The ALMS Framework provides a way to consider how technical choices impact the ability to engage in the 5R activities associated with OER (Open Educational Resources). This video outlines key technical considerations addressed through ALMS Framework when planning an OER project.

The goal of this accessibility toolkit, 2nd edition, is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.

Course Description:

In this course, participants will focus on creating engaging materials for their courses. Different forms of engagement will be explored and content created that is relevant to the courses that they teach.

Learning Outcomes:

Create engaging discussion forums. (LO1)
Design new content for current courses. (LO2)
Investigate new forms of media to engage students. (LO3)

Today’s learners use a variety of technologies to access knowledge resources and interact globally with people. These interactions create a digital society that affords learners opportunities for education, entertainment and social interaction. Consequently, teachers should consider harnessing this know-how to create learning experiences that advance the curriculum objectives and respond to the directives of the national policy studied in unit 1.

In this unit we will evaluate pedagogical approaches to using ICT in such a way that it supports the teaching of curriculum objectives.

This resource is a modification of the Washington Models for the Evaluation of Bias Content in Instructional Materials (2009) that is made available through OER Commons under a public domain license. This resource attempts to both update the content with more contemporary vocabulary and also to narrow the scope to evaluating still images as they are found online. It was developed as a secondary project while working on a BranchED OER grant during summer 2020. It includes an attached rubric adapted from the Washington Model (2009).

The activities in this cookbook draw on research and good practice in online course design to provide recipes - concise and specific instructions and examples - for adding asynchronous activities to a course. Meaningful interaction between students and instructors is a key ingredient in all of these recipes.

Guidance and sample language for agencies looking to include accessibility requirements and/or guidance in communications with publishers and developers of digital materials and technologies.

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 page is meant to be an entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs.

Learn how to make your posts on a number of social media platforms more accessible by including alternative text for images, properly using hashtags to make your posts searchable and more.

This Open Educational Resource (OER) web-book aims to empower English teachers from across the globe to design their own, authentic, corpus-based lessons by showcasing a range of ideas for creating corpus-informed teaching materials using online resources.

Pre-service trainee teachers from Osnabrück University (Germany) contributed the chapters as part of three English Pedagogy Masters of Education seminars taught by Elen Le Foll.

The introductory chapter “About the project” outlines the rationale and development of the project and discusses how various challenges were overcome. The remaining Lesson Ideas chapters are organised according to the school type for which they were developed.

Part I is dedicated to corpus-informed lesson ideas for primary schools.
Part II showcases corpus-informed lesson ideas for secondary schools.
Part III explores the use of corpora in Content and Language Integrated Learning (CLIL) and bilingual secondary education.
Part IV presents corpus-informed lesson ideas for English for Specific Purposes (ESP) and vocational education.

For teachers and teacher trainees entirely new to corpora, we recommend selecting one or two chapters of interest and following the step-by-step instructions in order to recreate the corpus-informed materials proposed by the chapter authors. As you work your way through these, you will find that the various ideas and methods outlined in all the chapters can easily be transferred to an infinite range of different language foci, topics, and educational contexts.

In addition, most of the chapters include worksheets that can be downloaded as individual PDFs in just one click. Thus, this book also provides a low-threshold introduction to working with corpus-informed materials for teachers with no previous knowledge of corpora. It is hoped that the experience of using these “oven-ready” corpus-informed materials, which require little to no preparation time, will encourage teachers to subsequently invest time in working through a selection of the book’s chapters in order to, in due course, be able to pick their own ingredients and create entirely new and delicious corpus-informed dishes!

Each chapter, or recipe, has a different focus which may be lexical, grammatical, or phraseological, and focuses on a different set of language and/or interdisciplinary skills. The chapters are all similarly structured. The chapter contributors begin by describing their lesson’s learning objectives and outlining the rationale for their choice of topic, corpus, and corpus tool. They then guide the reader through all the necessary steps to create their proposed corpus-informed materials with clear, tutorial-like and illustrated step-by-step instructions. In many instances, the authors also provide instructions for their lesson tasks, as well as (possible) solutions. At the end of each chapter, you will also find additional options and ideas to expand or adapt the proposed lesson to the taste buds of your students.

Learn about the four different Creative Commons License components and explore why some CC-licensed content might not be considered OER.

An explanation of what it means to say educational materials are "accessible" and why accessibility is important.

Practical tips for implementing the four principles of accessibility that are the foundation for the Web Content Accessibility Guidelines.

Hello and welcome to the Digital Citizenship Toolkit. Have you ever wondered if your phone is listening to you? Do you ever look to the Internet for the answer to a question, and hours later, find that you are more confused than before? Have you argued with a friend or relative about a meme? Have you been tempted to share your own thoughts and feelings online, but resisted for fear of trolls? This book delves into these issues and more.

Dr. Gary Ackerman, an educational technology specialist with decades of experience in K-12, community college, and faculty development has released Efficacious Technology Management: A Guide for School Leaders. This is his second book, and it is available under a Creative Commons license.

L’apprentissage par le jeu préconise des activités centrées sur les apprenants leur permettant d’explorer, d’échouer et de relever des défis dans un environnement sécuritaire. Il permet également de favoriser l’autonomie des étudiants au sein d’univers créés par les professeurs. De plus, les jeux sont de nature à renforcer l’engagement des étudiants dans le processus d’apprentissage. Dans le contexte éducatif, ces traits caractéristiques et ses qualités peuvent grandement favoriser l’engagement, la motivation et l’apprentissage des étudiants. Un panel interdisciplinaire d’experts propose des recettes pour intégrer différents types d’activités d’apprentissage par le jeu dans le contexte de l’enseignement en ligne. Une gamme d’activités vous sera proposée : du quiz jusqu’aux jeux d’évasion en passant par les jeux coopératifs ou encore les mots-croisés.

The purpose of this text is to provide students with an introduction to the field of Instructional Design and building upon skills that will help the novice designer become more effective in their professional career. This text will go beyond theory to discuss such topics as recommended skillsets and traits for designers, the importance of cultivating strong communication and leadership skills and how to incorporate emotional intelligence into your wheelhouse of professional skills. In addition, tips on the management of projects as well as the instructional design process will be discussed. In an effort to broaden the concept of the instructional design profession, you will find sections devoted to instructional design in various professional venues, (i.e., consulting, educational {higher education and K-12}).

In the educational realm of instructional design, one current topic among designers is how to incorporate openly licensed material into instructional texts. We will provide a section on open educational resources and licensing to assist you in becoming knowledgeable on best practices and dealing with cutting edge initiatives in the educational world.

Effective instructional designers should be able to speak comfortably in public in various venues whether it is a business meeting, training a small group of individuals, or, presenting at a large conference. For an instructional designer, it is important to hone these leadership skills and prepare yourself for the inevitable public speaking situation. This text will provide information on how to improve upon your public speaking skills.

As teachers, we are tasked with making education as engaging and effective as possible. Any tools that help us to do this are worth exploring and implementing in the classroom. This unit is going to focus on an interesting pedagogical concept called the “Flipped Classroom”.