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A list of open educational resources used in the Simon Fraser University course SCD/REM 301 - “Sustainable Community Development Theory and Practice” during the Fall 2016 semester. Title of Project: Evaluating the use of open educational resources in sustainability teaching and learningPrincipal Applicant: Mark RoselandFaculty: Environment - Department/School: Centre for Sustainable Community Development; Resource and Environmental Management Co-applicant(s): Joanna AshworthFaculty: Environment - Department/School: Centre for Sustainable Community Development Research assistant: Maria SpiliotopoulouFaculty: Environment - Department/School: Centre for Sustainable Community Development; Resource and Environmental Management
Author: Roseland, Mark, Author: Ashworth, Joanna, Author: Spiliotopoulou, Maria
Date created: 2016-09
Indexed and annotated list of open educational resources for Archaeology 286 (Cultural Heritage Management), organized by the 14 course learning outcomes. Title of Project/Course name: Arch 286 (Cultural Heritage Management) Principal Applicant: John R. WelchFaculty: Environment - Department/School: REM & Archaeology Co-applicant: Erin HoggFaculty:Environment - Department/School: Archaeology
Author: Welch, John R., Author: Hogg, Erin
Date created: 2016-12
The Faculty OER Toolkit is an information resource about and guide to adapting and adopting Open Educational Resources. Included are definitions and examples, information about Creative Commons licensing, and tips on how to adapt and/or adopt OER for classroom use. Created via Pressbooks (online publishing platform).
Author: Moist, Shannon, Author: Simon Fraser University Library, Author: Simon Fraser University Teaching & Learning Centre
Date created: 2017-03-31
Through videos, text and quizzes students will learn the basics of library research, including understanding the peer-review process. This interactive Canvas (SFU's LMS) tutorial is a great tool for making sure that all of your students know the essentials, and can be assigned as preparation for more specialized library workshops. It takes approximately 50 minutes to complete.
Author: Simon Fraser University Library
Date created:
Panel discussion from forum Failure of Access: Rethinking Open Education held at Simon Fraser University's Vancouver campus. Panelists include: Juan Pablo Alperin, Assistant Professor at the Canadian Institute for Studies in Publishing and the Associate Faculty Director of Research with the Public Knowledge Project at Simon Fraser University; Tara Robertson, Accessibility Librarian, CAPER-BC; Jenna Omassi, Strategic Support Advisor, VP Students' Office at UBC; and moderator Brady Yano, Assistant Director of Open Education, SPARC.
Author: Alperin, Juan Pablo, Author: Hendricks, Christina, Author: Omassi, Jenna, Author: Robertson, Tara
Date created: 2017-03-28
Keynote presentation by Dr. Ishan Abeywardena of the Commonwealth of Learning at the Failure of Access: Rethinking Open Education event held at Simon Fraser University's Vancouver campus. Dr. Ishan Abeywardena joined COL on 1 January 2016 as Adviser, Open Education Resources. Dr Abeywardena comes to COL from the Open University of Sri Lanka, where he was Director of International Academic Relations and Acting Director, National Online Distance Education Service (NODES). Prior to that, Dr Abeywardena served as a Senior Lecturer in Information Technology at Wawasan Open University (WOU), Penang, Malaysia (2009 to 2013) and was Deputy Dean at the School of Science and Technology, WOU from 2013 to 2014.A computer scientist by training, Dr Abeywardena's research interests include educational technology, open educational resources (OER), eLearning, MOOCs, open and distance learning (ODL) and mobile application development.
Author: Abeywardena, Ishan
Date created: 2017-03-28
Based on this textbook, lecture and student notes have been created to provide 30 sets of slides for the integral calculus course. The student notes are skeleton versions of the lecture notes and come in two versions, either plain or with extra space on the side and legend to use a note taking system similar to the Cornell-style. LaTex material is available by contacting Petra Menz directly (pmenz@sfu.ca). Contact Petra Menz (pmenz@sfu.ca) with your suggestions for improvements, new content, or errata. Also let her know if you are using this textbook in your courses.
Author: Menz, Petra, Author: Mulberry, Nicola, Author: Guichard, David (original author), Author: Lyryx Learning Team (original author)
Date created: 2018
Based on this textbook, lecture and student notes have been created to provide 30 sets of slides for the integral calculus course. The student notes are skeleton versions of the lecture notes and come in two versions, either plain or with extra space on the side and legend to use a note taking system similar to the Cornell-style. LaTex material is available by contacting Petra Menz directly (pmenz@sfu.ca). Contact Petra Menz (pmenz@sfu.ca) with your suggestions for improvements, new content, or errata. Also let her know if you are using this textbook in your courses.
Author: Menz, Petra, Author: Mulberry, Nicola, Author: Guichard, David (original author), Author: Lyryx Learning Team (original author)
Date created: 2018
We proposed to create a clicker question bank for a third-year undergraduate course in numerical analysis (MACM 316). The purpose of this question bank is three-fold. First, we aimed to better engage students in the MACM 316 classroom. This course is taught mostly in a lecture style and many students struggle with the material. We believed that providing the students with some opportunity for more active interaction in lectures will go a long way towards keeping their attention, engaging them more with the material, and encouraging them to reflect more deeply on important concepts. Secondly, we wanted to gauge students’ understanding of prerequisite material as well as determining which new concepts introduced in lecture require further explanation. To this end, we aimed to focus on developing two types of questions: “warm-ups” that focus on prerequisite material and are given at the start of class; and deeper concept tests that attempt to measure how well ideas just presented in lecture have been assimilated. Thirdly, having such a well-designed and comprehensive bank of questions that is openly accessible should (we hope) also encourage other instructors at SFU and elsewhere to implement them in their lectures.
Author: Stockie, John, Author: Menz, Petra
Date created: 2019