This resource identifies several myths that are often voiced about accessibility in the classroom, then counters those myths with the actual facts.
This document provides a series of tips for improving the production quality of multimedia created for UMGC courses.
This resource includes a selection of OERs that deal with the topic of career planning, including career development, training, and work experience.
This Code is a tool for educators, librarians, and authors to evaluate common professional scenarios in which fair use can enable them to incorporate inserts, including those protected by copyright, to create OER. It can provide groups working on OER projects with a shared framework for evaluating and understanding when and how to incorporate existing content to meet pedagogical needs.
While we have released this code under an open license for the widest possible reuse, please be aware that the principles are carefully crafted to be read together and reflect the series of workshops and interviews that informed the Code. Please make clear when you are using only an excerpt, and carefully note if you are making
any changes or alternations not in the original code. Over time, there will be additional supplementary materials and updates to this code available at auw.cl/OER.
Please attribute as: “Code of Best Practices in Fair Use for OER, available at
auw.cl/oer is licensed under CC BY 4.0”
The purpose of this document is to help the program director begin outlining the learning needs of a program and to uncover learning needs that might not be met by the current capabilities and tools.
This document is used to map a course’s curriculum at the assignment/project level and see relationships between the different components of that assignment.
The purpose of the roadmap is to design the overall architecture of a course. This resource can be used to map a course’s activities so that the team can ensure good alignment and sequencing of the assignments.
This resource is used to map a course’s activities so that faculty can ensure good alignment and sequencing of the assignments.
This document will help you to review courses for culturally sound design, as well as design courses with better awareness.
This document will help you review courses for culturally sound design, as well as design courses with better awareness.
Introduces faculty to Open Educational Resources and planning resources for OER adoption. In this course, participants will be introduced to the meaning Open, laws surrounding the distribution of educational content, and how to find openly licensed materials for use in a class. Participants will apply concepts to the creation of a mini module in their discipline.
A guide which provides an overview of OER resources, links to OER repositories, and planning resources and examples created and used at Frederick Community College.
Under the Planning Resources and Examples tab, there are course cartridges for an Intro to OER course that introduces faculty to Open Educational Resources and planning resources for OER adoption. In the course, participants will be introduced to the meaning of Open, laws surrounding the distribution of educational content, and how to find openly licensed materials for use in a class. Participants will apply concepts to the creation of a mini module in their discipline.
This document provides a series of tips for improving the production quality of graphic arts content created for UMGC courses.
This resource includes best practices in applying learning design principles, searching for learning resources, identifying digital rights requirements, and ensuring accessibility compliance in the classroom.
From OpenStax, a review framework and set of prose guidelines for development of diversity and representation in OERs. While the entire conception and approach of a textbook should consider all populations, even a well informed and well-meaning author or editor can misstate or misconceive diversity/representation issues.
For example, even a member of a certain group can use an archaic term to define that group. To focus on the practical, OpenStax has worked with experts to identify specific areas of course materials that reflect inclusivity or a lack thereof. They have evaluated their existing textbooks on these elements, and the community has agreed that the resulting changes have been effective and positive.
This resource provides useful tips on how instructors can promote teams and teamwork in their course or program.
The purpose of this template is to develop profiles for what the typical student entering a program will be like, including skills, knowledge, and other attributes, and to develop a profile of what graduates from a specific program should be like, particularly in what learners should know and be able to do.
This checklist should be used when determining the accessibility of Word 2016 documents. It is derived from a resource published by the U.S. General Services Administration.
This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education. [Version 1.1. Revised September 5th, 2019.]
This checklist should be used when determining the accessibility of PDF documents. It is derived from a resource published by the U.S. General Services Administration.
OER Evaluation Rubrics adapted from the Achieve OER Rubric by Prince George's Community College to include a "Fair" rating. The Rubics included are: Rubric 1 - Alignment to Learning Objectives; Rubric 2 – Licensing; Rubric 3 - Quality of Subject Matter; Rubric 4 - Technology; Rubric 5 – Accessibility.
This document provides a series of tips for improving the production quality of videos created for UMGC courses.
This document is used as a programmatic planning tool. First, stakeholders collaborate to map out the goals and key elements at a program level. Then, with these goals and elements in mind, stakeholders design each course.
This template will guide faculty or program directors in how to map out a course into competencies, deliverables, learning topics, course-specific materials, and so forth.
UMGC slideshow that highlights how engaging practices in online learning and authentic student assessments can promote integrity across the educational spectrum.
This tutorial introduces the reader to some of the amazing capabilities of R to work with and map geographic data. Geographic data are data that contain spatial attributes (or spatial data) that define a geographic space (location, area, elevation, etc.) and non spatial attributes (f.e., population density, pollutant concentrations, temperature).
This tutorial was developed for one the units of the course “ENVS 420: Research Seminar in Environmental Sciences” offered at the University of Baltimore. However, it is hoped that readers outside of ENVS 420 who are interested in geospatial analysis and with a basic familiarity of R find this tutorial useful.
The use of an integrated developer environment (IDE) or an IDE like configuration such as the IDE RStudio (https://rstudio.com/) or the Nvim-R plug-in for the integration of vim/neovim and R (https://github.com/ jalvesaq/Nvim-R/tree/stable) is recommended but not necessary.
The tutorial was written with RMarkdown (v. 2.6) (Allaire et al., 2020; Xie et al., 2018, 2020) in R (v. 4.2.3) (R Core Team, 2020).
The UMGC OER Quality Guide is a tool to help evaluate the quality of OERs for use in your course. It examines resources through multiple lenses: compliance; content considerations; and technical factors. The Quality Guide Q&A answers key questions about the Quality Guide and helps users use the guide effectively.
From the Wor-Wic Arts & Humanities Department, this rubric is designed to help faculty who are deciding if they would like to use an OER in their course. It includes assessments related to Authorship, Potential Bias, Affiliation, Quality Control, Peer Review, Timeliness & Relevance, Content Quality, Target Audience, and Accessibility.
The Wor-Wic rubric was adapted by Adam Tavel from a public rubric uploaded by user mcbrarian on the iRubric site.
This resource provides guidance to faculty on 1) how to compose instructions that provide learners with sufficient information to complete the deliverables and allow faculty to accurately assess competencies and 2) how to present instructions in a way that encourages learners to notice, remember, and follow through on critical features of the assignment.