Each winter, massive waves attract surfers and visitors to the North Shore of O‘ahu in Hawai‘i. Some years, the waves cause severe erosion, and continuing sea level rise will accelerate this issue. Residents and the state are taking steps to preserve homes and beaches.

This video resource is presented as a real-world application of chemistry in the field of conservation archaeology. Conservator, Francis Lukezic, walks through the conservation practices for waterlogged archaeological wood and explains the chemical and cellular processes at work. Use to support Maryland/NGSS for Grades 5, MS, and HS. For 5-PS1-1 and MS-PS1-1, have students watch or perform the paper clip demonstration and discuss how the hydrogen bonding of water allows this then is disrupted by the soap; have students develop diagrams explaining the phenomenon of surface tension on the molecular level. For HS-PS2-6, have students watch or perform the sponge demonstration and discuss how the molecular structure of the wood makes it vulnerable to becoming waterlogged then brainstorm materials that are more resilient to water and discuss the uses of the materials. For interdisciplinary connections to geography and history, have students research why Maryland archaeologists do or do not discover the materials brainstormed instead of wood. If you evaluate or use this resource, please respond to this short (4 question) survey bit.ly/3DhRumA

On this OER, My group and I focused on Content Learning Center, and we focused  on how students and teachers were able to include centers into their curriculm. 

The video resource talks about implementation of CCE in schools in India. The perspectives of CBSE professional, school principals and teachers are discussed.

The #GoOpen Blog is an opportunity for members to highlight the work of #GoOpen states and districts, so that we can learn from one another.

The following information is provided to help you craft your post. Please don’t hesitate to reach out to info@goopen.us with any questions.
Checklist:
Please include the following with your blog post submission:

Blog Title
Word Count – 400-600 words (but if you go shorter or longer, that’s fine!)
Photo, Caption, Attribution & Alt-Text – We’d like you to include a photo that aligns with the content of your post – this can be a photo that you’ve taken, or an openly licensed photo. Please provide a caption for the photo, the proper attribution (See https://wiki.creativecommons.org/wiki/Best_practices_for_attribution best practices for attribution), and alt-text that describes your photo for someone who may be using a screen reader (See https://webaim.org/techniques/alttext/#context best practices for writing alt-text.
Brief Author Bio – Provide a 1-2 sentence bio to let others know who you are and where you are from.

Additional Guidelines

Endorsements:As best practice, GoOpen.us posts and engagement should avoid endorsements of specific companies or products that are meant to promote commercial organizations or businesses. In some cases, mention of commercial entities may be acceptable if the purpose is not to sell products or services but is illustrate an example, further the learning of the group, or document the experience of a #GoOpen Network member and is relevant to the goals of the #GoOpen Initiative.
PII: Any and all personally identifiable information should be removed from the post.
Use: In addition to publishing your post on the #GoOpen Network blog, we will share your post via the #GoOpen Newsletter and social media and encourage you to do the same!

Submission

Email your blog post to info@goopen.us and cc:mailto:sara.trettin@ed.gov
We will review your post and offer suggested edits for clarity or conciseness.
Once you’ve reviewed our suggested edits and accepted any changes, we will schedule your post and let you know when it will be published!

Types of Posts
Not sure where to start? Consider one of these types of posts!

Informational Posts

What’s new in your state or district? Is there a new strategy or approach you are piloting? A topic you are exploring in-depth? An opportunity to collaborate with other states or districts? Informational posts are all about sharing your work with the community!

Reflective Posts

What’s your state or district learning? Has your district team been reflecting on your approach? What have you learned? How are you tweaking your implementation approach? Are you diving into the literature on a particular topic? Reflective posts provide an opportunity to take a step back and share what you are learning with the community!

List Posts

What tips, best practices, lessons learned, or key takeaways can you share that might be helpful for others in the community? These could focus on any aspect of your state or district OER work, for example, three key takeaways from the latest summit or five tips for communicating about your work to parents.

How-to Posts

Have you figured out the perfect approach for some aspect of OER implementation? Consider sharing a step-by-step how-to post that details your approach and any implementation resources so others can follow your lead!

Interview Posts

Have a rockstar teacher, librarian, admin or other OER champion in your state or district? Consider highlighting their work through a brief Q&A post.

In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.

This resource provides access to the Northern California Training Academy's Core for Social Workers 200 Level SDM Assessment Knowledge and Skill Reinforcement Lab training materials. To learn more about the Academy, please visit www.humanservices.ucdavis.edu/Academy

This resource provides access to the Northern California Training Academy's Core for Social Workers Module 2 training materials. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

CUSD was motivated to #GoOpen because the learner has changed. “Students have a pervasive mindset of personalization. Personalization of clothing, communication devices, and food has become expected in the marketplace…so why not in our schools?” acknowledged Superintendent Dr. Jeffrey Felix. Students today demand to have their instruction personalized, made to order, just the way they like it.

VTT-Box, Pilot course produced by Colegio Internacional Costa Adeje in the framework of the VTT-Box Project, https://www.vtt-box.eu/project/the-products/pilot-courses/
[BE USED TO/ GET USED ...]
This course guides students to improve the vocabulary related to social issues through songs, brainstorms, reading and reflecting on articles and writing and sharing compositions.
https://www.vtt-box.eu/course/course/view.php?id=21
The pilot courses are a set of tested and well-created Open Online Distance Learning courses based on open, online, flexible and technology enhanced education (OOFAT). These courses are an innovation in Open Online Distance Learning.
Course created by Lola Mateos Peñas

Active learning modules to help students understand the role of cover crop species selection and design of mixed species cover crop plantings on multiple ecosystem services. Our current goal is to integrate lessons-learned from 8 years of research and extension activities into undergraduate education modules that can be widely distributed. Students completing these modules would be able to describe why cover crops are used, how different species of cover crop affect an array of ecosystem functions, how mixtures can be used to increase the multifunctionality of cover cropping systems, and factors that control mixture growth across sites. If the modules are delivered in the following order then these concepts build sequentially.

This case study is based on exercises developed by Dave Pollard and uses images and mapping from Delaney and Pollard (1981). Students explore mechanisms of dike emplacement by measuring dike thicknesses along two segments of a dike intruded into shale near Ship Rock, New Mexico and mapped by Paul Delaney. Students then compare the observed dike profiles to a mechanical model -- the solution for a crack filled with magma under uniform pressure. Using the equation for opening of the crack students estimate the driving stress (difference between the magma pressure and remote principal stress acting perpendicular to the dike plane) using several different estimates of the rock stiffness parameters. Students are then asked to observe how well their best-fit model fits the two dike profiles and to investigate the map further and hypothesize why the observed widths may deviate from the simple model. Deviations from the mechanical model can lead to discussions on mechanical interaction as well as brecciation and stoping.

(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.)

Originally designed by Alexander
Schnücker für Arbeitsstelle Hochschuldidaktik der Universität Siegen, these postcard-sized resources have been translated into English, and contextualised for Australia.

The cards are broken into Theory, Practice, Examples, and Resources, and introduce OER to new practitioners whilst also providing examples and tools for anyone to use.

This resource is used to raise staff awareness, to act as a 'ready reference' for practitioners, and as an aid for OER workshops designed to engage staff with OER in their discipline.

Please note that this record contains the final version of the cards, and a .zip package with editable files to make it easier for remix.

Authors: Tamara Heck, Adrian Stagg, Neil Martin, Catherine Wattiaux

CC Licence Information

This work, Creating OER, is a derivative of Making OER by Alexander Schnücker für Arbeitsstelle Hochschuldidaktik der Universität Siegen [University of Siegen, Germany], used under Creative Commons Attribution-ShareAlike 4.0.

Creating OER is licensed under Creative Commons Attribution-
ShareAlike 4.0 International License by University of Southern
Queensland, Toowoomba, Australia.

https://creativecommons.org/licenses/by-sa/4.0/

On Episode 2 of the Sustainable Funding Vlogcast for Media, Educators, Technologists, and Creators, author of Animals of the Great War - Maria Grazia Suriano talks about creating a social economy with crowdfunding and OER (Open Educational Resources) with vlogcast host Erica Hargreave. Over the course of their conversation, Maria and Erica explore everything from the concept behind Animals of the Great War, teaching about othering, instilling empathy, what school kids responded to about the book, the importance of open access in education, crowdfunding in Italy, lessons learned from running a crowdfunding campaign, and various avenues to explore in creating a social economy. Scroll down for a time coded breakdown of key chatting points from this interview.

This document reviews five presentations from the Creative Commons Certification Course and their uesfulness in teaching OER to others.

This resources reviews Creative Commons/Copyright in France, based on material from the Creative Commons Certification Course.

This resource provides access to videos of the presentations, as well as the handout materials associated with the Northern California Training Academy and Casey Family Programs' Crisis Communication and Preparation in Child Welfare conference, which was hosted at UC Davis Nov. 5-6, 2013.

This is a critical appraisal of a randomized, controlled, double-blind trial on the effects of colchicine to patients with chronic coronary disease. A clinical scenario was presented to determine the applicability of the trial to an actual patient from the general population. The evaluation method followed the population (P), intervention (I), comparison (C), outcome (O) design. Overall, the appraisal revealed that all valdiity criteria were met in this study.  The trial provide evidence suggesting that inflammation plays a causal role in the pathogenesis of cardiovascular disease and related complications and that interventions to mitigate inflammation, like the colchicine, may reduce the risk of cardiovascular events.

This stormy first draft of workshops commingles my learning design practices with two OERs, Hybrid-Flex Course Design and Critical Friend Review. What I know is missing in this wireframe is all the bits and pieces that bring life to a learning design: videos, images, emergent stories, and organizational narratives. At times like these, I appreciate the 5Rs of Open Educational Resources (OERs). I look forward to discovering how this draft moves forward in the community.