My purpose in writing this book is to give readers a view …
My purpose in writing this book is to give readers a view into the work of managing information technology in schools. IT professionals will notice differences (some nuanced and some significant) between the needs and expectations of IT users in business and IT in school. With the more complete and more accurate concept the nature of the computing environment necessary for successful schooling, which I intend to provide through this book, IT professionals will be better prepared to meet those needs. Educators will also benefit from this book by clarifying the nature of their IT needs and how these may be different from those that are familiar to IT professionals who are hired to work in your school.
This rubric was developed by BCcampus. This work is licensed under a …
This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.Template image attribution: "layers" (CC BY-SA 2.0) by theilr
A critical part of sustaining Open Educational Resources (OER) in higher education …
A critical part of sustaining Open Educational Resources (OER) in higher education is recognizing the contributions by instructors who create and improve them as part of their professional work. In order to aid this effort, Driving OER Sustainability for Student Success (DOERS3) has developed an adaptable advisory model to help guide faculty as they attempt to include their OER work in their tenure and promotion portfolios. This model is in no way exhaustive and will likely be most useful as either a way for faculty to start thinking about how to best fit their OER work into their local T&P guidelines or as an OER adapted to those local concerns. Although this document in its current form was created with individual faculty in mind, DOERS3 encourage T&P committees themselves to adapt and edit this document to use as guidance for their faculty.
This lab introduces students to Thermal infrared Imagery and then asks them …
This lab introduces students to Thermal infrared Imagery and then asks them to evaluate which wavelengths (VIS, NIR, SWIR, or TIR) are the best choices to identify and discriminate between geologic materials. The lab focuses on the Geology in the Lake Mead Region east of Las Vegas, NV; the lab uses a Landsat image and a MASTER image of the area. Students get experience with a classic band combination using TIR to identify rock types and with making decisions on which wavelengths to use in identifying surface materials.
A Guide for Busy Educators Short Description: This book focuses on helping …
A Guide for Busy Educators
Short Description: This book focuses on helping educators (secondary school and higher education level) succeed and thrive in blended and online learning settings. Grounded in evidence-based practices and principles, we share diverse and extensive insights on starting out, differentiated learning, learning activities, feedback and assessment, and useful tools. Each chapter includes a subject overview, guidelines, activities or tools, and general resources.
Word Count: 113888
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
A Guide for Busy Educators Short Description: This book focuses on helping …
A Guide for Busy Educators
Short Description: This book focuses on helping educators (secondary school and higher education level) succeed and thrive in blended and online learning settings. Grounded in evidence-based practices and principles, we share diverse and extensive insights on starting out, differentiated learning, learning activities, feedback and assessment, and useful tools. Each chapter includes a subject overview, guidelines, activities or tools, and general resources.
Word Count: 115149
ISBN: 978-0-9781236-4-2
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Deciding to pursue your Associate Degree in Nursing and fulfilling your goal …
Deciding to pursue your Associate Degree in Nursing and fulfilling your goal of becoming an RN is a big step but it’s a rewarding one. Earning your online ASN degree with Rue’s nursing programs will not only advance your income but you’ll have the satisfaction of knowing that you took the next step in your career.
A professional resource for Master's-level Digital Technology in Education Students. It presents …
A professional resource for Master's-level Digital Technology in Education Students. It presents information to help teachers consider how purposeful embodiment in learning processes that counter digital platform mediation can challenge Big Tech's hidden agendas and leverage student and teacher creativity through thinking forward and back using collaborative with open, online tools. In addition, users will explore the idea of curriculum conceived as praxis, and why this type of curriculum is useful in revealing power struggles in education and beyond.
Selecting appropriate Technologies Short Description: The use of open education is growing …
Selecting appropriate Technologies
Short Description: The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.
Long Description: The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.
Word Count: 32461
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Selecting appropriate Technologies Short Description: The use of open education is growing …
Selecting appropriate Technologies
Short Description: The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.
Long Description: The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.
Word Count: 32474
ISBN: 978-0-7731-0777-9
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This is a computer lab where the students model the area to …
This is a computer lab where the students model the area to be mined, and estimate the amount of overburden that must be removed before the coal surface is exposed for mining.
Students make DEM-based observations and develop and test hypotheses regarding topographic differences …
Students make DEM-based observations and develop and test hypotheses regarding topographic differences between the two sides of the Colorado Sangre de Cristo Range.
This paper serves as an exploration and thick description of job performance …
This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners' engagement in self-directed learning. Part of the discussion focuses on learners' preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.
Web-based application which supports the trainer in the logical and organisational development …
Web-based application which supports the trainer in the logical and organisational development of the training.
The tool works interactively – trainers give an input to the system (using interactive forms) and get individually created guidelines, plans, checklists and course creation instructions. The tool will handle requests dealing with the pedagogical framework, the embedded quality enhancement framework, the use of multimedia, and assessment helps. Furthermore, specific sets of checklist can be created, supplying trainers in the creating, performing, and evaluation of the courses.
This Toolbox has been produced as an intellectual output of the TIBL Project (Technical Innovation in Blended Learning), co-funded by the Erasmus+ program of the European Commission. Here you will find some useful tools that will help you design, organise and carry out quality blended courses for adult learners on any field. Welcome to the site and enjoy your teaching!
Disclaimer: This publication reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.
The transferability and evaluation guide is a supporting document for the target …
The transferability and evaluation guide is a supporting document for the target group and stakeholders on how to use and take maximum advantage of the developed and proven courses and the learning materials produced by the project.
It is a set of interactive documents integrating descriptive multimedia material (an enhanced eBook).
The guide supports the correct implementation and evaluation of the training material and tools created. It offers it proposals and guides to transfer the created Blended Learning courses in an efficiently and stringently defined way as well.
This Intellectual Output provides detailed information, description and practical advice on how the created project results can be transferred from the specific countries (or specific pilot test group) to other Educational fields as well to other European countries. The transfer guide provides all tools and information for effective further use of the project results also for other enterprises and organisations in the field of C-VET. Additional, the transfer guide contains all material and the necessary documentation for a transfer of the training to other educational fields, for example in Adult Education, School Education, and partly to Higher Education.
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