, Portugal, Spain, Greece, and Egypt. Nine sets of pilots were held with over 400 participants from the start of 2018 to the middle of 2019. The holding of pilots allowed the project team to collect direct and continuous feedback from experts (cognitive neuroscience: Cicero Learning, University of Helsinki; and for teacher development Universitat Pompeu Fabra, Barcelona and the Faculty of Educational Sciences, University of Helsinki); and from both in-service and pre-service educators. Key contributors - Marc Beardsley, Universitat Pompeu Fabra, Barcelona: Content creation, Learning design, Pilot lead (Spain) - Mari Tervaniemi, CICERO Learning, University of Helsinki: Content validation, Pilot lead (Finland) - Tanja Linnavalli, CICERO Learning, University of Helsinki:: Content validation, Pilot lead, Translations (Finland) - Davinia Hernández-Leo, Universitat Pompeu Fabra, Barcelona: Pilot lead, Translations (Spain) - Judit Martìnez Moreno, Universitat Pompeu Fabra, Barcelona: Pilot lead, Translations (Spain) - Ana Barroca, Advancis: Pilot lead, translations (Portugal) - Ana Silveira, Advancis: Pilot lead, translations (Portugal) - Dr Tharrenos Bratitsis, University of Western Macedonia: Pilot lead, Translations (Greece) - Michalis Ioannou, University of Western Macedonia: Pilot lead, Translations (Greece) About the project Illuminated IlluminatED: illuminating effective teaching strategies with the science of learning. Project IlluminatED (PROJ: 2017-1-ES01-KA201-038220) is a project funded by the ERASMUS+ Programme that strives to empower school education teachers with cognitive neuroscience informed practices in an effort to facilitate more durable student learning. A key output of the project is continuing professional development workshops for school educators that introduce educators to the Science of Learning and provides them with tips on how to align their teaching practices with the science on how student learning happens. The project brings together experts in education technology, teacher development and cognitive neuroscience and runs from December 2017 to June 2020. The IlluminatED partnership is led by Universitat Pompeu Fabra and comprises 6 institutions: Universitat Pompeu Fabra, Barcelona (Spain); CICERO Learning (www.cicero.fi), University of Helsinki (Finland); Metropolia University of Applied Sciences (Finland); University of Western Macedonia (Greece); and Advancis Business Services and Boon (Portugal). IlluminatED key objectives are: - to support the improvement in quality of teaching and learning in school education, - to foster collaboration among teachers, - to facilitate the use of pedagogy matching technology, - to contribute to the formation of professional expertise in teaching and learning. More about IlluminatED can be found on the official website and Facebook page:	oercommons	2025-03-18T00:39:41.239773	Hannu Markkanen	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/72759/overview", "title": "IlluminatED Trainers’ Toolkit for Teacher Workshops", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/98062/overview	AudioEditExample-IntroBreakOutro Beethoven5thSymphonyMozartBorrowing Learning Audacity - Recording and Editing Basics Overview This OER is meant to teach those new to Audacity and audio editing the basic skills of the open-source software, as well as provide some basic narration tips. Though an introduction, this resource will allow those interested in podcasting, audio editing, video making, music creation, and more to apply these skills to larger projects. No required knowledge of Audacity or audio editing skills required. Though skills in an operating system (Windows, OSX, Linux) is highly reccomended. Learning Audacity - Recording and Editing Basics If you're new to Audacity this resource is for you! This lesson will cover what is Audacity is and how to install it, the UI of Audacity, and the basics of recording, playing, and editing an audio file. No prior knowledge of Audacity is needed, but knowledge of an operating system (OSX, Windows, or Linux) and basic computer skills are recommended. This lesson is best suited for those new to Audacity who wish to record their own voice for voice overs, or those new to audio editing who wish to increase their skillset for creating videos or podcasts. The skills taught in this lesson are beginner level but will create the foundation for further development of: - audio or video editing - creating podcasts - narrating videos or podcasts - recording music - and more This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Learning Objectives By the end of this course, you will be able to: - understand the purpose and use of Audacity - install Audacity onto your computer - record, playback, and import and export audio files in Audacity - understand the difference between exporting and saving files in Audacity - edit audio files using various tools such as trim, history, zoom, and noise reduction Now let's get started! What is Audacity? (Image of the UI of Audacity) Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, and GNU/Linux. You can use Audacity to: - Record live audio; - Cut, Copy and Paste, Delete, Duplicate, and Split audio files; - Change the speed, pitch or volume of a recording; - Apply effects to any part of the sound; - Align audio segments. Audacity is a popular Open Source tool for creating and editing podcasts; it is freely available to download, install and modify, and is relatively easy to use. Best of all, it is free and open source software (licensed under the GNU GPLv2) so you can use, copy, and share it freely. This invites conversations about copyright and Creative Commons licensing. "Using Audacity/What is Audacity" by WikiEducator is licensed under CC BY-SA 4.0 Students and teachers can explore sound effects, and Audacity makes it easy to cut, copy, and paste music tracks, and to create new versions of songs. Students use Audacity to interview teachers, each other, and parents and grandparents, incorporate these recordings into their classroom activities, and upload them to streaming web servers. They learn about the best audio file formats to use. For example, Audacity projects should be saved in two different formats: as Audacity project .aup files to allow for future editing and revision, and exported to a final playback format such as MP3 or WAV. "A quick introduction to Audacity for teachers" by Don Watkins, OpenSource is licensed under CC BY-SA 4.0 How accessible is Audacity for motion- or visually-impaired users? Audacity has numerous keyboard shortcuts which can be customised in the Keyboard Preferences. Most of Audacity can be wholly or partially used without a mouse, with excellent keyboard navigation of the selection. A few features currently have no keyboard alternatives, notably clips, Time Tracks and the Tools Toolbar tools except Selection Tool. Audacity works well with most screen-reader applications on Windows (including Jaws, Window-Eyes and NVDA). However a few features, notably Label Tracks, are not read. We still have to improve screen-reader support for Linux. For more information, see Accessibility. There are useful links to free screen readers and support resources for the blind on our Wiki page Audacity for blind users. "Frequently Asked Questions (FAQ)" by Audacity 3.3 Manual is licensed under CC BY 3.0 You can also view the following video for an overview of Audacity: "Audacity Review for Educators" by EDUC 592A, YouTube is licensed under CC BY 3.0 Setting up Audacity In this section you will learn: - how to download and install Audacity - what FFPMEG is and how to install it - how to install and use your microphone in Audacity In order to use and learn Audacity we'll need to download the software. Luckily its available for most platforms (Windows, OSX, and Linux) and is easy to install. And even better - its open source and absolutely free! This section will also cover downloading the FFPMEG Library that is essential to have when using Audacity. As well, this section will cover setting up your microphone so you are able to record your voice. Downloading and Installing Audacity Windows For detailed system requirements for a Windows installation see this page on the Audacity Website Go to the Windows Download page of the Audacity site and follow the instructions there. "Installing and updating Audacity on Windows" by Audacity 3.3 Manual is licensed under CC BY 3.0 OSX Audacity for Mac is for OS X 10.7 Lion and later. Audacity runs best with at least 1 GB RAM and a 1 GHz processor (2 GB RAM/2 GHz on OS X 10.7 and later). For lengthy multi-track projects, we recommend a minimum of 2 GB RAM and 2 GHz processor (4 GB RAM on OS X 10.7 and later). Go to the Mac Download page of the Audacity site. - On the download page, left-click the "installer" link, the .dmg file. This takes you to the FossHub site where our downloads are hosted. - On the FossHub Audacity page left-click the Audacity macOS DMG link. This will start the download. - Once the download has completed to your Downloads folder, double-click the DMG file to mount it. (Some browsers may offer the option to automatically open the DMG file for you.) - Drag the Audacity.app icon rightwards onto the Applications folder shortcut. - You can also drag Audacity.app out of the DMG to any other location. You need the administrator password to copy Audacity to Applications. - Launch Audacity.app from Applications or from your chosen location. Depending on your Finder Preferences, the Audacity icon may be titled "Audacity" or "Audacity.app". "Installing and updating Audacity on Mac" by Audacity 3.3 Manual is licensed under CC BY 3.0 Linux We recommend using the latest version of GNU/Linux from your distribution that is compatible with your hardware specifications. Audacity will run best with at least 1GB RAM and a 2 GHz processor. The recommended way to install software for most GNU/Linux and Unix-like Desktop distributions, is to install from the official distribution repository using a package manager. Most distributions provide Audacity packages. Alternatively you can build the latest Audacity tagged release from our source code. "Installing and updating Audacity on Linux" by Audacity 3.3 Manual is licensed under CC BY 3.0 Installing FFPMEG The optional FFmpeg library allows Audacity to import and export a much larger range of audio formats including M4A (AAC), AC3, AMR (narrow band) and WMA and also to import audio from most video files. Because of software patents, Audacity cannot include the FFmpeg software or distribute it from its own websites. Instead, use the following instructions to download and install the free and recommended FFmpeg third-party library. It is recommended that you exit Audacity before installing FFmpeg. Use the following links to download the FFmpeg Library and install it: - Windows install instructions : use the FFmpeg v2.2.2 INSTALLER (.EXE) - Mac install instructions : use the lame_64bit_osx.pkg - Linux install instructions After you have installed the FFmpeg Library, close Audacity if you have it open and relaunch the application Select ‘Edit’ from the main menu Then click on ‘Preferences’ In the Preferences window select ‘Libraries’ in the menu on the left Windows: OSX: Linux: Click the “Locate” button Audacity should automatically locate the FFmpeg libraries. You can select ‘No’, to not locate them manually and continue using the application with a larger array of file types. Once the FFmpeg Library has been installed, you can import video files and strip the audio from them. This can be very useful for editing videos in the future, because Audacity is has much better tools for audio editing than most video editors. Text source: "FFmpeg Library" by David Kwasny & Matthew Humphries, Open Library is licensed under CC BY-SA 4.0 Images source: "FAQ:Installation, Startup and Plugins" by Audacity 3.3 Manual is licensed under CC BY 3.0 / highlights added Setting Up Your Microphone You can view this video for an overview of setting up your microphone in Audacity [timestamps: 3:00 to 5:00]: "How To Set Up Your Microphone In Audacity Beginners Guide Ep 2" by Logan D, YouTube is licensed under CC BY 3.0 What if you don't have a microphone (AUX) port? If your computer does not have a microphone input port Do not plug a microphone into the line input port on your computer. The volume will be way too low (the line input port does not apply the needed amplification to boost the very quiet signal from the microphone). You will not break anything, but you will be very frustrated with the results. Option 1 - Buy a microphone to USB adapter These devices plug into a USB port on your computer, and have a microphone input jack (usually 1/8"). You will still need a compatible microphone. Be sure to carefully read the specifications of any adapter you are considering and make sure you get a microphone that will work with that interface. Option 2 - Buy a USB microphone These microphones are becoming more common. They combine a microphone and the USB adapter all in one package. Models are available by Logitech, Samson, Nady and Audio-technica, among others. "Connecting audio equipment" by Audacity 3.3 Manual is licensed under CC BY 3.0 Audacity Interface In this section you will learn: - the main UI of Audacity - the playback tools - the tools toolbar - the editing toolbar The interface to Audacity can be intiminating at first. This section will help to explain the different sections of Audacity and what they're used for. This is the main screen of Audacity when you open the software: 1 Menu Bar 9 Unpinned Play/Recording Head 10 Timeline 13 Audio Track 14 Label Track 16 Time Toolbar 18 Status Bar "Guide to the Audacity Project Window" by Audacity 3.3 Manual is licensed under CC BY 3.0 What are the blue lines on screen? They're called waveforms and are a visual representation of an audio signal. Audacity Waveforms show you overall loudness best. They are the default view in Audacity. - You might see the danger of imminent clipping. - Precision in cutting and splicing is also best performed in Waveform view. "Audacity Waveform" by Audacity 3.3 Manual is licensed under CC BY 3.0 Playback Control Toolbar moves the cursor to the start of the project. plays your project from the position of the cursor. Use to listen to the audio in your project. pressing the record button will record a new track from your computer's sound input device. pause playback or recording. Press again to unpause. stops playback or recording. moves the cursor to the end of the project. Tools Toolbar The Selection Tool use to select sections of an audio track to work on. The Envelope Tool this tool allows you to control how tracks fade in and out. The Draw Tool allows you to draw on the waveforms of individual tracks. The Zoom Tool zooms in or out of a specific part of the audio. The Timeshift Tool allows you to change the positioning of tracks relative to one another in time Edit Toolbar Cut removes selected audio data and places it on the clipboard. Copy copies the selected audio data to the clipboard without removing it from the track. Paste pastes whatever is in the clipboard into the track at the position of the selection cursor. Trim deletes all of the track except the current selection. Silence replaces the current selection with silence instead of removing it completely. Undo undo the last editing operation performed. Redo redo any editing operations that were just undone. Zoom In zooms in on displayed tracks displaying less time and giving a more detailed view of the track. Zoom Out zooms out displaying more time and a less detailed view of tracks. Fit Selection fits selected audio into the width of the screen to show the selection in more detail. Fit Project shows entire project in one screen. "Using Audacity/The Interface" by WikiEducator is licensed under CC BY-SA 4.0 You can watch the following video from the beginning to 3:16 to see the UI of Audacity and some explanations too: "Using Audacity" by Tony Vincent, YouTube is licensed under CC BY 3.0 Knowledge Check When you feel comfortable with the Audacity UI, feel free to test your knowledge using the following knowledge check: Audacity Basics In this section you will learn: - recording your voice - playing audio - how to save and export and the difference between them - importing audio How to Record Your Voice Select the red circle button to begin recording. Record for as long as you would like. And then select the black square button (the stop button) when you want to finish. Recording Best Practices There are some simple and easy best practices to keep in mind when recording. Following these will provide you with better quality recordings as well as make it easier to do any editing later. - Practice rehearsing your script out loud on your own and with a colleague to make the appropriate edits before you record. - Always leave a 10 second silence buffer before recording to ensure you are able to collect the noise profile and edit out the background noise. This also helps to reduce chances of you cutting off your audio - When recording, try to aim for a maximum peak of around –6 dB or 0.5 if you have your meters set to linear rather than dB. - Record all of your audio at once. If you make a mistake in your recording, stop and take a breath and then try saying the sentence again. This can be tweaked in the editing phase. - Be aware of the pace of your speech. Intentionally speak slower than you normally would, so your voiceover can be understood. - Smile when you're recording the audio.This helps to make you sound more energetic and happy. "Record Audio with Audacity" by University of Guelph Library is licensed under CC BY-SA 4.0 / added text and explanations Playing Audio The easiest way to control Audacity playback and recording is with Transport Toolbar: Clicking Play plays from the cursor point to the end of the project, or from the start of the selection region to the end of that region. "Playing and Recording" by Audacity 3.3 Manual is licensed under CC BY 3.0 Saving and Exporting It is important to know the difference between Saving and Exporting while working in Audacity. If you are working on a project but wish to close Audacity in order to continue working on the project at a later date it is important that you save your work. Audacity saves your project into a folder which will include all the separate audio tracks that you have either recorded or imported into your project. Audacity project files (.aup) let you save everything you're working on exactly as it appears on the Audacity screen. Most other audio programs cannot open Audacity project files. If you want to save your project into a file that can be opened by other programs you will need to select the export option. "Using Audacity/Saving" by WikiEducator is licensed under CC BY-SA 4.0 Saving To save a project you are still working on, it is recommended to: File -> Save Project -> Save Project or “Ctrl +S” You might get this warning. But, as you can tell, it states this is not the file you would play for others. Exporting To export an audio file to distribute or share, it is recommended to: File -> Export -> Export as MP3 You might get this warning. This means it is reducing your project into one track. This is okay. It needs to be in this format to distribute, and we already saved the project, if it needs to be edited again. "Saving & Exporting" by David Kwasny & Matthew Humphries, Open Library is licensed under CC BY-SA 4.0 / text added You can also view this video as a recap of saving and exporting [timestamps: 10:13 onward]: "Audacity Basics: Recording, Editing, Mixing" by Kyle Stedman, YouTube is licensed under CC BY 3.0 Importing an Audio File You don't always start with a blank recording, but instead you may wish to do edits on an existing audio file. For this, we'll need to import the audio file into Audacity. - Click File in the menu bar at the top of your screen. - Click Import from the dropdown menu. - Select Audio. - Select your file from your device to import. "Record Audio with Audacity" by University of Guelph Library is licensed under CC BY-SA 4.0 / text added You may also watch the following video for a video explanation of importing audio [timestamps: 10:25 to 13:24]: "Using Audacity" by Tony Vincent, YouTube is licensed under CC BY 3.0 Editing Basics In this section you will learn: - selecting specific pieces of audio - copying, cutting, and pasting audio - deleting audio - amplifying audio volume - zooming in and out of waveforms in Audacity Selecting Audio Almost all editing in Audacity will require you to select specific audio you want to work with. You may sometimes wish to change all the audio in a file, but more often than not you'll want to edit a specific section. We will go into how to select audio in Audacity here. Note that you can select the entire length of all tracks on screen with Select > All or use the shortcut Ctrl + A (or ⌘ + A on a Mac). To select audio, first choose the Selection Tool. Now click the left mouse button anywhere inside of an audio track, and click and drag to the other edge of your selection, and release. "Selecting Audio" by Audacity 3.3 Manual is licensed under CC BY 3.0 /text and explanations added Copying, Cutting, and Pasting Audio Copying and pasting audio works just like other software. For example, copying text in Microsoft Word allows you to paste that text in other areas of the document. This is the same as Audacity - copying audio allows you to paste it anywhere within an audio file. Copying Use the Selection Tool to select a section of audio from the source track with click-and-drag (the source and target tracks are labeled SOURCE and TARGET in the examples.) Copy the selected audio to the Audacity clipboard by clicking on Edit > Copy or press the shortcut Ctrl + C or ⌘ + C on Mac). Conversely, you can also cut a selected audio. This will remove the audio from the waveform but keep it in your clipbaord to be pasted. This is akin to moving a piece of audio rather than copying it. Cut the selected audio to the Audacity clipboard by clicking on Edit > Cut or press the shortcut Ctrl + X or ⌘ + X on Mac). Pasting To make the paste select Edit > Paste from the Edit Menu or press the shortcut Ctrl + V or (⌘ +V on Mac). "Copy and Paste a section of audio" by Audacity 3.3 Manual is licensed under CC BY 3.0 /text added and section on cutting added Deleting Audio Often, one of the most common edits you will want to do with audio is to remove aspects of it. This could be bad takes, mistakes, or maybe even some silence where you paused when talking. Deleting audio in Audacity is very easy! Click and drag your mouse to select the portion of audio you would like to delete. Click the play button to listen to your selected portion and confirm that you have selected the correct time. Select Edit > Delete, or press the delete/backspace button on your keyboard. The selected audio is removed from the track, and the rest of the audio moves to fill the space left after the delete. Listen back to each edit to make sure it sounds natural. If not, choose Edit > Undo Delete and try again. "Record Audio with Audacity" by University of Guelph Library is licensed under CC BY-SA 4.0 / text removed to condense steps Amplify Audio Amplyfing audio is raising the amplitude of an audio file. Amplitude refers to the level or magntitude of a signal. Audio signals with higher amplitude will sound louder. "Glossary" by Audacity 3.3 Manual is licensed under CC BY 3.0 Amplify always preserves the relative volumes of the tracks and/or channels. 1. Select Effect > Amplify from the menu bar at the top of your screen. 2. In the input box, type a value for the amount of amplification you would like to apply. Positive values make the sound louder, negative values make it quieter. As you type, the New Peak Amplitude input box will be updated. 3. If you take the negative of the value shown in the Amplification (dB) box, this will give you the current peak amplitude of the selection. 4. Drag the slider right to make the sound louder, or to the left to make it quieter. As you drag, your selected value will be updated in the input box, and the New Peak Amplitude input box will be updated. "Record Audio with Audacity" by University of Guelph Library is licensed under CC BY-SA 4.0 Zooming In and Out It is often helpful to be able to zoom in to see the individual parts of the audio clip waveform in order to edit out sections or remove undesirable noises or pauses Zooming in shows you more detail about the waveform. This can be useful for editing out imperfections. Zooming out shows less detail but is useful to get a wider overview of your project. "Using Audacity/Zooming" by WikiEducator is licensed under CC BY-SA 4.0 How to Zoom There are five ways to zoom horizontally: View > Zoom submenu: use the four commands in this submenu to: - View > Zoom > Zoom In: double the current zoom level. - View > Zoom > Zoom Normal: reverts back to Audacity's default zoom, where you can see 5 - 10 seconds at a time - View > Zoom > Zoom Out: cuts the current zoom level in half - View > Zoom > Zoom to Selection: zooms and scroll so that the selection just fits in the window - View > Zoom > Zoom Toggle: toggles between two pre-defined zoom levels, these are user selectable in Tracks Preferences. Defaults are normal Default Zoom level and 4 Pixels per Sample (which shows a fraction of a second of audio as samples) Five of the view commands have equivalent buttons on the right of the Edit Toolbar: - Zoom In - Zoom Out - Fit Selection (to Width of the Window). aka 'Zoom to Selection' - Fit Project (to Width of the Window). - Zooms between two preset levels. These can be set using Tracks preferences. "Editing Audio" by David Kwasny & Matthew Humphries, Open Library is licensed under CC BY-SA 4.0 Activity: Recording and Editing a File With all the skills you've learned thus far, let's put them into practice by editing an existing audio file. Instructions Recording You will need a partner for this first section. Have them record themselves in Audacity (with your assistance) the following: - 1. Please state your name. - 2. In 30 words, 15 seconds or less, please summarize why you came today. Next, record yourself saying the following: - 1.. [Intro]: You are about to hear a shockingly brief interview with ____________ [say the name of your partner for this exercise, whom you just interviewed]. - 2. (pause) - 3. [Break]: You are listening to a shockingly brief interview with _____________ [say the person's name again]. - 4. (pause) - 5. [Outro]: You have been listening to a shockingly brief interview with ___________ [say the person's name again]. This is ______________ [say your name], reporting for 90.1 FM, KKFI, Kansas City Community Radio. [NOTE: The “90.1 FM, KKFI, Kansas City Community Radio” in KKFI's official legal ID. If you say “Kansas City's Community Radio” on KKFI's Program Associate's exam, you will flunk, because it's “Kansas City Community Radio”, NOT “Kansas City's Community Radio.] The first part is a toy interview. The second part is Intro, Break and Outro, used to make that a complete piece, editing together with Audacity. Deleting Unneeded Portions To delete a portion of a recording, First select what you want to delete by specifying start and end of selection and discussed above. Verify that's what you want to delete. You can do this in multiple ways, e.g., first selecting a larger segment, then listening to it by playing it or part of it, and using the scroll bar at the bottom. Then select Edit > Delete (or <ctrl>+K or <cmd>+K on a Mac). Amplify a portion of a recording that may be quieter than other parts Select a portion of the recording that you want to amplify. Then Effects > Amplify. In contrast to when you want to push down a peak, you probably want to accept the default amplification by clicking “OK”. As before, if you don't like that, use <ctrl>+Z (or <cmd>+Z on a Mac) to revert your changes and restart. Cut pieces from different recordings and paste them together Using Cut and Paste tools, put the audio in an order that makes sense given the context. It might be easiest to open a new track and have it available to you as a blank slate to use rather than moving around existing audio. Export as MP3 Once you have what you want, it's wise to listen to it (or at least listen to parts of it) to make sure it's what you want. Then in the composite window, File > Export > “Export as MP3”. Again before you click “Save” you need to change the directory to what you want, because Audacity by default stores it in the last place it stored an export file, which is probably NOT where you want it. Click “Save”. Exercise adapted from: "Grassroots media training/KKFI/Audacity" by Wikiversity is licensed under CC BY-SA 4.0 / text and instructions added, text removed for brevity If you do not have access to a microphone or partner, you can use the attached audio instead. Audio provided by: DavidMCEddy, CC BY-SA 4.0, via Wikimedia Commons Activity: Editing an Existing Audio File It's important to be able to edit existing audio files. In this activity, we will use multiple tools previously discussed to create short 10-second version of an audio file. Instructions Find an Existing Audio File Audacity can import many common audio file formats, including WAV, AIFF, and MP3. If the optional FFmpeg library is installed, a larger range of formats, including WMA and the audio content of most video files, can be imported. Audacity cannot import copy-protected music files. If you want to edit music that you have on an audio CD, you need to "rip" the music into an audio file. See the Audio CDs page for information on getting the audio off of CDs and into Audacity. No audio files handy? You can use the audio file attached to this section. Import the file into Audacity First launch Audacity, then import an audio file by selecting File > Import > Audio Look at the waveform This image above shows a stereo waveform. The left channel is displayed in the top half of the track and the right channel in the bottom half. The track name takes the name of the imported audio file ("No Town" in this example). Where the waveform reaches closer to the top and bottom of the track, the audio is louder (and vice versa). The ruler above the waveform shows you the length of the audio in minutes and seconds. Listen to the imported audio The image above shows Transport Toolbar. Click the Play button to listen to the audio. Click the Stop button to stop playback. If you do not hear anything, see Audacity Setup and Configuration. You can use the Space key on the keyboard as a shortcut for Play or Stop. Click on Selection Tool then click on the waveform to choose a place to start, then click the Play button . Click and drag to create a selection, and then when you click Play button only the selection will play. Create a 10-second clip from your audio To cut this audio file down to exactly 10 seconds, use these following steps. - With playback stopped, click near the point where you want the 10-second piece to begin. - Zoom in until the Timeline shows 10 seconds or more before and after the cursor. - While holding down the Shift key, click 10 seconds to the right of the cursor. 4. Press Space to listen to the entire selection. Playback will stop when the end of the selection is reached 5. Adjust the start and end of the selection with the mouse as follows. - Move the pointer over the start of the selection - the cursor will change to a left-pointing hand. - Click and drag to adjust the beginning of the selection. - You can adjust the end of the selection in a similar manner. 6. Press Space to listen to the adjusted selection. You do not have to listen to all of it; press Space again at any time to stop playback You have now selected the portion of the audio that you want to keep. Make sure you have pressed Space to stop if the track is still playing, then to delete everything except the selected audio, click on Edit > Remove Special > Trim Audio. Export the resulting file When you save an Audacity project with File > Save Project > Save Project you are doing just that - saving an Audacity project. Audacity projects can be opened only by Audacity. If you want other applications (such as Apple Music/iTunes or Windows Media Player) to be able to open this file you need to export it. Before we export this 10 second clip to a separate file we are going to simplify things a bit. Go to the Import / Export Preferences, and under When exporting tracks to an audio file uncheck "Show Metadata Editor prior to export step". Metadata Editor adds extra information about the speech or music into the file - see For More Information below to learn more. You can go back to the Import / Export Preferences at any time to re-enable Metadata Editor. Exporting a WAV file - Click on File > Export > Export Audio... - the standard "Save" dialog for your operating system appears. - Give the file a different name. Audacity always suggests a name for the file that is the same as the name of your Audacity project. It is always best to alter this so you do not confuse your exported file with your Audacity project. - Choose a location to save the file in the usual manner. - At the bottom of the Save dialog is a dropdown menu labeled "Format". From this menu choose "WAV (Microsoft) signed 16-bit PCM". - There are no options for the WAV file format, so there is no need to click the Options button. - Click the Save button to complete the export of your project to a WAV file. Exporting an MP3 file The steps for exporting a file in MP3 format are the same as for a WAV file, except: - In the Save dialog, from the "Format" menu, choose "MP3 files" - Then click the Options button to set the bit rate and other options for the MP3 file. Exercise adapted from: "Tutorial - Editing an Existing Audio File" by Audacity 3.3 Manual is licensed under CC BY 3.0 / text and instructions added Editing Tools in Audacity In this section you will learn: - trimming audio to any length - adding silence to audio - remove unwanted background noise from audio - utilize the history tool to reverse mistakes Recall this is the toolbar menu in Audacity "Editing Audio" by David Kwasny & Matthew Humphries, Open Library is licensed under CC BY-SA 4.0 We have previously discussed copy, cut, paste, and zooming in and out. Now we will delve into silence and trim. Trimming Audio The ‘Trim’ tool works in the opposite way of the ‘Cut’ tool, and can also be found on the Edit Toolbar. Using ‘Trim’ you will be left with the selected area, and the unselected parts of the clip will be removed. Be careful when using this tool on large audio clips, you might remove more than you intended. Adding Silence Silence does exactly what it sounds like it would do, it silences audio. You can use this as an alternative to cutting parts of your clip, if you would like. It is also a good way of reducing unwanted background noise between dialogue clips. "Editing Audio" by David Kwasny & Matthew Humphries, Open Library is licensed under CC BY-SA 4.0 Noise Reduction What is Noise Reduction? Noise Reduction can reduce constant background sounds such as hum, whistle, whine, buzz, and "hiss", such as tape hiss, fan noise or FM/webcast carrier noise. It is not suitable for individual clicks and pops, or irregular background noise such as from traffic or an audience. To use Noise Reduction, you need a region in the waveform that contains only the noise you want to reduce. Be aware that it may be impossible to get a satisfactory removal when the noise is very loud, when the noise is variable, when the music or speech is not much louder than the noise or when the noise frequencies are very similar to those of the music or speech. "Noise Reduction" by Audacity 3.3 Manual is licensed under CC BY 3.0 How to Perform Noise Reduction Audacity has a great built-in noise reduction tool. To get it to do its job properly, you need to get your hands a bit dirty. So, first you need to get a noise profile which lets Audacity recognize what noise in the file actually is. The profile gives Audacity a baseline from which to work. To get a good noise profile, you need to find a section of the audio file in which there's no talking. This appears as a flat line in Audacity. Several seconds worth of dead air is best. If you don't have that much, use what you can. "How to clean up digital recordings using Audacity" by Scott Nesbitt, OpenSource.com is licensed under CC BY-SA 4.0 1. Leave a 10 second silence buffer at the beginning or end of your recording to capture the room noise. 2. Click and drag your mouse to highlight a section of dead air. 3. Click Effect > Noise Reduction and then select Get Noise Profile 4. Once you’ve captured the Noise Profile, press CRTL/COMMAND + A to select the entire audio clip. 5. Go back to Effect > Noise Reduction. Leaving the default settings, click Okay and it will remove the background noises from the entire audio track. 6. If you only want the noise reduced for a particular section, only highlight that part with your mouse instead of highlighting your entire track. 7. You can also select a section of audio and press CTRL+L to silence that section of audio. This can also be done using the silence audio button in the toolbar. "Record Audio with Audacity" by University of Guelph Library is licensed under CC BY-SA 4.0 History Tool Audacity is a forgiving application. If you are afraid of messing up, relax, because Audacity is designed to let you try something and then undo it if you do not like it, or redo it if you like your first idea after all. This is really the only way to work with audio because it is often hard to judge an effect or other change in context of the entire project until you do it. - Undo/Redo is fast, irrespective of how long the original action took. Use it to listen easily to "before" and "after" versions of your work. - As you apply more actions, the disk space needed to allow Undo/Redo of those actions grows. - The Undo/Redo space usage is discarded on closing the project. - Undo/Redo steps for an open project can be managed in the History window. Only changes that modify the project data can be undone. Changes that cannot be undone include: - Saving or exporting - Changing the track height or the selection or cursor position (these are saved when you save a change that is recorded by Undo/Redo) - Changing preferences settings. he History dialog lets you view and manage all of the actions you have taken since you opened a project. Accessed by View > History... the History dialog window can be resized by clicking and dragging on its borders. Manage History The History list has two columns: - "Action" shows a list of all project states that you can go back or forward to, earliest state first. - "Used Space" shows for each action in the list the amount of disk space that that action used. Space Used - Total space used: Displays the total disk space currently used by the project, which is the total of all the "Used Space" values shown in the History list. - Clipboard space used: This indicates the amount of disk space currently used by the Audacity Clipboard. Buttons - OK button: Accepts the changes made in the History window, if any, and closes the window. - help button, brings you to the appropriate page in the Manual, this page. "History - Undo and Redo" by Audacity 3.3 Manual is licensed under CC BY 3.0 Glossary of Terms and Conclusion Congratulations on reaching the end of the Audacity lesson! We have covered a lot of different terminology, tools, and actions within the software. If you need to ever refresh your understanding of terminology used in Audio Editing, the Audacity Manual has a fantastic glossary of terms: As well, if you need a refresher on best practices for audio narration the following is a useful, short guide: Tips for Recording Audio at Home You've reached the end of Learning Audacity - Recording and Editing Basics. Thank you for reading and good luck!	oercommons	2025-03-18T00:39:41.328288	David McNulty	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/98062/overview", "title": "Learning Audacity - Recording and Editing Basics", "author": "Module" }
https://oercommons.org/courseware/lesson/85677/overview	Library Orientation 5: Credo Reference Overview Part 5 of 15. Introduces Credo Reference. Includes outlines for an assignment and a quiz. Welcome You may want to put your contact information under "Resources." Introduction Credo Reference is a database that houses over 750 full-text reference titles as well as reference media files covering a wide range of general academic topics. Users are particularly fond of the excellent illustrations. This is a great place to start your research and can provide you with overviews that are appropriate to cite in a paper. Objectives - Successfully use Credo Reference to find an appropriate resource. - Create a single annotated bibliography entry based on a resource obtained from Credo Reference. Resources - Library eResources Web page: https://www.sheltonstate.edu/instruction-workforce-development/library-services/eresources/ Readings and Videos Credo Reference is an online database of general reference works provided by Shelton State. It covers everything from art to zoology. To get to Credo Reference: - From the library's main web site, select eResources from the tiled menu or the left-hand menu. - Select Credo Reference from the list. - You will need your MyShelton credentials to use this resource. Searching Credo Reference will provide you with reference book articles, diagrams, artwork, video and audio clips, mind maps, and other resources related to your topic. Searching is easy. Credo also provides their own video content to illustrate the full functions of the tools they provide. Once you are logged in to Credo Reference, scroll to the bottom of the page and there will be a rotating menu of resources that are tool-specific. Two important points: - If you are planning to share an item, be sure to use the share option and not the URL from the address bar, which will expire. - The works cited options contain all of the information you will need to make a citation; however, check the suggested option against whatever resource your instructor wants you to use for citation. There may be some slight differences and your instructor is always right. Assignment Restricting the student to the assignment submission module in your course management software is a second option. Introduction - This assignment will illustrate your ability to utilize Credo Reference to find an appropriate academic research resource. - Completing this assignment will give you one piece of your final annotated bibliography. Submissions will be graded and corrected versions can be used in your final assignment. Objectives - Create an annotated MLA or APA citation for a resource you found on Credo Reference. Instructions - Watch the videos and read the documentation in this module related to Credo Reference. - Navigate to Credo Reference and search using the topic you chose in the discussion from Module 2. - Select a resource that fits your topic and read or watch it. - Using the citation tools provided, select the MLA or APA citation format and copy and paste the citation into the assignment. MLA or APA can be utilized, but be consistent. Use either MLA or APA consistently throughout this class. - Write a brief paragraph that summarizes the resource. - If you have trouble finding a resource, don't hesitate to contact your instructor. Submission Requirements - This assignment can be submitted via email in the text of the message or as a PDF or MS Word attachment. - This assignment is worth 5 points. - 2 points: Proper Citation Format - 3 points: Annotation (spelling and grammar count) Example In your final document, the citation should have a hanging indent, as per the example of the final project. Different databases provide different citation styles, even within the database. Projects for subject-level courses will require you standardize your entries to suit the format that the instructor requires. For this project, you need only copy and paste the citation from the database. MLA: "knitting." World of Art: The Thames & Hudson Dictionary of Fashion and Fashion Designers, Georgina O'Hara Callan, Thames & Hudson, 2nd edition, 2008. Credo Reference, https://sheltonstate.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/thfashion/knitting/0?institutionId=8650. Accessed 18 Aug. 2021. This brief article defines the knitting process. Especially useful are the links to articles that talk about specific knit types and some knitwear. APA: knitting. (2008). In G. O. Callan, World of art: The Thames and Hudson dictionary of fashion and fashion designers (2nd ed.). Thames & Hudson. Credo Reference: https://sheltonstate.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/thfashion/knitting/0?institutionId=8650. This brief article defines the knitting process. Especially useful are the links to articles that talk about specific knit types and some knitwear. Quiz Change the instructions to fit your needs. Use the quiz module of your course management software to ask questions. Here are mine, but you will have to modify them to suit your own library requirements: - Credo Reference is a collection of journal articles. FALSE - You cannot use images from Credo Reference in an academic presentation. FALSE - Credo Reference provides citation help for all of its materials. TRUE - Credo Reference is less reliable than Wikipedia. FALSE - Credo Reference is a collection of reference books. TRUE Introduction This quiz will test your knowledge of Credo Reference. Objectives - Confirm that you have retained key information about Credo Reference. Instructions - There are 5 true-false questions. - You have 15 minutes for this quiz. - Please use the Chrome browser for best performance. - Once you start the quiz, you must complete it; there are 2 attempts. You cannot save to return to later. If you log out, you cannot return to the quiz. - The attempt with the highest score will be graded.	oercommons	2025-03-18T00:39:41.352261	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/85677/overview", "title": "Library Orientation 5: Credo Reference", "author": "Full Course" }
https://oercommons.org/courseware/lesson/128363/overview	What were people from the past like? Overview Set of three illustrations that encourage students to ask questions about the past and to carry out a process of inquiry to give a broad and reflective response to it. It is structured in three phases based on the three figures that make up the resource: a first one for detecting prior ideas (illustration 1); a second one for developing the investigation (illustration 2); and a third one for conclusion and closure (illustration 3). For further suggestions and tips about how to implement the cases selected in this itinerary, we encourage you to consult the kit for teachers that can be found here: https://www.letheproject.eu/toolkit/ Infographs and helpful materials are provided. A specific teaching itinerary is presented for the development of several history lessons from an active learner who seeks to initiate a reflection in the classroom on the past and its social and cultural characteristics. For this purpose, an itinerary marked by three phases is offered: 1. Figure 1. Starting from initial motivation questions [How do you imagine the people of the past?] and the request for a specific action by the student [Try to recreate a scene from any given day on this street in a city from the Roman era. You can draw or on the Internet, print and cut out, the different people who could have passed through that street] the student is asked to recreate how he imagines the society of the past. The result is usually a homogeneous, masculine, exclusive image, where numerous voices and key social groups are excluded. 2. Figure 2. The student is offered the exploration of different historical cases (8 in particular) developed within the framework of the LETHE project (https://www.letheproject.eu/) which presents the student with 8 situations that show how the past can be diverse and integrate the action of characters that usually do not appear prominently in the historical narratives that appear in textbooks and curricular materials. These cases are developed from a historical research strategy where the student reflects on the past based on the sources and supporting questions that are established. The idea is for the student to reach his or her own conclusions and for the teacher to act as a mediator in the process (more advice on how to apply the pedagogy proposed by LETHE can be found in its manual). 3. Figure 3. Once the students have carried out the various inquiry processes and have reached their own conclusions, we propose an alternative image of what the people of the past could have been like, exemplified in a street in a city during the Roman era. Students will be able to discuss the results of their research and the reasons for the lack of knowledge about the groups represented here.	oercommons	2025-03-18T00:39:41.371472	03/11/2025	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/128363/overview", "title": "What were people from the past like?", "author": "Laura Arias-Ferrer" }
https://oercommons.org/courseware/lesson/122968/overview	ENGL 2860: Introduction to Film Course Common Cartridge Overview This resource contains a downloadable common cartridge file for ENGL 2860: Intorduction to Film. The entire course is a true OER remix, containing original OER materials as well as OERs adopted or adapted from other authors. The course includes links to films via Motlow's Kanopy Collection as well as videos, lectures, gloassries, assessments, and rubrics.. The course is an overview of film history using selected works from world cinema and introduces the basic elements of film expression and analysis while also examining how films reflect their cultural and historical context and the extent to which films reflect the diversity of human experience across multiple time periods and cultural perspectives. Project Planning Our OER Goals & Purpose: Why are you doing this OER Project and what are you hoping to accomplish? Our Audience: Who are you designing this OER Project for and what are their learning needs and preferences? Our Team: Who is on your OER Project Team and what are their roles and responsibilities? Existing Resources: What existing resources can you utilize for your OER Project? You can curate these resources in our Group Folders New Resources: What new resources will you need for your OER Project? Supports Needed: What additional supports do you need to complete your OER Project? Do you need to gather more research and data to inform the design of your OER Project? Our Timeline: What deadlines do you have for your OER Project deliverables? OER Project needs to be piloted by Spring 2025 term and uploaded to the TBR Group on the Tennessee Open Education Hub by January 15, 2025 Tennessee Open Education Planning We aim to add a General Education Core Humanities option at Motlow through the creation of an Introduction to Film course. This course will leverage students' existing knowledge and experience with film, a Fine Art, to provide a Humanities option that engages students and offers practical, real-world applications. We anticipate this will enhance student excitement and positively impact retention and progression. Our course targets incoming freshmen who must complete learning support requirements and need general education core courses without prerequisites to register as full-time students. It offers an additional Humanities option that builds on students' familiarity with film, making it potentially more appealing. The course will be designed to accommodate students in learning support courses by including assessments that do not require extensive experience with academic writing. The team collaborated on course outcomes. Team leader, Wes Spratlin, is responsible for the selection of the primary and secondary texts in the course. Dr. Will Murphy is responsible for the creation of unit and module objectives as well as ensuring that assessments align with module, unit, course, and TBR Fine Arts/Humanities Outcomes. Our existing resources include the following: Sharman, Russell, Moving Pictures: An Introduction to Cinema, https://uark.pressbooks.pub/movingpictures/ Moss, Yelizaveta and Candice Wilson, Film Appreciation, https://alg.manifoldapp.org/projects/film-appreciation Various resources available via YouTube In terms of new resources, we are creating weekly module Terms/Concepts Glossaries that will provide the module’s major terms and concepts along with definitions and examples in the form of still pictures or brief videos. As much as possible, these examples will feature stills and clips form the primary film featured in the module for that week. For example, Module 5 focuses on Truffaut’s, The 400 Blows, and introduces the concept of camera movement, so the definition of a Tracking Shot in the weekly glossary will feature the famous low-angle tracking shot that opens The 400 Blows Regarding needed support, our Dean of Libraries is using her budget to subscribe to Kanopy, a widely-used subscription service for academic and public library patrons. Kanopy will not provide the students with the 12 primary films we will cover in the class, but it’s clip feature will allow us to create clips from those films for use in our module Terms/Concepts Glossaries. In addition, we will need the help of various Motlow State departments and offices to promote the course and to educate students, faculty, Success Coaches, and Advisors regarding the course before pre-registration for the spring semester. In terms of course design/delivery assessment, we will rely on guidance and assistance from Motlow’s Office of Institutional Research and Effectiveness. Finally, and perhaps most importantly, we are relying on TBR’s General Education Core Committee to provide guidance toward the acceptance of the course as a Humanities option at Motlow for the 2025-2026 catalog. Our Timeline: Aug. 30 Meet with Nancy Stano for update/consultation Sept. 5 Meet with Academic Technologies regarding Kanopy app and Motlow Hub Sept. 10 Meet with Academic. Affairs to ensure 2024-25 catalog is correct Sept. 15 Submit application to TBR for Humanities designation Oct. 1 Meet with Student Success to discuss how to advertise course for spring Oct. 7 Submit application for Global Awareness HIP designation Oct. 15 All course materials finished and added to shell Oct. 15 Present course to Nancy Stano for feedback Oct. 15 Present course to select ENGL and Humanities faculty for feedback Dec. 1 Upload course to TN Open Ed Programs & Projects site Jan. 13 Formally present course to Languages and Humanities faculty Course Description This course provides an overview of film history using selected works from world cinema. The course introduces the basic elements of film expression and analysis while also examining film’s social impact as a medium and demonstrating the diversity of human experience across multiple time periods and cultural perspectives. Reflection Please reflect and share any observations and insights you noticed as a result of this OER Project, such as student engagement and impact.	oercommons	2025-03-18T00:39:41.402358	Wes Spratlin	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/122968/overview", "title": "ENGL 2860: Introduction to Film Course Common Cartridge", "author": "Full Course" }
https://oercommons.org/courseware/lesson/10495/overview	Planning for Innovation: Renaissance or Renovation Overview In the third module we will consider tools for students to use to plan new school library spaces. This module along with Module 4 will expose students to structured ways to develop new ideas for not just renovating space but taking it in new directions. These modules are transitional, a way to move toward renaissance rather than mere renovation. Hopefully, they will provide a framework to explore ideas beyond their experience and the experiences of other planning team members. After critically evaluating the advantages and limitations of either a Learning Commons or a Maker Space and considering futuristic ideas, let’s focus on what might be an interim solution. What might be an affordable alternative that school libraries could be considering to enrich progressive, alternative educational models? We need to consider how to embed inquiry into new learning models while maximizing the space, the resources and the mentoring skills of a trained librarian. The goal of Modules 3 and 4 are to provide students with objective ways to step away from their preconceived library space designs and think about new concepts based on the user. We have moved space planning from a focus on housing the physical content to planning around the learning activities such as collaboration or team projects. The next logical step is to take a humanistic approach; planning for users. Preparation Encourage your students to forget their previous views or biases about the nature and definition of a school library. In this module they should be neutral on whether a Learning Commons or Maker Space is the obvious solutions to space planning. They may decide that those are the models they want to explore as a library renovation but try to encourage them to come to that conclusion after working through a process focused on their students, how they want to work, and how they will want to work in the future. In my OER Course Cognitive STEAM: Environments you can use the material on AEIOU Observation to introduce students to the skill of observing and taking notes on users within a library or other social environments that are frequented by their students. I also elaborate on this process in chapter 5 of my book, Library Spaces for 21st Century Learners. The OER Course or my book provide insight into developing a needs assessment document and translating those ideas into zone plans. Needs assessment documents along with a zone plan are standard tools they should be comfortable using to facilitate space planning discussions with an architect or interior designer. But in this course we are going to think of zone plans as maps not destinations. Zones are not spaces but rather an organizational tool for thinking through the planning process. In this course we will blur the edges of zones because they are based on activities not the people using the space. Incorporating AEIOU observations into the needs assessment will enrich the document with examples of how the users are currently engaged in the space, how they modify the space to their needs and what existing furniture and equipment is being used most frequently and effectively. If students are not using the library then they must go out and make observations where students are gathering, why those spaces work better than the library, what tools are leveraged, and how students demonstrate knowledge. It is also important to understand whether instructors use inquiry based learning skills in the classroom. If not, then they need to market inquiry based learning, suggest collaboration to integrate it into the curriculum and evaluate student results together. Meaningful conversations with fellow instructors during the observation phase will help them select a team of collaborators to work on a needs assessment document for going forward. They can help the librarian determine what questions need to be asked about the nature of a future library. They can create excitement about possible changes to curriculum based on the new environments. They are stakeholders in this endeavor along with students, their parents and school administrators. All the stakeholders should be involved in developing a needs assessment document. Selecting an appropriate sized group that is representative of a majority of stakeholders is critical. They want divergent thinkers willing to offer opinions and be risk takers. They also want stakeholders who will ask their peers for insight to expand their personal views. In this module you should also address some of the issues that a major renovation will require. Feasibility and viability issues like funding, technical infrastructure and human resources should all be addressed, documented and placed on a sidebar for later. These issues can be overwhelming and put a “black hat” on creativity so no new ideas are even explored. There are always numerous reasons why something new, innovative “can’t be done” so spend some time letting people fill up a flip chart sheet with them. Then, decide as a group that they will not stop the planning process. After the group creates a compelling plan then the obstacles can be may efficiently addressed. The supporting arguments for change will emerge during the process, especially if the key driving factor is student learning. In this module we are becoming social anthropologists studying our past for clues on how to make improvements for the future. The major obstacle they will all face is how to leave personal biases behind, acknowledge what your experiences tell you a school library or learning environment is. Hopefully, the group will include enough diverse experiences from invested stakeholders to suggest there can be more options than a single, traditional space. You also want to explore unique options specifically for your school for spaces, like a learning studio. The key question the students need to address is this: if you have never experienced an alternative environment, how would you know how to create it? Our experiences drive our knowledge and expectations; they also fuel opposition to innovative ideas. So lets find out what opportunities are hidden within your planning team. Create a Needs Assessment Document Incorporate AEIOU observations into a needs assessment document with examples of how the users are currently engaged in the space, how they modify the space to their needs and what existing furniture and equipment is being used most frequently and effectively. If students are not using the library then they must go out and make observations where students are gathering, why those spaces work better than the library, what tools are leveraged, and how students demonstrate knowledge. It is also important to understand whether instructors use inquiry based learning skills in the classroom. If not, then the librarian needs to market inquiry based learning, suggest collaboration to integrate it into the curriculum and evaluate student results together. Meaningful conversations with fellow instructors during the observation phase will help them select a team of collaborators to work on a needs assessment document going forward. They can help the librarian determine what questions need to be asked about the nature of a future library. They can create excitement about possible changes to curriculum based on the new environments. They are stakeholders in this endeavor along with students, their parents and school administrators. All the stakeholders should be involved in developing a needs assessment document. Selecting an appropriate sized group that is representative of a majority of stakeholders is critical. You want divergent thinkers willing to offer opinions and be risk takers. They also want stakeholders who will ask their peers for insight to expand their personal views. In this module you should also address some of the issues that a major renovation will require. Feasibility issues like funding, technical infrastructure and human resources should all be addressed, documented and placed on a sidebar for later. These issues can be overwhelming and put a “black hat” on creativity so that no new ideas are even explored. There are always numerous reasons why something new, innovative “can’t be done” so spend some time letting people fill up a flip chart sheet with them. Then, decide as a group that they will not stop the planning process. After the group creates a compelling plan then the obstacles can be may efficiently addressed. The supporting arguments for change will emerge during the process, especially if the key driving factor is student learning. Incorporate AEIOU (Activities, Environments, Inreractions, Objects, and Users) observations into a needs assessment document with examples of how the users are currently engaged in the space, how they modify the space to their needs and what existing furniture and equipment is being used most frequently and effectively. If students are not using the library then you must go out and make observations where students are gathering, why those spaces work better than the library, what tools are leveraged, and how students demonstrate knowledge. It is also important to understand whether instructors use inquiry based learning skills in the classroom. If not, then you need to market inquiry based learning, suggest collaboration to integrate it into the curriculum and evaluate student results together. Meaningful conversations with fellow instructors during the observation phase will help you select a team of collaborators to work on a needs assessment document for going forward. They can help the librarian determine what questions need to be asked about the nature of a future library. They can create excitement about possible changes to curriculum based on the new environments. They are stakeholders in this endeavor along with students, their parents and school administrators. All the stakeholders should be involved in developing a needs assessment document. Selecting an appropriate sized group that is representative of a majority of stakeholders is critical. You want divergent thinkers willing to offer opinions and be risk takers. They also want stakeholders who will ask their peers for insight to expand their personal views. In this module you should also address some of the issues that a major renovation will require. Feasibility issues like funding, technical infrastructure and human resources should all be addressed, documented and placed on a sidebar for later. These issues can be overwhelming and put a “black hat” on creativity so that no new ideas are even explored. There are always numerous reasons why something new, innovative “can’t be done” so spend some time letting people fill up a flip chart sheet with them. Then, decide as a group that they will not stop the planning process. After the group creates a compelling plan then the obstacles can be may efficiently addressed. The supporting arguments for change will emerge during the process, especially if the key driving factor is student learning. Identify Personal Bias The class is becoming social anthropologists studying our past for clues on how to make improvements for the future. The major obstacle they will all face is how to leave personal biases behind, acknowledge what your experiences tell you a school library or learning environment is. Hopefully, the group will include enough diverse experiences from invested stakeholders to suggest there can be more options than a single, traditional space. You also want to explore unique options specifically for your school for spaces like a Learning Commons. The key question the students need to address is this: if you have never experienced an alternative environment, how would you know how to create it? Our experiences drive our knowledge and expectations; they also fuel opposition to innovative ideas. So lets find out what opportunities are hidden within your planning team. Identify personal bias concerning what a school library should be then move on to concepts beyond your personal experience. Recognizing the limitations of your experiences can be difficult. Consider Csikszentmihalyi’s book Flow, the Psychology of Optimal Experience, he describes flow as “people becoming so involved in what they are doing that the activity becomes spontaneous, almost automatic; they stop being aware of themselves as separate from the actions they are performing.” (Pg 50) What elements might be included in a student learning environment that would encourage flow? Engage the needs assessment team in a conversation about optimal learning experiences they have each had; when they ever reached a state of flow. These experiences may or may not have been in a traditional educational environment. Encourage members of the team to think globally about their learning experiences. Provide explains of your own to get the conversation started. These examples, might reflect on a specific teacher or mentor or times when someone self taught themselves. They should not only describe the experience, but the topic, the location or environment, objects within the environment, the sensory elements involved, their joy of engagement, and why they believe they remember it so clearly. This experience will provide insight into the learning biases of each team member. Make sure the students on the planning team actively participate to provide a rich fabric of timelines. Summarize the results, looks for patterns based on such criteria as age, gender, environment, textual elements, social-economic and cultural groupings. If individuals actually reached a state of “flow” whereby their learning experience “provided a sense of discovery, a creative feeling of transporting the person into a new reality” then they have a clear bias on what the “best learning experience” is. There is no need to dwell on the patterns as long as everyone recognizes biases exist which can be either positive or negative in planning learning spaces in a dramatically changing world. Hopefully, you will have a number of strong, differentiated biases. As you continue the planning process, remind individuals of the biases they bring to the table and how those biases are hurting the process rather than helping it. To create new learning environments that engage students, adults need to step beyond their experiences and embrace new ideas, take risks and be willing to even make a mistake now and then to reach an alternative destination. The fear of failure, criticism and rigid pedagogy can consume your energy. Lack of encouragement, budget cuts, and limited time are all barriers to creative change. All these obstacles are legitimate issues but if they stop creative people from making educational changes than another generation of learners will be lost on your “watch.” And that is not acceptable. In this unit you are going to capture all the obstacles, document them and find a path around them for moving forward. Create a working team of planners who care about student learning, innovative educational environments and want to be leaders. The team will start by understanding their own preconceived and often unconscious biases on what the learning environment should be. Include students, parents and community members as well as your peers and administrators. The focus is the library but changes to this environment should ripple throughout the school and should suggest both classroom and pedagogy changes as well. The challenge is to feel so strongly about making a change, improving student learning that you reach a state of flow and obstacles are an inconvenience but not a barrier. Discover the learning experiences and biases of the team. Begin the unit by understanding the unique experiences of the team. Share your best learning experiences and capture key details such as where you were during the learning experience, what you were trying to accomplish and who helped you. Experiences should be different yet look for patterns the group can discuss. Engage the planning team in a conversation about optimal learning experiences they have each had; whether they reach a state of flow or deep happiness during their experience. These experiences may or may not have been in a traditional educational environment. Encourage members of the team to think globally about their learning experiences. Describe the experience, including the topic, the location, the sensory elements involved, the joy of engagement, and why you believe you remember it so clearly. This experience will provide insight into the learning biases of each team member. Make sure the students on the planning team actively participate to provide a rich fabric of timelines. Summarize the results, looks for patterns based on such criteria as age, gender, environment, textual elements, social-economic and cultural groupings. If individuals actually reached a state of “flow” whereby their learning experience “provided a sense of discovery, a creative feeling of transporting the person into a new reality” then they have a clear bias on what the “best learning experience” is. There is no need to dwell on the patterns as long as everyone recognizes biases exist which can be either positive or negative in planning learning spaces in a dramatically changing world. Hopefully, you will have a number of strong, differentiated biases. As you continue the planning process in the next module, you might need to remind individuals of the biases they bring to the table and when those biases are hurting the process rather than helping it. This tool will help you when you present your final plan to school board members, voters and academic peers by making you senative to the biases of your audience. Everyone has built in biases, learn to recognize why someone has such strong feelings about proposed changes and what logic you used in the planning process to help people move beyond their biases. It is also a way to engage the team, learn more about each member and start to form a bond that will reinforce your goal of change.	oercommons	2025-03-18T00:39:41.429253	09/09/2016	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/10495/overview", "title": "IMLS Fellowship Course, Creating Alternative School Library Environments, Planning for Innovation: Renaissance or Renovation", "author": "Margaret Sullivan" }
https://oercommons.org/courseware/lesson/10496/overview	Knoll Immersive Planning Podcast Doreen Massey on Space Tell a Story and Add Immersive Planning Overview In this module we are going to look at an alternative way of thinking about environmental change. It is another tool to move the group toward alternative space planning. We are first going to explore the work of Doreen Massey, her thoughts on the multiplicity of space and how we are blinded by focusing on your single slice of time and function within a space. In what should appeal to all librarians, Massey talks about space as “a story, a narrative” that is continually being written. We will also explore an “Immersive Planning” concept that Knoll Furniture has introduced into office and university space planning. The concept works equally as well in the school library environment but is currently not being leverage there. The process recognizes that space boundaries are becoming unclear because of the way users want to work. Defining a space with a single purpose has lost its functionality in today’s world, or as Massey states space is a “multiplicity of trajectories”. The Library Space as a Narrative Ask students to reflect on Massey's concept of space as a narrative, and apply this thinking to their own library spaces. Students will consider the potential value of the MakerSpace, Learning Commons, or other innovations in the context of their individual school settings. When you think about the school library space as a long narrative, with many chapters, it becomes less difficult to imagine plot twists and surprise endings. As Massey so insightfully states: “..we recognize space as always under construction. Precisely because space on this reading is a product of relations-between, relations which are necessarily embedded material practices which have to be carried out it is always in the process of being made. It is never finished; never closed. Perhaps we could imagine space as a simultaneity of stories-so-far.” (pg 9) Using this logic decide where in the story your school library is at the moment. Progressive or affluent districts may be much further along in their programs, technology, infrastructure, and resources. Some may think they have completed the transition to a new library concept. They may have already become complacent thinking other schools should use their library as a model for their own renovation. But they are mistaken. Their story is not finished; they have only finished this chapter. Their story is bookmarked at the moment; hopefully there is much more to be written. Ironically, their story may be actually falling behind the school that was turning pages more slowly, discovering alternative options for their users based on continually surfacing ideas. A school library, especially today, cannot be stagnate; it must constantly build on a base of knowledge just as our students are building. Where you are at the moment is not as important as where you are going. Being the information gateway is evolving with the nature of information and its expanded accessibility. So where in the story is your school library today? Where is the rest of the school and most important where are your students and the tools they are using? Can your team of planners write a narrative in this slice of time that eclipses the standard plot line and addresses the unique challenges of your students? Because so many schools are at such diverse places in the narrative of school libraries, it is important to consider whether you can just jump ahead or if you must turn each page and follow the formula that has developed over the last few years. Do you need to become a MarkerSpace or a Learning Commons or should your school library skip to a later, as yet un-named chapter? As Massey would say, are you being “dragooned into line behind those who designed the queue”? These are the questions this module will ask of the planning team. Immersive Planning Ask students to reflect on the concept of "Immersive Planning", defined and described in the Knoll's Furniture white paper, and connect this with Massey's concept of space as an evolving narrative with a “multiplicity of trajectories”. “Immersive Planning” is a concept that Knoll Furniture has introduced into office and university space planning. The concept works equally as well in the school library environment but is currently not being leverage there. The process recognizes that space boundaries are becoming unclear because of the way users want to work. Defining a space with a single purpose has lost its functionality in today’s world, or as Massey states space is a “multiplicity of trajectories”. Changing dynamics call for a new, “immersive” planning approach that is as fluid as teams themselves, states Knoll’s literature. “As workspaces become defined by an individual’s actions rather than job function the lines between space types diminish, enhancing interaction, inviting connected experiences and radiating a sense of hospitality at every exchange.” This focus on experiences and a sense of hospitality parallels some of the design models driving new school libraries whether stated or implied. The Learning Commons model for example supports both collaboration and casual, comfortable seating. But by using the immersive planning process your environment will have greater definition and sharper learning expectations. The three elements this design process employees are Improvisational, Dimensional and Communal. By using a structure for conversations and planning, you create a much better understanding of how the space is intended to be used. Measuring whether those intentions are being met becomes more straightforward. In a school environment it is important to not only create a “cool” place for students to hangout, the environment must also be measured on how well it is supporting learning. The goals of immersive planning is to “cultivate an environment of dynamic flow, constant movement, meaningful interaction, creative group effort and innovation within a gracious and welcoming setting.” This seems like an outstanding description of an alternative school library environment especially if you define constant movement not in terms of the users but with Massey’s concept of space. Knoll Furniture developed their planning components after a four year research study following workers in numerous workplace environments. The results of their research can apply to students not only as future employees but also as they use learning spaces. Consider each component while planning library spaces and apply key user based questions to maximize the the team’s effort once fluid zones are documented and the architectural designs are undertaken. Improvisational Does the environment allow for continuous movement and purposeful transitions? Are zone boundaries blurred to maximize hospitality, discovery and easy access to experiences? Dimensional Does the environment create both visual and tactical diversions for the user? Is it sensory rich with multiple textures, materials and scales to create a compiling learning environment? Communal Is the environment user focused? Does it encourage inclusion, connection and co-creation? Does it become the “Third-Place” that users gravitate to when not in a structured class? These components will surface again in module 5 as we further explore user based design in creating an alternative library design. A subtle but key difference in this design thinking process is explained clearly in the Knoll report. “Immersive planning diverges from a proportional, activity-based model designed to support work tasks and functions. Instead, it draws from a holistic point of view, in which workplace architecture, furnishings and people are linked and the design of the total environment outshines any one particular work element. It favors a people-centered focus that embraces a range of social and creative work experiences.” Writing the Library Story You are going to ask the class to write the story of their school library at this junction in time. As a group, critique the story, point out shortcoming of the current narrative and ask for ideas on how the story could be enriched immediately. We start to renovate school library space frequently because it has grown dull and students no longer think they need to “read” the story this space is telling. Or perhaps, you have added significant technology into the space and students are there often but always sitting a a computer, never reading. In this task we are going to think about expanding the current story and adding element of interest. From your earlier observations, discuss and documents why the current space is not meeting the needs of the users. Be objective, control your biases, be open minded and involve users in the discussion. Use images, key words, create a collage of ideas as to why the story is either no longer working or why it should be expanded. For example, in a discuss with middle school instructors, they wanted their students to use the library more to read for enjoyment. Their complaint was incredibly interesting especially when they explained the students only were using the library to access large monitored Mac computers to work on digital projects. They felt the students were losing reading comprehension skills, reading test scores were falling; and how might the space help to swing the pendulum back a little? It is a high tech-charter school full of smart students slipping into reading at or slightly below grade level. How might this chapter be written? This example brings into play the key concept of multiplicity of trajectories. Space with only one function is a problem. Massey’s concept of trajectories coming together over time, and how they will build on the past and current space is the critical question facing school libraries today. The problem is not that the former libraries are completely obsolete so much as new trajectories are merging in the space and must be acknowledged. And there are new, more dynamic trajectories coming through the walls routinely. Can school library spaces be layered in new ways to handle the multiplicity of trajectories they handle? What kind of new spaces would allow the story to thrive? Does it still require a single space? While building your new library space story consider what impact virtual reality will have on it along with any other immediate known elements. Make sure the story elements are as complete as possible and make sure it is age appropriate. Once you have a new story line for your space overlay how much improvisation the space needs to have for your age group and pedagogy. How flexible is the space? What will be the flow for users? Is there room for spontaneity or interaction? Who will presentations or guest speakers fit into the space? What can your users discover in their manipulation of the space as they work? Now discuss dimension for the space; will there light, color, texture? Will there be an appropriate amount of complexity and visual interest? Is it easy to add objects of interest or create displays. Are the dimensional elements appropriate to the users?	oercommons	2025-03-18T00:39:41.457780	09/09/2016	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/10496/overview", "title": "IMLS Fellowship Course, Creating Alternative School Library Environments, Tell a Story and Add Immersive Planning", "author": "Margaret Sullivan" }
https://oercommons.org/courseware/lesson/84975/overview	Traffic Assignment exercise using User Equilibrium (UE) method Overview A simple traffic assignment exercise for learning fundamentals of User Equilibrium method Traffic Assignment (the fourth step of four step modeling) In this assignemt you will practice and learn about the fundamentals of User Equilibrium traffic assignment in the field of urban transportation and land use modeling. Please note that the network presented in this practice is a simple network consisiting of two nodes and two possible pathes between them. In the real world cases, obviously the network is much more complex and you need to use appropriate software packages and computers to perform a sound traffic assignment model. As discussed, assume the following network consisting of two zones and two possible pathes between them exists in a hypothetical urban area. assuming a user equilibrium condition and a total flow of 3100 vehicles per hour, calculate the followings: - travel time on each route - traffic volumes on each route - total system travel time Traffic Assignment (the fourth step of four step modeling)-Solution According to the data, the total flow in the network is 3100 vehicles. Thus, we have x1+x2=3.1 - step 1: first we need to check the usability of each road. we do this step to ensure that if all the flow is assigned to one path, that path should not have still the lower travel time: all to path 1: T1(3.1)=17.8min T2(0)=11min all to path 2: T1(0)=8.5min T2(3.1)=30.22min - Step 2: given that the question require to apply a user equilibrium method, then t1 should be equal to t2 and also we have x2=3.1-x1 8.5+3x1=11+2x22 by pluging in the values and calculating the equasion, x1=1.86 and x2=1.24 - Step 3: now we have to calculate the updated travel times t1=t2=14.08 Now the total system travel time is: Z(x)=X1T1(X1)+X2T2(X2)=1860+veh/hr(14.08min)+1240 veh/hr(14.08min)=727.46 veh/hr	oercommons	2025-03-18T00:39:41.473742	08/12/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/84975/overview", "title": "Traffic Assignment exercise using User Equilibrium (UE) method", "author": "Seyedsoheil Sharifiasl" }
https://oercommons.org/courseware/lesson/82873/overview	Libraries Need Bees Too! Reference Guide Overview This Reference Guide will provide the information you need for planting your pollinator garden box, maintenance on your mason bee house, suggestions for your Bee A Freind To Pollinators family event, and links for all of our lesson plans! Libraries Need Bees Too! Reference Guide	oercommons	2025-03-18T00:39:41.491396	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/82873/overview", "title": "Libraries Need Bees Too! Reference Guide", "author": "Environmental Studies" }
https://oercommons.org/courseware/lesson/79817/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in crossword powerpoint or	oercommons	2025-03-18T00:39:41.512912	05/02/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/79817/overview", "title": "crossword puzzle", "author": "joel paulma" }
https://oercommons.org/courseware/lesson/56333/overview	Education Standards Community Asset Mapping PD Outline Taking Students Outside Example CAM Map and Asset Blocks CAM with Community Waters Community Asset Mapping Teacher Packet NGSS in Action: Community Asset Mapping with Cross-Cutting Concepts (Workshop 2 of 4) Overview The Next Generation Science Standards (NGSS)* call for students to use the practices, concepts and content of science and engineering to understand phenomena and solve problems that are relevant to their lives. Starting from a student’s own experiences and community makes the science meaningful and increases engagement while helping students understand how global issues like climate change are present and addressable in their lives. In this series we examine how you can use the new science standards and your community to understand and address real world environmental problems and explore together how to integrate NGSS into your district’s classroom science units. Mapping neighborhood assets, opportunities, and problems can engage students more deeply in science and engineering. In this workshop you’ll learn how system models, looking for patterns, and observing change over time can help students investigate and map their community. Local ecosystems, water flow, and community assets are some of many possible areas for your mapping efforts. By the end of this workshop you’ll have strategies to use in mapping your community and ideas for how you can use the information gathered. Workshop 2: Community Asset Mapping with Cross-Cutting Concepts Description: "Mapping neighborhood assets, opportunities, and problems can engage students more deeply in science and engineering. In this workshop you’ll learn how system models, looking for patterns, and observing change over time can help students investigate and map their community. Local ecosystems, water flow, and community assets are some of many possible areas for your mapping efforts. By the end of this workshop you’ll have strategies to use in mapping your community and ideas for how you can use the information gathered."	oercommons	2025-03-18T00:39:41.535447	Physical Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/56333/overview", "title": "NGSS in Action: Community Asset Mapping with Cross-Cutting Concepts (Workshop 2 of 4)", "author": "Life Science" }
https://oercommons.org/courseware/lesson/105365/overview	PORTFOLIO ASSESSMENT Overview The Portfolio Assessment Tool is a powerful digital platform that simplifies the evaluation and assessment of portfolios. It offers a user-friendly interface, customizable assessment criteria, collaborative evaluation, scoring capabilities, analytics, and integration options. By leveraging this tool, educators, and individuals can efficiently evaluate portfolios, make informed judgments, and provide valuable feedback to support professional development and decision-making processes. Portfolio Assessment Tool	oercommons	2025-03-18T00:39:41.551450	06/15/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105365/overview", "title": "PORTFOLIO ASSESSMENT", "author": "Angelyn Ocampo" }
https://oercommons.org/courseware/lesson/105209/overview	Product Based Assessment Overview Product-based assessment offers a valuable alternative to traditional evaluation methods, empowering learners to showcase their knowledge, skills, and creativity through the tangible outcomes they produce. It encourages active learning, critical thinking, and practical application, paving the way for a more comprehensive and meaningful assessment experience. Ed 227 Assessment in Learning 2 with Emphasis in Trainer Methodology I & II Product-based assessment is an innovative approach to evaluating an individual's knowledge, skills, and abilities by focusing on the tangible outcomes they produce. Unlike traditional assessments that rely heavily on exams or theoretical knowledge, product-based assessment places a strong emphasis on practical application and real-world problem-solving.	oercommons	2025-03-18T00:39:41.567993	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105209/overview", "title": "Product Based Assessment", "author": "Kent Rodriguez" }
https://oercommons.org/courseware/lesson/69132/overview	The Terra Cotta Army and Qin Culture Overview This inquiry asked students to answer the compelling question: What does the terra cotta army teach us about Qin culture? In order to answer the compelling questions students will analyze China's terra cotta warriors. Students will first formulate their own definitions of the terms: culture, artifact, afterlife, primary source, and secondary source. Once a working definition is found students will conduct an analysis of the terra cotta warriors. While analyzing the warriors and other sources, students will to question what was important to the Chinese during the Qin dynasty, what skills they valued, and what beliefs they had. While students work, they will also question the sources. Who wrote/made the source, why was it create, who is was/is the audience of the source, and if the source is biased. This mixture of looking over artifacts, reading texts, and questioning source material are all things good historians do. Description This inquiry asked students to answer the compelling question: What does the terra cotta army teach us about Qin culture? In order to answer the compelling questions students will analyze China's terra cotta warriors. Students will first formulate their own definitions of the terms: culture, artifact, afterlife, primary source, and secondary source. Once a working definition is found students will conduct an analysis of the terra cotta warriors. While analyzing the warriors and other sources, students will to question what was important to the Chinese during the Qin dynasty, what skills they valued, and what beliefs they had. While students work, they will also question the sources. Who wrote/made the source, why was it create, who is was/is the audience of the source, and if the source is biased. This mixture of looking over artifacts, reading texts, and questioning source material are all things good historians do.	oercommons	2025-03-18T00:39:41.586257	World History	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/69132/overview", "title": "The Terra Cotta Army and Qin Culture", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/91037/overview	Introduction to Media Literacy (Ages 14-19) Overview As an introduction to Media Literacy, this lesson covers topics ranging from rhetorical theory, philosophy, and history to illuminate the interconnected complications of media in the modern world. Supplemental resources are woven into the lesson in the form of hyperlink text, images, and embedded videos. The ultimate goal of this lesson resource is to inform grade-aged learners about the subject complexity of media literacy and equip them with the most basic tools to properly understand and engage with social media and media in general. Crash Course, a free supplemental learning company is a commonly referenced external tool within the lesson as their expanding topic verity offers well-researched additive content for digital learning environments. Goals and Outlines Course Goals: During this course, you'll be introduced to definitions of media and develop a more nuanced understanding of the messages contained therein, as well as, develop skills needed to identify possible goals media creators have in producing media content. Course Outline: This course covers two major topics with their own subcategories: - Rhetorical Basis - Coding - Ethos, logos, pathos, and kairos - Socratic dialogue & common argument fallacies - Historical Concerns - Early media development - Radio and Culture Stars - Social media and Internet 2.0 It is important to note that this course is not exhaustive, merely an introduction to a well-researched and active field of study. Everyone should have a basic understanding of media literacy, especially as the accessibility to media and the prevalence of it in people's daily lives only increases. Additional Resources: Watch this supplemental video from 1:04 to 2:06 for a better understanding of what media is and how pervasive it is in your daily life: Rhetorical Basis Coding Functionally, Coding is the communication shorthand that everyone engages in but can be unique person-to-person or culture-to-culture. Whenever you are sending a text to someone and using emojis or abbreviating your speech, you are encoding your messages. The person receiving your text then has to decode the message, and depending on the context of the conversation, they may correctly or incorrectly interpret your speech. This is also true for spoken communication, however, pictographic elements are typically replaced by body language, slang, and memes. You've likely experienced conversations with others much older or much younger than you where you've referenced a meme or pop-cultural element and they do not understand. This is an example of encoding errors or miscommunication. Coding can also apply to graphical media; the visual shorthand for specific people-groups of ideas are often hidden in plain sight. This can also be unintentional on the part of media creators--they might create a character who displays behavioral patterns that the audience interprets as representing a specific demographic. Unintentional coding can often cause problems with communication, so as part of media literacy, it is important to understand how others might interpret the messages you put out into the world. Ethos, logos, pathos, and kairos Whether this is your first introduction to these Rhetorical Features or you have heard of them before, they provide the most essential step in understanding media and subtextual goals. Each of these terms (ethos, logos, pathos, kairos) refers to a specific feature of a persuasive argument. Media is often persuasive in nature. For example, advertisements want to entice you to purchase goods or services from the advertising company; social media posts espousing moral rights or wrongs are trying to persuade you to agree and change your perspective; essays or research papers want to persuade you to believe their contents, etc. Try to remember each of these terms as a question: \| Rhetorical Element \| Function and literacy question \| \|---\|---\| \| Ethos \| appeal to authority, the authority of the media author/speaker; how the writer/speaker comes across in their verbiage. Does this person have the authority or education to be knowledgeable and accurate? \| \| Logos \| appeals to logic or reason; the text of the argument/speech Does the evidence provided support the conclusion or statements made by the text? \| \| Pathos \| appeal to emotions; the emotions a piece of media attempts to evoke in the audience What is the speaker/author trying to make me feel and why? \| \| Kairos \| the timeliness of an argument or idea; the relevance of information or arguments Does this information matter to the argument and what analogies are the author/speaker drawing to the referenced time \| When thinking through these questions, you can begin to uncover the intentions and goals the author/speaker had in mind. Socratic dialogue & common argument fallacies Arguments are a fundamental form of communication that is convincing and persuasive. And common. Almost every day of your life, whenever you talk to another person, you are making an argument. Whether that argument is based on subjective experiences--like why a certain TV show or song is good--or is based on broader socioeconomic conditions, this fundamental form of communication is everywhere, and most people lack training or awareness of it. One example of an argument style used to deconstruct the ideas underlying a perspective is a Socratic dialogue, named after the Greek philosopher Socrates. The structure of a Socratic Dialogue is as follows: a question is asked, an answer is given, and the answer is then reviewed and dissected with the end goal being a holistic understanding of the underlying ideas present in the answer. For example: What came first, the chicken or the egg? There are only two answers--maybe three--however, the reasoning to get to an answer could be widely different from one person to the next. An individual answering that the egg came first because where else could the chicken have come from is thinking within the bounds of the chicken's lifespan. Another person could answer that the egg came first because hard-shell eggs have existed since long before chickens as a distinct, recognized species have. They're not thinking about the lifespan of a single bird but in the broader terms of life and the reproductive objective of eggs to an egg-laying species. Yet another might say the chicken came first, and identify that the egg, as an inert non-consious entity, could not spontaneously generate. Socrates identified several logical fallacies common in arguments through his dialogues, work that was built upon and modified over many years of philosophical and rhetorical studies. Follow this link to read more about the fifteen common logical fallacies then watch this video from 5:14 to 8:16. If you would like, reviewing other videos in this Crash Course series may be helpful for furthering your understanding of argument forms, but they are not strictly necessary to this course. Historical Concerns Early media development In its earliest form, what we conceive of as Media today were public debates, conversations, artworks or buildings, cultural songs, and rhymes. Mostly, this was the domain of the wealthy, educated, or socially connected individuals. Or else, they were artifacts of religions or cultural histories present as a form of cultural memory (e.g. for a mostly illiterate population, the song turned nursery rhyme 'Ring around the Rosie' described the symptoms of the Black Death and how it was thought to be kept at bay). The primary concern among the scholars of the time when it came to writing and written media was forgetfulness. Contemporaries of Socrates were worried that if people began writing things down, they'd lose the ability to remember and understand topics; they'd become lazy, neglecting memorization of topics and knowledge in favor of other pursuits. Writing holds longevity and it outlasted the thinkers and educators of Ancient Greece, surviving in the commentaries done by Islamic scholars such as Avicenna (Ibn Sina). The next big jump in Media within Europe was Gutenberg and his movable type printing press in the early 1400s, no longer requiring the rigorous time hand-transcribing documents used to need. Once Media widely entered print forms and the rate of communication between communities or individuals increased along with literacy rates, a new form of fast-paced accessible media became common. By the second wave of industrialization and factory cities, newspapers and pamphlets were the sources of new Media for the era. Then, as the 1800s got into swing and newspapers entered competition with each other for advertising dollars and attention from the wider population, Yellow Journalism reared its ugly head. Researching topics that happened days worth of travel away when Morse code and telegraph were still in the R&D phase was incredibly difficult. It was far easier to print speculations and conjecture. According to the Office of the Historian (USA), yellow journalism really hit its stride in the 1860s when it affected international relations between the USA and Spain. Radios and Culture Stars Radio and silent film were the next big technological leaps, further expanding the potential audience for Media sources, as well as, creating a new genre by reviving live oration and making dramatic performances much more accessible. The idea of radio dramas and plays was not widely known before the infamous War of the Worlds radio broadcast which dramatized an existing short fiction from the United Kingdom on an American radio station in the style of live reporting. Given the novelty of radio plays and the serious tone in which the dramatization was delivered, many people--especially those in New Jersey and the surrounding area--were panicking. The beautiful accident of virality coupled with further shifts in technology brought about a new concern for media critics and consumers: mass media. In other words, how sensationalism carried over from yellow journalism would affect the world given just how wide a reach radio had. But Mass Media wasn't finished with just radios. The invention and distribution of the television set created yet another avenue for media to be consumed. Movies and shows of all kinds were accessible in a way they had never been before. Increasingly, the world people lived and navigated in had Media that not everyone rhetorically or philosophically understood. Sensationalism also shifted over time, no longer limited to just yellow journalism, and contributed to many political and social conflicts. From McCarthyism and the Red Scare (political defensiveness) in the 1950s to the Satanic Panic (moral defensiveness) of the 1980s and 1990s, communities of people became increasingly concerned about media and its prevalence. In other words, protectionism was the cultural influencer that rose out of the fertile ground sensationalism provided. Watch this video from 1:27 to 5:00 Social media and Internet 2.0 Now that we live in a world inundated with media, Protectionism and defensiveness around media sources aren't actually helpful. Most media literacy advocates now want to prepare people with the tools they need to interoperate and understand what sources are trustworthy and which sources aren't. Social media specifically has democratized media and content sharing to a degree never before seen. So how does media literacy affect your mind? First, understand that your mind is a pattern recognition machine and will follow thoughts or triggers for information on its own. There is only so much attention that you have access to at any given time; this is called cognitive load. The more complex or nuanced information is the more cognitive load that information takes up. Unfortunately, to circumvent overstimulation and load excess, your mind uses a mix of prior knowledge and mental shortcuts to make sense of your surroundings. This makes your mind vulnerable to misinformation. Next, do your best to avoid confirmation bias--interpretations or information sources that provide information that already agrees with your preconceived ideas. Social media company algorithms are programmed to give you content that you like, that you already agree with, and can lock you into an informational echo chamber. Checking the ethos, pathos, logos, and kairos of information you've never encountered before--or even information you've encountered multiple times--can help you think critically about the media you encounter online. Finally, accept that you will fall for some media tricks during your time online. It is very difficult to keep track of your cognitive processes while you are in the middle of using them. Critical thinking is a skill you must continue to pursue. One of the easiest ways to track your own thinking is to note what you already believe and interrogate them with a skeptical eye. How can your beliefs be understood by others? How would you explain them and why do you believe this way? From there, you can analyze what media online would most appeal to you and why the creator of said media has made content. Every piece of media has a purpose, focus, and intention. Understanding these factors and representations of ideas can help you better navigate social media and other media sources. Comprehension Quiz Finally, as you review the course information one final time, please take this quiz to see how much you remember. Practicing new information is a key step in remembering it in the future!	oercommons	2025-03-18T00:39:41.611679	Lesson	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/91037/overview", "title": "Introduction to Media Literacy (Ages 14-19)", "author": "Philosophy" }
https://oercommons.org/courseware/lesson/74182/overview	INFORMATICS AND CYBER LAW Overview its an online quiz on informatics and cyber law informatics quiz	oercommons	2025-03-18T00:39:41.629360	11/02/2020	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/74182/overview", "title": "INFORMATICS AND CYBER LAW", "author": "Jubilie S V" }
https://oercommons.org/courseware/lesson/105193/overview	AFFECTIVE BASED ASSESSMENT DESIGN PLAN Overview An assessment plan used to know the role of communication in student's interaction. AFFECTIVE - BASED AUTHENTIC ASSESSMENT Subject: ESP Grade Level: Grade 8 Topic: Pakikipagkapwa INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Recognize the role of communication in social interactions. - Understand how effective communication skills contribute to positive social interactions. ASSESSMENT TASK: Assess the impact of communication to each student's interaction. INSTRUCTIONS: Materials: - Likert Scale questionnaire - Any pen Process/ Mechanics: - The student's self-reported questionnaires will be given before the topic. - After the consolidation, the questionnaire will be given at the end of the term to view the improvement of the Grade 8 students. Tips & Reminders: - Read each statement carefully before selecting your response on the Likert Scale. - Be honest and thoughtful in your ratings, considering your own experiences and observations. - Ensure that you fully understand the meaning of each rating point on the Likert Scale before making your selection. Time frame: - The time required for completing the assessment is approximately 15-20 minutes. Submission: - Right after answering the questionnaire, students will pass the questionnaire to their teacher. LIKER SCALE Directions: Put a check on the column for each of the statement that applies to you. Likert Scale Legend: Strongly Agree (SA), Agree (A), Undecided (U), Strongly Disagree (DS), Disagree (D) STATEMENTS \| SA (5) \| A (4) \| U (3) \| D (2) \| SD (1) \| 1. I feel comfortable participating in class discussions when my teacher and classmates communicate with me in a positive and respectful way. \| \| \| \| \| \| 2. I feel more motivated to participate in group activities when my classmate communicate with me in a positive and supportive way. \| \| \| \| \| \| 3. I believe that effective communication is important for building positive relationship with my peers and achieving academic goals. \| \| \| \| \| \| 4. I am able to use positive communication strategies such as active listening and expressing empathy to improve my interactions with classmates. \| \| \| \| \| \| 5. I consistently use positive communication strategies in my interactions with peers even when it's difficult or uncomfortable. \| \| \| \| \| \| 6. I feel that I am being heard and understood by my classmate and teacher when they communicate with me in a clear and respectful way. \| \| \| \| \| \| 7. I feel comfortable sharing my thoughts and ideas when my classmates and teacher communicate with me in a positive way. \| \| \| \| \| \| 8. I believe that effective communication skills will be important for my future academic and career success. \| \| \| \| \| \| 9. I am able to organize my thoughts and communicate them effectively when my teacher and classmates communicate with me in an organized way. \| \| \| \| \| \| 10. I consistently use positive communication skills in all of my interactions with classmates and teacher including active listening and using positive language. \| \| \| \| \| \| EsP8 Q2 Mod5 Ang-Pakikipagkapwa v3 100356. (n.d.). Scribd. https://www.scribd.com/document/502873970/EsP8-Q2-Mod5-Ang-Pakikipagkapwa-v3-100356 PREPARED BY: ALCONERA, GLYDELL ANN (glydellann.alconera@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:39:41.677302	06/13/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105193/overview", "title": "AFFECTIVE BASED ASSESSMENT DESIGN PLAN", "author": "GLYDELL ANN ALCONERA" }
https://oercommons.org/courseware/lesson/97842/overview	Grade 7 Area of Shapes Overview Measurement in Grade 7 sees us move from simply finding the perimeter and area of a common object, such as a rectangle or triangle, and move into complex shapes that may involve a combination of different shapes or circles. This unit reviews the basics of finding the area of rectangles, triangles, and parallelograms. It concludes with some real-life problems to which these concepts can be applied. This unit is designed for the Alberta Grade 7 Curriculum. Review of the Area of Rectangles This first section is design to give students a review of what area is and how to calculate it mathematically. This is essential as we move into calculating the area of parallelograms and triangles. Welcome! Before we jump in and discuss the Grade 7 content of finding the area of parallelograms and triangles, and finding the missing dimensions on those shapes, let us go back and review what we have learned from Grade 6. Resource link: https://youtu.be/cAI_twrP8QE We can see that the area of squares and rectangles can be found by multiplying the length and the width together in order to find out how many square units will fit inside the rectangle (its area). Let's Try! Let's see if you remember how to find the area of a rectangle. Go to this link at Khan Academy and try to do at least 8 different problems! Finding the Area of Parallelograms Parallelograms Now that we have reviewed the area of rectangles, we will investigate parallelograms, which are four-sided figures whose opposite sides are parallel. Adapted from Illustrative Mathematics Grade 6, Unit 1 - Families \| Kendall Hunt) (CC BY 4.0). This part of the original document was copied and pasted. A parallelogram is a quadrilateral having two pairs of parallel sides. Each of the following quadrilaterals is a parallelogram. This first video explains how we can cut a right triangle portion off the first parallelogram and slide it to its opposite side to form a rectangle. For the second parallelogram, we need to apply a different strategy. How can you cut the parallelogram and rearrange the pieces to calculate the area? Draw lines to show it is possible to form two square units for the right parallelogram. This video again uses the same strategy we saw to find the area of the first parallelogram. The video also highlights a second strategy in which we can enclose the parallelogram in a rectangle that is larger than the parallelogram. The strategy can be applied to the second parallelogram. Adapted from: Developing the Area of parallelograms, triangles, and trapezoids \| OER Commons (CC BY-NC-SA 4.0) Now, watch the following video on how we use the formula for finding the area of a parallelogram. Resource link: https://youtu.be/uj6k22WubCk We can find the area of a parallelogram by breaking it apart and rearranging the pieces to form a rectangle. The diagram shows a few ways of rearranging pieces of a parallelogram. In each one, the result is a rectangle 4 units by 3 units, so its area is 12 square units. The area of the original parallelogram is also 12 square units. Using these strategies allows you to notice pairs of measurements that are helpful for finding the area of any parallelogram: a base and a corresponding height. The length of any side of a parallelogram can be used as a base. The height is the distance from the base to the opposite side, measured at a right angle. In the parallelogram shown here, we can say that the horizontal side that is 4 units long is the base and the vertical segment that is 3 units is the height that corresponds to that base. The area of any parallelogram is A = bh (Area = Base x Height) Try It! Here is a task to try: Elena and Noah are investigating this parallelogram. Elena says, “If the side that is 9 units is the base, the height is 7.2 units. If the side that is 7.5 units is the base, the corresponding height is 6 units.” Noah says, “I think if the base is 9 units, the corresponding height is 6 units. If the base is 7.5 units, the corresponding height is 7.2 units.” Do you agree with either one of them? Explain your reasoning. When you are finished, check your answer with the solution, below. Solution: Agree with Noah. Explanations vary. Sample explanation: A corresponding height must be perpendicular (drawn at a right angle) to the side chosen as the base. The dashed segment which is 6 units is perpendicular to the two parallel sides that are 9 units long. The dashed segment that is 7.2 units long is perpendicular to the two sides that are 7.5 units. Resource adapted from Illustrative Mathematics Grade 6, Unit 1 - Families \| Kendall Hunt. (CC BY 4.0) Ready to Practice (Resource: Khan Academy) Follow this link to Khan Academy and practice the 4 questions. When you are done, close the window and return here. The link is at Plane figures \| 6th grade \| Math \| Khan Academy You may also find extra worksheet practice at Math Worksheets for Kids Finding the Missing Dimension Sometimes you are given the area of the parallelogram and one of the dimensions. Watch the following video to see how: Resource link: https://youtu.be/SKe3ItfdzTY Let's Practice! Now that you know how to find the missing dimension of a parallelogram when given the area, try these practice questions over at Khan Academy. Follow this link. Area of Triangles Triangles You will now use your knowledge of the area of parallelograms to find the area of triangles. For example, to find the area of the blue triangle on the left, we can make a copy of it, rotate the copy, and use the two triangles to make a parallelogram. This parallelogram has a base of 6 units, a height of 3 units, and an area of 18 square units. So the area of each triangle is half of 18 square units, which is 9 square units. A triangle also has bases and corresponding heights. Any side of a triangle can be a base. Its corresponding height is the distance from the side chosen as the base to the opposite corner, measured at a right angle. In this example, the side that is 6 units long is the base and the height is 3 units. Resource adapted from Illustrative Mathematics Grade 6, Unit 1 - Families \| Kendall Hunt. (CC BY 4.0) Because two copies of a triangle can always be arranged to make a parallelogram, the area of a triangle is always half of the area of a parallelogram with the same pair of base and height. We can use this formula to find the area of any triangle. The formula for the area of a triangle is A=bh/2 (Area = base x height. Divide that answer by 2). Watch the video below: Resource link: https://youtu.be/pvMuDPVOm7Y You can also find the base or the height of a triangle when you are given an area. Watch this video to see how: Resource link: https://youtu.be/42cZch-B9kw Try It! Now, try to solve some of these equations on your own: Find the area of each triangle. Show your reasoning. When you are finished, check your answer by reading the solution, below. Solution: - 12 square feet. Sample reasoning: The triangle is half of a rectangle that is 3 feet by 8 feet, and has an area of 24 square feet. - square units. Sample reasoning: The triangle is half of a parallelogram with a base of 5 units and a height of 3 units. Resource adapted from Illustrative Mathematics Grade 6, Unit 1 - Families \| Kendall Hunt. (CC BY 4.0) Let's Practice! These practice activities are available at Khan Academy. You will be asked a series of questions and can put your answer into the program. This will give you immediate feedback on your learning. If you need more practice, you can come back to this page and watch the videos again or watch the videos on the Khan Academy page to get a different perspective. Practice 1 Plane figures \| 6th grade \| Math \| Khan Academy Practice 2 Plane figures \| 6th grade \| Math \| Khan Academy Problem Solving Let's Apply What We Have Learned! It's time to put what you have learned about finding the area of a parallelogram and triangle into practice. Complete the questions, below. When you are finished, you will find the solutions to these questions on the attached sheet. 1. A farmer has four pieces of unfenced land as shown to the right in the scale drawing where the dimensions of one side are given. The farmer trades all of the land and $10,000 for 8 acres of similar land that is fenced. If one acre is equal to 43,560 ft2, how much per square foot for the extra land did the farmer pay rounded to the nearest cent? 2. An ordinance was passed that required farmers to put a fence around their property. The least expensive fences cost $10 for each foot. Did the farmer save money by moving the farm? 3. The Smith family is renovating a few aspects of their home. The following diagram is of a new kitchen countertop. Approximately how many square feet of counter space is there? 4. In addition to the kitchen renovation, the Smiths are laying down new carpet. Everything but closets, bathrooms, and the kitchen will have new carpet. How much carpeting must be purchased for the home? Resource: math-g7-m6-topic-d-lesson-20-student.docx (sharepoint.com) from Engage NY Resources: EngageNY Resources \| New York State Education Department (nysed.gov) Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) Some questions were eliminated from the original file.	oercommons	2025-03-18T00:39:41.713134	Module	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/97842/overview", "title": "Grade 7 Area of Shapes", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/66959/overview	Education Standards Feeling Hot, Hot, Hot! - Grade K Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Weather Student Science Performance Phenomenon: We are hotter and sweatier after lunch recess than morning recess. Gather: 1. Students investigate patterns in daily temperature. 2. Students measure the outside temperature 4 times a day for 4 days. 3. Students record the data on a data chart to make a model of changes in daily temperature. (Teaching Suggestions: This lesson helps students focus on patterns. This is a good lesson to do in Q1 summer (whole group), Q2 fall (individual), Q3 winter (individual), and Q4 spring (individual). Get a digital thermometer that kids can read easily. There is a chart in Appendix B that you can modify the (1) times for your school day and (2) temperature for warmer/colder months). Reason: 4. Students analyze the temperature data (1) daily and (2) at the end of the week to find patterns of change. Class Discussion: - What changes in temperature did you notice? - What patterns did you see in our charts for the temperature? - Why does it get warmer during the day and cooler at night? - What do you predict the temperature will be tomorrow early morning? mid-morning? mid-day? end of the day? (Teaching Suggestions: Focus students on the pattern that the sun warms the land during the day and the temperature warms up during the day and cools off during the night when the sun is not shining. CCSS.MATH.CONTENT.K.CC.C.6 Consider using greater than/less than to describe temperature changes.) Communicate Reasoning: 5. Students communicate by speaking about the typical daily weather patterns. (Teaching Suggestions: In small groups (pairs, buddy buzzing, elbow partners, etc.) use a piece of paper or google document to write student names and explanations/arguments for patterns of temperature change. Discuss via the whole group to come up with an agreed-upon explanation/argument.) *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Jonathan Kissida and Joyce Larson	oercommons	2025-03-18T00:39:41.735376	Activity/Lab	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/66959/overview", "title": "Feeling Hot, Hot, Hot! - Grade K", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/67013/overview	Education Standards Properties of Matter - Grade 2 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Plastic Matter Student Science Performance Phenomenon: Some types of plastics bend but don’t break, other types of plastics break. Gather: 1. Students explore different properties to find patterns that can be used to classify various plastics. 2. Students develop questions for the causes (why) some plastics have different properties. Class Discussion: - Students identify different materials and properties to test. (color, texture, hardness, flexibility) 3. Students obtain information by reading about how matter can be classified by patterns of observable properties. 4. Students plan and carry out an investigation and use a model (chart) to determine different properties of plastics and establish patterns to classify the materials. (Teacher Suggestions: The teacher uses an assortment of plastics for students to explore for different properties: straw, hose, water bottle, etc…, Solid materials can have different characteristics, though they may share the same properties. Students can find plastics to explore by cleaning up the environment. This is a good opportunity to help students understand the effects of single-use plastics and ways to decrease and reuse plastics to help the environment and prevent plastics from entering the ocean. Safety note: If you chose to have students bend hard plastics (e.g. ruler, straws, ) students should be wearing gloves and eye protection. Students can place the plastic ruler and other plastics in a kitchen towel or wear leather gloves to prevent any potential hand injury.) Reason: 5. Students analyze data to determine patterns of different kinds of plastics based upon observable properties. 6. Students construct an explanation for how plastics have a different structure which causes it to have different properties. Class Discussion: - How are some plastics alike? How are some plastics different? - What do you notice when you scratch the different types of plastic? - Why do you think some plastics are more flexible than others? - Are there other solids that have similar properties to these plastics? - How does knowing about the properties of plastics affect us? Communicate Reasoning: 7. Students describe how they classified different materials by patterns of observable properties. (Teaching Suggestions: Students could describe their process in classifying-How did they determine texture, flexibility or hardness. Students will share the process with small groups and later share their data together as a whole group. Have students focus on the similarities and differences among the materials tested. Have them create adjectives to group objects by property.) *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Vera Alvarez, Dani Muramoto, Jenifer Evans, Shannon Ezawa, Kara Sakuda, Donald Russell, and Alyssa Iwanaga	oercommons	2025-03-18T00:39:41.756803	Jamie Rumage	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/67013/overview", "title": "Properties of Matter - Grade 2", "author": "Lesson" }
https://oercommons.org/courseware/lesson/109210/overview	E-learning Organizational Structure Overview This is a proposed e-learning organizational structure in higher eduction. It will prefarably find use in an institution with other learning departments already teaching their courses using other modes of study e.g., face-to-face. Sample E-learning Organizational Structure This organizational structure is based on the structure of public universities in Kenya. You can modify it depending on your institutional structure. Proposed E-learning Organizational Structure in a Public University	oercommons	2025-03-18T00:39:41.769150	Daniel Makini Getuno	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/109210/overview", "title": "E-learning Organizational Structure", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/92698/overview	OERTreasureHuntWorksheet Taking-OER-to-the-LIS-Designing-and-Developing-an-Open-Education-Course-for-Library-Science-Students Week_Four_Quiz_Content Week_One_Quiz_Content Week_Three_Quiz_Content Week_Two_Quiz_Content Welcome_Message Wk1OERModel Wk1Part1 Wk1Part2 Wk1Part3 Wk1Part4 Wk1Part5 Wk2Part1 Wk2Part2 Wk3Part1 Wk3Part2 Wk3Part3 Wk4Part1 Wk4Pt2 Wk4Pt3 OER for LIS: Toolkit for Building an OER Librarianship Course Overview Based on a one-credit, four-week asynchronous online course developed by the author for a major U.S. based library and information science masters degree program, the OER for LIS toolkit is designed for adoption and adaptation by any instructor who would like to develop an "Open Education Librarianship" course for their LIS program. It provides all the necessary materials, including a syllabus, lecture slides, video lectures, assignments, assignment rubrics, weekly discussion board topics, weekly quizzes, required and recommended readings/videos and supplemental course materials (e.g., resource list, course success tips, etc.). Introduction and Overview Welcome to OER for LIS. This site contains all the necessary materials to reproduce a course on Open Education Librarianship for students in a Masters Degree program in Library and Information Science. Here is a bit of background information for you about the origin of this resource. My name is Steven J. Bell and I am the Associate University Librarian at Temple University Libraries. In my official role I have been advocating for OER since 2010. You can read some of my early articles on the subject of textbook affordability written to generate more awareness of the issues to the academic library community here, here and here. In addition to writing about the challenge that expensive textbook presented to students, I helped to pioneer the use of incentive programs to encourage faculty to adopt OER and other alternative, zero-cost learning materials. These efforts, along with those of colleagues at other institutions, led many academic librarians to develop these types of Textbook Affordability Projects at their own institutions, which has led to vast savings on textbooks for college students. In 2017 I began teaching at the San Jose State University iSchool, a professional graduate program that prepares students for careers in librarianship. It occurred to me that students in library science education program (LIS) were overlooked by the open education community as a potential partner in advocating for OER. Anticipating that there would be interest among LIS students in learning more about open education, I proposed a four-week, one-credit course on Open Education Librarianship to the iSchool administration. The proposal was accepted and I taught the first section of the course in July 2020. To save space on how it developed, the structure of the course and the response to it by the first class, you can read more about this in the article "Taking OER to the LIS: Designing and Developing an Open Education Course for LIS Students", published in the International Journal of Open Education Resources.[There is PDF of the article attached to this page] While the course, as I teach it, is short, just four weeks, another instructor could make it longer if they wished. Six weeks is perhaps optimal. Eight weeks is perhaps too long, but not impossible.I keep in mind that students are paying for their courses by the credit hour. If I can do anything to help the students keep their educational expenses as low as possible, I will do it. One way I can do that is to give the solid foundation needed to succeed in open education while making it as concise as possible so it fulfills the minimum number of credits, four. Each of the four times I've taught, there are always a few evaluation comments requesting or suggesting that the course should be longer than four weeks. With the availability of the course materials, I encourage other LIS faculty to create a similar open education librarianship course at their institution. The response to the course is encouraging (close to full registration each time I teach it) because it reinforces that LIS students are eager to support good causes and they believe strongly in social justice as a core value of the library profession. Where it is taught, this course will help to prepare future leaders of the open education movement in librarianship and higher education. Please contact me if you have questions about the content provided here or would like to know more about the Open Education Librarianship course as I teach it. Finally, many thanks to all of my academic library and higher education colleagues who inspire me to advocate for open education and who so willingly share their knowledge and resources. Like this OERCommons site, it will contribute to our collective ability to advance open education and build a better culture of openness in higher education. Course Syllabus Before You Begin: You can edit this syllabus anyway you like to customize it to your own preferences. It is provided here to give a template for the course syllabus. Depending on the LIS program where the course is offered, the course policies will likely differ. Course Description: Global higher education is shifting to an environment of openness that supports faculty adoption of Open Education Resources (OER) for improved learning and open pedagogy methods to engage students more actively in the development of learning resources. In this course students will gain skills enabling them to lead OER initiatives, support educators seeking to develop open pedagogy-based courses, help educators and students (K-16) identify and evaluate open learning resources and engage with other academics to promote cultures of openness in primary, secondary and post-secondary education institutions. This course will help to prepare students for positions as scholarly communication and OER librarians. Global higher education is shifting to an environment of openness that supports faculty adoption of Open Education Resources (OER) for improved learning and open pedagogy methods to engage students more actively in the development of learning resources. According to David Wiley, a pioneer of open practices in education, open-enabled education is: OER-enabled pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the 5R activities. (Wiley, 2017) In this course students will gain skills enabling them to lead OER initiatives, support educators seeking to develop open pedagogy-based courses, help educators and students (K-16) identify and evaluate open learning resources and engage with other academics to promote cultures of openness in primary, secondary and post-secondary education institutions. This course will help to prepare students for positions as scholarly communication and OER librarians. Reference: Wiley, David. "OER-Enabled Pedagogy", Iterating Towards Openness May 2, 2017. Retrieved at https://opencontent.org/blog/archives/5009 (Links to an external site.) Course Objectives: At the completion of this course, the student will be able to: - Advocate for open education values and strategies within an academic institution or other educational community. - Differentiate OER from other learning content - Competently search for and identify OER across academic disciplines - Clearly explain open pedagogical methods and identify examples of open pedagogy assignments and projects that support faculty efforts to engage students in their own learning through the creation of sustainable learning content that is reused and further developed by future students. - Gain familiarity with OER policy and legislation for advocacy development. - Identify trends in open and commercial publication of learning material. Course Policies: Attendance: Attendance in this course is totally based on your participation in online course activities. In an online course, missing class means you do not participate in the regular discussions or submit your assignments/homework on time. You must keep the instructor notified of any problems that will keep you from fulfilling the requirements on time. Notifications may be made by voicemail or email. Grading Policy:Assignments will be graded on the quality of the work submitted and how effectively it meets the criteria of the provided rubric. Once a grade has been returned to the student, with appropriate feedback, the student may not resubmit the work unless there is clear evidence of instructor error or miscommunication about the assignment. Late Assignment Policy: Another quality of critical importance in professional persons is punctuality of assignments. All assignments and homework are to be turned in on time. If you are going to turn in an assignment late, you MUST contact the instructor by phone or e-mail with an explanation that will be taken into consideration in the grading process. Valid reasons for lateness, such as emergencies, will result in no penalty for lateness. Whenever possible, please contact the instructor in advance about late submissions of work. All assignments are to be turned in electronically by 11:59PM on the due date. After the instructor grades the assignment, one (1) point will be deducted for any assignment that is in excess of 12 hours late. One additional point will be deducted for every additional day that the assignment is late. Therefore, an assignment received a week after its due date will have a total of 7 points deducted for lateness. NOTE: While you can set CANVAS to your own time zone (other than PST), the iSchool technology team recommends leaving it set to Pacific Standard Time. Example – Assignment due on July 14 at 11:59 pm, but received on July 15 after 12 noon –1 point deduction. Received July 16 – 2 point deduction Received July 17 – 3 point deduction Received July 21 (one week late) – 7 point deduction Extensions may be granted without penalty in cases of true emergencies. However, being unprepared or “busy” does not constitute an emergency. Language Policy: Please remember that although we are working in an online environment, we are still in an educational setting. You are to refrain from using inappropriate or offensive language during class discussions and in all course assignments. Violations of this policy will result in point deductions, relative to the nature of the offense. Discussion board and other assignments should be written in a professional manner, avoiding the use of “text-style” grammar and spelling. Inclusion Policy: Students are expected to participate fully in all class activities. It is expected that students will be open-minded and participate fully in discussions in class and debate in a mature and respectful manner. Use of derogatory, condescending, or offensive language including profanity is prohibited. Disagreement is healthy and perfectly acceptable. Expressing disagreement should always include an explanation of your reasoning and, whenever possible, evidence to support your position. In accordance with San José State University's Policies, the Student Code of Conduct, and applicable state and federal laws, discrimination based on gender, gender identity, gender expression, race, nationality, ethnicity, religion, sexual orientation, or disability is prohibited in any form. Incomplete Grade Policy: There are NO incomplete grades in this class. Students who have not completed all the requirements prior to the last day of class will need to talk with the instructor about how this will be rectified in the shortest time frame (e.g., before the beginning of the next semester). Course Requirements: Learning Activities & Assessment Procedures: - Discussion Board (20 points possible): There will be 4 class discussions hosted on our discussion board. Each Wednesday the instructor will initiate that week's discussion by posting a topic/question related to that week's material. Each student is expected to post a thoughtful and reflective response on the topic, and optionally can include references from the course readings and/or other researched materials. *At the end of each discussion post, the student should include at least one question related to his/her post and designed to generate further discussion. No later than 11:59 PM (your local time) on the following Sunday, each student should submit their original response to the discussion topic. No later than 11:59 pm (your local time) on the following Tuesday, each student should respond to at least one other student's posting. Students can only view and respond to other posts after they have submitted their original response to the instructor's prompt. Example: Wednesday, July 7 - Weekly discussion post is available Sunday, July 11 - By 11:59 (your time) submit your original post Tuesday, July 13 - By 11:59 (your time) submit your response to another post Responses should include thoughtful consideration of the question posed by the original poster. A response of a few words or a single sentence (e.g. “I agree!”) is not acceptable. Grading: 3 points possible for original post and 2 points for the response: 5 points possible per discussion. Grading of the original post will be based on the quality of the content, the timeliness of the submission, and the inclusion of a follow-up question designed to further the discussion. Grading of the responses will be based on both quality and timeliness. 2. Assignments: - 80 points possible – Students will complete four weekly assignments for this course. Assignments are designed to provide exposure to and experience with different elements of open education. Each assignment, with instruction details, is explained within the course modules. Modules will launch each week on Wednesdays. Unless otherwise specified the assignments are due the following Tuesday at 11:59 pm - your local time zone. - Week 1 - Respond to an OER Myth - 20 points (supports CLO #1) - Week 2 - Create an open pedagogy-focused video - 20 points (supports CLO #1-2) - Week 3 - Complete the OER treasure hunt - 20 points (supports CLOs #1, 3) - Week 4 - OER workshop video - 20 points (supports CLO #3) Required Texts and Resources: There are no required textbooks for this course. All learning materials will be provided for students and embedded in course modules. Statement of Student Rights Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the semester as possible to receive effective and timely accommodations. Together we will work with the Disability Resources and Services (Links to an external site.) office to identify appropriate accommodations. Academic Honesty: Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy (Links to an external site.) require you to be honest in all your academic coursework. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. Course Calendar (subject to change in consultation with students) Dates \| Content \| Module 1 Start Wednesday, June 29, 2022 Assignments Due: Tuesday, July 5, 2022 \| Topics: Introduction to the Open Education Agenda Read/View: 1) Instructor's Video Lecture - watch this first 2) Required reading/video: Required Assignments: This week's graded discussion: 1) introduce yourself 2) why this course 3) share a textbook experience \| Module 2 Assignment Due: \| Required Reading/Viewing: a. OER Starter Kit : Under "Teaching with OER" read the first two sections a) Open Pedagogy and b) Considerations for Using Open Pedagogy b. Momentum Building: Progress Towards a National OER Movement (Links to an external site.) (Allen, Bell and Billings) c. What is Open Pedagogy (Links to an external site.) (Wiley) Required Assignment: This week's graded discussion: Get to know an open education advocate \| Week 3 Assignment Due: \| Topic: Leading an OER Initiative; Searching/Finding OER; OER Workshops; Creative Commons Licensing Required Reading/Viewing: a. OER Starter Kit : Under section three "Finding OER" read the chapters "Finding Open Content", "Repositories and Search Tools" and "OER in Print" b. OER Starter Kit : Under section four section two "Copyright" read the chapters "Copyright and Open Licensing" and "Creative Commons Licenses" c. Jeremy Smith "Seeking Alternatives to High-Cost Textbooks: Six Years of the Open Education Initiative at the University of Massachusetts Amherst (Links to an external site.)" (in) OER: A Field Guide for Academic Librarians d. Central Washington University's OER and No-cost Textbook Initiative (Links to an external site.)(video recording of a presentation at the Coalition for Networked Information Conference 2020; closed captioning is available) Required Assignments: This week's graded discussion: The OER quality debate \| Week 4 Assignment Due: \| Topic: Trends in OER and Open Pedagogy; OER Publishing; DEI in Open Education; Talking to Faculty About OER; OER Research Required Reading/Viewing: a. OER Starter Kit: Under section four "Teaching with OER" read the chapter "Diversity and Inclusion" b. John Hilton, "What Does the Research Say About OER? (Links to an external site.)" (in) OER: A Field Guide for Academic Librarians c. BC Open Education, "Self-Publishing Guide (Links to an external site.)," browse (no need to read in detail) chapter one " Look Before You Write" Required Assignments: This week's graded discussion: Read and summarize an OER research article \| Week One - Introductory Material Introduction to the Course: Welcome to INFO281-16, Open Education Librarianship. This is a 1-credit course that introduces students to basic principles and practices of open education. Why open education? Primarily in higher education, there is a revolution in the way in which learning content and scholarly research is published and disseminated. Although traditional publication models still tend to dominate the landscape for learning content, increasingly educators and researchers are taking back ownership of their intellectual property and licensing it in non-traditional ways that grant permission for other educators and researchers to use it without payment or penalty. Given their core value of providing barrier-free access to information, support for open education initiatives comes naturally to librarians. Creating cultures of openness in our communities connects with our educational mission. With textbooks in particular, as you will learn in this course or have experienced yourself, owing to their cost many students cannot afford them. College undergraduates may even need to choose between paying their tuition bill, rent or other necessities and the purchase of a textbook. Surveys of students and their textbook buying behavior reveals that as many as 70% of students have decided not to buy a textbook at least once because they could not afford that textbook. Working collaboratively with educators, librarians have advanced the benefits of open learning materials and open pedagogy to the advantage of our students. When students cannot afford their learning materials they are at a disadvantage and more likely to fail. Education and the ability to succeed should be equally accessible to all students, not just those who can afford to buy textbooks. In this course you will learn about the different ways in which librarians have been actively involved in the open education movement, the organizations that have evolved to support their efforts, how educators have recognized and responded to the textbook crisis, and the ways in which advocacy have resulted in legislative efforts at the state and federal levels to support textbook affordability strategies. As your instructor, my goal is to introduce you to the current landscape of open education in order to enable you to determine how and in what ways you will want to become engaged with the open education movement. It may be that open education is only peripherally of interest to you or you may be passionate about open education as a social justice issue, one that will become more central to your library practice. Whatever way this course influences your thinking and ideas about open education and your career in librarianship, I look forward to learning with you. Introduction to Week One: Welcome to Module One of Open Education Librarianship. The focus of this module is to introduce you to the Open Education agenda. This week's material will introduce you to the following topics: - Learning materials crisis - Defining open education - What is an open education resource - What is open pedagogy - Creative Commons Licensing - The open publishing model (vs. the traditional model) These are among the most fundamental subjects for developing a firm understanding of open education. This week is an introduction to and overview of these subjects. You will learn more about them - and related topics - in future weeks. Week One Learning Outcomes: Here are the learning outcomes for this module: Become familiar with the course, its structure and expectations of students; Get to know fellow students; Gain initial exposure to open education. Recognize the core issues that served as a catalyst to the open education movement; Obtain an overview of the areas of open education that this course will cover. Week One Activity Guide: This week's focus is an introductory exposure to some key concepts and practices in open education. The goal is to gain an understanding of what open education resources are and where they fit into the open education landscape. This week's key activities are: a) Start with the instructor's video lecture b) Read the required readings. If time allows, review the recommended reading and video c) Participate in the discussion board activity and assignment d) Complete the week's assignments Week One Lecture Slides This section contains the lecture slides for week one of the course. There are seven slide decks in total for week one. Download each week one PowerPoint file and edit them as needed or use as is. Here is a summary of what is covered in each slide deck: Week One Welcome Message: General Welcome to the Course Week One Part One: Instructor Welcome to Week One and Personal Profile Week One Part Two: What is Open Education and Open Educational Resources (OER) Week One Part Three: Textbook Cost Crisis Week One Part Four: Faculty and Textbooks Week One Part Five: Overview: Finding OER and Textbook Affordability Initiatives Week One Supplemental Video: Traditional versus OER Publishing Model Week One Video Lectures Each lecture video corresponds to one of the Week One slide decks. The course instructor delivers the lecture content via the related video segment. This is intended to provide those who wish to replicate the course content with greater detail on what the instructor shares for each slide deck. Week One Lecture Video One Week One Lecture Video Two Week One Lecture Video Three Week One Lecture Video Four Week One Lecture Video Five Week One Supplemental Lecture Video (Traditional versus OER Publishing Model) Week One Discussion Board Topic: Share Your Textbook Story The week one discussion board post serves a dual purpose. First, students introduce themselves to the class and can speak to their experience with OER and affordable learning, as well as their interest in taking the course. Second, everyone has a textbook story. Students get to know each other's most memorable experience with their own textbook purchasing. It serves as a bonding experience because no matter how different they are, every student has a similar story to share about a bad textbook experience in college. Welcome and Textbook Experience Greetings and welcome to our class discussion board. Our initial class discussion is mostly about you. Remember to make your initial post to the discussion board by Sunday night at 11:59 pm. Then respond to at least one other student by the following Tuesday night at 11:59 pm. Please note that you won't lose points if your initial post is submitted after Sunday night. That is just a guideline for good discussion board practice so that there are ample posts for students to respond to by Tuesday night. The loss of points for a late submission only applies to initial or response posts that are submitted after the Tuesday night deadline. You earn 3 points for your initial post and 2 points for your response post. Post a message to the discussion that responds to the following three points: - A short statement about yourself. This will help the others in the course to get to know you a little. Please share some information about what you currently do in addition to attending the iSchool (work or something else), how far along you are in the program, any specific interest areas within librarianship, etc. - Why did you enroll in this course? What attracted you to it? What are your expectations for learning about open education librarianship. - Share an experience with textbook purchasing. It could be undergrad or grad. Share the course and information about the textbook if you recall it (name or subject of course, textbook title, cost). Where did you purchase the textbook? Was it new? Print or Digital? What did you think of the cost at the time? Did you actually use that textbook much? Did you keep it and if so have you referred back to it? How do your personal experiences with textbooks inform your perspectives on textbook affordability for students? What else do you want to share about textbook purchasing? If you can't recall a personal experience you can talk to a friend or relative and ask these questions - and then share their experience (but indicate if the experience being shared belongs to someone other than yourself). - To complete your post, please add a question that you would like to ask other students. Week One Assignment and Rubric - Debunk an OER Myth Assignment Description: Open education librarians are often challenged to create awareness and interest in open education resources among educators owing to long-held myths about what OER is, how it is created and its availability. In this assignment you will take on the role of an OER librarian who is confronted with an OER myth and seeks to provide a well-thought out response to that particular myth. For this assignment you will select one OER myth found in the publication OER Mythbusting. (Links to an external site.) 1. Review the various myths. 2. Choose one myth. For example, you could select "OER are not sustainable". Click on the link for each myth to read more about it and find additional resources related to that myth. 3. Prepare a response to that myth. Put yourself into the position of an OER Librarian who has been questioned about or confronted with a myth. 4. Your response should provide an explanation that counters or refutes that particular myth. The response can take the form of a 250-400 word PDF or WORD document. Upload your assignment when it is completed. 5. Cite at least one source in your response that provides information or documentation to help counter the myth. Your source could be a research article, a blog post or any other source of documentable information. 6. For some, but not all of the myths you may find additional context from a similar OER Mythbusting (Links to an external site.) publication prepared by SPARC. Please just use this as an additional source. Be sure to choose your myth from publication cited above. Assignment Rubric: \| Criteria \| Ratings \| Pts \| \|\|\| \|---\|---\|---\|---\|---\|---\| This criterion is linked to a Learning OutcomeQuality of Response to the Myth \| \| 10 pts \| \|\|\| This criterion is linked to a Learning OutcomeComprehensiveness of Response to Myth \| \| 5 pts \| \|\|\| This criterion is linked to a Learning OutcomeWriting Quality \| \| 5 pts \| \|\|\| Total Points: 20 \| Week One Required and Recommended Reading/Video Required Reading: OER Starter Kit: read the first two modules: "Getting Started" and "Copyright" b. Walz, A. 2017. A Library Viewpoint: Exploring Open Educational Practices. In: Jhangiani, R S and Biswas- Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. Pp. 147–162. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc.l. License: CC-BY 4.0 c. Temple University OwlCrowd for TextbookAffordability Project (captioned)Owl Crowd Video d. Robin DeRosa Talks About Open Education (captioned)Open Education Recommended Reading/Video: a. West, Q. 2017. Librarians in the Pursuit of Open Practices. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. Pp. 139–146. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc.k. License: CC-BY 4.0 b. Getting Started with OER - this archived webinar covers many of the course topics in a one-hour video c. Hofer, Amy. 2019.Four Years and Falling: Impact of Statewide Funding for Textbook Affordability. Open Oregon Educational Resources. December 20, 2019. (This gives a more realistic picture of how textbook costs can be a challenge to track and present - but can show the impact of affordability strategies over time). Week One - Optional Quiz For each week in the course, students have the option to take a no-risk quiz to test their comprehension and recall of that week's course content. In the attached document you will find all of the quiz questions with the correct answer identified, along with multiple incorrect responses. For each response there is a feedback message, both for the correct and incorrect responses. This document will facilitate the creation or modification of quiz content for the week one module. Week Two - Introductory Material Introduction to Week Two Now that you have a broad view and understanding of open education, starting this week you'll take a deeper dive into the core components of open education librarianship. This week we go into two of those areas, advocacy for openness and open pedagogy. In many areas of librarianship, being a subject matter and content expert is essential to the skill set of a successful librarian. In some ways though, that is a passive role. We wait until there is a question or research need for which our skills are valued and then we go into action. In the open education community, librarians see things a bit differently. In order to advance open education, affordable learning content and better learning for our students we must be advocates who pro-actively push the open agenda. Too many educators and legislators are fine with the textbook status quo and are rarely motivated to create change. That's why it is essential for open education librarians to take an active advocacy stance to create the change K-16 education needs so that our educators take back control of learning content and that students engage with their instructors in achieving that goal. This week's module introduces you to open education advocacy and the information you will use to become an open advocate if you choose this professional role. As open advocates, we can operate at two or three levels. First, advocating for openness at our own institution to create change locally. Second, advocating for open legislation at the national and state levels to create change regionally, nationally and globally. It is a long, arduous process, but creating change to a broken system is never easy. This week's other topic, open pedagogy, is rapidly gaining the interest of a new generation of educators who want their students to go beyond the traditional assignments that leave students underwhelmed and offer low activation. Too often students write a course research paper, receive their grade and then promptly forget about that assignment and what was accomplished - think of it as a disposable assignment. Open pedagogy is about actively engaging students in their learning by inviting them to be contributors to what happens in the course and their assignments, not mere recipients of information. Above all, open pedagogy is based on using and creating open educational resources - and the value of OER is fulfilled when it is adopted for the purpose of open pedagogy. Week Two Learning Outcomes Here are the learning outcomes for this module; Become an advocate/leader for open education Know the organizations that support open advocacy Find information about open advocacy Identify federal and state textbook affordability legislation Internalize open pedagogy as an open education strategy Explain and create pedagogy assignments Locate open pedagogy resources Week Two Activity Guide This week's focus is two aspects of open education: advocacy for open education and open pedagogy. The goal is to gain exposure to the the role of the open advocate and advocating at the institutional, state and federal levels and to gain basic knowledge of open pedagogy methods and how they contribute to the growth of openness and student learning. This week's key activities are: a) Start with the instructor's video lecture b) Read the required readings. If time allows, review the recommended reading and/or video c) Participate in the discussion board activity and assignment d) Complete this week's assignment. Week Two Lecture Slides This section contains the lecture slides for week two of the course. There are two slides decks in total for week two of the course. Download each week two PowerPoint file and edit them as needed or use as is. Here is a summary of what is covered in each slide deck: Week Two Part One: Open Education Advocacy Week Two Part Two: What is Open Pedagogy Week Two Lecture Videos Each lecture video corresponds to one of the Week Two slide decks. The course instructor delivers the lecture content via the related video segment. This is intended to provide those who wish to replicate the course content with greater detail on what the instructor shares for each slide deck. Week Two Lecture Video One Week Two Lecture Video Two Week Two Discussion Board Topic: Get to Know an OER Advocate Get to Know an OER Advocate For this week's discussion you'll have a brief activity followed by sharing some information with your classmates. Below I am providing the names of a group of (mostly) well known advocates for open education. They may be champions for open educational resources, open pedagogy or both. Next to each advocate listed there are students' last names. Whoever your name is next to - that's the advocate you've been assigned. Then do some research to learn more about this person. In your discussion post: (a) Identify your advocate's name and briefly report a few facts (where they work, their position, anything else you deem relevant). (b) Report on the nature of this advocate's role. What do they appear to be best known for, what issue do they often discuss or in what particular area of open education do they demonstrate expertise. Provide an example or two of some of their advocacy work or a project of interest. Budget 15-30 minutes for your research. (c) What is one question you'd like to ask this advocate? You should be able to find information about all of these individuals with standard internet searches, but feel free to use the research databases provided through the King Library. As advocates these individuals are sharing their views on social media - so check those sources as well. You may find their conference talks or slide decks. No need to come up with a question for other students for this discussion. Just respond to any other student's post. If your advocate was covered by another student, you might want to comment on that post, comparing insights about your advocate. Here's the list: Nicole Allen [assign student(s) Maha Bali Josh Bolick David (Dave) Ernst Amanda Coolidge Regina Gong Cable Green Lindsey Gumb John Hilton Amy Hofer Rajiv Jhangiani Robin DeRosa Jasmine Roberts Amanda Larson David Wiley Daniel Williamson Tanya Spilovoy Week Two Assignment and Rubric: Create an Open Pedagogy Video Assignment Description Multimedia is a powerful tool that open education advocates can use to get their message out to educators to help them learn more about topics like open pedagogy: what is it; what does it mean for students; how does it work. For example, this instructor describing their open pedagogy assignment so others can understand what it involves. In this week's assignment you will play the role of an open pedagogy enthusiast and create your own video. You can take either one of the following approaches: 1) Prepare a video presentation where the target audience is a faculty member or K-12 educator in which you are explaining how they could take their traditional disposable assignment and convert it to a renewable open pedagogy assignment. There are examples out there that can inspire your thinking and they could serve as an example. 2) Prepare a video presentation where the target audience is a faculty member, other educator or librarians. In this video your goal is to take an existing open pedagogy assignment - find examples and select one that resonates with you - and then explain in your video what makes this assignment a good example of open pedagogy in practice. Why is it "open"? How does it benefit learners? What makes it different from a traditional assignment? For recording the video I recommend using the Studio tool that is already embedded in Canvas. Studio integrates with the Canvas gradebook, allowing the instructor to add comments directly to your video. You will find it in the navigation menu where you also find links to the Calendar, Inbox and Dashboard. Here is a short video created by an iSchool student with basic instructions for creating a video in Canvas with a webcam. You can just record yourself giving a talk or create a set of slides that you can then record with a voice over (similar to my course video lectures). Canvas also provides a help sheet for students on submitting media created on Canvas Studio. If you are having difficulty using Studio to record and submit your assignment, then you can contact me to provide notification of the issue you are having with Studio. Then you can identify the video recording tool that you plan to use to record the assignment. Whatever other video software you use, the multimedia file must be saved in the MPEG-4 format. NOTE: I recognize every student's access to technology may differ. If you need to prepare your video in a way that your technology supports I can be flexible. Just drop me a note to let me know if you will be submitting in a manner different from what I've described here, allowing for some advance notice. Your video should be approximately 3 - 5 minutes - but no more than 5 minutes. [NOTE: Canvas Studio WILL NOT allow a recording longer than 5 minutes...just a cautionary reminder] When you complete your video you can submit it via Canvas Studio server, which is designed to facilitate the submission of assignments (see the help sheet). When you click on "Submit Assignment" one of the tab options will be for "Studio" - click that to find the video you want to upload and submit for your assignment. Do consider making a few short test videos with Studio to make sure you are comfortable with the process before recording your final video for submission. I look forward to viewing your videos. Assignment Rubric Title: \| Criteria \| Ratings \| Pts \| \|\|\| \|---\|---\|---\|---\|---\|---\| Edit criterion description Delete criterion row This criterion is linked to a Learning OutcomeQuality of Topic CoverageRange \| \| pts \| \|\|\| Edit criterion description Delete criterion row This criterion is linked to a Learning OutcomeCreates a Compelling MessageRange \| \| pts \| \|\|\| Edit criterion description Delete criterion row This criterion is linked to a Learning OutcomeDisplays Comprehension of Open PedagogyRange \| \| pts \| \|\|\| Edit criterion description Delete criterion row This criterion is linked to a Learning OutcomeQuality of CommunicationRange \| \| pts \| \|\|\| Total Points: 20 \| Week Two Required and Recommended Reading/Video Required Reading/Video a. OER Starter Kit ( : Under "Teaching with OER" read the first two sections a) Open Pedagogy and b) Considerations for Using Open Pedagogy b. Momentum Building: Progress Towards a National OER Movement (Allen, Bell and Billings) c. What is Open Pedagogy (Wiley) Optional Reading/Video a. Visit the Open Pedagogy Notebook and do some exploration of the content and assignments b. SPARC OER State Policy Tracker: examine OER legislation in your state c. Bell, Steven J; Salem, Joseph A. It’s Up to the Librarians: Establishing A Statewide OER Initiative. Pennsylvania Libraries: Research & Practice, v. 5, n. 2, p. 77-82, oct. 2017. doi:https://doi.org/10.5195/palrap.2017.166.; d. "Open Pedagogy in Practice: Faculty Perspectives" (webinar) Listen to New England college and university open education leaders Dr. Robin DeRosa from New Hampshire, Dr. Jennifer Van Allen from New York, and Dr. Heather Miceli from Rhode Island share what Open pedagogy looks like in their classrooms, lessons learned they’ve learned along the way, and why their praxis is ever-changing. e. Watch Trudi Radtke's (SPARC) web presentation History of College Textbook Prices: Examining Past Practices and Emerging Models. (recorded May 24, 2022) for a good example of an advocate making the case against inclusive access deals. Week Two - Optional Quiz For each week in the course, students have the option to take a no-risk quiz to test their comprehension and recall of that week's course content. In the attached document you will find all of the quiz questions with the correct answer identified, along with multiple incorrect responses. For each response there is a feedback message, both for the correct and incorrect responses. This document will facilitate the creation or modification of quiz content for the week two module. Week Three - Introductory Material Introduction The work of an Open Education Librarian requires knowledge of a variety of connected "open" subject areas and skills. For example, understanding copyright, having the ability to explain how an open education resource differs from any freely available learning object and being a competent instructor who can create and lead open education workshops. In this module you will focus on gaining some of those skills critical to open education librarianship. To advance the adoption of open education resources at their institutions, Open Education Librarians will develop what has become a fairly familiar program to engage and incentivize faculty to explore the possibility of doing away with traditional commercial textbooks. These programs are referred to as OER initiatives, textbook affordability projects, mini-grant projects or alt-textbook projects. The goal is to offer small monetary awards to faculty to support their transition from commercial textbooks to zero-cost course content. In this week's module you'll learn more about these programs and how they function. In order for a textbook affordability project to succeed, Open Education Librarians must use their expertise in finding the appropriate open education resources to enable faculty to replace traditional textbooks with open and zero-cost content. One of the reasons many faculty do not adopt open education course content is their inability to find good content that convinces them that open resources are as effective as their traditional textbook. Admittedly, the right open education resources can sometimes be challenging to locate but with their knowledge of the right finding tools, Open Education Librarians can make the difference. It also helps to have a good understanding of copyright, fair use and how a Creative Commons License works. One of the key factors in determining if published learning content can be used openly is properly interpreting the way in which the material is licensed. Some may be re-used only with specific consent. In some cases, the creator is giving that permission through the license and in other cases it may require a fair use determination. Open Education Librarians may have the skills to make those determinations or they know who to ask. Having a basic understanding of the difference between traditional copyright and Creative Commons Licenses is a good start. This week's module will introduce you to these topics and provide you with some basic skills upon which you can build if you find yourself doing open education librarianship as part of your professional practice. Learning Outcomes Here are the learning outcomes for this module; Know how OER initiatives (textbook affordability projects) work Lead OER initiatives from the library Identify sources of OER Develop skills for finding OER Explain the difference between free and OER Deliver an OER workshop Explore how Creative Commons Licensing Works Week Three Activity Guide This week's focus is on what Open Education Librarians need to know to effectively lead an OER and textbook affordability initiative at their institution. This includes understanding what these initiatives are and how they operate, how to organize them, who participates and how to sustain them. Critical to the success of these initiatives is the ability to find OER and other no-cost learning content that faculty can use to replace traditional textbooks. One challenge is that faculty often conflate free and OER. That is why Open Education Librarians develop OER workshops, to help educators better understand OER and how to identify appropriate OER for their course - or other zero-cost content. It helps to understand the role that Creative Commons Licensing plays in the development of OER. a) Start with the instructor's video lecture b) Go over the required readings and/or video. If time allows, review the recommended reading and/or video c) Participate in the discussion board activity and assignment d) Complete this week's assignment e) Take the no-risk quiz Week Three Lecture Slides This section contains the lecture slides for week three of the course. There are two slides decks in total for week two of the course. Download each week three PowerPoint file and edit them as needed or use as is. Here is a summary of what is covered in each slide deck: Week Three Part One: Library-Based OER Initiative Programs Week Three Part Two: Locating OER; Conducting Searches for OER Week Three Part Three: OER Workshops; Creative Commons Licensing Week Three Lecture Videos Each lecture video corresponds to one of the Week Three slide decks. The course instructor delivers the lecture content via the related video segment. This is intended to provide those who wish to replicate the course content with greater detail on what the instructor shares for each slide deck. Week Three Lecture Video One Week Three Lecture Video Two Week Three Lecture Video Three Week Three Discussion Board Topic: The Quality Debate - What Makes a Textbook High Quality? The Quality Debate - What Makes a Textbook High Quality? "If something is free it can't be very good quality, can it?" That is a response nearly every OER advocate has heard from a faculty member during a conversation or workshop about adopting affordable learning materials. That can be a challenging question for a librarian to answer. Why? Part of the challenge is that faculty are the experts when it comes to their disciplinary subject matter. As a librarian, I can't simply argue that the openly accessible OpenStax general chemistry book is better than the comparable Pearson general chemistry textbook that sells for nearly $300 (and may require an additional fee for access codes that lead to quizzes, homework assignments, etc). It's the faculty member who ultimately decides what textbook they think has the highest quality and is best suited to meet their teaching approach and the needs of their students. How would you answer the question? In my own experience, several faculty members in the chemistry department adopted the OpenStax book while others continued to require students to buy the Pearson book. Why did some faculty members accept the quality of the OpenStax book while others rejected it? Was it simply a choice by some faculty to refuse to force students to spend so much on a textbook? Did they believe that quality is less important than the impact on learning when every student has access to the learning materials - not just those who can afford it? I've had faculty tell me that all textbooks are the same in quality and that any one will do for supplementing their own course material (e.g., lectures, tests, etc.). Yet other faculty will use only one textbook - or only textbooks from the same publisher - which they think is the best quality. To make it even stranger, I've hear these opposing viewpoints from faculty who teach the same course. For this week's discussion you will: a) Read David Wiley's blog post "On Quality and OER". b) Examine an OpenStax textbook - your choice. Consider how the quality of the OpenStax book compares to the traditional commerical textbooks you've purchased in the past (perhaps you have one on your bookshelf for comparison). c) In your post, identify by title the open textbook you selected for this discussion. Comment on your quick examination of this open textbook. Did it look "high quality" to you. c) In your post discuss how you would respond to a faculty member who said "If something is free it can't be very good quality, can it?" in response to your suggestion that an OpenStax textbook could be a good replacement for their existing traditional textbook while saving students money. What points would you try to make? How do you think an OER advocate can best respond to the "quality" issue when it comes to course learning materials? d) To complete your post, please add a question that you would like to ask other students. Week Three Assignment and Rubric: OER Treasure Hunt Assignment Description This week you learned about searching for and finding open educational resources. While there are two useful meta-search engines, OER can otherwise be scattered among different sites. That makes it a challenge to identify the right OER for a specific course. One way Open Education Librarians can support faculty adoption of OER is to use their research skills to locate appropriate OER for any particular course. This OER Treasure Hunt assignment is designed to give you authentic practice searching for and discovering OER. I am providing a Treasure Hunt exercise sheet (See attached WORD doc) you'll use to complete the assignment. When you've completed it you can save it as a PDF file for upload. The gist of this assignment is to select a college-level course for which you'll identify a commercial textbook. The exercise sheet has some suggestions. Then use various OER finding tools to find OER that would be appropriate for this course. Even if you don't find OER for your course, you'll report what efforts you made in searching for it. The Treasure Hunt sheet has most of the instructions and guidance you'll need. Please complete all six sections of the exercise sheet. If the course you select has more than two textbooks required, just keep it to the two that seem most essential to the course. Assignment Rubric OER Treasure Hunt \| Criteria \| Ratings \| Pts \| \|\|\| \|---\|---\|---\|---\|---\|---\| This criterion is linked to a Learning OutcomeCompleteness of Assignment \| \| 10 pts \| \|\|\| This criterion is linked to a Learning OutcomeQuality of Response \| \| 5 pts \| \|\|\| This criterion is linked to a Learning OutcomeClarity of Information Provided \| \| 5 pts \| \|\|\| Total Points: 20 \| Week Three Required and Recommended Reading/Video Required Reading/Video a. OER Starter Kit: Under section three "Finding OER" read the chapters "Finding Open Content", "Repositories and Search Tools" and "OER in Print" b. OER Starter Kit: Under section four section two "Copyright" read the chapters "Copyright and Open Licensing" and "Creative Commons Licenses" c. Jeremy Smith "Seeking Alternatives to High-Cost Textbooks: Six Years of the Open Education Initiative at the University of Massachusetts Amherst" (in) OER: A Field Guide for Academic Librarians d. The OER Starter Kit for Program Managers . This is a guide to establishing an institutional OER initiative or program, as the authors refer to it. Browse chapters 2 (Building Your Team) and 3 (Program Management) Optional Reading/Video Central Washington University's OER and No-cost Textbook Initiative (video recording of a presentation at the Coalition for Networked Information Conference 2020; closed captioning is available) Steven Bell " Coming in the Back Door: Leveraging Open Textbooks To Promote Scholarly Communications on Campus" Journal of Librarianship and Scholarly Communication , 1(1), p.eP1040. DOI: http://doi.org/10.7710/2162-3309.1040 Steven Bell "What About the Bookstore?: Textbook Affordability Programs and the Academic Library-Bookstore Relationship" College & Research Library News DOI: https://doi.org/10.5860/crln.78.7.375 Schleicher, Barnes, and Joslin, 2020. OER Initiatives at Liberal Arts Colleges: Building Support at Three Small, Private Institutions. Journal of Librarianship and Scholarly Communication , 8(1), p.eP2301. DOI: http://doi.org/10.7710/2162-3309.2301 Open Education Resources: College Library Information on Policy and Practice - refer to this (also on course OER resource list) for examples of textbook affordability initiatives at U.S. colleges. Week Three - Optional Quiz For each week in the course, students have the option to take a no-risk quiz to test their comprehension and recall of that week's course content. In the attached document you will find all of the quiz questions with the correct answer identified, along with multiple incorrect responses. For each response there is a feedback message, both for the correct and incorrect responses. This document will facilitate the creation or modification of quiz content for the week two module. Week Four - Introductory Material Introduction Thus far you've learned a great deal about open education, from sources of OER and how to find it, to leading an OER initiative in an academic institution, knowing what makes open pedagogy unique and what a Creative Commons License is. In this final week I will wrap up your exploration of open education with a few miscellaneous topics - but which are no less important than what's been covered thus far. This week we'll cover several unrelated topics that offer a look at some of the contemporary issues in open education. One of the top challenges in open education is keeping up with the commercial textbook publishers as they try to present themselves as having the solution to high textbook costs...a problem they created. OER advocates need to pay attention to what the big textbook publishers are up to. Recent open conferences have given more time and attention to the importance of diversity, equity and inclusion in open education. Open education is a force for equity in higher education but like many fields it is not always given to diversity and inclusion. Realizing that they can't wait for someone else to fund and create new open textbooks, open advocates are developing publishing capacity and that is a critical growth area necessary to the future of open education. This week you will also learn about the importance of research in open education, which brings crucial evidence in support of the quality and learning efficacy of open education resources. No doubt there are topics left uncovered. If you want to learn more about open education and discover the latest developments, there are many ways to continue learning about this topic. From participating in a learning community to following the LibOER listserv, not to mention reading the related literature and latest studies, you can successfully keep up with open education beyond this course. Learning Outcomes Here are the learning outcomes for this module: Recognize resources for keeping up with the open education conversation Demonstrate knowledge of open education publishing (how, where and why it is happening) Establish the skills to engage in conversation with faculty about open education Explain why diversity, equity and inclusion are important to the advance of open education Locate and review research on open education Activity Guide Module 4 introduces a set of miscellaneous issues and skills that are valuable to the work of open education librarians. In bringing the course to closure these seem like the most important topics to cover that didn't fit into any other week of the course. They also bring the course to a close by looking ahead to what will be happening for the open education movement. This week's activities (or some of them) are provided with an eye on helping you to keep learning about open education - as well as practicing it. Below are the by now familiar activities the instructor has prepared for you. a) Start with the instructor's video lecture b) Go over the required readings and/or video. If time allows, review the recommended reading and/or video c) Participate in the discussion board activity and assignment d) Complete this week's assignment e) Take the no-risk quiz Week Four Lecture Slides This section contains the lecture slides for week three of the course. There are two slides decks in total for week two of the course. Download each week three PowerPoint file and edit them as needed or use as is. Here is a summary of what is covered in each slide deck: Week Four Part One: Textbook affordability narrative; inclusive access; open vs. affordable; professional development and leadership; OER publishing Week Four Part Two: Diversity, Equity and Inclusion in open education; talking to faculty about OER Week Four Part Three: OER research; keeping up with open education; future open advocacy In addition, for Week Four, there is a supplemental resource for students. As this week's material covers talking to faculty about OER, there is a factsheet that provides sample "tough questions" faculty are known to ask about OER and recommended responses that students can use or practice with. Week Four Lecture Videos Each lecture video corresponds to one of the Week Four slide decks. The course instructor delivers the lecture content via the related video segment. This is intended to provide those who wish to replicate the course content with greater detail on what the instructor shares for each slide deck. Week Four Lecture Video One Week Four Lecture Video Two Week Four Lecture Video Three Week Four Discussion Board Topic: Explore the Open Education Research Explore the Open Education Research One of our topics this week is the research into the value and benefits of open education. Most of the research seeks to determine the impact of introducing open education resources into the classroom - and to what extent that impacts learning? What changes in learning, such as student performance and engagement, might instructors anticipate if they make the switch to OER? Does the research confirm or refute challenges to the quality of OER? Do course markings in student registration systems actually have an impact on student choice and academic success? To participate in this discussion you will select one open education research article - such as this example. This is a work of scholarship that uses a particular research methodology to conduct an experiment into the use of open education resources or teaching approaches. You can choose any open education research article of your choice. While you can certainly search for open education research using a resource such as Google Scholar or a King Library database for education research, you may want to start at the Open Education Group website. There is a good list of open education research compiled at this site. Consider choosing an article within the last few years so that the findings are less likely to be outdated. Post to the discussion list after you read your selected article. Cover the following points in your post: 1 - Provide the article citation 2 - Share a summary of key research findings of the article. 3 - What is your big takeaway from this article that you want your classmates to know. 4 - How might you use the findings of this article as an open education advocate? Could it be used to refute an OER myth? Could it be used to convince an educator to explore open pedagogy? 5 - To complete your post, please add a question that you would like to ask other students. Week Four Assignment and Rubric: Contribute to an Open Education Workshop Presentation Assignment Description This week you will have an opportunity to develop some content for an open education workshop presentation to instructors at your institution. As one of the academic librarians who is well versed in open education you've been asked to oversee the delivery of an open education workshop on your campus as part of your Open Education Week activities. To complete this assignment you will: 1 - Create a short slide presentation, with a voice overlay, using the Canvas Studio tool for media projects. Please be sure to use Canvas Studio to create or submit your multimedia presentation. If you are having any difficulties with Studio, please contact the instructor to discuss the possibility of an alternate means of submitting the presentation. 2 - First, create a set of slides on the topic of your presentation. You DO NOT need to provide an entire workshop on open education. You DO NEED to select just one area of open education and create a narrated slide presentation that would serve as just one section of a broader presentation on open education. Possible topics include: - Searching and Finding OER Introduce the Open Textbook Library and point out unique features and reasons for using it to discover OER * The difference between free learning material and an open education resource (with examples) * How to Create a Creative Commons License for an open education resource NOTE: whatever topic you choose begin your video with a statement that places your topic into the context of a full OER workshops. For example, you can say something like "Now that the workshop has introduced what an OER is and why they help our students, now we will focus on resources for discovering OER." This will allow you to demonstrate how your segment would fit into a full OER workshop. 3 - Your narrated presentation should be no longer than 5 minutes [NOTE: Canvas Studio limits them to 5 minutes] so plan accordingly when you build your slide deck. Include a title slide with your name and the title of your presentation. While the majority of the grade for this assignment is based on the quality, accuracy and clarity of the information provided, some points are based on the quality of your slide presentation. There is no need to get fancy. You can stick to the basics. Slides should be easy to comprehend and follow and the presentation should be clearly articulated. 4 - Once your narrated slide presentation is complete you can submit it via Canvas Studio server, which is designed to facilitate the submission of assignments (see the help sheet). You already did this for the week two assignment so the submission process is the same. Note: Using Canvas Studio for a narrated slide presentation is similar to recording a video presentation. Have your slide deck ready to present and then open up the Studio. Click the "record" button and then choose "screen capture". You may be prompted to download the screen capture application. Once you are ready to record place the "recording window" over your slide deck (in presentation mode) and then press the button to begin recording your narration. Try a few short practice recordings before starting the version you will submit. Assignment Rubric \| Criteria \| Ratings \| Pts \| \|\|\| \|---\|---\|---\|---\|---\|---\| Quality of Topic Coverage \| \|\|\|\|\| Creates an Effective Message \| \|\|\|\|\| Meets Assignment Guidelines \| \|\|\|\|\| T Quality of Communication \| \|\|\|\|\| Total Points: 20 \| Week Four Required and Recommended Reading/Video Required Reading/Video a. OER Starter Kit: Under section four "Teaching with OER" read the chapter "Diversity and Inclusion" b. John Hilton, "What Does the Research Say About OER?" (in) OER: A Field Guide for Academic Librarians c. BC Open Education, "Self-Publishing Guide," browse (no need to read in detail) chapter one " Look Before You Write" Optional Reading/Video Equity & Openness: Perspectives from North American Colleges and Universities - a series of blog posts on EDI work in open education by multiple authors. Jess Mitchell, "Tolerance for Failure: Open Education and its Ethical Edges" (video of keynote talk at Open Ed 18) Steven Bell and Annie Johnson, "We're Listening: Try a Textbook Listening Tour to Advance an OER Initiative" College and Research Libraries News, 2019. Steven Bell, "Open vs Affordable: A Balancing Act for Academic Librarians" Charleston Hub Blogs, June 2022. Apurva Ashok and Zoe Wake Hyde, "The Rebus Guide to Publishing Open Textbooks (so far)" Bob Butterfield and Cheryl Cuillier, "Inclusive Access Talking Points" (factsheet) Melissa Falldin and Karen Lauritsen, "Authoring Open Textbooks" (Rebus Community) Open Textbook Network, "Faculty Tough OER Questions" (factsheet) Kaitlyn Vitez (Student PIRG) "Automatic Textbook Billing: An Offer Students Can't Refuse" R. Griffiths, et.al. "Enacting Open and Culturally Relevant Practices" (pgs. 14-26) Teaching and Learning with Open Educational Resources Week Four - Optional Quiz For each week in the course, students have the option to take a no-risk quiz to test their comprehension and recall of that week's course content. In the attached document you will find all of the quiz questions with the correct answer identified, along with multiple incorrect responses. For each response there is a feedback message, both for the correct and incorrect responses. This document will facilitate the creation or modification of quiz content for the week two module. Additional Resources for Open Education NOTE: One element of the course content is a set of additional resources for those students who want to go beyond the required and recommended readings. This is by no means an exhaustive list - just a selectiv one. But it does offer a place within the course to add new articles of interest and particularly new studies, surveys and reports related to open education developments. Use all or any of these resources to create an "additional resources" section of the course. Instructors are strongly recommended to run a link check on this set of resources prior to inserting them into a coursesite. Open Education Resources (OER) Temple University "Discovering OER" Research Guide To Find Other OER Guides: do an Internet search on OER LIBGUIDE OER Factsheet for Adult Education Introductions to OER and Open Education OER: A Field Guide for Librarians Texas Learn OER (some is specific to Texas but otherwise a good general introductory tutorial) Open Education Resources: College Library Information on Policy and Practice (examples of OER programs at the college level) Teaching and Learning with Open Educational Resources (April 2022 - examines use of OER in community college settings) OER Research Open Education Group (compendium of literature) The Impact of Open Educational Resources on Various Student Success Metrics (Also known as the "Georgia State University Study" Open Pedagogy Open Pedagogy Approaches: Faculty, Library and Student Collaborations Open Pedagogy Notebook (compendium of OP projects) Katz and Allen "Evolving Into the Open: A Framework for Collaborative Design of Renewable Assignments" Pressbooks Directory of Student-Led OER (good examples of course-based open pedagogy assignments) Malloy and Trust "Empowering College Students to be OER Creators and Curators" Advocacy Reports/Studies Bay View Analytics (Babson Report) (national faculty survey of OER adoption) Bay View Analytics, "Open Education Resources: Going Mainstream" (what factors contribute to or detract from OER progress) The Impact of OER Initiatives on Faculty Selection of Classroom Materials (Bay View Analytics) Student Public Interest Research Group Publications Automatic Textbook Billing (challenges of inclusive access deals) SPARC Automatic Textbook Billing Contract Library (inclusive access) Fixing the Broken Textbook Market Florida State Student Textbook Survey Making the Case for OER (a series of blog posts from Open Oregon) InclusiveAccess.Org - get the facts about InclusiveAccess (a SPARC site) Radtke, Trudi (SPARC). History of College Textbook Prices: Examining Past Practices and Emerging Models. (webcast presentation recorded May 24, 2022) Copyright/Fair Use Copyright Basics: Crash Course (intellectual property) - video format A Fair(y) Use Tale - video format Creative Commons information, FAQ and more Open Education Librarians Be True: We Love OER Librarians (a recorded panel session featuring four OER librarians) Open Oregon Educational Resources Specialty Topics Intersections of Open Education and Information Literacy (ACRL Publications in Librarianship No. 79) Course Tips for Student Success NOTE: Based on past experiences with this course, this is a set of tips (recommendations) for students designed to help them perform their best as students in this course. At the start of the course, instructors are encouraged to share this set of tips and ask students to contribute their own tips that have helped them to be successful. Students have asked if I have any general tips for how to succeed in this course. Here are a few I would like to share: 1. Stay on pace. Do your best to watch the videos, review required readings and keep up-to-date with assignments. Students who stay on pace each week do well in this course. 2. Review the rubric for each assignment. This will guide you by identifying what I look for when grading your completed assignments. For example, if the rubric indicates that you need to include a particular piece of information, failing to include it results in a loss of points. Keep in mind that rubrics are your guidelines. They don't provide exact instructions for how to complete an assignment, so that's where you can express your own individuality. 3.Start with the videos. As a past online learner myself, I know that watching the instructor's lecture videos can be, well, less than exciting - and I do what I can to keep them upbeat and interesting. I do break up the weekly lecture videos into two to four segments. Don't feel that you need to watch the entire video at regular speed. If you get what you need from a slide or I'm going over something I previously reviewed, consider speeding up the video so you spend less time viewing it. You might even consider speeding up the video the first time you watch, take notes about anything you need to review - and then go back and watch again at regular speed. 3a. Viewing the Lecture Video - You might find that the default lecture video view in Canvas puts the instructor's camera in a spot on the slides that may block a small amount of slide text. Try experimenting with other ways to view the lecture video in Canvas using the button in the upper right hand corner of the screen - there are just a few alternate options and each has its pros and cons. Another possibility is to click on the arrow to the left of the CC button (it points upwards and slightly to the right). This allows you to view the lecture video in Panapto - where it was created. That gives you a side-by-side view of the instructor's camera and the slides - which are now unobstructed. So keep this in mind if the default view isn't to your liking. 4. Take the no-risk quizzes. You will find a no-risk, no-grade quiz in each module that covers that week's material. Research has shown that students who take a no-risk quiz demonstrate better learning and retention of material. This is a good way to quickly test your comprehension of the course contact. It can let you know what material you may want to review. 5. Optional readings/videos. They are indeed optional but even if you are short for time in any particular week, consider just dipping into them quickly to get a sampling of these materials. You may want to add them to your own resource list and return to them after the course is completed. 6. Take Notes. Most students would associate note taking with sitting in a lecture or classroom and trying to capture what the instructor is teaching for later recall. When the lecture is recorded it may seem that taking notes is redundant. After all, a student can always go back to the recorded lecture. The research of brain science and learning suggests that note taking is actually a powerful strategy for moving new learning material from short-term memory into long-term memory. Students, as they take notes while listening to a lecture, are moving the content into the part of the brain where it can be recalled at a later time. If you don't already make this your practice, consider taking notes as you go through the video lectures. 7. Subscribe to a personal bibliographic management application. Along with taking notes, being able to keep track of resources and citations you use in the course can save lots of time later on should you need to locate a resource or citation later in the course or much later in the program. The SJSU Library makes RefWorks available for this but there are other options such as Zotero. Do you have a favorite tip or hack for learning, time management or any other academic success strategy? If you'd like to share it I'll consider adding it to this page. Sample Instructor's Course Welcome VIdeo Note: It can be helpful, for an asynchronous course, for the students to have a welcome message from the instructor, just as they would likely receive in an actual in-class or even an online synchronous course experience. This video provides the welcome video used in this course which could easily be replicated by any other instructor. In addition to this video, the instructor also prepares a video tour of the course syllabus.	oercommons	2025-03-18T00:39:41.931752	Homework/Assignment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/92698/overview", "title": "OER for LIS: Toolkit for Building an OER Librarianship Course", "author": "Full Course" }
https://oercommons.org/courseware/lesson/79779/overview	Components and Formats of Micro Teaching Overview This module includes the guidelines for the newly appointed and undertarining teachers to prepare the micro skills and lesson planning. Components and Formats of Micro Teaching This module contains the components and formats of micro teaching. This module is very much helpful to the newly appointed teachers and pupil teachers under training.	oercommons	2025-03-18T00:39:41.953764	05/01/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/79779/overview", "title": "Components and Formats of Micro Teaching", "author": "Dr. Parmvir Singh Sandhu" }
https://oercommons.org/courseware/lesson/105676/overview	PORTFOLIO ASSESSMENT DESIGN PLAN Overview The portfolio-based assessment design plan centered around basic hand stitches in sewing offers a comprehensive and practical approach to assess students' proficiency in this essential skill. The lesson focuses on equipping students with the knowledge and ability to execute a variety of basic hand stitches accurately and effectively. The design plan incorporates a range of assessment methods, including sample fabric swatches showcasing different stitches, written reflections on stitching techniques, and photographs or videos demonstrating the application of stitches in practical sewing projects. By compiling a portfolio of their work, students have the opportunity to demonstrate their understanding and mastery of basic hand stitches, showcasing their precision, attention to detail, and ability to follow instructions. This design plan fosters a deeper understanding of sewing techniques while also encouraging creativity and the development of critical thinking and problem-solving skills necessary for success in the world of sewing and fashion design. This design plan holds great significance as it aims to thoroughly evaluate students' proficiency in utilizing fundamental hand stitches in the realm of sewing. By implementing a portfolio-based assessment approach, this design plan not only assesses technical skills but also promotes creativity, attention to detail, and the ability to follow instructions. The key components of this design plan include well-defined objectives, detailed assessment instructions, and a comprehensive rubric that provides clear criteria for evaluation. These elements work together to ensure a fair and comprehensive assessment of students' abilities in executing various hand stitches, enabling educators to gauge their proficiency and provide targeted feedback for improvement. This design plan allows students to demonstrate their mastery of basic hand stitches through the compilation of their work, encouraging them to showcase their creativity and precision in sewing.	oercommons	2025-03-18T00:39:41.970382	06/21/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105676/overview", "title": "PORTFOLIO ASSESSMENT DESIGN PLAN", "author": "GLYDELL ANN ALCONERA" }
https://oercommons.org/courseware/lesson/109589/overview	OER Item Sharing Template (QA4U Remix) Overview OER Fundamentals are invited to remix this course planning template to design and share their OER project plans, course information and syllabus, and reflection. How To Remix This Template - Make sure you are logged in by looking at the top right of the platform for your Avatar. - Click the "Remix" button on this resource to make your own version of this template. (You might want to "right-click" and choose "Open in a New Tab".) - Change the title to describe your project and add text, videos, images, and attachments to the sections below. - Delete this section (Section One) and any instructions in the other sections before publishing. - When you are ready to publish, click "Next" to update the overview, license, and description of your resource, and then click Publish. Project Planning My OER Goals & Purpose: What have you discovered during this OER Series and what are you planning to accomplish next? My Audience: Who are you designing this OER item for and what are their learning needs and preferences? My Team: Who else might support your OER item and what are their roles and responsibilities? Existing Resources: What existing resources can you utilize for your OER item? You can curate these resources in our Group Folders. New Resources: What new resources will you need for your OER item's next steps? Supports Needed: What additional supports do you need to complete your OER item? Do you need to gather more research and data to inform the design of your OER item? Our Timeline: What deadlines do you have for your OER item deliverables? OER Item Add your OER item here including the course name and number and any aligned learning outcomes. To add content in this section: - Add any text, images or videos by using this editing pane. - Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K" - Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save. Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources. Reflection Please reflect and share any observations and insights you noticed as a result of this OER Item, such as changes in your own practice, impact on colleagues or student engagement and impact.	oercommons	2025-03-18T00:39:41.986552	10/24/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/109589/overview", "title": "OER Item Sharing Template (QA4U Remix)", "author": "Joanna Schimizzi" }
https://oercommons.org/courseware/lesson/16637/overview	Nebraska State Outline Overview Attached is a black and white outline of the shape of Nebraska. Section 1 Attached is a black and white outline of the shape of Nebraska.	oercommons	2025-03-18T00:39:42.002455	09/05/2017	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/16637/overview", "title": "Nebraska State Outline", "author": "Brianna Templeton" }
https://oercommons.org/courseware/lesson/75387/overview	The Great Sunflower Project Overview The Great Sunflower Project is a great way to use Citizen Scientist's observations of bees nationwide to create an online map of the bee population with special attention given to sunflower pollinators. Your students can join the thousands of volunteers to gather pollinator information as part of this data collection. With the bee population in decline, students can actively assist in getting to the bottom of the causes of this environmental issue. There is an introductory video provided in English and Spanish by PBS, a Quick Start Guide, maps, opportunities to observe individual data, and loads of other resources to get your students outdoors and counting pollinators! The Great Sunflower Project	oercommons	2025-03-18T00:39:42.021684	Environmental Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/75387/overview", "title": "The Great Sunflower Project", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/108339/overview	EdApp Kullanımı Overview EdApp kullanımı tamamen ücretsiz olan tam özellikli bir öğrenme yönetim sistemidir.Bulut tabanlı kurs yazma araçlarıyla mikro öğrenme gibi özelliklere sahip, ilgi çekici ve etkili e- kursları tasarlayabilirsiniz. EdApp Program Tanıtımı EdApp kullanımı tamamen ücretsiz olan tam özellikli bir öğrenme yönetim sistemidir.Bulut tabanlı kurs yazma araçlarıyla mikro öğrenme gibi özelliklere sahip, ilgi çekici ve etkili e- kursları tasarlayabilirsiniz.	oercommons	2025-03-18T00:39:42.038348	09/07/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/108339/overview", "title": "EdApp Kullanımı", "author": "ilknur çinpolat" }
https://oercommons.org/courseware/lesson/8640/overview	Learning Objectives: Bloom's Taxonomy Action Verbs SLASL School Librarian Leadership Skills Rubric & Teacher Partnership SLASL Module 1: Selecting Standards & Creating Learning Objectives Overview This module supports the content covered in School Librarians Advancing STEM Learning (SLASL), Webinar #1: Selecting Standards & Creating Learning Objectives. MODULE #1 SLIDES: Selecting Standards & Creating Learning Objectives In this module you will prepare for completing parts #1-9 of the planning template by: Evaluating collaboration best practices for your innovative project; Analyzing the role of a standard in creating a unit of learning; Applying understandings of standard components to the creation of essential questions; Examining the role of the summative assessment in guiding inquiry units; and Evaluating student objectives for specificity and effectiveness. Follow-Up Task I. Create Your Unit Template: Create a copy of the Unit Template, linked below, as a Google Document. You will draft your unit in your new document. When your unit is final in a few months, you will publish it into OER Commons. UNIT TEMPLATE: Text-Based STEM Inquiry (Important note: please add Joanna Schimizzi, Letha Goger, and Gail March as able to comment on the draft unit when you set it up your Google doc. We will be there to cheer you on with feedback and support along the way!) II. Complete Sections #1-9: Prior to our next webinar (March 30th), please plan to work together to complete sections #1-9. Please stop when you have completed Sections #1-9 and do not work ahead! Section 1 This module supports the content covered in School Librarians Advancing STEM Learning (SLASL), Webinar #1: Selecting Standards & Creating Learning Objectives. MODULE #1 SLIDES: Selecting Standards & Creating Learning Objectives In this module you will prepare for completing parts #1-9 of the planning template by: Evaluating collaboration best practices for your innovative project; Analyzing the role of a standard in creating a unit of learning; Applying understandings of standard components to the creation of essential questions; Examining the role of the summative assessment in guiding inquiry units; and Evaluating student objectives for specificity and effectiveness. Follow-Up Task I. Create Your Unit Template: Create a copy of the Unit Template, linked below, as a Google Document. You will draft your unit in your new document. When your unit is final in a few months, you will publish it into OER Commons. UNIT TEMPLATE: Text-Based STEM Inquiry (Important note: please add Joanna Schimizzi, Letha Goger, and Gail March as able to comment on the draft unit when you set it up your Google doc. We will be there to cheer you on with feedback and support along the way!) II. Complete Sections #1-9: Prior to our next webinar (March 30th), please plan to work together to complete sections #1-9. Please stop when you have completed Sections #1-9 and do not work ahead!	oercommons	2025-03-18T00:39:42.060065	Mathematics	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/8640/overview", "title": "SLASL Module 1: Selecting Standards & Creating Learning Objectives", "author": "Life Science" }
https://oercommons.org/courseware/lesson/59297/overview	Carbohydrates Overview Digestion process of carbohydrates is conversion of complex molecules are converted into simple sugars. Absorption takes place in small intestine by active and passive transport. Metabolism - Oxidation by Glycolysis Process of Digestion Learning Objectives: At the end of this session, you will be able to know about - Digestion process - Steps involved in absorption process - Steps involved in metabolic pathway - Site of storage Lesson Plan: Carbohydrates: Carbohydrates is an important sources energy to the body. Dietary carbohydrates consist of Polysaccharides, Disaccharides and monosaccharides. Only monosaccharides could be absorbed into the blood stream. Through digestion process complex carbohydrates are converted into simple sugars. The Process of Digestion: Digestion of food is the break down of larger molecules into smaller molecules through mechanical and chemical process. Different organs in the Gastrointestinal tract work together in the process of digestion. While we talk about carbohydrates, the first stage of digestion begins in the mouth. During mastication or chewing the food, saliva gets secreted along with an enzyme called salivary amylase otherwise called as Ptyalin, which converts starch into dextrin and maltose. Though it is an initial process which has begun in the mouth, salivary amylase does not have much impact to the complex starch to get digested fully. After mastication, carbohydrates along with salivary amylase passes to the stomach through esophagus, where the salivary amylase gets inactivated due to the gastric acid. In the stomach, the digestion process continues with acidic gastric juice and enzyme. Semi-solid mass of food along with the secretions from pancreas, liver and gall bladder are known as chyme. Next process happens in the duodenum, the first segment of the small intestine, where pancreatic juices contains pancreatic amylase mixes with the chyme which completes the break down of starch and glycogen into disaccharides called maltose, sucrose and lactose. Brush border enzymes found on the microvilli of the small intestine such as maltase, iso-maltase, sucrase and lactase catalyze the reaction, converts disaccharides into monosaccharides i.e. glucose, fructose and galactose. Indigestible fibers and starch e.g. cellulose, hemicellulose, pentosans and galactans etc., which are not digested in the small intestine passes into the large intestine, where the indigestible fibers are digested by colonic bacteria releases short chain fatty acids (SCFA) such as acetate, butyrate and Propionate. The short chain fatty acids are absorbed across the gut epithelium and pass through the portal vein to the liver for metabolism. Absorption of Carbohydrates Absorption of monosaccharides takes place in the small intestine. The cells of the small intestine called enterocytes only absorb the simplest form of sugars. Glucose and galactose enter the enterocyte by secondary active transport, here ATP is used and higher concentration of sodium pulls glucose and galactose into the cell. Fructose enters the cell through passive transport which is does not requires ATP. The concentration should be higher in the intestinal lumen than in the absorptive cells which enquires permeability. After glucose, fructose and galactose enters the villi, they are transported by passive diffusion into the blood stream and reaches the liver for metabolism. Metabolism of Carbohydrates The absorbed glucose has the following pathways - Oxidation – Glycolysis & Kreb’s Cycle - Synthesis of non-essential amino acid - Glycogenesis – excess glucose is converted into glycogen and stored in liver and muscles - Lipogenesis – excess glucose is converted into lipid and stored in adipose tissue. Storage Glycogen is the main storage form of carbohydrates. It is stored mainly in liver and muscles.	oercommons	2025-03-18T00:39:42.093268	10/31/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/59297/overview", "title": "Carbohydrates", "author": "Gothainayagi Arumugam" }
https://oercommons.org/courseware/lesson/67020/overview	Education Standards Flipping Pennies - Grade 3 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Force and Motion Student Science Performance Phenomenon: A handkerchief can be pulled from under a plate without causing the plate to move. Anlogous Phenomenon: When a penny is sitting on a 3x5 paper card that is on top of a cup, you can make the penny fall into the cup without touching the penny. Gather: 1. Students develop questions to investigate how to cause the penny to fall off the card and into the cup without touching the penny. 2. Students plan and carry out an investigation to determine how forces are causing the movement of the penny. (Teaching Suggestions: Place a 3X5 card flat on top of a cup then place a penny on top of the card (in the middle of the card) directly over the cup. Now without touching the penny, design ways to have the penny fall into the cup by applying a single force. Provide students with a 3X5 card, nickel, and penny, heavy glass or mug.) 3. Students obtain information from reading or other sources about the causes of the penny falling straight down but the card being moved horizontally. (Teaching Suggestions: This NSF video is a quality resource: https://science360.gov/obj/video/70fadaa8-c3d4-4132-ba1f-c98be5caeb14/science-nfl-football-newtons-first-law-motion you may also provide a reading for the students. ) Reason: 4. Students develop a model to show the forces acting on the system of the card and penny result in the penny falling straight down into the cup. Class Discussion: Q: Why does the speed that the card is moving affect the way the penny moves? Q: ow does an increase in the weight of penny or stacking of pennies affect the motion? Q: Why does pulling the handkerchief or card out slowly change their motion? Q: Why does changing the angle the card is pulled out affect the motion of the penny? Q: Why is the inertia or momentum of the penny important to making it fall in the cup? Q: How does gravity affect the system? Q: How would it change the motion of the penny if we were someplace without gravity? Communicate Reasoning: 5. Students construct an explanation for how a handkerchief can be taken out from under an object without causing the object to move. *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Dave Campbell	oercommons	2025-03-18T00:39:42.113841	Jamie Rumage	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/67020/overview", "title": "Flipping Pennies - Grade 3", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/28142/overview	Education Standards SWAYAM platform of MOOCs E CONTENT BY UGC and EMRC SWAYAM advertisements: Video and audio Guidelines for developing courses for SWAYAM UGC Gazette: credit framework for online learning courses through SWAYAM OER-V: OER in India and SWAYAM Overview The Topic introduces various OER repositories in India including the SWAYAM. It also focus the challenges and tips for adopting OERs for beginners. Activity: Referring national educational repositories Activity •See the above mentioned sites (Can you recall please?...) and its contents specially course offered and course contents of your subject/expertise/interest. •Please see the epgpathshala http://epgp.inflibnet.ac.in/ and download the e content for your studies and teaching •See https://tell.colvee.org and complete the course on Understanding OER and send me a copy of your certificate please at openknowledgeok@gmail.com. Activity •See the above mentioned sites (Can you recall please?...) and its contents specially course offered and course contents of your subject/expertise/interest. •Please see the epgpathshala http://epgp.inflibnet.ac.in/ and download the e content for your studies and teaching •See https://tell.colvee.org and complete the course on Understanding OER and send me a copy of your certificate please at openknowledgeok@gmail.com.	oercommons	2025-03-18T00:39:42.134499	AJAY SEMALTY	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/28142/overview", "title": "OER-V: OER in India and SWAYAM", "author": "Module" }
https://oercommons.org/courseware/lesson/120091/overview	Corinn Herrell Remix- OER Item Sharing Template (Vital monitor) Overview OER Fundamentals Academy participants are invited to remix this sharing template to design and share their OER project plans, course information, any related resources and syllabus, and reflection. How To Use this rescourse This item is designed to create a fake vital sign machine that can be used with lower-fidelity mannequins or in a case study setting to simulate an automatic vital sign machine, where values are displayed as they are taken. This gives the student the numbers to accompany your case and helps them make the connections between the physiological state and the Vital sign values. The end usage is shared via a published To use this template, follow the steps below. - This is a viewable Google Slide show with connections to the next slide already created. To use it, you will need to create your own copy by clicking on the file button and then making a copy. - Now that you have the Template make another copy and name it for the patient you are creating. File in the numbers that appear on the slide only. Fill out all slides (note this if for a single set of vitals). - Once they are all filled out, click on the file and share the content, then publish it on the web. This will give you a link to shart the presentation in presentation mode. - share link directly - Share via a QR code Project Planning My OER Goals & Purpose: Share simulation resources to enhance lower fidelity options. My Audience: This is designed primarily for medical courses to be used in experiential activities. My Team: Nursing facuty Existing Resources: Google slides are utilized in this activity. New Resources: QR code generators help share during the activity. Our Timeline: This is a completed activity. OER Item Add your OER item here including the course name and number and any aligned learning outcomes. To add content in this section: - Add any text, images or videos by using this editing pane. - Include any external links in this editing pane by using the hyperlink button above or the command "Control" + "K" - Attach any documents or files to this section by using "Attach Section..." paperclip image below, then choose the correct file from your computer and save. Please check any sharing settings to external links (like Google Docs) to ensure others can access your resources. Reflection The biggest thing I learned is to really start small. I currently utilize and look for OER recourses for my course and have been interested in sharing the things that I have created for others as well.	oercommons	2025-03-18T00:39:42.156021	09/27/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120091/overview", "title": "Corinn Herrell Remix- OER Item Sharing Template (Vital monitor)", "author": "Corinn Herrell" }
https://oercommons.org/courseware/lesson/57604/overview	Education Standards Sun,Moon & Earth Overview The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year. When ancient people made these observations, they imagined that the sky was actually moving while the Earth stood still. The Moon is a natural satellite of the Earth, meaning that it orbits around the Earth. It is the only place outside of the Earth that humans have ever been! We can often see the Moon on a clear night, but it does appear to change shape during the 29 days it takes to orbit the Earth. Sun,Moon & Earth The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year. When ancient people made these observations, they imagined that the sky was actually moving while the Earth stood still. The Moon is a natural satellite of the Earth, meaning that it orbits around the Earth. It is the only place outside of the Earth that humans have ever been! We can often see the Moon on a clear night, but it does appear to change shape during the 29 days it takes to orbit the Earth. The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year. When ancient people made these observations, they imagined that the sky was actually moving while the Earth stood still. The Moon is a natural satellite of the Earth, meaning that it orbits around the Earth. It is the only place outside of the Earth that humans have ever been! We can often see the Moon on a clear night, but it does appear to change shape during the 29 days it takes to orbit the Earth.	oercommons	2025-03-18T00:39:42.176786	08/28/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/57604/overview", "title": "Sun,Moon & Earth", "author": "aditi ghela" }
https://oercommons.org/courseware/lesson/64967/overview	MAIN Causes of World War I Overview This is a short lesson on what are the four MAIN causes of World War I. MAIN stands for militarism, alliance, imperialism, and nationalism. War is Declared!!! World War I, also known as “The Great War” or “The War to End all Wars”, officially started in 1914. It is called a World War because most of the major countries in the world were involved in the war. We will discuss how that happens later on! World War I, may be considered the first “world war”, however, it will not be the last. There were many factors that preceded the war that actually led to the start of the war. We often place these factors into four groups, known as the four MAIN causes of World War I. If you notice, the word MAIN is capitalized, indicating that it is an anagram. The four MAIN causes of World War I are: M - Militarism A - Alliances I - Imperialism N - NationalismWe will discuss each cause individually. CC PDM 1.0 \| US Department of State Militarism is the belief or desire of a government that a country should maintain a strong military and be prepared to use it aggressively to defend or promote national interest. Before the start of the war, militarism was an ongoing process as European countries were building up their militaries. This buildup also allowed them to conquer foreign lands - something that we will address later, and protect their political and economic interests. CC PD \| National Archives at College Park Alliances, unions or relationships based on mutual interests, helped to start the war. The two main military alliances formed at this time were the Triple Entente (formed by Britain, France, and Russia) and the Triple Alliance (formed by Germany, Austria-Hungary, and Italy). During the war, Italy would change sides. Members of each alliance made promises to defend each other should any of them get attacked. As we will later see, this had a direct impact on the start of the war. Watch this video from Khan Academy for more on how the alliances formed prior to the war. Imperialism, according to the Merriam-Webster Dictionary, happens when one country takes over another country or territory through direct or indirect control. The map of Africa above is just one case of how imperialism was used throughout the world. As a result, in many cases, empires were created. Many of the dominant countries wanted to establish colonies to gain wealth and get access to natural resources that they would not naturally have (remember the industrial revolution). As a result, imperialism served as another form of competition amongst “developed” countries, many of which were in Europe. CC BY SA \| davidjl123 / Somebody500 Nationalism is the belief that one’s greatest loyalty is to a shared culture, including aspects of common history, language, religion, and nationality rather than to a leader or border. Think of it as an extreme form of patriotism. Because of imperialism, many European countries had empires. The people in these empires desired to become their own nations - and to be free of European control. In addition, there were ethnic and ideological differences within the empires themselves that spurred feelings of nationalism. The Powder keg of the War…… The action that started World War I is considered as the powder keg, or trigger, of the war. That event is the assassination, or killing of the Archduke of Austria-Hungary, Franz Ferdinand. Watch this video from Khan Academy to learn more about the assassination. To learn more about how the MAIN causes of the war came together and how the war actually started, watch this video from Khan Academy. You will notice that there are a lot of assumptions, blame, and countries looking for a reason to fight each other.	oercommons	2025-03-18T00:39:42.195201	Joseph Broadus	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/64967/overview", "title": "MAIN Causes of World War I", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/56338/overview	Education Standards Schoolyard Habitat Comparison Overview This document provides a simplified version of an investigation that uses quadrats to compare habitats in your schoolyard. Depending on your focus, the activity can be adapted to compare the diversity or amount of ground insects, invertebrates or plants in two areas. Students use the Next Generation Science Standards’ Planning and Carrying Out Investigations practice and the Cause and Effect and/or Stability and Change crosscutting concepts to build understanding of the needs of animals, differences in ecosystems and/or change in ecosystems. Decide on Context for the Activity: After reading through the lesson and NGSS section consider: - What is the Performance Expectation or Disciplinary Core Idea that this activity is going to be helping students to understand? This activity works well for comparing terrestrial habitats, looking at changes in habitat over time, and comparing areas with different amounts of human impact. - What might the students be looking for as they search inside their quadrats in different habitats? Are they focused on insects, invertebrates or plants? Will the students be counting total numbers or biodiversity? Biodiversity looks at the variety of different species and is more complicated to measure as it requires student capacity in telling species apart and tracking which ones they have seen. - How are you going to set up your students for this investigation, so it is helping them to explain a phenomenon? Can you provide them an opportunity to create a question about the phenomenon that this investigation will help them understand? For example, an investigation question might be, “What is the effect of location (grass or sheltered) on the number of ground invertebrates living there?”or “Where do more bugs live?” Creating student ownership of the process with a “storyline” approach helps create buy in for students who are not typically as engaged with science. IslandWood’s Phenomenal Observations activity can be a good way to generate student questions. Teacher Walk-About: Consider the following questions as you walk your schoolyard: - What are two habitats your students could compare using this activity? Each habitat type should provide at least some shelter and food for insects (grass that isn’t played on, garden beds, mulch, and edges of nature trails work well but not woodchips around play equipment, soccer fields and asphalt). - What are the areas you could establish as boundaries for when your students will be placing their quadrats? Each area needs enough space to place at least 6 quadrats spread out from each other. - What distractions could be a concern? (e.g. recess times and play equipment) - What safety concerns will you need to address? (e.g. adjacent to traffic, steep slope) - How much time do you need to plan to get to and from the site? Decide on Process: There are a variety of options for how you approach this investigation with your students (depending on their age, grade level and experience with the Science and Engineering Practices). - Will students to develop their own investigation procedure or do you want to provide them an already designed investigation to use? - Do you want students to write their observations individually, or should one person record the data for the group?	oercommons	2025-03-18T00:39:42.226763	Emma Pesis	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/56338/overview", "title": "Schoolyard Habitat Comparison", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/56339/overview	Education Standards Schoolyard Stormwater Walk Activity Overview This is a mapping activity that uses the student’s schoolyard to investigate how rain/stormwater interacts with different surfaces and where stormwater problems may occur. Students use Next Generation Science Standards’ Science and Engineering Practices in a near-by, relevant place. Teacher Preparation Decide on Focus: Review the NGSS appendix at the end of this document. What is the phenomenon or core idea you want your students to focus on during this activity? Which crosscutting concept will best help think about it? Develop investigative question and/or learning target as desired. Teacher Walk-About at School: Consider the following questions as you walk your schoolyard: - What can you find that relates to your focus? - Where are storm drains, puddles, and various surfaces to pour water on? - What distractions could be a concern? (e.g. recess times and play equipment) - What safety concerns will you need to address? (e.g. adjacent to traffic) - Where do you want to do this activity and what boundaries will you want to establish? - Will you need or want additional adult support? Create Student Mapping Worksheet: See appendix for how to add a map of your site to the worksheet. Decide on Process: There are a variety of options for how you approach this investigation with your students (depending on grade, skill-building needs and language proficiency). After reading through the lesson, consider: - Do you want your students to record additional notes on the student field sheet? - Do you want students to write their observations solo or work with a partner?	oercommons	2025-03-18T00:39:42.256062	Physical Geography	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/56339/overview", "title": "Schoolyard Stormwater Walk Activity", "author": "Life Science" }
https://oercommons.org/courseware/lesson/99807/overview	Oral connectors Overview A table to help students find the right oral connector when presenting a topic to the rest of the clas. The CERF has a NC CC licence. Oral conncetors A table to help students find the right oral connector when presenting a topic to the rest of the class. The added PDF contains a link to copy the original GOOGLE drawing, which enables derivative creation and remixing.	oercommons	2025-03-18T00:39:42.273475	01/08/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/99807/overview", "title": "Oral connectors", "author": "Eduardo Otsoa" }
https://oercommons.org/courseware/lesson/88952/overview	Digital Education with Cultural Heritage MOOC Overview Cultural heritage has a crucial role to play in education, and we want to bring this source of knowledge to every learner, educator and educational organisation. One of the ways that we do this is through Europeana’s Education MOOCs - or Massive Online Open Courses - which allow large numbers of participants to learn new skills and develop their knowledge through online teaching. The online course will explore the educational potential of digital cultural heritage to support teachers and educators to efficiently integrate it into their lessons and practices, regardless of the subject they teach. The final goal is to design engaging content for students, museumgoers and lifelong learners to prepare them as active and responsible citizens and to thrive. Register now: https://www.europeanschoolnetacademy.eu/courses/course-v1:Europeana+Culture_EN+2022/about WHY Cultural heritage has a crucial role to play in education, and we want to bring this source of knowledge to every learner, educator and educational organisation. One of the ways that we do this is through Europeana’s Education MOOCs - or Massive Online Open Courses - which allow large numbers of participants to learn new skills and develop their knowledge through online teaching. First run in 2021, the Europeana ‘Digital Education with Cultural Heritage’ MOOC aims to increase trust in digital cultural heritage as a primary source and empower teachers to use digital technologies. Last year over 2,100 people from 67 countries registered for the course and 547 participants completed the MOOC and got a certificate (50% completion rate). 99% of post-survey respondents rated the overall value of the course as good or very good and 95% agree or agree strongly that they will use the ideas and examples presented in the course in their everyday work. Due to the success of the course and with the aim to benefit more educational communities, we run in February 2022 an updated version in English and in March three additional language versions: Greek, Italian and Croatian. Aligned with the ambitions of the EU Digital Education Action Plan, the online course will explore the educational potential of digital cultural heritage to support teachers and educators to efficiently integrate it into their lessons and practices, regardless of the subject they teach. The final goal is to design engaging content for students, museumgoers and lifelong learners to prepare them as active and responsible citizens and to thrive. This MOOC makes use of Europeana’s digitised collection of cultural heritage and content from the Teaching with Europeana blog, where participants will find resources in multiple formats (pictures, videos, texts, 3D items) and multiple languages. It also features tools like Transcribathon, Historiana and other ready-made materials that educators can easily integrate in their educational activities. The course will introduce the learning scenario template and guide participants to use it and build their own. It includes a selection of videos with tested learning scenarios designed by educators from different countries. WHAT The course is organised around the principle of peer learning, with content designed to stimulate reflection and discussion so that participants can learn from each other’s experiences and ideas. In order to complete the course, participants are required to submit a final course product and review their peers’ work. Participants will receive a digital course certificate and digital course badge upon completion of the full course. WHO The course also aims to foster connections between schools and cultural heritage institutions like museums and libraries. So whether you are a teacher (of any subject or level), a non-formal educator, or someone with an interest in designing educational activities using Europeana, we welcome your participation! Other educational professionals and stakeholders, like heads of schools, school support staff and policy makers in education and culture are welcome to join too. WHEN The course starts on 7 February 2022 and will run for 6.5 weeks. Modules open one by one each week, followed by a 1.5 week grace period. The course consists of five modules, with a peer-reviewed final activity developed and offered in English, and a workload of about 25 hours in total. Stay tuned for the Greek, Italian and Croatian version starting 28 March! The course is available on the European Schoolnet Academy. In order to take part in the course, participants need to create an account if they do not have one already, and register for the course - which you can do through the link below!	oercommons	2025-03-18T00:39:42.295488	Assessment	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/88952/overview", "title": "Digital Education with Cultural Heritage MOOC", "author": "Languages" }
https://oercommons.org/courseware/lesson/105078/overview	PRODUCT BASED ASSESSMENT DESIGN PLAN Overview An alternative assessment design plan used to evaluate learner's understanding on the topic PRODUCT-BASED AUTHENTIC ASSESSMENT Subject: ARALING PANLIPUNAN Grade Level: Grade 7 Topic: EDSA 1 Revolution INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Demonstrate an understanding of the historical context, causes, and events leading to the Edsa 1 Revolution. - Create a scrapbook that visually represents the key aspects of the Edsa 1 Revolution. ASSESSMENT TASK: Create a historical and sustainable scrapbook that showcases the events, people, and significance of the EDSA 1 Revolution. INSTRUCTIONS: Materials: - Recycled paper or cardboard for the scrapbook pages - Sustainable adhesive (e.g., glue sticks made from natural ingredients) - Eco-friendly art supplies (e.g., non-toxic markers, pencils, or natural dyes) - Scissors - Old magazines or newspapers for collage materials - Sustainable decorative elements (e.g., dried leaves or flowers) - Pictures or any artifacts regarding on EDSA 1 Revolution Process/Mechanics: - Students will search information about the event - Develop a design plan of the scrapbook - Identify the materials needed - Create a historical and sustainable scrapbook Tips & Reminders: - Prioritize the use of sustainable materials throughout the process, such as recycled paper and eco-friendly adhesives. - Practice mindful consumption by repurposing materials from your surroundings or utilizing items that would otherwise be discarded. - Be creative and express your ideas in a visually appealing manner, while ensuring that the historical significance of the Edsa 1 Revolution is effectively conveyed. - Double-check spelling, grammar, and accuracy of information before finalizing your scrapbook. Time Frame: - Students will be given 1 week to create the scrapbook. The time duration will start from the day that the output was given (May 26, 2023). Submission: - Submit the completed sustainable scrapbook on June 2, 2023. Be prepared to present and discuss your scrapbook in front of the class as part of the evaluation process. RUBRICS: Instructions: - Carefully review the rubrics to understand the criteria and expectations for the project evaluation. - Each rubric consists of specific criteria and corresponding scoring scales to assess different aspects of the scrapbook. - The rubrics will be used by teachers to assess and provide scores for the scrapbook. - Students may also use the rubrics to self-assess their work before submission. - Evaluate each criterion in the rubric and assign the appropriate score based on the provided scale. - Consider the quality and completeness of each criterion when assigning scores. - After scoring each criterion, compute the total score by adding up the individual scores. - The rubrics may include rating scales or descriptors that provide an interpretation of the scores. Use the rating scales or descriptors to understand the level of achievement associated with each score. - The submission due date will be provided by the teacher or outlined in the project instructions. Scoring Rubric: Criteria \| 10 \| 8 \| 6 \| 4 \| CONTENT \| The scrapbook goes beyond the expectations with so much information about the event. \| The scrapbook has enough information about the event. \| The scrapbook is lacking some information about the event. \| The scrapbook do not have sufficient and very limited information. \| CREATIVITY \| Right amount (8-10 pcs.) of recycled materials and how they used that shows creativity and mastery. \| Less amount (5-7 pcs.) of recycled material and shows mastery of techniques on how to use them. \| Less amount (5-7 pcs.) of recycled material and shows less knowledge of techniques on how to use them. \| The scrapbook shows no knowledge about recycled materials and creativity in techniques. \| ORGANIZATION \| The design and content of the sustainable scrapbook is well structured and is eye appealing. \| The design and the content is only well structured but not eye appealing. \| The design is eye appealing but the contents are scattered and not well structured. \| The design and the content were scattered, not structured and is not eye appealing. \| Total Score: 30/30 \| REFERENCES: Telen, N. (2023, February 24). TIMELINE: EDSA People Power Revolution 1 - Toppling a Dictator. PREPARED BY: RUBIA, KHERBY JOHN STEVE M. (kherbyjohnsteve.rubia@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:39:42.345524	06/12/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105078/overview", "title": "PRODUCT BASED ASSESSMENT DESIGN PLAN", "author": "KHERBY JOHN STEVE RUBIA" }
https://oercommons.org/courseware/lesson/79908/overview	Types of Drugs Presentation Overview This presentation covers the characterstics and some examples of depressants, hallucinogens, stimulants, narcotics, steroids, and club drugs. Types of Drugs Presentation This presentation covers the characterstics and some examples of depressants, hallucinogens, stimulants, narcotics, steroids, and club drugs. Presentation Link: https://docs.google.com/presentation/d/1_QQBdfRUsmCWV9l8meEqblWwfO7n3pPpZntCvNSYQu4/edit?usp=sharing	oercommons	2025-03-18T00:39:42.357905	Lesson	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/79908/overview", "title": "Types of Drugs Presentation", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/86949/overview	Education Standards Grammar Overview This is a short microlesson teaching young learners what a verb is. Verbs Look for more videos for learners to do an activity. We are doing many things daily. For example, we walk, run, eat, etc. All these are actions we execute. We are doing something. Yes! All these words are action words which we call VERBS. Let's do an activity. Underline all the verbs in the following sentences. - The dog fetches the ball. - Sarah drinks cold lemonade. - Jordan kicks his soccer ball into the net. - Kim baked chocolate chip cookies for her son. Well done! Now that you completed this activity, can you think of more action words? Yes, verbs! Now, watch this video on how to identifying verbs in a fun way.	oercommons	2025-03-18T00:39:42.378400	10/22/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/86949/overview", "title": "Grammar", "author": "Antoinette Wentworth" }
https://oercommons.org/courseware/lesson/57493/overview	video about input/output devices INPUT AND OUTPUT DEVICES Overview This content enable learner to understand about input and output devices Computer being a versatile machine can process different types of data. so to work with these data types we need different type of devices which can help us to enter such data types in the computer and to receive their outputs as well in this chapter we will cover many such devices like keyboard, mouse, joystick, light pen, printer, speaker, etc. That can be used with the computer. Introduction about input and output devices The devices which are used to input the data and the programs in the computer are known as "Input Devices". or Input device can read data and convert them to a form that a computer can use. Output Device can produce the final product of machine processing into a form usable by humans. It provides man to machine communication. 1) Keyboard : Keyboard is used in the input phase of a computer-based information system. Keyboard is most common input device is used today. The data and instructions are input by typing on the keyboard. The message typed on the keyboard reaches the memory unit of a computer. It’s connected to a computer via a cable. Apart from alphabet and numeral keys, it has other function keys for performing different functions. (2) Mouse : It’s a pointing device. The mouse is rolled over the mouse pad, which in turn controls the movement of the cursor in the screen. We can click, double click or drag the mouse. Most of the mouse’s have a ball beneath them, which rotates when the mouse in moved. The ball has 2 wheels of the sides, which in turn mousse with the movement of the ball. The sensor notifies the speed of its movements to the computer, which in turn moves the cursor/pointer on the screen. (3) Scanner : Scanners are used to enter information directly in to the computers memory. This device works like a Xerox machine. The scanner converts any type of printed or written information including photographs into digital pulses, which can be manipulated by the computer. (4) Track Ball : Track ball is similar to the upside- down design of the mouse. The user moves the ball directly, while the device itself remains stationary. The user spins the ball in various directions to effect the screen movements. (5) Light Pen : This is an input device which is used to draw lines or figures on a computer screen. It’s touched to the CRT screen where it can detect raster on the screen as it passes. (6) Optical Character Rader : It’s a device which detects alpha numeric characters printed or written on a paper. The text which is to be scanned is illuminated by a low frequency light source. The light is absorbed by the dark areas but reflected from the bright areas. The reflected light is received by the photocells. (7) Bar Code Reader : This device reads bar codes and coverts them into electric pulses to be processed by a computer. A bar code is nothing but data coded in form of light and dark bars. (8) Voice Input Systems : This devices converts spoken words to M/C language form. A micro phone is used to convert human speech into electric signals. The signal pattern is then transmitted to a computer when it’s compared to a dictionary of patterns that have been previously placed in a storage unit of computer. When a close match is found, the word is recognized. (9) Plotter : Plotter is an O/P device that is used to produce graphical O/P on papers. It uses single color or multi color pens to draw pictures as blue print etc. (10) Digital Camera : It converts graphics directly into digital form. It looks like an ordinary camera, but no film is used therein, instead a CCD (changed coupled Divide) Electronic chip in used. When light falls, on the chip though the lens, it converts light waves into electrical waves.	oercommons	2025-03-18T00:39:42.398317	BANUMATHY RAJESH	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/57493/overview", "title": "INPUT AND OUTPUT DEVICES", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/28139/overview	Open Education: Find OER (by discipline) Wikipedia page on OER Wolfenden F, Open Educational Resources (OER) OER-III: 3Ws Overview The topic deals with the who, why and what about OERs. Section 1 The topic deals with the who, why and what about OERs.	oercommons	2025-03-18T00:39:42.415998	AJAY SEMALTY	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/28139/overview", "title": "OER-III: 3Ws", "author": "Module" }
https://oercommons.org/courseware/lesson/99083/overview	Eureka 7 Module 1 Lessons 5-6 Overview Google slides to correspond with Eureka 7 Module 1 Lessons 5-6 Eureka 7 Module 1 Lessons 5-6 Google slides to correspond with Eureka 7 Module 1 Lessons 5-6	oercommons	2025-03-18T00:39:42.431763	11/26/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/99083/overview", "title": "Eureka 7 Module 1 Lessons 5-6", "author": "Tasha Christensen" }
https://oercommons.org/courseware/lesson/45481/overview	Project Manager manages Costs Overview How a Project Manager manages Costs and time The raw material purchased at step one became the cost of goods sold when the client accepted the completion of the job. When the entry was made for the cost of goods sold and the finished goods inventory another entry would be made to record the sale (debit Accounts Receivable and credit Sales). At this stage labor and overhead costs have not been considered. task1 How a Project Manager manages Costs The raw material purchased at step one became the cost of goods sold when the client accepted the completion of the job. When the entry was made for the cost of goods sold and the finished goods inventory another entry would be made to record the sale (debit Accounts Receivable and credit Sales). At this stage labor and overhead costs have not been considered. Estimate project costs to enable the project budget to be prepared within agreed tolerances Estimating costs is the process of developing an approximation of the monetary resources needed to complete the project activities. Cost estimates are a prediction that is based on the information known at a given point in time. It includes the identification and consideration of cost alternatives to initiate and complete the project. Cost trade-offs and risks must be considered, such as make versus buy, buy versus lease and the sharing of resources in order to achieve optimal costs for the project. Cost estimates are generally expressed in units of some currency (for example, dollars, euro, yen etc) although, in some instances, other units of measure, such as staff hours or staff days, are used to facilitate comparisons by eliminating the effects of currency fluctuations. Learn more about how project managers manage budgets by studying a Diploma of Project management (class information available here) or look at some of the other courses here There is a distinct difference in between cost estimating and pricing. A cost estimate is the cost of the resources required to complete the project work. Pricing, however, includes a profit margin. A company performing projects for other organizations could do a cost estimate to see how much the project is going to cost to complete. Then, with this cost information, they will factor a profit into the project work. Estimating schedule activity costs involves developing an approximation of the costs of the resources needed to complete each schedule activity. Estimating the cost and profit of a project: In some cases, the estimator can use units of measure to estimate cost, such as staff hours or staff days, along with their cost estimates to facilitate appropriate management control. Costs are not easily attributed to or estimated in many cases. Costs are made up of: 1. Direct costs—directly attributable to the project: - Direct costs include equipment purchased, personnel salaries, site preparation, and material and supplies. - Direct benefits include items such as reduced personnel and hardware costs and improved data reliability. 2. Indirect costs—not directly attributable to the project: - Indirect costs are those that we would normally associate with overhead expenses, such as personnel fringe benefits and utilities. - Indirect benefits are perhaps the most difficult to quantify. An example of an indirect benefit is increased revenue resulting from improved customer support—such benefits are extremely difficult to measure. 3. Tangible costs—can be reasonably quantified: - Costs include software purchases and insurance. - Benefits include reduced equipment costs and increased revenue. 4. Intangible costs—cannot be reasonably quantified: - Costs include productivity loss caused by low employee morale. - Benefits may accrue from improved information. 5. Non-recurring costs—such as those for project development, are those costs that only occur once to get the system operational. 6. Recurring costs—such as those for equipment rental, occur throughout all or most of the project. Inputs To complete the cost estimating process you will need to consider many input factors, such as enterprise environmental factors, organizational process assets, the project scope statement, any constraints, WBS and WBS dictionary, as well as the project management plan, risk register and human resources plan. The cost estimating process considers enterprise environmental factors, such as: - marketplace conditions—what products, services and results are available in the marketplace, from whom and under what terms and conditions - commercial databases—resource cost rate information is often available from commercial databases that track skills and human resource costs and provide standard costs for material and equipment; published seller price lists are another source	oercommons	2025-03-18T00:39:42.449959	01/20/2019	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/45481/overview", "title": "Project Manager manages Costs", "author": "Mike lowrey" }
https://oercommons.org/courseware/lesson/120857/overview	Compilation and Execution in c Overview Compilation and Execution in c Compilation and Execution in c The compilation and execution process of C can be divided in to multiple steps: - Preprocessing - Using a Preprocessor program to convert C source code in expanded source code. "#includes" and "#defines" statements will be processed and replaced actually source codes in this step. - Compilation - Using a Compiler program to convert C expanded source to assembly source code. - Assembly - Using a Assembler program to convert assembly source code to object code. - Linking - Using a Linker program to convert object code to executable code. Multiple units of object codes are linked to together in this step. - Loading - Using a Loader program to load the executable code into CPU for execution.	oercommons	2025-03-18T00:39:42.465108	10/18/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/120857/overview", "title": "Compilation and Execution in c", "author": "Devki Devki" }
https://oercommons.org/courseware/lesson/116010/overview	Fun with Math: Addition and Subtraction Overview This unit is designed to help grade 2 students strengthen their understanding of addition and subtraction within 20 through engaging activities and practice exercises. It covers basic concepts such as counting, number bonds, and problem-solving strategies. Addition and Subtraction Lesson 1: Introduction to Addition - Objectives: - Understand the concept of addition. - Practice counting and adding numbers within 10. - Activities: - Counting with visuals: Using objects or pictures to demonstrate addition. - Interactive addition games: Online activities to reinforce addition skills. - Resources: - Printable addition flashcards. - Online addition games and interactive tools. Lesson 2: Addition Within 20 - Objectives: - Practice adding numbers within 20. - Understand number bonds and fact families. - Activities: - Number bond exploration: Breaking down numbers to understand addition relationships. - Addition fact families: Identifying related addition and subtraction facts. - Resources: - Printable number bond worksheets. - Addition fact family charts. Lesson 3: Introduction to Subtraction - Objectives: - Understand the concept of subtraction. - Practice counting backwards and subtracting within 10. - Activities: - Counting backwards with visuals: Using number lines or manipulatives to demonstrate subtraction. - Subtraction stories: Creating simple word problems to practice subtraction. - Resources: - Printable subtraction flashcards. - Interactive subtraction stories worksheet. Lesson 4: Subtraction Within 20 - Objectives: - Practice subtracting numbers within 20. - Apply subtraction strategies to solve problems. - Activities: - Subtraction within 20 practice sheets: Printable worksheets for guided practice. - Subtraction games: Online activities to reinforce subtraction skills. - Resources: - Printable subtraction within 20 worksheets. - Online subtraction games and interactive tools. Assessment: - Practice quizzes: Short quizzes after each lesson to assess understanding. - Problem-solving tasks: Real-world subtraction problems for students to solve independently or in groups.	oercommons	2025-03-18T00:39:42.481854	05/14/2024	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/116010/overview", "title": "Fun with Math: Addition and Subtraction", "author": "Elizabeth Celmer" }
https://oercommons.org/courseware/lesson/105118/overview	CONDUCT COMPETENCY ASSESSMENT Overview Conduct competency assessment involves evaluating an individual's ability to demonstrate appropriate behavior, attitudes, and skills in specific contexts or roles. It assesses their ethical conduct, professionalism, communication skills, collaboration, and adherence to established standards, ensuring they can effectively navigate social and professional interactions. CONDUCT COMPETENCY ASSESSMENT Subject: Cookery Grade Level: Grade 8 Topic: Baking Tools and Equipment INTENDED LEARNING OUTCOMES: At the end of the lesson, the students should have: - Effectively use baking tools and equipment to measure and portion ingredients accurately. - Apply safety guidelines when handling baking tools and equipment. - Demonstrate proficiency in using mixing tools and equipment to combine ingredients thoroughly. ASSESSMENT TASK: - Provide a baking recipe or task that requires the use of various tools and equipment. - Observe their use of tools and equipment, paying attention to their accuracy, efficiency, and adherence to proper techniques. - Assess their ability to measure ingredients accurately, mix ingredients thoroughly. INSTRUCTIONS: Demonstrate proper techniques for handling and using baking tools and equipment and show how to measure ingredients accurately using measuring cups and spoon as you will be assessed by an assessor. Materials: Baking tools and equipment (Measuring spoon, and measuring cup) Process/ Mechanics: The learners/ candidate will be provided with specific instructions and a set of baking tools and equipment, assigned specific tasks or scenarios that require the use of the tools and equipment. They will be monitored and guided by the instructor/assessor with a rating sheet as they practice handling and using the tools, ensuring they follow the demonstrated techniques and safety guidelines. Tips & Reminders: Always prioritize safety when using baking tools and equipment, maintain cleanliness, use tools and equipment as intended, and don't hesitate to ask for help or clarification if you have one. Time frame: Approximately 1 hour and 30 minutes Submission: The rating sheet will be passed after the demonstration. RUBRICS: Instructions: For the candidate, refer to the specific instructions provided to understands what is expected of them, how to perform the task correctly, and what criteria or standards they will be assessed against. Specific Instructions for the Candidate Unit of Competency: Baking Tools and Equipment Grade Level: Grade 8 Objective: To perform proficiency pertaining to baking tools and equipment General Instructions: Given the tools and equipment (Measuring Cups & Spoons), you should be able to use them properly and confidently. Specific Instructions: - Demonstrate how to use baking tools and equipment specifically measuring cup and measuring spoon. - Using measuring cup: - Select the appropriate measuring cup size based on the required quantity. - Fill the cup with the ingredient, pouring it gently until it reaches the desired measurement. - Level off the ingredient using a straight edge (e.g., the back of a knife) to remove any excess. - Using measuring spoon: - Select the appropriate measuring spoon size based on the required quantity. - Dip the spoon into the ingredient (e.g., spices, baking soda) and scoop out the required amount. - Level off the spoon by running the back of a knife or your finger across the top to remove any excess. Instructions: For the assessor, utilize the rating sheet provided for standardized and systematic way to evaluate and measure the learner/candidate’s performance Rating Sheet Candidate’s Name: \| \| Assessor’s Name: \| \| Qualification Title: \| Baking Tools and Equipment \| \| \| During the Demonstration, the Candidate: \| Check to show if evidence is demonstrated \| \| YES NO \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| REFERENCES: (APA, categorized, alphabetical) Conduct Competency Assessment PPT. https://docs.google.com/presentation/d/1u8y586AtpS1BPVzPt_17Ku7amI600VR8/edit?usp=drive_link PREPARED BY: BELAMIA, MARYPHERE G. (maryphere.belamia@ctu.edu.ph) LEENDON GELBORION (leendon.gelborion@ctu.edu.ph) CAMEL VILLAFUERTE (camel.villafuerte@ctu.edu,ph) RAMMEL BENTAZAL (rammel.bentazal@ctu.edu.ph) MAY ANN ACLAO (mayann.aclao@ctu.edu.ph) MARY GRACE VALLASO (marygrace.vallaso@ctu.edu.ph) JINALEN REGODOS (jinalen.regodos@ctu.edu.ph) June 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:39:42.532372	06/12/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105118/overview", "title": "CONDUCT COMPETENCY ASSESSMENT", "author": "Maryphere Belamia" }
https://oercommons.org/courseware/lesson/76587/overview	Sampling in Educational Research Overview This module includes the meaning of sampling and different types od probability and non probability sampling. Sampling in Educational Research Concept of Sampling: The process of selecting the representative sample units from the population to study the characteristics of the population is called sampling.	oercommons	2025-03-18T00:39:42.550547	01/24/2021	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/76587/overview", "title": "Sampling in Educational Research", "author": "Dr. Parmvir Singh Sandhu" }
https://oercommons.org/courseware/lesson/97638/overview	Referenced Worksheet Eureka 6 Module 1 Lesson 16-17 Slides Overview Here are slides and the corresponding worksheet for Eureka 6 Module 1 Lessons 16-17 Eureka 6 Module 1 Lesson 16-17 Slides I've created Google Slides to correspond with Eureka 6 Module 1 Lessons 16-17	oercommons	2025-03-18T00:39:42.567468	Tasha Christensen	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/97638/overview", "title": "Eureka 6 Module 1 Lesson 16-17 Slides", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/99080/overview	Eureka 7 Module 1 Lesson 17 Overview Google slides to go along with Eureka 7 Module 1 Lesson 17 Eureka 7 Module 1 Lesson 17 Google slides to go along with Eureka 7 Module 1 Lesson 17. See "notes" for more info	oercommons	2025-03-18T00:39:42.583160	11/26/2022	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/99080/overview", "title": "Eureka 7 Module 1 Lesson 17", "author": "Tasha Christensen" }
https://oercommons.org/courseware/lesson/114251/overview	Geographic Information Systems (GIS) Application in Renewable Energy Planning Overview The objective of this assignment is to explore the application of GIS in the planning and implementation of renewable energy projects. Students, divided in a group of 3-4, will analyze the geographical suitability, environmental impact, and socio-economic factors involved in the deployment of renewable energy technologies using GIS tools and techniques. Assignment Instructions: 1. Choose a specific renewable energy technology (solar, wind, or hydro) and a geographical area for analysis (a city, region, or country). 2. Conduct a literature review to understand the current state of renewable energy integration and GIS applications in your chosen area. 3. Gather relevant geographical data, including topography, land use, population density, environmental features, and existing energy infrastructure. 4. GIS Analysis - Use GIS software to analyze the suitability of your chosen area for the selected renewable energy technology. Evaluate factors such as solar radiation, wind speed, hydrological conditions, and proximity to energy demand centers. 5. Assess the potential environmental impacts of implementing the renewable energy technology in your chosen area using GIS tools. Consider factors such as habitat disruption, wildlife conservation, and carbon emissions' reduction. 6. Analyze the socio-economic implications of renewable energy integration using GIS data. Evaluate factors such as job creation, economic development, and community acceptance. 7. Prepare a report summarizing findings from the GIS analysis, environmental impact and socio-economic analysis. Include maps, charts, and graphs to visualize your results. 8. Consider sharing your assignment results (Final report, GIS files, maps,...) and engage with a wider audience. Outputs can be shared through online platforms, social media (FB, IG, ..) or local community. Submit your group report along with GIS data files, maps, and any other supporting materials electronically by the due date specified in the course schedule. Be prepared to present your findings in class, followed by peer feedback and discussion. Rubric \| Criteria \| Needs improvement \| Developing \| Good \| Excellent \| \| Understanding of Assignment Objective \| Limited \| Some \| Relevant \| Comprehensive \| \| Group work participation \| Minimal \| Partial \| Active \| Pro-active \| \| Quality of Analysis and Presentation \| Lack clarity and coherence \| Somewhat clear but require organisation \| Clear and understandable \| Clear and well-organised \| \| Effort of research and critical analysis \| Limited \| Some \| Sufficient \| Exceptional \|	oercommons	2025-03-18T00:39:42.599302	Physical Geography	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/114251/overview", "title": "Geographic Information Systems (GIS) Application in Renewable Energy Planning", "author": "Information Science" }
https://oercommons.org/courseware/lesson/82871/overview	The Library Grant Details Overview Your neighborhood Whole Foods Market Southern Region believes that Libraries Need Bees Too! Through this grant, we hope to help you make small changes to improve pollinator habitats and promote even bigger changes in your community while supporting pollinator literacy. We’ve provided the tools that you need to create your own Bee A Friend to Pollinators Community Event this year. Read on to learn more! The Library Grant Details	oercommons	2025-03-18T00:39:42.616949	Literature	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/82871/overview", "title": "The Library Grant Details", "author": "Environmental Studies" }
https://oercommons.org/courseware/lesson/108723/overview	Penguin Adaptations Overview "Pierre the Penguin: Teaching About Heat and Insulation Through Adaptations" by Jessica Fries-Gaither, Ohio State University is licensed under CC BY-SA 4.0. https://beyondpenguins.ehe.osu.edu/pierre-the-penguin-teaching-about-heat-and-insulation-through-adaptations This OER has been adapted by remixing it into interactive Google Slides. Students will read about Pierre the penguin and answer questions about how the same animals might have different adaptations based on their environment.	oercommons	2025-03-18T00:39:42.628958	09/20/2023	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/108723/overview", "title": "Penguin Adaptations", "author": "Anna Brazier" }
https://oercommons.org/courseware/lesson/105824/overview	Education Standards Lesson 1 - The Air All Around Us (word) Lesson 2 - Impact of Air Pollution (doc) Lesson 2 - Impact of Air Pollution (pdf) Lesson 3 - Air Pollution in Our Community (pdf) Lesson 3 - Air Pollution in Our Community (pdf) Lesson 4 - Idling Vehicles Investigation (doc) Lesson 4 - Idling Vehicles Investigation (pdf) Lesson 5 - Defining the Problem (doc) Lesson 5 - Defining the Problem (pdf) Lesson 6 - Researching Possible Solutions (doc) Lesson 6 - Researching Possible Solutions (pdf) Lesson 7 - Making an Action Plan (doc) Lesson 7 - Making an Action Plan (pdf) Lesson 8 - Taking Action (doc) Lesson 8 - Taking Action (pdf) Lesson 9 - Sharing Our Work (doc) Lesson 9 - Sharing Our Work (pdf) Session 1 Details: 3-5 Climate Action Course (doc) Session 1 Slide Deck: 3-5 Climate Action Course (Powerpoint) Session 2 Details: 3-5 Climate Action Course (doc) Session 2 Slide Deck 3-5 Climate Action Course Session 3 Details: 3-5 Climate Action Course (doc) Session 3 Slide Deck 3-5 Climate Action Course Session 4 Details: 3-5 Climate Action Course (doc) Session 4 Slide Deck 3-5 Action Course Session 5 Details: 3-5 Climate Action Course (doc) Session 5 Slide Deck 3-5 Climate Action Course Community-Centered Climate Action Course (for 3-5 Educators) Overview This Professional Development course sets up teachers and students to use the perimeter of their school to inquire about and monitor air quality as well as learn about emissions and activism in their community. Did you know idling cars during school pickup impacts air quality and the environment? Learn how to use an easy-to-implement action project to motivate and empower your students. Your students will build an understanding of how air pollution impacts their community and the climate and learn what community members are doing about it. They will then work together to map their findings, develop an action plan and share what they have learned. Learn how the Next Generation Science Standards Engineering Design Process and Social Studies standards can be an integral part of students working on real-world problems. Explore the social-emotional side of climate change and how direct action can foster resilience and environmental justice. Collaborate with teachers from across the region to have a collective impact on air quality and the environment. #climate science #islandwood (already searchable on text) Slide Decks and Session Notes This course was a delivered as professional development for teachers over 5 sessions. In this section are the slide decks and session notes for each. The three course themes (Local Climate Action, Engineering Solutions, and Equity & Justice) are discussed across all sessions, but the lessons used to model approaches to Climate-Centered action are focused on in different sessions as follows: - Session 1 introduces Lesson 1 - Session 2 introduces Lessons 2-4 - Session 3 introduces Lessons 5-6 - Session 4 introduces Lessons 7-8 - Session 5 introduces Lesson 9 Lesson 1: The Air All Around Us This introduction to our Air Quality Storyline starts student thinking about how air is important to people and animals and then focuses in on the air around the school. It is the first step in helping students to identify the problem’s created by Idling vehicles during the end of the day pick-up from school. After a read aloud intended to get the students thinking about the importance of air, they will practice their observational skills with a short video showing forest fire smoke in the Puget Sound region. Then the students will go outside to focus their thinking on air quality at their school as they observe the area, think about any connections from their own knowledge/experiences and ask questions. Laster, students will come back together in the classroom to review their observations and represent their current understandings of the air quality at their school in an explanatory model. NGSS Connections: Students will be using Asking Questions and Constructing Explanations in this lesson while thinking about cause and effect and systems and system models and beginning to think about how people impact environments. See the NGSS section at the end of this lesson for more detail Lesson 2: The Impact of Air Pollution Every being is connected to a larger network of beings. Every food web is part of an ecosystem that in turn is integral to a greater ecoregion. Their survival is tied to the quality of shared natural resources such as air. In this lesson, students will be encouraged to reflect on the impact of air quality on humans, animals, and other natural resources. First, students will discuss the impact of air pollution on people, animals, natural resources, and the climate while participating in a class-wide read aloud of three book chapters. Then students will work in small groups using mind mapping and collaborative research methods. Each group will cover a book chapter, narrow down a topic using facts and exploring implications of air pollution impact. Students will then share with the whole class. All along, students will be encouraged to engage in personal Science journal writing and collaborative poster making, respectful discussion of challenging topics, as well as preparing and delivering class presentation that invites collective critical thinking and includes appreciative discussion of student efforts and findings. Topic Target: All species co-exist in interconnected ecosystems. If one’s health or survival is affected, it has an impact on other species. Explore interspecies connections while remaining focused on fostering reflection on air quality. Guiding Question: How does air pollution impact people, animals + plants, and the climate? NGSS Connections: Students will be exploring how fossil fuels have an impact on nature, people, and climate. Please see NGSS details in appendix below Lesson 3: Air Pollution in Our Community Air quality at your school can be made worse by idling vehicles and improved by plants. In this lesson, students will think about the pollution sources in your community and then zoom in to think about sources at your school. They will then go outside with a map of your schoolgrounds to locate where vehicles idle during student pick up time and where large plants are growing. They will also mark on the map any locations where you have hung air quality testers any birds or animals that they see along the way. The locations identified will be used to reinforce ideas introduced in Lesson 3 and decide on the location of next lesson’s investigation. NGSS Connections: This lesson reinforces and makes local the Disciplinary Core Ideas and Crosscutting Concepts used in the previous lesson and then begins to move into Defining the Problem (as a step in an engineering design process). See the NGSS section at the end of this lesson for related standard and dimensions. Lesson 4: Idling Vehicles Investigation In this lesson, students will be gathering data about the numbers of idling cars and buses during the pickup time from school to answer the question of “How much air pollution is being produced by cars idling at our school?” They will need to do this on three different days to make the investigation a “fair test.” To avoid biasing the results, it will also be important that drivers/parents not receive any communications about the efforts before or during the data gathering. Students will then discuss any variables between the days and analyze the data to better understand the impact of the idling vehicles. This investigation also provides a baseline to which they can compare the effect of any intervention efforts they take on later in the storyline. NGSS Connections: Students in this lesson will be using the Science and Engineering Practices of Designing and Conduction Investigations and Analyzing Data to find patterns and help determine the amount of pollution coming from cars idling at their school. See Appendix 2 for more on the Dimensions involved. Lesson 5: Defining the Problem In this lesson students learn (or review) that engineering uses science and an Engineering Design Process to solve problems. And make their first steps into the process as they define the criteria for success and constraints that will help them choose the best possible approach to helping air quality at their school (in the next lesson). Students also look at who impacts and is impacted by air quality as “stakeholders” who have something invested in what is done about the problem. Focus Question: What do we need to know before we research solutions for our site? Key Terms: engineering design process, criteria for success, constraints, stakeholder NGSS Connections: In this lesson students will be directly applying the 3-5 Engineering Standard: 3-5-ETS1-1 “Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.” See the NGSS details in the appendix below for a details on each dimension involved in that standard. Lesson 6: Imagining and Researching Possible Solutions Engineers research and imagine possible solutions before considering each in the context of their problem’s criteria and constraints and choosing a solution. In this lesson, students will use previous data and lesson materials to brainstorm climate action solutions in their community. They will: - Consider potential air pollution solutions using what they have learned. - Evaluate potential solutions by considering how they meet their constraints and criteria for success. - Envision how to engage with stakeholders in action evaluation process. - Create a proposal for their solution using their research. - Choose a climate action plan that seeks to solve their problem. In the big picture, this lesson includes a menu of project ideas ranging from creating an advocacy campaign to reduce idling, working to convince informing the community on the impact of car idling on humans and nonhuman beings, proposing a study of alternative methods of transportation to reduce the air quality impact of cars idling during school pickup including measurements of air pollution reduction after specific behavior changes occur. Options are presented to review and may be used as an extension to your implementation in your classroom. Teachers are strongly encouraged to start the project selection process using previously gathered data and elevating students’ ideas. Modeling the review and evaluation of place-specific student-gathered data can help your class gain confidence in further developing their research question, address the community problem they are trying to solve, and choose data that can help build up their evidence and argument to advocate for their climate action project and implementation process as a class. Researching possible solutions to air quality can get messy. It is important to keep revisiting the Climate Action project implementation plan to ensure the overall feasibility of the project. It seems crucial to model checking on criteria and project constraints throughout the project implementation. We suggest teachers remain willing to help students revise their project implementation timeline and action outcome depending on live student responses and ongoing students’ needs to foster their agency. Please note that due to the collaborative nature of helping students come up with a place-based action project idea that they could implement, it will be important to keep in mind with students a realistic timeline (that will need to be revised further as the plan is developed and implemented in later lessons, the desired geographical radius for impact, and the budget for project implementation to ensure the climate action project is feasible for their class and school at that specific time during the school year. Guiding Questions: - What should we DO about air pollution in our community? - Which solution will best meet our criteria and constraints? NGSS Connections: In this lesson students will be using directly applying the 3-5 Engineering Standard: 3-5-ETS1-2 “Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.” See the NGSS details in the appendix below for details on each dimension involved in that standard. Lesson 7: Making an Action Plan In Lesson 5 Students ASKED questions to define the problem they need to solve. In Lesson 6 students IMAGINED ideas for what might help, then research possibilities others have tried and decide which of the ideas will best solve the problem. In this lesson student will PLAN out their solution. This includes detailing the tasks involved in their plan, researching and talking to stakeholders to answer any questions that come up, and creating a list of the materials they will need for their tasks. Guiding Question: What do we need to DO to make our solution happen? NGSS Connections: Students will be continuing to use an Engineering Design Process and applying engineering disciplinary core ideas towards solving an engineering problem. See the NGSS details in the appendix below for details on each dimension involved in the lesson. Lesson 8: Taking Action Having developed an Action PLAN in the previous lesson, students will move in this lesson through the CREATE and IMPROVE stages in their Engineering Design Process. Students will review their criteria for success to think about how they will know if their solution has succeeded and what they could do to gather information about it while they are taking action. Then they will follow their plan and measure their results before working on ways to improve or refine their efforts. If need and time exists they will make their changes and see if things improve. Guiding Question(s): What is going well and what could we IMPROVE next time? How will we know? NGSS Connections: Students will be continuing to use an Engineering Design Process and applying engineering disciplinary core ideas towards solving an engineering problem. See the NGSS details in the appendix below for details on each dimension involved in the lesson. Lesson 9: Sharing Our Work Sharing is an important part of engineering, and in this lesson students have the opportunity to SHARE about their work. The audience will depend on the project, your students, and the stakeholders involved in the project. The content will vary depending on what was accomplished but could include, learnings, efforts, results, suggestions for improvement and/or future proposals. Guiding Question: What do we want to share about what we have done and who should we share it with? NGSS Connections: Communication Information is an important skill for scientists and engineers and this shows up in the Obtaining, Evaluating and Community Science and Engineering Practice. See the NGSS details in the appendix below for details on each dimension involved in the lesson.	oercommons	2025-03-18T00:39:42.703326	Environmental Studies	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/105824/overview", "title": "Community-Centered Climate Action Course (for 3-5 Educators)", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/56337/overview	Education Standards Phenomenal Investigations Mind Map Phenomenal Investigations Activity Overview An adaptable exploratory and reflective activity that works with all ages and uses the Next Generation Science Standards (NGSS*), Asking Question and Defining Problems Practice and one of several possible Crosscutting Concepts to explore students’ awareness, prior knowledge and cultural experiences related to a phenomenon or Disciplinary Core Idea . Decide on Focus: Review the NGSS section at the end of this document. What is the phenomenon or core idea you want your students to focus on during this activity? Which crosscutting concept will best help think about it? Teacher Walk-About: Consider the following questions as you walk your schoolyard: - What can you find that relates to your focus? - Where do you want to do this activity? - What boundaries will you want to establish? - What distractions could be a concern? (e.g. recess times and play equipment) - What safety concerns will you need to address? (e.g. adjacent to traffic) - How much time do you need to plan to get to and from the site? Decide on Process: There are a variety of options for how you approach the observation time with your students (depending on their age, grade level and language proficiency). After reading through the lesson, consider: - Do you want your students to record notes on the student field sheet? - Do you want students to write their observations solo or work with a partner? - Have students answer one question at a time or skip around as connections are made? - How do you want to follow up on this activity back in the classroom? See the ideas on Page 3.	oercommons	2025-03-18T00:39:42.727118	Physical Science	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/56337/overview", "title": "Phenomenal Investigations Activity", "author": "Life Science" }
https://oercommons.org/courseware/lesson/26294/overview	Introduction: The Texas State Legislature Overview This chapter explores the law-making branch of Texas government–the Texas State Legislature. Introduction: The Texas State Legislature Chapter Introduction: The Texas State Legislature This chapter explores the law-making branch of Texas government–the Texas State Legislature. Structure At the end of this module, students will be able to: - Understand the structure of the Texas State Legislature Learning Objectives At the end of this section you’ll be able to: - Understand the structure of the Texas State Legislature Article 3 of the Texas Constitution describes the legislative department (branch) of Texas. The Texas Legislature is a bicameral (two branches or chambers) system with the Texas Senate being the upper house, and the Texas House of Representatives the lower house. There are a total of 181 members of the Texas Legislature: 31 Senators, and 150 members of the House. Duties and Role At the end of this module, students will be able to: - Understand the duties and role of the Texas State Legislature Learning Objectives At the end of this section you’ll be able to: - Understand the duties and role of the Texas State Legislature The Texas State Legislature meets at the Capitol in Austin. It is a powerful arm of the Texas government not only because of its power of the purse to control and direct the activities of state government and the strong constitutional connections between it and the Lieutenant Governor of Texas, but also due to Texas’s plural executive. The duties of the Legislature include consideration of proposed laws and resolutions, consideration of proposed constitutional amendments for submission to the voters, and appropriation of all funds for the operation of state government. All bills for raising revenue considered by the Legislature must originate in the House of Representatives. The House alone can bring impeachment charges against a statewide officer, impeachment charges are tried by the Senate. The Legislature is the constitutional successor of the Congress of the Republic of Texas since Texas’s 1845 entrance into the Union. The Legislature held its first regular session from February 16 to May 13, 1846.	oercommons	2025-03-18T00:39:42.744553	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26294/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26295/overview	Legislative Sessions Overview This section describes Texas' legislative sessions. Learning Objectives By the end of this section, students will be able to: Understand the cycle and length of Regular legislative sessions Understand the nature of Special Sessions Learning Objectives By the end of this section, you will be able to: - Understand the cycle and length of Regular legislative sessions - Understand the nature of Special Sessions Regular Sessions This step describes Regular Sessions. REGULAR SESSIONS A legislative session is the period of time in which a legislature is convened for purpose of lawmaking, This section describes the legislative sessions used by the Texas Legislature. Texas Legislature uses biennial sessions which means they meet every two years on odd numbered years, for 140 days. The Texas Legislature meets in regular session on the second Tuesday in January of each odd-numbered year. The Texas Constitution limits the regular session to 140 calendar days. Special Sessions This step describes Special Sessions SPECIAL SESSIONS Only the Governor may call the Legislature into special sessions, unlike other states where the legislature may call itself into session. The governor may call as many sessions as he or she desires. For example, Governor Rick Perry called three consecutive sessions to address the 2003 Texas congressional redistricting. The Texas Constitution limits the duration of each special session to 30 days; lawmakers may consider only those issues designated by the governor in his “call,” or proclamation convening the special session (though other issues may be added by the Governor during a session).	oercommons	2025-03-18T00:39:42.761156	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26295/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26296/overview	Qualifications for Service and Terms of Office Overview This section describes the aualifications for service and terms of office for Texas State Legislators. Learning Objectives Learning Objectives By the end of this section, students will be able to: - Understand the qualifications to be a member of Texas State House of Representatives - Understand the qualifications to be a member of Texas State Senate - Understand the terms of office for the Texas House and Senate - Understand the special nature of Senate elections at the beginning of a new decade Learning Objectives By the end of this section, you will be able to: - Understand the qualifications to be a member of Texas State House of Representatives - Understand the qualifications to be a member of Texas State Senate - Understand the terms of office for the Texas House and Senate - Understand the special nature of Senate elections at the beginning of a new decade Qualifications These are the qualifcations to be a member of the Texas House of Representatives or Senate. QUALIFICATIONS The following are the legal requirements in order for someone to meet the qualifications to become a member of the Texas Legislature. - Texas Representative (House) - U.S. Citizen - 2 years as a resident of Texas - 12 months as a resident of their District - At least 21 years old - A qualified elector (eligible to vote) - 2 year terms with unlimited term limit - Texas Senator - U.S. Citizen - 5 years as a resident of Texas - 12 months as a resident of their District - At least 26 years old - A qualified elector (eligible to vote) - 4 year terms with unlimited term limit Senate Elections at the Beginning of a New Decade This describes the special case of Senate Elections at the beginning of a new decade. SENATE ELECTIONS AT THE BEGINNING OF A NEW DECADE Each senator serves a four-year term and one-half of the Senate membership is elected every two years in even-numbered years, with the exception that all the Senate seats are up for election for the first legislature following the decennial census in order to reflect the newly redrawn districts. After the initial election, the Senate is divided by lot into two classes, with one class having a re-election after two years and the other having a re-election after four years. This process protects the Senate’s membership and the Senate as an institution serving as the more elite legislative chamber during normal (i.e., not at the beginning of new decade) election cycles.	oercommons	2025-03-18T00:39:42.779290	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26296/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26297/overview	Composition Overview This section discusses the composition of the Texas State Legislature. Learning Objectives By the end of this section, students will be able to: - Understand the partisan make up of the Texas State Legislature - Understand the gender makeup of the Texas State Legislature - Understand the racial makeup of the Texas State Legislature By the end of this section, you will be able to: - Understand the partisan make up of the Texas State Legislature - Understand the gender makeup of the Texas State Legislature - Understand the racial makeup of the Texas State Legislature Pale, Male, and Stale Pale, Male, and Stale It’s often been said the Texas State Legislature is “pale, male, and stale.” This may not be quite as accurate as in the past, but the Texas State Legislature is prodominantly white, male, and middle aged. Partisan Compostion Partisan composition The Republican Party controls both the Texas State House of Representatives and the Texas State Senate: - The Texas State House of Representatives currently has 93 Republicans, 56 Democrats, and one vacancy. - The Texas State Senate currently has 20 Republicans and 11 Democrats Gender Composition Gender composition The Texas State Legislature is predominantly male. - Approximately 81% of the Texas State House of Representatives is male (121 males, 29 females) - Approximately 74% of the Texas State Senate is male (23 males, 8 females) - Take together, almost 80% of the total membership of the Texas State Legislature is male (144 of 181 total members Racial Composition Racial composition Approximately two-thirds of the Texas State Legislature is white. The 84th Legislature (beginning 2015) was composed as follows: - 115 White members - 41 Hispanic members - 19 African-American members - 3 Asian members	oercommons	2025-03-18T00:39:42.797543	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26297/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26298/overview	Compensation Overview This section discusses the compensation (salary and retirement) for Texas State legislators. Learning Objectives By the end of this section, students will be able to: - Understand the salary received by Texas State Legislators - Understand the retirement available to Texas State Legislators By the end of this section, you will be able to: - Understand the salary received by Texas State Legislators - Understand the retirement available to Texas State Legislators Salary Salary State legislators in Texas make $600 per month, or $7,200 per year, plus a per diem of $190 for every day the Legislature is in session (also including any special sessions). That adds up to $33,800 a year for a regular session (140 days), with the total pay for a two-year term being $41,000. Retirement Retirement Legislators receive a pension after eight years of service, starting at age 60.	oercommons	2025-03-18T00:39:42.813307	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26298/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26299/overview	Organization and Leadership Overview Organization and leadership of the Texas State Legislature. Learning Objectives By the end of this section, students will be able to: - Understand how the Texas State Legislature is organized - Understand the Committee structure - Understand the presiding officers of the Texas State Legislature - Understand the roles played by the presiding officers By the end of this section, you will be able to: - Understand how the Texas State Legislature is organized - Understand the Committee structure - Understand the presiding officers of the Texas State Legislature - Understand the roles played by the presiding officers Organization Organization Although members are elected on partisan ballots, both houses of the Legislature are officially organized on a nonpartisan basis, with members of both parties serving in leadership positions such as committee chairmanships. As of 2018, a majority of the members of each chamber are members of the Republican Party. Committees Committees A committee is a group of legislators appointed by the presiding officer of the house or the senate to which proposed legislation is referred or a specific task is assigned. The size of the legislature and the volume of work confronting it each session make lengthy deliberation on all proposed measures by the entire membership a difficult task. For this reason, the basic business in both chambers is conducted according to the committee system. Committees to consider introduced bills and advise on their disposition are created in the rules of procedure of the respective chambers. Although nearly all bills are referred to a committee, a large number of bills are never reported out of committee. Thus, committee action is a crucial step in the process by which a bill becomes law. The presiding officers (the Speaker of the House and the Lieutenant Governor) have substantial power over the committee process. The Lieutenant Governor appoints all chairs and members of Senate committees, and refers all bills to committee. The lieutenant governor also schedules most bills for consideration on the Senate floor. Bills that are local or uncontested are scheduled by the Senate Administration Committee. The speaker appoints chairs and members of all House committees and refers all bills to a committee. Bills are scheduled for consideration on the House floor by the Calendars Committee. Types of Committees Types of Committees There are six types of Committees in the Texas State Legislature: - Standing: Peramanent--existing from one regular session to the next - Substantive: Work on legislation, rather than process (rules), calendars, or administration - Procedural: Work on the chamber process (rules), calendars or administration - Special (aka Ad Hoc): Temporary - Interim: Work between regular sessions - Conference (aka Joint): Comprised of members from the house and senate Committees of the Texas State Legislature Committees There are a total of 55 standing committees in the Texas State Legislature. There is 1 joint standing committee. The Texas Senate has 18 standing committees. The Texas House has 36 standing committees. These are the Committees of the Texas House of Representative and the Texas Senate: House - Agriculture and Livestock Committee, Texas House - Appropriations Committee, Texas House - Border & Intergovernmental Affairs Committee, Texas House - Business & Industry Committee, Texas House - Calendars Committee, Texas House - Corrections Committee, Texas House - County Affairs Committee, Texas House - Criminal Jurisprudence Committee, Texas House - Culture, Recreation, & Tourism Committee, Texas House - Defense & Veterans' Affairs Committee, Texas House - Elections Committee, Texas House - Economic & Small Business Development Committee, Texas House - Energy Resources Committee, Texas House - Environmental Regulation Committee, Texas House - General Investigating & Ethics Committee, Texas House - Government Efficiency & Reform Committee, Texas House - Higher Education Committee, Texas House - Homeland Security & Public Safety Committee, Texas House - House Administration Committee, Texas House - Human Services Committee, Texas House - Insurance Committee, Texas House - Judiciary & Civil Jurisprudence Committee, Texas House - Land & Resource Management Committee, Texas House - Licensing & Administrative Procedures Committee, Texas House - Local & Consent Calendars Committee, Texas House - Natural Resources Committee, Texas House - Pensions, Investments & Financial Services Committee, Texas House - Public Education Committee, Texas House - Public Health Committee, Texas House - Redistricting Committee, Texas House - Rules & Resolutions Committee, Texas House - State Affairs Committee, Texas House - Technology Committee, Texas House of Representatives - Transportation Committee, Texas House - Urban Affairs Committee, Texas House - Ways & Means Committee, Texas House Senate - Administration Committee - Agriculture & Rural Affairs Committee - Business & Commerce Committee - Criminal Justice Committee - Economic Development Committee - Education Committee - Finance Committee - Government Organization Committee - Health & Human Services Committee - Higher Education Committee - Intergovernmental Relations Committee - International Relations and Trade Committee - Jurisprudence Committee - Natural Resources Committee - Nominations Committee - State Affairs Committee - Transportation & Homeland Security Committee - Veteran Affairs & Military Installations Committee Presiding Officers Presiding officers The presiding officeres have wide latitude in choosing committee membership in their respective chambers and have a large impact on lawmaking in the state. Texas Senate Leadership: The Lieutenant Governor As presiding officer of the Senate, the lieutenant governor is officially called the President of the Senate. The lieutenant governor is elected by a statewide popular vote to serve a four year term of office. The lieutenant governor is not a member of the Senate, and votes only in case of a tie. The lieutenant governor appoints all chairs and members of Senate committees, and refers all bills to committee. The lieutenant governor also schedules most bills for consideration on the Senate floor. The current Lieutenant Governor is Dan Patrick. Texas House of Representatives Leadership: The Speaker of the House The speaker of the House is the presiding officer, elected by a majority of House members. The speaker appoints chairs and members of all House committees and refers all bills to a committee. The current Speaker of the House is Joe Strauss.	oercommons	2025-03-18T00:39:42.839872	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26299/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26300/overview	Redistricting Overview Redistricting Tips for using the DistrictViewer software. Learning Objectives At the end of this section, students will be able to - Understand what redistricting is - Understand why Texas must redistrict - Understand how Texas redistricts - Understand some current controversiies in Texas’ redistricting - Know where to find current district maps At the end of this section, you’ll be able to - Understand what redistricting is - Understand why Texas must redistrict - Understand how Texas redistricts - Understand some current controversiies in Texas’ redistricting - Know where to find current district maps What is redistricting? What is redistricting? Redistricting is the process by which new congressional and state legislative district boundaries are drawn. Each of Texas’ 36 United States Representatives and 181 state legislators are elected from political divisions called districts. United States Senators are not elected by districts, but by the states at large. District lines are redrawn every 10 years following completion of the United States census. The federal government stipulates that districts must have nearly equal populations and must not discriminate on the basis of race or ethnicity. Why does Texas have to redistrict? Why does Texas have to redistrict? The federal constitution calls for reapportionment of congressional seats according to population from a decennial census (Section 2, Article I). Reapportionment is the division of a set number of districts among established units of government. For example, the 435 congressional seats are reapportioned among the 50 states after each decennial census according to the method of equal proportions. The boundaries of the congressional districts are then redrawn by state legislatures in accordance with state and federal law. Redistricting is the revision or replacement of existing districts, resulting in new districts with different geographical boundaries. The basic purpose of decennial redistricting is to equalize population among electoral districts after publication of the United States census indicates an increase or decrease in or shift of population. The Texas Constitution requires the legislature to redistrict Texas house and senate seats during its first regular session following publication of each United States decennial census (Section 28, Article III). After each census, State Board of Education seats also must be redistricted to bring them into compliance with the one-person, one-vote requirement. Although the formal redistricting process under the Texas Constitution may remain the same, every decade sees a different, often unpredictable, path for state redistricting plans, depending on legislative, gubernatorial, Legislative Redistricting Board, and judicial action. The history of the redistricting process during the 1980s, 1990s, 2000s, and 2010s illustrates some of the different courses decennial redistricting can take. The timing and legal requirements, however, dictate that the basic process generally takes the following course, which is described in more detail in the associated sections. Federal census population data is delivered to the legislature no later than April 1 of the year following the decennial census, and the data is usually provided several weeks earlier. As soon as the census data is verified and loaded in the computer systems, the members of the legislature and other interested parties begin drawing plans. Bills to enact new state redistricting plans follow the same path through the legislature as other legislation. If Texas senate or house districts are not enacted during the first regular session following the publication of the decennial census, the Texas Constitution requires that the Legislative Redistricting Board (LRB), a five-member body of state officials including the lieutenant governor and speaker, meet and adopt its own plan. The LRB has jurisdiction only in the months immediately following that regular session. If congressional or State Board of Education districts are not enacted during the regular session, the governor may call a special session to consider the matter. If the governor does not call a special session, then a state or federal district court likely will issue court-ordered plans. Similarly, if the legislature and LRB fail to adopt a state senate or state house plan, a court will likely issue a plan to fill the void. A suit challenging an adopted redistricting plan may be brought at any time under the federal or state constitution or federal law. Before 2013, Texas and certain other states were required to obtain federal preclearance of any redistricting plans before they could be implemented. In 2013, the applicable provision of the federal Voting Rights Act was held invalid by the U.S. Supreme Court. The filing deadline for primary elections established by the Texas Election Code allows approximately six and one half months from the end of the regular legislative session for the governor to act on any redistricting legislation passed, for the LRB to meet if necessary, for any special session called to consider redistricting if necessary, for court action, and for counties to make necessary changes in county election precincts. Controversies Controversies There are conflicting opinions regarding the correlation between partisan gerrymandering and electoral competitiveness. In 2012, Jennifer Clark, a political science professor at the University of Houston, said, “The redistricting process has important consequences for voters. In some states, incumbent legislators work together to protect their own seats, which produces less competition in the political system. Voters may feel as though they do not have a meaningful alternative to the incumbent legislator. Legislators who lack competition in their districts have less incentive to adhere to their constituents’ opinions.” Section 2 of the Voting Rights Act of 1965 mandates that electoral district lines cannot be drawn in such a manner as to “improperly dilute minorities’ voting power.” No voting qualification or prerequisite to voting, or standard, practice, or procedure shall be imposed or applied by any State or political subdivision to deny or abridge the right of any citizen of the United States to vote on account of race or color. States and other political subdivisions may create majority-minority districts in order to comply with Section 2 of the Voting Rights Act. A majority-minority district is a district in which minority groups compose a majority of the district’s total population. As of 2015, Texas was home to 18 congressional majority-minority districts. Proponents of majority-minority districts maintain that these districts are a necessary hindrance to the practice of cracking, which occurs when a constituency is divided between several districts in order to prevent it from achieving a majority in any one district. In addition, supporters argue that the drawing of majority-minority districts has resulted in an increased number of minority representatives in state legislatures and Congress. Critics, meanwhile, contend that the establishment of majority-minority districts can result in packing, which occurs when a constituency or voting group is placed within a single district, thereby minimizing its influence in other districts. Because minority groups tend to vote Democratic, critics argue that majority-minority districts ultimately present an unfair advantage to Republicans by consolidating Democratic votes into a smaller number of districts. Current District Maps Current District Maps You may view current district maps at the Texas Legislative Council’s section on Texas Redisticting where you can use the DistrictViewer software.	oercommons	2025-03-18T00:39:42.860807	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26300/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }
https://oercommons.org/courseware/lesson/26301/overview	How A Bill Becomes a Law in Texas Overview How a bill becomes a law in Texas. Learning Objectives At the end of this section, students will be able to - Understand the process for a bill becoming a law in Texas - Understand the process for amending the Texas constitution - Know when laws become enacted At the end of this section, you’ll be able to - Understand the process for a bill becoming a law in Texas - Understand the process for amending the Texas constitution - Know when laws become enacted Preliminary Steps Preliminary steps The legislature meets every odd-numbered year to write new laws and to find solutions to the problems facing the state. This meeting time, which begins on the second Tuesday in January and lasts 140 days, is called the regular session. The governor can direct the legislature to meet at other times also. These meetings, called special sessions, can last no more than 30 days and deal only with issues chosen by the governor. On the first day of each regular session, the 150 members of the house of representatives choose one of their members to be the speaker of the house. The speaker is the presiding officer of the house. He or she maintains order, recognizes members to speak during debate, and rules on procedural matters. The speaker also appoints the chairs and vice chairs of the committees that study legislation and decides which other representatives will serve on those committees, subject to seniority rules. There are 31 committees, each of which deals with a different subject area, and five committees that deal with procedural or administrative matters for the house. Most members serve on two or three different committees. In the senate, the presiding officer is the lieutenant governor, who is not actually a member of the senate. The lieutenant governor is the second-highest ranking officer of the executive branch of government and, like the governor, is chosen for a four-year term by popular vote in a statewide election. The first thing that the speaker of the house and the lieutenant governor ask their respective houses of the legislature to do is to decide on the rules that the legislators will follow during the session. Some legislative procedures are provided for in the state constitution, but additional rules can be adopted by a house of the legislature if approved by a majority vote of its members. Once rules have been adopted, the legislature begins to consider bills. Introducing a Bill Introducing a Bill A representative or senator gets an idea for a bill by listening to the people he or she represents and then working to solve their problem. A bill may also grow out of the recommendations of an interim committee study conducted when the legislature is not in session. The idea is researched to determine what state law needs to be changed or created to best solve that problem. A bill is then written by the legislator, often with legal assistance from the Texas Legislative Council, a legislative agency which provides bill drafting services, research assistance, computer support, and other services for legislators. Once a bill has been written, it is introduced by a member of the house or senate in the member’s own chamber. Sometimes, similar bills about a particular issue are introduced in both houses at the same time by a representative and senator working together. However, any bill increasing taxes or raising money for use by the state must start in the house of representatives. House members and senators can introduce bills on any subject during the first 60 calendar days of a regular session. After 60 days, the introduction of any bill other than a local bill or a bill related to an emergency declared by the governor requires the consent of at least four-fifths of the members present and voting in the house or four-fifths of the membership in the senate. After a bill has been introduced, a short description of the bill, called a caption, is read aloud while the chamber is in session so that all of the members are aware of the bill and its subject. This is called the first reading, and it is the point in the process where the presiding officer assigns the bill to a committee. This assignment is announced on the chamber floor during the first reading of the bill. The Committee Process The Committee Process The chair of each committee decides when the committee will meet and which bills will be considered. The house rules permit a house committee or subcommittee to meet: (1) in a public hearing where testimony is heard and where official action may be taken on bills, resolutions, or other matters; (2) in a formal meeting where the members may discuss and take official action without hearing public testimony; or (3) in a work session for discussion of matters before the committee without taking formal action. In the senate, testimony may be heard and official action may be taken at any meeting of a senate committee or subcommittee. Public testimony is almost always solicited on bills, allowing citizens the opportunity to present arguments on different sides of an issue. A house committee or subcommittee holding a public hearing during a legislative session must post notice of the hearing at least five calendar days before the hearing during a regular session and at least 24 hours in advance during a special session. For a formal meeting or a work session, written notice must be posted and sent to each member of the committee two hours in advance of the meeting or an announcement must be filed with the journal clerk and read while the house is in session. A senate committee or subcommittee must post notice of a meeting at least 24 hours before the meeting. After considering a bill, a committee may choose to take no action or may issue a report on the bill. The committee report, expressing the committee’s recommendations regarding action on a bill, includes a record of the committee’s vote on the report, the text of the bill as reported by the committee, a detailed bill analysis, and a fiscal note or other impact statement, as necessary. The report is then printed, and a copy is distributed to every member of the house or senate. In the house, a copy of the committee report is sent to either the Committee on Calendars or the Committee on Local and Consent Calendars for placement on a calendar for consideration by the full house. In the senate, local and noncontroversial bills are scheduled for senate consideration by the Senate Administration Committee. All other bills in the senate are placed on the regular order of business for consideration by the full senate in the order in which the bills were reported from senate committee. A bill on the regular order of business may not be brought up for floor consideration unless the senate sponsor of the bill has filed a written notice of intent to suspend the regular order of business for consideration of the bill. Floor Action Floor Action When a bill comes up for consideration by the full house or senate, it receives its second reading. The bill is read, again by caption only, and then debated by the full membership of the chamber. Any member may offer an amendment, but it must be approved by a majority of the members present and voting to be adopted. The members then vote on whether to pass the bill. The bill is then considered by the full body again on third reading and final passage. A bill may be amended again on third reading, but amendments at this stage require a two-thirds majority for adoption. Although the Texas Constitution requires a bill to be read on three separate days in each house before it can have the force of law, this constitutional rule may be suspended by a four-fifths vote of the house in which the bill is pending. The senate routinely suspends this constitutional provision in order to give a bill an immediate third reading after its second reading consideration. The house, however, rarely suspends this provision, and third reading of a bill in the house normally occurs on the day following its second reading consideration. In either house, a bill may be passed on a voice vote or a record vote. In the house, record votes are tallied by an electronic vote board controlled by buttons on each member’s desk. In the senate, record votes are taken by calling the roll of the members. If a bill receives a majority vote on third reading, it is considered passed. When a bill is passed in the house where it originated, the bill is engrossed, and a new copy of the bill which incorporates all corrections and amendments is prepared and sent to the opposite chamber for consideration. In the second house, the bill follows basically the same steps it followed in the first house. When the bill is passed in the opposite house, it is returned to the originating chamber with any amendments that have been adopted simply attached to the bill. Action on the Other House’s Amendments and Conference Committees Action on the Other House’s Amendments and Conference Committees If a bill is returned to the originating chamber with amendments, the originating chamber can either agree to the amendments or request a conference committee to work out differences between the house version and the senate version. If the amendments are agreed to, the bill is put in final form, signed by the presiding officers, and sent to the governor. Conference committees are composed of five members from each house appointed by the presiding officers. Once the conference committee reaches agreement, a conference committee report is prepared and must be approved by at least three of the five conferees from each house. Conference committee reports are voted on in each house and must be approved or rejected without amendment. If approved by both houses, the bill is signed by the presiding officers and sent to the governor. Governor's Action Governor's Action Upon receiving a bill, the governor has 10 days in which to sign the bill, veto it, or allow it to become law without a signature. If the governor vetoes the bill and the legislature is still in session, the bill is returned to the house in which it originated with an explanation of the governor’s objections. A two-thirds majority in each house is required to override the veto. If the governor neither vetoes nor signs the bill within 10 days, the bill becomes a law. If a bill is sent to the governor within 10 days of final adjournment, the governor has until 20 days after final adjournment to sign the bill, veto it, or allow it to become law without a signature. Constitutional Amendments Constitutional Amendments Proposed amendments to the Texas Constitution are in the form of joint resolutions instead of bills and require a vote of two-thirds of the entire membership in each house for adoption. Joint resolutions are not sent to the governor for approval, but are filed directly with the secretary of state. A joint resolution proposing an amendment to the Texas Constitution does not become effective until it is approved by Texas voters in a general election. Enactment (when laws go into effect) Enactment (when laws go into effect) Any bill passed by the Legislature takes effect 90 days after its passage unless two-thirds of each house votes to give the bill either immediate effect or earlier effect. The Legislature may provide for an effective date that is after the 90th day. Under current legislative practice, most bills are given an effective date of September 1 in odd-numbered years (September 1 is the start of the state’s fiscal year). Visual Representation Visual Representation For More Information For More Information The Texas Legislative Council has provided a detailed description of the legislative process in Texas. You may research past and current legisation at the Texas Legislature Online.	oercommons	2025-03-18T00:39:42.886240	null	{ "license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/", "url": "https://oercommons.org/courseware/lesson/26301/overview", "title": "Texas Government 1.0, The Legislative Branch", "author": null }

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