This book is an introduction to communication, affect, and learning in the classroom. The book was originally created as a way to introduce K-12 educators to instructional communication, but has been expanded to help College/University professors and Talent Development professionals as well. 

Many resources online provide limited lists of available communication channels, but the lists miss relevant details for those learning about the range of ways we can communicate. This introductory reading intends to share the sheer volume of ways we can communicate with audiences and publics to illustrate the need to strategically consider all the options we may use to share our messages.

A checklist to be used by students as they work on group projects to make sure they are using good communication skills.

A checklist to be used by students as they work on group projects to make sure they are using good communication skills.

Definition and characteristics of communication competence.

This course presents a top-down approach to communications system design. The course will cover communication theory, algorithms and implementation architectures for essential blocks in modern physical-layer communication systems (coders and decoders, filters, multi-tone modulation, synchronization sub-systems). The course is hands-on, with a project component serving as a vehicle for study of different communication techniques, architectures and implementations. This year, the project is focused on WLAN transceivers. At the end of the course, students will have gone through the complete WLAN System-On-a-Chip design process, from communication theory, through algorithm and architecture all the way to the synthesized standard-cell RTL chip representation.

Encoding Communication is an openly licesed image from Wikimedia commons liceensed under CC BY-SA 3.0. It focuses on the process of communication as promotion of undersatanding through shared symbols, context, and feedback. There is an indirect pointer to possible barrriers to effective communication (noise) emanating from various sources.

Syllabus and materials for the first half of a course that prepares students to produce professional written business communications. In addition to improving information literacy, computer literacy, and English grammar skills, students will improve abilities that are essential in the workplace. Includes links to OER readings, videos, and activities.

Syllabus and materials for the second half of a course that prepares students to produce professional written business communications. In addition to preparing professionally written business documents for a variety of purposes using current technology, students will acquire project management skills and experience. Includes links to OER readings, videos, and activities.

This is Week One of a planed ten week course on Human Caring Theory and communcation

Examines intercultural communication, including cultural patterns, verbal and nonverbal communication codes and their practical application in today's diverse society.

Chapter 1 - Foundations of Culture
Chapter 2 - Understanding Cultural Identity
Chapter 3 - Social Construction of Cultural Identity
Chapter 4 - Cultural Biases
Chapter 5 - Taxonomies of Cultural Patterns
Chapter 6 - Understanding Intercultural Communication
Chapter 7 - Intercultural Communication Competence
Chapter 8 - Striving for Engaged and Effective Intercultural Communication

While studying the Articles of Confederation government and the Constitutional Convention in this problem-based learning module, the students will determine the benefits of peacefully changing an inept government.  They will deduce the crucial steps needed for peaceful change to happen within a society.  An area of research will be chosen to help solve a problem critical to the students’ middle school lives.  Feedback will be gathered through a video interview or a Google Form survey of crucial stakeholders.  Students will research the alternatives to improve upon their selected problem.  Students will present their findings to a decision maker and wait to receive feedback.

.To acquire objective information about the dynamics of interpersonal relationships—casual friendships, deeper friendships, family relationships and intimate relationships. Information learned will include theoretical material as well as research findings. Students will have better understanding of the nature of different interpersonal relationship dynamics, and be able to apply interpersonal relationship theories to practice. This objective will be achieved through class lectures, the reading of Brehm, and the achievement of this and related objectives will be assessed through service learning projects, journals, papers, etc. 

Learn more about the decision making process, and how you can make informed decisions. Footage: pexels.com

What is your favorite class?  How would you describe that class or teacher? Are they fun, interesting, boring, etc.? In this seminar you will learn new adjectives that describe what your classes may be like.ACTFL StandardsCommunication: Interpersonal and InterpretiveCultures: Practices to PerspectivesComparisons: Cultural ComparisonsLearning TargetI can understand simple captions under photos.Habits of MindApplying past knowledge to new situationsCritical Thinking SkillConstructing Support  

How do we prepare K-12 students and learning communities to be as successful as possible? If future jobs require creativity, problem-solving, and communication, how do we teach these skills in meaningful ways? How do we bring together passionate school leaders to create systemic solutions to educational challenges? Come explore these questions and more in Design Thinking for Leading and Learning.
The course is organized into three sections that combine design thinking content with real-world education examples, as well as opportunities for learners to apply concepts in their own setting.
This course is part of the Open Learning Library, which is free to use. You have the option to sign up and enroll in the course if you want to track your progress, or you can view and use all the materials without enrolling.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves. They learn how to confront issues in their lives, how to live life, and how to learn from it.
A short version of this course meets during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. Then this semester-long extension of the IAP course is taught to interested members of the MIT community. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program.
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his hopes for its continued expansion, and his commitment to the well-being of MIT students.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves and others. They learn how to address issues in their lives, how to live life, and how to learn from it.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program. A semester-long extension of the IAP course is also taught to the population at large of MIT (please see PE.550, Spring).
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his intention for its continued expansion, and his commitment to the well-being of MIT students.

This course allows students to develop effective strategies specifically for the workplace. From idea gathering to drafting to delivery. this course will prepare students to write a variety of documents, letters, reports tailored to professional audiences.

This resource was created by Alexandra Bastian in collaboration with Kristen Evans as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for students in grades 9-12  taking Information Technology I.