Podcasts about Open educational resources

Chris Younkin is SUU's Scholarly Communication Librarian and Assistant Professor of Library and Information Science. His library work focuses mostly on affordable learning materials, such as Open Educational Resources, and scholarly publishing. He also teaches information literacy and academic research. Chris earned a Bachelor of Arts in English from Ohio State University, a Master of Arts in Creative Writing from Miami University, and a Master of Library and Information Science from Kent State University. His research interests include intellectual freedom, library ethics, and library instruction. These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

Chris Younkin is SUU's Scholarly Communication Librarian and Assistant Professor of Library and Information Science. His library work focuses mostly on affordable learning materials, such as Open Educational Resources, and scholarly publishing. He also teaches information literacy and academic research. Chris earned a Bachelor of Arts in English from Ohio State University, a Master of Arts in Creative Writing from Miami University, and a Master of Library and Information Science from Kent State University. His research interests include intellectual freedom, library ethics, and library instruction. These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

In this episode Harnek and Ian discuss a simple planetary gear set and review some basic gear theory. This episode of the Talking with SOT podcast will be licensed in a special way! Using a Creative Commons license this podcast is open source to be used in any way for students to help understand a simple planetary gear set across the globe! For more information on Open Educational Resources contact icampbell@centennialcollege.ca. If you enjoy the podcast or just feel like giving us a 5 star review... It would mean the world to us!If you have any content or discussion topics contact us at icampbell@centennialcollege.ca. Cheers folks!

Auch wenn Schritte wie die Veröffentlichung der OER-Strategie des BMBF oder die Entwicklung von OER-Policies für Hochschulen zur Förderung von Open Educational Resources in Deutschland beitragen, sind freie Bildungsmaterialien noch immer bei einem Großteil der im Bildungsbereich tätigen Personen weitestgehend unbekannt oder werden wenig genutzt. Angela Karnoll spricht mit Dr. Jennifer Schneider über verschiedene Ideen, Maßnahmen und Anreizmodelle, die dazu beitragen können, freie Bildungsmaterialien in Deutschland bekannter zu machen.

History Speaks again!  My audio narration of “The Great Depression,” chapter twenty-three from the blockbuster Open Resource textbook, The American Yawp, is now out. As an historian myself, I have enhanced this recording and narrative by Joseph Locke and Ben Wright with a few additions of my own, in keeping with the democratic principles of Open Educational Resources … Continue reading NEW! Audio Narration of “The Great Depression” from the Free Open Educational Resource, “The American Yawp” →

Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs) on episode 526 of the Teaching in Higher Ed podcast. Quotes from the episode I have been surprised at how some of us don't think about the cost of what we're requiring our students to use. -Ann Taylor It's the instructor that's making the difference, that's making the content come alive. -Ann Taylor If you're boring face to face and monotone or you just kinda mumble and separate, you're probably not gonna come across great recorded either. -Ann Taylor Text first, not video first. -Ann Taylor We start with the written word, and then we make sure that anywhere it's gonna make a difference or it's gonna engage the students, we incorporate multimedia pictures and graphics and interactive tools and video and so forth. -Ann Taylor Resources Penn State's Course Marking Initiative Discover OER at Penn State Kay Dimarco, Multi-media specialist Kaitlin Farnan Video series shares sustainability lessons from trip to New Zealand, Australia YouTube channel: Sustainable Business in New Zealand and Australia 27: The Most Perfect Album Geology of the National Parks with Dr. Richard Alley and Dr. Sridhar Anandakrishnan MYFest 2024 It's OK, Nightbirde Y Me Siento Bien, Cubaneros Africa, Salif Keita Coaching Real Leaders, with Muriel Wilkins Dear HBR Wiser Than Me The Moth Radio Hour UPCEA

In this episode, OCCRL senior research assistant Nina Owolabi talks to several guests about the use of open educational resources, also known as OER, as an equity initiative in Illinois community colleges. In addition, OCCRL research assistant Aidana Sirgebayeva relates the findings of the OER research project that has been taking place at OCCRL for the last several years. The shows guests are Dr. Eboni Zamani-Gallaher, Magnus Noble, Heather Blicher, and Dr. Lorenzo Baber.

In this episode, we have a conversation with a coauthor of the book, Teaching with AI: A Practical Guide to a New Era of Human Learning, released in April 2024 by Johns Hopkins University Press.  Our guest is Eddie Watson.  Eddie is Associate Vice President for Curricular and Pedagogical Innovation and Executive Director for Open Educational Resources and Digital Innovation at the American Association of Colleges and Universities (AAC&U).   Links to resources mentioned in this episode:Teaching with AI: A Practical Guide to a New Era of Human Learning (released in April 2024 by Johns Hopkins University Press): https://www.press.jhu.edu/books/title/53869/teaching-aiAmerican Association of Colleges and Universities (AAC&U):https://www.aacu.org/This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: March 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

Hope you will enjoy this great chat I had with the team from Eduaide! Check out the earlier episode where I spoke with Thomas Thompson! Thomas Hummel is a middle school science teacher and soccer coach. He is the Chief Product Officer and Co-Founder of Eduaide. Thomas Thompson is an educator and the Chief Executive Officer of Eduaide.ai. His research background examined Open Educational Resources, concept mapping and procedural argumentation, and distributed communities of practice. Beyond instructional and research experience, Thomas led Muckraker Media, a non-profit organization focused on expanding access to the auditory public domain. Additionally, he has experience in multimedia instructional design and distance education. Currently, his work focuses on integrating Generative AI into the lesson-planning workflow to eliminate points of friction and unlock teachers' time and creativity. Check out Eduaide.Ai Instagram: https://instagram.com/Eduaide.AI Twitter:  https://twitter.com/EduaideAI Linkedin: https://www.linkedin.com/company/eduaide-ai/ Subscribe to my newsletter: bit.ly/pothnews1

I had the chance to have a chat with Thomas Thompson all about artificial intelligence and how he got started with the work that he is doing with Eduaide.Ai. We talked about a lot, and I hope you will enjoy the conversation and also check out all of the resources that they provide for educators. Thomas Thompson is an educator and the Chief Executive Officer of Eduaide.ai. His research background examined Open Educational Resources, concept mapping and procedural argumentation, and distributed communities of practice. Beyond instructional and research experience, Thomas led Muckraker Media, a non-profit organization focused on expanding access to the auditory public domain. Additionally, he has experience in multimedia instructional design and distance education. Currently, his work focuses on integrating Generative AI into the lesson-planning workflow to eliminate points of friction and unlock teachers' time and creativity. Connect with Eduaide Sign up today! Eduaide.AI Instagram: https://instagram.com/Eduaide.AITwitter:  https://twitter.com/EduaideAILinkedin: https://www.linkedin.com/company/eduaide-ai/

RAILS Executive Director Monica Harris talks with Dan Matthews, Cataloging and Digital Services Librarian at Moraine Valley Community College Library about the benefits of open educational resources and how to get started using OERs.

Paul, Jenn, and Ben talk with Dr. Kyle Gullings, associate professor of music theory and composition at the University of Texas at Tyler, about his work with openmusictheory.com and the benefits of open educational resources.

Guest host Troy Swanson chats with CJ Ivory, Angela Pashia, and Mary Ann Cullen about Open Educational Resources, working with faculty and administration in implementing OERs, being mindful of whose voices are being considered in the creation of OERs, and why libraries should (or should not) lead the efforts to create OERs. Read the transcript! … Continue reading 239: Open Educational Resources

This episode is worth 1 BACB Ethics CEs: https://abatechnologies.com/products/podcast-ces - In a previous segment, Open Educational Resources were defined and common misconceptions were dispersed. Explore why Open Educational Resources are sparse in behavior analysis, barriers to creating more, and ways that you can access them. Given these barriers, breaking them down may feel like an impossible feat. Recommendations on how to create Open Educational Resources is discussed with reference to the impact practitioners and students can be an active part of making behavior analysis accessible. Learning Checklist Describe the systemic factors that impact the availability of OERs in the field. State where to find OERs. Explain the process of creating and disseminating quality OERs. Describe steps behavior analysts can take to promote the publication and use of more OERs in practice. -- If you have questions, comments, feedback, or suggestions, please reach out to operantinnovations@abatechnologies.com

Many people associate the word “sustainability” with a few specific activities such as composting or recycling. Our guests for this episode, Dr. Liz-Potter-Nelson and Sarah Meyers, point out that sustainability is actually much broader, encompassing all the future-oriented practices that promote the continued flourishing of individuals, cultures, and life on earth. Dr. Potter-Nelson and Meyers have sought not only to make education a tool for sustainability but to make it a sustainable activity itself. In this episode, they describe how they created the Sustainability and Climate Change Across Learning Environments (SCALES) project, a curated repository of open-source, easily adaptable educational resources, many of them originally adapted from course materials on MIT OpenCourseWare. These resources, which are categorized according to a set of six main pedagogical approaches and six chief competency areas, draw from a surprisingly wide range of academic fields, but each was selected for its potential to support sustainability in the classroom and in the world. After all, Dr. Potter-Nelson and Meyers say, sustainability is an inherently interdisciplinary subject, one that can inform–and be informed by–teaching in nearly any field of study.Relevant Resources:MIT OpenCourseWare The OCW Educator Portal Dr. Potter-Nelson's website Sarah Meyers at MIT's Environmental Solutions Initiative Teaching with Sustainability resource on OpenCourseWare The SCALES Project Dr. Potter-Nelson's white paper on sustainability education United Nations Sustainable Development Goals Music in this episode by Blue Dot Sessions  Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our site On Facebook On Twitter On Instagram  Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter.  Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going!  CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Show notes by Peter Chipman

This episode is worth 0.5 BACB Ethics CEs - https://abatechnologies.com/continuing-education/open-educational-resources-in-behavior-analysis-part-1 - A common issue we encounter as practitioners is accessing resources we need to develop effective programs, teach future behavior analysts, and expand on our own understanding within the field. When we hear the term “open educational resources,” there are many different ideas that come to mind, including questions regarding the validity of these resources. After an introduction to what Open Educational Resources are, misconceptions about them and the impact that they have on improving accessibility of education in behavior analysis are discussed. Open Educational Resources are one way we are making the science that is about everyone, for everyone and breaking down systemic barriers in the field. Learning Checklist State the components and definition of open educational resources (OERs). Describe the impact OERs have on fostering accessibility of behavior analysis. Explain how to identify quality OER resources.  -- If you have questions, comments, feedback, or suggestions, please reach out to operantinnovations@abatechnologies.com

On this episode we look at open educational resources. It's one way to curtail the steep costs college students face in buying text books. These are materials in the public domain or are under a license that allows them to be freely used, changed, or shared with others. We'll hear from instructors at the University of New Mexico who are using and creating these materials and why they love them.

In this episode, Dr. Rajiv Jhangiani discusses the role of Open Pedagogy in digital justice and digital education futures. From creating and assessing Open Educational Resources to navigating digital redlining, we critically cover a range of pedagogical practices meant to offer students more agency. Guest Speaker Bio: Dr. Rajiv Jhangiani is the Vice Provost, Teaching and Learning at Brock University in Ontario, Canada, where he directs the Inclusive Education Research Lab and is an affiliated member of the Social Justice Research Institute. The architect of Canada's first zero textbook cost degree programs, his scholarship focuses on open educational practices, student-centered pedagogies, and ethical approaches to educational technology. Read the Transcript: https://tinyurl.com/ycyuhnpc

In dieser Folge des OERinfo-Podcasts zugehOERt geht es um Bildung für nachhaltige Entwicklung (BNE) und deren Beförderung durch Open Educational Resources. Zu Gast bei unserer Kollegin Susanne Grimm sind Daniel Seitz, Begründer und ehemaliger Geschäftsführer von mediale.pfade, und Lennart Reymann von Framework Education.

Wir sprechen über das Themenfeld Bildung für nachhaltige Entwicklung, kurz BNE und deren Beförderung durch Open Educational Resources. Zu Gast sind Daniel Seitz, Begründer und ehemaliger Geschäftsführer von mediale.pfade und Lennart Reymann von Framework Education

Dr. Meredith Clark doesn't want to talk about how to improve in world language instruction. She wants actions that will to move the needle. What does that mean? Nothing less than getting all 5.4 million Texas students proficient in another language. Better dust off your boots because Meredith doesn't just talk the talk, she walks the walk. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Bio: Dr. Meredith Clark is the World Languages and Fine Arts Consultant at Region 10 ESC, one of Texas' twenty, regional education service centers. In her current role, she helps school districts in a ten-county area with professional learning, curriculum writing, assessment development and creative projects. She is the author of "Vicuñiana: El arte y la poesía de Cecilia Vicuña, un diálogo sur/norte" published by Chilean Press, Editorial Cuarto Propio. In addition to working with teachers regarding all things arts and languages, she enjoys spending time with her palomino, quarter horse, Spiderman, travelling home to see the Blue Ridge Mountains, reading, and writing. Social media for Meredith: @r10worldlangs,@palabratejida,Meredith Clark on FB, https://www.linkedin.com/in/meredith-clark-592b6a94/ Mentions Jennifer Terri, Spanish Teacher at Cooper Junior High in Wylie ISD, TX Katrice Quitter, Hamilton County Education Service Center, Ohio, Diversity, Equity, Belonging and Inclusion Training: One Degree Shift https://www.linkedin.com/in/katrice-quitter-17910aa7/ Greta Lundgaard Mrita Cleaver Debi Callihan-Dingle World Lnaguage Program Director at Noerth East ISD, San Antonio, TX Shelli Brown @ProfeBrownTX Tracye Thomas, Language Acquisition Coordinator, Brazosport ISD, TX https://www.linkedin.com/in/debbie-callihan-dingle-ed-d-111aa88/ Texas Education Agency TEKS - Texas Essential Knowledge and Skills Texas Language Leaders Leadership Cohort ACTFL - LILL - Leadership in Language Learning https://www.actfl.org/learn/leadership-initiative-language-learning ESC - Educational Service Center COERLL - Center of Open Educational Resources and Language Learning https://www.coerll.utexas.edu/coerll/ Texas NFLRC - National Foreign Language Resource Center TFLA: Texas Foreign Language Association Language Leaders Advisory Committee (Advisors for the Texas Language Leaders Think Tank) Texas Language Leaders Influencer by Joseph Grenny, Kerry Patterson, David Maxfield, Ron McMillan, Al Switzler

Luca Mollenhauer, Koordinator von OERinfo, und Susanne Grimm, Redakteurin von OERinfo, sprechen in ihrem Jahresrückblick über die OER-Strategie der Bundesregierung, die schon in zwei Regierungen Teil des Koalitionsvertrags gewesen ist, über das OERCamp 2022 und den Wunsch nach einer Förderrichtlinie oder einem ganzem Förderprogramm für das Frühjahr 2023.

Mary Ann Cullen is an associate professor and Associate Department Head at Georgia State University's Alpharetta Campus. She has been involved in the open and affordable educational resources movement since 2013, when she participated in the adaptation of an OER text for an introductory English composition course. Since then, she has assisted faculty with OER adoption and grants, and presented about librarians' roles in OER at ACRL, the Distance Library Services Conference, and a Carterette Series webinar. She has been recognized as an Affordable Learning Georgia Featured Advocate and co-edited the Fall 2020 special edition of the academic journal, Library Trends, “OER and the Academic Library,” with Elizabeth Dill. Elizabeth Dill is the Director of University Libraries at the University of Hartford in West Hartford, CT. As an instructor of university-level theater classes, she assigned OER, facilitating open pedagogy. She has also used her librarian role to advocate for OER. Dill has presented at national and international conferences on Open Educational Resources. Dill co-edited the Fall 2020 special edition of the academic journal, Library Trends, “OER and the Academic Library.” Intersections of Open Educational Resources and Information Literacy. This episode is sponsored by Culinary Historians of Northern California, a Bay Area educational group dedicated to the study of food, drink, and culture in human history. To learn more about this organization and its work, please visit its website at www.chnorcal.org If you follow my podcast and enjoy it, I'm on @buymeacoffee. If you like my work, you can buy me a coffee and share your thoughts

 In recent years, gender and related concepts have become a common focus of social change and social debate. Many societies, including American society, have seen a rapid change in perceptions of gender roles, media portrayals of gender, and legal trends relating to gender. For example, there has been an increase in children's toys attempting to cater to both genders (such as Legos marketed to girls), rather than catering to traditional stereotypes.   This module discusses gender and its related concepts, including sex, gender roles, gender identity, sexual orientation, and sexism in more detail. In addition, this module includes a discussion of differences that exist between males and females and how these real gender differences compare to the stereotypes society holds about gender differences. In fact, there are significantly fewer real gender differences than one would expect relative to the large number of stereotypes about gender differences. This module then discusses theories of how gender roles develop and how they contribute to strong expectations for gender differences. Finally, the module concludes with a discussion of some of the consequences of relying on and expecting gender differences, such as gender discrimination, sexual harassment, and ambivalent sexism. Live an Inspired Life! Diane   @Flourish  #Psychology #science   #self      Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Watch on YouTube: https://youtu.be/j-uFtOsP-Qo     PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. Creative Commons Attribution Non-Commerical Share-Alike Gender by Christia Spears Brown, Jennifer A. Jewell, and Michelle J. Tam is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Permissions beyond the scope of this license may be available in our Licensing Agreement. How to cite this Noba module using APA Style Brown, C. S., Jewell, J. A., & Tam, M. J. (2020). Gender. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/ge5fdhba Note: I am a student and not a teacher - I am sharing my learning journey with you!

Although the most visible elements of culture are dress, cuisine and architecture, culture is a highly psychological phenomenon. Culture is a pattern of meaning for understanding how the world works. This knowledge is shared among a group of people and passed from one generation to the next. This module defines culture, addresses methodological issues, and introduces the idea that culture is a process. Understanding cultural processes can help people get along better with others and be more socially responsible. It's important to understand that culture is learned. People aren't born using chopsticks or being good at soccer simply because they have a genetic predisposition for it. They learn to excel at these activities because they are born in countries like Argentina, where playing soccer is an important part of daily life, or in areas like Taiwan, where chopsticks are the primary eating utensils. So, how are such cultural behaviors learned? It turns out that cultural skills and knowledge are learned in much the same way a person might learn to do algebra or knit. They are acquired through a combination of explicit teaching and implicit learning—by observing and copying. Live an Inspired Life and embrace your Culture! Diane Here is another episode on Culture: https://youtu.be/FqfdbZ6FxoI @Flourish  #Psychology #science   #self      Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Watch on YouTube: https://youtu.be/u1rS1rwhl8o     PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This material is attributed to the Diener Education Fund (copyright © 2018) and can be accessed via this link: http://noba.to/y9xcptqw. Note: I am a student and not a teacher - I am sharing my learning journey with you!

At the Barcamp Open Science 2021 Konrad had the chance to have a brief wrap-up interview with Christian Freisleben, who hosted a session on Learner-generated content as Open Educational Resources, which was organized as OER itself.

If you have ever tried hard to change yourself, you may have taken aim at your social reputation, targeting your central traits or your social roles. Maybe you woke up one day and decided that you must become a more optimistic and emotionally upbeat person. Taking into consideration the reflected appraisals of others, you realized that even your friends seem to avoid you because you bring them down. In addition, it feels bad to feel so bad all the time: Wouldn't it be better to feel good, to have more energy and hope?  In the language of traits, you have decided to “work on” your “neuroticism.” Or maybe instead, your problem is the trait of “conscientiousness”: You are undisciplined and don't work hard enough, so you resolve to make changes in that area. Self-improvement efforts such as these—aimed at changing one's traits to become a more effective social actor—are sometimes successful, but they are very hard—kind of like dieting. Research suggests that broad traits tend to be stubborn, resistant to change, even with the aid of psychotherapy. However, people often have more success working directly on their social roles. To become a more effective social actor, you may want to take aim at the important roles you play in life. What can I do to become a better son or daughter? How can I find new and meaningful roles to perform at work, or in my family, or among my friends, or in my church and community? By doing concrete things that enrich your performances in important social roles, you may begin to see yourself in a new light, and others will notice the change, too. Social actors hold the potential to transform their performances across the human life course. Each time you walk out on stage, you have a chance to start anew. Live an Inspired Life and to thy oneself be true! #Psychology #science   #self      Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Watch on YouTube: https://youtu.be/gEreJsB6kXU     PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This material is attributed to the Diener Education Fund (copyright © 2018) and can be accessed via this link: http://noba.to/3gsuardw. Note: I am a student and not a teacher - I am sharing my learning journey with you!

If you were to reflect on the best moments of your life, chances are they involved other people. We feel good sharing our experiences with others, and our desire for high quality relationships may be connected to a deep-seated psychological impulse: the need to belong. Aristotle commented that humans are fundamentally social in nature. Modern society is full of evidence that Aristotle was right. For instance, people often hold strong opinions about single child families—usually concerning what are often viewed as problematic “only child” characteristics—and most parents choose to have multiple kids. People join book clubs to make a solitary activity—reading—into a social activity. Prisons often punish offenders by putting them in solitary confinement, depriving them of the company of others. Perhaps the most obvious expression of the need to belong in contemporary life is the prevalence of social media. We live in an era when, for the first time in history, people effectively have two overlapping sets of social relationships: those in the real world and those in the virtual world. Live an Inspired Life and take care of your Well Being! @Flourish  #Psychology #science   #self      Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Listen to the Podcast: https://FlourishMom.podbean.com   PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This material is attributed to the Diener Education Fund (copyright © 2018) and can be accessed via this link: http://noba.to/qu4abpzy. Note: I am a student and not a teacher - I am sharing my learning journey with you!

Do you think you have inherited who you are?  There are some attitudes we adopt from our parents initially, that much is true, but not everything.  In today's episode we explore attitudes and how you can change yours to make your own decisions versus staying the course of what your parents believe and even what advertising does to persuade you into thinking you need more, more, more.   Strong attitudes are attitudes that are more cognitively accessible—they come to mind quickly, regularly, and easily. We can easily measure attitude strength by assessing how quickly our attitudes are activated when we are exposed to the attitude object. If we can state our attitude quickly, without much thought, then it is a strong one. If we are unsure about our attitude and need to think about it for a while before stating our opinion, the attitude is weak. Attitudes become stronger when we have direct positive or negative experiences with the attitude object, and particularly if those experiences have been in strong positive or negative contexts. Live an Inspired Life and your ability to resist persuasion by creating a strong attitude. Procedures such as forewarning and inoculation can help increase attitude strength and thus reduce subsequent persuasion. #Psychology #science   #mindset  Recommended Episode on how to Change your Attitude based on Robert Greene's book, the Laws of Human Nature: https://youtu.be/HGQFOSuPc6g Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Watch on YouTube: https://youtu.be/PmDAeylF-pY PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. Principles of Social Psychology is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that it and the original author not receive attribution. The chapter which was adapted by Queen's Psychology  was originally adapted and produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. Note: I am a student and not a teacher - I am sharing my learning journey with you!  

Groups usually exist for a reason. In groups, we solve problems, create products, create standards, communicate knowledge, have fun, perform arts, create institutions, and even ensure our safety from attacks by other groups. But do groups always outperform individuals? Groups have instrumental, practical value, but also emotional, psychological value. In groups we find others who appreciate and value us. In groups we gain the support we need in difficult times, but also have the opportunity to influence others. In groups we find evidence of our self-worth, and secure ourselves from the threat of loneliness and despair. For most of us, groups are the secret source of well-being. Live an Inspired Life and seek out a Group that has your best interests at heart.  This episode will help to explain the dynamics of groups and why they do and do not always work.   #Psychology #science   #mindset  Recommended Episode on Groups based on Robert Greene's book, the Laws of Human Nature: https://youtu.be/ja5J8md-hRQ   Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️Watch on YouTube: https://youtu.be/InqwvlFm3RE     PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit:  http://creativecommons.org/licenses/b.... Note: I am a student and not a teacher - I am sharing my learning journey with you!

You are an individual, full of beliefs, identities, and more that help make you unique. You don't want to be labeled just by your gender or race or religion. But as complex as we perceive ourselves to be, we often define others merely by their most distinct social group.  Even in one's own family, everyone wants to be seen for who they are, not as “just another typical X.” But still, people put other people into groups, using that label to inform their evaluation of the person as a whole—a process that can result in serious consequences. This module focuses on biases against social groups, which social psychologists sort into emotional prejudices, mental stereotypes, and behavioral discrimination. These three aspects of bias are related, but they each can occur separately from the others. Live an Inspired Life and embrace your uniqueness and those of others in this diverse world we all share.  #Psychology #science   #mindset      Find out more about Flourish at the links below: ➡️ https://www.Flourish.Mom ➡️ Facebook https://www.Facebook.Com/Flourish.Mom ➡️ Twitter: https://www.Twitter.Com/FlourishMom ➡️ Instagram: https://www.Instagram.com/FlourishMom ➡️ Pinterest: https://www.Pinterest.ca/WowFlourishMom ➡️ Watch on YouTube: https://youtu.be/9OGen74r_lU     PSYC 100: Principles of Psychology F21 by PSYC100 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This course makes use of Open Educational Resources. Information on the original source of this chapter can be found below. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit:  http://creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US. Note: I am a student and not a teacher - I am sharing my learning journey with you!

Lee Miller and Josh Bolick, experts in OER, spend a lot of time helping others navigate the emerging strategy of OER for their classrooms. In this episode, they discuss the value students find in OER and the advantages instructors may discover using OER. Listen to learn about what the copyright symbols mean and get many resources to start your search.

In this episode, Charlie Farley, the Open Educational Resources advisor at the University's Information Services, and Ewan McAndrew, the University of Edinburgh's Wikipedian in Residence, discuss the benefits of Media Hopper Create, particularly in regard to the service's ability to create Open Educational Resources (OERs). They discuss how they each use media hopper create, the benefits of open educational resources, why they're so important (especially in wake of the pandemic), and how media hopper create can benefit potential users. Timestamps: 1:05 - Charlie and Ewan introduce themselves and how they use Media Hopper Create in their work 4:35 - The duo discusses the benefits of OERs more generally, and how Media Hopper Create is used to create them 16:10 - Ewan and Charlie conclude by discussing the importance of having a tool like Media Hopper Create during the pandemic, and give their pitches for those considering using the service Transcript Lego replica of the University of Edinburgh Main Library Music for today's episode was provided by Hooksounds.

A brief discussion about what Information Literacy is, how it applies to student work, and how to do it effectively. We will also discuss Open Education Resources, OER's, what they are, how they can be used in the classroom, and some of the advantages and disadvantages of OER's over traditional text. We close this episode with a brief discussion on how the Library has helped students overcome some of the struggles that they may encounter while going to college. Links/Other Info to include   Sources:   Colvard, Nicholas B., et al. “The Impact of Open Educational Resources on Various Student Success Metrics.” International Journal of Teaching and Learning in Higher Education, vol. 30, no. 2, 2018, p. 15. https://uark.libguides.com/ld.php?content_id=43756953 Redden, Molly. “7 in 10 Students Have Skipped Buying a Textbook Because of Its Cost, Survey Finds.” The Chronicle of Higher Education, 23 Aug. 2011, https://www.chronicle.com/article/7-in-10-students-have-skipped-buying-a-textbook-because-of-its-cost-survey-finds/. “Student Group Releases New Report on Textbook Prices.” Student PIRGs, 3 Feb. 2016, https://studentpirgs.org/2016/02/03/student-group-releases-new-report-textbook-prices/. “Trends in College Pricing 2019”. College Board, Nov. 2019, p. 36. https://research.collegeboard.org/pdf/trends-college-pricing-2019-full-report.pdf Other Links: Mr. Matthew Kochan Andrew L. Bouwhuis Library Information Literacy LibGuide Open Education Resources OER Commons Canisius College Databases Canisius College Research Guides

The journal club is a ubiquitous and time-honored tradition within medical education. However, in recent years, open educational resources (OERs) have become increasingly influential in how physicians interact with the medical literature across multiple specialties. The authors sought to explore how emergency medicine (EM) resident physicians reconcile different perspectives across OERs into their educational experience at the journal club.

Gettin' Air with Zach McDowell. In the 150th Episode of Gettin' Air (what?!?!), Zach joins the show to chat about how he and his friend Matthew Vetter use Wikipedia to develop Open Educational Resources via Open Educational Practices. They like it so much that they wrote a great book about it together: Wikipedia and The Representation of Reality! Find it here: https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003094081/wikipedia-representation-reality-zachary-mcdowell-matthew-vetter

When humans interact, they don't just pass information from one to the other; there's always some relational element, with the participants responding to each other's emotional cues. Professor Cynthia Breazeal, MIT's new Dean of Digital Learning, believes it's possible to design this element into human-computer interactions as well. She foresees a day when AI won't merely perform practical tasks for us, but also will provide us with companionship, emotional comfort, and even mental health support. But a future of closer human-AI collaborative relationships doesn't only require technological development—it also requires us to learn what AI is capable of and how to interact with it in a more informed way. To further this goal, Professor Breazeal leads the Responsible AI for Social Empowerment and Education (RAISE) initiative at MIT, which runs an annual “Day of AI” program to promote better understanding of AI in the next generation of technology users and developers. In this episode, she describes those projects as well as her work developing the groundbreaking social robots Kismet and Jibo, prototypes of what she calls “warm tech”—AI-enabled devices designed to be engaging, expressive, and personal. Relevant Resources:Day of AIRAISE (Responsible AI for Social Empowerment and Education)MIT OpenCourseWareThe OCW Educator PortalShare your teaching insightsProfessor Breazeal's faculty pageProfessor Breazeal named Dean of Digital LearningProfessor Breazeal introduces Jibo (YouTube video)The Rise of Personal Robotics (TED talk by Professor Breazeal)Music in this episode by Blue Dot Sessions Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn Instagram Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseWare, donate to help keep these programs going! CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Nidhi Shastri and Aubrey Calloway, scriptwriters Show notes by Peter Chipman

In the previous episode we learned about a project undertaken as part of the Social and Ethical Responsibilities of Computing (SERC) initiative at MIT's Schwartzman College of Computing. In this episode we hear about another SERC project, from Prof. Daniel Jackson and graduate teaching assistant Serena Booth, who have partnered to incorporate ethical considerations in Prof. Jackson and Prof. Arvind Satyanarayan's course 6.170 Software Studio. Jackson and Booth explain that software can fail its users in three ways: First, it can simply work badly, failing to meet the purpose it was intended for. Second, it may do what the user wants it to, while simultaneously accomplishing some insidious purpose that the user is unaware of. Third, as Prof. Jackson puts it, it may “contribute to a computational environment that has subtly pernicious effects” on the individual or on society—effects unintended not only by the user but also by the software designer. In their revised syllabus for 6.170, Jackson and Booth attempt to address these second and third types of failure by introducing ethical concerns early in the course and by sharing an ethics protocol to scaffold students' decision-making throughout the software design process. Relevant Resources:MIT OpenCourseWareThe OCW Educator Portal Share your teaching insightsSocial and Ethical Responsibilities of Computing (SERC) resource on OpenCourseWare6.170 Software Studio ethics assignmentsSERC websiteProfessor Jackson's faculty pageSerena Booth's personal websiteMusic in this episode by Blue Dot SessionsConnect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn InstagramStay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter.Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep these programs going!CreditsSarah Hansen, host and producer Brett Paci, producer Dave Lishansky, producer Show notes by Peter Chipman

This edWeb podcast is sponsored by Hāpara: Your Partner in Learning.The webinar recording can be accessed here.How can Open Educational Resources (OER) foster educational equity? This edWeb podcast provides a vision for using OER to this end, explores the resurgence of using OER to improve teaching and learning, and reviews how to get started in making the transition to doing so. Listen to this edWeb podcast to learn about:How using OER fosters educational equity to help all learners succeedWhy there is a resurgence of OER useThe U.S. Department of Education's recent #GoOpen initiative convening and how it is supporting states, districts and educators choosing to transition to using OERPractical resources to help you get started This edWeb podcast is of interest to K-12 educators as well as school and district leaders. The presentation is designed to inspire a vision for using OER as a means to educational equity and equip attendees with the knowledge to get started.Hāpara: Your Partner in Learning Providing a seamless teaching and learning experience for teachers, students and parents.

When computer science was in its infancy, programmers quickly realized that though computers are astonishingly powerful tools, the results they achieve are only as good as the data you feed into them. (This principle was quickly formalized as GIGO: “Garbage In, Garbage Out.”) What was true in the era of the UNIVAC has proved still to be true in the era of machine learning: among other well-publicized AI fiascos, chatbots that have interacted with bigots have learned to spew racist invective, while facial-recognition software trained solely on images of white people sometimes fails to recognize people of color as human. In this episode, we meet Prof. Catherine D'Ignazio of MIT's Department of Urban Studies and Planning (DUSP) and Prof. Jacob Andreas and Harini Suresh of the Department of Electrical Engineering and Computer Science. In 2021, D'Ignazio, Andreas, and Suresh collaborated as part of the Social and Ethical Responsibilities of Computing initiative from the Schwarzman College of Computing in a project to teach computer science students in 6.864 Natural Language Processing to recognize how deep learning systems can replicate and magnify the biases inherent in the data sets that are used to train them. Relevant Resources:MIT OpenCourseWareThe OCW Educator PortalShare your teaching insightsSocial and Ethical Responsibilities of Computing (SERC) resource on OpenCourseWareCase Studies in Social and Ethical Responsibilities of ComputingSERC websiteProfessor D'Ignazio's faculty pageProfessor Andreas's faculty pageHarini Suresh's personal websiteDesmond Patton's paper on analysis of communications on TwitterMusic in this episode by Blue Dot Sessions Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn Instagram Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseWare, donate to help keep those programs going! CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Script writing assistance by Aubrey CalawayShow notes by Peter Chipman 

Christian Friedrich im Gespräch mit Andrea Schlotfeldt, Julia Zwick und Phuong Nguyen. In ihrem HOOU-Projekt "OER FAQ" beantworten sie alle Fragen rund um Open Educational Resources. Andrea Schlotfeldt ist bei der HOOU an der Hochschule für Angewandte Wissenschaften (HAW Hamburg) verantwortlich für die Rechtsberatung. Sie ist außerdem selbständige Rechtsanwältin und Dozentin für Medien- und Urheberrecht. In ihrem Alltag hat sie häufig mit Fragen zu tun, ob etwas rechtlich geschützt ist, ob man es trotzdem nutzen darf und wie man das Ganze vertraglich regeln kann. Außerdem berät sie zu den Themen Foto-/Bildrechte, Lizenzierung und Recht in der Lehre. Julia Zwick hat in München Management sozialer Innovationen und in Hamburg Soziologie studiert. In ihrem Leben davor war sie als gelernte Erzieherin an einer bilingualen Grundschule als Hortleitung tätig. Das Bildungsthema hat sie auch in ihrer Freizeit nie losgelassen, weshalb sie im Rahmen der evangelischen Jugend Bayern jugendpolitisch – mit den Schwerpunkten Bildungspolitik und Netzpolitik – tätig war. Zwei Jahre lang konzipierte und organisierte sie den Bildungsbereich des sozialen Kunst- und Kulturfestivals Millerntor Gallery. Als Konsortin bei J&K ist sie als Projektmanagerin im Bereich Online-Lernen tätig. Phuong Nguyen kam für ihr Studium von Vietnam nach Hamburg und ist nun als Digital Officer in der Agentur die Vermittlerin zwischen Medien, Zugang zum Wissen und Digital Literacy. Nach vier Jahren als Kommunikationsschnittstelle bei einer Medienagentur, einem Verlagshaus und einem Flugzeughersteller entschied sie sich, eine Arbeit im Bereich Bildung anzufangen. Dabei ist Phuong Expertin für Wordpress, Zoom und macht sich überdies mit allem vertraut, was OER in einer digitalisierten Welt ermöglichen kann. Projektwebsite OER FAQ: https://oer-faq.de Joeran und Konsort:innen: https://www.joeran.de Was ist OER? https://oer-faq.de/faq/was-ist-oer-2/ Was bedeutet Creative Commons? https://oer-faq.de/faq/was-bedeutet-creative-commons/ Warum soll ich OER nutzen? https://oer-faq.de/faq/warum-soll-ich-oer-nutzen/ WOERdspiele im Podcast mit Jöran Muuß-Merholz und Claudia Lehmann https://www.joeran.de/jra-081-wortspiele/ Podcast 42 der TUHH https://insights.tuhh.de/de/podcast-42/index.html **Weitere Hinweise** Hacks & Tools meets OERcamp: HOOU Lernangebot Digitalisierung und Nachhaltigkeit: HOOU Lernangebot Learning Circles: OERcamp global: Foto Andrea Schlotfeldt: © Lars Brücher Foto Phuong Nguyen: privat Foto Julia Zwick: privat

# Shownotes: HHH047 OER FAQ [Julia Zwick und Phuong Nguyen von J&K](https://www.joeran.de/agentur-jk/konsorten/), [Andrea Schlotfeldt](https://www.haw-hamburg.de/hochschule/beschaeftigte/detail/person/person/show/andrea-schlotfeldt/172/) ## Shownotes Christian Friedrich im Gespräch mit Andrea Schlotfeldt, Julia Zwick und Phuong Nguyen. In ihrem HOOU-Projekt "OER FAQ" beantworten sie alle Fragen rund um Open Educational Resources. Andrea Schlotfeldt ist bei der HOOU an der Hochschule für Angewandte Wissenschaften (HAW Hamburg) verantwortlich für die Rechtsberatung. Sie ist außerdem selbständige Rechtsanwältin und Dozentin für Medien- und Urheberrecht. In ihrem Alltag hat sie häufig mit Fragen zu tun, ob etwas rechtlich geschützt ist, ob man es trotzdem nutzen darf und wie man das Ganze vertraglich regeln kann. Außerdem berät sie zu den Themen Foto-/Bildrechte, Lizenzierung und Recht in der Lehre. Julia Zwick hat in München Management sozialer Innovationen und in Hamburg Soziologie studiert. In ihrem Leben davor war sie als gelernte Erzieherin an einer bilingualen Grundschule als Hortleitung tätig. Das Bildungsthema hat sie auch in ihrer Freizeit nie losgelassen, weshalb sie im Rahmen der evangelischen Jugend Bayern jugendpolitisch – mit den Schwerpunkten Bildungspolitik und Netzpolitik – tätig war. Zwei Jahre lang konzipierte und organisierte sie den Bildungsbereich des sozialen Kunst- und Kulturfestivals Millerntor Gallery. Als Konsortin bei J&K ist sie als Projektmanagerin im Bereich Online-Lernen tätig. Phuong Nguyen kam für ihr Studium von Vietnam nach Hamburg und ist nun als Digital Officer in der Agentur die Vermittlerin zwischen Medien, Zugang zum Wissen und Digital Literacy. Nach vier Jahren als Kommunikationsschnittstelle bei einer Medienagentur, einem Verlagshaus und einem Flugzeughersteller entschied sie sich, eine Arbeit im Bereich Bildung anzufangen. Dabei ist Phuong Expertin für Wordpress, Zoom und macht sich überdies mit allem vertraut, was OER in einer digitalisierten Welt ermöglichen kann. Projektwebsite OER FAQ: https://oer-faq.de Joeran und Konsort:innen: https://www.joeran.de Was ist OER? https://oer-faq.de/faq/was-ist-oer-2/ Was bedeutet Creative Commons? https://oer-faq.de/faq/was-bedeutet-creative-commons/ Warum soll ich OER nutzen? https://oer-faq.de/faq/warum-soll-ich-oer-nutzen/ WOERdspiele im Podcast mit Jöran Muuß-Merholz und Claudia Lehmann https://www.joeran.de/jra-081-wortspiele/ Podcast 42 der TUHH https://insights.tuhh.de/de/podcast-42/index.html **Weitere Hinweise** Hacks & Tools meets OERcamp: HOOU Lernangebot Digitalisierung und Nachhaltigkeit: HOOU Lernangebot Learning Circles: OERcamp global: Foto Andrea Schlotfeldt: © Lars Brücher Foto Phuong Nguyen: privat Foto Julia Zwick: privat Kapitelmarken: 00:00:05 Intro 00:00:57 Julia Zwick 00:02:34 Phuong Nguyen 00:04:09 Andrea Schlotfeldt 00:05:50 OER FAQ in 1 Minute 00:06:47 Was sind OER? 00:08:13 Creative Commons 00:09:47 Das Projekt OER FAQ 00:14:17 Creative Commons FAQ 00:16:27 Zielgruppen 00:18:53 Redaktionsprozesse 00:21:01 Warum soll ich OER nutzen? 00:26:34 Dauer und Weiterentwicklung 00:30:47 Agentur und Hochschule 00:35:42 Was haben wir vergessen? 00:38:43 Outro

Most of the students in Professor Dennis McLaughlin's course 1.74 Land, Water, Food, and Climate come to it with established opinions on some very controversial topics: whether GMOs are safe, whether climate change is real (and really human-induced), whether organic agriculture is preferable to conventional agriculture, and whether it's better for land to be worked by individual farmers or by larger corporations. Dealing with topics like these in an introductory graduate-level class can be challenging. You have to train students to read the scientific literature so that they can evaluate the facts on both sides of an issue. But you also have to strike a balance between those concrete facts and the intangible social values that enter into debates on sensitive topics. In this episode, Professor McLaughlin describes his approach to those two challenges in teaching 1.74; he also explains how a diversity of backgrounds among the students in the class enriches class discussion, and he describes what he sees as the teacher's role: to adjust and when necessary reframe the terms of discussion, while still allowing students the freedom to explore the ramifications of their ideas.  Relevant Resources:MIT OpenCourseWareThe OCW Educator PortalShare your teaching ideas and insights with Dennis McLaughlinProfessor McLaughlin's course on OCWProfessor McLaughlin's faculty pageOther environment courses on OCWThe MIT Climate PortalConnect with Curt Newton at LinkedIn or TwitterMusic in this episode by Blue Dot Sessions Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn Instagram Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseware, donate to help keep those programs going! CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Script writing assistance by Nidhi ShastriShow notes by Peter Chipman 

№ 71 Katherine Fletcher, OpenStaxYou may think it hyperbole if I told you that the “F.A.T.E.” of Open Educational Resources lies on the shoulders of today's guest. But it's kinda true. Katherine Fletcher is the Director of Fairness, Accountability, Transparency and Ethics —that is, “F.A.T.E.”— at OpenStax.She's our second guest for one of the most important organizations for the advocacy of Open Educational Resources, or OER. And this time around, we dig deeper into the relationship between free quality educational content for everyone and the importance of things like ethics and transparency in our industryIn this very fateful conversation we talk about:⚖ Why the events sparked by the death of George Floyd in Minneapolis led to a series of conversations on justice and inclusiveness that cascaded into OpenStax and ultimately sparked a new leadership role for the OER powerhouse

Students in MIT's course 5.310 Laboratory Chemistry have a state-of-the art lab to work in, with energy-saving hibernating fume hoods and a new spectrometer that achieves mind-blowingly precise measurements—not parts per million or parts per billion, but parts per trillion! And the students do spend much of their time in that new lab. But Dr. John Dolhun, director of the Undergraduate Chemistry Teaching Labs at MIT, who taught 5.310 for many years, and Dr. Sarah Hewett, who currently teaches it, make sure that the course doesn't take place entirely behind closed doors. One of the lab activities involves collecting water samples from the Charles River and analyzing them for dissolved oxygen and contaminants such as phosphates. This activity, named the “Ellen Swallow Richards Lab” after an environmental chemist who was also the first female student at MIT, ensures that the coursework is grounded in real-world concerns. In this episode, Dr. Dolhun and Dr. Hewett discuss that lab and other topics, such as how to teach perseverance, why their course emphasizes ways of communicating science to an audience of nonscientists, and the importance of sharing educational resources. Relevant ResourcesMIT OpenCourseWareThe OCW Educator PortalShare your teaching ideas and insights with John Dolhun and Sarah HewettDr. Dolhun and Dr. Hewett's course on OCWChemLab Boot Camp video series on OCWEllen Swallow Richards biography at WikipediaMIT Spectrum article on the new undergraduate chemistry labsMIT News article on energy-saving measures in the undergraduate chemistry labsMusic in this episode by Blue Dot Sessions Connect with UsIf you have a suggestion for a new episode or have used OCW to change your life or those of others, tell us your story. We'd love to hear from you! Call us @ 617-715-2517On our siteOn FacebookOn TwitterOn Instagram Stay CurrentSubscribe to the free monthly "MIT OpenCourseWare Update" e-newsletter. Support OCWIf you like Chalk Radio and OpenCourseware, please donate to help keep those programs going! CreditsSarah Hansen, host and producer Brett Paci, producer  Dave Lishansky, producer Script writing assistance by Aubrey CalawayShow notes by Peter Chipman

№ 54 Anthony Palmiotto, OpenStaxToday's episode is part one of a three part series on Open Educational Resources, or OER, created in collaboration with OpenStax and Rice University, in Houston.Anthony Palmiotto is the Editorial Director of OpenStax, one of the most influential supporters of the OER movement. OpenStax gives you a comprehensive and top-notch library of peer-reviewed textbooks and other curricular resources, all completely free for teachers and students.With initiatives like OpenStax, OER has saved students millions of dollars by offering quality content that's continuously updated and improved.In this open and educational conversation we talk about:

In this episode, Keirsten and Kodi share how their university went from using no Open Educational Resources (OERs) to developing 46 courses that use them and two Z degrees in just a year! Learn how to develop a rational for the use of OERs, identify the key stakeholders to form an exploratory OER committee and much more.

In this episode, RyanO, Danielle and Dimitri welcome on Ryan Sain to talk about Open Educational Resources in Applied Behavior Analysis. Timestamps are coded into the top comment! Full show notes and original video can be found at https://www.thedailyba.com/tce --- Send in a voice message: https://anchor.fm/thecontroversialexchange/message

In this episode of CityTech Stories, we're focusing on Open Educational Resources - an alternative to the commercialized textbook industry, offering free, openly-licensed content. At CityTech, OER is supported by state grant funding, and implemented via the OER Faculty Fellowship, developed by Prof. Cailean Cooney. Former OER Faculty Fellow, Professor Colleen Birchett talks about her experience developing a course site based on Open Educational Resources; the impact on students; differences between digital vs print; and content possibilities. An excerpt, on the difference between OER and traditional textbooks: "One of the limitations that I've faced as an instructor is the fixed content in a given textbook: someone else decides, and that's their worldview, and their pedagogical view. Whose voices get heard and whose don't? One of the things OER allows you to do, is to modify that...as issues come up on the international/national scene, you can adapt it more easily than you can a textbook."(Prof. Colleen Birchett) Thank you for listening!

In this episode of CityTech Stories, we're focusing on Open Educational Resources - an alternative to the commercialized textbook industry, offering free, openly-licensed content. At CityTech, OER is supported by state grant funding, and implemented via the OER Faculty Fellowship, developed by Prof. Cailean Cooney. Former OER Faculty Fellow, Professor Christopher Swift, talks about his experience using new materials, a Wordpress-based course site on the CityTech Openlab, and student engagement. An excerpt, in regards to variation of classroom texts and activities: "A physical, or kinesthetic, involvement with a material...if they can present the material vocally, work in groups where conversations are had, sketching to understand architecture and design..."open" doesn't mean 'online,' but you can find other types." (Prof. Christopher Swift). Thank you for listening!