MIT researcher Deb Roy wanted to understand how his infant son learned language -- so he wired up his house with videocameras to catch every moment (with exceptions) of his son's life, then parsed 90,000 hours of home video to watch "gaaaa" slowly turn into "water." Astonishing, data-rich research with deep implications for how we learn. Deb Roy studies how children learn language, and designs machines that learn to communicate in human-like ways. On sabbatical from MIT Media Lab, he's working with the AI company Bluefin Labs. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 20-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

This guide is intended for newcomers to augmented and virtual reality that wish to learn about these technologies and use them in teaching, training, and learning. Appropriate for both educators and trainers, this guide focuses on free and open source websites and apps to allow anyone to get started quickly and easily, and with no coding required.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. By the end of this unit you will be able to Define Information Literacy, Define the four domains that fall under Metaliterate Learners, Identify a lack of knowledge in a subject area, Identify a search topic/question and define it using simple terminology, Articulate current knowledge on a topic, Recognize a need for information and data to achieve a specific end and define limits to the information need, and Manage time effectively to complete a search.

Single lecture presentation containing tips for using technology to enhance teaching. Uses proven multimedia design principles to enhance learning.

COUNS 142 at College of the Canyons
Focuses on brain-based learning strategies that develop self-regulatory learning: discovering self-motivation; gaining self-awareness; developing emotional intelligence; employing interdependence; accepting personal responsibility; applying active listening; reading and note-taking; monitoring performance; and developing a growth mindset that believes in self. Students will combine theory and practice to become successful learners and successful college students.

Lesson 1: Successful Learning Strategies, Mindsets, & Basic Brain Facts (Plasticity)
Lesson 2: Motivation, Locus of Control, and Goal Setting
Lesson 3: Self-Regulated Learning and Student Engagement
Lesson 4: Use of Time
Lesson 5: Critical Thinking, Metacognition, and Bloom’s Taxonomy
Lesson 6: Active Listening and Note-Taking from Lectures
Lesson 7: Reading to Learn
Lesson 8: Preparing for and Taking Tests
Lesson 9: Memory and Information Processing Theory
Lesson 10: The Amazing Brain
Lesson 11: Learning Theories
Lesson 12: A Healthy Mindful Brain
Lesson 13: Managing Stress, Self-Talk, and Emotional Intelligence

ISKME is pleased to partner with OERColorado to offer a 4 session series on OER and the OERColorado platform. This resource contains the slidedecks and recordings of each session. If you are interested in registering for the series, you can complete this Registration Form.

The Open Content Photography Program is being built to help people to learn professional photography. It is not a book about photography, it's a book about learning photography on your own.

What if educators could see what a student knows, what they need to know, and how to motivate them...all by looking at a map? Danny Hillis, Chairman and Co-Founder of Applied Minds, asks us to imagine a learning map that goes beyond existing search engines to show educators just that.

StatsCasts are narrated screen video recordings of explanations of statistical concepts. They are produced by Swinburne University of Technology, the University of the Sunshine Coast, and the University of Southern Queensland.

They are part of an ongoing collaborative research project to develop high quality resources and investigate the effectiveness of StatsCasts to support statistics learning.

They are targeted at prerequisite to first year level, in a range of subjects such as: Engineering, Sciences, Health Sciences and Business.

COUNS 150 (3 units) at College of the Canyons. This course is designed for new students as a complete orientation of the responsibilities and benefits of higher education. Educational planning, goal setting, and career choices are examined. Study and life survival skills are provided to ensure a successful academic experience.

UNIT 1: SELF-AWARENESS
UNIT 2: CULTURAL DIVERSITY
UNIT 3 SELF-RESPONSIBILITY
UNIT 4: SELF-EMPOWERMENT
UNIT 5: PERSONAL PLAN OF ACTION
UNIT 6 LEARNING SKILLS

When looking through a window, we have the opportunity to see new things, and when the sun hits the window just right, it turns the window into a mirror where we can see ourselves reflected back. The Windows and Mirrors strategy is a journey both beyond and within and is designed to support teachers to reflect (mirror) and reveal (window) to ensure that students are engaged and empowered learners by providing them with continual opportunities to see their lives, interests, histories, cultures, perspectives, and experiences represented in the content in addition to learning the same about others. The strategy, based on the work of Rudine Sims Bishop, can be used when designing lessons in any content area, and particularly with literacy, social studies, history and/or humanities lessons.

Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.

This textbook companion is a resource to help students successfully navigate through their first year at Kansas State University. It serves as part of the K-State First mission to create an outstanding university experience for every first-year student by helping with the transition to college-level learning and college life. The textbook helps improve chances for student success by focusing on fostering campus community, offering resources for diverse activities, highlighting academic expectations, and empowering students with personal responsibility and social agency. Instructors are encouraged to use the textbook in their K-State First classes, and it is also offered as a direct resource for students. In any university setting there are often unwritten rules that students are expected to understand, and this guide addresses and answers those questions directly. Ultimately, this guide encourages students to be engaged learners and to enjoy all facets of education, both inside and outside the classroom.