A set of examples of how students can be engaged as producers in OER whilst language learning.

Every great teacher and every great school constantly work towards creating better learning conditions for students. Just as we hope our students become lifelong learners, we as educators should be constantly learning and improving. This education course is for school leaders of all kinds (from teacher-leaders to principals to superintendents) who are launching innovation in schools—starting new efforts to work together to improve teaching and learning.
You will complete a cycle of study, experimentation, and reflection to gain confidence and skills to lead instructional improvement efforts. Through experiential activities and assignments, you will begin working with colleagues to envision the next level of work for your team or organization, to launch a new initiative, and to measure your progress along the way. Based on the work of Prof. Justin Reich and Dr. Peter Senge, this course will focus on visioning and capacity-building, with an emphasis on collaboration and building partnerships with stakeholders at multiple levels.
At the end of the course, you will have started the process of launching an instructional improvement initiative in your school or learning environment, and you will better understand yourself as a leader and change agent. You will have made connections with peers who are also undertaking this important work.
This course is part of the Open Learning Library, which is free to use. You have the option to sign up and enroll in the course if you want to track your progress, or you can view and use all the materials without enrolling.

This is an activity for students to speak about the topic of travelling. It has been created for the level C1 and it is divided into different steps.1. WARM UPThe students answer some general questions about travelling.2. READING AND SPEAKING TASKSThe students read a text about "What kind of traveller are you?. There are some expresiions in bold that they need to match to their definitions, so a QR code is provided for them to acces an online activity to do so. After that, the students will describe themselves when it come to travelling.3. TOURIST DESTINATIONS.The students will be provided with some expressions to express opinion about whether or not they would like to visit a place. Then they will be shown different tourist destinations so that they can give their opinion about them.4. TRAVEL MISHAPSThe students will complete a questionnaire about travel mishaps and then, they will share the information in groups.

Motivating Students by Design (2018) explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with about 150 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.

It is helpful to know who is using this free PDF version of the book. Please take a minute to complete a brief informational survey at https://bit.ly/interest-motivatingstudents

How to access this book This text is available as a whole book in PDF at https://hdl.handle.net/10919/102728. A print-on-demand version is also available via Amazon at https://www.amazon.com/Motivating-Students-Design-Strategies-Professors/dp/1981497013

This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education. One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts.

This article examines science education from the what, when, and how perspectives and describes resources that support a reform view of teaching and learning.

This final report from the 'Next Steps for Teaching and Learning' project was to address the question, in the context of COVID-19, ‘What have we learnt and what does it mean for the future of teaching and learning in Irish higher education?’

This guide is intended as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

Presentation for school leaders, including superintendents and principals, that covers the possible fiscal, student learning and teaching impacts of using OER in the classroom. It has examples from Liberty Public School, MO - one of the first #GoOpen Ambassador school districts in the US. Links to resources and research (from 2015-2018) is included on the presentation.

The links within this resource are designed to provide educators with background context regarding the development of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  Presented as a poster session at the 2022 OpenEd Conference, the slides explain the purpose of the Guide, as well as the development process.This guide is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

This poster helps to explain the development process of the OER-DEIA Guide developed by K-12 Voices for Open, which can also be found on OER Commons.

The aim of the Open Education Design - Course for Practitioners is to equip the participants with basic knowledge, practical advice and hands-on experience to prepare them for their own design of Open Educational Resources (OER).



During the 5-day course, the participants became familiar with open education design processes, methods and tools. They learned from OER experts and practitioners how to align open education with developmental and strategic goals, they got basic knowledge about OE concepts, about pedagogical and didactical issues as well as about content related issues in OE.



To empower the participants for making a crucial step from an idea to the implementation of concrete OERs, platforms and tools for open education design was addressed, followed with hands-on experience and a session on OER evaluation.

This is a recording of a webinar where K-12 and higher ed instructors shared what they learned from getting rid of their textbooks and developing original, openly licensed materials for their classes.

This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. The website includes examples of open pedagogy practices, which include both classroom-tested practices and budding ideas.

This is a supplementary video for the Commonwealth of Learning Open Textbook Manual. It shows how to create Lessons in OER Commons. The OER Commons Lesson Builder allows instructors to create resources that are viewable by students as lessons, and by teachers as lesson plans with supplemental instructional resources.

We’re building challenges that will help you to understand and apply concepts about open teaching and about finding, using and sharing the open resources that you create.

In this spirit of open, this site is public. The responses and challenges you add, contribute to the community and are licensed to allow for re-use under Creative Commons. Do you have a challenge to add to our collection? If so, please contribute! (see the link on the top navigation). Have fun!

Name of Student Teacher:  Edna Trujillo, Stefany Osorio, Karen Lesmes, Karen Rivera and Jenifer BarraganSchool / Institution: Institución educativa promoción socialDate: September 20, 2018.                        Clase / Grado: Third Grade             Time and length of class: 2 hoursAchievement: The topic ‘’Parts of the human body’’ will be teach in real context while Ss are interacting at the same time. Students will be able to identify body parts and named them in a real life situation. National Standard: -Listening: Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal-Speaking: Participo activamente en juegos de palabras y rondas.                   Refuerzo con gestos lo que digo para hacerme entender.                   Uso gestos y movimientos corporales para hacerme entender mejor.- Writing: Escribo el nombre de lugares y elementos que reconozco en una ilustración.Lesson objectives (at the end of the class Ss will be able to):• Ss will identify where some specific parts of the human body belong to.• Ss will have the ability to use parts of their bodies.Skills Focus:  Listening, Speaking, and Writing.Resources and materials: Video beam, computer Language Focus: Parts of the human body.Foreseeable Problems:-Lack of students’ interest.-Ss become dependent on the teacher.-Ss using their native language in class.Planned Solutions:-The ST is going to use gestures and sounds to catch students’ attention.-The ST is going to give the Ss positive encouragement to answer even if they are not correct.-The ST gives them some questions that might help them if they want to ask something. Colombian ICT framework for teachersIdentifico las características, usos y oportunidades que ofrecen herramientas tecnológicas y medios audiovisuales, en los procesos educativos.Combino una amplia variedad de herramientas tecnológicas para mejorar la planeación e implementación de mis prácticas educativas.Incentivo en mis estudiantes el aprendizaje autónomo y el aprendizaje colaborativo apoyados por TIC.Identifico mis necesidades de desarrollo profesional para la innovación educativa con TIC.Utilizo redes profesionales y plataformas especializadas en el desarrollo de mis investigaciones.

PARTS OF A PLANTLesson overviewName of student teacher: Kely Forero Cano, Shirley Cabrera Cometa, Sheila Vanesa Montilla Mosquera, Sharon Ivonne Uriza Cachaya.School / Institution: Institución Educativa Olivero Lara Borrero Date: May 16, 2019.                    Clase / Grado: Fourth Grade             Time and length of class: 2 hoursAchievement: The topic ‘’Parts of a plant’’ will be taught in real context while Ss are interacting at the same time. Students will be able to identify plant parts and named them in a real-life situation.

Podcasting Social Work is a platform for educators, learners, social workers, and activists to share your stories, knowledge and skills to empower communities and transform lives. The podcast episodes are focusing on various topics such as social, economic, cultural, and environment issues; and various social work practices to address poverty, marginalization and injustice across the world. Moreover, podcast episodes also focusing on teaching pedagogy, reflective practice, global citizenship, and social justice themes. "Podcasting Social Work" by Mahbub Hasan is licensed under CC BY-NC-SA 4.0

Teachers face clashes each day. These are of denials and dejection. The classrooms have been failing to keep the children attentive and dedicated to the instructions. The participation in co-curricular and extra-curricular has declined across the institutions. There was a time when we saw, not just huge numbers but, an immense amount of enthusiasm for cultural and literary events. Now. people who are at the helm of affairs are getting passive; they have actually got trapped in a vicious circle of academic duties.

Students know the worth of participation as it gets them certificates and points for jobs. There was a time when participation was selfless and the belonging was quite visible. Teachers and Students were mad about doing their best and the outcome was a healthy competition. As event management team volunteers, anchors, and announcers, we Learned to Learn. And the by-products of that learning have come automatically in the form of careers and recognised versatility at the workplace.