This course immerses students in the process of building and testing their own digital and board games in order to better understand how we learn from games. We explore the design and use of games in the classroom in addition to research and development issues associated with computer–based (desktop and handheld) and non–computer–based media. In developing their own games, students examine what and how people learn from them (including field testing of products), as well as how games can be implemented in educational settings.

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants’ ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes.
The instructor for this course, Dr. Julia Khodor, is a member of the HHMI Education Group.

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants’ ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes.
The instructor for this course, Dr. Kosinski-Collins, is a member of the HHMI Education Group.

Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.

This is a short toolkit discussing constructivism. Its founders, history, uses, and advantages and disadvantages are all discussed. Several videos and a knowledge check are included. All sources are listed at the end of the toolkit.

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

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.

Ce module est conçu pour être adapté par les instructeurs de cours à leur propre contexte. Cette intégration bénéficie en particulier de l'adaptation des résultats d'apprentissage, des stratégies d'étude et du soutien du cours spécifique. Les instructeurs doivent faire leur propre copie des activités du module Google Drive afin que les données de leurs étudiants ne soient collectées que par eux.Nous encourageons également les instructeurs à attribuer une note aux étudiants qui terminent le module, car même une prime de 1 % entraîne un taux de réussite élevé.

Ce module est conçu pour être adapté par les instructeurs de cours à leur propre contexte. Cette intégration bénéficie en particulier de l'adaptation des résultats d'apprentissage, des stratégies d'étude et du soutien du cours spécifique. Les instructeurs doivent faire leur propre copie des activités du module Google Drive afin que les données de leurs étudiants ne soient collectées que par eux.Nous encourageons également les instructeurs à attribuer une note aux étudiants qui terminent le module, car même une prime de 1 % entraîne un taux de réussite élevé.

Ce module peut être utilisé par tout le monde dans n'importe quel contexte et est destiné à vous aider à devenir un apprenant plus compétent, que ce soit dans un contexte académique, physique, artistique ou autre. En tant que ressource éducative libre, il peut également être adapté.

This course uses neuroscience methods to study the cognitive development of human infants and children. Case studies draw from research on face recognition, language, executive function, representations of objects, number and theory of mind.

This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

Earth Day is a time for raising awareness and appreciation for our environment. Children will learn the importance of their home planet and about the three R's: Reduce, Reuse, Recycle.

The research literature on cognitive processes relevant to teaching and learning is vast and fascinating. The purpose of this course is to introduce some of the many theories of learning and related topics useful to the design of instruction and to teaching practice.

Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.

The promising approaches include:

- recognising and supporting family engagement in learning at home
- supporting two-way, positive communication and providing light touch updates about learning
- promoting a literacy-rich environment at home (primary school guide)
- collaboratively planning and problem solving with families.

There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.

The promising approaches include:

- recognising and supporting family engagement in learning at home
- supporting two-way, positive communication and providing light touch updates about learning
- promoting a literacy-rich environment at home (primary school guide)
- collaboratively planning and problem solving with families.