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Open Textbook Library - Curriculum & Instruction Textbooks
<?xml version="1.0" encoding="UTF-8"?> <feed xml:lang="en-US" xmlns="http://www.w3.org/2005/Atom"> <id>tag:open.umn.edu,2005:/opentextbooks/subjects/curriculum-instruction</id> <link rel="alternate" type="text/html" href="https://open.umn.edu"/> <link rel="self" type="application/atom+xml" href="https://open.umn.edu/opentextbooks/textbooks"/> <title>Open Textbook Library - Curriculum & Instruction Textbooks</title> <updated>2020-07-03T03:44:33Z</updated> <icon>https://open.umn.edu/assets/common/favicon/favicon-6666d4af5ecb597851b1bd6b4af4d8472feee5ef149656c053063f5c427c993c.ico</icon> <logo>https://open.umn.edu/assets/library/otl_logo-23d864367b91dd38b6ef8eeec20ee0ae733b8f3685c53f178fd4ea06f6a95100.webp</logo> <entry> <id>864</id> <published>2020-07-03T03:44:42Z</published> <updated>2024-01-22T14:52:07Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/hybrid-flexible-course-design-beatty"/> <title>Hybrid-Flexible Course Design</title> <content type="html"><img alt="Read more about Hybrid-Flexible Course Design" title="Hybrid-Flexible Course Design cover image" class="cover " width="328" height="507" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTE3OSwicHVyIjoiYmxvYl9pZCJ9fQ==--fa4c9309c89e6694608e50edb20ad165d57bc9c3/hybridclass.jpg" />This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.</content> </entry> <entry> <id>887</id> <published>2020-07-19T21:33:30Z</published> <updated>2024-04-04T22:58:50Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/writing-instruction-tips-for-automated-essay-graders-how-to-design-an-essay-for-a-non-human-reader"/> <title>Writing Instruction Tips For Automated Essay Graders: How To Design an Essay for a Non-human Reader</title> <content type="html"><img alt="Read more about Writing Instruction Tips For Automated Essay Graders: How To Design an Essay for a Non-human Reader" title="Writing Instruction Tips For Automated Essay Graders: How To Design an Essay for a Non-human Reader cover image" class="cover " width="350" height="435" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI4MSwicHVyIjoiYmxvYl9pZCJ9fQ==--07d538d91b7b0dc7dd5f5adfb78fac982cb73a3d/robo-photo-2-350x435.jpg" />As schools, as well as the workplace, become more automated, and remote or distance learning/working becomes the “new normal,” understanding and leveraging artificial intelligence will become a critical skill.</content> </entry> <entry> <id>235</id> <published>2018-09-07T17:21:50Z</published> <updated>2024-01-22T14:52:20Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/comprehensive-individualized-curriculum-and-instructional-design-curriculum-and-instruction-for-students-with-developmental-disabilities-autism-spectrum-disorders"/> <title>Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders</title> <content type="html"><img alt="Read more about Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders" title="Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders cover image" class="cover " width="150" height="95" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTkxLCJwdXIiOiJibG9iX2lkIn19--bb16fdc070242fb41e60fafcb4aea42e4b6dbb58/9781312886872.png" />This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.</content> </entry> <entry> <id>356</id> <published>2018-09-07T17:21:57Z</published> <updated>2024-01-22T18:50:56Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/education-for-a-digital-world-advice-guidelines-and-effective-practice-from-around-globe"/> <title>Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe</title> <content type="html"><img alt="Read more about Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe" title="Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe cover image" class="cover " width="492" height="638" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk1LCJwdXIiOiJibG9iX2lkIn19--cf6e3ecdb89c68645db98bbbbcf72e5d6b2be1e9/9781894975292.png" />Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries.</content> </entry> <entry> <id>655</id> <published>2019-01-24T17:59:41Z</published> <updated>2024-06-13T17:28:10Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/guia-para-realizar-textos-abiertos-con-estudiantes"/> <title>Guía Para Realizar Textos Abiertos Con Estudiantes</title> <content type="html"><img alt="Read more about Guía Para Realizar Textos Abiertos Con Estudiantes" title="Guía Para Realizar Textos Abiertos Con Estudiantes cover image" class="cover " width="1042" height="1468" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NTk1LCJwdXIiOiJibG9iX2lkIn19--f96ce2823de1268e1470797e527042b6d6c194af/9781989014035.png" />¿Qué es la pedagogía abierta? ¿Cómo la están poniendo en práctica los profesores en sus aulas para construir textos abiertos y otros recursos educativos abiertos? ¿Cuáles son las ventajas de la pedagogía abierta? Esta sección responde a estas preguntas y proporciona ideas para trabajar dentro de las estructuras de enseñanza existentes para introducir la pedagogía abierta en sus clases.</content> </entry> <entry> <id>810</id> <published>2020-03-01T00:00:20Z</published> <updated>2024-01-22T14:52:05Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/introduction-to-curriculum-for-early-childhood-education"/> <title>Introduction to Curriculum for Early Childhood Education</title> <content type="html"><img alt="Read more about Introduction to Curriculum for Early Childhood Education" title="Introduction to Curriculum for Early Childhood Education cover image" class="cover " width="558" height="722" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NzY5LCJwdXIiOiJibG9iX2lkIn19--68caf47721bf3759afb9a693635307ded8ae0db4/0000IntCurChi.png" />Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: Developing curriculum through the planning cycle Theories that inform what we know about how children learn and the best ways for teachers to support learning The three components of developmentally appropriate practice Importance and value of play and intentional teaching Different models of curriculum Process of lesson planning (documenting planned experiences for children) Physical, temporal, and social environments that set the stage for children’s learning Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. Planning for preschool-aged children in specific domains including Physical development Language and literacy Math Science Creative (the visual and performing arts) Diversity (social science and history) Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children’s learning and development in out-of-school time through curriculum planning Making children’s learning visible through documentation and assessment</content> </entry> <entry> <id>570</id> <published>2018-09-07T17:22:10Z</published> <updated>2024-01-22T14:52:22Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/mathematics-for-elementary-teachers"/> <title>Mathematics for Elementary Teachers</title> <content type="html"><img alt="Read more about Mathematics for Elementary Teachers" title="Mathematics for Elementary Teachers cover image" class="cover " width="1275" height="1651" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDkzLCJwdXIiOiJibG9iX2lkIn19--ebfb89d9ebaeb41b0da25bffeb5dd09186bbbe50/0000MatEleTea.png" />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&#39;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.</content> </entry> <entry> <id>421</id> <published>2018-09-07T17:22:01Z</published> <updated>2024-09-02T13:07:12Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/project-management-for-instructional-designers"/> <title>Project Management for Instructional Designers</title> <content type="html"><img alt="Read more about Project Management for Instructional Designers" title="Project Management for Instructional Designers cover image" class="cover " width="646" height="998" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI1MTYsInB1ciI6ImJsb2JfaWQifX0=--7028415b084c118271deab3a8946a5ef6b4909f4/4_lg_09-06-2022_200704.png" />Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.</content> </entry> <entry> <id>782</id> <published>2019-10-12T18:16:38Z</published> <updated>2024-08-05T13:33:23Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/sharing-our-knowledge-best-practices-for-supporting-english-language-learners-in-schools"/> <title>Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools</title> <content type="html"><img alt="Read more about Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools" title="Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools cover image" class="cover " width="350" height="525" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NzQxLCJwdXIiOiJibG9iX2lkIn19--0591c2a40ec6032c5d195a9eaf6781177fc8cac5/0000ShaKnoEng.jpg" />To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.</content> </entry> <entry> <id>355</id> <published>2018-09-07T17:21:57Z</published> <updated>2024-01-22T18:50:54Z</updated> <link rel="alternate" type="text/html" href="https://open.umn.edu/opentextbooks/textbooks/teaching-crowds-learning-and-social-media"/> <title>Teaching Crowds: Learning and Social Media</title> <content type="html"><img alt="Read more about Teaching Crowds: Learning and Social Media" title="Teaching Crowds: Learning and Social Media cover image" class="cover " width="869" height="1310" data-controller="common--cover" data-placeholder="/assets/common/placeholder-f8e123f91b7e13ad321132c609842fdd40121f691ee7db391b88763bc42be6a0.webp" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mjk0LCJwdXIiOiJibG9iX2lkIn19--10c5cbf1bbb6045c8c5a674c7f51af94237755f1/9781927356814.png" />Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional &quot;classroom&quot; learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning. In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another&#39;s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.</content> </entry> <link rel="next">https://open.umn.edu/opentextbooks/subjects/curriculum-instruction?page=2</link> </feed>