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 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 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.]
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., implicit bias, image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles.
The Peralta Equity Team periodically reviews and revises the rubric to address feedback and updates to equity-related research.
The site includes 3 related resources: 1) the Peralta Equity Rubric, 2) a brief companion document, “Describing the Peralta Equity Rubric,” and 3) a bibliography of research used for the Peralta Equity Rubric
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.