This is a playlist of videos from the Creative Commons Global Summit 2023. Videos include sessions that were either pre-recorded or recorded live in Mexico City during 3–6 October 2023.
The goal of this adapted version of BC Campus's Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create truly open textbooks and online academic experiences—ones that are free and accessible for all students. The original source was a collaboration between BCcampus, Camosun College, and CAPER-BC.
Differential calculus in one and several dimensions. Java applets and spreadsheet assignments. Vector algebra in 3D, vector- valued functions, gradient, divergence and curl, Taylor series, numerical methods and applications. Given in the first half of the first term. However, those wishing credit for 18.013A only, must attend the entire semester. Prerequisites: a year of high school calculus or the equivalent, with a score of 4 or 5 on the AB, or the AB portion of the BC, Calculus test, or an equivalent score on a standard international exam, or a passing grade on the first half of the 18.01 Advanced Standing exam.
This checklist provides a guideline for adopting OER for use in Canvas.
This course is a guide for OER specialists who are looking to establish a workflow, locate openly licensed resources, create accessible content, and produce openly licensed materials--especially textbooks--in an organized format. The course was developed under an Open Textbooks Pilot grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education.
The creation, curation, and widespread use of open educational resources (OER) is making a significant difference in democratizing access to a high-quality education. From a burgeoning movement launched over 15 years ago, to a growing field, to national and global impact, teachers and learners in increasing numbers are participating in and benefiting from a process driven by the collaborative development and sharing of educational materials that are freely available for anyone to use, unrestricted by traditional copyright.
If the field of OER is to continue on its trajectory from a nascent movement to the mainstream of education, it is incumbent on OER advocates and stakeholders—including educators, librarians, instructional technologists, and content developers—to address how we might sustainably scale the movement over time and across diverse contexts, while still staying true to the values of openness that attracted so many to OER in the first place.
It is for that reason, we developed and are pleased to introduce the CARE Framework. Its purpose is to both support and make more explicit the valuable work that is being done and needs to be done in building a sustainable open education ecosystem.
The Center for Success at Alvin Community College is the primary location for faculty and staff professional development at Alvin Community College. Our mission is to promote student learning and success by ensuring that faculty and staff have the learning resources, support, and opportunities to assist them with reaching their full personal and professional potential. We connect faculty and staff through our ACC Community, and we recognize excellence in teaching and learning through our awards program.
DELIVERY FORMAT: The program has a hybrid format.
APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 200
HOW TO ENROLL: Employees of the college are granted access.
DEPARTMENT(S) OVERSEEING PROGRAM: Vice President of Curriculum & Instruction
CONTACT FOR MORE INFO: Haley Collins at hcollins@alvincollege.edu or 281-756-5688
The Center of Teaching Excellence & Learning will work to align its goals to Laredo College’s Mission & Strategic Plan. The main focus of the center will be to foster a community of faculty and staff devoted in improving teaching strategies, best practices, and increasing student learning.
The two main focuses:
(1) Instruction – course design (learner-centered), assessing learning, student engagement, and technology tools for teaching
(2) Student Learning – teaching specific student populations and equity, diversity, and inclusion
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process
EVALUATION STATUS: No data related to outcomes have been collected from this program
DEPARTMENT(S) OVERSEEING PROGRAM: Academic Innovation & Technology Division
CONTACT FOR MORE INFO: Dr. Elizabeth Rodriguez at elizabeth.rodriguez@laredo.edu or (956)721-5879
The Changing Story gives you assignments, resources, and examples to use in your teaching and learning. It will also help you think of ways digital stories can be used in your teaching, and help students harness the power of visual storytelling.
A five part online module that teaches best practices for online information literacy and identifying disinformation or untrustworthy sources.
This checklist is intended to help an instructor evaluate an Open Educational Resource in terms of its: breadth of perspectives and accuracy, alignment, production quality, accessibility, student access, student engagement, cultural relevance and sensitivity, licensing, and adaptability.
Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.
Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
Choosing & Using Sources presents a process for academic research and writing, from formulating your research question to selecting good information and using it effectively in your research assignments. Additional chapters cover understanding types of sources, searching for information, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them. There are also appendices for quick reference on search tools, copyright basics, and fair use.
"6.002 is designed to serve as a first course in an undergraduate electrical engineering (EE), or electrical engineering and computer science (EECS) curriculum. At MIT, 6.002 is in the core of department subjects required for all undergraduates in EECS. The course introduces the fundamentals of the lumped circuit abstraction. Topics covered include: resistive elements and networks; independent and dependent sources; switches and MOS transistors; digital abstraction; amplifiers; energy storage elements; dynamics of first- and second-order networks; design in the time and frequency domains; and analog and digital circuits and applications. Design and lab exercises are also significant components of the course. 6.002 is worth 4 Engineering Design Points. The 6.002 content was created collaboratively by Profs. Anant Agarwal and Jeffrey H. Lang. The course uses the required textbook Foundations of Analog and Digital Electronic Circuits. Agarwal, Anant, and Jeffrey H. Lang. San Mateo, CA: Morgan Kaufmann Publishers, Elsevier, July 2005. ISBN: 9781558607354."
The Stanford History Education Group (SHEG) is a research and development group based in Stanford’s Graduate School of Education. In 2014, we set out to develop short assessments to gauge young people’s ability to evaluate online content. Our work was supported by the Robert R. McCormick Foundation, the William and Flora Hewlett Foundation, the Spencer Foundation, and the Silver Giving Foundation.
Specifically, we sought to measure Civic Online Reasoning — the ability to effectively search for, evaluate, and verify social and political information online. We use this term to highlight the civic aims of this work. The ability to evaluate online content has become a prerequisite for thoughtful democratic participation.
College ESL Writers: Applied Grammar and Composing Strategies for Success is designed as a comprehensive grammar and writing etext for high intermediate and advanced level non-native speakers of English. We open the text with a discussion on the sentence and then break it down into its elemental components, before reconstructing them into effective sentences with paragraphs and larger academic assignments. Following that, we provide instruction in paragraph and essay writing with several opportunities to both review the fundamentals as well as to demonstrate mastery and move on to more challenging assignments.