In this course, superhero Jack of All Trades and his sidekick Andy are confronted by a villain that threatens to disrupt society and rob the world of the certainty people have come to expect. And this dastardly villain is...Inflation. Jack and Andy time travel to the period known as The Great Inflation to discover the truth about inflation. With the help of Dr. Equilibrium, professor of economics, they learn that inflation is the result of too much money chasing too few goods and that the Federal Reserve System plays a key role in maintaining stable prices.

POGIL is a research-based instruction strategy comprising peer learning, development of process skills, and activities that are designed around the constructivist theory of learning cycles (pogil.org).

Guided Inquiry Activities for Programming Language Concepts is a collection of activities intended to support the use of POGIL in intermediate-level undergraduate computer science courses on functional programming and the implementation of programming languages.

Disclaimer: These activities have not yet undergone the peer-review process of The POGIL Project and so cannot be labeled "POGIL activities" ; however, they are designed based on the POGIL approach to designing activities.

Tell your story and show it with data, using free and easy-to-learn tools on the web. This introductory book teaches you how to design interactive charts and customized maps for your website, beginning with easy drag-and-drop tools, such as Google Sheets, Datawrapper, and Tableau Public. You’ll also gradually learn how to edit open-source code templates built with Chart.js, Highcharts, and Leaflet on GitHub.

Hands-On Data Visualization takes you step-by-step through tutorials, real-world examples, and online resources. This book is ideal for students, educators, community activists, non-profit organizations, small business owners, local governments, journalists, researchers, or anyone who wants to take data out of spreadsheets and turn it into lively interactive stories. No coding experience is required.

Learn more about this open-access web edition, based on the book manuscript we submitted to our publisher, O’Reilly Media, Inc., which we have permission to freely share under the terms of our contract. Readers may purchase the publisher’s improved and copyedited version, in print or ebook editions. Figure numbering and other details vary between this open-access web edition and the publisher’s editions.

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.

An online brain dominance inventory provides students with information on their brain dominance and information processing style. This relates to perception and learning styles.

Her Şey Bir Merhaba ile Başlar was developed for intermediate level Turkish language courses at the University of Texas at Austin. Intermediate learners and their instructors may use it for different purposes: self-study, classroom instruction, tutoring, or as a pastime. The lessons in Her Şey Bir Merhaba ile Başlar integrate reading, listening and viewing comprehension, writing and speaking practice, grammar, vocabulary, and cultural activities. Dozens of audio and video clips of Turkish speakers describing their lives, their culture, and their country support and enhance these activities. The Her Şey Bir Merhaba ile Başlar textbook, online interactive H5P exercises, and Youtube channel (https://www.youtube.com/channel/UCOHyPBVzLiIwUFgXfxxkcvA) comprise a media-rich open educational resource (OER) developed by Dr. Jeannette Okur at the University of Texas at Austin and published by the Center for Open Educational Resources and Language Learning under the U.S. Department of Education Title VI Grant #P229A180003, with additional support from the UT Liberal Arts Instructional Technology Services and the UT Center for Middle Eastern Studies.

I am very proud to present standards-based instructional resources for Visual Arts. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards based lessons that employ high impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students.

Students learn more about how light sensors work, reinforcing their similarities to the human sense of sight. They look at the light sensing process incoming light converted to electrical signals sent to the brain through the human eye anatomy as well as human-made electrical light sensors. A mini-activity, which uses LEGO MINDSTORMS(TM) NXT intelligent bricks and light sensors gives students a chance to investigate how light sensors function in preparation for the associated activity involving the light sensors and taskbots. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, and details about the LEGO light sensor, including its two modes of gathering data and what its numerical value readings mean. Students take pre/post quizzes and watch a short online video. This lesson and its associated activity enable students to gain a deeper understanding of how robots can take sensor input and use it to make decisions via programming.

Students learn about how sound sensors work, reinforcing their similarities to the human sense of hearing. They look at the hearing process sound waves converted to electrical signals sent to the brain through human ear anatomy as well as sound sensors. A mini-activity, which uses LEGO MINDSTORMS(TM) NXT intelligent bricks and sound sensors gives students a chance to experiment with the sound sensors in preparation for the associated activity involving the sound sensors and taskbots. A PowerPoint® presentation explains stimulus-to-response pathways, sensor fundamentals, the unit of decibels, and details about the LEGO sound sensor, including how readings are displayed and its three modes of programming sound input. Students take pre/post quizzes and watch a short online video. This lesson and its associated activity enable students to appreciate how robots can take sensor input and use it to make decisions to via programming.

Students learn about how touch sensors work, while reinforcing their similarities to the human sense of touch. They look at human senses and their electronic imitators, with special focus on the nervous system, skin and touch sensors. A PowerPoint® presentation explains stimulus-to-response pathways, how touch sensors are made and work, and then gives students a chance to handle and get familiar with the LEGO touch sensor, including programming LEGO MINDSTORMS(TM) NXT robots to use touch sensor input to play music. Students take pre/post quizzes and watch a short online video. The mini-activities prepare students for the associated activity. This lesson and its associated activity enables students to appreciate how robots can take input from sensors, and use that to make decisions to move.

Every week, numerous potentially damaging earthquakes occur around the world. To demonstrate the frequency geography of these earthquakes, you will use U.S. GEOLOGICAL SURVEY's Earthquake Tracker, an online resource, to list the locations / facts of all the magnitude 5.0 or higher earthquakes for the 4-day period. You will record information about the earthquakes (e.g., magnitude, date/time, depth, nearest city) in a word processing document and save as a pdf. Once you have completed this assignment, you will save your file and submit it as an attachment.
LEARNING OUTCOMES
1. Successfully interact with the USGS Earthquake Tracker to identify a subset of earthquakes based on magnitude.
2. Understand the relationship between earthquakes and Plate Tectonics.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

How to Learn Math is a free self-paced class for learners of all levels of mathematics. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively. Many people have had negative experiences with math, and end up disliking math or failing. This class will give learners of math the information they need to become powerful math learners, it will correct any misconceptions they have about what math is, and it will teach them about their own potential to succeed and the strategies needed to approach math effectively.

Permitted use: the texts, exams, video, images, and other instructional materials provided with the courses and programs offered on the edX Site are for your personal use in connection with those courses and programs only.

Edmodo, as an LMS being used worldwide, has been integral to those who got exposed to its utility, even once. Edmodo has an assessment and evaluation segment as well where the teacher can create and execute a quiz based assessment. Besides giving assignments and grading them, the Quiz feature gives us an opportunity to conduct a real-time, online assessment.

This lesson guides students to learn the science behind cloning, explore the benefits and consequences of human cloning, and communicate their knowledge and points of view. Students begin by reading an article titled Primer on Ethics and Cloning by Dr. Glenn McGee, available for free on the AIBS's ActionBioscience.org website. The lesson provides questions for the instructor to guide a class discussion about the article. Instructors can then choose from different activities to engage students further in this issue. One activity has students role play advisory teams providing information to a committee on the ethical issues of human cloning. The teams conduct research online, keep a journal recording their research paths, and answer questions in presentation format. Another activity has students researching and presenting information on human cloning. Through their research students can learn about cloning technology and related laws, as well as the perspectives of groups or individual scientist's viewpoints. Included are web site evaluation worksheets that are useful for student internet searches on any topic.

In this field exercise, students examine the mystery mounds and patterned ground on the top of Umptanum Ridge in central Washington. Groups of 3-4 students design and conduct a field investigation and write a single joint report. Each group formulates a testable hypothesis that addresses one of the proposed processes involved in forming or subsequently shaping the mounds. The groups design an experiment to test their hypothesis, collect the necessary field observations and measurements during a regular afternoon field lab period and write a scientific report that includes an introduction, statement of hypothesis, background information, methods, data, analysis and interpretations, discussion of uncertainties, conclusions, and references. One week later, reports are turned in and students form "jigsaw" discussion groups composed of one student from each field research group. Each student briefly summarizes their group's research hypothesis and results to the jigsaw group. The jigsaw groups then each develop a revised hypothesis based on these combined results and present that to the entire class.
Designed for a geomorphology course
Uses online and/or real-time data
Has minimal/no quantitative component
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions

(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.)

In this activity, learners will explore globes of frozen water to learn how to ask and then answer 'investigable' questions. The activity includes four short online videos: Introduction, Step-by-Step Demonstration, Going Deeper, and What's Going On. Also available are a concept map and a "Going Further" web page that suggests variations and extensions on this activity.

Igneous Rocks Identification online (developed for remote learning during COVID-19 pandemic); students will explore the various characteristics of igneous rocks and then apply them to identify unknowns.

(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.)

Average inquiry level: Guided inquiry
This is an in-person inquiry lab for igneous rocks, but it could be converted to an online lab through use of igneous rock photos available online (see links provided in the Instructor Notes). Students will work with a variety of typical igneous rocks, developing observational skills and learning to categorize and identify igneous rocks based on their compositions and textures. In addition, students will be able to "tell the story" of igneous rocks, using observational skills to understand where on earth and under what circumstances an igneous rock could form.

(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.)

This is an 8 week experience for the college student that begins by setting a learning context through using library resources, especially online databases, for locating images and art that reflect a chosen research topic and creating a mural that demonstrates the students’ comprehension of the chosen topic. The experience includes conducting research on 3 significant events or people in women’s US history. The written research will be accompanied by images or art that the student has chosen (described) as reflective of, or related to the researched event or person. In order to determine the students’ level of information literacy, the research will include a detailed description of how the students located the images. The students will also draw or describe a personalized sketch of one of the researched events or people. The culmination of the research is the design and painting of a collaborative mural depicting the students' research topics.

This Reusable Learning Object (RLO) was created out of the desire to infuse university courses with information literacy or research activities. A traditional research project on significant events or people in history is enhanced with the discovery and analyzing of art and images within the context of history. Analysis not only includes written text but the painting of a mural. The RLO is structured in a way that allows for easy replication and alteration to a variety of subjects and learning levels.