Methods of Education Technology: Principles, Practice, and Tools, is based on the fundamental idea that effective teaching, with or without technology, is more important than knowing many tools. For this reason, all technology uses in the text are grounded in standards, principles, and research, and much of the text focuses on pedagogy before technology use. For readers who are familiar with engagement, critical thinking skills, and effective instruction, this text provides a useful overview. For those who are new to teaching, this text provides support not only for using technology in classrooms but for understanding when, why, and how to do so.

Table of Contents:

PART I
Chapter 1 Understanding Classroom Learning and Technology Use
PART II
Chapter 2 Supporting Student Content Learning
Chapter 3 Supporting Student Communication
Chapter 4 Supporting Students’ Critical Thinking
Chapter 5 Supporting Student Creativity
Chapter 6 Supporting Student Problem-Solving
Chapter 7 Supporting Student Production
Chapter 8 Supporting Student e-learning
PART III
Chapter 9 Supporting Teacher Development
Chapter 10 Supporting Your Students’ Futures

The aim of this unit is that upon completion, teachers will be able to explain basic ICT concepts, use and demonstrate the use of Microsoft Word.

A workbook to support online course planning in a way that keeps humans front and center.

I. Main Body
1. Guiding Assumptions and Principles
2. A Trip Through the Course as you Imagine it
3. Sketching a Map for your Course
4. From Plan to Reality

This is a review of Online Marketing Essentials: https://louis.oercommons.org/courses/online-marketing-essentials/view completed by Cassie Ditt, Assistant Professor of Marketing at McNeese State University.

This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.This is a review of the Open Access Companion to Chaucer: https://louis.oercommons.org/courses/the-open-access-companion-to-the-canterbury-tales-a-new-way-to-learn-about-old-books completed by Will Rogers, Assistant Professor of English, ULM

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.

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

Explores the interaction of radiation with matter at the microscopic level from both the theoretical and experimental viewpoints. Emphasis on radiation effects in biological systems. Topics include energy deposition by various types of radiation, including the creation and behavior of secondary radiations; the effects of radiation on cells and on DNA; and experimental techniques used to measure these radiation effects. Cavity theory, microdosimetry and methods used to simulate radiation track structure are reviewed. Examples of current literature used to relate theory, modeling, and experimental methods. Requires a term paper and presentation. The central theme of this course is the interaction of radiation with biological material. The course is intended to provide a broad understanding of how different types of radiation deposit energy, including the creation and behavior of secondary radiations; of how radiation affects cells and why the different types of radiation have very different biological effects. Topics will include: the effects of radiation on biological systems including DNA damage; in vitro cell survival models; and in vivo mammalian systems. The course covers radiation therapy, radiation syndromes in humans and carcinogenesis. Environmental radiation sources on earth and in space, and aspects of radiation protection are also discussed. Examples from the current literature will be used to supplement lecture material.

This is a review of the Process of Communication https://louis.oercommons.org/courses/process-of-communication completed by Douglas Marshall, Ph.D., Associate Professor of Communication Studies at Southern University at New Orleans 

Production of Educational Videos is an introduction to technical communication that is situated in the production of educational videos; the assignments are all focused on the production of videos that teach some aspect of MIT's first-year core curriculum. The objective of these assignments is improvement in both communication ability and communication habits; these improvements are effected by providing participants with instruction, practice, feedback, and the opportunity for reflection. In addition to improvements in communication skills, improvement is expected in students' attitude towards writing, oral presentations, and collaboration; as the semester progresses, students should feel confident of their ability to write, present, and collaborate.

" The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact")."

Openly published book
Title: Self-directed multimodal learning in higher education
Editor: Jako Olivier
Publisher: AOSIS, Cape Town, South Africa
ISBN: 978-1-928523-42-0
DOI: https://doi.org/10.4102/aosis.2020.BK210
Date of publication: 2020

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.
This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

This is a review of Communication in the Real World: An Introduction to Communication Studies by Casey Merrell a speech instructor at River Parishes Community College. The link to the book can be found here: https://louis.oercommons.org/courses/speak-out-call-in-public-speaking-as-advocacy/

Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another's expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

Table of Contents
Chapter 1: On the Nature and Value of Social Software for Learning
Chapter 2: Social Learning Theories
Chapter 3: A Typology of Social Forms for Learning
Chapter 4: Learning in Groups
Chapter 5: Learning in Networks
Chapter 6: Learning in Sets
Chapter 7: Learning with Collectives
Chapter 8: Stories From the Field
Chapter 9: Issues and Challenges in Educational Uses of Social Software
Chapter 10: The Shape of Things and of Things to Come

With the abundance in education technology (edtech) tools and apps currently available, and new ones popping up in app stores daily, how do you find the right ones for your practice? How do you ensure the digital tools and apps that you select for use in your classroom will enrich and extend your teaching, provide an accessible learning experience, and protect students' privacy? What should you look for when evaluating the user experience of apps and tools?

This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps.

The book was designed as part of a class project for the Teaching & Learning with Technology course at the University of Massachusetts Amherst. The following undergraduate and graduate students contributed to the book: Michelle Barrett, Matthew Checrallah, Jacob Desgres, Alyssa Federico, Kiel Maurath, Madeleine Olson, Shaunak Shah, Khizar Shaikh, Alexander Shum, Caroline Sonnett, Isabelle Manrong Wang, Chenyang Xu, Chrystal Zajchowski, and Fred Zinn.

This book offers an open guide to online discussions, media arts production, blended learning, and active learning from L&S Learning Support Services @ UW-Madison.

Overview of this Text
Section 1: Online Discussions
Section 2: Media Arts Production
Section 3: Blended Learning
Section 4: Active Learning

This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts.

"This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGOĺ¨ Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities."

My purpose in writing this book is to give readers a view into the work of managing information technology in schools. IT professionals will notice differences (some nuanced and some significant) between the needs and expectations of IT users in business and IT in school. With the more complete and more accurate concept the nature of the computing environment necessary for successful schooling, which I intend to provide through this book, IT professionals will be better prepared to meet those needs. Educators will also benefit from this book by clarifying the nature of their IT needs and how these may be different from those that are familiar to IT professionals who are hired to work in your school.

This rubric was developed by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported license.The rubric allows reviewers to evaluate OER textbooks using a consistent set of criteria. Reviewers are encouraged to remix this rubric and add their review content within this tool. If you remix this rubric for an evaluation, please add the title to the evaluated content and link to it from your review.