A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources.

¿Qué es la pedagogía abierta? ¿Cómo la están poniendo en práctica los profesores en sus aulas para construir textos abiertos y otros recursos educativos abiertos? ¿Cuáles son las ventajas de la pedagogía abierta? Esta sección responde a estas preguntas y proporciona ideas para trabajar dentro de las estructuras de enseñanza existentes para introducir la pedagogía abierta en sus clases.

The Handbook describes several flexible online learning strategies implemented in China under the Chinese Ministry of Education initiative Disrupted classes, Undisrupted Learning which ensured flexible online learning to over 270 million students from their homes.

This open educational resource is focused on teaching the history of the colonial legacy of Residential Schools, with an emphasis on exploring the unique history of the Shingwauk Residential School which operated in Sault Ste. Marie, Ontario, Canada. This project builds upon decades of archival research and data collection, including the recording of oral histories, under the Shingwauk Residential Schools Centre’s (SRSC) mandate of ‘sharing, healing, and learning.’ ‘Realizing Healing and Reconciliation through Education’ is designed to increase the capacity of the SRSC to educate local, regional, and national audience about the history of Residential Schools.

Hearts and Minds is a collection of generic mental health case studies written by students at the University of Southern Queensland. The mental health concerns focus on those typically experienced within schools and include Anxiety, Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Depression, Post-Traumatic Stress Disorder and Suicidal Ideation

This book delves into the connections we can make with Australian First Nation cultures and histories as well as providing intercultural resources that cover the diverse countries of Spain, Vietnam, China, Burma and Korea. It is hoped that this book will enable you to keep fossicking for those gems and nuggets that will inspire you on your journey to becoming culturally competent educators.

This book contains 10 easy picture stories for beginning students of English. The stories have a Lexile level of 100L-500L and address common home and school situations. Each story includes images, self-correcting comprehension exercises, and a conversation prompt.

“Hookup” culture remains a common practice on college campuses yet remains a taboo topic for many to understand and/or discuss. This text is a collection of students’ reflections that bring “hookup” culture into the mainstream narrative and provides real-life experiences that inform, educate, and challenge the reader.

How to Learn Like a Pro! features the “big six” effective learning/study skills topics:

- Learning styles and preferences
- Time and materials management
- Critical thinking and reading
- Note-taking
- Memory principles and techniques
- Test-taking

Each of the six units featuring a total of twenty-three lessons and accompanying exercises (with a dash of humor here and there) were developed with the diverse student body of the community college in mind as well as learners in other educational venues.

This open textbook is designed for Human Development, a core Psychology course. This course provides a bird’s eye view of major milestones and developmental tasks during each age period, starting at conception and ending with old age.

Humanizing Online Teaching and Learning is a collection of chapters written by the participants of a free open course on the Canvas Open Network. A variety of methods for increasing presence in online courses were shared in this multi-institutional, international, online professional learning opportunity. Susan Spellman Cann along with Erin Luong, Christina Hendricks, and Verena Roberts happily contributed to chapter six, which focuses on social learning in online spaces. There is a special focus on the importance of relationships which are essential in any learning, but especially online.

In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.

This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.

Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.

This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.

The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.

See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide

Help is on the way for new teachers looking to incorporate technology into your pedagogy. The authors of this book have more than 100 combined years of experience. We are here to support you in navigating using educational technology your first few years of teaching.

This book is a compilation of created and remixed resources for use in various courses supporting the care and development of infants and toddlers. This textbook is intended to be pulled apart, remixed, reshared, and redistributed in the form that best meets your individual needs. For this reason, this resource has unique characteristics not typical of other textbooks.
• Each chapter or section is stand-alone. No chapter references another or makes statements such as “as you previously read.” This intentional design choice allows you to remix every section without concern about referencing a section you did not copy over.
• The chapters were created around topics we felt should be stand-alone and therefore had different length requirements. For this reason, you will notice a chapter might be 20 pages or 2.
• Chapters contain multiple sections to remix easily and create new and unique chapters for your individual needs.
• You might find repeat information within sections. Since each section is intended as a stand-alone section, information might be repeated within sections to give context to the subject matter. The beauty of OER is you have permission to delete and add as needed.
• We’ve made every effort to keep the original source with the content, as you remix be aware of the license types on each resource.
To best use a small window of time to complete this resource, we decided to forgo many of the extra “bells and whistles” one might find in traditional textbooks, including call-out boxes with additional resources, robust vignettes, and reflection questions. While we feel this resource contains much of the content needed for multiple infant and toddler courses, we eagerly await each improvement upon this resource the infant and toddler educator community bring forth.

This textbook includes chapters 1-6 from “Understanding the Whole Child: Prenatal Development Through Adolescence“, then chapters 1-4 from “Observation and Assessment“, and chapters 1-2, 7, 9, and 11 from “The Role of Equity and Diversity in Early Childhood Education“. “Understanding the Whole Child: Prenatal Development Through Adolescence” by Jennifer Paris, Antoinette Ricardo, and Dawn Rymond, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work. This adapted edition is produced by Northeast Wisconsin Technical College. This adaptation has not significantly altered or updated the 2019 text other than removing chapters which will not be used in this class and formatting for accessibility. This work is made available under the terms of a Creative Commons Attribution license.

This book includes the Learning Outcome: explain and recognize stages and milestones in physical, social, emotional, sensory, linguistic, and cognitive development for infants from birth to 15 months old. The objective meets the NAEYC Standard 1a [Knowing and understanding young children’s characteristics and needs, from birth through age 8] for educator preparation and the MA Core Competency 1.A.1 and 1.G.15 at the initial level. You will experience how an infant develops at an individual rate and has a personal approach to learning.

This book is primarily written for those involved in teaching or supporting learning in Higher Education (HE). It is also written for those who influence what goes on in higher education, and we are hopeful that the book will encourage and promote an awareness of the distinctiveness and value of Active Learning approaches. Furthermore, we hope that others with an interest in active, collaborative learning will find something of value in these chapters.