ENGL 1302 Composition II Research and Analysis - Language and Communication

This OER packet contains the course materials for ENGL 1302 Composition II Research and Analysis that introduce you to the ways in which the act of writing has the power to help you make connections between yourself and the world. Writing can help you establish your own experiences or ideas in relation to the experiences or ideas of others. In short, it can help you figure out what you think about things and help you to situate those thoughts in relation to the world and among the multitude of opinions and ideas that exist within it. That’s a powerful tool.https://digitalcommons.pvamu.edu/pv-open-education-resources/1003/thumbnail.jp

ENGL 2311 - Technical and Professional Writing - Language and Communication

This OER packet contains the course materials for ENGL 2311 - Technical and Professional Writing that introduce you to some of the most important aspects of writing in the worlds of science, technology, and business—in other words, the kind of writing that scientists, nurses, doctors, computer specialists, government officials, engineers, and other professionals do as a part of their regular work. The skills learned in technical writing courses can be useful in other fields as well, including education and social sciences. Technical writing involves communicating complex information to a specific audience who will use it to accomplish some goal or task in a manner that is accurate, useful, and clear. Whether you write an email to your professor or supervisor, develop a presentation or report, design a sales flyer, or create a webpage, you are a technical communicator.https://digitalcommons.pvamu.edu/pv-open-education-resources/1001/thumbnail.jp

COMM 1311: Fundamentals of Speech Communication

This OER packet contains the course materials for COMM 1311: Fundamentals of Speech Communication that introduce you to why do we/I need to take a public speaking course. The answer is also always the same. “Because it is required.” However, you the reader, and us as the authors/editors, know that this doesn’t answer the question. The real answer can be complicated, but this author/editor believes that the skills gained by public speaking will help you in any field, despite whether or not you end up working in a field that requires public speaking.https://digitalcommons.pvamu.edu/pv-open-education-resources/1009/thumbnail.jp

ENGL 0111 - Integrated Reading & Writing - Language and Communication

This OER packet contains the course materials for ENGL 0111 - Integrated Reading & Writing that introduce the ways in which reading and writing work together. Good writers are good readers. When you know HOW reading and writing work, and more importantly, you know what to look for as a reader and writer, your reading will become stronger, and your writing will become more advanced. You will write with the reader in mind, and you will read looking for writer’s tips and tricks! This text introduces fundamental strategies to enhance both reading and writing skills that will help you succeed in college-level courses, as well be a successful communicator in life.https://digitalcommons.pvamu.edu/pv-open-education-resources/1010/thumbnail.jp

BIOL 1411- Botany Laboratory Manual

Botany Laboratory Manual By – Yolander R.Youngblood, PhD. This manual was reviewed by student editors, Ayanna Montegut and Ineceia Carter. Table of Contents 1. The Plant Cell Lab 2. Mitosis Lab 3. Plant Growth and Development Lab 4. Simple Tissue Lab 5. Leaf Lab 6. Stem Lab 7. Root Lab 8. Evolution of Land Plants Lab 9. Bryophyte Lab 10. Fern Lab 11. Gymnosperm Lab 12. Angiosperm Lab 13. Appendix a. Writing in the Scientific Notebook b. How to use the Microscope c. Plants and Their Structure d. Additional Video, Lecture, and Lab Resourceshttps://digitalcommons.pvamu.edu/pv-open-education-resources/1008/thumbnail.jp

ENGL 1301 - English Composition I - Language and Communication

This OER packet contains the course materials for ENGL 1301 - English Composition I . In academic settings, the reasons for writing fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. Eventually, your instructors will ask you to complete assignments specifically designed to meet one of the four purposes. As you will see, the purpose for writing will guide you through each part of the paper, helping you make decisions about content and style. For now, identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments.https://digitalcommons.pvamu.edu/pv-open-education-resources/1004/thumbnail.jp

OER Faculty Survey: Data Conclusions

The Open Educational Resources Faculty Survey (OER) was created by the York University Open Education Steering Committee (OESC) to gather information on current faculty awareness and use of OER in their courses. The OESC also hoped to learn about instructors already engaged with adopting, adapting and creating OER.The 2022 OER Faculty Survey and this report were made possible by members of the Open Education Steering Committee, the Committee's Working Groups, and other members of the York University faculty and staff. These contributors include Chris Ardern, Mary Helen Armour, Helen Balderama, Hilary Barlow, Marlene Bernholtz, Bridget Cauthery, Lily Cho, Sarah Coysh, Lisa Endersby, Rob Finlayson, Mandy Frake-Mistak, William Gage, Violeta Gotcheva, Karthiga Gowrishanger, Mojgan Jadidi, Philip Kelly, Sean Kheraj, Joy Kirchner, Andrea Kosavic, Geneviève Maheux-Pelletier, Jodi Martin, Anjum Nayyar, Stephanie Quail, Dominique ScheffelDunand, Robindra Sidhu, Anni Siren, and George Z. H. Zhu. This survey was modeled after the MSU Instructor Survey on OER conducted by McMaster University and the UBCO OER Survey conducted by the University of British Columbia Okanagan

Emancipation through Open Education: Rhetoric or Reality?

Many claims have been made as to the potential freedoms offered through open education and how these freedoms may change or democratise higher education. However, are those freedoms truly helping those most in need of emancipation, and what freedoms do they provide for learners or teachers? This chapter tries to answer that question by firstly examining the various discourses surrounding education and emancipation and also open education. It notes that the framing of education and open education can be subject to differing perspectives and outlooks, including distinctions between formal, non-formal and informal education and the relationships between teachers and learners. The chapter then provides a critical overview of the emancipatory effects of open education on learners and teachers (and organizations) as instantiated in open universities, massive open online courses (MOOCs) and open educational resources (OER). It examines the key features and freedoms offered by these examples in relation to formal, non-formal and informal education and in relation to the existing modes of ‘closed’ education and argues that despite the promise of open education it has had relatively little impact on these existing modes and that the reality will be less profound than the rhetoric suggests

Open Education and the Hidden Tariff

This paper explores the promise of that Open Educational Resources (OER) would democratise access to education and ennui of many within the movement as the revolution is always just around the corner. It develops from earlier work which asked whether OER is a challenge to, or a product of, neoliberalism within education, which questioned the reification of the self in OER and the focus on particular types of content which seemed to create open education in the image of the academy. The paper uses the idea of digital labour to explore digital inclusion, who does digital labour, who has the skills to perform digital labour and who and how do people benefit from digital labour. It suggests seeing education as an exchange of labour and reward makes visible the hidden aspects of work, in particular it highlights the skills required to do education as digital labour and the unequal access and distribution of those skills contributes to unequal access to education, even when it is freely available and openly licensed online. Uncovering the hidden tariff within OER allows us to see where and how might address these inequities. In particular how we can learn from older traditions of open education which see it as a common good. Developing models of Open Educational Practice (OEP) to overcome the visible and hidden barriers and realise the benefits of open education