Integration of Instructional Design and Technology: Volume 3

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 (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.)

Material Type: Textbook

Integration of Instructional Design and Technology: Volume 2

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 (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.)

Material Type: Textbook

“Pathways Project Showcase” Webinar Recording (Closed Captioned) | Boise State OER Lunch and Learn Session 2

Pathways Project co-directors Kelly Arispe and Amber Hoye hosted a showcase of the Pathways Project on September 24th for the Boise State community and others interested in learning more about the work being done at Boise State. Webinar Description: The Pathways Project hosts a collection of over 450 classroom activities across 10 different languages, all collaboratively created by Idaho world language students and teachers. In this workshop, we’ll explore how we’ve used OER Commons to host these ancillary materials, our partnership with world language students and teachers, and share some lessons we’ve learned along the way! Participants will gain an understanding of the features of OER Commons, ideas for co-creating with students, and an understanding of resources available to K-16 language instructors.

Material Type: Teaching/Learning Strategy

Authors: Amber Hoye, Kelly Arispe

Teaching Methods & Practices

A Resource for Novice Teachers Short Description: This book is intended to serve as a resource for novice teachers as they master the art of effective classroom management, assessment, and lesson planning. At the undergraduate level, this book is designed to accompany the instruction in the EDUC 4353: Secondary Teaching Methods & Practices course before the full-internship experience. At the graduate level, this book is designed to support the instruction in the EDUC 5283: Teaching Methods course with a special focus on supporting Alternatively Certified Educators. Each chapter presents a component of the teaching and learning process critical for teacher development and describes how that component is relevant to the classroom.Cover Photo Credit: Szilárd Lőrinczi from Pixabay Long Description: This book is intended to serve as a resource for novice teachers as they master the art of effective classroom management, assessment, and lesson planning. At the undergraduate level, this book is designed to accompany the instruction in the EDUC 4353: Secondary Teaching Methods & Practices course before the full-internship experience. At the graduate level, this book is designed to support the instruction in the EDUC 5283: Teaching Methods course with a special focus on supporting Alternatively Certified Educators. Each chapter presents a component of the teaching and learning process critical for teacher development and describes how that component is relevant to the classroom. This book is being written, edited, and modified by Dr. Jason Proctor, Assistant Professor at Northeastern State University. This book is an open educational resource meant to be retained, reused, revised, remixed, and redistributed as needed by others who are interested in the art of teaching. Portions of the text within this book are adapted from open resources marked with Creative Commons licenses, and the adapted portions retain their original license restrictions. Such sections will be noted with an attribution statement at the end of each chapter. Some of the resources within this book are accessible free of charge online for your use, but they are not openly licensed. This means you cannot edit and redistribute them as you can with the Creative Commons licensed content. These open access resources include many of the videos and some of the resources that are linked throughout the book. Word Count: 34171 Included H5P activities: 27 (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.)

Material Type: Textbook

Author: Jason Proctor

Action Research

Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement.

Material Type: Textbook

Authors: J. Spencer Clark, Julie Thiele, Morgan Jobe, Suzanne Porath

Supporting Technology Integration for School Leaders

This Open Educational Resource (OER) textbook is written as the primary resource for a 3-hour graduate course delivered online by The Teachers College at Emporia State University. The course is designed to prepare school leaders (teachers, instructional coaches, administrators, etc.) for the integration and application of diverse educational technologies into classrooms and schools in ways that reflect a theoretical, research-based, and practical understanding of curriculum development and the effective uses of technology. The course explores practical ways to integrate technology into both teaching and learning and the critical importance of adequate training and professional development for successful integration. This intensive course is delivered completely online over a seven-week period using Canvas. Canvas is a web-based learning management system or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate skill development and learning achievement.

Material Type: Primary Source

Authors: Howard Pitler, Pitler H

Charles Chesnutt in the Classroom

In the world of engaged learning, teachers are inspired by students. I teach primarily classes in African American literature, many of which answer requirements for General Education credit. Because General Education enrollment consists of students from colleges across the university, I have the opportunity to introduce a diverse group of students to the works of Charles Chesnutt, whom I describe as “the most famous Cleveland writer you’ve never heard of.” Inevitably, despite their diverse academic majors, all agree that what they are learning needs to be shared with teachers in the Cleveland Metropolitan school system. Yet while there are numerous websites devoted to Charles Chesnutt, few pay more than passing attention to his association with Cleveland, where Chesnutt was born in 1858, returned in 1883, built one the city’s most successful court reporting businesses, and wrote continuously until his death in 1932.

Material Type: Textbook

Author: Adrienne Johnson Gosselin

Open Modernisms Anthology Builder

Open Modernisms is an open, Creative-Commons-licensed online platform that allows teachers and scholars to build custom anthologies of out-of-copyright primary materials for the period 1850–1950. . It uses a custom-built Islandora module to host a library of documents from which users can select and rearrange in whatever order they like; add their own notes and introductory or contextualizing materials; and output in a numbered sequence of files for digital distribution and/or printing. The site and its materials are open access, and the code for the site, based on already-existing open-source software, is hosted on Github for easy repurposing and distribution. The code can be adapted for any discipline. Create. Mix. Share.

Material Type: Textbook

Author: Stephen Ross, University of Victoria; Matt Huculak, University of Victoria

Learning Lab Contextualised Content

Short Description: Learning Lab Contextualised Content (LLCC) is a multidisciplinary suite of digital open educational resources. It supports learners and educators by providing foundation resources in an interactive, flexible, and shareable format. Developed by educators and digital learning designers, the aim of this content is to provide realistic examples of the implementation of skills and knowledge required by students at a tertiary level. Included in the LLCC are materials on a range of subjects from maths, physics, and writing, to critical thinking, collaboration, and time management. The resources encourage learners to think about how they will apply these skills in their future careers and focus on four industry areas: engineering, economics and marketing, healthcare, and social services. All objects sit within a larger story, that of the Salty Creek Community Festival, and can be explored holistically by the learner. However, each learning object is also modular, meaning it can be used as an independent lesson or activity. Word Count: 73696 (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.)

Material Type: Textbook

Authors: Azadeh Mobasheri, Kelly Ann Smith, Riley Barber, Teryn Attwell

Innovative Learning and Teaching: Experiments Across the Disciplines

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 (Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Material Type: Textbook

Thinking Critically About Classrooms and Income Inequality

Stones in the road: Poverty, income inequality, and schooling practices Short Description: This book discusses the ways that some students may experience school, with a focus on how some schooling practices rest on assumptions being made about students’ financial abilities to engage fully. Long Description: Income disparity within and among school districts in Canada makes it difficult to fulfill public education’s promise of equitable schooling experiences for all students. As educators, we must examine, carefully and critically, the impacts of socioeconomic status and social class on and for parents and children in the day-to-day processes and expectations of schooling. Students and teachers bring to the classroom experience various cultures, races, identities, orientations, genders, socio-economic classes, religious or spiritual affiliations, abilities, language backgrounds, etc., and it is our job as teachers to teach all of our students to the best of our ability, not just the kids who look like us, talk like us, pray like us, or come from the same communities that we do. This book discusses the ways that some students may experience school, with a focus on how some schooling practices rest on assumptions being made about students’ financial abilities to engage fully. Simply put, many students do not have the financial ability to fully participate in some school activities, ranging from not having internet and computer access to complete homework assignments, to food insecurity at home, to lack of access to “material or cultural goods” that often form the basis of classroom practices. We offer some analysis of how these factors may impact students’ experiences in schools. Word Count: 9750 ISBN: 978-1-7781696-7-0 (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.)

Material Type: Textbook

Teaching in a Digital Age: Third Edition - General

Guidelines for designing teaching and learning Short Description: The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (third edition): 18 August, 2022. For subsequent updates, see Updates and Revisions in the front matter of the book. Word Count: 220912 ISBN: 978-0-9952692-7-9 (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.)

Material Type: Textbook

Critical Digital Pedagogy

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. Word Count: 87261 (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.)

Material Type: Textbook

Thinking Critically About Classrooms and Curriculum

Negotiating School Short Description: Matters of social justice appear in various provincial curricula, but are often taught in isolation from a pedagogical discourse around issues of diversity. Long Description: Conversations about oppression, marginalization, at-risk children, and the specific manifestations of these issues are neither novel nor unfamiliar in educational circles. Well-intentioned educators have grappled with how to address these topics for years. As university educators who teach within a social justice framework, we acknowledge these lived realities and the everyday effects they have on individuals. We also believe that there is a parallel perspective to this which is equally important: a strenuous and deliberate examination of one’s own privileges. This book examines some key critical moments in schooling processes and practices and the impacts that these decisions and policies have on the lives of students and teachers. Word Count: 11068 ISBN: 978-1-7781696-9-4 (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.)

Material Type: Textbook

Toward a Critical Instructional Design

Short Description: These chapters challenge current common practices and assumptions in online education, while also challenging our assumptions about who our learners are and what power they should have in learning spaces. Long Description: Imagining better pedagogies is the first step in creating powerful learning environments. Better, for the authors of this collection, means more humanizing pedagogies that embrace the fact that the people in our learning environments are fantastic, curious, unpredictable, capable, and multi-layered. In this edited collection, authors from four continents will share their theoretical and practical work on designing their online courses in higher education through the lens of critical instructional design. Critical instructional design champions a problem-posing digital design approach grounded in the critical pedagogy of Paulo Freire, bell hooks, Maxine Greene, Ira Shor, and others. These chapters challenge current common practices and assumptions in online education, while also challenging our assumptions about who our learners are and what power they should have in learning spaces. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused on and around the emerging field of critical digital pedagogy. The collection, and its sibling collection Designing for Care, represent a wide cross-section of higher education culture from different countries and features articles by women, Black people, Indigenous people, 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 that advances the study and the praxis of critical digital pedagogy. Word Count: 79317 (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.)

Material Type: Textbook

The Role of Autobiographical Memory and Language in Increasing Self-Efficacy in Young Adults with ADHD

Short Description: This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content. Long Description: In a fast-paced and high-pressure society, young adults with ADHD often struggle with feelings of inadequacy or inability as a result of low levels of self-efficacy. While plenty of information and advice exists on the internet and social media, some of it might do more harm than good. In an effort to give psychology findings away to those who would benefit most, my project identifies interventions and practices that work to improve functioning and increase self-efficacy. These practices follow a “wise intervention” framework that identifies and addresses specific pressure points in patterns of thoughts, beliefs, and behaviors. The intended result is to work away from a self-defeating cycle and towards a self-enhancing one. This process focuses on how young adults with ADHD make meaning from their experiences and personal situations, which often involve negative judgments from important life figures such as teachers or parents. As such, an analysis of Martin Conway’s Self Memory System highlights the functions of autobiographical memory in this process of meaning-making. The formation of identity through self-attributions is also considered as it relates to motivation processes and the development of self-efficacy. Additionally, a focus on the use of language and its effects on self-views demonstrates its power on an intervention level. Self-help activities that challenge executive functioning, reframe negative experiences, and help to change mindset all contribute to the process of increasing self-efficacy and motivation. The workbook that I have created to accompany my project will provide activities such as expressive writing, attainable goal-setting, positive self-talk, and healthy reflective exercises. Word Count: 6166 (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.)

Material Type: Textbook

Let's Chat! American Sign Language (ASL)

Conversation Activities | The Pathways Project Short Description: Let’s Chat! ASL features a collection of over 160 interpersonal activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, resolving conflicts, daily routines, health, the environment, holidays and so much more, ASL teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms. Long Description: Let’s Chat! ASL features a collection of over 160 interpersonal activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, resolving conflicts, daily routines, health, the environment, holidays and so much more, ASL teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms. Are you a language instructor using Pathways Project Activities? We would love to hear from you. CLICK HERE to provide your feedback and share back activities you revised with the Pathways Community. The Pathways Project, an initiative from the Department of World Languages at Boise State University, is a collaborative network of open educational resources (OER) including instructional language teaching materials and professional development created by and uniquely for Idaho’s K-16 language teachers and students. Teachers and students participating in the Pathways Project come from different fields of study and schools across Idaho to create open (i.e., free), digital activities that support the teaching and learning of foreign languages and promote intercultural competence. We hope to impact the opportunities learners have to connect to the global world! Visit the Pathways Project Website to learn more. Word Count: 132240 (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.)

Material Type: Textbook

Authors: Armilene Cabreros, Audra Dooley, Collin Dauenhauer, Emily Harrison, Gabi Jones, Izabelle Finner, Robyn Holland, Sarra Foerster, Tiana Gratiot, Tori Fisher

Linguistics for Teachers of English

The primary goals of this text are to acquaint prospective teachers of English with certain aspects of the history, structure, and use of the English Language. Through considering the nature of the English language; how language and culture are interconnected as well as how it is acquired and how and why it changes, readers will come to a fuller understanding of sociolinguistics. This text discusses the nature of language, as well as how it is acquired; how and why languages change, and how the English language in particular has changed (and continues to change); why different varieties of English have developed, and why they continue to be used; how linguists have attempted to account for the (ir)regularities of English; how language and culture are related; and how linguistics can be used as a tool in the classroom. This text presents important topics for English teachers to know: the relationship between “standard” and “nonstandard” dialects, how and why language varies, how we can make informed decisions about what is “right” and “wrong” in language use, and generally how a sound knowledge of how language works can inform and benefit the pedagogical strategies needed to develop as a teacher. Ultimately, I want readers to think about language in ways not thought of before: objectively, passionately, critically, analytically, and logically. This allows readers to move beyond memorization of facts to original thought (which is sort of like the difference between knowing how to add and subtract, and being able to balance a checkbook).

Material Type: Textbook

Author: Carol Russell

Methods of Teaching Early Literacy

This open textbooks covers theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.

Material Type: Textbook

Authors: Constance Beecher, Emily Hayden, Nandita Gurjar, Sohyun Meacham

Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

Material Type: Textbook

Authors: Cari Pankewich, Chrystal Polanik, Danielle Clatney, Eddy Paslowski, Hassan Chatha, Jana Blechinger, Jayden Smith, Karun Mann, Kelly Koshinsky, Kim Guillet, Michele Hudson, Patricia Hicks, Rochelle Chambers, Sarah Gerrard, Shawn Walker, Victoria Oldershaw