Word Count: 83725
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This book includes the Learning Outcome: explain and recognize stages and milestones in physical, social, emotional, sensory, linguistic, and cognitive development for infants from birth to 15 months old. The objective meets the NAEYC Standard 1a [Knowing and understanding young children’s characteristics and needs, from birth through age 8] for educator preparation and the MA Core Competency 1.A.1 and 1.G.15 at the initial level. You will experience how an infant develops at an individual rate and has a personal approach to learning.
Industry 4.0 Open Educational Resources
Short Description:
The OER collection “Innovate on the Internet Computer” documents a variety of learning experiences. Parts I, II, and III are from the perspective of learning by instructions, learning by cases, and learning by conversations. Part I consists of 5 chapters that provide the basic but complete pipeline for developing innovative applications on the Internet Computer. Part II includes 5 chapters of case studies produced by students from the Duke CS+ project team “Decentralized Finance: Cryptocurrency and Blockchain on the Internet Computer” and beyond. Part III consists of chapters on conversations documented in Ask Me Anything (AMA) interviews of pioneers in academia and industry.
Long Description:
Website: https://ic.pubpub.org/
Word Count: 60322
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Word Count: 65273
ISBN: 978-1-912319-96-1
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Short Description:
Download the PDF version of this book. Purchase a print copy of this book. ISBN: 978-1-946135-37-7
Long Description:
The authors of these chapters are faculty and instructors from the University of Minnesota System whose proposals to pursue innovative undergraduate teaching and learning at the course or curricular level were awarded grants through the Provost’s “Experiments in Learning Innovations” or “Digital Technology” initiatives. Working within teams that included teaching and technology consultants, each project engaged in formative design and research across 12 to 18 months, with several teams opting to contribute a scholarship of learning and teaching chapter for this monograph.
Collectively, the authors in this volume demonstrate a commitment to on-going responsiveness to challenges, and a desire to incorporate opportunities made available by technological developments. Many authors also reflect on the ways that relationships between teachers and their students, as well as between teachers in and beyond one’s home department, are critically important in fostering student learning.
Readers – including future faculty, as well as current instructors, faculty, administrators, regents and legislators – will benefit from this collection of articles for their attention to learners, complex learning, practicable pedagogy, and curricular experimentation.
Word Count: 73447
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This book is about teachers who care about students’ learning and are motivated to take risks and actively reflect on how to best facilitate that learning. What is most resonant for me after reading “Innovative Learning and Teaching” is how important relationships and communities are to effective higher education.
Word Count: 102101
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Word Count: 81983
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There seems to be little resistance to the idea that children and teens learn in public library spaces. However, many public librarians do not see themselves as teachers. This implies that much of the learning that happens in public libraries is incidental—tangential to the “real” purpose and design of these spaces and programs.
In this book, we make the case that public librarians should embrace an explicit instructional role as a core part of their professional practice. Inside, you’ll find both a comprehensive review of what is known so far about instruction for youth in public libraries and a primer on core educational concepts and frameworks for current and future public librarians. Each chapter includes real-world examples of libraries and librarians who are already practicing powerful teaching.
We hope that this text will inspire a new group of students, practitioners, and researchers to expand on our ideas, create innovative forms of teaching and learning that are unique to public libraries, and engage all children and teens in powerful and meaningful learning experiences.
Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaInstruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
Long Description:
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.
Word Count: 43097
ISBN: 978-0-9897226-7-4
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An Introduction
Short Description:
This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice.
Long Description:
This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice.
Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials.
Word Count: 150634
ISBN: 978-1-946011-09-1
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice.
Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials.
The focus of the text is on interacting in various ways with academic sources and popular articles, including paraphrasing, summarizing, responding to arguments, and using sources to support and develop your own ideas. Each chapter focuses on a specific type of writing you will be doing in the course and provides scaffolded practice to help you build the skills necessary to successfully complete that type of writing.
The major writing assignments that make up this course were specifically chosen in order to target writing skills that can be applied to various writing contexts. The writing skills you practice in this course can also be applied to other courses in which writing is assigned, such as summarizing a textbook chapter, responding to written opinions, locating and evaluating academic sources, and composing an argumentative research paper.
The Open Educational Resource Reader and Workbook for Interpreters
Short Description:
This Open Educational Resource (OER) on interpreting offers authors and readers free and open access to current, relevant, easy-to-access, and free materials. The editors have created a space where emerging scholars in the field of signed language interpreting make contributions with the ability to revise as the interpreting studies discipline and the scholars, themselves, develop and change. This OER provides faculty and students readings and practical application experiences that connect program specific coursework and concepts across the interpreter education curriculum emphasizing the holistic nature of the field of interpreting.
Long Description:
The purpose of this OER project is to develop current materials targeting newer scholars as authors who have conducted current research, but have not had an opportunity to publish. In this project, each of the five editors will develop and/or compile a collection of reading and ancillary materials on a specific content area. Contributions will be made in written English or digitally recorded American Sign Language (ASL). All contributors retain rights to their own work and may reuse in traditional and transformative ways as OER approaches continue to advance. As authors continue to grow, they are encouraged to remix (create new content over time) and redistribute materials they have developed.
The goal of this OER is to offer faculty and students readings and practical application experiences that connect program specific coursework and concepts across the interpreter education curriculum emphasizing the holistic nature of the field of interpreting.
Additionally, there are different needs for those students who are native English speakers and those who are native/primary users of ASL. We also envision other interpreter educators using the materials. Thus, we expect that the readings and activities will be revised (adapted) as needed.
Courses and topics for this project include interpreter mindset, pre-interpreting skills and knowledge, technical skills, reflective practice, linguistics, cultural intelligence, multicultural competencies, meaning transfer, and coaching.
Word Count: 38589
ISBN: 978-1-63635-025-7
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This writing course for advanced students of ESOL offers an integrated approach to metacognition and critical thinking skills, research and source evaluation skills, standard composition and grammar skills, and academic vocabulary skills.
After some preliminary activities, each unit follows a regular routine:
-warm-up writing prompts that review previous concepts and generate authentic writing from which to observe and discuss common grammar and mechanics
-vocabulary lessons that present useful academic words that also appear in the texts
-big-picture concepts for college writing adapted specifically for ESOL learners from Amy Guptill's Writing in
College: From Competence to Excellence
-grammar lessons that review the basics and then focus on clauses
-composition lessons based on moving from five-paragraph essays toward organic research papers, again adapted from Amy Guptill's Writing in College: From Competence to Excellence
-"getting ready to write" lessons focused on research, source evaluation, reported speech, and academic
formatting
-essay writing/editing prompts
-self-reflection writing/editing prompts
Materials make use of a textbook that is available at this link: https://openoregon.pressbooks.pub/synthesis/
Short Description:
Supporting teachers to use instructional design principles to effectively leverage technology to create engaging teaching and learning environments.
Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2021 and Winter 2022) at Cape Breton University, Nova Scotia, Canada, to support fellow teachers in their efforts to effectively leverage technology for online, blended, and emergency remote teaching. The chapters in this eBook provide evidence-based strategies for the use of technology to transition from face-to-face instruction to online and hybrid delivery methods.
DOWNLOAD FORMATS
Word Count: 26046
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Short Description:
Supporting teachers to use instructional design principles to effectively leverage technology to create engaging teaching and learning environments.
Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2023 and Spring 2023) at Cape Breton University, Nova Scotia, Canada, to support fellow teachers in their efforts to effectively leverage technology for in-person, online, and blended teaching. The chapters in this eBook provide evidence-based strategies for using technology to enhance instructional design for teaching and learning.
Download Formats
Word Count: 33757
ISBN: 978-1-9993825-9-9
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Short Description:
Supporting rapid transition in education during times of crisis through the integration of instructional design and educational technology.
Long Description:
This eBook was written and compiled by participants in EDUC5103 (Winter 2020) at Cape Breton University, Nova Scotia, Canada, as a response to calls for support during a time of rapid transition in education systems to online and alternative delivery methods (as a result of the COVID-19 pandemic). The chapters in this eBook provide evidence-based strategies for the use of technology to transition from face-to-face instruction to online and hybrid delivery methods.
DOWNLOAD FORMATS
Word Count: 31180
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Long Description:
Hosted by:
Word Count: 20480
ISBN: 978-1-55195-470-7
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Short Description:
Interculturalizing the Curriculum is the third in a series of educator development resources on interculturality. Developed for the KPU Intercultural Teaching Program, this short book engages educators in two main strands of interculturalizing the curriculum: (1) revising curriculum to reflect intercultural learning outcomes, and diverse content from multiple perspectives, and (2) supporting student interculturality development.
Long Description:
Interculturalizing the Curriculum is the third in a series of educator development resources on interculturality. Developed for the KPU Intercultural Teaching Program, this short book engages educators in two main strands of interculturalizing the curriculum: Revising curriculum to reflect intercultural learning outcomes, and diverse content from multiple perspectives, and Supporting student interculturality development.
In the first chapters of the book, we explore the process of interculturalization. First, the process is placed within its theoretical context(s) with an exploration of the streams of thought that contribute to understandings of how education can support equity and social justice. From there, Leask’s (2013, 2015) model of curriculum internationalization informs the process of considering how our curriculum currently reflects diverse knowledge sources and ways of knowing, and envisioning what changes might be desired.
The second part of this resource focuses on student interculturality development. One of the overarching goals of interculturalizing the curriculum is providing a means by which our students understand their identities, learn to engage with multiple perspectives, relate effectively with classmates, and prepare to advocate for social change. These chapters discuss how student interculturality development can be integrated into the curriculum and assessed, as well as how educators can support the complex and challenging classroom conversations that arise from an interculturalized curriculum.
Welcome to the journey of exploring what might be possible in our curriculum and classrooms.
Word Count: 15904
ISBN: 978-1-989864-30-2
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