This document provides a template for students to design and execute a three phase project as an alternative to a default 3 phase project. Its original usage was in art, design, and game classes that devided a class quarter into 4 projects, each taking roughly two to three weeks and broken into three default phases (preproduction, revisions, and final.)  Students should start by creating a copy of the example three phase project template and replacing sections with their own project-specific content. This framework pursued educational concepts such as choice-based arts education, teaching for artistic behavior, project-based learning, differentiated instruction and constructivism as natural complements to the process of open pedagogy and non-disposable assignments. 

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

The goal of these resources is to give a bird's eye view of the developments in open scientific research. That is, we cover both social developments (e.g. the culture in various communities) as well as technological ones. As such, no part of the contents are especially in-depth or geared towards advanced users of specific practices or tools. Nevertheless, certain sections are more relevant to some people than to others. Specifically:

The most interesting sections for graduate students will be about navigating the literature, managing evolving projects, and publishing and reviewing.
Lab technicians may derive the most benefit from the sections about capturing data, working with reproducibility in mind and sharing data.
For data scientists, the sections on organizing computational projects as workflows, managing versions of data and source code, open source software development, and data representation will be most relevant.
Principal investigators may be most interested in the sections on data management, data sharing, and coping with evolving projects.
Scientific publishers may be interested to know how scientists navigate the literature, what the expectations are for enhanced publications, and the needs for data publishing.
Science funders and policy makers may easily find value in the capturing data, data management, data sharing and navigating the literature.
Science communicators may be more interested in exploring the content by starting with navigating the literature, working with reproducibility in mind and sharing data.

doi:10.5281/zenodo.1015288

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The slideshows that go with OpenStax Astronomy are PowerPoint, which is great for editing and improving, but a bit awkward for instructors who need to load MS PowerPoint in order to present. I used the cc-by license to place them on Wikiversity.

I also invite others to collaborate on developing OpenStax materials on Wikiversity and/or Miraheze.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

Here you can find reading guides that were created by Montgomery College faculty for undergraduate general chemistry students to use to guide their reading of OpenStax Chemistry. These guides are closely aligned with chapters 1-11 and were designed for use in the first semester sequence of general chemistry. They can be used in a flipped-style classroom where students complete them before the lecture. Or they can be used to reinforce important topics learned in class. Each study guide has fill-in-the blank style questions, as well as links to videos where similar problems are worked through. Finally, suggested practice problems relevant to the topic of each study guide are listed at the end.

Here you can find reading guides that were created by Montgomery College faculty for undergraduate general chemistry students to use to guide their reading of OpenStax Chemistry. These guides are closely aligned with chapters 12-17 and 21 and were designed for use in the second semester sequence of general chemistry. They can be used in a flipped-style classroom where students complete them before the lecture. Or they can be used to reinforce important topics learned in class. Each study guide has fill-in-the blank style questions, and many have links to videos where similar problems are worked through. Finally, suggested practice problems relevant to the topic of each study guide are listed at the end.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

These lecture guides will aid students as they progress through the first semester of College Algebra.  They highlight key concepts, allow for note-taking and problem examples to be recorded, and serve to improve student engagement with the material during instruction.

The Glossary Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each glossary term is bolded and followed by its definition in context.

The Glossary Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each glossary term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.

The Key Terms resource is provided in .docx format. It includes terms extracted directly from the textbook and organized by chapter. Each key term is bolded and followed by its definition in context.