This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The Materials Research Society is proud to announce the 2020 MRS Communications Lecture honorees, Drs. Chun-Teh Chen and Grace Gu from the University of California, Berkeley. The honor recognizes excellence in the field of materials research through work published in MRS Communications. Drs. Chen and Gu are recognized this year for their prospective paper on how researchers are harnessing artificial intelligence to accelerate the design and discovery of composite materials. Their work is featured in volume nine, issue two of MRS Communications. Composites are combinations of two or more base materials, whose collective properties exceed those possessed by either material alone. Composites are widely used as structural materials in the automotive and aerospace industries and can also be easily found in nature. Limitations in manufacturing methods have generally restricted the architecture these materials take on in real-world applications. Most commonly, they’re processed into multilayer sheets..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This Framework is adapted by WCET from Cecilia Ka Yuk Chan's 2023 Comprehensive AI Policy Education Framework for University Teaching and Learning. It is free and openly available to anyone. It will complement the forthcoming WCET Artificial Intelligence Toolkit.

Illustrates the difference in using active voice vs passive voice to express the same idea.

Activity Sheet: This document provides an overview of how online education helps remove common barriers to accessing education, such as geographical restrictions, disabilities, scheduling conflicts, social stigma, and financial constraints. It uses simple icons and explanations to illustrate how the flexibility and accessibility of online learning platforms can expand educational opportunities to a broader range of students. This would be a useful resource for those exploring online education options, comparing modalities, or looking to increase enrollment through distance learning programs.

Use tiles to represent variables and constants, learn how to represent and solve algebra problems. Solve equations, substitute in variable expressions, and expand and factor. Flip tiles, remove zero pairs, copy and arrange, and make your way toward a better understanding of algebra.

Build rectangles of various sizes and relate multiplication to area. Discover new strategies for multiplying algebraic expressions. Use the game screen to test your multiplication and factoring skills!

Build rectangles of various sizes and relate multiplication to area. Partition a rectangle into two areas to discover the distributive property.

Build rectangles of various sizes and relate multiplication to area. Discover new strategies for multiplying large numbers. Use the game screen to test your problem solving strategies!

A catalog of collective commons 0 (CC0) artworks that are free to view and use.

An infographic with Quick Facts on AI in higher education by Mandy Jordan, Researcher, SHSU Online

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Artificial intelligence is transforming our way of life. Able to spot patterns invisible to the human eye, algorithms are learning how to make our lives easier, safer, and more fun. That power is not lost on materials researchers. During the next decade, artificial intelligence or AI-driven research could fundamentally transform how new and better materials are developed. What’s more, it might even revamp how materials research itself is carried out, enabling promising new materials and processes to be developed more quickly. Machine learning methods come in a variety of flavors, with some requiring more guidance, or “supervision,” from researchers. But, generally, a machine-learning algorithm designed to discover and understand the behavior of materials looks for patterns connecting the composition, structure, and properties of known materials..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a modification of the Washington Models for the Evaluation of Bias Content in Instructional Materials (2009) that is made available through OER Commons under a public domain license. This resource attempts to both update the content with more contemporary vocabulary and also to narrow the scope to evaluating still images as they are found online. It was developed as a secondary project while working on a BranchED OER grant during summer 2020. It includes an attached rubric adapted from the Washington Model (2009).

The video provides an overview of the autonomic nervous system and its two main divisions: the sympathetic and parasympathetic systems. The sympathetic division responds to stress and activates the fight or flight response, leading to various physiological changes such as dilated pupils, increased heart rate, and the release of norepinephrine and epinephrine. In contrast, the parasympathetic division promotes the rest and digest response, causing opposite effects on the organs like constricted pupils and slower heart rate. The video also delves into the anatomy and neurotransmitters involved, discussing terms like preganglionic and postganglionic neurons, adrenergic and cholinergic receptors, and the specific functions of these receptors in various organs and tissues.

These anatomical illustrations were created by Biological and Pre-Medical Illustration (BPMI) students that had previously attended the course, BIOL351: Comparative Chordate Anatomy. The students worked closely with the lab instructor to develop detailed anatomical illustrations of the specimens studied in the lab, which allowed the students to showcase their work. The images were then incorporated in the lab handbook for the course and made more widely available as open educational resources.

Description: Overview of computer systems—hardware, operating systems, the Internet, and application software including word processing, spreadsheets, presentation graphics, and databases. Current topics such as the effect of computers on society, and the history and use of computers in business, educational, and other interdisciplinary settings are also studied. This course is not intended to count toward a student's major field of study in business or computer science.Learning Outcomes:Upon successful completion of this Introduction to Computing course, you will be able to:Describe the fundamentals of computing infrastructure components: hardware, application software, operating systems, and data communications systems.Delineate and discuss societal issues related to computing, including the guiding principles of professional and ethical behavior.Demonstrate the ability to create and use documents, spreadsheets, presentations and databases in order to communicate and store information as well as to support problem solving.Describe the need and ways to maintain security in a computing environment.Explain how networks work; implement a basic home network.Describe basic concepts/structures of computer programming, demonstrate an understanding of programming strategies and design an algorithm.

Computer Science courses (COSC) have become a popular area of study from K-12 to higher education levels (i.e., community colleges and four-year institutions). For the past years, different educational approaches have been proposed to disseminate concepts in these areas (traditionally through books and online platforms such as wikis, websites, forums). Although there are several resources available to assist a student in learning tricks or "how-to" for specific items, some of them lack curricular guidance to lead to a constructivist learning approach.

Some of the other available resources rely on a strong mathematical background, which many potential computer science students might not have, discouraging students from pursuing a computer science or programming field, particularly from a K-12 environment and community colleges.

This project comprises two courses: Programming Fundamentals I, a.k.a., CS 1 (THECB: COSC 1436) and Programming Fundamentals II, a.k.a., CS 2 (THECB: COSC 1437). Additionally, we present modules on cybersecurity and data analytics to these two courses, two emerging areas in computing-related to these courses that are highly applicable in today's industry needs.

Although the COSC courses do not appear in the 2017-2019 THECB Most Transfer List, many institutions, including high schools and postsecondary schools, have adopted COSC 1436 and 1437, their core highly demanded courses. Furthermore, different independent school districts have a strong partnership with community colleges and four-year institutions, increasing the number of COSC 1436 and COSC 1437 sections across Texas. Therefore, we anticipate creating an OER that might have a significant impact in the next years.

Your town is holding a mayoral election and the stakes have never been higher. You suspect one of the candidates will begin pushing false information to swing the election. As the cybersecurity expert, your job is to inoculate the townspeople against false information. First, you must learn the strategies of disinformation trolls. Claire Wardle explores the tactics of disinformation campaigns

This course uses an open textbook University of Michigan Chemical Engineering Process Dynamics and Controls. The articles in the open textbook (wikibook) are all written by teams of 3-4 senior chemical engineering students, and are peer-reviewed by other members of the class. Using this approach, the faculty and Graduate Student Instructors (GSIs) teaching the course act as managing editors, selecting broad threads for the text and suggesting references. In contrast to other courses, the students take an active role in their education by selecting which material in their assigned section is most useful and decide on the presentation approach. Furthermore, students create example problems that they present in poster sessions during class to help the other students master the material.

A cognitive bias is an inherent thinking ‘blind spot’ that reduces thinking accuracy and results inaccurate–and often irrational–conclusions.

Much like logical fallacies, cognitive biases can be viewed as either as causes or effects but can generally be reduced to broken thinking. Not all ‘broken thinking,’ blind spots, and failures of thought are labeled, of course. But some are so common that they are given names–and once named, they’re easier to identify, emphasize, analyze, and ultimately avoid