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Flipped Through Design: “Flipping the Classroom” Through Instructional Design

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The “Flipped Classroom” model of instruction has generated discussion around the world of education. Numerous articles have been written documenting experiences surrounding this method of teaching. The one piece that has been missing from this discussion is a sound framework to design a “Flipped” course using proven design principles. Instructional Design provides a proven framework to design all types of instruction and these principles can be used to design a “Flipped” course.

Material Type: Textbook

Author: Jacon Bane

The Role of School Librarians in OER Curation: A Framework to Guide Practice

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This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators. This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders. The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

Material Type: Case Study, Teaching/Learning Strategy

Author: ISKME

OER: A Field Guide for Academic Librarians

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We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.

Material Type: Textbook

Authors: Andrew Wesolek, Anne Langley, Jonathan Lashley

Ontario College Libraries’ OER Toolkit

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The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice. The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

Material Type: Module, Teaching/Learning Strategy

Author: Colleges Libraries Ontario and the Ontario Colleges Library Service in collaboration with ISKME

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations

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The entire spirit of this book project reflects the editors’ shared belief in the power of an open and inclusive community, of learning, and of collaboration toward innovation. From the outset, the editors knew that this book would be an open project in its own right. It had to be published openly (to practice what we preach), and it would serve as an opportunity to learn the process of creating an open book from start to finish, including, for example, developing review criteria that would ensure rigor, diversity, inclusion, and ingenuity while drawing from the open community to involve both novice and expert OP practitioners both as authors and readers.

Material Type: Reading, Teaching/Learning Strategy, Textbook

Authors: Alexis Clifton, Kimberly Davies Hoffman