Carefully examine the relative positions of the lettered arrows on the timeline below and estimate the ages represented by each arrow. Identify which letter corresponds most closely to the extinction of the ...

Carefully examine the relative positions of the lettered arrows on the timeline below and estimate the ages represented by each arrow. Identify which letter corresponds most closely to the first appearance in the ...

Carefully examine the relative positions of the lettered arrows on the timeline below and estimate the ages represented by each arrow. Identify which letter corresponds most closely to the age of the oldest known ...

Match the features in the relative time diagram below with the events described in the short sentences. Assume all rocks are sedimentary unless otherwise indicated. What is the best estimate of the age of F if A is ...

Associated "Topic Development with Concept Mapping Lesson" plan and handouts are also available for download and adaptation in the Guttman Community College OER collection in CUNY Academic Works.

This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section.

You are welcome to this Module in Contemporary Issues in Education, which is a part of your Professional Studies in education. To understand the content in this Module well, you need to grasp the meaning and major critical areas that constitute the concept of Contemporary Issues in Education. The word contemporary means modern, current, present-day or existing. In this context, Contemporary issues in Education refer to the various events, policies and developments of an educational nature which exist in the modern world.

The objective of this subject is to understand the nature of manufacturing process variation and the methods for its control. First, a general process model for control is developed to understand the limitations a specific process places on the type of control used. A general model for process variation is presented and three methods are developed to minimize variations: Statistical Process Control, Process Optimization and in-process Feedback Control. These are considered in a hierarchy of cost-performance tradeoffs, where performance is based on changes in process capability.

Related lesson plans are also available for download and adaptation in the Guttman Community College OER collection in the CUNY Academic Works institutional repository.

This lesson helps students recognize that they need to use different types of searching language in order to retrieve relevant results and to emphasize that research is an iterative process. Use when students have already formulated a research question and are about to begin searching for information on their topic.

This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.

Table of Contents
Introduction
Chapter 1: Overview of Online Courses
Chapter 2: Basic Philosophies
Chapter 3: Institutional Courses
Chapter 4: Production Timelines and Processes
Chapter 5: Effective Practices
Chapter 6: Creating Effective Course Activities
Chapter 7: Creating Effective Course Content
Chapter 8: Open Educational Resources
Chapter 9: Assessment and Grading Issues
Chapter 10: Creating Quality Videos
Chapter 11: Utilizing Social Learning in Online Courses
Chapter 12: Mindfulness in Online Courses
Chapter 13: Advanced Course Design
Chapter 14: Marketing of an Online Course

This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.

Using a combination of the newest findings in hemispheric science, neuropsychology, and brain development, along with the long-established rhetorical algorithms for analyzing the structure of arguments, this course explores the boundaries of critical and creative thinking in pursuit of developing a clearer and more robust model for the construction and deconstruction of various forms of argument. A variety of "texts" are used to help students develop rhetorical analysis skills, critical thinking tools and a diverse, integrative apparatus for establishing the veracity of truth claims in both academic and cultural contexts.

Table of Contents:
Week 1 - Syllabus and Schedule
Week 2 - Creative and Critical Thinking
Week 3 - The Purpose of Argument (How to Be Wrong)
Week 4 - Logos (Evidence, Support)
Week 5 - Ethos (Character, Credibility)
Week 6 - Pathos (Emotions, Values)
Week 7 - Rhetorical Fallacies
Week 8 - Toulmin Analysis (Claims and Data)
Week 9 - Toulmin Analysis (Warrants)
Week 10 - Visual Arguments, Media and Advertising
Week 11 - Rhetorical Analysis

Part I – Culturally Relevant Pedagogy
A. What It Is and What It Is Not
B. Who are our students and who are we at COC?
C. You Don’t Know Anything (And Neither Do I)
D. Communication Styles and Why Who is Teaching Matters

Part II – Creating a Classroom That Is Culturally Responsive
A. Creating Equity in the Classroom
B. What About My STEM classes? Isn’t this just for Social Sciences and Humanities classes?
C. Fostering Empathy in the Classroom
D. Is My Syllabus Equitable and Culturally Responsive?

Part III – Training the Trainer: How to Be the Best Professor Around
A. Culturally Responsive Teaching
B. Barriers to Productive Learning and Success in the Classroom
C. How to Break Barriers
Conclusion // Post-Script

Part IV – Additional Resources
A. Glossary of Terms
B. Reading Resource List
C. Organizational Resource List for COC

This module includes information to help find, evaluate, adapt and share open educational resources to meet learning outcomes and objectives. The module also offers information on how to describe and organize OER to enable its discovery by future users.

Curriculum constitutes the core of the teaching-learning process. This module is central in preparing you, the student, teacher in the theory and practice of curriculum. It empowers you in curriculum concepts, issues and processes at various levels of education. These levels are macro (global and national), meso ie. regional, school and departmental; and micro ie. the classroom. Through studying this module, you, the student teacher, becomes acquainted with the processes involved in developing curriculum in the various subjects and would therefore be better prepared for effective teaching. Issues regarding teaching and the teaching profession are highlighted, given that teachers are the main implementers of curriculum.

This course focuses on quantitative and qualitative research methods for dissertation research; research chain of reasoning; problems (questions), hypotheses, multivariate models; and literature review. The purpose of this course is to provide learning experiences that will help students synthesize and integrate knowledge that will lead to the development of an acceptable research proposal (prospectus) that may be used for the dissertation study. The product of this course is a researchable proposal. DEED 728 focuses on qualitative and quantitative research methods for dissertation, research chain of reasoning, problems (questions), hypotheses, multivariate models and literature review. The product of this class is a researchable proposal.

This course explores the process of qualitative research methods and qualitative data analysis. Topics to be discussed include historical traditions of qualitative research; steps in the research process; reviewing the literature; identifying qualitative research problems; collecting, analyzing and interpreting qualitative data; qualitative research designs; and reporting and evaluating qualitative research. Dr. Daphne E. Williams, instructor for DEED 736, is an Associate Professor in the Department of Educational Leadership at Grambling State University.  Dr. Williams teaches courses in the Doctor of Education, Master of Science and Post-Master's Certificate. Each program has the concentration of Developmental Education.  She teaches core courses and two research methods courses in the each of the degree and certificate programs.DEED 736 explores a number of qualitative research methods including historical traditions, multivariate models of qualitative inquiry, case studies, ethnographic and participant observation, biography, and phenomenology. Students arerequired to attend lectures and laboratory sessions

Daily Departures: Speed Reading Passages for English Language Learners is a collection of twenty 200-225 word reading passages written primarily within the 1,000-word level of the New General Service List and designed to provide fluency support for English language learners at the Waystage level of the Common European Framework Reference.

Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.

Table of Contents
Introduction
Part I. Instructional Design Practice
Understanding
1. Becoming a Learning Designer
2. Designing for Diverse Learners
3. Conducting Research for Design
4. Determining Environmental and Contextual Needs
5. Conducting a Learner Analysis Exploring
6. Problem Framing
7. Task and Content Analysis
8. Documenting Instructional Design Decisions Creating
9. Generating Ideas
10. Instructional Strategies
11. Instructional Design Prototyping Strategies Evaluating
12. Design Critique
13. The Role of Design Judgment and Reflection in Instructional Design
14. Instructional Design Evaluation
15. Continuous Improvement of Instructional Materials

Part II. Instructional Design Knowledge
Sources of Design Knowledge
16. Learning Theories
17. The Role of Theory in Instructional Design
18. Making Good Design Judgments via the Instructional Theory Framework
19. The Nature and Use of Precedent in Designing
20. Standards and Competencies for Instructional Design and Technology Professionals Instructional Design Processes
21. Design Thinking
22. Robert Gagné and the Systematic Design of Instruction
23. Designing Instruction for Complex Learning
24. Curriculum Design Processes
25. Agile Design Processes and Project Management Designing Instructional Activities
26. Designing Technology-Enhanced Learning Experiences
27. Designing Instructional Text
28. Audio and Video Production for Instructional Design Professionals
29. Using Visual and Graphic Elements While Designing Instructional Activities
30. Simulations and Games
31. Designing Informal Learning Environments
32. The Design of Holistic Learning Environments
33. Measuring Student Learning Design Relationships
34. Working With Stakeholders and Clients
35. Leading Project Teams
36. Implementation and Instructional Design