This resource identifies several myths that are often voiced about accessibility in the classroom, then counters those myths with the actual facts.
Theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
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.
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 is used to map a course’s curriculum at the assignment/project level and see relationships between the different components of that assignment.
This document will help you review courses for culturally sound design, as well as design courses with better awareness.
This document will help you to review courses for culturally sound design, as well as design courses with better awareness.
This collection of STEM (Science Technology Engineering Mathematics) interactive resources is a practical guide that teachers will find useful in helping students achieve curriculum expectations in STEM related courses, build their understanding of science and their ability to engage in science talk, offer explanations about natural phenomena, and develop digital literacy and a sense of global citizenship. The guide also provides instructional design considerations for developing active learning activities, pedagogical strategies, and sample activities.
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.
This content describes how to use many of H5P content types, focusing more on the accessible content types. More content types exist, h5p.org for more information.
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.