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Because of constraints such as time, money, knowledge, and familiarity, post-secondary students may experience difficulty with managing time, coping with multiple demands, managing money, and completing hands-on manual tasks like using tools. Life skills training modules can prepare students to overcome these challenges with useful, practical information, tips, and guidance to help students be healthy today and in their future careers. While specifically targeting therapy assistant students, the content can also be helpful for post-secondary students in other programs.

Modules include Performance Management: life skills for performing at one’s best in school and the workplace; Money Management: basic money management skills; and Manual Skills: hands-on life skills such as food and kitchen safety, kitchen tools, cooking and baking techniques, sewing, and use of tools. The modules may be helpful for college students, educators, or anyone with an interest in life skills.

Pedagogical Leadership for Early Childhood Educators is a supplemental book for ECEL 3008, a course which is part of the ELCC Leadership Certificate Program taught at Red Deer Polytechnic.

The aim of this book is to present current and significant content that will bring forward the Course Learning Outcomes (CLOs) developed for the ECEL 3008 course. The ECEL 3008 course has ten CLOs intended to be achieved within the classroom and workplace settings.

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This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Click on Volume 1 to read the first book in this series.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course.

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This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Each chapter is accompanied with learning objectives and most chapters feature interactive elements and opportunities for readers to engage with the text. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.

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