This is an online course in experimentation as a method of the empirical social sciences, directed at science newcomers and undergrads. We cover topics such as:
- How do we know what’s true?
- How can one recognize false conclusions?
- What is an experiment?
- What are experiments good for, and what can we learn from them?
- What makes a good experiment and how can I make a good experiment?

The aim of the course is to illustrate the principles of experimental insight. We also discuss why experiments are the gold standard in empirical social sciences and how a basic understanding of experimentation can also help us deal with questions in everyday life.

But it is not only exciting research questions and clever experimental set-ups that are needed for experiments to really work well. Experiments and the knowledge gained from them should be as freely accessible and transparent as possible, regardless of the context. Only then can other thinkers and experimenters check whether the results can be reproduced. And only then can other thinkers and experimenters build their own experiments on reliable original work. This is why the online course Open for Insight also discusses how experiments and the findings derived can be developed and communicated openly and transparently.

This course covers approaches to research and evaluation in the planning field, for those preparing to write 1st-year doctoral and other research papers. Topics include narrowing down research interests, using quantitative and qualitative techniques complementarily, and interviewing and other fieldwork challenges. The course uses a seminar-type format in which readings, class discussions, and assignments are built around (1) generic themes that run across the research interests and paper topics of students in the class, and (2) lessons about methodology to be learned from the case comparison studies assigned.

This class provides an overview of some of the techniques used in creating costume pieces that are crafted rather than sewn. We will use a variety of materials and techniques to create specific costume pieces while at the same time exploring alternative applications possible for each material/technique.

A step-by-step guide for (trainee) teachers using online resources

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Creating Playable Stories Series

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CMS.611J / 6.073 Creating Video Games is a class that introduces students to the complexities of working in small, multidisciplinary teams to develop video games. Students will learn creative design and production methods, working together in small teams to design, develop, and thoroughly test their own original digital games. Design iteration across all aspects of video game development (game design, audio design, visual aesthetics, fiction and programming) will be stressed. Students will also be required to focus test their games, and will need to support and challenge their game design decisions with appropriate focus testing and data analysis.

Course Description:

Students in this course will learn organizational best practices to implement diversity, equity, inclusion, and belonging in the workplace. Students will evaluate laws and policies that apply to diversity and inclusion. Students will also build cultural competencies to foster employee recruitment, motivation, satisfaction, and retention. Additionally, students will analyze the leadership skills and processes needed to develop an organizational culture that is diverse and inclusive. Prerequisite: DEI 333

Learning Outcomes:

Analyze organizational best practices on diversity, equity, inclusion, and belonging. (LO1)
Examine the laws and policies that organizations should implement that pertain to diversity, equity, inclusion, and belonging. (LO2)
Determine diversity management techniques needed to attract, engage, and retain employees. (LO3)
Develop leadership skills and cultural competencies to cultivate a diverse and inclusive organizational culture. (LO4)

NINETEENTH-CENTURY ART HISTORY is an extensive field of study that intersects with diverse areas of the humanities and social sciences. New research continues to expand our understanding of the era’s modernist ideation and cultural production. The aim of Creating the Modern is to facilitate access to the research by providing an online platform readily available to learners interested in examining the relationships between art, society and culture at the dawn of modernism.

Creating the Modern comprises ten chapters structured around general and specialized topics within an overarching chronology. In addition to addressing the era’s revolutionary aesthetic and stylistic developments, the e-publication engages issues relevant to nineteenth-century art within its socio-political context. Topics such as class and gender, academism and the avant-garde, the reception and consumption of progressive art, the culture of spectatorship, psycho-social illness, Eurocentrism, and religious and racial prejudice encourage a multi-faceted understanding of how the narrative of nineteenth-century art is a narrative intrinsically attached to the problematics, and promise, of emerging modernity.

The source material for Creating the Modern was gathered and collated exclusively from online publications, facilitating access and use and affording students and scholars across disciplines opportunities for further research and knowledge production. Extracts from original sources include texts by art historians, artists, philosophers, critics, and theorists, providing an expanded context of the artistic, literary, scientific, and social conditions that informed modern art. As an Open Education Resource (OER), Creating the Modern permits no-cost re-use, re-purpose, adaptation, and redistribution by others.

Short Description:
20 visual artists in conversation about why they make, how they work, and how the creative process unfolds.

Long Description:
This book was created by seniors in the 2020-2021 Art BA Departmental Honors program in the School of Art + Art History + Design, University of Washington, Seattle. The students in the Honors in Art track come from the four concentrations of the Division of Art: 3D4M: Ceramics + Glass + Sculpture, Interdisciplinary Visual Arts, Painting + Drawing, and Photo/Media.

The book presents first-person accounts of the creative process by a diverse group of makers as they develop artwork, consistently question habits, meanings, and inspirations while interfacing the world during uncertain times.

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An exploration of the creative spirit as manifest in the arts and humanities. This textbook examines historical shifts and artistic output in eastern and western culture beginning with the Protestant Reformation and ending in the 21st century.

Creative Translation for Real-World Contexts is one of the first translation textbooks designed for Spanish/English speakers at an intermediate-high (B2) level. This book introduces students to the basic ideas of translation while addressing frequent pain points that recur when working bidirectionally. Additionally, a focus is placed on fostering metacognitive skills by encouraging creative translation from real-world environments such as narration, business, advertising, specialized contexts (including inclusive and queer language), and in situations when there are no clear translations available, such as sci-fi and fantasy works. Chapters alternate between Spanish and English as the languages of discussion, thus providing an equitable challenge for native speakers of both languages.

Please let us know if you adopt this book here: https://bgsu.az1.qualtrics.com/jfe/form/SV_2hlHnf1OcdYrkI6

Caribbean Creole languages result from language contact via colonization and the slave trade. In this course we explore the history of Creole languages from cognitive, historical and comparative perspectives. We evaluate popular theories about “Creole genesis” and the role of language acquisition. Then we explore the non-linguistic aspects of Creole formation, using sources from literature, religion and music. We also look into issues of Caribbean identities as we examine Creole speakers’ and others’ beliefs and attitudes toward their cultures. We also make comparisons with relevant aspects of African-American culture in the U.S.

A Collection

Short Description:
Since 2011, the journal Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed book centered on the theory and practice of critical digital pedagogy.

Long Description:
The work of teachers is not just to teach. We are also responsible for the basic needs of students — helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is in keeping with Freire’s insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.

For the past ten years, the journal Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here.

This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more — work which advances the study and the praxis of critical digital pedagogy.

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What is thinking? It may seem strange to begin a logic textbook with this question. ‘Thinking’ is perhaps the most intimate and personal thing that people do. Yet the more you ‘think’ about thinking, the more mysterious it can appear. It is the sort of thing that one intuitively or naturally understands, and yet cannot describe to others without great difficulty. Many people believe that logic is very abstract, dispassionate, complicated, and even cold. But in fact the study of logic is nothing more intimidating or obscure than this: the study of good thinking.

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It is our hope that the successful student who completes a class using all or some of this text will have improved skills with application inside the discipline of philosophy, but also with application to work in other disciplines within academia. Our ultimate goal, however, is to help people develop techniques which support curiosity, open-mindedness, and an ability to collaborate successfully with others, across differences of experiences and background. Our dream is to help people “put their heads together.”

Can Higher Order Thinking Be Tested?

Short Description:
This second edition of CRITICAL THINKING EDUCATION AND ASSESSMENT: Can Higher Order Thinking be Tested? contains a series of important papers from the first edition and a new Introduction by Jan Sobocan. The essays are an important read for anyone interested in the issues raised by the teaching of critical thinking and consequent attempts to test its success.

Long Description:
This second edition of CRITICAL THINKING EDUCATION AND ASSESSMENT: Can Higher Order Thinking be Tested? contains a series of important papers from the first edition and a new Introduction by Jan Sobocan. The essays are an important read for anyone interested in the issues raised by the teaching of critical thinking and consequent attempts to test its success. They discuss attempts to use testing to ensure educational accountability, the politics of testing regimes, and the shortcomings and the strengths of standard tests used to teach and assess students, courses, programs, and the tests themselves. The ebook can serve as a useful introduction to the questions that this raises, at the same time that it provides answers to these questions from the perspective of many different trends within contemporary argumentation theory.

This anthology’s contributors include many leading figures in the fields of informal logic, critical thinking, testing, argumentation theory, and educational theory: Carol Ann Giancarlo, Leo Groarke, Ralph H. Johnson, Robert H. Ennis, William Hare, Jan Sobocan, Roland Case, Gerald Nosich, Donald L. Hatcher, Frans H. van Eemeren, Bart Garssen, J. Anthony Blair, Linda Kaser, and Sharon Murphy.

Word Count: 90589

ISBN: 978-0-920233-97-9

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Thinking critically is a complicated but important endeavour that involves learning how to think clearly, acquiring problem-solving skills, and applying these skills in real life contexts. This text offers students an introduction to critical thinking methods, principles, and applied examples. It engages the reader to question their attitude and approach to critical thinking and provides a detailed introduction to the role of belief in critical thinking. It outlines the use of argument forms for validity, definitions and classification, syllogistic reasoning, categorical logic, and the method of informal fallacy identification. With up-to-date examples, current issues, links to videos, exercises and answer keys, a glossary, quick charts, and key takeaways, this resource is engaging and designed for students’ success.

This course is a series of presentations on an advanced topic in the field of geology by the visiting William Otis Crosby lecturer. The Crosby lectureship is awarded to a distinguished international scientist each year to introduce new scientific perspectives to the MIT community. This year’s Crosby lecturer is Prof. Kevin Burke. His lecture is about African history. The basic theme is the distinctiveness of the African continent in both the way that it originated 600 million years ago and in the way that it has developed ever since.

This course is an intermediate subject designed to help students gradually build an in-depth understanding of France. The course focuses on French attitudes and values regarding education, work, family and institutions, and deals with the differing notions that underlie interpersonal interactions and communication styles, such as politeness, friendship and formality. Using a Web comparative, cross-cultural approach, students explore a variety of French and American materials, then analyze and compare them using questionnaires, opinion polls, news reports (in different media), as well as a variety of historical, anthropological and literary texts. Throughout the course, attention is given to the development of relevant linguistics skills. This course is recommended for students planning to study and work in France and is taught in French.