This image was generated with DALL-E AI for a presentation about Knowledge Equity and Open Education in March 2023. It has been used several times to illustrate the ideas behind sharing knowledge openly. 

This book is created for, and ultimately with, students in Making History HIS3MHI. It is used heavily in this capstone history subject to harness the principles and power of open education. This is a book and subject that asks broadly what it means to ‘make history’ – in particular, what history means beyond schools and universities. We ask, what are the different forms and functions of historical knowledge in the modern and contemporary world? What does history mean in the public sphere, in parks, on webpages, in museums, and in people’s homes? What happens when historians operate in the public sphere? How is the past utilised by politicians? How does it bind us (or not) as a nation? How is it used to inform debates about the future both inside and outside universities, in schools, and in the mainstream community? How is history presented in commemorations, films, heritage sites, historical fiction, memorials, museums, re-enactments, and tours? What are the ethical and moral obligations historians have as 'gatekeepers' of the past?

In this Assessment Routine, students use a Mind Pie chart to express how comfortable and confident they feel about certain topics and activities they will encounter during the field experience. The chart provides the instructor with some information about the group, which they can use to inform their instruction. It also gives students an idea of what to expect from the field experience. This activity does not explicitly illuminate student misconceptions, rather, it serves as an opportunity for students to access and reflect on their prior knowledge and experience.

Education is one of the main processes of the development and formation of individual’s personality. It is very important to keep the education of young people at high level in order to provide a country with decent population and its future skillful generation. In my opinion, the progress of education as an overall system for everyone is a rational idea. However, it is not able to satisfy the needs of all students. Keeping this in mind, each student should develop his or her own philosophy of education in order to get the maximum benefits from this process. The same matter should be taken into consideration by teachers in order to help each student to become not only part of a class, but also a hard-working person who will be willing to face any challenges and difficulties during educational process.     As for me, I think that my philosophy of education is based on several principles. First of all, it is necessary to understand the purpose of education. Education helps not only to understand some laws, principles, or concepts, but also apply them from the practical point of view. The theoretical knowledge is worth nothing if a student cannot apply it in the real life. Consequently, the educational process should be accompanied with practical lessons as much as possible. In addition, it is also necessary to make students not only learn, but also think about what they learn and how acquired knowledge will help them in the future.It is very essential to understand the essential role of a student in the education. Students being a part of this process usually come to the classrooms and listen to their teachers. However, in order to provide a complete and effective process of education, I believe that they should act not only as passive consumers of presented information, but also actively and independently explore additional material. I mean that they should go beyond the scope of information that they learn in school, college, or university, and look for the additional sources, materials, or other solutions in order to expand their knowledge with new facts and ideas. At present time, when modern students have such advancements as the Internet, it is much easier to perform such behavior.My philosophy of education also includes the role of a teacher as a main unit in educational process. The teacher should be not only a broadcaster who delivers the information to students, but also motivate students to actively participate in all class activities and cooperate with each other. The teacher has to help each individual to reveal the hidden potential and lead him or her from the beginning till the final stage. It is important for the teacher not to choose only several students and actively work with them. The teacher should give the equal possibilities for all students with certain attention on their creative abilities. The role of the teacher should not be limited by his or her work only in classrooms. It is also the responsibility of the teacher to work within the local community and cooperate with parents. He or she has to serve as a role model for students and show them how to respect the elderly and how to interact with them.                   I believe that the philosophy of education presumes an active position of all members in the learning process. All their efforts should be directed with the aim to enrich students with knowledge, teach them think creatively, and provide equal conditions of education for all of them. Education should be filled with many practical lessons. It has to determine not only the future career path of each individual, but also shape and develop his or her unique personality.   So, education is first and foremost a comprehensive development, so I propose to read also my article on one controversial topic "FASHION INDUSTRY SHOULD STOP ABUSE ANIMALS" 

This course surveys canonical and recent theories and methods in science studies. We will organize our discussions around the concept of “reproduction,” referring variously to:

Scientific reproduction (how results are replicated in lab, field, disciplinary contexts)
Social reproduction (how social knowledge and relations are regenerated over time)
Biological reproduction (how organic substance is managed in the genetic age)
Electronic reproduction (how information is reassembled in techniques of transcription, simulation, computation).

Examining intersections and disruptions of these genres of reproduction, we seek to map relations among our social, biological, and electronic lives.

Words of Wisdom can come from anyone. In this text we discuss topics ranging from "Are Humans good by nature?" to "Is there a God?" to "Do I have the right to my own opinion?" Philosophy is the study of wisdom, and can emerge in our conversations in places like social media, in school, around the family dinner table, and even in the car. The text uses materials that are 2,500 years old, and materials that were in the news this year. Wise people come in all shapes and types, and from every culture on earth. We have poetry and folktales, sacred writings and letters. Dialogues and interviews, news columns, podcasts, Ted Talks, You Tube recordings and even comedy are all a part of the content in this text.You will be most successful using this collection this on line.

The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?

Writing Commons is an encyclopedia for writers, speakers, and knowledge workers. Since 2008, we have published original articles on topics of interest to writers, speakers, and knowledge workers. Over 11 million students and teachers worldwide use Writing Commons for help with their college-level coursework in academic, workplace writing, STEM writing. Writing Commons serves as the required writing textbook for students in composition, professional and technical writing, workplace writing, business writing, fiction writing, and poetry writing courses. Beyond the classroom, Writing Commons is the go to source for professionals in workplace writing settings.

The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.