This interactive Morse Code translator allows you enter a message in Morse Code using dots and dashes and recieve output in the form more a message, sound or light. It uses International Morse Code. Ham Radio operators may be interested in using this tool. Multiple alphabet types are supported.

This document presents an analysis of the use of multiple devices in the context of multimedia-based learning. The paper includes an empirical study of learners who have used multiple devices to access and engage with learning materials. The study findings reveal that the use of multiple devices can enhance the overall learning experience for learners by providing flexibility, convenience, and accessibility. However, the study also identified several challenges associated with the use of multiple devices, such as technical issues and cognitive overload. Based on the study findings, the paper provides recommendations for the implementation of training courses delivered with multiple devices, including the need for clear guidelines and policies, user-friendly interfaces, and technical support. Overall, this document provides valuable insights for educators and trainers interested in leveraging the potential of multiple devices for enhancing the learning experience.

Museums of Western Colorado allow education kits for check out in District 51. The kits come with a curriculum, teacher training materials and artifacts. Some of which are genuine from the Grand Junction BLM Field Office. Kits local to the Grand Junction/Western Colorado area.

Through the NSF-funded My Sky Tonight program, we have created a set of research-based, science-rich astronomy activities that are engaging and developmentally appropriate for pre-K aged children, and trained hundreds of educators at museums, parks, and libraries across the U.S. on how to effectively engage their youngest visitors (ages 3 – 5) in astronomy.

The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.

This book is intended to give students a basic understanding of nutritional information and labelling in the baking industry. In particular, there is a focus on Canadian regulations regarding labelling and merchandising of baked goods, as well as baking for customers with special diets, allergies, and intolerances.Nutrition and Labelling for the Canadian Baker is one of a series of Culinary Arts books developed to support the training of students and apprentices in British Columbia’s food service and hospitality industry. Although created with the Professional Cook and Baker programs in mind, these have been designed as a modular series, and therefore can be used to support a wide variety of programs that offer training in food service skills.

OER Passport is a professional development program that takes educators through the process of understanding, finding, developing and sharing Open Educational Resources.

This course trains teachers and students on OER use, reuse, licensing, creation, and sharing by completing the following tasks. The first three tasks lay a solid foundation and provide teachers with the tools to complete the last three tasks which focus on the use, reuse, production, and innovative teaching practices.

Participants can complete the tasks online. There are also files to print/create physical copies of OER Passports that can be used in an offline environment.

“This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.”

While some of the content included in the handbook is Iowa State University-specific, these examples are few and I have tried to make the text as generalizable as possible. I welcome any comments for potential edits and additions to the text and will add an errata/tracking changes page to the front matter in the future. I especially welcome comments on my Diversity and Inclusion chapter, since I am not the most well-versed on that topic.

If you would like to adapt the text for use at your institution, please let me know so I can add links to your adaptations in the future. If you are interested in working with me on a second edition in the future, feel free to reach out! I’d love to make a more advanced version with additional sections for OER program managers and librarians.

The OER Starter Kit was originally adapted from the ABOER Starter Kit, but blossomed into a much larger project over the past few months. It includes content from Billy Meinke’s excellent UH OER Training manual, SUNY’s wonderful OER Community Courses, and others, all of which can be found on the kit’s Attribution page and on the footnotes of their corresponding chapters.

Construction & Architecture

Do you want to design, build, and maintain structures where people live, work, and play? This industry includes careers in designing, planning, managing, building, and maintaining the built environment. Careers in the architecture and construction industry involve designing and building homes, roads, and other structures. More than half of the occupations in this industry typically require a high school diploma or equivalent. However, specific designations range from less than a high school diploma and short-term on-the-job training for carpet installers to a bachelor’s degree and an internship for occupations such as architects.

AlphaPlus supports literacy workers to use blended learning approaches through our technology coaching services, face-to-face and online training, and tech support. This position paper describes our understanding of blended learning, its benefits and how adult basic education programs can be (re)conceptualized using a blended learning approach to best support learners.

This book examines different practical hospitality training work experience models implemented by degree granting institutions throughout the world. Through a series of research essays and reflective case studies, the book explores the range of on and off campus models used by tertiary providers to ensure their students gain practical experience that complements their formal classroom education. The book is organized into five sections: Practical learning in on-campus commercial hotels; Practical learning in on-campus training hotels; Practical learning in on campus training units; Off campus practicums and internships, and; Internship experiences from students and industry.

This resource contains a PowerPoint presentation delivered by Doug Fertuck of the Center for Advanced Automotive Technology (CAAT) at the 2014 Michigan Association of Continuing Education and Training (MACET) Summer Conference on August 1, 2014. Discussed in the presentation is how the CAAT provides curricula in advanced automotive engineering technology for middle-skill technicians by working closely with industry to identify future education and training requirements, funding projects to develop new curricula demanded by industry, and housing and disseminating the latest curricula to schools.

This casebook, now in its second edition, is a collaboration of over 90 individuals with expertise and training in public health pharmacy. A total of 54 chapters are presented, covering a broad array of topics relevant to pharmacy applications of public health. These topics include, but are not limited to, cross-cultural care, health literacy and disparities, infectious disease, health promotion and disease prevention, medication safety, structural racism, advocacy/policy analysis, chronic disease, women’s health, rural health, travel medicine and more. The book is designed to allow educators/students to choose chapters of interest as they feel suited, as each chapter is independent from the others. Each chapter contains learning objectives and an introduction to the topic, followed by a case and questions. The chapter closes with commentary from the authors and patient-oriented considerations for the topic at hand.

A Guide for Teachers and Instructors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation.

"Quizizz is a free tool. It works on any device: web browser, iOS, Android and Chrome apps. You can access hundreds of ready-made learning quizzes or create your own. Join as a teacher, pick a quiz, and use the code for a virtual room to give to your students."

The way you make a quiz, you host it and then you see them playing it on their mobile phones/tablets or laptops with the Scoreboard Seen Live on the Screen/Projector in the Class makes it a real happy classroom. The extra-edge comes with the Music that is being played by the App or the Website during the quiz.

The additional features about creating a quiz are more beneficial and good with the Quizizz. You can download an excel sheet from Quizizz and enter the questions as guided in this format. While using the desktop version, you can upload this .csv and the quiz is generated. Another excellent feature is to TELEPORT the questions from Pre-made quizzes. Click on teleport after cresting name of the quiz. On the right side of the screen you see that there are many quizzes opened and you can add a question to your quiz, just by clicking ADD.

This is a collection of all the results of the REBELAH project.

The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage.

These results include two handbooks (a book with activities useful during inclusiveness and heritage workshops, and a train the trainer handbook), six videos showing how heritage items and sites can be used to foster inclusivity in workshops settings, and a Google maps infosheet with 24 Prezi presentations on specific heritage items used during the project.

The handbooks are licensed under CC BY-NC-ND, and the other materials are licensed under CC BY-NC-SA.

**you will be redirected to the Dutch OER repository Edusources, from where you can access the materials**

Evidence Based Reading Training focused on Vocabulary, Fluency, Phonics & Comprehension. By learning about root words, prefixes and the like my students find more fluency & comprehension in the GED materials that they work with.
I am sharing some of the different resources I have found & created to use in teaching ABE, or Adult Basic Education.

This e-book represents the 3 years of work on the topic of European Cultural Heritage as an opportunity for employment and self-employment of young adults. All the practices are collected here and are useful to organize training activities in different socio-cultural contexts.

This resource has been realized in the frame of the project "SE-MOVEH: Social Inclusion Opportunities through the Valorization of European Cultural Heritage", co-financed by the Erasmus+ programme, under the Key Action 204.

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

PDF version: https://drive.google.com/file/d/1d5fhLCb_SX6Vf9n8ap3f2Aluv0fqQbnB/view?usp=drivesdk

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.

Students will produce a report for a local non-profit organization in which they will evaluate the effectiveness of vocational training in improving the labor market opportunities for non-college bound youths. The report will be used by the organization when applying for grants.