If you have found yourself searching for, adapting or creating materials for your heritage classes because of a lack of readily available commercial resources, this site is for you!

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 Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.

Interpersonal Communication: A Mindful Approach to Relationships helps readers examine their own one-on-one communicative interactions using a mindfulness lens. The writing team of Jason S. Wrench, Narissra M. Punyanunt-Carter, and Katherine Thweatt incorporates the latest communication theory and research to help students navigate everyday interpersonal interactions. The 14 chapters in this book cover topics typically taught in an undergraduate interpersonal communication course: family interactions, interpersonal dynamics, language, listening, nonverbal communication, and romantic relationships, as well as exploring emerging areas such as self-compassion, body positivity, friendships, and “the dark side”. The writing takes on a purposefully informal tone to engage readers. Each chapter is broken into different sections that have unique instructional outcomes, key takeaways, and exercises, and concludes with real-world case studies and sample quiz questions. Also included is an extensive glossary with over 350 definitions.

Free practice modules for Spanish language educators
Introduction to Oral Proficiency Levels is a free open educational resource that can help Spanish teachers gain a foundational understanding of how to evaluate Spanish speakers. The resource includes 17 video-based practice modules designed to strengthen your understanding of the ACTFL Speaking Proficiency Guidelines and to help you evaluate the speaking levels of your language students.

The Learning Continuity Kit is an online teaching toolkit for instructors compiled by Humber College. While some of the resources are specific to Humber College, many have wider applicability. Topics include final assessment, moving courses online, group projects and presentations, virtual training, and content sharing.

Co-designed by Students, Faculty and Staff at OCAD University, Mohawk College, Brock University, Trent University, Nipissing University, University of Windsor, University of Toronto-Mississauga
Cover image for Learning to be Human Together

Book Description: This resource explores the importance of, and processes for, humanizing education. We start by exploring what humanizing teaching and learning means: to acknowledge that our relationships are foundational to the work that we do. It aims to make learning inclusive with connection, access, and meaning-making at its core.

Using source evaluation as the theme, discussed different article types such as government reports, case studies, literature reviews, peer-reviewed scholarly articles, law reviews, self-published articles, and the value of each. Class included a hands-on activity with worksheet.

The Faculty Quick Start Guide 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), contains:

- Models and approaches to online learning, and to emergency remote learning in the context of COVID-19;
- How and to what extent OER fits into these models, and local and state-level supports needed for its integration and sustainability;
- Design considerations for integrating OER in online learning, including pedagogical and platform considerations;
- Curatorial practices, such as using OER curation tools and aligning curated OER to learning outcomes; and,
- Starting points and tips for colleges and faculty who want to initiate OER integration into distance education.

Tailored to faculty and campus administrators both in California and beyond, the Guide has the aim is to enable system-wide shifts to meet postsecondary institutions’ long term goals for distance learning, and faculty’s emergency plans for remote learning in response to the COVID-19 and potential future crises.

The Guide is also available as a PDF for download: https://drive.google.com/file/d/17AXs30dZeLOrGeNBQ-ISc_OJXIxE9xtB/view?usp=sharing.

See the companion guide for administrators at: https://www.oercommons.org/courses/iskme-michelson-20mm-oer-campus-administrator-quick-start-guide-public/edit

The OER by Discipline Guide: University of Ottawa is an in-progress tool suggesting open educational resources for specific courses at the University of Ottawa. Its purpose is to help professors get acquainted with existing OER in their disciplines and facilitate their use. It will be updated annually as new resources are identified.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

Carrie and Kelly’s OER grant project will create open materials for Math 098. Community colleges throughout Oregon have been planning and implementing MTH 098 since 2014 based on recommendations from the developmental education redesign workgroup. The course was created to provide a shortened, more appropriate path for students to take MTH 105 and earn an Associate of Arts Transfer degree. Some institutions, such as Clackamas Community College, include the added benefit of allowing for MTH 105 to serve as a prerequisite to MTH 243, extending the pathway for students.

Their goal is to create materials that:

- Are learner-centered
- Readily integrate group work and collaboration
- Create opportunities for students to make critical thinking a habit of mind
- Acknowledge and respect common anxieties, personalities, and professional goals of students in the “alternate pathway”.

Visit their public MTH 098 course on MyOpenMath to learn more.

Open pedagogy projects can be multi-faceted, single-semester, or multi-year, and can result in any number of student-authored/created/directed scholarly or non-scholarly outputs. These outputs could include, for example, a public-facing blog post, translating a Wikipedia page, creating a digital scholarly edition, socially annotating, revising an open textbook, and/or contributing to crowd-sourced transcription projects. The Open Pedagogy Project Roadmap is a module-based resource that will assist you in planning, finding support for, sharing, and sustaining your open pedagogy project, regardless of its size or scope. The Roadmap will take you through four modules which will guide you through the 5 Ss of open pedagogy projects: Scope, Support, Students, Sharing, and Sustaining.

The following open course for Organismal Biology was created under an Affordable Learning Georgia Textbook Transformation Grant:

https://oer.galileo.usg.edu/biology-collections/14/

Included are four units containing a comprehensive set of learning modules with outcomes listed:

Biodiversity
Growth and Reproduction
Chemical and Electrical Signals
Nutrition, Transport, and Homeostasis

The authors propose that a professional learning community is a novel and meaningful perspective from which to approach program review, particularly when the community is embedded within a reliable infrastructure such as a course.

The Program Review Course described in this Handbook follows an interdisciplinary cohort- and team-based model that is faculty-led. The course offers a reliable institutional framework for learning through formalized structures and nested support services. The course is housed in the office of quality assurance and coordinated and maintained by a quality assurance practitioner. All aspects of the course are available through a learning management system, such as Moodle. Program review teams are automatically enrolled in the course where they have access to timelines, templates, a discussion forum, and a program review handbook. During the 14-month course, faculty engage in a comprehensive review of their program and/or department. The course includes eight modules: 1) orientation, 2) curriculum mapping, 3) SOAR analysis activity, 4) surveys, 5) self-study report, 6) external review, 7) action planning, and 8) reporting results to the university community.

This team-based course is designed to evaluate program performance in relation to student success, curriculum content, program viability and impact, and the program’s contribution to the university’s mission and vision. Program performance is measured through a combination of self- and external peer- evaluation. Through evidence-based inquiry and analyses, findings are documented in a comprehensive report leading to an action plan and goals for program improvement over the next five to seven years.

"Quizizz is a free tool. It works on any device: web browser, iOS, Android and Chrome apps. You can access hundreds of ready-made learning quizzes or create your own. Join as a teacher, pick a quiz, and use the code for a virtual room to give to your students."

The way you make a quiz, you host it and then you see them playing it on their mobile phones/tablets or laptops with the Scoreboard Seen Live on the Screen/Projector in the Class makes it a real happy classroom. The extra-edge comes with the Music that is being played by the App or the Website during the quiz.

The additional features about creating a quiz are more beneficial and good with the Quizizz. You can download an excel sheet from Quizizz and enter the questions as guided in this format. While using the desktop version, you can upload this .csv and the quiz is generated. Another excellent feature is to TELEPORT the questions from Pre-made quizzes. Click on teleport after cresting name of the quiz. On the right side of the screen you see that there are many quizzes opened and you can add a question to your quiz, just by clicking ADD.

Designed for use as a textbook in first-year college composition programs, written as a practical guide for students struggling to bring their writing up to the level expected of them by their professors and instructors.

Rock the Boat is an open-access multimedia resource designed to provoke dialogue about graduate supervision relationships within universities, and their impact on student and faculty wellbeing. Drawing upon the tradition of Research-based Theatre, Rock the Boat draws attention to graduate supervision as a vital form of pedagogy, and as rife with challenges — especially relating to equity, inclusion and diversity.

This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.

This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.

The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

This guidebook was created by ISKME, in partnership with the Science Education Resource Center (SERC) at Carleton College. The document provides a practical reference for curators and authors of STEM OER, and contains 23 accessibility criteria, or elements, to reference as they curate, design and adapt materials to be accessible for STEM learners.

The primary audience of this resource is STEM postsecondary faculty, instructional designers, and others responsible for course design and pedagogy who seek to:

- Expand their knowledge about accessibility and ways to integrate it into their STEM curriculum and instruction
- Design openly licensed STEM courses and course materials that support both access and use by learners
- Curate existing STEM content that expands upon traditional textbooks and courseware to address variability in learning
- Identify and add meaningful keywords, or tags, to the STEM OER they create, so that their OER can be more easily discovered across platforms

Professional learning teams on campus are also encouraged to use this framework as part of training to facilitate integration of accessibility concepts into STEM course design and pedagogy.

The framework and guide development was supported by a mini-grant program facilitated by Bates College and the SCORE-UBE Network (Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education), with funding from The William and Flora Hewlett Foundation. The framework and guide were developed by ISKME and SERC with input from 21 STEM faculty members from across the United States, and in collaboration with the project’s Working Group of accessibility experts: Andrew Hasley and Hayley Orndorf, both with BioQUEST’s UDL Initiative and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project; Hannah Davidson, Plymouth State University; and Cynthia Curry, National Center on Accessible Educational Materials (AEM)/CAST.