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Leading Assessment for Inclusion
Joanna Tai; Johanna Funk; Lois Harris; Joanne Dargusch · Deakin University · 2024
Assessment should benefit all students’ learning and retention. However, current systems do not take into account the diverse characteristics, backgrounds, and situations of students. Instead, universities rely on accommodations – which are only available to specific groups – to make case-by-case adjustments, rather than proactively improving assessment designs in ways that are socio- culturally, and research informed, for the purposes of inclusion. This resource is an outcome of a project which explored assessment policy and practice across the university sector. It introduces assessment for inclusion concepts, drawing on curated resources and case study examples, to offer introductory considerations for anyone in higher education interested in being a leader in assessment for inclusion, at all levels from the classroom through to institutional decision makers. This focus on the distributed leadership of assessment for inclusion aligns with the idea that more than what individuals can achieve alone, it is also how people can lead, promote, inspire, and support others to do the same. This resource has been created with the intention to raise questions for sharing with colleagues, to facilitate the discussion of problems with inclusion in assessment, and to support the development of context-appropriate strategies around assessment design and implementation. This resource was designed to support students in the Graduate Certificate of Higher Education Learning and Teaching at Deakin University, specifically in the assessment unit, EEE741 “Designing and Implementing Assessment for Learning in Higher Education”.
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Applications of Educational Technology
Susan Stansberry · Oklahoma State University · 2018
Welcome to the Applications of Educational Technology eBook. The resource comes alongside the Oklahoma State University Emerging Technologies and Creativity Research Lab, where students in this class will play and help in transforming education through creative habits! The purpose of this online resource is to serve as an interactive open textbook for EDTC 3123 Applications of Educational Technology at Oklahoma State University. We invite you to ask questions, contribute resources, and participate in making this a living, collaborative resource for all educators!
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Action Research
J. Clark; Suzanne Porath; Julie Thiele; Morgan Jobe · New Prairie Press · 2020
Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement. The primary purpose of this book is to offer clear steps and practical guidance to those who intend to carry out action research for the first time. As educators begin their action research journey, we feel it is vital to pose four questions: 1) What is action research, and how is it distinct from other educational research?; 2) When is it appropriate for an educator to conduct an action research project in their context?; 3) How does an educator conduct an action research project?; 4) What does an educator do with the data once the action research project has been conducted? We have attempted to address all four questions in the chapters of this book.
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Conducting Mixed-Methods Research: From Classical Social Sciences to the Age of Big Data and Analytics
Viswanath Venkatesh; Susan (Sue) Brown; Yulia Sullivan · Virginia Tech Libraries · 2023
Scholars in the social sciences are increasingly expected to incorporate both quantitative and qualitative techniques and methods into their research. The growth of “mixed-methods” research is evident in social science disciplines ranging from psychology and management to marketing and information systems. This book is designed to provide principles, strategies, and guidance specifically for researchers in these disciplines so that they can use mixed-methods research more effectively. In thirteen chapters, Conducting Mixed-Methods Research takes readers through the research process, from defining research questions to writing articles using a mixed-methods approach. For those who are well trained in either qualitative or quantitative methods, the book shows them how to think about the purposes of mixed-methods research, design mixed-methods studies, and develop meta-inferences by integrating findings from both methods. Throughout, the discussion is grounded in examples taken from published research, carefully chosen to highlight best practices, thus opening a window into a broad body of mixed-methods research applications.
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Reframing Digital Humanities: Conversations with Digital Humanists
Julian Chambliss · Michigan State University · 2021
Growing from Reframing History, a podcast about history theory and practice, Reframing Digital Humanities: Conversations with Digital Humanists, Julian Chambliss, Professor of English at Michigan State University, brings together a diverse group of digital humanities practitioners to reflect on theory and practice. From the question of public engagement and knowledge production to considerations of identity and cultural production, the conversations presented in this work shed light on the ways digital humanities offer scholars tools to ask humane questions. Are the benefits promised being achieved? Are the right tools and training available? Are we asking the right questions? In this volume, scholars deeply engaged in using digital tools reflect on their work and this dynamic academic field.
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Intersections of Open Educational Resources and Information Literacy
Mary Ann Cullen; Elizabeth Dill · Association of College and Research Libraries · 2022
"The present volume is timely not only because it models creative and effective strategies to advance both open education and information literacy, but especially because it poses critical questions and urges practitioners to go well beyond questions of access to and the use of information. It demands reflection on what is being accessed (and what is not), who is gaining access (and who is not), who is providing access (and who is not), and what the goal is of this access (and what lies beyond access)."—from the Foreword by Rajiv S. Jhangiani Information literacy skills are key when finding, using, adapting, and producing open educational resources (OER). Educators who wish to include OER for their students need to be able to find these resources and use them according to their permissions. When open pedagogical methods are employed, students need to be able to use information literacy skills as they compile, reuse, and create open resources. Intersections of Open Educational Resources and Information Literacy captures current open education and information literacy theory and practice and provides inspiration for the future. Chapters include practical applications, theoretical musings, literature reviews, and case studies and discuss social justice issues, collaboration, open pedagogy, training, and advocacy. The book is divided into six parts: Foundations Teaching Info Lit with OER Librarian Support of Open Pedagogy/OER Social Justice/Untold Stories Student Advocacy Spreading the Love: Training Future Advocates and Practitioners Chapters cover topics including library-led OER creation; digital cultural heritage and the intersections of primary source literacy and information literacy; situated learning and open pedagogy; critical librarianship and open education; and developing student OER leaders. Intersections of Open Educational Resources and Information Literacy—which went through an open peer review process—informs and inspires on OER, info lit, and their man
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Critical Thinking in Academic Research
Cindy Gruwell; Robin Ewing · Minnesota State Colleges and Universities · 2022
Critical Thinking in Academic Research - 2nd Edition provides examples and easy-to-understand explanations to equip students with the skills to develop research questions, evaluate and choose the right sources, search for information, and understand arguments. This 2nd Edition includes new content based on student feedback as well as additional interactive elements throughout the text.
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Introduction to Education (BETA)
Jennifer Beasley; Myra Haulmark · University of Arkansas · 2021
This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.
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Foundations of Learning and Instructional Design Technology
Richard West · EdTech Books · 2018
This book received the 2018 AECT Outstanding Book Award! "What is this field?" "Where have we come from as a discipline, and where are we going?" "What do I want to study?" These and other questions are typical for new students in the field of Learning and Instructional Design Technology. This textbook is designed to help answer these questions and provide the quickest route to understanding the history and current trends in the field. After surveying classic theories and writings, as well as more recent applications of theory and practice, students will be better prepared to chart their own course and careers within the discipline. This book is designed to support foundations courses common in departments, as well as seminars on current trends and issues.
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Bad Ideas About Writing
Cheryl Ball; Drew Loewe · West Virginia University · 2017
We intend this work to be less a bestiary of bad ideas about writing than an effort to name bad ideas and suggest better ones. Some of those bad ideas are quite old, such as the archetype of the inspired genius author, the five-paragraph essay, or the abuse of adjunct writing teachers. Others are much newer, such as computerized essay scoring or gamification. Some ideas, such as the supposed demise of literacy brought on by texting, are newer bad ideas but are really instances of older bad ideas about literacy always being in a cycle of decline. Yet the same core questions such as what is good writing, what makes a good writer, how should writing be assessed, and the like persist across contexts, technologies, and eras. The project has its genesis in frustration, but what emerges is hope: hope for leaving aside bad ideas and thinking about writing in more productive, inclusive, and useful ways.
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Mathematics for Elementary Teachers
Michelle Manes · University of Hawaii Manoa · 2017
This book will help you to understand elementary mathematics more deeply, gain facility with creating and using mathematical notation, develop a habit of looking for reasons and creating mathematical explanations, and become more comfortable exploring unfamiliar mathematical situations.The primary goal of this book is to help you learn to think like a mathematician in some very specific ways. You will:• Make sense of problems and persevere in solving them. You will develop and demonstrate this skill by working on difficult problems, making incremental progress, and revising solutions to problems as you learn more.• Reason abstractly and quantitatively. You will demonstrate this skill by learning to represent situations using mathematical notation (abstraction) as well as creating and testing examples (making situations more concrete).• Construct viable arguments and critique the reasoning of others. You will be expected to create both written and verbal explanations for your solutions to problems. The most important questions in this class are “Why?” and “How do you know you're right?” Practice asking these questions of yourself, of your professor, and of your fellow students.Throughout the book, you will learn how to learn mathematics on you own by reading, working on problems, and making sense of new ideas on your own and in collaboration with other students in the class.
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Working With Academic Literacies: Case Studies Towards Transformative Practice
Theresa Lillis; Kathy Harrington; Mary Lea; Sally Mitchell · WAC Clearinghouse · 2015
The editors and contributors to this collection explore what it means to adopt an "academic literacies" approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States. Key questions addressed include: How can a wider range of semiotic resources and technologies fruitfully serve academic meaning and knowledge making? What kinds of writing spaces do we need and how can these be facilitated? How can theory and practice from "Academic Literacies" be used to open up debate about writing pedagogy at institutional and policy levels?
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Foundational Practices of Online Writing Instruction
Beth Hewett; Kevin DePew; Elif Guler; Robbin Zeff Warner · WAC Clearinghouse · 2015
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
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Teaching in a Digital Age: Guidelines for designing teaching and learning
A.W. (Tony) Bates · BCcampus · 2015
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions: is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching? what is the science and research that can best help me in my teaching? how do I decide whether my courses should be face-to-face, blended or fully online? what strategies work best when teaching in a technology-rich environment? what methods of teaching are most effective for blended and online classes? how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject? how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks? In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching. In the end, though, the book isn't really about teachers and instructors, although you are the target group. It's about you help
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Instruction in Functional Assessment
Marcie Desrochers; Moira Fallon · Open SUNY · 2014
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual's challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals. The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students' acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students' role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
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Educational Psychology
Kelvin Seifert; Rosemary Sutton · University of Manitoba · 2009
Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “ch
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Introduction to Data Science Using Python
Afrand Agah · The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) · 2024
This book contains two parts, the first is designed to be used in an introductory programming course for students looking to learn Python, without having any prior experience with programming. Basic programming concepts are discussed, explained, and illustrated with a Python program. Ample programming questions are provided for practice. The second part of the book utilizes machine-learning concepts and statistics to accomplish data-driven resolutions. Python programs are provided to apply scientific computing to conclude statistically driven results.
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Research Data Management in the Canadian Context
Emily Carlisle-Johnston; Danielle Dennie; Émilie Fortin; Elizabeth Hill · Western University · 2023
Research Data Management is a term for all the things that researchers do to structure, organize and maintain data before, during and after doing research. RDM is also an emerging discipline that is concerned with researching and developing ways to manage research data more effectively. But what is research data? Where is the push towards formal Research Data Management coming from? What are the requirements of good data management? Research Data Management in the Canadian Context: A Guide for Practitioners and Learners looks at these questions and more, all with a focus on Canadian guidelines, regulations and infrastructure.
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Computer Systems Security: Planning for Success
Ryan Tolboom · Ryan Tolboom
The text, labs, and review questions in this book are designed as an introduction to the applied topic of computer security. With these resources students will learn ways of preventing, identifying, understanding, and recovering from attacks against computer systems. This text also presents the evolution of computer security, the main threats, attacks and mechanisms, applied computer operation and security protocols, main data transmission and storage protection methods, cryptography, network systems availability, recovery, and business continuation procedures.
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Earth, Space, and Environmental Science Explorations with ArcGIS Pro
Wing Cheung · Wing Cheung
When I first started teaching Geographic Information Systems (GIS) over 15 years ago, there were only a handful of GIS tutorial books on the market. While a few of them focused on a particular theme, many of them were mainly technical publications with no unifying theme. These publications are perfect for teaching new users about basic GIS operations and continue to be invaluable to many users today. However, these publications consisted of tutorials focusing on vastly different real-world scenarios, and felt a little disjointed to integrate into a class that focuses on a specific field (e.g. Environmental Science, Geography, Urban Planning). Since then, I am happy to see that there has been a proliferation of publications that are not only focused on introducing the technology, but also provide an introduction to a specific field as well as GIS. It is with this consideration in mind that I wrote this book to not only introduce students to the tools in ArcGIS Pro, but also to provide a glimpse into some of the topics that may be covered in an introductory course in Geography, Environmental Science, or related disciplines. I aimed to achieve a balance of technical instruction and information about Earth, Space, and Environmental Sciences, to make this publication helpful for new GIS learners, as well as students who may be interested in learning about the applications of GIS in the Earth, Space, and Environmental Sciences. Before you begin with the book, please download and unzip the data for the book at https://tinyurl.com/ESESGIS. Each chapter will begin with a list of the technical objectives for the lab exercise, which is particularly useful to refer to should you need a refresher on how to perform a particular task at a later date. The list of technical objectives is followed by a short introduction that provides the context for the exercise. Subsequently, you will find the step-by-step directions for the exercises with questions embedded throughout (in yellow h