Community agreements can change group interactions, flow of discussion, questioning, and help people reflect on themselves as a contributing member of the group.

Guide teachers and teams to identify and articulate team goals to keep everyone working toward a common vision.

Through the individualisation and adaptation of learning materials enabled by open education practices and the flexibility of digital resources, excluded or struggling learners can be included, to the benefit of all learners. This Commonwealth of Learning Knowledge Series paper introduces the dimensions of inclusive design as it applies to learning and focuses on the design of diverse learning experiences to help optimise learning opportunities for all learners.

This module includes three units exploring the connections between adolescent development, the science of learning, and culturally responsive pedagogies. It is meant to make the case that K-12 teachers must not ignore the impact and value of culture as a dimension of development and factor in learning processes. The module culminates in an exploration of how the Universal Design for Learning (UDL) framework overlaps with principles of CRT (Culturally Relevant Teaching).

Students use media and technology to develop new forms of learning experiences in schools, workplaces, and informal settings. Students participate in a range of new and ongoing projects that hone understanding and skills in learning science, instructional design, development and evaluation.

Micro video for finding and editing SNUDLE Investigations. For use by coaches, science specialists, and teachers.

Five Moore Minutes is a website with videos dedicated to empowering schools and classrooms to support ALL Learners! Created by Shelley Moore, this website is designed with teachers in mind. As educators, we don’t always have a lot of time, so this website and video series offers resources, research, professional development activities and inspiration in small chunks!

The learner will gain a working knowledge of Google Slides and be able to create effective presentations. The lesson plan also applies the following Universal Design for Learning (UDL) strategies: Engagement, Representation, Action & Expression 

This resource will contain all of the links and resources from the Accessibility in OER - IHE Spring 2024 Cohort webinar series. 

The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible.

This assessment is an alternative version of the Post-writing Activity 1-1. It is designed to realize the principles of the UDL in that multiple opportunities are provided where students can express and display their gained skills, knowledge, and learning outcomes.

This module is part of a course on Inclusive Educational Practices that offers professional development for educators who aspire to provide a supportive learning environment for dyslexic and with learning difficulties learners.Students have different needs, interests, and abilities. In order to effectively teach them and provide them with rich learning experiences, lesson plans need to be as diverse as they are. This module aims to help educators analyze different learning styles and accordingly build  their lesson plans as to embrace and support not only the needs of specific learners but provide quality education for all students. To this end, tools, articles, guidelines, videos, and examples are provided. Planning a lesson for an inclusive classroom entails less modifications for future use in a different learning context, facilitates a substitute to take over the class, and ensures learning for every child."It is not the disabilities of the students that prevent the implementation of a long effective instructional model, but the environment that is disabling"                               Katz, 2015 

Knowledge of learners and learning is an essential priority for Library Media Specialists. As the demand for meeting the needs of all learners increases, LMSs are uniquely positioned to observe and support learners across the range of their strengths and challenges. Not only are they able to provide a variety of resources for gathering, processing, and producing information, LMSs are often afforded the opportunity to observe learner strengths that may go overlooked in classroom settings.Personalizing learning is a shift from facilitating implementation of a curricular program to developing a repertoire of instructional resources and strategies to support learner variability. In bridging the disciplines of information and learning, the LMS stays abreast of developments in each, curating and accessing exceptional OER materials and integrating evidence-based mind, brain, and education science (MBES). This module will take a look at the concept and science of learner variability, and investigate and apply two models for designing instruction for learner variability. Students are asked to build on their knowledge of Guided Inquiry Process (see Resources) and OER materials to leveraging learner profiles for effective instructional design.This unit specifically addresses NH ED 614.11.A.1.a and 614.11.A.1.b.

Inspired by the guidelines of the Universal Design for Learning (CAST, 2018), "Universal Latin Fables" wants to give the opportunity to discover Phaedrus' fables to as many students as possible. The web-site uses storytelling process based entirely on the Augmentative and Alternative Communication (AAC). Not only does it make the reading process easier, but it also allows autism spectrum students to understand the fable on several levels.

To whom it turns?

DYSLEXIA:
This website uses the OpenDyslexic font in order to increase readability.

AUTISM SPECTRUM
All the fables can be read using Alternative and Augmentative Communication and PECS symbols offered by SymWriter, specific for autistic people but usable by everyone.

VISUAL IMPAIRMENT
The "Listen" step can be useful to blind students. Furthermore, the website is responsive and the text is scalable.

HEARING IMPAIRMENT
The "Watch" and the "Read" step can be useful to deaf students.

The website is designed to be used by adults and teenagers or by children helped by a parent or a supporting teacher.

The Faculty Quick Start Guide is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020. The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), contains:

- Models and approaches to online learning, and to emergency remote learning in the context of COVID-19;
- How and to what extent OER fits into these models, and local and state-level supports needed for its integration and sustainability;
- Design considerations for integrating OER in online learning, including pedagogical and platform considerations;
- Curatorial practices, such as using OER curation tools and aligning curated OER to learning outcomes; and,
- Starting points and tips for colleges and faculty who want to initiate OER integration into distance education.

Tailored to faculty and campus administrators both in California and beyond, the Guide has the aim is to enable system-wide shifts to meet postsecondary institutions’ long term goals for distance learning, and faculty’s emergency plans for remote learning in response to the COVID-19 and potential future crises.

The Guide is also available as a PDF for download: https://drive.google.com/file/d/17AXs30dZeLOrGeNBQ-ISc_OJXIxE9xtB/view?usp=sharing.

See the companion guide for administrators at: https://www.oercommons.org/courses/iskme-michelson-20mm-oer-campus-administrator-quick-start-guide-public/edit

Welcome to the Open Pedagogy Student Toolkit! The goal of this toolkit is to provide you, the student, a self-paced resource that will guide you through the ins and outs of open pedagogy, including defining open pedagogy, the benefits of open pedagogy, and student creator rights.

How To Use This Toolkit

For Students: If this is your first time in a class that uses open pedagogy we are excited for you! Your instructor is working towards creating a more equitable and engaging environment for you to learn in, and this is an opportunity to take agency over your own educational experience. We hope this toolkit will provide the support you need to understand not only why your instructor is incorporating open pedagogy into your class, but also the benefits of open pedagogy, and your rights and responsibilities as a creator.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce you to open pedagogy, its benefits, and some examples you might experience in your class. The second part focuses on the more logistical side of open pedagogy: your rights and responsibilities as a creator and how to exercise those rights and responsibilities.

Your instructor might assign just a few chapters and sections of this toolkit to further build your knowledge on open pedagogy, or you might be asked to go through the whole toolkit at your own pace.

For Instructors: If this is the first time you are incorporating open pedagogy and renewable assignments into your class, congratulations! You are working towards creating a more equitable and engaging environment for you students to learn in and to take agency in their own education. With that said, there is a lot to think about to ensure that your students get the most out of their experience in your class. This toolkit is a resource to provide additional context, background, and scaffolding for your students on the basics of open pedagogy, the benefits of open pedagogy, and student creator rights and responsibilities.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce your students to open pedagogy, its benefits, and some examples they might experience in your class. The second part focuses on the more logistical side of open pedagogy: student creator rights and responsibilities and how they can exercise those rights and responsibilities.

You can adapt any section of this toolkit for your class, or use it as a whole to give your students a self-paced guide.

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

The PPSC team's goal for this  Landscape Analysis series is to improve our accessibility and UDL knowledge by using SLIDE and POUR. We will then educate faculty and staff on the importance of accessibility and introduce SLIDE and POUR as tools they can use to improve their accessibility skills.We have been on our OER journey since 2018 but there is always more to learn. Please note that the Pikes Peak State College logo is copywritten. Please contact Jacqueline Tomrdle at Jacqueline.tomrdle@pikespeak.edu for more information on use.

This guidebook was created by ISKME, in partnership with the Science Education Resource Center (SERC) at Carleton College. The document provides a practical reference for curators and authors of STEM OER, and contains 23 accessibility criteria, or elements, to reference as they curate, design and adapt materials to be accessible for STEM learners.

The primary audience of this resource is STEM postsecondary faculty, instructional designers, and others responsible for course design and pedagogy who seek to:

- Expand their knowledge about accessibility and ways to integrate it into their STEM curriculum and instruction
- Design openly licensed STEM courses and course materials that support both access and use by learners
- Curate existing STEM content that expands upon traditional textbooks and courseware to address variability in learning
- Identify and add meaningful keywords, or tags, to the STEM OER they create, so that their OER can be more easily discovered across platforms

Professional learning teams on campus are also encouraged to use this framework as part of training to facilitate integration of accessibility concepts into STEM course design and pedagogy.

The framework and guide development was supported by a mini-grant program facilitated by Bates College and the SCORE-UBE Network (Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education), with funding from The William and Flora Hewlett Foundation. The framework and guide were developed by ISKME and SERC with input from 21 STEM faculty members from across the United States, and in collaboration with the project’s Working Group of accessibility experts: Andrew Hasley and Hayley Orndorf, both with BioQUEST’s UDL Initiative and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project; Hannah Davidson, Plymouth State University; and Cynthia Curry, National Center on Accessible Educational Materials (AEM)/CAST.

From Thinking Collaborative, a toolkit of resources for starting, developing, and supporting effective, productive team collaboration.