This open crowdsourced collection presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities. Experimentation is at the heart of learning, teaching and scholarship. Being open to diverse ideas will help us make novel connections that can lead to new discoveries and insights to make a positive contribution to our world. Ideas shared may be in its embryonic stage, but worth exploring further through active and creative inquiry.

This guide for instructors gives guidance on using AI and ChatGPT in teaching.

You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution: crediting the author and giving the source information. Generally speaking, attribution must reasonably include all relevant information supplied by the licensor. Because each use case is different, you can decide what form of attribution is most suitable for your specific situation. The following examples are intended to illustrate what typical prudent practices look like. We expect community norms and expectations to evolve with time, and will adapt this guide accordingly. In addition to attribution, there are also things to consider as a licensor or a licensee. If you are a licensor and would like to learn how to mark your own material with a CC license, here.

“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 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.

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 is a hands-on course where you will learn and demonstrate your skills in using digital technologies for collaborative OER development culminating in the development of an OER learning sequence.

This module introduces learners to critical discourse analysis (CDA) of education technologies (EdTech) that facilitate learning activities, such as video-based platforms and Learning Management Systems (LMS). The module guides learners to attend to the ways that EdTech providers (re)imagine classrooms as multimodal, monitored, and data-intensive spaces.

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.

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.

Scholars are pursuing an international reputation earlier in their careers. Early career researchers often encounter norms and expectations they may be unfamiliar with, specifically open access publishing, research data sharing mandates and establishing their scholarly identity via professional social media. They must learn to navigate the research lifecycle from topic selection to data collection and ultimately dissemination of their work. This text will help researchers in STEM and the social sciences navigate the complexities of academic research in the international research community. Utilizing a combination of text, visuals, and reflection, readers will learn to establish themselves as researchers in the academic community.

At the end of the course, users will know:
how to edit an image
how to create an online video
how to edit an audio file online
how to create an infographic
how to edit content in YouTube
how to create a mindmap

A short online tutorial to introduce readers to research best-practices in the humanities and social sciences.

This guide provides resources on the topic of Using Digital Resources, as a supplement to the OERTX Digital Information Literacy Hub.