The slideshows that go with OpenStax Astronomy are PowerPoint, which is great for editing and improving, but a bit awkward for instructors who need to load MS PowerPoint in order to present. I used the cc-by license to place them on Wikiversity.

I also invite others to collaborate on developing OpenStax materials on Wikiversity and/or Miraheze.

These lecture slides contain open with a scenario, and chapter images, lecture outlines, and brief conceptual overviews. The slides were based on the OpenStax image slides and were developed by Asha Rao, Matthew Aderholt, and Veronica Amaku.

These lecture slides were developed by Patricia Adams of Pitt Community College. They include lecture outlines, graphics, tables, and summaries of the course concepts. The slides are generally aligned to OpenStax Psychology, but the materials is specific to Professor Adams's course.

This collection includes a variety of activity types and discussion questions for chapters 1-12 of OpenStax Sociology 2e. They were developed by Professor Philip Terry-Smith of Anne Arundel Community College.

This is a four page sheet of equations that are based on the chapter summaries of OpenStax University Physics Volume 1. The primary intent is to create an equation sheet for students to use during in-class exams. It is on a wiki, and therefore can be edited. Formula sheets for Volumes 2 and 3 will come out this summer (if all goes well).

Students can use the following vocabulary word “cards” to make and justify connections between important terms related to OpenStax Biology - Chapter 5 - Structure and Function of Plasma Membranes. This activity authored by Sara Milillo, Director of Math and Science, Bay Path University.

These practice tests from MIT OpenCourseWare cover topics in the Introductory Probability and Statistics course. They were originally written by Professors Jeremy Orloff and Jonathan Bloom, and adapted by the team at OpenStax CreatorFest. The files include both assessments and solutions.

This interactive and collaborative activity asks students to first react to price changes and then analyze the results. Instructors can upload the materials to their own Google drives and run the experiment repeatedly to generate new data and demonstrate trends. This resource was developed by Birjees Ashraf, Sophie Haci, Renee Edwards, and Charles Hackner.

These discussion guides for Psychology present videos or readings for students to evaluate, compare, and respond to. Suitable for individual or group use, they include learning objectives, discussion questions, and evaluation tables. The guides cover Emerging Adulthood, Enhancing Memory, Schizophrenia, and Growth Mindset. The authors also provide a template for the creation of additional guides.

The Discussion Guides were authored by:

Kelley Eltzroth, Mid Michigan College
Sharon Griffin, San Jacinto College - Central Campus
Patricia Adams - Pitt Community College
Jean Cahoon - Pitt Community College

This is a reading guide that can be used in conjunction with Open Stax Sociology 2e textbook.

This resource can serve as a teaching module, student self-study material, or evaluation of understanding. It explains and evaluates the concepts and calculations regarding simple and compound interest. It was developed by Martha Donnelly of Lone Star College.

These concept connection cards can be used in small groups or for self study. They help students build an understanding of three core topics in astronomy -- the HR diagram, light, and fusion. The file includes instructions for usage, as well as cards in multiple formats. They were created by Kaisa Young from Nicholls State University.

This interactive and collaborative activity asks students to estimate the demand of a product (pizza) based on different prices. Instructors can upload the materials to their own Google drives and run the experiment repeatedly to generate new data and demonstrate trends. This resource was developed by Birjees Ashraf, Sophie Haci, Renee Edwards, and Charles Hackner.

This collection an be used as group or individual activities in psychology, sociology, communications, or related courses. The WWHoA model aims to first engage students in the "Why" of the concept or lesson, then moves them into the "what" and "how," before concluding with "assessments." The materials cover four lessons, and are intended to be used as is and also expanded upon for other concepts. These activities were created by Maria Gross, Psychology, Mid Michigan Community College; Kelley Eltzroth, Psychology, Mid Michigan Community College;
Nicole Korzetz, Psychology, Lee College; Philip B. Terry-Smith,Ph.D, Sociology, Anne Arundel Community College; and Diane Miller, Communication, Mid Michigan Community College.