This resource identifies several myths that are often voiced about accessibility in the classroom, then counters those myths with the actual facts.
Accessibility Toolkit – 2nd Edition
Authors: Amanda Coolidge, Sue Doner, Tara Robertson, and Josie Gray
The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
The materials within this guide are intended to support multidisciplinary teams in or during the pre-production phase of serious game design as they collaborate in a facilitated workshop. It is critical that the workshop facilitators are familiar with the conceptual framework and proposed methodology in order to better support participants as they collaborate in the game design brainstorming and protoyping steps.
This open textbook was created with the support of an ALG Textbook Transformation Grant. Topics include art integration, music integration, physical education / dance integration, and the theoretical foundations of arts integration in education
This document provides a series of tips for improving the production quality of multimedia created for UMGC courses.
Plagiarism is presenting someone else's work as your own. It can include copying and pasting text from a website into a project that you're working on, or taking an idea from a book without including a citation to give credit to the book's author. Plagiarism is very common, and the internet has made it even more common. However, if you are careful to cite your sources, it's not too hard to avoid plagiarism.
This interactive learning module teaches students how to avoid plagiarism. Upon completing this module, students will understand the definition of plagiarism as well as what and when to cite. Adapted from Clark College's IRIS Avoid Plagiarism tutorial.
This text is designed to show how to be successful in college and in career preparation. It is a remix of the Blueprint for Success series by Dave Dillon and others, as noted in the original text.
While developing this text for College of DuPage students, efforts were made to maintain consistency throughout this adaptation and to preserve the original content as much as possible. See the licensing and attribution information at the end of each chapter if you are interested in identifying the chapter author/s.
OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty.
Based on OpenStax’s open (CC-BY) license and its wide array of formats, faculty may remix and reuse these elements according to their approach. OpenStax textbooks are always free online, as a PDF, and through our mobile app, OpenStax + SE.
Robust instructor ancillaries will include lecture slides, an instructor resource manual, a test bank, and other resources.
This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
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 book represents the crowdsourced wisdom, reflections, failures, and triumphs of those educators exploring ungrading in their courses, at their institutions, and within their communities of practice. It contains contributions of all sizes, genres, and experience. Whatever is honest and authentic about doing ungrading. Hopefully, dear reader, you have come to this book with a deep interest in the ungrading phenomenon, especially as it relates to teaching during a global pandemic. More importantly, and regardless of any pandemic, it is assumed that the reading audience of this book is invested in a pedagogy of empathy, an approach that trusts students first and foremost. When the investment involves our students, nothing else compares.
One important part of this text is that it supports user annotation (and commenting) via Hypothes.is. We can use this tool to share our annotations and engage with one another as we read/respond/reflect upon the various contributions in this text. According to Remi Kalir, “[A]nnotation is a collaborative activity that can contribute to social connectedness and online community-building” (Annotate Your Syllabus 3.0). We can become knowledge producers as we make our thinking visible via social annotation.
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.
This handbook describes how to implement developmentally appropriate practices in an early childhood classroom. It includes information on implementing standards, building relationships, supporting diverse learners, and creating curriculum.
The Diagnostic Assessment and Achievement of College Skills (DAACS) is a suite of technological and social support to optimize student learning. It provides personalized feedback about students’ strengths and weaknesses in terms of key academic (reading, writing, and mathematics) and self-regulated learning skills, linking them to resources to help them be successful students. DAACS is an open source project and institutions are free to use and adapt DAACS for the specific needs of their students.
DAACS is funded by the Department of Education in the Fund for the Improvement of Postsecondary Education First in the World grant program. Excelsior College, Western Governors University, University at Albany, and Rutgers University have been working in partnership to develop and research the impact of DAACS on newly enrolled college students.