OERP Workshop; Methods &amp; Processes- Creating OER

做自己的貴人

Beautiful China New大陸美景

中秋节（月饼）－1

請少喝瓶裝水

Using media in marketing lowres

戰勝新流感關鍵七招[1]..

Media Crisis Management

旅遊資訊大全集

肉桂+蜂蜜

Đào tạo quản trị tổ chức sự kiện, đối với nhiều người sẽ là đào tạo kỹ năng, nhưng với tôi, với những gì thu lượm được qua 14 năm kinh nghiệm, là đào tạo quản trị con người. Nói cho đúng, đó là đào tạo phương pháp tư duy, với 6 loại tư duy cơ bản: tư duy chiến lược và logic, tư duy sáng tạo, tư duy marketing, tư duy văn hoá, tư duy chuyên nghiệp và tư duy kiểm soát đám đông. Bài nói tại Lễ ra mắt Bộ môn Quản trị tổ chức sự kiện, Trường Đại học Khoa học Xã hội và Nhân văn Hà Nội.

Quan tri con nguoi

創意無價

Strategic PR: Challenges in Vietnam

飲食–排毒最強的食物

Crisis Management: VNMG

Kinh nghiệm ứng xử với truyền thông khi xảy ra sự cố ngoài ý muốn

Editorial vs Advertorial

Slides from a presentation given 9 March 2017 at the Digital Education Summit at Sam Houston State University in Huntsville, TX. Session description: "Open Educational Resources (OER) can be great tools to enhance online courses. But what exactly are they, and how do you find them and put them to use? This session will define and illustrate OER broadly (and open textbooks in particular), highlight key tools for discovering OER, and share examples of how the integration of OER can benefit you and your students."

Destaque (18)

Skirts

醫院簡介

做自己的貴人

Beautiful China New大陸美景

中秋节（月饼）－1

請少喝瓶裝水

Using media in marketing lowres

戰勝新流感關鍵七招[1]..

Media Crisis Management

旅遊資訊大全集

肉桂+蜂蜜

Quan tri con nguoi

創意無價

Strategic PR: Challenges in Vietnam

飲食–排毒最強的食物

Crisis Management: VNMG

Kinh nghiệm ứng xử với truyền thông khi xảy ra sự cố ngoài ý muốn

Editorial vs Advertorial

Semelhante a OERP Workshop; Methods & Processes- Creating OER

Special ed study_kit

Bamature Paz

Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...

Gerri Spinella

Yeilding Rives Inservice/Workshop EPR688

Gail Harper Yeilding

Open Education, Open Opportunities

Erin Owens

Preparing for success ONLINE S1 2023.pptx

pinkysubsmail

Classroom Action Research

Fiona

20160308 createyour opencoursedesign-final

Oscar Schuiling

20160308 createyour opencoursedesign (final)

Pedro Barbosa Cabral

TIPS FOR A GOOD PROJECT DEFENSE: CONVEYING A GOOD PRESENTATION

EtieneIma123

The Benefits and Challenges of OER

AdamWickert1

10. concept of odl course materials

Gambari Isiaka

EDU 650 Entire Course NEW

shyamuopnine

DI Valemount/McBride

dgravessd38

University of Maryland University College • Adelphi • Syllabus • WRTG 291 7982 Research Writing (2152) WRTG-291 · Spring 2015 · Section 7982 · 3 Credits · 03/16/2015 to 05/10/2015 · Modified 03/13/2015 Class Summary Faculty Contact John Tidwell [email protected] Course Description (Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291. Course Introduction Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue. WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor. Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society. The course may incorporate materials from the following four modules: 1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented. 2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources. 3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...

University of Maryland University College • Adelphi • Syllabus • .docx

dickonsondorris

EEL: What Is EEI? Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool. The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are: Title - You write the name your lesson here for easy identification along with any other pertinent information. Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students. Curriculum Standards - This is where you will write any standards used for the lesson. Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning. Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students. Purpose - This states the reason for the lesson. Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc. Modeling - You will demonstrate the skill in this part of the lesson. Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson. Guided Practice - This marks the active learning time completed by your students with your support. Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning. Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects. Here the COE lesson plan : Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson ...

EEL What Is EEIJust like our students, each teacher is differe.docx

SALU18

RESOURCE UNIT.pdf

Soumyasrnaturalscien

6. dr. gambari day 1 concept of odl course materials

Gambari Isiaka

6. dr. gambari day 1 concept of odl course materials

Gambari Isiaka

Instructional design

Gina Calia-Lotz

Opening your classroom to the world of OER

Stefanie Panke

Semelhante a OERP Workshop; Methods & Processes- Creating OER (20)

Special ed study_kit

Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...

Yeilding Rives Inservice/Workshop EPR688

Open Education, Open Opportunities

Preparing for success ONLINE S1 2023.pptx

Classroom Action Research

20160308 createyour opencoursedesign-final

20160308 createyour opencoursedesign (final)

TIPS FOR A GOOD PROJECT DEFENSE: CONVEYING A GOOD PRESENTATION

The Benefits and Challenges of OER

10. concept of odl course materials

EDU 650 Entire Course NEW

DI Valemount/McBride

University of Maryland University College • Adelphi • Syllabus • .docx

EEL What Is EEIJust like our students, each teacher is differe.docx

RESOURCE UNIT.pdf

6. dr. gambari day 1 concept of odl course materials

Instructional design

Opening your classroom to the world of OER

Mais de Engineering Subject Centre

…Locate, Collate and Aggregate

Header and footer doc 111110

Low Carbon Engineering Open Educational Resources

IPR Clearance- STEM OER GUIDE section

OER FAQ

OERP Workshop; Methods & Processes- OER FAQ

OERP Workshop; Methods & Processes. Workshop Handout

OER Third Party Permission Request Template

This paper will discuss perceived attitudes and observed barriers to the release of Open Educational Resources (OER) within UK Higher Education Institutions (HEIs) and Further Education Colleges (FECs). Through an OER pilot project involving seven partner institutions across the UK, a pattern of Intellectual Property Right (IPR)-related obstacles has arisen. The main issue faced by the project was academics' unfamiliarity with IPR when it came to releasing materials to the wider world outside of their institution and ‘normal’ publishing routes.

An OER Amnesty

Creating OER Project Materials

Creating OER Pilot Project Materials