The purpose of this text is to provide students with an introduction to the field of Instructional Design and building upon skills that will help the novice designer become more effective in their professional career. This text will go beyond theory to discuss such topics as recommended skillsets and traits for designers, the importance of cultivating strong communication and leadership skills and how to incorporate emotional intelligence into your wheelhouse of professional skills. In addition, tips on the management of projects as well as the instructional design process will be discussed. In an effort to broaden the concept of the instructional design profession, you will find sections devoted to instructional design in various professional venues, (i.e., consulting, educational {higher education and K-12}).

In the educational realm of instructional design, one current topic among designers is how to incorporate openly licensed material into instructional texts. We will provide a section on open educational resources and licensing to assist you in becoming knowledgeable on best practices and dealing with cutting edge initiatives in the educational world.

Effective instructional designers should be able to speak comfortably in public in various venues whether it is a business meeting, training a small group of individuals, or, presenting at a large conference. For an instructional designer, it is important to hone these leadership skills and prepare yourself for the inevitable public speaking situation. This text will provide information on how to improve upon your public speaking skills.

This workbook offers an overview of core educational theories applied in a Higher Education praxis.Addressing such issues and dilemmas as:what is learning? what epistemological and learning theories do we use?, which psychological approaches are applied etc

This course is intended for prospective and practicing elementary and middle school teachers. By exploring physical phenomena in class, you will learn science in ways in which you are expected to teach science in schools or in informal settings such as afterschool programs, youth group meetings, and museum workshops. This course also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change.

The theme for the course is: What happens when light from the Sun shines on the Earth? The emphasis is on questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why. This first unit focuses on exploring the nature of light phenomena. Among the unit’s many goals are two primary ones: to learn about light phenomena and to learn about ways to foster science learning for yourself and others such as your family, friends, and students.

Table of Contents
Unit 1: Exploring the Nature of Light Phenomena
Unit 2: Exploring the Nature of Thermal Phenomena
Unit 3: Considering the Influence of Light and Thermal Phenomena on Local Weather
Unit 4: Considering the Influence of Light and Thermal Phenomena on Global Climate
Unit 5: Exploring the Nature of Astronomical Phenomena in the Context of the Sun/Earth/Moon System

This course is intended for prospective and practicing elementary and middle school teachers. By exploring physical phenomena in class, you will learn science in ways in which you are expected to teach science in schools or in informal settings such as afterschool programs, youth group meetings, and museum workshops. This course also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change.

Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.

If you haven’t discovered already, there are myriad open resources that exist. Often the trouble lies in locating those that fit precisely what you need. We’ve broken down these resources with the intent of making the search process more efficient and effective. For each you’ll find a list of unique traits, licensing information, and an example of how to attribute the source. Click one of the media sources in the Find Resources sub-menu for the details.

The “Flipped Classroom” model of instruction has generated discussion around the world of education. Numerous articles have been written documenting experiences surrounding this method of teaching. The one piece that has been missing from this discussion is a sound framework to design a “Flipped” course using proven design principles. Instructional Design provides a proven framework to design all types of instruction and these principles can be used to design a “Flipped” course.

This lesson concentrates on how to format an existing Microsoft Word document.
The focus is on meeting the Northstar Digital Literacy skills standards for the formatting of a document (font, font size, line spacing, creating lists, review).
The functions required in Microsoft Word are covered and additional functions, such as Save As, Save can also be shown.

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/foundations-of-academic-success-words-of-wisdom

Table of Contents
The Student Experience by Kristen Mruk
Practice, Practice, Practice by Dr. Kristine Duffy
Why So Many Questions? by Fatima Rodriguez Johnson
These Are the Best Years of Your Life by Sara Vacin
With a Little Help from My Friends by Paulo Fernandes
Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace
Thinking Critically and Creatively by Dr. Andrew Robert Baker
Time Is on Your Side by Christopher L. Hockey
What Do You Enjoy Studying? by Dr. Patricia Munsch
Fighting for My Future Now by Amie Bernstein
Something Was Different by Jacqueline Tiermini
Transferrable by Vicki L. Brown
It's Like Online Dating by Jackie Vetrano
Learn What You Don't Want by Jamie Edwards
Conclusion

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

Table of Contents:

Part One: YOUR Solid Foundation

The Student Experience by Kristen Mruk

Practice, Practice, Practice by Dr. Kristine Duffy

Why So Many Questions? by Fatima Rodriguez Johnson

These Are the Best Years of Your Life by Sara Vacin

With a Little Help from My Friends by Paulo Fernandes

Part Two: YOU Are the President and CEO of YOU

Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace

Thinking Critically and Creatively by Dr. Andrew Robert Baker

Time Is on Your Side by Christopher L. Hockey

What Do You Enjoy Studying? by Dr. Patricia Munsch

Part Three: The Future YOU

Fighting for My Future Now by Amie Bernstein

Something Was Different by Jacqueline Tiermini

Transferrable by Vicki L. Brown

It’s Like Online Dating by Jackie Vetrano

Learn What You Don’t Want by Jamie Edwards

In this survey text, readers will explore the foundations of American education through a critical lens. Topics include the teaching profession, influences on student learning, philosophical and historical foundations, structures of schools, ethical and legal issues, curriculum, classroom environment, and the path forward.

Table of Contents
Part I: Foundations of American Education
Chapter 1: The Teaching Profession
Chapter 2: Influences on Learning: Student Differences and Similarities
Chapter 3: Philosophical and Historical Foundations of Education in the United States
Chapter 4: Schools in the United States
Chapter 5: Ethical & Legal Issues in Education

Part II: Education in Action
Chapter 6: Curriculum: Planning, Assessment, & Instruction
Chapter 7: Classroom Environment
Chapter 8: And Now What? The Path Forward

Created at SUNY Oneonta, Foundations of Education book is meant for first year students in an introductory course meant for all of our elementary and adolescent future teachers. It gives a broad overview of topics that they will get further instruction in as they progress through the program.

Table of Contents
1. Why Teach?
Introduction
1.1 What do great teachers do differently?
1.2 Teaching Philosophy
1.3 Teachers’ Purposes and Beliefs
1.4 Teacher Knowledge
1.5 Communication
1.6 Lifelong learning and professional development
1.7 The reflective practicitioner
References
2. Teaching and Learning
Introduction
2.1 Bloom's Taxonomy
2.2 Instructional Strategies
2.3 Creating Objectives
2.4 The students you will be teaching
References
3. Becoming a Teacher
Introduction
3.1 The process of becoming a teacher in New York State
3.2 Create a New York State TEACH Account
3.3 Building a Resume
3.4 Professional Organizations (Joining a Larger Community) References 4. Curriculum and Academic Standards Introduction
4.1 The Purpose of Curriculum
4.2 Sociological Influences of the Four Curricula
4.3 The Cognitive and Affective Domains of Curricula
4.4 The Cognitive and Affective Domains of Curricula References 5. Educational Philosophies Introduction
5.1 Foundations of Educational Philosophy
5.2 Ontological Frameworks of Philosophy
5.3 Philosophical Perspective of Education
5.4 Educational Psychology
References
6. Assessment
Introduction
6.1 Assessment and Evaluation
6.2 Assessment, Accountability, and Historical Factors
6.3 Formative and Summative Assessment
References
7. Classroom Management
Introduction
7.1 Effective Classroom Management
7.2 Models of Classroom Management
7.3 Characteristics of Effective Classroom Management
7.4 Awareness of High-Needs Students
References
8. History of American Education
8.1 History of American Education
8.2 The Competing Goals of Public Education: A Historical Perspective
8.3 A Nation at Risk
References
9. Student Diversity and Social/Emotional Learning Introduction
9.1 Student Diversity
9.2 Emergent Bilinguals
9.3 Differences in Learning and Motivation
9.4 Childhood Trauma
References
10. The Governance & Finance of American Public Education Introduction
10.1 Governance of New York State Education
10.2 Financing Public Education
10.3 Other School Options (Charter, Magnet) References
11: Ethics and Legal Issues in Education Introduction
11.1 Ethics
11.2 Integrity
References
Appendix A: APA Style
Appendix B: A Nation at Risk

This text provides a a graduate level introduction to the field of educational technology.

Table of Contents

Introduction to Educational Technology
Human Development
Learning Theory
Motivation
Adult & Workspace Learning
Communication
Research in Educational Technology
Instructional Design
Technology Selection and Integration
Acceptance and Diffusion of Technology
Professional Ethics

About the Book
This book received the 2018 AECT Outstanding Book Award!

"What is this field?" "Where have we come from as a discipline, and where are we going?" "What do I want to study?" These and other questions are typical for new students in the field of Learning and Instructional Design Technology. This textbook is designed to help answer these questions and provide the quickest route to understanding the history and current trends in the field. After surveying classic theories and writings, as well as more recent applications of theory and practice, students will be better prepared to chart their own course and careers within the discipline. This book is designed to support foundations courses common in departments, as well as seminars on current trends and issues.

Table of Contents
Cover
I. Definitions and History
II. Learning and Instruction
III. Design
IV. Technology and Media
V. Becoming an LIDT Professional
VI. Preparing for an LIDT Career
Final Reading Assignment

This book received the 2018 AECT Outstanding Book Award!

"What is this field?" "Where have we come from as a discipline, and where are we going?" "What do I want to study?" These and other questions are typical for new students in the field of Learning and Instructional Design Technology. This textbook is designed to help answer these questions and provide the quickest route to understanding the history and current trends in the field. After surveying classic theories and writings, as well as more recent applications of theory and practice, students will be better prepared to chart their own course and careers within the discipline. This book is designed to support foundations courses common in departments, as well as seminars on current trends and issues.