This is a recording of a webinar where K-12 and higher ed instructors shared what they learned from getting rid of their textbooks and developing original, openly licensed materials for their classes.

This course in organizational economics prepares doctoral students for further study in the field. The course introduces the classic papers and some recent research. The material is organized into the following modules: boundaries of the firm, employment in organizations, decision-making in organizations, and structures and processes in organizations. Each class session covers a few leading papers.
This course was joint-taught between faculty of the Massachusetts Institute of Technology and Harvard University. The Harvard course is Economics 2670 Organizational Economics.

Because Shakespeare’s works were meant to be performed, students will be introduced to Shakespeare’s language in general and the plot and themes specifically of Othello through props and looking at specific language use (insults, negative connotation words). This is the second day in a longer unit. This lesson was created by Kristi Bose and is designed for Grade 9 English Language Arts students. Each student will make predictions about the plot and themes of the play. This Remote Learning Plan addresses the following NDE Standard: NE LA 10.1.5c, NE LA 10.1.5e, NE LA 10.1.6i and NE LA 10.1.6n.

As each language has its own alphabet, it also has its own grammar. For English, all the words we see are divided into nine classes or categories. These classes are called Parts of Speech. The dictionaries we use always mention the category of the word and tell us if a word is used in multiple categories of the Parts of Speech.
Knowing the grammar of a language will not enable fluency in your speaking or writing, but it helps. Knowing the functions of the elements of language (i.e. words) helps us in their appropriate and accurate use. This preamble is necessary so as to make us read the definitions and explanations as a new thing; devoid of the stereotyping that happened to us at schools.

This is an advanced course that aims to build vocabulary competence and improve oral communication through the study and discussion of topics related to cultural aspects in Lusophone societies, primarily from current issues in Brazil. It is designed to give students extensive experience in Portuguese and emphasizes skill development and refinement in the area of critical reading and writing in Portuguese.

Intern Prescot Nelson at Succinct Psychology (Psychcinct), under the guidance of professor Daniel Reynolds, created the entire course series for the Psych2e Openstax textbook. We are allowing everyone to share and embed this resource.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Define language and demonstrate familiarity with the components of languageUnderstand how the use of language developsExplain the relationship between language and thinking

The purpose of this course is to systematically examine the elements and factors which result in an effective speech. Tying these together are the themes of information and ethics, emphasized in each resource because they are becoming increasingly important to all communicators. Upon successful completion of this course, students will be able to: resolve ethical issues involving speech preparation and presentation; recommend techniques for resolving issues, which may interfere with active listening; identify the most effective speech topics, qualities, content, and delivery techniques based on the specific characteristics of an audience; evaluate the effectiveness of speeches for different types of audiences; use online and library-based research to find and critique the credibility of sources of information; cite sources of information appropriately, accurately, and clearly in both spoken and written contexts; choose the most effective pattern of organization for presenting different types of information to a listening audience; evaluate the effectiveness of supporting details or evidence based on the main ideas or arguments they are used to support; choose the most appropriate pattern for organizing a persuasive speech, based on the relationship between arguments and evidence or the relationship between the topic and the audience; identify whether the functions of an introduction or conclusion have been fulfilled and will be effective when presented to a specific type of audience; create keyword and sentence outlines for informative and persuasive speeches; revise a passage written for readers so that it can be delivered effectively and engagingly to listeners; identify and use techniques to improve the fluidity and clarity of verbal delivery; recognize non-verbal techniques that communicate the speakerĺÎĺ_ĺĚĺ_s confidence and credibility in a sample speech; demonstrate comprehensive knowledge of effective, ethical public speaking by accurately and thoroughly assessing the qualities of entire informative, persuasive, and special occasion speeches. This free course may be completed online at any time. (Communication 101)

Context: The course focuses on pronunciation reading informational text, which determines the meaning of words and phrases as they are used in the text for learners, the importance of listen and speaking, these are good communication skills to learn the English language.

Relevance: This lesson will help prepare learners to effectively communicate and through education improve their lives. Knowing English increases your chances of getting a good job, learners will be able to get their certificates for a GED, or citizenship. The coverage in this lesson will focus on the English vocabulary, which is an important aspect in communication without sufficient vocabulary learners cannot understand others or express their own ideas.

How do you read a poem? Intuition is not the only answer. In this class, we will investigate some of the formal tools poets use—meter, sound, syntax, word-choice, and other properties of language—as well as exploring a range of approaches to reading poetry, from the old (memorization and reading out loud) to the new (digitally enabled visualization and annotation). We will use readings available online via the generosity of the Poetry Foundation and the Academy of American Poets. We will also think collectively about how to approach difficult poems.

“Reading Poetry” has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions – as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture.

Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.

This podcast from Saarland University offers challenging listening opportunities for upper intermediate to advanced learners and fascinating topics to do with the English language and culture. Published bi-weekly, with a growing archive of nearly 100 episodes, the podcast can be used in the context of traditional, e-learning, or blended learning courses as well as self-study approaches.

Help your child explore the world of science by engaging in some exciting and fun investigations together!
Many science activities for babies and toddlers will principally involve building language.
As you describe and name interesting phenomena, your child will be exposed to a rich variety of new words.
The first or second-grader is better able to record her experiences and make some predictions based on her extra years of experience.
Your preschooler or kindergartner is usually developmentally capable of physically engaging with things on his own, and has gained enough facility with language to begin describing and discussing his experiences.

Test your ability to identify if a line is from Shakespeare or Taylor Swift in this video from the National Theater. Cast members from Great Performances: Romeo and Juliet are presented with quotes and have to decide whether they are from the bard of today or the past! Support materials ask students to extend the game by coming up with their own version using a different songwriter.

The Smith College Chinese Character Literacy Project site is part of the Chinese Character Literacy Project which has been funded by the Five College Blended Learning for Humanities and Humanistic Social Sciences and supported by the Five College Deans and a multi-year grant from the Andrew W. Mellon Foundation. This site serves as an online character learning platform which showcases the character videos made by students and instructors in the beginning Chinese courses (CHI110 and CHI111) at Smith College (and with the hope to collaborate with other institutions in the future).