Tag Archives: OER

►TBQ Editors, "College Biology" Volume 2 of 3 (2014)

(Page last updated October 6, 2015)

“College Biology” Volume 2 of 3

Chapters 18  –  32  “Evolution and the Origin of Species” through “Asexual Reproduction ” 

Buy Print Version   USD $39.20 (paperback, grayscale, 515 pages) Lulu.com ISBN: 978-1-312-39533-6

Download PDF (free)

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Contents Volume 2

Chapter 18: Evolution and the Origin of Species
Chapter 19: The Evolution of Populations
Chapter 20: Phylogenies and the History of Life
Chapter 21: Viruses
Chapter 22: Prokaryotes: Bacteria and Archaea
Chapter 23: Protists
Chapter 24: Fungi
Chapter 25: Seedless Plants
Chapter 26: Seed Plants
Chapter 27: Introduction to Animal Diversity
Chapter 28: Invertebrates
Chapter 29: Vertebrates
Chapter 30: Plant Form and Physiology
Chapter 31: Soil and Plant Nutrition
Chapter 32: Plant Reproduction
Plus chapter summaries, review questions, critical thinking questions, answer keys, key terms by chapter, embedded supplemental learning links.
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Advantages of Adopting this Textbook:

  • Price. PDFs are free. Printed books only $39.00*.    Funds beyond costs go to the evaluation and creation of additional free and inexpensive printed open textbooks.
  • Comparable biology textbooks cost $180 – $225.**
  • Class relevant. Adopt only the volumes you need.  Make the textbook yours.
  • Comprehensive with current content.
  • Pedagogically enhanced.
  • Authored and reviewed by the academic community.
  • Original textbook prepared, published, copyrighted, and released with an open license (CC BY) by Rice University’s Openstax College.
  • Text is available in various e-formats at Rice University’s Connexions (cnx.org)
  • Open licensed. Fearlessly copy, print, remix. Add to it. Take away.  Rearrange. Create class-specific content. (Textbook Equity can help you with that.)

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Advantages of Buying a PRINTED Copy

  • Easier to read and navigate.
  • You have the right to give or sell the book to others.
  • You can mark  it, copy pages, tear out pages, and use it for kindling.
  • It looks more impressive on your bookshelf than a blank, dusty space.
  • You can read it anytime you wish, even decades later.
  • There may be a secondary market.
  • Honestly, you know the benefits of having a ” hard copy.”

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Features of All Volumes

  • Chapter summaries.
  • Review questions.
  • Critical thinking questions.
  • Answer keys.
  • Key terms by chapter.
  • Embedded supplemental learning links.
  • Attributions, credits, and textbook provenance.

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►TBQ Editors, "College Biology" Volume 3 of 3 (2014)

collegebiologyvol3“College Biology” Volume 3 of 3

Chapters 33 – 47  Animal Structure and Function” through “Preserving Biodiversity”

Buy Print Version USD $39.00 (paperback, grayscale***, 556  pages) via Lulu.com
ISBN: 978-1-312-40299-7

Free: Volume 3 Download PDF Full color, 556 pages, 101 MB

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Contents Volume 3

Chapter 33: The Animal Body: Basic Form and Function
Chapter 34: Animal Nutrition and the Digestive System
Chapter 35: The Nervous System
Chapter 36: Sensory Systems
Chapter 37: The Endocrine System
Chapter 38: The Musculoskeletal System
Chapter 39: The Respiratory System
Chapter 40: The Circulatory System
Chapter 41: Osmotic Regulation and Excretion
Chapter 42: The Immune System
Chapter 43: Animal Reproduction and Development
Chapter 44: Ecology and the Biosphere
Chapter 45: Population and Community Ecology
Chapter 46: Ecosystems
Chapter 47: Conservation Biology and Biodiversity
Plus  Chapter summaries, Review questions, Critical thinking questions, Answer keys, Key terms by chapter, Embedded supplemental learning links.
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Buy Print Version USD $39.20 (paperback, grayscale, 556 pages) Lulu.com ISBN: 978-1-312-40299-7

►TBQ, “College Physics” Vol 2 of 3 (Chapters 13 – 24) 2013

phyaicsvol2coverlulu“College Physics” Vol 2 of 3 (Chapters 13 – 24) 2012 (download free pdf), 498 pages, 40 Mb). See volume chapter headings below.

Purchase Vol 2- grayscale print version   ($39.95 + shipping)

An open license textbook originally published by Openstax College of Rice University.

Volume 2 Chapters 12-24
Product Details
ISBN     9781304784568
Copyright Original by Openstax College (Creative Commons Attribution 3)
Edition   June 2013
Publisher  Textbook Equity Published
January 7, 2014
Language  English Pages

Volume 2 of 3:  Chapter Headings

13  Temperature, Kinetic Theory, and the Gas Laws
14  Heat and Heat Transfer Methods
15  Thermodynamics
16  Oscillatory Motion and Waves
17  Physics of Hearing
18  Electric Charge and Electric Field
19  Electric Potential and Electric Field
20  Electric Current, Resistance, and Ohm’s Law
21  Circuits, Bioelectricity, and DC Instruments
22  Magnetism
23  Electromagnetic Induction, AC Circuits, and Electrical Technologies
24  Electromagnetic Waves
Appendices
A Atomic Masses
B Selected Radioactive Isotopes
C Useful Information
D Glossary of Key Symbols and Notation
Index (Vol 1 – 3)


Volume 3 of 3 Chapter Headings

25 Geometric Optics
26 Vision and Optical Instruments
27 Wave Optics
28 Special Relativity
29 Introduction to Quantum Physics
30 Atomic Physics
31 Radioactivity and Nuclear Physics
32 Medical Applications of Nuclear Physics
33 Particle Physics
34 Frontiers of Physics
Appendices
A Atomic Masses
B Selected Radioactive Isotopes
C Useful Information
D Glossary of Key Symbols and Notation
Index (Vol 1 – 3)


Volume 1 of 3 Chapter Headings

1 Introduction: The Nature of Science and Physics
2 Kinematics
3 Two-Dimensional Kinematics
4 Dynamics: Force and Newton’s Laws of Motion
5 Further Applications of Newton’s Laws: Friction, Drag, and Elasticity
6 Uniform Circular Motion and Gravitation
7 Work, Energy, and Energy Resources
8 Linear Momentum and Collisions
9 Statics and Torque
10 Rotational Motion and Angular Momentum
11 Fluid Statics
12 Fluid Dynamics and Its Biological and Medical Applications
Appendices
A Atomic Masses
B Selected Radioactive Isotopes
C Useful Information
D Glossary of Key Symbols and Notation
Index (Vol 1 – 3)

Repost:"Giving it away for free: sharing really is caring in the open education movement"

Giving it away for free: sharing really is caring in the open education movement

By Ruth Jelley, La Trobe University and Christopher Scanlon, La Trobe University

The New York Times dubbed 2012 the year of the MOOC. And for many, the seemingly unstoppable rise of Massive Open Online Courses – courses which are offered for free by prestigious universities – is where the discussion about open education begins and ends.

But MOOCs are only the most visible part of a larger movement, one that is slowly but surely transforming the way we do education and think about educational products and services.

Welcome to the world of open educational resources (OER).

OERs include everything from peer-created and edited texts and ebooks to sound recordings and videos that are licensed for open use and re-use. Where publishers normally impose hefty fees (mainly paid for by students) for the use of their products and services, and impose restrictions on how content can be used, the ethos of the open educational resource movement is share and share alike.

OERs are created in open formats rather than those that are owned by large companies and distributed under open licence regimes such as Creative Commons.

Rather than locking users into a particular format or a particular publishing ecosystem, such as iTunesU, the OER movement encourages experimentation and reuse via the open web. More particularly, the OER movement seeks nothing less than a revolution in breaking down the barriers to sharing knowledge, especially those barriers that separate the developed and developing worlds.

It sounds good, but is OER pie-in-the-sky thinking? Why would anyone spend their valuable time developing content only to give it away? Surely only the most utopian optimist high on the fumes of the internet could imagine that OERs will have a life.

There are many reasons why the future is bright for open educational resources. The model of commercial publication of academic research, where publicly funded research is locked up and sold by commercial publishers, is increasingly coming under challenge. And it’s not just a motley collection of annoyed academics, either.

Research bodies in countries including Australia the US and the UK are insisting on open access to research as a condition of their funding. If widely adopted, developing open research resources won’t just be good practice. Increasingly it will be a requirement of funding.

For example, in October last year, the Australian Research Council announced that it was looking at mandating open access for scientific research that it funds.

Similarly, this year US Office of Science and Technology Policy Director John Holdren issued a memo to ensure that Federal agencies with more than US$100 million in research and development expenditures to make the results of federally funded research freely available to the public within one year of publication.

The move towards open access isn’t restricted to the education sector. The Australian Attorney-General has endorsed a recommendation that Australian government agencies license their Public Sector Information under a Creative Commons attribution licence.

While the flurry of activity around open access might seem new, OER isn’t new at all. It’s simply a new term for a set of practices and ideas that are as old as Socrates. What we now call “higher education” has for most of human history been based on a gift economy where intellectuals and those with intellectual training essentially gave away the fruits of their labour — or did so without expectation of gain.

That started to change in the latter half of the twentieth century when education and educational services and products came to be regarded as products, much like any other. Ever since, the costs of education have skyrocketed, putting quality education out of reach for all but the most privileged.

The OER movement seeks to use the internet to reverse this trend. It’s about returning us to an intellectual culture that more closely resembles gift exchange.

Australian institutions have jumped on the open education bandwagon but not in a way that embraces these aspirations – we’re still looking at it as an education-as-service model. In doing so, we could be at risk of closing ourselves off from the real purpose of the open education movement.

Ruth Jelley is affiliated with the Open Education Working Group at La Trobe University and is employed by the Faculty of Business Economics and Law to investigate OER implementation.

Christopher Scanlon does not work for, consult to, own shares in or receive funding from any company or organisation that would benefit from this article, and has no relevant affiliations.

The Conversation

This article was originally published at The Conversation.
Read the original article.

How MOOCs are derailing Open Education: George Siemens ICDE World Conference keynote

icdelogo“A pioneer of Massive Open Online Courses (MOOCs), George Siemens of Athabasca University, Canada, is one of the impressive list of keynote speakers confirmed for ICDE’s World Conference to be hosted by Tianjin Open University, China, 16-18 October 2013. Siemens contends that the most prominent MOOCs are failing the ideals of the Open Education movement.”

http://www.icde.org/How+MOOCs+are+derailing+Open+Education%3A+George+Siemens+ICDE+World+Conference+keynote.b7C_wJLMZ1.ips