This is an activity that includes student's own ideas and beliefs about …
This is an activity that includes student's own ideas and beliefs about the central ideas and important parts of the text. Students will also do a bit of writing to support their opinions. This activity gets at the heart of a text. I see this as introductory to deeper dives into theme. This lesson could be structured to be online or face to face. This is written as a class activity but an online discussion could easily be created after students had followed the protocol a few times and seen the discussion that results. This could easily work in many classrooms through high school.
This is an activity that includes student's own ideas and beliefs about …
This is an activity that includes student's own ideas and beliefs about the central ideas and important parts of the text. Students will also do a bit of writing to support their opinions. This activity gets at the heart of a text. I see this as introductory to deeper dives into theme. This lesson could be structured to be online or face to face. This is written as a class activity but an online discussion could easily be created after students had followed the protocol a few times and seen the discussion that results. This could easily work in many classrooms through high school.
This is the last Module of the course on Open Access for …
This is the last Module of the course on Open Access for researchers. So far you have studied about Open Access, its history, advantages, initiatives, copyrights and licensing, evaluation matrix for research – all in the context of scholarly communication. In this Module with just two units, we would like to help you share your work in Open Access though repositories and journals. At the end of this module, you are expected to be able to: - Understand the publication process involved in dissemination of scholarly works; - Choose appropriate Open Access journals and repositories for sharing research results; - Use social media to promote personal research work and build reputation. In Unit 1, we discuss the research publication process at five stages – planning stage, preparing stage, pre-publication stage, publication stage and postpublication stage. We emphasize the importance of social media in sharing and making your work visible to the target groups. In Unit 2, we focus on sharing your research through OA repositories and Journals. First we discussed the different types of repositories to select and highlighted the steps that you may consider including deposit in your own institutional repositories or in global open repositories. We then discuss the sources of finding and deciding on OA journals. This unit also provides guidance on choosing the right OA journals, as the quality of OA journals is often questioned. This is Module Five of the UNESCO's Open Access Curriculum for Researchers. Full-Text is available at http://unesdoc.unesco.org/images/0023/002322/232211E.pdf
This activity uses GIS methods to subtract the isostatic rebound from a …
This activity uses GIS methods to subtract the isostatic rebound from a DEM in order to create a map of the shoreline of Glacial Lake Hitchcock. Students are then able to evaluate how delta surfaces reflect the past levels of the lake.
This listing includes a wide range of short videos (15 minutes or …
This listing includes a wide range of short videos (15 minutes or less) that can be used in introductory astronomy courses. It is organized by the chapter topics in the OpenStax Astronomy textbook. We don’t include simulations. To suggest other video that you have found particularly useful for Astro 101 courses, please drop a line to the compiler at: fraknoi@fhda.edu
This is a website that explains how to use the learning management …
This is a website that explains how to use the learning management system Showbie in your classroom. It includes tutorials and suggestions for effective use.
This is a simple lab exercise early in the semester to teach …
This is a simple lab exercise early in the semester to teach student the limitation of raster data structure, simple buffer and overlay operation without using computer. It helps students to get in the habit of drawing flow diagrams.
By sharing this editor, our objective is to provide teachers with a …
By sharing this editor, our objective is to provide teachers with a way to easily convert a slideshow into an online course, so that they can experiment with hybrid pedagogies of the blended learning course type.
The solution proposed here is the adaptation to HTML 5 of a development carried out under Flash in 2006 and which proved very effective. In a few weeks, around sixty online course sessions had been created.
Its great advantage is that it can be implemented very easily by a teacher, without requiring the support of specialists in educational digital technologies.
More sophisticated solutions can be made, but this one has all the essential features.
The screens are available in both English and French, and it's very easy to add more translations if you want.
Small Districts, Big Hurdles: Cybersecurity Support for Small, Rural, and Under-resourced Districts, …
Small Districts, Big Hurdles: Cybersecurity Support for Small, Rural, and Under-resourced Districts, offers details on how state agencies and other support organizations are empowering their smallest districts to secure their data and networks. From detailing various funding sources to providing insights into statewide and regional partnerships and offering practical examples of cybersecurity training, the document is a must-read for everyone involved in helping districts improve their cybersecurity posture. It is the newest addition to SETDA’s Cybersecurity & Privacy Collection.
This is a technique to work on students questioning capabilities. We have …
This is a technique to work on students questioning capabilities. We have used this in the past to introduce our Terrorism unit. The point of this is for students to build their questioning to new levels while working together. **This is an inquiry activity**Standard: SS.9-12.1. Create compelling questions representing key ideas within the disciplines.
This resource includes both steps of a 2-part activity designed to get …
This resource includes both steps of a 2-part activity designed to get students reflecting on their learning and what they can do to help themselves and each other. Students are asked to post their answers on a Padlet wall created by the teacher. This activity can be used in face-to-face classrooms as well as adjusted for online.
This activity allows students to practice solving one and two step equations …
This activity allows students to practice solving one and two step equations by using an interactive tool teaching zero pairs to eliminate constant values and division and mulitplication properties to eliminate coefficient values.
This OER course can be used as an event page for workshops. …
This OER course can be used as an event page for workshops. Adding users to the course offers a single place to go for workshop material, schedule, location and zoom info. This course page also offers locations for presenters and participant’s to post resources and continue discussion on topics after the workshop or presentation.
Current formats provided include: Moodle backup file. (Uploads to Moodle and other LMS’s that have a Moodle import option) Moodle Common Cartridge file. (Uploads to Canvas, Blackboard, and other LMS’s, but may have more limited importability.)
Preview the Course: https://classes.lanecc.edu/course/view.php?id=122399
A resource center to collect materials and share discussions on spaced repetition …
A resource center to collect materials and share discussions on spaced repetition practice and how it can be used by teachers in many different subjects.
In this activity, students use 1:5,000,000 scale continent-wide Antarctic data sets of …
In this activity, students use 1:5,000,000 scale continent-wide Antarctic data sets of surface elevation, ice thickness, bedrock topography, rock outcroppings, and coast lines to examine the effects of ice removal and sea level rise on the physiography of the continent. Datasets come from the Scientific Committee on Antarctic Research (SCAR) and the BEDMAP project.
The emphasis of the exercise is on the nuts and bolts of some of the tools in the ArcGIS Spatial Analyst extension for analysis and display of raster data, with considerably less emphasis on higher order thinking skills. Quoting from the introduction "What does Antarctica look like beneath the ice? A continent of mountain ranges, deep valleys, plains, inland seas, offshore islands and the like exists there, for the most part invisible but for a few features that protrude above the ice. Wouldn't it be nice to have a topographic map in shaded relief of Antarctica without the ice and with oceans filling areas that are below sea level? Wouldn't it be even nicer to have such a map that accounted for the isostatic rise of the land surface that would occur after the weight of the ice was removed? What would the continent look like if sea level rose by an amount equal to the volume of the water locked up as ice? How much ice is there? Digital data are available to make such maps and answers these questions, as is software to do so. Let's have a crack at it!"
The exercise was originally written for ArcGIS 9.0 ArcInfo with Spatial Analyst and 3D Analyst extensions. It is entirely compatible with ArcGIS 9.3 ArcInfo with Spatial Analyst and 3D Analyst extensions. 3D Analyst is used to calculate ice area/volume (a minor component of the exercise) but is otherwise not required
The course investigates e-Learning systems from a business, policy, technical and legal …
The course investigates e-Learning systems from a business, policy, technical and legal perspective. The issues presented will be tackled by discussion of the design and structure of the various example systems. The connection between information architectures and the physical workplace of the users will also be examined. The course will be comprised of readings, discussions, guest speakers and group design sessions. Laboratory sessions will be focused on implementation tools and opportunities to create one’s own working prototypes. Students will learn to describe information architectures using the Unified Modeling Language (used to specify, design and structure web applications) and XML (to designate meaningful content).
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
