This lesson centers around the How AI Works: Computer Vision video from the How AI Works video series. Watch this video first before exploring the lesson plan.

Students learn how computer vision works. They first look at optical illusions to identify the features of the drawing that their eyes noticed. Students watch a video explaining computer vision and how a computer "sees". They design an algorithm that uses a network to decide what number the seven segment display is displaying. Finally, students test their algorithm.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

This resource models a possible research unit for instructors interested in guiding students through contextual literary analysis. As such, this resource outlines strategies for delving into the biographical, historical, and cultural contexts of recommended mentor texts, such as ‘The Yellow Wallpaper’ by Charlotte Perkins Gilman and ‘Hills Like White Elephants’ by Ernest Hemingway. Additionally, this resource provides a suggested pacing for the unit as well as an outline and rubric for crafting and evaluating the final essay. By the end of this section, instructors will be equipped to design their own contextual analysis research unit that suits their class interests and needs.

Author: Katherine Yoerg
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This outline will address the main topics in a Basic Statistics course.  Each topic will be accompanied by the corresponding textbook chapter and section from the Open Stax textbook, Introduction to Business Statistics, by Holmes, Illowsky, and Dean.  The outline also contains a column of OER Lecture Material.  This lecture material is in progress and will be added to the OERTX Repository.

Students examine the anthropological perspective of human culture, including such institutions as kinship, politics, and religion, and evaluate the interrelationship between culture, environment and biology. Students explore the effects of globalization on culture while developing critical thinking skills through the application of essential anthropological approaches, theories, and methods.Login: guest_oclPassword: ocl

This customizable Excel template provides a master framework to plan and organize learning activities for online courses. The template contains sheets to outline course modules, schedule weekly learning objectives and activities, plan assessments and assignments, and track student progress. Columns are provided to capture activity details like name, type, description, duration, assignments, and more. The template is fully editable so course designers can add or remove sheets as needed to match their planning process. By providing a structured planning template, this Excel file aims to help streamline the instructional design process for online learning. Use it to map out engaging and effective learning experiences for modern online courses.

“Digital,” “library,” “pedagogy” — what happens when these three terms are brought together as the foundations of a community of practice? The strategies and insights gathered here suggest a preliminary answer to that question, but the short version might be: a lot. Digital access and affordances spark new approaches to primary sources; memes model scholarly conversation; hands-on work with APIs and web scraping quickly bring the rhetoric of the digital as seamless access to information back down to earth.

"The #DLFteach Toolkit Volume 2 focuses on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. As 3D technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. For our purposes, 3D technology includes, but is not limited to, Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling and scanning software, 3D game engines and WebGL platforms, as well as 3D printers and extruders. While 3D/VR/AR technologies demonstrate real possibilities for collaborative, multidisciplinary learning, they are also fraught with broader concerns prevalent today about digital technologies. 

To develop instructional resources that recognize and reflect the diversity of context and practice within this broad, emerging field, the DLF Toolkit Volume 2 is based on a decolonial, anti-ableist, and feminist pedagogical framework for collaboratively developing and curating humanities content for this emerging technology. Lesson plans cover a wide range of disciplines and stages of the 3D data life cycle, guiding educators through the complex process of integrating emerging 3D technologies into various pedagogical settings by illustrating the possibilities of using 3D/VR/AR to extend critical thinking."

We facilitate and develop lessons for Data Carpentry workshops. These lessons are distributed under the CC-BY license and are free for re-use or adaptation, with attribution. We’ve had people use the lessons in courses, to build new lessons, or use them for self-guided learning.

Data Carpentry workshops are domain-specific, so that we are teaching researchers the skills most relevant to their domain and using examples from their type of work. Therefore we have several types of workshops and curriculum is organized by domain.

The goal of this lesson to raise students’ awareness and understanding of what deepfakes are, how they can cause harm, and how they could be regulated. The lesson also encourages students to question their own manipulation of images and video.

This resource contains a facilitation guide, class notes, and an activity handout. Students play the game “Let’s Make a Deal” to explore the underlying probability that guides the optimal strategy for contestants. This activity aligns with MATH 1332 Learning Outcome 4: Demonstrate fundamental probability/counting techniques and apply those techniques to solve problems.

This resource contains a slide deck and a facilitation guide. Students are guided to consider how mathematics can help us understand the phenomenon of a pandemic and inform our responses. Students work in groups using the NCTM’s browser pandemic app to manipulate four factors that influence the spread of a virus to see the how changing these variables creates different outcomes. They learn and explore how a log curve is used in this model. This activity aligns with MATH 1332 Learning Outcome 6: Demonstrate the ability to choose and analyze mathematical models to solve problems from real-world settings, including, but not limited to, personal finance, health literacy, and civic engagement

This resource contains a student activity handout, class notes, and a facilitation guide. Students work together to discover one-to-one correspondences between various infinite sets of numbers and the set of natural numbers. At the end of this activity the compiled results of their group work form a list of infinite sets that all have the same cardinality as the set of natural numbers. Instructors may take this lesson further by discussion countably infinite versus uncountably infinite sets. This activity aligns with MATH 1332 Learning Outcome 1: Apply the language and notation of sets

A course about digital citizenship and its importance in using the internet. This quick and easy-to-follow module includes the four key aspects of digital citizenship and videos that contain further information on those key aspects. This resource can be utilized as a learning tool for both teachers and middle school-aged/high school-aged learners who are directly interacting with or new to how the internet works. This resource can also be utilized as a source to learn and practice digital citizenship together in the classroom.

Access a library of curated curriculum, lectures, and exercises, including a weekly update of fresh materials.

MAIN AIMS OF THE MODULE: To achieve an understanding and practical experience of key principles, methods and theories in the area of educational software.
LEARNING OUTCOMES FOR THE MODULE: The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
1) Obtain understand of major learning principles, theories, and approaches
2. Identify key factors of successful educational software design and deployment.
3) Apply theories, principles, and approached into an appropriate design of educational software system.
4) Establish an appreciation of state-of-art developments in the area of educational software design.
MAIN TOPICS OF STUDY: The main topics of study considered in light of the above learning outcomes are: ‰ Educational Principles Design of educational software such as electronic instruction manuals, serious gaming, VR training, drills, and tutor agents and tutorials ‰Educational software for specific learners such as children, elderly, mentally or physically challenged individuals ‰CEvaluation of education software.

This course covers the major topics of mechanics, including momentum and energy conservation, kinematics, Newton‰ŰŞs laws and equilibrium. The major emphasis is to develop critical analysis, problem solving and scientific reasoning skills by considering numerous different systems and interactions, solving problems and discussion. It uses a systematic approach based on modeling systems by application of basic physics principles, making assumptions, utilizing multiple representations (not just mathematical) in order to become proficient at problem solving. Lab work is required and is designed to help students develop a questioning approach to physical situations, distinguishing the significant behaviors from the less significant behaviors of a system under study.Login: guest_oclPassword: ocl

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other. Login: guest_oclPassword: ocl

This is an expository writing course requiring more advanced writing skills than Basic English Composition 101, yet reviewing and incorporating some of the same skills. This course teaches you research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of expository and persuasive prose including properly documented and researched argumentative essays. A major component of this course will be an emphasis on the research process or ‰ŰĎinformation literacy‰Ű: your ability to locate, evaluate and use information effectively. You also will recognize academic audiences, increase your clarity and objectivity, and adhere to standard formats.Login: guest_oclPassword: ocl

Cultivating stakeholders is a critical part of event management. This application activity covers the following four-stage process for involving stakeholders in an event: identification of stakeholders, classifying stakeholders, assessing stakeholders, and maintaining stakeholders. A case study is provided for students to apply to cultivating stakeholders in an industry example.