"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."

The nine lessons in this volume cover foundational digital tools like Voyant and Omeka and newer ones such as Transkribus and the International Image Interoperability Framework (IIIF). Most lessons focus on the act of making and engaging with tools, while others address misinformation and algorithmic bias. The structure and length of the lessons vary considerably, with some designed for standalone sessions and others spanning the duration of a course.

This module aims to equip you with a broad understanding of digital security and ethics and outlines some of the steps you can take to protect yourself and your work.
By the end of this course you will be able to:
Recognise basic terminology relating to digital security
Identify the main types of malware (malicious software), the main malware dissemination methods, and associated protection measures
Explain the security challenges associated with wireless networks and operating online
Demonstrate an understanding of firewalls,password security and other online protection measures
Assess the risks you or your organisation face and implement a risk management plan
Recognise the importance of behaving ethically online
Identify the ethical concerns associated with your work/project

An important hallmark of science is the transparency and reproducibility of scientific results. Over the last few years, internet-based technologies have emerged that allow for a representation of the scientific process that goes far beyond traditional methods and analysis descriptions. Using these often freely available tools requires a suite of skills that is not necessarily part of a curriculum in the life sciences. However, funders, journals, and policy makers increasingly require researchers to ensure complete reproducibility of their methods and analyses. To close this gap, we designed an introductory course that guides students towards a reproducible science workflow. Here, we outline the course content and possible extensions, report encountered challenges, and discuss how to integrate such a course in existing curricula.

This resource serves as a resource for those engaged in exploring open at Oklahoma State University.

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

This resource is a template for designing a Professional Learning Series. This template was designed for the OER Advanced Skills series in June 2023.Image generated using OpenArt and prompting generated by ChatGPT4 as a guide. Prompt fine-tuning was done by Clayton Heberling (Original Author).

This course is designed to familiarize the student with hybrid and electric vehicle safety, hybrid internal combustion engines (ICE), regenerative braking systems, high voltage climate control system, power inverter and battery pack cooling systems, high voltage analysis tools used, high voltage safety systems, and 12 volt systems used in hybrid and electric vehicles. Hands-on application to safety disconnect, use of high voltage analysis tools to perform basic checks, and perform service and preventive maintenance on hybrid and electric vehicles.

The projects in this guide use a student-driven approach to learning. Instead of simply learning about AI through videos or lectures, the students completing these projects are active participants in their AI exploration. In the process, students work directly with innovative AI technologies, participate in “unplugged” activities that further their understanding of how AI technologies work, and create various authentic products—from machine learning models to video games—to demonstrate their learning.

This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society.

This guide provides student-driven projects that can directly teach subject area standards in tandem with foundational understandings of what AI is, how it works, and how it impacts society. Several key approaches were taken into consideration in the design of these projects. Understanding these approaches will support both your understanding and implementation of the projects in this guide, as well as your own work to design further activities that integrate AI education into your curriculum.

In this guide, students’ exploration of AI is framed within the context of ethical considerations and aligned with standards and concepts, and depths of understanding that would be appropriate across various subject areas and grade levels in K–12. Depending on the level of your students and the amount of time you have available, you might complete an entire project, pick and choose from the listed activities, or you might take students’ learning further by taking advantage of the additional extensions and resources provided for you. For students with no previous experience with AI education, exposure to the guided learning activities alone will create an understanding of their world that they likely did not previously have. And for those with some background in computer science or AI, the complete projects and resources will still challenge their thinking and expose them to new AI technologies and applications across various fields of study.

This lesson is designed for adult English language learners at the high beginning or low intermediate profiency level. The charts contain a brief explanation of the grammar point. Each chart is followed by five short exercises.

A three credit course offered at Macomb Community College including all educational materials, besides quizzes and exams, discussing hybrid electric vehicle (HEV) power management systems. Topics include computer controls of the internal combustion engine (ICE), battery types, HEV thermal management, motors, safety, and HEV/EV accessories. System types, service procedures, and diagnostic procedures are covered for Ford, General Motors, Honda, and Toyota vehicles.

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.

A handout that provides key areas in which the use of multimedia in online education is helpful and important, including: student engagement, interactivity, global reach, media literacy, the benefits of the flipped classroom, and movies and video as historical record  It also provides tips for using multimedia in online education.

Introduction to Informative Speaking:
-Define an informative speech
-List the four types of informative speeches and describe their use
-Name some examples o subjects of an informative speech

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.