Students will observe and perform experiments with the elements sodium, potassium, calcium, magnesium, sulfur and phosphorus. Conclusions will be made about trends down groups, across periods and relating to acidity/basicity of metal oxides vs. nonmetal oxides

Recognising the potential of blended learning, COL advocates the systematic integration of technology in teaching and learning in higher education institutions through policy development, capacity building and the use of appropriate low-cost technologies. While working with partner institutions for building capacity and implementing technology-enabled learning, it became clear that a definitive source on blended learning design would help teachers to follow available best practices. The idea for this Guide to Blended Learning emerged from this need. We hope this will be a valuable resource for teachers developing blended courses for effective student learning.

George Arvola (1948-2016) was a guitarist and music teacher. He created his own series of guitar method books entitled Guitar Fundamentals. Volumes 2-5 of this series are based on approximately 600 pages of music manuscript by Tony Bradan (1913-1999) entitled A Learning Process for Playing the Guitar, which Tony entrusted to George. These books outline a process by which serious, dedicated students can gain:the ability to read standard notation for guitar, skill in applying efficient pick control and left hand fingering, an intimate knowledge of the guitar fretboard and flexibility in finding efficient fingerings for melodies, scales, triads, arpeggios and 3- and 4-part chords in real time, the ability to play accompaniment, the ability to play 4-part harmony, chord resolutions and voice movement, and the basics of improvisation. We are preserving this guitar method online in the hope that present and future generations of guitarists will benefit from the innovative approaches within.

The tenth-anniversary edition of a foundational text in digital media and learning, examining new media practices that range from podcasting to online romantic breakups. Hanging Out, Messing Around, and Geeking Out, first published in 2009, has become a foundational text in the field of digital media and learning. Reporting on an ambitious three-year ethnographic investigation into how young people live and learn with new media in varied settings—at home, in after-school programs, and in online spaces—it presents a flexible and useful framework for understanding the ways that young people engage with and through online platforms: hanging out, messing around, and geeking out, otherwise known as HOMAGO. Integrating twenty-three case studies—which include Harry Potter podcasting, video-game playing, music sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out combines in-depth descriptions of specific group dynamics with conceptual analysis. Since its original publication, digital learning labs in libraries and museums around the country have been designed around the HOMAGO mode and educators have created HOMAGO guidebooks and toolkits. This tenth-anniversary edition features a new introduction by Mizuko Ito and Heather Horst that discusses how digital youth culture evolved in the intervening decade, and looks at how HOMAGO has been put into practice. This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.

In this session you will be introduced to the methods and dynamics of relevance for health promotion on social media with specific focus on the role and impact of fake health science . The exercise is based on a simulation game where students will join an already established secret Facebook group.

The is a curriculum module from the project Data Sets and Inquiry in Geoscience Education (DIGS). The module consists of a week-long unit and two-day performance assessment in which students apply the inquiry skills to problem-based investigations of urban micro-climates. The unit and performance assessment present semi-parallel tasks but about different cities (Phoenix and Chicago).

Sudents draw conclusions about the extent to which multiple decades of temperature data about Phoenix suggest that a shift in local climate is taking place as opposed to exhibiting nothing more than natural variability. The data are from the Global Climate Historical Network (GHCN) database. GHCN is a large, multi-year, international project to measure temperature, precipitation, and air pressure from near the ground. Each monthly maximum and minimum temperature is the highest and lowest temperature reading for the month, measured in Celsius. In Phoenix and in most other places, the temperature data are collected at local airports. The performance assessment for this module requires that students apply the methods and findings from the investigation of the climate data for Phoenix to climate data for Chicago. The Chicago data shows less evidence of trends in temperature change, and this is most evident comparing the night-time minimum temperature fluctuations between the two cities. Chicago also exhibits less increase in urban development and population growth than does Phoenix. In contrast to the curriculum unit, which primarily uses constructed-response tasks to encourage student explanation and discussion, the climate assessment tasks pose explicit selected- and constructed-response questions to ensure that the items elicit the intended thinking and hence provide evidence of the targeted standards-aligned skills and understandings.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The information shared within this website was carefully curated and designed to promote quality online teaching and learning experiences for Organic Chemistry I faculty and students within the University of North Carolina System.

SYNOPSIS: This lesson plan connects intergenerational justice with the federal budget.

SCIENTIST NOTES: This lesson asks students to analyze how the U.S. federal government splits its budget amongst all of the federal agencies. The website used to track the spending is routinely updated. This lesson has passed the scientist quality assessment.

POSITIVES:
-This is a powerful lesson connecting past, present, and future.
-Students can have agency as to which group they'd like to represent: the present or the future.

ADDITIONAL PREREQUISITES:
-The top 40 of 102 agencies by spending are included in the spreadsheet. The total (estimated) spending by all 40 of these agencies is $2,960,050,000,000.
-The numbers presented at usaspending.gov are pretty messy. The attached spreadsheet rounds to cleaner numbers.
-The numbers in red are rounded to the nearest billion.
-The numbers in orange are rounded to the nearest hundred million.
-The numbers in blue are rounded to the nearest fifty million.
-Students may be missing some background knowledge. Be prepared to answer questions and/or do some research along with them.
-For example, some students might not know the function of the Department of the Interior.
-Feel free to use this site to look up the function of the major federal agencies. These are one-sentence explanations.
-Feel free to also use this site from the White House where the major agencies (e.g., Agriculture, Defense) are outlined in one large paragraph.
-Note that one “agency” is simply called “unreported data.” That data is not made public. Students can simply leave that $8 billion alone.

DIFFERENTIATION:
-Students will most likely not finish. This is not really a “finishable” activity. The main goal of this activity is for students to figure out the best way to allocate money to the major federal agencies.
-It is not really worth it to discuss the really small expenditures like the Administrative Conference of the U.S.
-Students can wear armbands or robes to show that they are representing the future. Some physical representation of their role is a very powerful reminder of who they represent.

This activity includes two experiments that explore shadows and light and how mirrors can demonstrate how light travels.

This is an activity in progress. It is not currently finished and is being used in an instructional design class to observe development (in progress) of an OER.

The following recipes, or games, are intended to be used as reference and study for the college course: Improvisation. This format has been set up to help with ease of quick learning and immediate application. Bon Appétit!

Upon successful completion of this course, students will be able to:
Identify Improvisational genres. Perform numerous and varying Improv games. Plan and Execute an Improv show. Evaluate performance. Examine and analyze aspects of the human experience and quickly construct an expression of that experience.

With a focus on the creation of functional prototypes and practicing real magical crafts, this class combines theatrical illusion, game design, sleight of hand, machine learning, camouflage, and neuroscience to explore how ideas from ancient magic and modern stage illusion can inform cutting edge technology.

How we design professional development greatly impacts outcomes. This module addresses the incorporation of critical thinking and critical reflection skills into professional development sessions, with sections on cultural competency, incorporating participant self-assessment at the end of sessions using rubrics, and instructional design considerations when developing in-person sessions or online learning. It is intended to give an entry into these topics for anyone providing training in any setting.

This presentation provides an introduction to the calculation and use of Disability Adjusted Life Years (DALYs). DALY is increasingly used as a measurement for disease burden when comparing the relative burden of specific diseases or a combination of diseases across or within populations.

This presentation provides an introduction to the principles of demographic and epidemiological transition with specific focus on how changes in life expectancy, socio-economic factors and life conditions will change the landscape of global disease burdens.

This presentation provides an overview of the major determinants and specific drivers of epidemiological transition and changes in disease burdens, including demographic factors, urbanisation, diet, economics, climate changes, disasters, health sector reforms, health care and health care technology.

Video made for my BSU students Fall 2019, to introduce them to the app Hypothesis which we'll be using in all my online and in-person classes.

Short Description:
An introduction to medical documentation for the physical therapist assistant. Includes reflection activities as well as documentation exercises and activities.

Long Description:
An introduction to medical documentation for the physical therapist assistant. Reflection and documentation activities are included in each chapter. These exercises are created in a way not only to improve note writing proficiency, but clinical reasoning as well. The rationale behind each type of entry is explored allowing the student to link their medical documentation to key practices and policies of the physical therapy profession.

Word Count: 12328

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)