At the end of a six-week class or unit on global warming, students role-play representatives from various countries and organizations at an international summit on global warming.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This report provides a deeper look into how states are supporting OER implementation, and what lessons can be learned from the progress they are making. This CCSSO and New America report spotlights examples of new and different approaches for promoting and sustaining open, relevant, and high-quality instructional materials. It concludes with five key takeaways for state leaders to consider as they improve the quality and affordability of the materials teachers are using every day.

School Districts (Public or Private)

Participation in OER: Collaboration through Open Educational Resources (OER) is beneficial in many ways for the district and for the education community in Nebraska.  The Educational Service Unit Coordinating Council (ESUCC) and the Nebraska Department of Education (NDE) have provided a platform to share educational materials with OER designation which can be reviewed and aligned to Nebraska’s state standards.  The board authorizes the superintendent to allow staff members to participate in OER, at the superintendent’s discretion, both by incorporating OER materials into the curriculum adopted by the board and by sharing materials and resources owned by the district.  Those materials and resources include works made for hire by district employees. Unless the superintendent or superintendent’s designee(s) determines otherwise, materials owned by the district may be shared to the ESUCC-NDE OER Collection(s) with the Creative Commons Attribution License designation of either (1) “Attribution-Noncommercial-Share Alike,” which is universally noted as “CC BY-NC-SA”; or (2) “Attribution-Noncommercial-No Derivatives,” which is universally noted as “CC BY-NC-ND.”

Participation in OER. Collaboration through Open Educational Resources (OER) is beneficial in many ways for the ESU’s member districts and for the education community in Nebraska.  The Educational Service Unit Coordinating Council (ESUCC) and the Nebraska Department of Education (NDE) have provided a platform to share educational materials with OER designation which can be reviewed and aligned to Nebraska’s state standards.  The board authorizes the administrator to allow staff members to participate in OER, at the administrator’s discretion, both by incorporating OER materials into the services provided by the ESU to member districts and by sharing materials and resources owned by the ESU.  Those materials and resources include works made for hire by ESU employees.  Unless the administrator or administrator’s designee(s) determines otherwise, materials owned by the ESU may be shared to the ESUCC-NDE OER Collection(s) with the Creative Commons Attribution License designation of either (1) “Attribution-Noncommercial-Share Alike,” which is universally noted as “CC BY-NC-SA”; or (2) “Attribution-Noncommercial-No Derivatives,” which is universally noted as “CC BY-NC-ND.”

Module 2: Policy and Curriculum

Unit 7: ICT in Education policy
Unit 8: ICT to support curriculum standards
Unit 9: ICT to support assessment
Unit 10: Finding, adapting, creating, and sharing Open Educational Resources
Unit 11: Evaluating digital teaching resources

Your action plan is an internal planning document for how you will convince key internal and external constituents to support for the work that you are doing. It is intended as a living document that you can revisit as you review the results of your advocacy activities and refine your advocacy strategy. Think of it as a skeleton you can work to fill in.

This playbook provides a set of ideas that state legislators can consider to harness the power of OER in higher education. Recommendations can be combined or pursued independently, and while not every recommendation is right for every state, each one offers a potential pathway to benefit students. Although targeted toward higher education, the playbook has elements of use to K-12 policymaking.

A workbook for administrators looking to have a coordinated OER implementation in their district, building, or target group; includes questions to answer and activities to help guide the work. This is a remix of 11 other OER resources, along with original work.

Slide deck for use with K12 School Administrators at Calhoun ISD. Includes sections on: OER in Michigan, OER Basics, Common OER Myths, and activities tied to the OER for Administrators Playbook.

The open-access.net platform provides comprehensive information on the subject of Open Access (OA) and offers practical advice on its implementation. Developed collaboratively by the Freie Universität Berlin and the Universities of Goettingen, Konstanz, and Bielefeld, open-access.net first went online at the beginning of May 2007. The platform's target groups include all relevant stakeholders in the science sector, especially the scientists and scholars themselves, university and research institution managers, infrastructure service providers such as libraries and data centres, and funding agencies and policy makers. open-access.net provides easy, one-stop access to comprehensive information on OA.

Aspects covered include OA concepts, legal, organisational and technical frameworks, concrete implementation experiences, initiatives, services, service providers, and position papers. The target-group-oriented and discipline-specific presentation of the content enables users to access relevant themes quickly and efficiently. Moreover, the platform offers practical implementation advice and answers to fundamental questions regarding OA.
In collaboration with cooperation partners in Austria (the University of Vienna) and Switzerland (the University of Zurich), country-specific web pages for these two countries have been integrated into the platform - especially in the Legal Issues section.

Each year since 2007, the information platform has organised the "Open Access Days" at alternating venues in collaboration with local partners. This event is the key conference on OA and Open Science in the German-speaking area.

With funding from the Ministry of Science, Research and the Arts (MWK) of the State of Baden-Württemberg, the platform underwent a complete technical and substantive overhaul in 2015.

About This Document: This manual was assembled and is being updated by Professor Benjamin Le (@benjaminle), who is on the faculty in the Department of Psychology at Haverford College. The primary goal of this text is to provide guidance to his senior thesis students on how to conduct research in his lab by working within general principles that promote research transparency using the specific open science practices described here. While it is aimed at undergraduate psychology students, hopefully it will be of use to other faculty/researchers/students who are interested in adopting open science practices in their labs.

“Open Science” has become a buzzword in academic circles. However, exactly what it means, why you should care about it, and – most importantly – how it can be put into practice is often not very clear to researchers. In this session of the SSDL, we will provide a brief tour d'horizon of Open Science in which we touch on all of these issues and by which we hope to equip you with a basic understanding of Open Science and a practical tool kit to help you make your research more open to other researchers and the larger interested public. Throughout the presentation, we will focus on giving you an overview of tools and services that can help you open up your research workflow and your publications, all the way from enhancing the reproducibility of your research and making it more collaborative to finding outlets which make the results of your work accessible to everyone. Absolutely no prior experience with open science is required to participate in this talk which should lead into an open conversation among us as a community about the best practices we can and should follow for a more open social science.

There is a vast body of helpful tools that can be used in order to foster Open Science practices. For reasons of clarity, this toolbox aims at providing only a selection of links to these resources and tools. Our goal is to give a short overview on possibilities of how to enhance your Open Science practices without consuming too much of your time.

Open Science, the movement to make scientific products and processes accessible to and reusable by all, is about culture and knowledge as much as it is about technologies and services. Convincing researchers of the benefits of changing their practices, and equipping them with the skills and knowledge needed to do so, is hence an important task.This book offers guidance and resources for Open Science instructors and trainers, as well as anyone interested in improving levels of transparency and participation in research practices. Supporting and connecting an emerging Open Science community that wishes to pass on its knowledge, the handbook suggests training activities that can be adapted to various settings and target audiences. The book equips trainers with methods, instructions, exemplary training outlines and inspiration for their own Open Science trainings. It provides Open Science advocates across the globe with practical know-how to deliver Open Science principles to researchers and support staff. What works, what doesn’t? How can you make the most of limited resources? Here you will find a wealth of resources to help you build your own training events.

Open Science is a collection of actions designed to make scientific processes more transparent and results more accessible. Its goal is to build a more replicable and robust science; it does so using new technologies, altering incentives, and changing attitudes. The current movement towards open science was spurred, in part, by a recent “series of unfortunate events” within psychology and other sciences. These events include the large number of studies that have failed to replicate and the prevalence of common research and publication procedures that could explain why. Many journals and funding agencies now encourage, require, or reward some open science practices, including pre-registration, providing full materials, posting data, distinguishing between exploratory and confirmatory analyses, and running replication studies. Individuals can practice and encourage open science in their many roles as researchers, authors, reviewers, editors, teachers, and members of hiring, tenure, promotion, and awards committees. A plethora of resources are available to help scientists, and science, achieve these goals.

EMSC 302 provides an orientation of the Energy and Sustainability Policy (ESP) degree program, preparing students for further study in the five program learning outcome areas: energy industry knowledge, global perspective, analytical skills, communication skills, and sustainability ethics. It also provides an introduction to the basic skills necessary to be successful in higher-ed online learning, including communication and library skills.

Table of Contents
Introduction to Healthcare Compliance
Ethics and Law
Health Insurance & Reimbursement
Quality Improvement
Strategic Planning
Managing Healthcare Professionals & Strategic Management of Human Resources
Healthcare Technology
Special Topics and Emerging Issues in Healthcare Management

Join Brian Baird, California secretary for ocean and coastal policy, and Russell Moll, director of California Sea Grant, as they explain the intricate effort to create Marine Protected Areas along CaliforniaŐs coastline. (56 minutes)

This three-week module, centered on a focal case, represents the second part of the Department’s introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (“briefees”) taking the roles of decision makers. DUSP faculty and fellow students may also be in attendance.

This is a graduate seminar for students who already have some familiarity with issues in political economy and/or European politics. The objective is to examine the ways in which changes in the international economy and the regimes that regulate it interact with domestic politics, policy-making, and the institutional structures of the political economy in industrialized democracies.

This subject is designed for upper level undergraduates and graduate students as an introduction to politics and the policy process in modern Japan. The semester is divided into two parts. After a two-week general introduction to Japan and to the dominant approaches to the study of Japanese history, politics and society, we will begin exploring five aspects of Japanese politics: party politics, electoral politics, interest group politics, bureaucratic politics, and policy, which will be broken up into seven additional sections. We will try to understand the ways in which the actors and institutions identified in the first part of the semester affect the policy process across a variety of issues areas.