VCCS's "Pathways" Course provides faculty with an introduction to the laws that influence the use, re-use, and distribution of content they may want to use in a course. Activities include finding openly licensed content for use in a class and publishing openly licensed works created by faculty. At the end of the course, students will have openly licensed content that will be ready for use in a course.
This textbook provides a toolbox, a guidebook, and an instruction manual for researchers and interventionists who want to conceptualize and study applied problems from a developmental systems perspective, and for those who want to teach their graduate (or advanced undergraduate) students how to do this. It is designed to be useful to practitioners who focus on applied developmental problems, such as improving the important developmental contexts where people live, learn, and work, including the applied professions in education, social work, counseling, health care, community development, and business, all of which at their core are concerned with optimizing the development of their students, clients, patients, workers, citizens, and others whose lives they touch.
Marx, en 1884, define el término trabajo cooperativo como “múltiples individuos trabajando juntos de una manera planificada en un mismo proceso de producción o en procesos de producción diferentes pero conectados” [MAR84]. Por otro lado, se afirma que un trabajo cooperativo “está formado por procesos de trabajo relacionados. Cada proceso genera ciertas tareas a ser desarrolladas por los miembros del equipo de trabajo para el cumplimiento de los objetivos” [COR04]. Bannon y Schmidt establecen que hay muchas formas de trabajo cooperativo, por ejemplo: trabajo colaborativo, trabajo colectivo, trabajo coordinado, y trabajo de articulación [BAN89a].
- Material Type:
- Project LATIn: The Latin American Open Textbook Initiative
- César Collazos
- Jaime Muñoz
- Yosly Hernández
- Date Added:
This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education
This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. It includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.
This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides a high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
Accessibility is frequently the last thing course and website developers want to think about when creating an online content. There is extra time involved up front, but it can help prevent problems down the line. I think most of us in higher education care about all students and want to help them to our best ability. There are also laws protecting the rights of individuals with disabilities to have access to programs and services that institutions of higher education offer. Section 504 of The Rehabilitation Act of 1973 says that public institutions receiving federal funds, this includes student financial aid, need to ensure that people with disabilities can participate in programs & activities and have the same benefits that people without disabilities have. It requires academic adjustments and accommodation to ensure full participation. Section 508 is an amendment that requires electronic information and technology, such as websites and online courses be accessible. The American with Disabilities Act of 1990 expands the Rehabilitation Act of 1973 to private as well as public institutions of higher education. The newest is The 21st Century Communications and Video Accessibility Act of 2010. It requires modern communications to be accessible to people with disabilities. This includes VOIP services, electronic messaging, video conferencing, video communications and mobile browsers.
This book,"Blended Learning in K-12", is an overview of the concept of "blended learning" and how it relates to the integration of technologies in the K-12 environment. Dr. N.I. Scagnoli, the course instructor, has guided the students of the CTER 7 cohort in the creation of this book. This could not have happened in the 1980s. (By way of explanation to non-Americans, K-12 means all primary and secondary schooling).
A free, Open Educational Resource, Blueprint for Success in College and Career is a students' guide for classroom and career success. This text, designed to show how to be successful in college and in career preparation focuses on study skills, time management, career exploration, health, and financial literacy.
The Blueprint for Success series comprises three books for the College Success and FYE (First-Year Experience) genre. The central text, Blueprint for Success in College and Career, is designed to show how to be successful in college and in career preparation. In addition, targeted sections on Study Skills and Time Management, and Career and Decision Making are available separately as Blueprint for Success in College: Indispensable Study Skills (https://press.rebus.community/blueprint1/) and Time Management Strategies, and Blueprint for Success in Career Decision Making (https://press.rebus.community/blueprint3/).
Associated lessons plans are also available for download and adaptation in the Guttman Community College OER collection in CUNY Academic Works.
This guide is a helpful way of remembering the criteria you should consider when evaluating information: Currency, Authority, Relevance, Documentation, Information Type, and Objectivity. CARDIO.
Related lesson plans are also available for download and adaptation in the Guttman Community College OER collection in the CUNY Academic Works institutional repository. This goes along with the C.A.R.D.I.O. Evaluation Handout.
The Changing Story gives you assignments, resources, and examples to use in your teaching and learning. It will also help you think of ways digital stories can be used in your teaching, and help students harness the power of visual storytelling.
In the world of engaged learning, teachers are inspired by students. I teach primarily classes in African American literature, many of which answer requirements for General Education credit. Because General Education enrollment consists of students from colleges across the university, I have the opportunity to introduce a diverse group of students to the works of Charles Chesnutt, whom I describe as “the most famous Cleveland writer you’ve never heard of.” Inevitably, despite their diverse academic majors, all agree that what they are learning needs to be shared with teachers in the Cleveland Metropolitan school system. Yet while there are numerous websites devoted to Charles Chesnutt, few pay more than passing attention to his association with Cleveland, where Chesnutt was born in 1858, returned in 1883, built one the city’s most successful court reporting businesses, and wrote continuously until his death in 1932.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.
College ESL Writers: Applied Grammar and Composing Strategies for Success is designed as a comprehensive grammar and writing etext for high intermediate and advanced level non-native speakers of English. We open the text with a discussion on the sentence and then break it down into its elemental components, before reconstructing them into effective sentences with paragraphs and larger academic assignments. Following that, we provide instruction in paragraph and essay writing with several opportunities to both review the fundamentals as well as to demonstrate mastery and move on to more challenging assignments.
"OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty"--OpenStax website.
The focus of this textbook is preparing students for a college education with the study and life skills they need to become successful students.
College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.