Focus is on creating and selecting high quality assessments, integrating assessment practices and results into actions and planning, and building and enhancing data literacy skills related to assessment.

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.This is the first of 2 Versions of this pressbook. Click on Volume 2 for information.

Long Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Word Count: 56853

ISBN: 0-88953-438-1

(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.)

Did your mother call you to tell you about that new miracle cure for Alzheimer's disease? Did your Facebook feed pop up with an article on a factory farm of pigs intended for human transplant harvesting? Did one of your friends breathlessly tell you that there's a new spider that's going to kill us all? You might have heard any or all of these stories, but there's one thread connecting all of them: they're not true.

The ability to tell accurate news from fake news is an important skill that you'll use for the rest of your life. This LibGuide will give you valuable insight in telling fact from fiction online, plus a chance to exercise your newfound skills.

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

THIS GUIDEBOOK is an open educational resource for current and future Amplify podcasters, and anyone interested in how to approach academic podcasting. What is academic podcasting? And why might you want to start an academic podcast in the first place? Academic podcasting is the communication of scholarly knowledge through the digital medium of podcasting. Podcasting can take on many forms, including interviews, audio documentary, fiction, or experimental sound forms. Podcasting can be a radical, open, and subversive way of creating publicly accessible and community engaged scholarship. We hope you’ll find this guidebook useful in the classroom, in the studio, and even at home, alongside your cup of morning coffee. Think of this as an invitation into the world of academic podcasting that you can return to time and time again throughout the development of your podcast. While this guidebook is far from exhaustive, we hope it will offer you a selection of best practices, templates, and resources that will benefit seasoned producers and podcast newcomers alike

A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources. This is a first edition, compiled by Rebus Community, and we welcome feedback and ideas to expand the text.

While formal citation is the most visible form of attribution, there are variety of other ways to acknowledge other people's ideas and the products of other people's work.

A collection of resources designed to assist instructors in integrating ICT literacy into teacher education curriculum. The collection includes standards, MERLOT key terms, bibliographies, articles, and learning activity idea starters.

The information and communication technologies literacy tutorial explains how to find, evaluate, and manage information using technology. You will practice finding, evaluating and managing information using technology.

How to protect your personal information and privacy, stay safe online, and help your kids do the same.

When using media for presentations, even if it is an openly licensed resource, we still need to give proper attribution to the creator. With Creative Commons licenses, attribution is actually a requirement of use.

A commonly accepted attribution format in the open community is the TASL acronym. It's a bit less specific than APA or MLA format, but every attribution should have the following components and answer each question in italics. Where possible, link to the original components and do include any additional information if it feels relevant or useful.

The Inclusive Design Guide can be applied to digital design as well as to the design of services, the built environment and physical products. It can be applied to processes like workshops, meetings, conferences, and even our daily interactions with one another. It can be used by anyone. The Guide is ever-evolving as we learn more about how to design inclusion into all that we do. We rely on your feedback and contributions to continue developing these ideas.

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.The Information Literacy User’s Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book’s authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State College. These core foundations ensure that the material will be relevant to today’s students.The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

"This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation." From the Introduction.

Open pedagogy is the practice of engaging with students as creators of information rather than simply consumers of it. It's a form of experiential learning in which students demonstrate understanding through the act of creation. The products of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community.

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content

With raised awareness and accessibility laws emerging around the world, understanding what inclusive access to the Web means is becoming necessary knowledge for anyone who produces digital content. Much of the current information on Web accessibility requires some technical understanding, and may be difficult to consume for the average person. The instruction here will “interpret” the W3C Web Content Accessibility Guidelines (WCAG 2.1), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.

This interactive webcomic marks the first of our WI+RE Data Literacy Suite. Intro to Data Literacy introduces learners to a variety of ways different academic disciplines conduct data research!

This book is a work in progress; and will hopefully remain that way in perpetuity; where authors will come back and update their chapters and others will add more chapter. It is aimed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. This book is a minor attempt to contribute to the vast repository of Open Educational Resources.