This open textbook was created under a Round Two ALG Textbook Transformation Grant.

Included are open-source reading materials, learning objectives, suggested readings and resources, and activities organized into content modules for undergraduate Foundations of Education courses. The specific course included here is EDUC 2120: Exploring Socio-Cultural Perspectives in Diversity.

Authors' Description:

"The fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Examination of the nature and function of culture, development of individual and group cultural identity, definitions and implications of diversity, and the influences of culture on learning, development, and pedagogy. This course has a required field experience component."

Included are open-source reading materials, learning objectives, suggested readings and resources, and activities organized into content modules for undergraduate Foundations of Education courses. The specific course included here is EDUC 2110: Investigating Critical and Contemporary Issues in Education.

The aim of the Open Education Design - Course for Practitioners is to equip the participants with basic knowledge, practical advice and hands-on experience to prepare them for their own design of Open Educational Resources (OER).

During the 5-day course, the participants became familiar with open education design processes, methods and tools. They learned from OER experts and practitioners how to align open education with developmental and strategic goals, they got basic knowledge about OE concepts, about pedagogical and didactical issues as well as about content related issues in OE.

To empower the participants for making a crucial step from an idea to the implementation of concrete OERs, platforms and tools for open education design was addressed, followed with hands-on experience and a session on OER evaluation.

The OEL Toolkit is openly available and openly licensed. The guidance generated by the OEL Toolkit is of primary relevance to educators and developers working within Australian higher education institutions. The OEL Toolkit web application has been designed with a focus on ease of use. It provides relevant information for users seeking guidance on using, creating, modifying or sharing a specific Open Educational Resource.

OpenGrade is open-source software for teachers to keep track of grades. It runs on Linux, as well as some other operating systems.

Open licensing of instructional materials such as textbooks, videos, and other related resources makes possible free sharing and remixing which reduces cost barriers for students. Creative Commons provides the legal infrastructure for easily sharing creative works including instructional materials but how do the different licenses indicate a resource can be re-used. Join us for an interactive session of playbook license scenarios where you test your knowledge of the OER re-use based on license type.

Open Modernisms is an open, Creative-Commons-licensed online platform that allows teachers and scholars to build custom anthologies of out-of-copyright primary materials for the period 1850–1950. . It uses a custom-built Islandora module to host a library of documents from which users can select and rearrange in whatever order they like; add their own notes and introductory or contextualizing materials; and output in a numbered sequence of files for digital distribution and/or printing. The site and its materials are open access, and the code for the site, based on already-existing open-source software, is hosted on Github for easy repurposing and distribution. The code can be adapted for any discipline. Create. Mix. Share.

I. Introductory Framework
Introduction
Evolving Into the Open: A Framework for Collaborative Design of Renewable Assignments
Informed Open Pedagogy and Information Literacy Instruction in Student-Authored Open Projects
Approaching Open Pedagogy in Community and Collaboration
Open Pedagogy Big and Small: Comparing Open Pedagogy Efforts in Large and Small Higher Education Settings

II. Open Pedagogy as Textbook Replacement
Adapting Open Educational Course Materials in Undergraduate General Psychology: A Faculty-Librarian-Student Partnership
Reading British Modernist Texts: A Case in Open Pedagogy
Humanities in the Open: The Challenges of Creating an Open Literature Anthology
A 2-for-1 Deal: Earn Your AA While Learning About Information Literacy Using OER
Mathematics Courses and the Ohio Open Ed Collaborative: Collaborative Course Content Building for Statewide Use

III. Open Pedagogy as Open Student Projects
Library Support for Scaffolding OER-enabled Pedagogy in a General Education Science Course
Sharing the End of the World: Students’ Perceptions of Their Self-Efficacy in the Creation of Open Access Digital Learning Objects
Teaching Wikipedia: A Model for Critical Engagement with Open Information
“And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College
Building a Collection of Openly Licensed Student-Developed Videos
Whose History?: Expanding Place-Based Initiatives Through Open Collaboration
Scholarly Bridges: SciComm Skill-Building with Student-Created Open Educational Resources
Harnessing the Power of Student-Created Content: Faculty and Librarians Collaborating in the Open Educational Environment

IV. Open Pedagogy as Open Course Design
Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies
Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model
Adventures in a Connectivist MOOC on Open Learning
Invitation to Innovation: Transforming the Argument-Based Research Paper to Multimodal Project
“What If We Were To Go?”: Undergraduates Simulate the Building of an NGO From Theory To Practice

If you have an interest in openness, open education, research skills or want to find out more about the impact of Open EducationalResources (OER), then this resource is for you. You could be:

Using an OER with students and interested in assessing its impact
Facilitating sessions on open practice with students or colleagues and looking for inspiration
Working on a research project and wanting to find out more about incorporating open research techniques into your own practice
Curious about the benefits and challenges of open research
Looking to use open tools in your research
Wanting increased impact for your research
Interested in open research on OER
This resource will help you explore what open research is, how you can ethically and openly share your findings so others can reuse or developyour work, and the role of reflection and open dissemination. Whilstmany challenges and issues apply to all aspects of research (forexample choosing an appropriate methodology), open research bringsa range of different opportunities and challenges; it's these that weare specifically interested in exploring. What can openness add to theresearch process?

This is a supplementary video for the Commonwealth of Learning Open Textbook Manual. It shows how to create Lessons in OER Commons. The OER Commons Lesson Builder allows instructors to create resources that are viewable by students as lessons, and by teachers as lesson plans with supplemental instructional resources.

This is a supplementary video to support the Commonwealth of Learning's Open Textbook Manual. It shows you how to use the OER Commons Open Author Tool to create Open Textbooks.

This course teaches the fundamentals of engineering operating systems. The following topics are studied in detail: virtual memory, kernel and user mode, system calls, threads, context switches, interrupts, interprocess communication, coordination of concurrent activities, and the interface between software and hardware. Most importantly, the interactions between these concepts are examined. The course is divided into two blocks; the first block introduces one operating system, UNIXĺ¨ v6, in detail. The second block of lectures covers important operating systems concepts invented after UNIXĺ¨ v6, which was introduced in 1976.

This book contains three levels of interactive grammar lessons and reading activities for beginning students of ESOL (English for Speakers of Other Languages). The grammar section includes a select set of YouTube videos, and the three original readers include short picture or chapter stories. Each lesson is accompanied by self-correcting exercises.

Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Table of Contents
Unit 1: Academic Expectations

Chapter 1: Stephanie's Story
Chapter 2: IELP Expectations of Students
Chapter 3: The Pros and Cons of Studying Abroad
Unit 2: Problem Solving

Chapter 4: Luna and Violeta's Story
Chapter 5: Solve That Problem
Chapter 6: Easier Said than Done

What is a paradox? More importantly, what is infinity? These concepts can blow one's mind in the best way possible and they are the subject of this course at MIT. Offered up as part of that august institution's Open CourseWare initiative, this semester long course was first offered in spring 2013 by Professor Agustin Rayo. In short, the course "explores different kinds of infinity; the paradoxes of set theory; the reduction of arithmetic to logic˘ď‹ď_." On the site, visitors can download the syllabus, the course calendar, the readings, and look over the lecture slides. The Readings area contains some lovely pieces, including "The Paradoxes of Time Travel" and "The Eleatic Hangover Cure."

Government agencies frequently contract with nonprofit or for-profit organizations to provide services to improve the well-being of their clients―for example, by reducing recidivism, homelessness, or drug use. Governments have traditionally paid service providers on the basis of the number of clients they treat.
The past decade has seen a number of Pay for Success (PFS) or results-based finance (RBF) programs, in which service providers are paid for their outcomes or results. For example, whereas a government agency contracting with a service provider to reduce recidivism among young men released from prison would traditionally have paid the service provider for the hours spent counseling a client, a PFS contract pays the organization for success in reducing the clients’ rate of recidivism from some baseline.
This handbook is written for government officials considering the adoption of Pay For Success (PFS) programs and for students in public policy and business schools interested in studying outcomes-oriented government contracts for services. Part One introduces concepts necessary to develop and operate a service delivery program and then surveys some of the issues specific to PFS. Part Two presents two detailed case studies and a number of shorter descriptions of PFS programs. Part Three focuses on the components of PFS programs; it also discusses barriers to their development and ways of overcoming them.

The contents of this book were developed under an Open Textbooks Pilot grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Modern computing platforms provide unprecedented amounts of raw computational power. But significant complexity comes along with this power, to the point that making useful computations exploit even a fraction of the potential of the computing platform is a substantial challenge. Indeed, obtaining good performance requires a comprehensive understanding of all layers of the underlying platform, deep insight into the computation at hand, and the ingenuity and creativity required to obtain an effective mapping of the computation onto the machine. The reward for mastering these sophisticated and challenging topics is the ability to make computations that can process large amount of data orders of magnitude more quickly and efficiently and to obtain results that are unavailable with standard practice. This class is a hands-on, project-based introduction to building scalable and high-performance software systems. Topics include performance analysis, algorithmic techniques for high performance, instruction-level optimizations, cache and memory hierarchy optimization, parallel programming, and building scalable distributed systems. The course also includes design reviews with industry mentors, as described in this MIT News article.