Learning Framework: Effective Strategies for College Success 2.0

This free digital textbook serves as a companion to EDUC 1300/1200/1100 Learning Framework: Effective Strategies for College Success at Austin Community College. This book is an accessible and relevant way to explore the research and theory in the psychology of learning, cognition, and motivation as well as factors that impact learning, and the presentation of specific learning strategies. This Open Educational Resource was remixed from a previous version found at https://courses.lumenlearning.com/austincc-learningframeworks/ by Heather Syrett and Laura Lucas. Senior Contributing Author and EditorHeather Syrett, Associate Professor and Assistant Department ChairStudent Development and General StudiesAustin Community College Contributing AuthorsPamela Askew, ProfessorStudent Development and General StudiesAustin Community College Edgar Granillo, Professor and Assistant Department ChairStudent Development and General StudiesAustin Community College Laura Lucas, Adjunct ProfessorStudent Development and General StudiesAustin Community College  Marcy May, Adjunct ProfessorStudent Development and General StudiesAustin Community College Tobin Quereau, Adjunct ProfessorStudent Development and General StudiesAustin Community College Amber Sarker, ProfessorStudent Development and General StudiesAustin Community College Paul Smith, Adjunct ProfessorStudent Development and General StudiesAustin Community College Eva Thomsen, Associate ProfessorStudent Development and General StudiesAustin Community College Suggested Attribution for ReuseSyrett, H., et al. Learning Framework: Strategies for College Success. Provided by: Austin Community College. Located at: OERCommons, https://www.oercommons.org/courseware/8434.License: CC BY-NC-SA-4.0 Revised August 2020 (Chapters 1, 4, 6, 7, and 8), August 2021 (Chapters 2 and 15), August 2022 (Chapters 1, 3, and 16)

Material Type: Full Course

Permissions Guide for Educators

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.* "Copyright license choice" by opensource.com is licensed under CC BY-SA 2.0.

Material Type: Reading

Author: Mindy Boland

Budget Basics for Grant Writing

This handbook is presented to you by the Office of Scholarship and Sponsored Projects in FHSU. It covers the topics on developing a budget for grant proposal writing, the types of costs, budget justification, and FHSU procedures for proposal submittal.

Material Type: Textbook

Authors: Leslie Paige, Misty Koonse

Instructional Design

Course for beginning Instructional Designers. Explains ADDIE design method as well as skill sets for Instructional Designers.

Material Type: Data Set

Author: Jessica Groff

Instructional Design and Open Educational Resources

Suppose you’re designing an online course. How might you use Open Educational Resources (OER)? Let’s take a quick look at a common model for instructional design – the ADDIE model. (There are many others but this one is very common and useful for our discussion.)

Material Type: Reading

Author: Stefano M. Stefan

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

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

Intro to OER for Faculty

Intro to OER for Faculty - updated July 27, 2022

Material Type: Lecture

Authors: Dorrie Scott, Alex Suchon, Seethalakshmi Natarajan, Chitra Sambasivam

Module 10: Final Assessment

Thank you for taking the time to complete this professional development! We understand that learning about OER and applying open licensing concepts to adapt or create your own work is an incremental process. Please come back to these modules to review at any time. We will keep the links and Texas-related information updated. To receive a certificate of completion for these modules, please complete and submit the final assessment linked below.

Material Type: Assessment, Module

Author: Carrie Gits

Module 1: Introduction to This Course

By the end of this course, you should be able to: -Define Open Educational Resources -Explain the rationale for OER adoption and use -Explain the differences between the six currently available Creative Commons licenses -Identify repositories and other resources for finding relevant OER -Use tools and criteria to evaluate OER -Recognize steps and associated criteria for adapting and creating OER with proper attribution and licensing -Create an open educational resource -Review the current landscape of OER in Texas Higher Education -Recognize different Texas legislation on OER

Material Type: Module

Author: Carrie Gits

Module 2: Understanding OER

The nonprofit organization Creative Commons provides the following definition of open educational resources (OER): “Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities.” In Texas, Senate Bill 810 (SB 810), which was signed into law in June 2017, further defines OER as follows: “‘Open educational resource’ means a teaching, learning, or research resource that is in the public domain or has been released under an intellectual property license that permits the free use, adaptation, and redistribution of the resource by any person. The term may include full course curricula, course materials, modules, textbooks, media, assessments, software, and any other tools, materials, or techniques, whether digital or otherwise, used to support access to knowledge.” The key distinguishing factor of this type of educational resource is the copyright status of the material. If course content is under a traditional, all-rights-reserved copyright, then it’s not an OER. If it resides in the public domain or has been licensed for adaptation and distribution, then it is an OER.

Material Type: Module

Authors: Carrie Gits, Judith Sebesta

Module 3: Why OER?

Before we discuss the benefits of OER in detail, please take a few minutes to watch this video from Abbey Elder, Open Access & Scholarly Communications Librarian at Iowa State University. The video reviews the definition of OER but also provides a broad overview of why OER is an effective solution in addressing student barriers to high-quality learning materials. The video also provides examples of how faculty can use OER to enhance their teaching and improve student learning.

Material Type: Module

Author: Carrie Gits

Module 4: Introduction to Open Licensing

Did you realize these course modules are an OER? Do you want to reuse the content, modify it for your students or colleagues? Guess what … you can, with attribution of course! You’ll learn more about reusing open content and explicit open license permissions, such as attribution, in Module 7. However, understanding what makes it possible for you to reuse, modify, and reshare this work is the first step. These activities are legal because when it was created the author released it with an open license. When discussing open licensing it also is necessary to review definitions of important terms and legal requirements of laws and principles applied to a creator’s work and how it can be used or reused. In addition to introducing and defining open licenses, this module will review and define copyright, fair use, and public domain.

Material Type: Module

Author: Carrie Gits

Module 5: Finding & Evaluating OER

Modules 1-4 provided you with a solid introduction to various aspects of open educational resources such as the benefits to using OER, the 5R Framework, and open licensing. In this module, you will apply what you now know about OER and start finding the variety of open resources available to you. Through this module, you will be exposed to a variety of search strategies used in locating and finding relevant OER, and you will explore some of the more useful online repositories and sites which host OER. This module will also focus on elements of evaluating OER.

Material Type: Module

Author: Carrie Gits

Module 6: Accessibility

Faculty are required to ensure that the teaching materials we use are accessible to all students. Applying a universal design approach to your curriculum allows you to improve accessibility for all learners.

Material Type: Module

Author: Carrie Gits

Module 7: Creative Commons Licensing In-Depth

CCBY CCBYSA CCBYNC CCBYNCSA CCBYNCND: No, that wasn’t a typo! The acronyms above are representative of the six different Creative Commons (CC) licenses. In Module 4 you were introduced to open licenses and how they differ from all rights reserved copyright. In this module, you will learn about the different conditions and permissions of these licenses.

Material Type: Module

Author: Carrie Gits

Module 8: Adapting, Creating & Sharing OER

In the previous seven modules, you’ve learned a great deal about open educational resources and how they can be used as effective teaching and learning material in your courses. In this module, you will gain experience in applying what you’ve learned to successfully adopt, adapt, and create an OER.

Material Type: Module

Author: Carrie Gits

Module 9: A Look at OER in Texas

This module will provide a broad overview of OER across the state. This includes discussion of the results of a recent landscape survey by DigiTex, a snapshot look at recent Texas legislation related to OER, and a variety of examples from colleges and universities who are offering OER Degree pathways and OER courses across their curriculum.

Material Type: Module

Author: Carrie Gits

BranchED Equity Rubric for OER Evaluation

The BranchED Equity Rubric for OER Evaluation is intended for use by teacher educators to evaluation instructional materials for equity.Grunzke, R.Z., Jiles, T. Mayo, S., Grotewold, K., & Ianniello, P. (2021.) Equity Rubric for OER Evaluation. Branch Alliance for Educator Diversity.

Material Type: Teaching/Learning Strategy

Author: Aubree Evans

OER Rubrics | Achieve.org

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Material Type: Assessment, Teaching/Learning Strategy

Author: Achieve

Screening for Biased Content in Instructional Materials

The Washington Office of Superintendent of Public Instruction is releasing this model tool for screening for biased content to Washington districts in the hope that it will provide suggestions and examples for review teams during the instructional materials selection and adoption process. 

Material Type: Teaching/Learning Strategy

Author: Barbara Soots