Educatus – University of Saskatchewan (Not openly licensed)
A collection of posts by instructors on topics of open pedagogy and teaching and learning practices.
Embracing Complexity in Education (CC BY-SA)
This OER is a mini-course or workshop for postgraduate level education professionals. It is relevant to any group of teachers, researchers, policy-makers, curriculum-developers, designers, etc., who approach their work with an academic focus. Through a collaborative and exploratory approach, the course provides participants with the opportunity to reflect on their practice through the lens of complexity and consider implications for their work. Participants explore complexity not only through the resources, but also through the design and methodology of the course itself.
This course is designed for post-secondary faculty and staff who interact with students with disabilities, especially in the trades school context. If you have a role in supporting students with disabilities at your institution, this course is for you. The practical information and knowledge presented in this course will help us better understand how to create an inclusive campus and support all students in their learning and paths to success. This course also includes a collection of resources on how to support students with different kinds of disabilities.
Experiential Learning Toolkit (CC BY)
A website that provides information, examples, and templates for designing, delivering, facilitating, and evaluating experiential learning (EL) in post-secondary education.
The Floe Inclusive Learning Design Handbook created by the Inclusive Design Research Centre is designed to assist teachers, content creators, Web developers, and others in creating adaptable and personalizable educational resources that can accommodate a diversity of learning preferences and individual needs.
University Pedagogical Support (CC BY-SA)
A learning platform for university pedagogical studies. Everyone is welcome to study the modules independently. The aim of the modules is to support university teachers by giving keys to reflect their thoughts and conceptions of teaching and learning in higher education.
Each of the cases in this book reflect a range of approaches and perspectives of using video-based resources to increase learner engagement. The authors, through their work, encourage the reader to contemplate the impact of technology on the learner and the educator. The goal of this collection is to generate ideas for your own implementation, to promote inquiry, and to grow the community’s knowledge.
Dissident Knowledge in Higher Education (CC BY-NC-ND)
This collection includes some of the leading authorities in the field, including Marie Battiste, Noam Chomsky, Yvonna S. Lincoln, and Linda Tuhiwai Smith. It is geared towards courses that focus on methodology, colonialism, Indigenous research and knowledge, and theories of change.
This book is about teachers who care about students’ learning and are motivated to take risks and actively reflect on how to best facilitate that learning.
This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.
A collection of final papers submitted by practicing teachers who are working toward a Post-Degree Certificate in EAL Education at the University of Saskatchewan. The overall goal of the OER collection is to provide PreK-12 educators (classroom teachers, administrators, EAL coordinators, language consultants, specialists, and others) with a source of current best practices and research.
This online 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.
Flipped Through Design (CC BY-NC-ND)
The “Flipped Classroom” model of instruction has generated discussion around the world of education. Numerous articles have been written documenting experiences surrounding this method of teaching. The one piece that has been missing from this discussion is a sound framework to design a “Flipped” course using proven design principles. Instructional Design provides a proven framework to design all types of instruction and these principles can be used to design a “Flipped” course.
The Science Education Initiative Handbook (CC BY-NC-SA)
A practical guide to fostering change in university courses and faculty by embedding discipline-based education specialists within departments.