2026-05-17T10:49:16Zhttps://openlibrary-repo.ecampusontario.ca/oai/request

oai:openlibrary-repo.ecampusontario.ca:123456789/12812024-08-27T19:32:16Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Underground Railroad Still, William Slavery Humanities Humanities - History & Cultural Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Underground Railroad (1872) is a book by African-American abolitionist and Father of the Underground Railroad, William Still. The book is a collection of testimonies from nearly 650 slaves who escaped to freedom via the Underground Railroad. 2022-04-27T18:43:53Z 2022-04-27T18:43:53Z 2022-02-15 Book 0029b351-9ea2-4ecf-a658-4769f4ca09a1 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1281 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0029b351-9ea2-4ecf-a658-4769f4ca09a1 eng https://pressbooks.library.torontomu.ca/theundergroundrailroad/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/12412024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Jane Eyre Brontë, Charlotte Feminism Humanities - Literature Jane Eyre (1847) is a novel by English writer Charlotte Brontë, published under the pen name Currer Bell. The novel was the first of its kind to use first-person narrative to highlight the protagonist's moral and spiritual development. Often credited for revolutionizing prose fiction, the book is also considered to be ahead of its time for how it explores topics like class, sexuality, religion, and feminism, and for Jane's individualistic character. 2022-04-21T18:36:41Z 2022-04-21T18:36:41Z 2022-02-15 Dataset 009145a2-a8f2-4835-86b4-00f74778b0c9 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1241 https://openlibrary.ecampusontario.ca/catalogue/item/?id=009145a2-a8f2-4835-86b4-00f74778b0c9 eng https://pressbooks.library.torontomu.ca/janeeyre/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ text/xml text/xml application/pdf application/pdf application/epub+zip image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/11772024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Supporting Mr. Santos with a Safe Transfer The Canadian Institute for Seniors Care Conestoga College The Students and Faculty with the School of Health and Life Sciences at Conestoga College Transfers Long-Term Care Seniors Health Sciences - Allied Health Health Sciences - Nursing This module will provide learners with the opportunity to support Mr. Santos who lives with dementia and vision and hearing changes. Learners will support Mr. Santos with a safe transfer from his bed to his wheelchair and from his bed to a stretcher using cueing. Learners will review strategies to support a holistic, person-centred approach for people living with dementia through interprofessional collaboration. Target Audience: Personal Support Workers, Practical Nursing and Paramedics 2022-04-08T18:32:41Z 2022-04-08T18:32:41Z 2022 Learning Object 01c5d80f-104a-4b8a-bd60-ee3f7aa6293b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1177 https://openlibrary.ecampusontario.ca/catalogue/item/?id=01c5d80f-104a-4b8a-bd60-ee3f7aa6293b eng https://app.affinitylearning.ca/community/browse/491 CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ The Government of Ontario and eCampusOntario’s Virtual Learning Strategy application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12792024-08-27T19:32:16Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Utilitarianism Mill, John Stuart Utilitarianism Social Sciences Social Sciences - Economics Social Sciences - Philosophy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Utilitarianism (1863) is a collection of essays by English philosopher and political economist John Stuart Mill. The book provides a comprehensive explanation of what utilitarianism is in order to present it as the best theory of ethics and to defend it against criticisms and misunderstandings. 2022-04-27T18:39:33Z 2022-04-27T18:39:33Z 2022-02-15 Book 0272152e-a169-4b29-9a92-a42c2ed2d119 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1279 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0272152e-a169-4b29-9a92-a42c2ed2d119 eng https://pressbooks.library.torontomu.ca/utilitarianism/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/epub+zip text/xml text/xml application/pdf application/pdf image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/14982024-02-19T16:22:04Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Virtual Learning Resources for Education and Training in Neutron Scattering Clancy, Patrick Van Gastel, Greg McMillan, Taryn Huang, Symphony Hsiao-Yuan Smith, Evan Zi, Yijia DiPasquale, Mitchell Gbadamosi, Omotayo Henderson, Melissa Himbert, Sebastian Mueller, Eva Yuan, Bo Clancy, Patrick Van Gastel, Greg McIntosh, Amy Crosbie Ramsay, Vanessa Gaulin, Bruce Kim, Young-June Marquardt, Drew Rheinstadter, Maikel Yamani, Zahra Neutron scattering Materials science Sciences - Chemistry Sciences - Physics This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. These resources include material for a new online course on neutron scattering and software for simulations of two neutron scattering instruments at the McMaster Nuclear Reactor. Neutron scattering is a powerful experimental technique, which is used to investigate the structural and magnetic properties of materials ranging from high temperature superconductors and quantum magnets to biological membranes and batteries. This online course, Introduction to Neutron Scattering, is primarily targeted at upper year undergraduate students with a background in Physics, Chemistry, or Materials Science. It is based on a series of virtual lab experiments designed to illustrate the key principles and applications of neutron scattering. These experiments can be combined to form a one-semester stand-alone course, or they can be used individually as modules for an existing upper year laboratory or experimental methods course. The experiments are accompanied by a series of research applications videos, which highlight the ways Ontario students are using neutrons to address current scientific challenges. They are also accompanied by a set of short introductory videos, which are designed to be integrated into First Year Physics or Chemistry courses. The interactive simulation consists of two virtual neutron scattering instruments: the McMaster Alignment Diffractometer (MAD), a general purpose triple-axis neutron spectrometer, and the McMaster Small Angle Neutron Scattering facility (MacSANS). These simulations are based on real neutron scattering instruments at the McMaster Nuclear Reactor, which are the only instruments of their kind in Canada. These simulations are highly complementary to the online course material, and can be used to illustrate the operating principles for two of the most common neutron scattering techniques employed in the study of materials. 2022-06-23T20:35:49Z 2022-06-23T20:35:49Z 2022-02-28 Learning Object 02730675-3ed7-491c-aedc-a4fe5bd9d38b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1498 https://openlibrary.ecampusontario.ca/catalogue/item/?id=02730675-3ed7-491c-aedc-a4fe5bd9d38b eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Patrick Clancy, McMaster University application/zip application/zip McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/17432025-08-28T17:32:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Enhanced introductory college chemistry (Version 1.0 January 2024) Anderson, Gregory MacDonald, Jackie Richards, Adrienne Sullivan Sauer, Samantha van Haarlem, J.R. Wegman, David Fahey, Caryn Booth, Jen Chemistry Sciences Sciences - Chemistry This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. Chapter 1: Welcome to Chemistry! Chapter 2: Understanding Measurement Chapter 3: Building Blocks of Matter Chapter 4: Matter and its Properties Chapter 5: Introductory Atomic Theory and Structure Chapter 6: Inorganic Compound Nomenclature Chapter 7: A Mole of Compounds Chapter 8: Chemical Equations Chapter 9: Stoichiometry using Chemical Equations Chapter 10: Modern Atomic Theory Chapter 11: Chemical Bonding Chapter 12: Gases Chapter 13: Properties of Liquids and Water Chapter 14: Solutions Chapter 15: Reactions in Aqueous Solutions Chapter 16: Acids and Bases Chapter 17: Equilibrium and Equilibrium Constants Chapter 18: Oxidation-Reduction Enhanced Introductory College Chemistry is a collaboratively created textbook with Georgian College, Loyalist College and Conestoga College supported by a VLS grant from eCampus Ontario. It is designed to address most chemistry topics covered in an introductory chemistry course in most program areas. Topics include measurement, matter, atomic theory, nomenclature, moles, chemical equations, stoichiometry, chemical bonding, gases, liquids, solutions, acids and bases, equilibrium and oxidation-reduction. Each chapter contains examples, relevant images, embedded videos, exercises and interactive exercises with answers, links to external interactive tools, glossary, and review practice questions with selected answers. A noted effort was made to include Indigenous examples to support chemistry learning as well as highlighting Scientists in Action. Extensive resources to support Indigenization of chemistry and Equity, Diversity and Inclusion in chemistry are provided in the front matter. Accessibility of learning material was addressed through descriptive alt-text and screen reader supported text wherever possible. Additional resources of image banks for faculty are also available. Authors of this book will use portions of it for introductory chemistry courses in Biotechnology, Environmental Science, College and Career Preparation and Pre-Health Science programs. 2023-03-02T20:12:45Z 2023-03-02T20:12:45Z 2023-02-28 2024-01-03 Book Learning Object 033d27f4-a8b0-4f79-b103-628395c1ce13 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1743 https://openlibrary.ecampusontario.ca/catalogue/item/?id=033d27f4-a8b0-4f79-b103-628395c1ce13 eng https://ecampusontario.pressbooks.pub/enhancedchemistry https://openlibrary.ecampusontario.ca/catalogue/item/?id=5423ccb3-431d-40b2-8f82-f5ebfdd8a8c1 CC BY | https://creativecommons.org/licenses/by/4.0/ application/pdf text/xml image/jpeg application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/11642024-12-09T15:37:51Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Understanding Media and Culture Northern College Media Culture Technology Art & Design - Digital Arts Humanities - History & Cultural Studies Social Sciences - Information Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Understanding Media & Culture provides foundational knowledge about modern mass media, its impact on our global cultures and you as in individual. It covers topics in digital media, social media, media literacy, digital news, podcasting, and gaming. Further, it covers the historic context of modern mass media as it emerged from film, television, music. Finally, the topics of propaganda, advertising and public relations are examined. The course will challenge learners with two major assignments where they will create two media products of their own such as a podcast or social media campaign. 2022-04-06T14:00:29Z 2022-04-06T14:00:29Z 2022-02-25 Learning Object 0358f3a1-f333-4434-a2e6-1d0f65ae89c0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1164 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0358f3a1-f333-4434-a2e6-1d0f65ae89c0 eng CC BY | https://creativecommons.org/licenses/by/4.0/ Northern College application/zip image/png application/pdf application/pdf Northern College

oai:openlibrary-repo.ecampusontario.ca:123456789/14872025-01-16T16:22:15Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Virtual Simulation : An Educator's Toolkit (v. 1.9 - February 27, 2023) Verkuyl, Margaret Dubois, Nicole Goldsworthy, Sandra Merwin, Theresa Willet, Timothy Job, Treva Atack, Lynda McLaughlin, Brittney Tassone, Bruno Battista, Colleen Baker, Cynthia Orr, Elizabeth Wright, Jennifer Weiss, Karl Walt, Kendra McEwan, Marie O'Keefe-McCarthy, Sheila Bansal, Shikha Ayres, Stephanie Hill, Tracey Belmonte, Amanda Boorsma, Rachel Chan, Timothy Carlos, Joselia Education Virtual simulation Support Resources - Career Development Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Introduction 2. Professional Development 3. Prebriefing 4. Enactment 5. Debriefing 6. Evaluation This open access eTextbook was developed as a resource to help educators and simulationists use the virtual simulations with learners in all educational settings. It is designed to highlight key concepts related to educator preparation, prebrief, enactment, debrief and evaluation stages required for providing an effective virtual simulation learning experience. The foundational information in this eTextbook will benefit any educator who is using virtual simulation in a course, lab, clinical setting or to augment clinical practice. 2022-06-22T15:26:07Z 2022-06-22T15:26:07Z 2022-02-28 2023-05-30 Book 03d12549-f63e-4570-81e7-55bc0cd50b43 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1487 https://openlibrary.ecampusontario.ca/catalogue/item/?id=03d12549-f63e-4570-81e7-55bc0cd50b43 eng https://ecampusontario.pressbooks.pub/vlsvstoolkit/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc/4.0/ image/png application/epub+zip application/pdf text/xml

oai:openlibrary-repo.ecampusontario.ca:123456789/14472024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Summer English Language Program Pearce, Donna Friesen, Eldon Skrba, Aleksandra Momot, Nicholas ESL English as a Second Language Humanities - Language & Linguistics This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This five-week ESL program is designed to provide students at the intermediate and advanced levels opportunities to improve their language skills across all competencies. This is a perfect program for short-term ESL groups who want to have fun while increasing their English-language knowledge and proficiency. 2022-06-10T19:23:36Z 2022-06-10T19:23:36Z 2022-02-28 Learning Object 04c13f3a-ccfb-41b1-8181-cb41bf2a9bc3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1447 https://openlibrary.ecampusontario.ca/catalogue/item/?id=04c13f3a-ccfb-41b1-8181-cb41bf2a9bc3 eng CC BY | https://creativecommons.org/licenses/by/4.0/ Brock University application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document Brock University

oai:openlibrary-repo.ecampusontario.ca:123456789/10712024-07-24T14:38:28Zcom_123456789_1001col_123456789_1004

Introduction to Clinical Skin and Wound Care : Application for Practice Jaimangal, Reneeka Goodman, Laurie Sibbald, Gary Health Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. Students will develop skills to identify wounds and their ability to heal or non-healable wounds along with expected healing rates. These skills will apply the evidence-based framework (scientific studies, expert knowledge and patient preference) from Wound Bed Preparation. Common wound types include pressure injuries, leg ulcers (vascular and other causes), diabetic and other foot wounds (including neuropathic, ischemic or combination). 2022-03-14T21:10:20Z 2022-03-14T21:10:20Z 2022 Other 04d68b37-e505-4bf4-b89e-f8a1774c9352 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1071 https://openlibrary.ecampusontario.ca/catalogue/item/?id=04d68b37-e505-4bf4-b89e-f8a1774c9352 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11592025-02-24T20:51:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Communication Essentials for College (v. 1.2 - January 2024) Quibell, Amanda Cramer, Emily Booth, Jen Communication writing Humanities - Communication Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Chapter 1: Introduction II. Chapter 2: Reading & Writing for College III. Chapter 3: The Writing Process: How do I begin? IV. Chapter 4: Writing Essays from Start to Finish V. Chapter 5: Rhetorical Modes VI. Chapter 6: Introduction to Research Writing VII. Chapter 7: Writing a Research Paper VIII. Chapter 8: APA Style Tutorial IX. Chapter 9: Presentations X. Chapter 10: Working in Teams XI. Chapter 11: Writing Basics: What Makes a Good Sentence? XII. Chapter 12: Punctuation XIII. Chapter 13: Working with Words: Which Word is Right? XIV. Chapter 14: Refining Your Writing: How Do I Improve My Writing Technique? XV. Chapter 15: Help for English Language Learners This open textbook brings together a variety of resources that guide college students in introductory communication courses. Communication Essentials for College focuses on fundamental academic skills, including: studying and note taking, writing and researching, using APA style citations, presenting, and working in teams. 2022-04-05T14:30:17Z 2022-04-05T14:30:17Z 2022-02-25 2023-05-19 2023-07-05 2024-01-30 Learning Object 04fc33d2-be55-41a2-8000-00b75a2ec950 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1159 https://openlibrary.ecampusontario.ca/catalogue/item/?id=04fc33d2-be55-41a2-8000-00b75a2ec950 eng https://ecampusontario.pressbooks.pub/gccomm/ https://open.lib.umn.edu/writingforsuccess/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ Georgian College image/jpeg application/pdf application/pdf application/pdf Georgian College

oai:openlibrary-repo.ecampusontario.ca:123456789/13422024-08-28T16:31:43Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Decolonial Struggle Course Pedri-Spade, Celeste Pitawanakwat, Brock Hall, Laura Rutherford, Scott Yerxa, Jana-Rae Thorton, Toni Garton, Kendall Eagen, Rachel D'Souza, Danielle Sweetman, Rebecca Enright, Julian Moran, Rodrigo Stone, Trevor Mayo, Sean Brothers, Kate Sullivan, Julia Lutz, Kyla Settler Colonialism Decolonization Social Sciences Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Decolonial Struggle is a course that challenges students to critically examine the ways in which colonialism and decolonization has shaped the social, political, historical and economic landscapes of settler states. The first part of this course focuses on the relational dynamics between the colonizer and the colonized, elucidating how this relationship has impacted historic and contemporary understandings of indigeneity and sovereignty. The second part of the course addresses the various ways that both Indigenous and non-Indigenous peoples work towards decolonization through processes of ‘unlearning’ and re-presencing. 2022-05-13T14:01:18Z 2022-05-13T14:01:18Z 2022-02-28 Learning Object 0531a814-5681-43b2-b15f-fd863d4b43f0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1342 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0531a814-5681-43b2-b15f-fd863d4b43f0 eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Queen's University TK Notice | https://localcontexts.org/notice/tk-notice/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip Queen's University

oai:openlibrary-repo.ecampusontario.ca:123456789/14852024-07-25T14:59:27Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Post-Secondary 101 : The First-Year Transition Reka, Vanessa Sczyrek, Samantha O'Neil, Ashlyne Crump, Cindy Oakley, Beth Alghizi, Sarah Academic success First-year transition Transition support Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Getting Started II. Learning Skills and Learning Guidelines III. Health and Wellness IV. Getting Involved V. Resources and Support VI. Logistics of Post-Secondary Education VII. Institutional Adaption Guide This Pressbook was designed by an interdisciplinary team of students and staff at the University of Windsor, to provide a streamlined approach to transition support. As a consolidation of resources, information, and activities, students can make their way through the entire module, or choose which components are most useful to them. 2022-06-22T14:31:51Z 2022-06-22T14:31:51Z 2022-02-28 Learning Object 055b5cae-2750-48a8-bc4d-0e2e24354e49 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1485 https://openlibrary.ecampusontario.ca/catalogue/item/?id=055b5cae-2750-48a8-bc4d-0e2e24354e49 eng https://ecampusontario.pressbooks.pub/firstyeareco2022 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Windsor image/png application/epub+zip application/pdf application/pdf text/html text/html text/xml text/xml application/vnd.oasis.opendocument.text application/imscc application/imscc application/zip application/zip application/zip University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/14822024-09-24T18:11:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Preparing Health Professional Learners for Clinical Workplaces : A Digital, Interprofessional Course : Module 5 - Virtual Care Azim, Arden Wojkowski, Sarah Sibbald, Matthew Monteiro, Sandra Wang, Bingxian Grierson, Lawrence Stefanova, Isabella Nash, Chris Connelly, Denise Kinloch, Michaella Press, Sabrina Brown, Annette Interprofessional Virtual care Health Sciences - Allied Health Health Sciences - Dentistry Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Module 5 is a self-directed interprofessional learning module on Virtual Care, where learners will: 1. Understand approaches to integrating virtual care technologies into an interprofessional patient care plan--2. Demonstrate an understanding of the professional role in virtual care, and an approach to translating professional competencies to virtual patient care--3. Develop an approach to interprofessional and patient/client-centered communication in the virtual space--4. Plan an approach to a virtual care patient visit. 2022-06-21T19:07:47Z 2022-06-21T19:07:47Z 2022-02-28 Learning Object 05ac7d45-863a-4e58-9f74-edae0be0e28b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1482 https://openlibrary.ecampusontario.ca/catalogue/item/?id=05ac7d45-863a-4e58-9f74-edae0be0e28b eng https://openlibrary.ecampusontario.ca/item-details/#/670aedf8-e774-4a40-9df6-81292bbb5c93 https://openlibrary.ecampusontario.ca/item-details/#/53beb06a-cb77-4275-8b77-72dc4cb3eab3 https://openlibrary.ecampusontario.ca/item-details/#/930a418f-91f9-452f-b118-f95462eb157b https://openlibrary.ecampusontario.ca/item-details/#/583e4414-b35d-415b-8990-553a02f03e63 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf application/pdf Centre for Simulation-Based Learning, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/12592024-03-19T21:43:56Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Indigenous Healthcare Education and Practice : Applying Digital Teaching and Learning Resources to the TRC's Calls to Action Barton, Shalisa Brant, Bailey Brant, Lindsay Burger, Rachel Cofie, Nicholas Crowson, Holly Dalgarno, Nancy Da Silva, Mikaila Flynn, Leslie Funnell, Sarah Graham, Natalie Hallam, Brian Hill, Janice Hoffman, Bryn Horton, William Kalun, Portia Kehoe, Gracie Kelly, Stephen Kenealy, Laura Kolomitro, Klodiana Krezonoski, Michelle Leblanc, Joseph Lim, Joeline McGregor, Lorrilee Mena, Trinidad Moher, Jack Mulder, Jeanne Pennington, Jason Phillips, Wendy Smiley, Douglas Smith, Mary Sparks, Stephen Stockley, Denise Stodola, Jenny Turnnidge, Jennifer Valarezo, Giselle van Wylick, Richard Verma, Sarita Wickett, Sarah Wanakamik, Yolanda Brant, Lindsay Brumwell, Colson Cardinal, Jaylene Cywink, Michael Granberg, Mance Smillie, Christarr Riel, Georgina St. Pierre, Aaron DeBryn, Jenny Indigenous Healthcare Truth and Reconciliation Commission Calls to Action Undergraduate/Postgraduate Education Health Sciences Health Sciences - Allied Health Health Sciences - Dentistry Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Health Sciences - Rehabilitation Therapies Public Services Public Services - Education Public Services - Public Health Social Sciences Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The mandate of the Truth and Reconciliation Commission (TRC) of Canada has been viewed as central to highlighting the systemic gaps in Indigenous peoples’ physical, mental, emotional and spiritual wellness, and dismantling anti-Indigenous racism. Guided by the TRC’s Calls to Actions on education, health, and education for reconciliation, this project focused on creating an online digital collection for healthcare learners that translates the Calls to Action into educational content that can be implemented in meaningful, practical, and culturally appropriate ways within healthcare education and practice. The topics of the digital collection were informed by collaborations with researchers and practitioners in healthcare and education, community partners, and learners. The creation of the digital collection was informed by the TRC’s Calls to Action and the principle of two-eyed seeing, which focuses on facilitating an online experience that respects and builds on the strengths of both Indigenous and Western ways of knowing and learning. The seven themes represented in the digital collection are (a) Historical Perspectives of Indigenous Peoples in Canada and Implications for Health Outcomes, (b) Biases, Racism, and Discrimination in Healthcare. (c) Indigenous Ways of Knowing and Healthcare, (d) Healthcare Rights, (e) Healthcare Services, (f) Culturally Safe Healthcare, and (g) Intersections between Education and Healthcare. Each of these themes has been developed into an open-access online module. Six pieces of artwork created by Indigenous artists that represent one or more of the seven project themes are also included. Providing community-informed, accessible educational resources for healthcare learners is one way to help ensure that the TRC’s Calls to Action will be translated into meaningful change in clinical knowledge and practice by future generations of healthcare practitioners on the path to reconciliation and health equity. 2022-04-25T18:46:17Z 2022-04-25T18:46:17Z 2022-02-28 Learning Object 061037a1-d245-4e25-9a03-f174873caec3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1259 https://openlibrary.ecampusontario.ca/catalogue/item/?id=061037a1-d245-4e25-9a03-f174873caec3 eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ Queen's University TK Notice | https://localcontexts.org/notice/tk-notice/ application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf Queen's University

oai:openlibrary-repo.ecampusontario.ca:123456789/14582025-03-04T15:15:17Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Introduction to Wood Design (v 1.0 - December 2023) Van Engelen, Niel Canadian Wood Council Engineering - Civil This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This course has been developed as a collaboration between the Government of Ontario, eCampusOntario, the Canadian Wood Council (CWC), and the University of Windsor. The materials form a template for an introductory course on structural wood design with emphasis on virtual delivery. The course is appropriate for inclusion in CEAB accredited engineering programs in Canada. Four-, six-, and twelve-week versions of the course are available to allow for the possibility of the course being included within existing courses or offered as an independent course. The material is appropriate for third or fourth year undergraduate students (fourth year recommended) or some course based graduate programs. It is assumed that the students have previously been exposed to wood as a material through a prior or concurrent materials course and have taken structural mechanics courses as prerequisites. Thus, the primary emphasis of the course is on designing wood structures based on the requirements of CSA O86 as well as the proper use of the Wood Design Manual (e.g., how to navigate the text and use the selection tables). Instructors are invited to modify the content of the course to reflect their teaching style, desired difficulty, and requirements for their program. 2022-06-13T19:34:38Z 2022-06-13T19:34:38Z 2022-02-28 2023-12-18 Learning Object 06359446-d8f0-465e-b7c9-b3834efc720d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1458 https://openlibrary.ecampusontario.ca/catalogue/item/?id=06359446-d8f0-465e-b7c9-b3834efc720d eng Resources for Educators : Test bank and assignment solutions | mailto:open@ecampusontario.ca CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ University of Windsor application/zip application/zip application/zip application/zip application/zip application/zip University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/10272025-01-31T19:31:22Zcom_123456789_1001col_123456789_1004

Fluid Power Trainer Simulator Noordstra, Gary Yacknowiec, Dennis Perras, Tyler Catallo, Tanya Perras, Tyler Chea, Visal Trades Vocation Hydraulics Fluid Power Simulation Trades Trades - Industrial Trades - Motive Power This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. The Fluid Power Trainer simulator, comprised of a series of circuits, provides learners with a digital simulator, enabling them to learn and practice their skills virtually, better preparing them to apply these skills in the shop and in industry. The integration of a high-quality digital simulator provides learners with 21st century digital tools as life-long learners. Learners can repeatedly practice their skills as much as needed so that they master the necessary foundational skills. With the simulator, learners will build circuits that model hydraulic principles; manipulate industry-specific virtual equipment; and learn how to read hydraulic drawings. The simulator allows learners to go back and refresh their skills as many times as they need to. Learners are provided with the ability to practice and fail without faculty watching over their shoulders, providing a safe place to learn at their pace. 2022-03-02T20:37:27Z 2022-03-02T20:37:27Z 2022-02-17 Learning Object 06bb6ff0-161b-469a-99ed-ce7a74f607da https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1027 https://openlibrary.ecampusontario.ca/catalogue/item/?id=06bb6ff0-161b-469a-99ed-ce7a74f607da eng OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf Durham College application/msword application/zip application/zip application/zip application/zip application/zip image/jpeg Centre for Teaching and Learning, Durham College

oai:openlibrary-repo.ecampusontario.ca:123456789/11932024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Wuthering Heights Brontë, Emily Fiction Humanities - Literature Wuthering Heights (1847) is a novel by English author Emily Brontë; it was initially published under the pseudonym Ellis Bell. The story follows the interactions between two land-owning families living on the West Yorkshire moors, the Earnshaws and the Lintons, and their turbulent relationships with the Earnshaw's adopted son, Heathcliff. 2022-04-13T15:34:44Z 2022-04-13T15:34:44Z 2022-02-15 Learning Object 06c8a049-7272-448a-91d8-8793e93e40cd https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1193 https://openlibrary.ecampusontario.ca/catalogue/item/?id=06c8a049-7272-448a-91d8-8793e93e40cd eng https://pressbooks.library.torontomu.ca/wutheringheights/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ image/png text/xml text/html application/pdf application/pdf application/epub+zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/13582024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Five Practices to Support Math Consolidation Finney, Neil Jeethan, Anthony Zupan, Marla #IntentionalPlanning #KeyIdeas #WorkSamples Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Neil Finney reveals 5 practices to support student consolidation in mathematics. He references using the five practices for orchestrating productive math discussions by Smith & Stein to explain how engagement, problem solving, work samples and key ideas can support students’ understanding of mathematical concepts. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-18T17:22:33Z 2022-05-18T17:22:33Z 2022-02-28 Video 07ae5f14-ddb0-43d7-8c8d-0244a1393cd4 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1358 https://openlibrary.ecampusontario.ca/catalogue/item/?id=07ae5f14-ddb0-43d7-8c8d-0244a1393cd4 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/18032025-08-28T17:17:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Digital privacy : Leadership and policy Bill, Muirhead Lorayne, Robertson Lorayne, Robertson Bill, Muirhead James, Robertson Heather, Leatham Laurie, Corrigan Amel, Belmahdi Chris, Craig Privacy Policy Education Humanities - Digital Humanities Humanities - Science & Technology Studies Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This graduate course and accompanying textbook Billexamines research, policy and educational practices surrounding digital privacy and online learning in education. As more students move online, more critical analysis of the digital privacy risks to students and educators is needed, as well as new policies. Students will critically analyze international research to gain awareness of how different jurisdictions are responding to issues such as the potential loss of privacy and control over their personal information. The companion text book examines digital privacy and leadership from a variety of perspectives and is meant to complement the course materials. 2023-03-31T14:18:49Z 2023-03-31T14:18:49Z 2022-02-28 Learning Object 08296ad0-6201-40c1-b0fe-fd780cffa640 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1803 https://openlibrary.ecampusontario.ca/catalogue/item/?id=08296ad0-6201-40c1-b0fe-fd780cffa640 eng https://ecampusontario.pressbooks.pub/digitalprivacyleadershipandpolicy/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/epub+zip application/pdf application/pdf text/html text/xml application/vnd.oasis.opendocument.text text/html

oai:openlibrary-repo.ecampusontario.ca:123456789/13512024-12-12T18:14:56Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Game-Based Learning Aquil, Ammar Jeethan, Anthony Zupan, Marla #CodingCareer #StudentLeadership #ProblemSolving Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Ammar Aquil distinguishes between gamification and game-based learning (GBL) in the classroom. He describes several video games that are being used to support instruction in both primary and secondary grades. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-17T17:50:59Z 2022-05-17T17:50:59Z 2022-02-28 Video 08e085d5-01b5-4a45-b4da-b6d68ca6cf3d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1351 https://openlibrary.ecampusontario.ca/catalogue/item/?id=08e085d5-01b5-4a45-b4da-b6d68ca6cf3d eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/11542024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Trades Math Practice App Gallo, Nancy Wynters, Ibrahim Maracle, Katie Gallo, Nancy Skye, Angel Rowbottom, Nathan Grey, Sam Rowbottom, Livia Quacquarelli, Luca Sandy, Derek Jamieson, Nathan Bomberry, Lisa Jamieson, Rebecca trades math; beginner math; math practice app Sciences - Mathematics & Statistics Support Resources - Career Development Support Resources - Learner Success Trades - Construction Trades - Industrial This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This mobile application helps learners develop their conceptual and practical skills in math for the skilled trades. Exercises support the development of mathematical acumen, and the application of math concepts to solve practical, helping users build and maintain a working knowledge of the math required for their chosen trade. This open educational recourse benefits by engaging them through relevant content and the real-life situations they may encounter on the job. The app may also be useful to individuals considering a career in the skilled trades, so they can better understand the level of mathematical acumen required. In the development process, Six Nations Polytechnic STEAM students developed, coded, and input questions for 68 topics. Approximately 350 math questions, and 68 assessments and textbook resources, were linked to the topics and questions. The topics list includes: 1-D and 2-D figures, adding decimals, adding integers, adding like fractions, adding unlike fractions, addition 1, addition 2, angles, area, and area of composite shapes. This app is easy to use, provides self-directed review and practice, while additions and modifications can be made to the code base. 2022-04-04T20:49:45Z 2022-04-04T20:49:45Z 2022-02-25 Software 09a0b038-c2cf-4a99-94c0-1a85ee6afa06 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1154 https://openlibrary.ecampusontario.ca/catalogue/item/?id=09a0b038-c2cf-4a99-94c0-1a85ee6afa06 eng GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html Six Nations Polytechnic application/pdf application/zip Six Nations Polytechnic

oai:openlibrary-repo.ecampusontario.ca:123456789/11192024-12-09T16:54:43Zcom_123456789_1001col_123456789_1004

Digital Marketing Techniques Pentiricci, Catherine Robinson, Amanda Wells, Andrew Callan, Alana Digital marketing Business & Economy - Business Management Humanities - Communication Studies Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. Through this micro-credential, learners will discover how to use direct digital market tools to engage and expand their customer base. Students will learn how to create successful email campaigns, tweak the content of their website to improve its ranking in searches (SEO - Search Engine Optimization) and place paid ads that will appear in searches related to their website (SEM – Search Engine Marketing). These techniques can give learners a sophisticated approach to reaching their target audience on social platforms, websites, and apps. Students will need to register for the Mimic Pro simulation. The learning outcomes are 1. Compare and contrast different digital direct marketing tools, explore how they are used in advertising across social platforms, websites, and software applications--2. Identify the structure and process for developing email campaigns and practice creating one--3. Identify and define the foundations of Search Engine Optimization and Search Engine Marketing--4.Apply digital advertising techniques and technology to target audiences. This micro-credential includes learning lessons, student activities, and assignments. The course can be downloaded into a learning management system such as Desire2Learn or Brightspace. 2022-03-23T19:27:01Z 2022-03-23T19:27:01Z 2022 Learning Object 09f8cca9-0071-4086-95fe-eceb3a133250 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1119 https://openlibrary.ecampusontario.ca/catalogue/item/?id=09f8cca9-0071-4086-95fe-eceb3a133250 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/13482024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Indigenous Lifeways in Canadian Business Evans, Russell Sterling, Maureen Mihalicz, Michael Stolarchuk, Lorna Khachab, Noor Tambe, Shreyas Bashar, Mamata Indigenous Business Canadian Business & Economy Business & Economy - Accounting Business & Economy - Business Management Business & Economy - Finance & Trade Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Strength in Networks Overcoming Entrepreneurial Challenges Workplace Discrimination Building Bridges Governance Board Membership Authenticity and Indigenous Products One Foot in Two Canoes Natural Capital Accounting Corporate Indigenous Inclusion Storytelling practices have been used for millennia as an educational tool for passing knowledge from one generation to the next. (Woodhouse, 2011). This collection offers a series of digital storytelling vignettes that briefly explain topics related to the Indigenous business environment in Canada. The video series contains interview content from Indigenous business leaders from across the country and highlights both the obstacles and successes of those professionals. Contributors explore their relationships with governments, corporations, and other non-Indigenous institutions while conducting their business activities. The efficacy of storytelling can be seen in contemporary education settings where student engagement, achievement, and motivation are all enhanced when digital storytelling technologies are integrated into classroom pedagogy (Smeda, Dakich, & Sharda, 2014). The Indigenous Lifeways in Canadian Business project employs digital storytelling as an Open Educational Resource video series to deliver content about Indigenous business issues in Canada. Instructors can easily integrate any of the digital Indigenous content videos within the curriculum of their courses as needed. This instructor guide contains a listing of all the videos in the series along with descriptions on what each of the videos contain. It isn’t always easy for instructors to incorporate Indigenous content into their courses as they strive to meet the Calls to Action that emerged from the Truth and Reconciliation’s Report in 2015. Indigenous-centric curricula in mainstream programs is scarce in post-secondary institutions (Brown, Doucette, & Tulk, 2016). This series introduces important business topics impacting Indigenous students, entrepreneurs, and business leaders in Canada by connecting users to their stories. End-users can link to one or more of the videos, embed the material into their course websites, or download a video to use offline. End-users cannot, however, make any derivatives of the video material. 2022-05-17T14:52:30Z 2022-05-17T14:52:30Z 2022-02-28 Video 0a98c929-3784-473a-8768-4a5ace63b38f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1348 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0a98c929-3784-473a-8768-4a5ace63b38f eng https://ecampusontario.pressbooks.pub/ecoindigenousbusinesstopics/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf application/pdf text/xml application/vnd.oasis.opendocument.text text/html application/epub+zip application/zip image/png application/zip Office of Open Learning, University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/12942024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Life History and Travels of Kah-ge-ga-gah-bowh, 1847 Copyway, George Autobiography Memoirs Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Life, History, and Travels of Kah-ge-ga-gah-bowh (1847) is a published memoir by Native American author George Copway. The novel centers on his life and time as a missionary. Not only did the novel make him Canada's first literary celebrity in the United States, but it is also recognized as the first book published by a Canadian First Nations writer. 2022-04-27T20:47:36Z 2022-04-27T20:47:36Z 2022-02-15 Book 0af96025-1516-48c0-84dd-b8bfc2576fbf https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1294 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0af96025-1516-48c0-84dd-b8bfc2576fbf eng https://pressbooks.library.torontomu.ca/kahgegahbowh/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/17902025-08-28T17:18:35Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Bayesian and causal Bayesian networks (v. 1.1 - October 15, 2024) Ramazi, Pouria Kalantari, Hamid Machine-learning Bayesian networks Engineering - Electrical Sciences - Mathematics & Statistics Technology - Computer Science This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. The aim of the online course Bayesian and Causal Bayesian Networks is to introduce the theory and provide the necessary skills to apply these machine-learning models in practice. With the revelation of artificial intelligence and machine learning models, the world has witnessed an increasing desire to use them in different applications. An obstacle preventing the wide use of machine learning models is their "black box" nature -- a quality referred to as "uninterpretable". Classical mechanistic models that are based on our prior understanding of the world are often trusted and preferred, but they often fall short in performance. Bayesian networks, which are probabilistic graphical models, nicely fill in this gap, as they are graphical, and hence, relatively easy to understand, yet as powerful as advanced machine learning models. Moreover, they have been recently extended to causal Bayesian networks to systematically identify causal relationships in unknown processes, making them more intuitive and reliable. In addition to recorded lectures, this course includes several micro instructional videos that break the heavy material into small digestible pieces. The micro videos allow a broader range of audience with limited time and background knowledge to benefit from this course. 2023-03-14T15:54:52Z 2023-03-14T15:54:52Z 2023-03-03 2024-10-15 Learning Object Image Video Other 0b16baf9-b44c-498e-afe1-0fd0fac2de57 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1790 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0b16baf9-b44c-498e-afe1-0fd0fac2de57 eng CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/zip application/zip application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11172024-02-18T16:52:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

What’s Wrong with Simon? An Interprofessional Paediatric Virtual Gaming Simulation Mastrilli, Paula Hanna, Elizabeth A'Court, K. Susan Parker, Kate Louca, Emily Dunbar, Seona Browning, Maite Fayyaz, Jabeen Velasquez, Rafael Holmes, Jordan Chow, Roger Ellis, Wendy Malkova, Elena Asthma Pediatrics Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. This virtual clinical simulation provides health care students and professionals with opportunities to develop knowledge and skill application, critical thinking and problem solving in providing care to a pediatric family in an emergency department. Game players are invited to make decisions in realistic situations and encouraged to try different approaches. 2022-03-23T15:59:40Z 2022-03-23T15:59:40Z 2022-02-23 Learning Object 0ca7da9e-2821-4d1f-8819-776669fd71c3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1117 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0ca7da9e-2821-4d1f-8819-776669fd71c3 eng https://app.affinitylearning.ca/community/browse/306 CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Sally Horsfall Eaton School of Nursing, George Brown College application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14162024-02-19T16:22:00Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Succeeding With the DELF Test Ruberto, Lori Jeethan, Anthony Zupan, Marla #FrenchCompetency #FullImersion #FrenchResources Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Lori Ruberto shares two reasons why french educators might consider taking the DELF test (Diplome d’etudes en language francaise). She discusses the purpose of the test and how it may be a job requirement in certain school boards in Ontario and across Canada. Helpful strategies to prepare for this test are offered. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-30T20:58:16Z 2022-05-30T20:58:16Z 2022-02-28 Video 0d7026fd-0627-42f7-bf19-42885f1302e8 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1416 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0d7026fd-0627-42f7-bf19-42885f1302e8 eng fre https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/13312024-08-08T19:16:28Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

High-Performance Teams : What Makes a Successful Team High-Performance Teams : Module 1 Dinsmore, Christina McLellan, James Bavington, Greg Donnelly, Catherine Wood, Valerie Dinsmore, Christina Conrad, Dr John Desjardins, Craig Eagen, Rachel Isaacs, Fenton High Performance Teams What Makes a Successful Team Leading Diverse Teams Business & Economy - Business Management Social Sciences - Psychology Support Resources - Career Development This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. This module will focus on what makes a successful team and introduce participants to key characteristics, behaviours, and best practices required to cultivate a successful or high-performing team. Learners will be able to discuss the importance of setting shared expectations and a vision of success using tools such as a “Team Charter”. The module will explore how team members can align focus, purpose, and priorities by working towards shared goals rather than serving one’s own personal goals. 2022-05-05T15:48:24Z 2022-05-05T15:48:24Z 2022 Learning Object 0eae86ca-64f5-4801-8be9-596ce9a0dae7 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0eae86ca-64f5-4801-8be9-596ce9a0dae7 eng https://rise.articulate.com/share/jlZWw9vXUX7z0Cle231t2aAdzuiMfYEM#/ https://openlibrary.ecampusontario.ca/item-details/#/ad66c8c4-448e-4995-bebf-16bd3983b43f https://openlibrary.ecampusontario.ca/item-details/#/a6c5f2a9-1a57-4165-9437-d0b036641ed3 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf application/pdf application/pdf image/png Arts & Science Online, Queen's University

oai:openlibrary-repo.ecampusontario.ca:123456789/21342024-06-27T12:33:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Crafting research narratives that transcend technical jargon Montakhaby Nodeh, Sevda #ThesisSuccess #ResearchRoadmap #AcademicExcellence Engineering Health Sciences Humanities Public Services Public Services - Education Sciences Social Sciences Support Resources Support Resources - Career Development Support Resources - Open Education Technology - Programming & Programs Technology - Research & Data Funded by the Government of Ontario. Part I. Week 1 - Jumpstarting Your Thesis Project Part II. Week 2: Topic Selection and Thesis Proposal Part III. Week 3: Conducting a Literature Review 7. Part IV. Week 4: Introduction to Experimental Design Part V. Week 5: Data Collection Part VI. Week 6: Data Analysis and Results Part VII. Week 7: Crafting Your Introduction Part VIII. Week 8: A Guide to Writing Your Discussion Part IX. Week 9: Finishing Touches "Crafting Research Narratives that Transcend Technical Jargon" stands as an indispensable guide for both undergraduate and graduate students embarking on the demanding yet rewarding thesis research journey. This thoughtfully organized Pressbook unfolds as a comprehensive weekly roadmap, offering clear, step-by-step guidance that begins with laying the groundwork in Week 1. Here, students learn the art of setting achievable goals and nurturing a symbiotic relationship with their supervisors. By Week 2, the guide delves into the pivotal task of topic selection, teaching students how to hone in on a subject and articulate a research proposal that is both engaging and rigorous. As students journey through the subsequent weeks, they'll find themselves immersed in the meticulous process of conducting literature reviews, perfecting note-taking techniques, and learning how to efficiently dissect academic papers for enhanced understanding and retention. The guide arms students with a suite of practical tools, ranging from worksheets designed to help establish SMART objectives to strategies for crafting a compelling thesis statement and much more. The narrative doesn't end with preliminary preparations. As the guide advances, it imparts nuanced advice on experiment design, data collection, and the intricate dance of securing ethics approval. It provides structured timelines to help keep research efforts well-aligned and propels students toward developing a solid methodology. When it comes to data analysis, the guide is unyielding in its support, offering tutorials for conducting preliminary analyses using tools like R Studio. It aids students in composing a results section that is as informative as it is impressive and continues to provide support as they tackle the challenging tasks of writing engaging introductions and impactful conclusions. Moreover, this invaluable resource extends its reach beyond the written thesis. It encompasses strategies for crafting a persuasive thesis poster, catering to various thesis program requirements. While the guide is thoughtfully paced as a 10-week program, its structure is innately adaptable, granting students the latitude to progress according to their individual pace. Each week's objectives and exercises are not mere tasks but critical milestones on the path to successful thesis completion. "Crafting Research Narratives that Transcend Technical Jargon" is more than a manual; it's a voyage towards intellectual growth, scholarly learning, and the pinnacle of academic achievement. Through this guide, students are not just meeting an academic requirement; they are shaping a narrative of personal and scholarly triumph. 2024-02-29T19:36:01Z 2024-06-26 2024-02-15 Book 0ef10ae5-feec-44f7-9430-5daee64f144b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2134 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0ef10ae5-feec-44f7-9430-5daee64f144b eng https://ecampusontario.pressbooks.pub/craftingresearchnarratives/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/epub+zip text/html text/xml text/xml application/vnd.oasis.opendocument.text text/html application/pdf application/pdf image/png application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11382024-07-24T14:38:28Zcom_123456789_1001col_123456789_1004

Assessing Performance Needs Wieringa, Tina Callan, Alana Baloch, Qais Winterburn, Lianne #CorporateTraining #CorporateTrainer Performance Business & Economy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. 1. Introduction to performance needs assessment 2. Identifying the business need 3. Conducting a gap analysis 4. Identifying and assessing possible solutions 5. Developing recommendations and Summative Assessment In this micro-credential, students will learn how to prepare, plan, conduct and deliver an assessment of performance needs that enables organizations to offer customized learning solutions. 2022-03-25T15:58:40Z 2022-03-25T15:58:40Z 2022-02-25 Learning Object 0f75aa2a-9688-4336-b84f-f68cc51424d2 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1138 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0f75aa2a-9688-4336-b84f-f68cc51424d2 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf Durham College application/zip application/zip application/zip Durham College

oai:openlibrary-repo.ecampusontario.ca:123456789/14142024-02-19T16:22:00Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

A Pedagogical Approach to Gradeless Assessment Patterson, Amylee Jeethan, Anthony Zupan, Marla #StudentsAsPartners #LearningConversations #DeepLearning Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Amylee Patterson introduces the practice of gradeless assessment at the secondary level. She emphasizes that this evaluation method requires teachers to adjust their thinking in order to actively empower students. In gradeless assessment, traditional letter grade/percentages translate into meaningful teacher comments that provide actionable feedback. The goal is to encourage students to reflect upon questions and invest in their own learning. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-30T20:55:45Z 2022-05-30T20:55:45Z 2022-02-28 Video 0f8ef486-e728-4338-958c-b17200117890 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1414 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0f8ef486-e728-4338-958c-b17200117890 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/22032025-06-03T20:44:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Improving accessibility in OER Booth, Jen OER Pressbooks H5P Support Resources - Educator Development Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. AODA and Accessibility Basics Starting Points: Top Issues to Check for Common OER Platform and Software-Specific Limitations Test the Tools This OER is intended to provide educators with a basic understanding of some of the issues around accessibility in digital and web content. Common issues in web content have been organized into themes to allow for a less overwhelming approach to assessing accessibility of existing OER. Examples and a section to practice assessing OER content will help readers to identify starting points for making improvements to their own course materials and OER. 2024-05-09T13:47:42Z 2024-05-09T13:47:42Z 2024-03-25 Book 0ff1f2c2-033f-4833-8a6d-c02ce99fc53c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2203 https://openlibrary.ecampusontario.ca/catalogue/item/?id=0ff1f2c2-033f-4833-8a6d-c02ce99fc53c eng https://ecampusontario.pressbooks.pub/accessibleoerprimer/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ image/png text/xml application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/16292025-09-02T19:08:24Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Community engagement with young people Sandeep, Raha Rebecca, Collins-Nelson Aaron, Hubbell Angel, Cai Sneesha, Anandkumar Sandeep, Raha Rebecca, Collins-Nelsen Aaron, Hubbell Karen, Balcom Hartley, Jafine James, Sikkema Children co-learning inquiry Public Services - Education Support Resources - Educator Development Support Resources - Learner Success Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Increasingly, post-secondary programs engage with young people in the community as a form of outreach and/or program specific experiential opportunity. There are great benefits to these opportunities for students and the community alike, however, it is imperative that students learn foundational material in order to be responsible and accountable community engaged citizens, especially when working with young people. As such, access to quality training in how to effectively and responsibly interact with young people is a valuable resource for many. This interactive digital training module offers fundamental skills central to engaging young people in the community and can be easily adapted into existing learning management systems and customized for a variety of program contexts and local training scenarios. This training module will serve to enhance communication and collaborative skills for post-secondary students, allowing them to adapt to dynamic employment environments. This module contains training elements related to factors important for inclusive engagement of children using inquiry-based teaching and improved non-verbal performance and is suitable for training any facilitator in the fundamentals of engaging with children. 2022-09-12T15:19:12Z 2022-09-12T15:19:12Z 2022-02-28 Learning Object 11035815-1fb2-47e6-9ecd-4514f05503ed https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1629 https://openlibrary.ecampusontario.ca/catalogue/item/?id=11035815-1fb2-47e6-9ecd-4514f05503ed eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ McMaster Univesity application/zip Sandeep Raha, The McMaster Children and Youth University Programme, Department of Pediatrics, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/11352025-02-24T20:15:36Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Essentials of Project Management (v. 1.2 – January 22, 2024) Farag, Adam Roch, Shauna Earle, Davandra Diamond, Samantha Stracuzzi, Andrew Halle-Shook, Michele Armstrong, Robert Tuckey, Megan Rowe, Lauren Project management Business & Economy - Business Management This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Introduction to Project Management 2. PM and Organization 3. Process of PM 4. Project Initiation 5. Project Scheduling 6. Project Budgeting 7. Project Procurement 8. Project Communication 9. Risk Management 10. Project Quality and Control 11. Project Closure 12. Project Manager 13. Project Team 14. Agile PM This textbook is an adaptation of other open educational resources (OER), but specifically designed for students at an introductory level of project management (PM). The purpose of this textbook is to provide a free resource that is dedicated to college students and as a gateway to understanding PM principals. The text body is structured into fourteen chapters to be delivered over a fourteen-week semester, where each chapter discusses the concept of one topic related to PM. The chapters cover the definition of PM and its types, as well as differentiating PM from common activities. They describe PM from an organizational perspective including the effect of culture and structure on PM. The five steps of the PM process are then discussed individually in different chapters, in the addition to sub-processes such as budgeting, scheduling, procurement and communication. Both project manager and project team are introduced separately so that their characteristics and relationship are appreciated. In the last chapter, Agile PM is presented as a contrast to conventional PM. 2022-03-25T13:45:04Z 2022-03-25T13:45:04Z 2021-12-22 2023-09-08 2024-01-22 Book 119743c4-ebd5-4775-90a6-466e00aeb560 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1135 https://openlibrary.ecampusontario.ca/catalogue/item/?id=119743c4-ebd5-4775-90a6-466e00aeb560 eng https://ecampusontario.pressbooks.pub/essentialsofprojectmanagement/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ image/png application/epub+zip application/pdf application/pdf application/zip application/epub+zip application/pdf application/pdf Fanshawe College Pressbooks

oai:openlibrary-repo.ecampusontario.ca:123456789/17292025-09-02T18:36:14Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Hiring for decolonization, diversity, and inclusion in the creative industries open education resource Tunstall, Elizabeth (Dori) Adetunji, Seun Tunstall, Elizabeth (Dori) Chherawala, Shamina Olano, Charissa Lindsay, Maynard Decolonization Diversity Inclusion Business & Economy - Business Management Humanities - History & Cultural Studies Public Services - Public Administration Social Sciences - Sociology Support Resources - Career Development Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. Module 1 - Human Rights Law and Hiring for Decolonization, Diversity and Equity Module 2 - Where are the Indigenous, Black, and POC creatives? Not Where You Are Module 3 - Systemic Exclusion: Cultural Calls and No 'Fits' Module 4 - Reach Critical Mass when Diverse Employees Tell You So This virtual educational resources was developed as a course reader for the micro-credential, Hiring for Decolonization, Diversity, and Inclusion in the Creative Industries offered by the School of Continuing Studies at OCAD University. In this course, students learn how to create decolonizing, diverse, and inclusive processes to hire Indigenous, Black, and People of Colour job candidates in the creative industries. Students use human rights laws to justify their hiring programs, build relationships with communities to tap into existing pipelines, write a position description that speaks to diverse candidates, create qualification standards that account for systemic exclusion, and set up structures for achieving critical mass. This document contains 25 articles and references, and is available in English and French. The document can be used for teaching, learning, and research purposes. 2023-02-28T19:42:45Z 2023-02-28T19:42:45Z 2023 Book 119fbcec-7c25-4ba3-939e-bf098bcc465c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1729 https://openlibrary.ecampusontario.ca/catalogue/item/?id=119fbcec-7c25-4ba3-939e-bf098bcc465c eng https://openlibrary.ecampusontario.ca/item-details/#/ 31155c56-aeb6-4cd7-a963-e49223842a1e CC BY | https://creativecommons.org/licenses/by/4.0/ image/jpeg application/pdf School of Continuing Studies, OCAD University

oai:openlibrary-repo.ecampusontario.ca:123456789/12872024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Oedipus at Colonus Sophocles Storr, Francis Drama Plays Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Written shortly before Sophocles's death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. 2022-04-27T20:19:08Z 2022-04-27T20:19:08Z 2022-02-15 Book 11fa6b83-a362-492a-8d56-6cdb6555a497 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1287 https://openlibrary.ecampusontario.ca/catalogue/item/?id=11fa6b83-a362-492a-8d56-6cdb6555a497 eng https://pressbooks.library.torontomu.ca/oedipusatcolonus/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University text/xml text/xml application/pdf application/pdf application/epub+zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/13912024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Shiʿi Islam Virani, Shafique Virani, Shafique Gulamadov, Shaftolu Alidina, Faraz Al Jajeh, Almontaser Bellah Al-Khamis, Ulrike Ayoung-Stoute, Anna Badrossama, Reza Barati, Mikael Berger, Elizabeth Boron, Usmon Chagnon, Michael Charles, Sam Damani, Zaheed Farokhi, Sophia Farokhi, Zeinab Ferlatte, Joëlle Ganjavi, Mahdi Harrison, Laurie Heikoop, William Khan, Sunnya Khan, Zakir Khodadadi, Adel Loti, David Macfadyen, Leah Mangar, James Mansouri, Mohammad Amin Moshiri, Abolfazl Mwenda, Makena Nadimi, Maryam Neky, Alykhan Pabani, Nadim Rouhina, Mahak Rustom, Mohammed Shokri, Natasha Smith, Julia Sumar, Nureen Tabandeh, Reza Takim, Liyakat Visram, Aqil Umetsubo, Yayo Zavqibekova, Angubin Zhuang, Xiang Carter-Arlt, Michael Shiʿism Islam Literature Art & Design Art & Design - Performance Arts Art & Design - Visual Arts Humanities Humanities - History & Cultural Studies Humanities - Literature Humanities - Religious Studies Social Sciences Social Sciences - Philosophy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. What does it mean to be a Shiʿi Muslim? What is the civilizational legacy of a faith practiced by over 150 million people across the world? In this course, we explore the vibrant history, thought, and institutions of the Shi'i interpretation of Islam. We will study the early Shiʿi milieu, Zaidi, Ismaʿili and Twelver schools of interpretation, and the development of Shiʿism from early to modern times. The course is structured as an adventure. Each module is called a “Caravan Journey” and units within the modules are “Serais.” In the Muslim world, Serais were bustling stopping places that supported the flow of information, commerce, and people across trade routes through much of Asia, North Africa, and Southeast Europe. Writing about his experience at one such Caravanserai in China (known as a funduq), the famous Muslim traveler Ibn Battutah observed: “China is the safest and best country for the traveller. A man travels for nine months alone with great wealth and has nothing to fear. What is responsible for this is that in every post station in their country is a funduq which has a director living there with a company of horse and foot…. He sends someone with the travellers to conduct them to the next post station and he brings back a certificate from the director of the funduq confirming that they have all arrived. If he does not do this he is answerable for them. This is the procedure in every post station in their country from Sin al-Sin to Khan Baliq. In them is everything the traveller needs by way of provisions, especially hens and geese” (Gibb and Beckingham 1994, 893-894). Similarly, at each of our Serais, we provide our student travelers with all they need by way of provisions, though perhaps no hens or geese. With the guides and guidebooks we make available to them, we enable them to cross all their Serais to then board the next Caravan, safe and sound, certificates in hand. Caravan Journeys include readings and multimedia, pedagogical activities, and assessments. They provide rich, engaging, student-centered experiences for learners. Over forty outstanding content and education specialists, artists, musicians, filmmakers, and expert consultants have assisted me to develop these materials. To the extent possible, the journey represents the dynamic pluralism of Shiʿi, showcasing diversity in terms of region, history, schools of interpretation, and gender. It incorporates both primary and secondary sources and goes beyond texts to incorporate video, sound, and images. Many living artists and musicians have contributed to the project. The Caravan Journeys in this course on Shiʿi Islam include: 1. Studying Shiʿism 2. Spiritual Ethos 3. Early Shiʿism 4. History 5. People of the House 6. ʿAlid Devotion Beyond Shiʿism 7. Devotional Traditions 8. Art and Architecture 9. Leadership: Modern Times 10. Civic Engagement 11. Rituals 12. Revelation: Outer Form and Inner Meaning 13. Apologetics and Polemics 14. Wisdom and Walayah 2022-05-25T20:57:38Z 2022-05-25T20:57:38Z 2022 Learning Object 122a92ec-1896-489d-8124-84485487a165 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1391 https://openlibrary.ecampusontario.ca/catalogue/item/?id=122a92ec-1896-489d-8124-84485487a165 https://zenodo.org/record/7783736#.ZCbqOXbMKUk eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Toronto application/pdf application/zip University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/10462024-09-24T18:50:25Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Sustainable Tourism Future Course Boluk, Karla Canally, Culum Elliot, Statia Snider, Ryan Canally, Culum Sustainability Tourism Regenerative Business & Economy Business & Economy - Hospitality Humanities - Anthropology & Archaeology Humanities - History & Cultural Studies Public Services - Regional Planning Social Sciences - Geography Social Sciences - Sociology Module 1: Introduction: An Environmental Scan of the Tourism Industry Module 2: Understanding Tourism Challenges Module 3: Equitably Sharing the Benefits from Tourism Module 4: Designing Sustainable Models: Case Study TWB Module 5: Tourism and the Sustainable Development Goals Module 6: Mitigating Climate Change Module 7: Power, Resistance, and Tourism Module 8: Sustainable Responses to Tourism: A Circular Economy Module 9: Regenerative Tourism Module 10: Socially Responsible Tourism Enterprises Module 11: Caring Capacity of Tourism Module 12: Tourism Futures: Conclusion Sustainable Tourism Future examines the current landscape of tourism and hospitality with the focus on fostering the skills and knowledge to develop innovative, sustainable products to rebuild the distressed industry. The course is designed to be delivered in a blended learning context with a synchronous component (face-to-face/virtual) and an asynchronous component (completed outside scheduled class time). The course material was also created with flexibility in mind. The resources for the course can be converted to a fully asynchronous or a mostly synchronous format. We have gone to great lengths to make all the material in this course Creative Commons Attribution (CC-BY), which means that you can use any of the material that is not otherwise copyrighted for the purposes you see fit. Please feel free to adapt and update the material to suit the needs of your learners and maintain the relevancy of this course. This course moves beyond teaching tourism as a development practice toward one that acknowledges that development, as it is broadly conceived, is not a sustainable human endeavor. 2022-03-09T13:16:23Z 2022-03-09T13:16:23Z 2022-02-21 Learning Object 1249ba88-4ffc-4d98-acc5-b7579c787bef https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1046 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1249ba88-4ffc-4d98-acc5-b7579c787bef eng CC BY | https://creativecommons.org/licenses/by/4.0/ application/zip application/zip application/zip application/pdf application/pdf application/pdf application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf Sustainable Tourism Future Working Group

oai:openlibrary-repo.ecampusontario.ca:123456789/18192025-08-28T15:18:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Global justice and change The Understory : Mapping the roots of our global systems and crisis in order to imagine otherwise Toomey, Nisha Wright, Emma Ahmed, Mariam Wright, Emma Toomey, Nisha Nixon, Jade Cardoso, Camilla Siwek, Dino Ahmed, Mariam Hazard, Chloe Goldberg, Sally Pobuda, Tanya Truong, Minh Ludbrook, Ann Chaboryk, Adam Thomas, Peatr Thomas, Tina Chudgar, Hitarth Jo Lee, Janice Kuda Yemoja Ile, Amai Bracken, Brian Global Justice Humanities Humanities - History & Cultural Studies Social Sciences Social Sciences - Sociology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. Introduction to Global Justice and Change 1. Racial Capitalism and Colonialism 2. Ecological Collapse and Climate Crisis 3. The European Superiority Complex The Global Justice and Change pressbook is an educational tool that engages with the systemic roots of today’s global crises. There are 3 modules, each of which explore the economic, social and ecological spheres. The resource includes videos, music, learning activities and a reflection journal. 2023-04-26T19:21:19Z 2023-04-26T19:21:19Z 2022 Learning Object 129aa7f1-13dd-420f-9e80-bc68d67dc27f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1819 https://openlibrary.ecampusontario.ca/catalogue/item/?id=129aa7f1-13dd-420f-9e80-bc68d67dc27f eng https://pressbooks.library.ryerson.ca/theunderstory/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/pdf image/jpeg application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11882026-03-23T19:30:44Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Building Skills in Quantitative Biology Cuddington, Kim Edwards, Andrew M. Ingalls, Brian Quantitative Reproducible Biology Sciences Sciences - Biology Sciences - Mathematics & Statistics Technology Technology - Programming & Programs Technology - Research & Data This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Git and GitHub 2. R Markdown 3. Multivariate analysis: Clustering and Ordination 4. Machine learning and classification 5. Optimization Quantitative skills are essential for biological research. We consider such skills to include the computational, statistical and mathematical techniques used to study life and living organisms, including aspects of big data, transparency and reproducibility in science. However, the breadth of quantitative techniques now employed in biology make it very likely that there may be no suitable local expertise within a student’s home institution or a biologist’s workplace. This e-book consists of five independent chapters or “modules” designed to teach different quantitative skills to graduate students and biologists working in academia, government agencies and private organizations. A key theme is that while the techniques presented are from various disciplines (such as computer science, statistics and mathematics), they are presented in a way that is suitable for a biological audience. Our examples and approach reflect our personal use of these tools as researchers in biology. Each module is designed to quickly get you up and running on the topic of interest in 3-5 hours. As such, these materials should be thought of a basic introduction. We provide pointers to more advanced materials, but our aim is to “jump-start” your use of these tools. On the other hand, these modules are not designed for absolute beginners. With the exception of the module on Git and Github, the materials are written assuming that learners have some basic familiarity with R, and a standard undergraduate background in calculus and univariate statistics. Because the modules are designed to be independent (i.e., you don’t have read the whole e-book!), you can select subtopics that are directly relevant to your research. Our hope is that this approach will simultaneously provide more targeted training and reduce the time commitment that would be involved in more generalized formal courses. Pick and choose what you need! 2022-04-13T13:02:57Z 2022-04-13T13:02:57Z 2022 Learning Object 13ada481-3541-4652-977a-935b04e06f22 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1188 https://openlibrary.ecampusontario.ca/catalogue/item/?id=13ada481-3541-4652-977a-935b04e06f22 eng https://www.quantitative-biology.ca/ Resource for Educators: GitHub Files | https://github.com/quantitative-biology CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Waterloo application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15782025-09-02T19:24:43Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Collaborative learning environment for remote experimentation with robots Alirezaee, Shahpour Mozaffari, Saeed Lubrick, Mark Engineering Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. A collaborative and practical learning environment that enables students to remotely access a physical laboratory and perform experiments. This experimental environment is extremely beneficial in many academic areas, such as engineering programs, which require both theoretical knowledge and practical training. The proposed learning environment will be used for an online robotics course as a case study. The course will be based on passive and active learning methods. While students can passively learn from lectures and demonstrations, active learning through exercises provides them a unique opportunity to practice the theoretical concepts. After successfully implementing their codes in the ROS (Robot Operating System) simulation environment, students will remotely connect to an on-site traditional laboratory and run their code on a real robot (robotic arm, mobile robot, and quadcopter). 2022-07-25T20:22:13Z 2022-07-25T20:22:13Z 2022-02-28 Learning Object 14639dfb-94f8-43e2-8e40-ecaedf288f83 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1578 https://openlibrary.ecampusontario.ca/catalogue/item/?id=14639dfb-94f8-43e2-8e40-ecaedf288f83 eng Instructor Resources: Course files for adaptation | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Windsor application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11832024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Beyond Good and Evil Nietzsche, Friedrich Good Evil Social Sciences Social Sciences - Philosophy Beyond Good and Evil: Prelude to a Philosophy of the Future (1886) is a book by German philosopher Friedrich Nietzsche. The text expands the ideas of his previous work Thus Spoke Zarathustra. 2022-04-11T18:47:10Z 2022-04-11T18:47:10Z 2022-02-15 Learning Object 155a7d08-3869-4643-a372-b0df762176c7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1183 https://openlibrary.ecampusontario.ca/catalogue/item/?id=155a7d08-3869-4643-a372-b0df762176c7 eng https://pressbooks.library.torontomu.ca/beyondgoodandevil/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ text/xml text/xml application/pdf application/pdf application/epub+zip image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/14732024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Adapting the CACE Homecare Curriculum for Pre-Licensure Health and Social Care Students Ng, Stella Woods, Nicole Lising, Dean McKay, Sandra Paul, Robert Leake, Patti Aiyadurai, Ramanan Dementia Interprofessional Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This module was created to build on the Virtual Home-based Homecare Curriculum (VHCC), particularly to enhance its use with pre-licensure health and social care students. The overall VHHC (at www.capelearning.ca) focuses on accessible and comprehensive education on a variety of urgently topical subjects in home healthcare. This responsive behaviours module plus facilitator guide was designed as a supplemental resource to support healthcare providers in identifying and safely responding to their patient’s/client’s needs in relation to “responsive behaviours.” The module features a variety of strategies that healthcare providers may draw upon and reinforces the idea of reflective practice in relation to responsive behaviours, through which care providers can continually monitor and make meaning of visual and verbal cues of patients/clients, family care providers, and members of the interprofessional team. It assists learners and supports facilitators in shifting their approach to ensure their words and actions are compassionate and effective and provides opportunities for reflection within and beyond the module. 2022-06-20T19:50:02Z 2022-06-20T19:50:02Z 2022-02-28 Learning Object 1591795d-a759-4511-8f5b-f7f70098cf0f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1473 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1591795d-a759-4511-8f5b-f7f70098cf0f eng https://capelearning.ca CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ application/zip application/zip University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/10472026-04-16T13:44:54Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Canadian History : Post-Confederation Northern College Canada Confederation Humanities - History & Cultural Studies Social Sciences - Political Science This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The history of Canada is vast and encompasses both the written and oral traditions of many peoples. Our course will pick up the story of Canada from the time of Confederation (1867) to the present. We will not be able to focus on every aspect of this storied history, but we will address the key social, political, and economic facets that have been central to the Canadian experiment in nationhood. 2022-03-09T13:32:29Z 2022-03-09T13:32:29Z 2022-02-22 Other 16b649c8-4b34-416a-aa78-7315e8f80463 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1047 https://openlibrary.ecampusontario.ca/catalogue/item/?id=16b649c8-4b34-416a-aa78-7315e8f80463 eng CC BY | https://creativecommons.org/licenses/by/4.0/ image/jpeg application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12332024-07-25T15:45:08Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

In Old Plantation Days Laurence Dunbar, Paul Slavery Humanities - History & Cultural Studies Social Sciences I Aunt Tempe's Triumph II Aunt Tempe's Revenge III The Walls of Jericho IV How Brother Parker Fell from Grace V The Trousers VI The Last Fiddling of Mordaunt's Jim VII A Supper by Proxy VIII The Trouble About Sophiny IX Mr. Groby's Slippery Gift X Ash-Cake Hannah and Her Ben XI Dizzy-Headed Dick XII The Conjuring Contest XIII Dandy Jim's Conjure Scare XIV The Memory of Martha XV Who Stand for the Gods XVI A Lady Slipper XVII A Blessed Deceit XVIII The Brief Cure of Aunt Fanny XIX The Stanton Coachman XX The Easter Wedding XXI The Finding of Martha XXII The Defection of Maria Ann Gibbs XXIII A Judgment of Paris XXIV Silent Sam'el XXV The Way of a Woman XXVI LibriVox Audio Book In Old Plantation Days (1903) by Paul Laurence Dunbar is a collection of short stories that focuses on the stereotypical portrayal of slaves. Dunbar received both criticism and anger for his stereotypical depictions of slaves as "obedient workers happy to spend their lives in service of their benevolent owner." 2022-04-20T19:32:19Z 2022-04-20T19:32:19Z 2022-02-15 Learning Object Image Image, 3-D 18184020-0bad-4dcb-859f-e6252ab7dce0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1233 https://openlibrary.ecampusontario.ca/catalogue/item/?id=18184020-0bad-4dcb-859f-e6252ab7dce0 eng https://pressbooks.library.torontomu.ca/inoldplantationdays/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ text/xml text/xml application/pdf application/pdf application/epub+zip image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/13202025-02-07T14:39:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Upskilling Graduates for Success : Fostering Inclusivity in Workplaces and Communities Ivanov, Sanja Bowie, Cheryl Doyle, Becky Pilon, Alexander Mutti, Sunny Cork, Stephanie KnowledgeNow Inc Inclusivity Workplace Intercultural Public Services - Education Support Resources - Career Development Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Upskilling Graduates for Success Series includes three professional development e-courses created to provide graduate students with new knowledge, practical strategies, and tangible takeaways to prepare them for their future roles as employees, team members, coordinators, and leaders in the workplace and community: • Upskilling Graduates for Success: Cultivating Wellbeing in Workplaces and Communities is one of three courses in a series that also includes: • Upskilling Graduates for Success: Fostering Inclusivity in Workplaces and Communities • Upskilling Graduates for Success: Conducting Program Evaluations in Workplaces and Communities This series of courses was funded by the Government of Ontario’s Virtual Learning Strategy (VLS), facilitated by eCampus Ontario, and collaboratively developed through a partnership across five Ontario universities: Queen’s University, Western University, University of Windsor, Ontario College of Art and Design University, and Ontario Tech University. The courses offer graduate students ‘just-in-time’ self-paced professional development to enhance their employability and workforce readiness as they prepare to enter a rapidly evolving labour market, locally and globally. Each course in the Upskilling Graduates for Success Series has been designed to take 12 hours to complete and consists of three modules with relevant content, engaging learning activities, practical takeaways, and a certificate of completion. • As a graduate student, you can choose to complete all three courses, individual courses, or select modules within courses. The learning journey is up to you! • As a higher education institution, you can share these courses with your graduate students or adapt the courses to suit your identified priorities and graduate students’ needs. This course – Fostering Inclusivity in Workplaces and Communities – focuses on community building, intercultural communication, and equity knowledge and skills to promote inclusive workplaces and communities. By the end of the course, students will be able to: • Identify the skills and competencies that you have and need in order to engage diverse perspectives and foster inclusivity • Confidently articulate your role in fostering inclusivity in application documents for your preferred jobs and in the jobs themselves • Identify theories (and practices) of change that suit your identities and values and that you can use to advocate for more inclusive workplaces • Use your skill sets to set yourself apart as an employee, team member, and leader whose efforts in creating inclusive workplaces are actionable and sustainable 2022-04-29T15:59:26Z 2022-04-29T15:59:26Z 2022 Learning Object 195d77bc-2b41-4111-804e-4f8037e4f355 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1320 https://openlibrary.ecampusontario.ca/catalogue/item/?id=195d77bc-2b41-4111-804e-4f8037e4f355 eng https://openlibrary.ecampusontario.ca/item-details/#/52b69ba4-2e16-494f-8ab7-0fdc45ce3809 https://openlibrary.ecampusontario.ca/item-details/#/cebee639-5fd6-48dd-9f66-21991119354f CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Queen's University application/zip application/zip application/zip application/zip application/pdf School of Graduate Studies, Queen's University School of Graduate & Postdoctoral Studies, Western University Faculty of Graduate Studies, University of Windsor Graduate Studies, OCAD University School of Graduate & Postdoctoral Studies, Ontario Tech University

oai:openlibrary-repo.ecampusontario.ca:123456789/18022025-08-28T17:17:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Emotional and cultural competencies for lawyers and legal practitioners Graben, Sari Macrae, Page Bedard, Nicolas Graben, Sari Pobuda, Tanya Young, Donna De Mello, Tanya Lo, Kendrick Ingle, Hilary Duller, Bailey Carter, Michael Wang, Fangmin Emotional Cultural competency Social Sciences - Law & Legal Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The content in this Pressbook enables learners to acquire experiential training in emotional and cultural competencies. Learners are exposed to a series of information, images, and immersive videos representing stages of a client interaction, and to different client profiles. The path of a particular client’s response depends on the user action taken at each stage, making the project interactive 2023-03-31T14:04:22Z 2023-03-31T14:04:22Z 2022 Learning Object 1975445a-0c34-47e6-8f81-34a07fe7792c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1802 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1975445a-0c34-47e6-8f81-34a07fe7792c eng https://pressbooks.library.ryerson.ca/eqcqmodule1/ CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Toronto Metropolitan University image/jpeg Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/17722025-08-28T17:22:27Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Ideation and planning skills for employment success (Version 1.0 January 2024) Proctor, Carrie Wilson, Leneque Alkins, Samantha West, Libby Lowes, Vicki Chrobok, Michael Kochany, Katarzyna Afaq, Zainab Balakrishnar, Kishana Bard, Kristy Couch, Samantha Dass, Payal Davison, Gord Gajraj, Julianna Gandhamaneni, Mahathi Granata, Paolo Hannon, Natasha Huang, Sunny Huang, Winnie Karim, Atifa Lazaro, Daniel Moed, Danielle O'Carroll, Alice Oh, Jiwoo Orme, Douglas Patel, Trisha Seo, Tiffany Shuai, Richard Singh, Divit Stal, David Ter Ueda, Hyugo Wurster, Jessica Workplace Co-op Preparation Business & Economy - Business Management Public Services - Education Support Resources - Career Development Support Resources - Learner Success Support Resources - Open Education Technology - Computer Science This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. For full details about this course, please view the Instructor Guide. This course was developed by the Arts & Science Internship Program (ASIP) in the Faculty of Arts & Science at the University of Toronto. ASIP combines 12 to 20 months of paid work experience with specialized professional development training. Our priority is to provide an opportunity for ASIP students to further develop in-demand transferrable skills. To support this, we developed this industry-partnered course consisting of 12 skill development modules. Students complete this two-semester course in their third year prior to completing their second work term (8-16 months). Please refer to our instructor guide for further details about the project and a summary of each module. You may also preview and explore this course as it was designed in the Canvas learning management system by visiting: https://q.utoronto.ca/courses/341564 During students’ second work term, which they will undertake after this course, students will also complete a module on ‘Workplace Innovation Skills for Employment Success’ (also supported through the Virtual Learning Strategy). This module teaches students about how workplace innovation, and specifically job crafting, can be leveraged to benefit both their professional development and the goals of the organization. Course modules: Module 1: Course Introduction Module 2: Intercultural Communication & Collaboration Module 3: Sustainable Development Module 4: Design Thinking Module 5: Universal Design Module 6: Introduction to Workplace Project Management Module 7: Workplace Project Management I – Teamwork & Leadership Module 8: Workplace Project Management II – Goal Setting & Planning Module 9: Workplace Project Management III – Flexibility, Problem Solving, & Critical Thinking Module 10: Conclusion to Workplace Project Management Module 10A: Interested in Becoming a Certified Project Manager? (Optional) Module 10B: Agile Project Management (Optional) Module 11: Workplace Communication I – Verbal & Non-Verbal Communication Module 12: Workplace Communication II – Giving Effective Presentations Workplace Innovation Skills for Employment Success (Separate module) 2023-03-08T01:25:09Z 2023-03-08T01:25:09Z 2023-02-28 2024-01-05 Learning Object 19b1258d-90cd-4ed1-8860-66fd1802d160 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1772 https://openlibrary.ecampusontario.ca/catalogue/item/?id=19b1258d-90cd-4ed1-8860-66fd1802d160 eng Resources for Educators: Links in Modules CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Arts & Science Internship Program (Office of Experiential Learning & Outreach Support, Faculty of Arts & Science, University of Toronto) application/pdf image/png application/pdf application/vnd.openxmlformats-officedocument.spreadsheetml.sheet application/pdf application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12082024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Making Feedback Targeted, Specific & Timely Zupan, Marla Jeethan, Anthony #NextSteps #StudentConferencing #EmpoweringStudents Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Marla Zupan explores and demonstrates how teacher feedback should be targeted, specific, timely and memorable. Providing students with detailed suggestions will help to focus their motivation while simultaneously fueling their engagement and future success. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-14T13:30:10Z 2022-04-14T13:30:10Z 2022-02-28 Video 1a163fb2-75ab-478a-8649-e6d6cfb8a09f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1208 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1a163fb2-75ab-478a-8649-e6d6cfb8a09f eng https://www.youtube.com/watch?v=Nx_9k2-pHIE CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/10412024-09-24T19:58:17Zcom_123456789_1001col_123456789_1004

Supporting the Transfer of Learning in Businesses Watters, Mikele Watters, Mikele Baloch, Qais Winterburn, Lianne #CorporateTraining Corporate trainer Learning Business & Economy Public Services - Education Support Resources - Career Development Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. In the Supporting the Transfer of Learning in Business micro-credential program, students explore the definition and application of learning transfer, as well as approaches for supporting new and ongoing business goals and objectives. Emphasis is on how to assess the impact of learning and the tools used to incorporate learning transfer through instructional design. 2022-03-08T19:48:38Z 2022-03-08T19:48:38Z 2022-02-22 Other 1b445a2f-2568-4e66-bc2b-6d0420a35392 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1041 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1b445a2f-2568-4e66-bc2b-6d0420a35392 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/imscc application/zip application/pdf Durham College

oai:openlibrary-repo.ecampusontario.ca:123456789/17742025-08-28T17:21:53Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Workplace innovation skills for employment success Wurster, Jessica Baregheh, Anahita Carey, Tom West, Libby Lowes, Vicki Chrobok, Michael Kochany, Katarzyna Afaq, Zainab Alkins, Samantha Anderson, Tyrenny Couch, Samantha Dass, Payal Huang, Sunny Karim, Atifa Massara, David Moed, Danielle Orme, Douglas Patel, Trisha Proctor, Carrie Singh, Divit Ter Stal, David Wilson, Leneque Wurster, Jessica Workplace Co-op Preparation Business & Economy - Business Management Public Services - Education Support Resources - Career Development Support Resources - Learner Success Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. For full details about the module, please view the Instructor Guide. This course module was developed by the Arts & Science Internship Program (ASIP) in the Faculty of Arts & Science at the University of Toronto. It is an adaptation of open educational resource, Workplace Innovation (Baregheh & Carey, 2022), published through eCampusOntario’s Open Library. We have worked closely with the authors, Thomas Carey and Anahita Baregheh, to adapt their content and would like to express our sincere appreciation for their support, collaboration, and guidance on this project. ASIP combines 12 to 20 months of paid work experience with specialized professional development training. Students complete this course module while on work term. Although Workplace Innovation Skills for Employment Success could be used as a standalone module, it draws from and refers to many of the skills covered in another Virtual Learning Strategy-supported course called ‘Ideation and Planning Skills for Employment Success’. Students complete Ideation and Planning Skills prior to starting their work term and completing the Workplace Innovation for Employment Success module. As the COVID-19 pandemic has proven, and in line with the Government of Canada’s Innovation Plan, the future is uncertain and our role as educators in supporting future-ready graduates is to ensure they have the innovation skills to “embrace global changes” (p.6). As the Innovation Plan explains, “as technologies become commodities that are widely available to everyone, the only competitive advantage for countries—and businesses—is the distinctive talent and creativity of their people” (p.10); Canadian employers are seeking out creative and innovative people who can “turn ideas into solutions” (p.4). Workplace innovation is the employee-led social process of mobilising new ideas to create better work (Carey, 2017). In this module, we teach students about how to leverage workplace innovation, and in particular job crafting, to better meet their professional development goals while also supporting the goals of the organization. You may preview and explore this course as it was designed in the Canvas learning management system by visiting: https://q.utoronto.ca/courses/307280 2023-03-08T16:25:49Z 2023-03-08T16:25:49Z 2023-02-28 Learning Object 1bd54220-070c-4f6c-adb2-27c83c7309c1 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1774 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1bd54220-070c-4f6c-adb2-27c83c7309c1 eng Resource for Educators: Instructor Guide CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Arts & Science Internship Program (Office of Experiential Learning & Outreach Support, Faculty of Arts & Science, University of Toronto) image/png application/zip application/zip application/zip application/zip application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/16062025-02-10T15:03:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Outlook level 1 Pepping, Pamela Outlook email Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Interactive modules to teach students how to use Outlook 2022-08-26T15:00:28Z 2022-08-26T15:00:28Z 2022 Learning Object 1bdfd371-8dfa-4dfb-bbfb-5e2de3191b7e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1606 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1bdfd371-8dfa-4dfb-bbfb-5e2de3191b7e eng CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15942025-09-02T19:20:51Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Fundamentals of transformational leadership in healthcare Problem-Based Learning 2.0 Chan, Teresa Wong, Eric Chen, Ruth Monteiro, Sandra Ngo, Quang Park, Sean Lal, Sarrah Sienna, Julianna Packham, Tara Cherry, Richard Leung, James Yousef, Haroon Bayer, Ilana Mackin, Robin Foxcroft, Laura Kundi, Anjali Park, Andrew Xenodemetropoulos, Ted Roberge, Jillian Tong, Catherine Wallner, Clare Vrkljan, Brenda Chan, Teresa Wong, Aldus Hoskin, Nicholas Yilmaz, Yusuf Schulz, Valerie Health Sciences Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts. 2022-08-09T19:50:28Z 2022-08-09T19:50:28Z 2022-01-03 Learning Object 1da967ef-a3bd-4675-b9e7-f95990e9f43a https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1594 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1da967ef-a3bd-4675-b9e7-f95990e9f43a eng CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ McMaster University application/zip Office of Continuing Professional Development, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/15362024-07-31T14:00:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Essential Primary Health Care Skills : Virtual Simulation Games for Nurse Practitioner Education Ziegler, Erin Luctkar-Flude, Marian Tyerman, Jane Ziegler, Erin Chumbley, Lillian Tyerman, Aiden Charnish, Erin Tait, Christie Schindel-Martin, Lori Barton, Luisa Canning, Matthew Wilding, Laura Erdalin, Robert Aucoin, Ginette AdvancePractice Nursing Simulation Health Sciences - Medicine Health Sciences - Nursing The Essential Primary Care virtual simulation games for nurse practitioner education. This resources focuses on key learning outcomes including: (1) applying NP advanced practice competencies as it applies to the primary care context; (2) support NP decision making related to key health conditions within practice; (3) identify and implement evidence-informed plans of care to improve patient outcomes; and (4) promote optimal functioning in the advanced practice nursing role. The Virtual Simulation Games include: • Concussion management • Medical Assistance in Dying • Memory concern in the elderly • Medical cannabis These topics are available in English and French and include a facilitators guide for debriefing the simulations 2022-07-13T20:29:51Z 2022-07-13T20:29:51Z 2022 2024 2024-02-01 Learning Object 1db82046-866b-4a5d-8ae8-6bdd07d1b867 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1536 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1db82046-866b-4a5d-8ae8-6bdd07d1b867 eng https://can-sim.ca/hc/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/zip application/zip application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document

oai:openlibrary-repo.ecampusontario.ca:123456789/13742024-12-10T16:20:49Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Rethinking Assessment Strategies for Online Learning : A short course for post-secondary educators Facchini, Linda Lin, Amy Maknyik, Amanda Zhang, Wanqing Oldfield, Natalie Mackie, Kyle Iassinovskaia, Katia Joudrey, Logan Lam, Anh Assessment Authentic assessment alternative assessment Support Resources Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Module 1 - Rethinking the Assessment Mindset II. Module 2 - Authentic Assessments III. Module 3 - Alternative Online Assessments IV. Module 4 - Supporting Authentic and Alternative Assessment V. What's Next? Online assessment comes with many challenges. How do we assess learners in our online courses in ways that promote student success? How do we ensure academic integrity in online assessment? How do we respect privacy, recognize diversity, and establish equity in our online assessment and feedback practices? Moreover, how do we accomplish this within the limitations of time and available teaching resources? Rethinking Assessment Strategies for Online Learning: a short course for post-secondary educators is a response to the online assessment concerns of faculty, instructors, teaching assistants, and students. The widespread offering of micro-credentials, HyFlex, hybrid, and fully online learning opportunities has shifted the post-secondary educational landscape and refocused considerable attention on assessment strategies. We believe the time has come to re-examine how we evaluate and provide feedback to our learners. Seneca College, Durham College, Algonquin College, and the University of Ottawa have partnered to create this engaging four-module short course designed to: challenge educators to rethink traditional approaches to testing and grading, and consider whether these traditional approaches benefit today’s students, graduates, and prospective employers equip educators with the resources, skills, and confidence to adapt their traditional assessment methods to meet evolving sector needs. Through interactive reflections, scenarios, and activities, course participants learn how to design, implement, and evaluate authentic and alternative digital assessments through a lens of equity, inclusion, and student success. Examples, templates, and worksheets accompany the lessons giving educators the tools they need to develop their online authentic and alternative assessments. This course is accompanied by the Rethinking Assessment Strategies for Online Learning – Exemplar Collection – a compilation of authentic and alternative assignments shared by instructors from institutions across Ontario. 2022-05-20T19:04:27Z 2022-05-20T19:04:27Z 2022-02-25 Learning Object 1dd0d751-df17-40aa-81dd-a360e6fae268 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1374 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1dd0d751-df17-40aa-81dd-a360e6fae268 eng https://ecampusontario.pressbooks.pub/rethinkingassessment/ https://openlibrary.ecampusontario.ca/item-details/#/8d38e3c1-0b42-4f4d-9ba5-f7bc3e93cd4f https://openlibrary.ecampusontario.ca/item-details/#/49f6ab94-7ea4-4651-8df6-7dedc53fa325/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Seneca College application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/13902024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Researching Islam Virani, Shafique Virani, Shafique Gulamadov, Shaftolu Alidina, Faraz Al Jajeh, Almontaser Bellah Al-Khamis, Ulrike Ayoung-Stoute, Anna Badrossama, Reza Barati, Mikael Berger, Elizabeth Boron, Usmon Carter-Arlt, Michael Chagnon, Michael Charles, Sam Damani, Zaheed Farokhi, Sophia Farokhi, Zeinab Ferlatte, Joëlle Ganjavi, Mahdi Harrison, Laurie Heikoop, William Khan, Sunnya Khan, Zakir Khodadadi, Adel Loti, David Macfadyen, Leah Mangar, James Mansouri, Mohammad Amin Moshiri, Abolfazl Mwenda, Makena Nadimi, Maryam Neky, Alykhan Pabani, Nadim Rouhina, Mahak Rustom, Mohammed Shokri, Natasha Smith, Julia Sumar, Nureen Tabandeh, Reza Takim, Liyakat Visram, Aqil Umetsubo, Yayo Zavqibekova, Angubin Zhuang, Xiang Islam Careers Religion Humanities Humanities - History & Cultural Studies Humanities - Language & Linguistics Humanities - Literature Humanities - Religious Studies Support Resources Support Resources - Career Development Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. How do academics research Islam? Students in this course learn about and gain hands-on experience with essential scholarly tools for discovering and disseminating new knowledge in this field. Both individually and collaboratively, students will work on projects about academic literature, scholarly communication, and primary sources. The course is structured as an adventure. Each module is called a “Caravan Journey” and units within the modules are “Serais.” In the Muslim world, Serais were bustling stopping places that supported the flow of information, commerce, and people across trade routes through much of Asia, North Africa, and Southeast Europe. Writing about his experience at one such Caravanserai in China (known as a funduq), the famous Muslim traveler Ibn Battutah observed: “China is the safest and best country for the traveller. A man travels for nine months alone with great wealth and has nothing to fear. What is responsible for this is that in every post station in their country is a funduq which has a director living there with a company of horse and foot…. He sends someone with the travellers to conduct them to the next post station and he brings back a certificate from the director of the funduq confirming that they have all arrived. If he does not do this he is answerable for them. This is the procedure in every post station in their country from Sin al-Sin to Khan Baliq. In them is everything the traveller needs by way of provisions, especially hens and geese” (Gibb and Beckingham 1994, 893-894). Similarly, at each of our Serais, we provide our student travelers with all they need by way of provisions, though perhaps no hens or geese. With the guides and guidebooks we make available to them, we enable them to cross all their Serais to then board the next Caravan, safe and sound, certificates in hand. Caravan Journeys include readings and multimedia, pedagogical activities, and assessments. They provide rich, engaging, student-centered experiences for learners. Over forty outstanding content and education specialists, artists, musicians, filmmakers, and expert consultants have assisted me to develop these materials. To the extent possible, the journey represents the dynamic pluralism of Islam and Muslim Civilizations, showcasing diversity in terms of region, history, schools of interpretation, and gender. It incorporates both primary and secondary sources and goes beyond texts to incorporate video, sound, and images. Many living artists and musicians have contributed to the project. The Caravan Journeys in this course on Researching Islam include: 1. Studying Islam 2. Western Encounters with Islam 3. Manuscripts: An Introduction 4. The Codex 5. Romanization 6. Academic Social Media 7. Academic Conferencing 8. The Dream Job: CVs and Cover Letters 2022-05-25T20:44:00Z 2022-05-25T20:44:00Z 2022 Learning Object 1dd4594b-19a3-4f31-97d6-917b212163cb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1390 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1dd4594b-19a3-4f31-97d6-917b212163cb https://zenodo.org/record/7783656#.ZCbqOnbMKUk eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Toronto application/pdf application/zip University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/13932024-08-08T19:21:08Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

In Their Moccasins Johnson, Sarena Paypompee, Montana Whissel, Kelsey Mandamin, Samantha Desjarlais, Kyle Black, Miranda Stone-Debassige, Mkons Caribou, Jeremie Pobuda, Tanya Sampirisi, Jenny Joan, Kaya Blackbird, Jenny Dallaire, Joanne Willis, Heather Chaboryk, Adam Grover, Trina Schwartz, Michelle Ahmed, Namir Barreca, Rachel Lipscombe, Mnoden Ge, Jenny #Indigenous #StudentAffairs #Storytelling Humanities Humanities - Digital Humanities Humanities - History & Cultural Studies Public Services Public Services - Education Public Services - Public Health Social Sciences Social Sciences - Indigenous Studies Social Sciences - Sociology Support Resources Support Resources - Educator Development Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Main Body II. Wahkotowin Cicle (Games and Readings) III. Additional Readings In Their Moccasins is an online game environment based on the “choose your own adventure” storybook format. The game supports the education of allies about Indigenous ways of knowing, learning, and being. It fosters empathy toward the experiences of Indigenous peoples with the goal of building solidarity with an Indigenous resurgence in higher education and beyond. Many Canadians think of Indigenous issues as a thing of the past, yet the horrors of colonization continue to have an impact. Indigenous students display a great deal of resilience in navigating their day to day lives; However, we need to move away from placing the expectation of resilience on the individual, and towards societal change. This game, designed by Indigenous students, will be a helpful tool for educators and folx looking to build their Indigenous knowledges skill set. As a team we created a group of fictional characters whose paths intersect at school. We chose fiction as a resistance to the barrage of requests for Indigenous folx to rehash and perform the traumas of their personal lived experiences for the education and consumption of settlers. Fiction allows us to interweave our various truths while being free of constraints such as personal identification or even the conventions of time and space. In thinking about creating Indigenous characters, it was important to first note the one dimensional, deficit based, mischaracterization of Indigenous folx throughout history. The colonial project has required a clearly demarcated other to justify it’s gross injustices. This othering and negating of Indigenous humanity continues to this day through history texts, public discourses, media coverage and pop culture misrepresentation. In Their Moccasins was an opportunity to create characters that speak to multi-faceted intersecting Indigenous identities. In this resource you can read through a character's story and make decisions or participate in quizzes. You can toggle back to change your decisions or answer questions differently, and you can go back and see what would have happened if you made a different choice. Afterwards, you can play through as a different character. Feel free to experiment, and there's no need to fear mistakes. There are no right answers, but in some instances there are more or less helpful choices. This project has generated a learning resource that is informed by and rooted in the reality of the lived experiences of Indigenous students navigating postsecondary education. Indigenous students report feeling isolated, misunderstood and marginalized in postsecondary education, in part due to the systemic underrepresentation of Indigenous staff and instructors in the academy (AFN, 2018). By enhancing participants’ cognitive understanding of Indigenous students’ lived, day-to-day experiences and personal histories, this work aims to help improve the postsecondary learning and training experiences of First Nations, Inuit and Métis Peoples. 2022-05-26T19:08:42Z 2022-05-26T19:08:42Z 2022 Learning Object 1de5f91b-640f-4ba5-a4e7-813e4f5e184d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1393 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1de5f91b-640f-4ba5-a4e7-813e4f5e184d eng https://pressbooks.library.torontomu.ca/intheirmoccasins/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ Toronto Metropolitan University TK Notice | https://localcontexts.org/notice/tk-notice/ application/pdf text/xml Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/15992024-12-03T17:42:36Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Imagine | Question | Search | Synthesize : Critical foundations for undergraduate research (v. 1.3 - March 2023) Attridge Bufton, Martha Jackson, David C. Samokishyn, Marta Attridge Bufton, Martha Jackson, David C. Russell, Kiah Samokishyn, Marta Calow, Cass Dekker, Jennifer Hemingway, Ann Hodgson-Drysdale, Tracy Agbatogun, Alaba Gorra, Andrea Research methods information literacy academic writing Humanities This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This is the English version of a credit-bearing online course in research foundations. Academic librarians from Carleton University Library, University of Ottawa Library, and Saint Paul University Library have designed the course which addresses undergraduate academic skill deficiencies in Ontario students with a focus on improving levels of information literacy. Course objectives are 1) to ensure that students learn to think critically about their information needs; 2) develop effective approaches to discover and access information; and 3) reflect on their information seeking behaviours. Using high impact pedagogical practices and experiential learning strategies, core learning outcomes are to: 1. Align information needs and search strategies to appropriate search tools and strategies. 2. Describe the difference between sources and their role in the research process. 3. Define different types of authority and how to determine the credibility of sources. 4. Understand ethical aspects of information creation and use. The 14-week course consists of five modules that align with the ACRL Framework for Information Literacy for Higher Education and are designed to support the achievement of the Ontario Undergraduate Degree-level Expectations. The Brightspace-based course can be adapted for arts and social science curricula in Ontario universities. 2022-08-12T14:49:50Z 2022-08-12T14:49:50Z 2022-02-28 2022-12-15 2023-03-06 Learning Object 1e03382e-3d4d-4f9b-b8d4-8b5893e75812 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1599 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1e03382e-3d4d-4f9b-b8d4-8b5893e75812 eng https://openlibrary.ecampusontario.ca/catalogue/item/?id=df920ef2-0202-479f-80b8-c041d0bca02a CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Carleton University application/zip application/zip application/zip application/imscc application/zip application/zip Carleton University

oai:openlibrary-repo.ecampusontario.ca:123456789/14512024-12-04T21:54:34Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Relational Databases and Microsoft Access 365 McFadyen, Ron Access Databases Microsoft Social Sciences Social Sciences - Information Sciences Technology Technology - Information Systems & Design Technology - Research & Data This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Relational Databases and MS Access 2. Creating Tables 3. Creating Forms 4. Microsoft Access Queries 5. Relationships and the Relationship Tool 6. Microsoft Access Queries - Advanced 7. Entity Relationship Modelling 8. Mapping an ERD to a Relational Database 9. Data Definition Language (DDL) 10. Normalization This text is a free introductory text that introduces MS Access and relational database design. The motivation is to support an introductory database system course which, to the student, is either a service course providing an introduction to database concepts, or, as a prerequisite for more advanced study in the field. 2022-06-10T20:44:48Z 2022-06-10T20:44:48Z 2022-01 Learning Object 1eca9ad3-0f2f-4b4c-8a87-14d43bc55adc https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1451 https://openlibrary.ecampusontario.ca/catalogue/item/?id=1eca9ad3-0f2f-4b4c-8a87-14d43bc55adc eng https://ecampusontario.pressbooks.pub/relationaldatabasesandmicrosoftaccess365/ Resources for Learners | https://www.acs.uwinnipeg.ca/rmcfadyen/CreativeCommons/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Loyalist College image/jpeg application/epub+zip application/pdf application/pdf application/pdf application/pdf Loyalist College

oai:openlibrary-repo.ecampusontario.ca:123456789/13622024-12-04T21:54:14Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Personal Leadership Resources Helling, Gianna Jeethan, Anthony Zupan, Marla #Perseverance #SelfEfficacy #Resilience Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Gianna Helling describes different resources for enahcing personal leadership practices as detailed in the Ontario Leadership Framework (OLF). The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-18T19:46:55Z 2022-05-18T19:46:55Z 2022-02-28 Video 20c12276-110f-42eb-84e5-f8581908c04b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1362 https://openlibrary.ecampusontario.ca/catalogue/item/?id=20c12276-110f-42eb-84e5-f8581908c04b eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/15922025-09-02T19:21:29Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Fundamentals of curriculum design & program evaluation Problem-Based Learning 2.0 Chan, Teresa Wong, Eric Chen, Ruth Monteiro, Sandra Ngo, Quang Park, Sean Lal, Sarrah Sienna, Julianna Packham, Tara Cherry, Richard Leung, James Yousef, Haroon Bayer, Ilana Mackin, Robin Foxcroft, Laura Kundi, Anjali Park, Andrew Xenodemetropoulos, Ted Roberge, Jillian Tong, Catherine Wallner, Clare Vrkljan, Brenda Chan, Teresa Wong, Aldus Hoskin, Nicholas Yilmaz, Yusuf Schulz, Valerie Health Sciences Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts. 2022-08-09T19:46:51Z 2022-08-09T19:46:51Z 2022-01-03 Learning Object 2110e56d-477b-45aa-b06a-12c3f3fe6745 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1592 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2110e56d-477b-45aa-b06a-12c3f3fe6745 eng CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ McMaster University application/zip Office of Continuing Professional Development, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/12862024-12-12T21:07:19Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Refugee : or the Narratives of Fugitive Slaves in Canada Drew, Benjamin Slavery Autobiography Social Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Refugee: or the Narratives of Fugitive Slaves in Canada (1856)—full title A North-Side View of Slavery. The Refugee: or the Narratives of Fugitive Slaves in Canada. Related by Themselves, with an Account of the History and Condition of the Colored Population of Upper Canada—is a collection of over 100 testimonies of escaped slaves by white American abolitionist Benjamin Drew. 2022-04-27T20:12:08Z 2022-04-27T20:12:08Z 2022-02-15 Book 2182200e-f0f4-4ba1-ad5f-e585a9ac179e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1286 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2182200e-f0f4-4ba1-ad5f-e585a9ac179e eng https://pressbooks.library.torontomu.ca/therefugee/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/12752024-03-19T21:43:56Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) Kechego, Jaimie Stolarchuk, Lorie Tambe, Shreyas Indigenous Pedagogies UDL Public Services - Education Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This content is accompanying material for Module 5 of the Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) resource. 2022-04-27T18:29:38Z 2022-04-27T18:29:38Z 2022-02-28 Learning Object 21a45f87-9707-411d-b356-552aadc1d7a9 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1275 https://openlibrary.ecampusontario.ca/catalogue/item/?id=21a45f87-9707-411d-b356-552aadc1d7a9 eng Resources for Learners: Main resource | CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Windsor TK Notice | https://localcontexts.org/notice/tk-notice/ application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip application/zip University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/15762025-09-02T19:25:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Fundamentals of assessment and feedback in health professions Problem-Based Learning 2.0 Chan, Teresa Wong, Eric Chen, Ruth Monteiro, Sandra Ngo, Quang Park, Sean Lal, Sarrah Sienna, Julianna Packham, Tara Cherry, Richard Leung, James Yousef, Haroon Bayer, Ilana Mackin, Robin Foxcroft, Laura Kundi, Anjali Park, Andrew Xenodemetropoulos, Ted Roberge, Jillian Tong, Catherine Wallner, Clare Vrkljan, Brenda Chan, Teresa Wong, Aldus Hoskin, Nicholas Yilmaz, Yusuf Schulz, Valerie Health Sciences Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts. 2022-07-25T20:04:36Z 2022-07-25T20:04:36Z 2022-01-03 Learning Object 2246e602-94a0-4c5c-b667-3663f486edd4 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1576 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2246e602-94a0-4c5c-b667-3663f486edd4 eng CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ McMaster University McMaster University application/zip Office of Continuing Professional Development, McMaster University Office of Continuing Professional Development, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/11682024-12-12T19:24:32Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

New Approaches to Engineering Design Thinking Mindset : Idea Generation Ebrahimi, Shelir Stepanic, Kristina Taghvaei, Armaghan Yazdanpanah, Reza Ebrahimi, Shelir Design Thinking Idea Generation Biomimicry Art & Design Engineering This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Chapter 1: Idea Generation II. Chapter 2: Biomimicry This book, New Approaches to Engineering Design Thinking Mindset: Idea Generation, provides tools and techniques for different ways of generating ideas. Although teamwork is a huge portion of engineering work, without individual training, often a few people do most of the group work. Therefore, the focus of these modules is training individuals in selected design thinking skills so they can contribute more when they join their team. The developed resource includes two independent chapters that focus on some brainstorming techniques as well as biomimicry as new mindsets for idea generation. The resource has been created as a series of self-learning modules to support all undergraduate engineering students, regardless of their level of study. It can also serve as supplementary training modules for instructors. Since each online module focuses on building different skills, they can be used in combination or individually. Educators can incorporate the modules at different points in their programs. 2022-04-06T17:57:44Z 2022-04-06T17:57:44Z 2022 Learning Object 227d1aea-3f55-41ac-bddc-2b352855d10e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1168 https://openlibrary.ecampusontario.ca/catalogue/item/?id=227d1aea-3f55-41ac-bddc-2b352855d10e eng https://ecampusontario.pressbooks.pub/ideageneration/ https://openlibrary.ecampusontario.ca/item-details/#/cd401f2c-620b-488e-be02-fd278e579e02 https://openlibrary.ecampusontario.ca/item-details/#/6b1f688a-53fe-4ad7-a311-1b281ee5831d CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ McMaster University text/xml application/zip application/zip McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/12562024-12-09T19:32:44Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Arrival Activities : Increasing Student Connection and Engagement at the Start of Classes Rawle, Fiona Liu, Shirley Crupi, Laura King, Eliza MacAulay, Alison Cowan, Mairi Guadagnolo, Dan Umetsubo, Yayo Gillis, Daniel Ashbourne, Dianne Campbell, Nicole Smith, Alex Laliberté, Nicole Jacobs, Shoshanah Kelly, Tamara Jahnke, Jennifer Fisher, Lianne Chumbley, Lillian Metaxas, Christian Ali, Habon Bakaj, Angela Eastman, Abigail Glod, Tomasz Ibrahim, Nada Kehoe, Joanne Ward, Meghan student engagement #ArrivalActivities Public Services - Education Support Resources - Educator Development Support Resources - Learner Success Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Arrival activities are short low-stakes activities that students can do right when they join lectures. They are designed to foster community, develop connections, gather feedback, and enhance student engagement during the opening moments of class. For example, they can invite students to engage with the course; act as wellness check-ins; gather feedback from students; acclimatize students to what participation and engagement might look like in a digital learning environment; and provide opportunities for connection and perspective-taking. This resource includes an overview of arrival activities and has an associated PowerPoint slide deck that you can use and modify for your own teaching practice. 2022-04-25T18:37:37Z 2022-04-25T18:37:37Z 2022-03-11 Learning Object 22b7aa7c-f2c9-414d-b057-51d984a8130b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1256 https://openlibrary.ecampusontario.ca/catalogue/item/?id=22b7aa7c-f2c9-414d-b057-51d984a8130b eng https://ecampusontario.pressbooks.pub/arrivalactivities/ CC BY | https://creativecommons.org/licenses/by/4.0/ University of Toronto application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/epub+zip application/zip application/vnd.openxmlformats-officedocument.presentationml.presentation application/vnd.openxmlformats-officedocument.wordprocessingml.document University of Toronto Mississauga and the Arrival Activities Team

oai:openlibrary-repo.ecampusontario.ca:123456789/13002024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Cask of Amontillado Poe, Edgar Allan Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. "The Cask of Amontillado" (1846) is a short story by American writer Edgar Allan Poe. Set in Italy in an unspecified year, the story is about a man, Montresor, luring his former friend Fortunato to a fatal immurement for reasons unclear to the audience. 2022-04-28T13:27:48Z 2022-04-28T13:27:48Z 2022-02-15 Book 23f78582-8672-4d8d-9930-422e43a34e51 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1300 https://openlibrary.ecampusontario.ca/catalogue/item/?id=23f78582-8672-4d8d-9930-422e43a34e51 eng https://pressbooks.library.torontomu.ca/caskofamontillado/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/12832024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Narrative of the Life of Frederick Douglass, an American Slave Douglass, Frederick Autobiography Slavery Humanities Humanities - History & Cultural Studies Narrative of the Life of Frederick Douglass (1845) is a memoir and treatise on abolition by American orator and ex-slave Frederick Douglass. Considered to be the most famous narrative written by a former slave, the text describes—in factual detail—the events of Douglass's life. It was also one of the most influential works of literature to lend fuel to the American abolitionist movement in the the early 19th century. 2022-04-27T18:50:05Z 2022-04-27T18:50:05Z 2022-02-15 Book 243492a5-6d7f-45ed-bf42-0a26791576a0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1283 https://openlibrary.ecampusontario.ca/catalogue/item/?id=243492a5-6d7f-45ed-bf42-0a26791576a0 eng https://pressbooks.library.torontomu.ca/narrativeofthelifeoffrederickdouglass/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ image/png text/xml text/xml application/pdf application/pdf application/epub+zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/22752025-09-02T18:17:55Zcom_123456789_1001col_123456789_1004

Psychoactive substances & society (2nd Edition) (Version 1.0 January 2024) Lewis, Jacqueline Holland-Penney, Jillian Holland-Penney, Jillian Fujita, Nobuko Durocher, Jackie Bernardon, Brandon Miller, Christine Crime and Criminology Sociology of Law Social Aspects Social Sciences - Sociology Chapter 1: An Introduction to Psychoactive Drugs Chapter 2: The Social Construction of Drugs, Users & Policies Chapter 3: The Social Determinants of Health & Substance Use Chapter 4: Early Canadian Drug Policy Chapter 5: Contemporary Canadian Drug Policies & Their Impact Chapter 6: International Drug Policies Chapter 7: Drug Prohibition & the War on Drugs – Costs & Consequences Chapter 8: Alternative Drug Control Policies Chapter 9: Stigma & People who Use Drugs Chapter 10: Understanding Substance Use Disorders Chapter 11: Harm Reduction & Treatment Chapter 12: The Cannabis & Emerging Psychedelic Industries This open educational resource is developed as a third-year level, university course on psychoactive drugs and Society. The second edition of Psychoactive Substances Use & Social Policy uses a revised and abbreviated title (Psychoactive Substances & Society) and is updated and enhanced. It includes a syllabus, 12 weeks of digital course content with assignments, and a grading rubric. It can be adapted as a stand-alone or supplemental course package, or single chapters can also be incorporated into courses on related topics. The course is designed so that it can be taught in several ways: as a fully online asynchronous course, or as a flipped learning hybrid course combining asynchronous learning via the Pressbook content, with face-to-face class and small group discussion (either online or in person). Course materials innovatively combine chapter content, with embedded links to audio/video material and short readings. A set of required additional readings are included at the end of each chapter. Materials come from a variety of sources (e.g., scholarly publications, government and non-governmental reports, the Conversation, media reports, other internet content, etc.). Each chapter starts with several questions for students to think about as they complete the chapter materials and ends with an assignment. All course materials (readings, viewings, questions, and assignments) are designed to stimulate critical and personal reflection on complex and challenging issues tied to course topic. Chapter assignments can be assigned as individual or group projects (face-to-face or via synchronous breakout groups during class time) or some combination of the two. The questions at the start of each chapter can also be used to guide class discussion. 2024-11-04T17:54:54Z 2024-11-04T17:54:54Z 2024-01-08 2024-01-08 Book 24bb0ff7-7165-4f51-86f4-5a8b4b979bd7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2275 https://openlibrary.ecampusontario.ca/catalogue/item/?id=24bb0ff7-7165-4f51-86f4-5a8b4b979bd7 eng https://ecampusontario.pressbooks.pub/psychoactivesubstanceuseandsociety2nded/ https://openlibrary.ecampusontario.ca/item-details/#/aa2f7ce3-7bcd-4773-9df1-f5f52ee6a5e5?k=Psychoactive%20Substances%20%26%20Society&itemTypes=6&itemTypes=12&sortCol=1&increasePopularSearch=true CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ image/jpeg application/zip application/epub+zip application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/11132025-04-03T18:25:42Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Why is Coding Important? Aquil, Ammar Jeethan, Anthony Zupan, Marla #STEMJobs #RealWorldSkills #ComputationalThinking Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Ammar Aquil defines what coding is and how it can support students’ skills development (procedural writing, mathematics, problem solving) for real-world applications. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-03-22T19:21:53Z 2022-03-22T19:21:53Z 2022-02-28 Learning Object 25a45d34-8e76-4796-9121-07af620d8291 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1113 https://openlibrary.ecampusontario.ca/catalogue/item/?id=25a45d34-8e76-4796-9121-07af620d8291 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ video/mp4 application/octet-stream text/plain Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/12642024-02-19T16:22:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Leadership for Nurses in Clinical Settings Woodend, Kirsten Woodend, Kirsten McCabe, Janet Thibeault, Catherine Ferguson, Stephanie nursing clinical leadership Health Sciences Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Power and Politics 2. Communication and Delegation 3. Ethical and Legal Issues 4. Quality Management and Improvement 5. Change Management 6. Health Informatics 7. Budgeting and Resource Management 8. Recruiting, Selecting and Retaining Staff 9. Managing Teams and Conflict 10. Managing, Motivating and Staff Development 11. Risk Management and Emergency Preparedness 12. Ethical Leadership and Building Your Career as a Nurse Leader This is a 12 module graduate level course to prepare nurses who are thinking of taking on leadership roles and for those who are already in those roles and would like to learn more about clinical nursing leadership and management. 2022-04-25T19:58:19Z 2022-04-25T19:58:19Z 2022 Learning Object 25be378a-1b9b-437c-aa50-09be4829a2a9 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1264 https://openlibrary.ecampusontario.ca/catalogue/item/?id=25be378a-1b9b-437c-aa50-09be4829a2a9 eng https://ecampusontario.pressbooks.pub/nursingleadership/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Kristin Woodend

oai:openlibrary-repo.ecampusontario.ca:123456789/14952024-02-19T16:22:04Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Simulation de réunion interprofessionnelle de préparation du congé en gériatrie : Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux Giroux, Isabelle Savard, Jacinthe Sauvé-Schenk, Katrine Mayer, Jacynthe Guibord, Christiane Kengneson, Cris-Carelle Kengneson, Cris-Carelle Savard, Jacinthe Giroux, Isabelle Laroche-Nantel, Raphaëlle Gériatrie Nutrition - Diététique Service social Health Sciences - Allied Health Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Document pour les étudiants 2. Document pour la patiente simulée et le membre de sa famille 3. Document pour les facilitateurs 4. Grilles d’observation des indicateurs de la compétence en offre active des services en français et des compétences de collaboration interprofessionelle 5. Évaluation de la satisfaction chez les étudiants Il s’agit d’une simulation de réunion interprofessionnelle (IP) réalisée à l’aide d’une plateforme de vidéoconférence et menée par plusieurs étudiant(e)s des disciplines suivantes : nutrition/diététique, ergothérapie et travail social. La simulation porte sur le congé d’un(e) patient(e) ayant été admis(e) à l’urgence il y a une semaine pour fièvre très élevée accompagnée de frissons et de confusion, puis diagnostiquée d’urosepsis et de déshydratation. Une fois stable, le/la patient(e) a été transféré(e) à l’unité de médecine gériatrique où diverses évaluations par différents professionnels(elles) de la santé (ex. médecin, infirmière autorisée, infirmière gestionnaire, travailleur social, ergothérapeute, diététiste, physiothérapeute) ont eu lieu et sont documentées dans le dossier. Le/la patient(e) semble aller mieux et les professionnels(elles) de la santé et des services sociaux doivent planifier son congé selon l’état du patient ou de la patiente (difficultés de mémoire, problèmes d’hygiène à domicile, etc.) et la situation sociale (ex. solitude, gestion financière par une tierce personne, etc.). Il s’agit d’une simulation durant laquelle les étudiant(e)s doivent : a) avoir une discussion IP pour présenter les informations obtenues de leur évaluation respective, déterminer le plan d’action d’équipe, déterminer l’endroit le plus approprié après le congé (ex. centre d’hébergement ou domicile) et se préparer à l’éventualité que le/la patient(e) accompagné(e) de son neveu ou de sa nièce ne soit pas d’accord avec le plan proposé, ainsi que b) avoir une discussion d’équipe avec le/la patient(e) accompagné(e) de son neveu ou de sa nièce pour répondre à leurs préoccupations et présenter le plan de soins. Les étudiant(e)s participants à cette simulation doivent être de niveau débutant à intermédiaire. Cette activité est d’une durée totale de 75 min., 25 min. pour la discussion IP et 25 min. pour la discussion avec le/la patient(e) et son neveu ou sa nièce, suivi de 25 min. de débreffage. La durée peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Objectifs d’apprentissage: 1. Prendre part à une réunion IP pour coordonner les soins d’un patient--2. Mettre en pratique la collaboration IP--3. Apprendre les rôles/responsabilités des professionnels, le partage de tâches et les interactions entre les professionnels--4. Mettre en pratique l’offre active dans la planification du congé et d’orientation vers les ressources--5. Participer à un débreffage Clientèle cible: Professeurs/coordonnateurs de programmes en santé et service social Professions ciblées: Diététique, service social, ergothérapie, etc. 2022-06-23T17:45:42Z 2022-06-23T17:45:42Z 2022-02-28 Learning Object 25dbf7f7-8f42-4c23-a0c7-faa3366511fe Giroux, I., Savard, J., Sauvé-Schneck, K., Mayer, J., Guibord, C., Kengneson, C. (2022). Simulation de réunion interprofessionnelle de préparation du congé en gériatrie: Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux. Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS), Université d’Ottawa. https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1495 https://openlibrary.ecampusontario.ca/catalogue/item/?id=25dbf7f7-8f42-4c23-a0c7-faa3366511fe fre Instructor Resource: Full Simulation Guide | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document Le Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS), Université d’Ottawa

oai:openlibrary-repo.ecampusontario.ca:123456789/11252024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Integration of Multimedia in Virtual Reality Patel, Manan Kaushikbhai Brooks, Jeremy Robinson, Amanda Wells, Andrew Callan, Alana Virtual reality Art & Design - Digital Arts Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. Virtual Reality is an emerging field with diverse employment opportunities ranging across programming, engineering, design, and media development. Students will learn to create their own VR scenes, landscapes, and 3D assets in this front-end-design-focused course. They will learn the basics of the game engine Unity and Microsoft Visual C# programming and gain an understanding of the User Interface (UI) and logic to develop a simple UI system and User Experience (UX). Students will be able to consolidate their skills in the final project, to design and build an executable application on the VR platform. The learning outcomes are 1. Explore the functions of Unity Editor--2. Demonstrate how to use graphical features in Unity--3. Explore the Unity User Interface and Multimedia graphics--4. Build a VR Application in Unity. This micro-credential includes learning lessons, student activities, and assignments. The course can be downloaded into a learning management system such as Desire2Learn or Brightspace. 2022-03-24T12:56:54Z 2022-03-24T12:56:54Z 2022 Learning Object 27a713ce-4328-4b51-8c35-4f08f63e355e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1125 https://openlibrary.ecampusontario.ca/catalogue/item/?id=27a713ce-4328-4b51-8c35-4f08f63e355e eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/17522025-08-28T17:25:22Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

MarineXR : Ocean education in augmented reality Mensink, Paul Briona, Lisa Decoito, Isha AR ocean biology Sciences Sciences - Biology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. The development of science education within our post-secondary institutions, including broadly building scientific literacy and inquiry for the purposes of creating well-rounded citizens, is of critical importance for both scientists and non-scientists alike. A transition to hybrid campuses must continue to engage students in science, especially those from diverse disciplinary backgrounds that see themselves less as science ‘people’ and report a lack of intrinsic motivation and engagement with STEM subject matter. Immersive technologies, such as augmented reality, have shown great promise in improving engagement with educational content. MarineXR is an augmented reality (AR) educational application focused on engaging all students in the nature of science conceptions, including the practice of science and scientists by fostering environmental awareness and responsibility through an ocean ecology focus. In partnership with Canadian educational technology company, EXAR Studios, we have created a fully immersive, multi-module ocean learning experience for integration into science curricula across Ontario. MarineXR is a freely available, fully immersive, augmented reality mobile application for both Apple and Android phones. MarineXR utilizes both ‘tap-to-place’ (user-defined) and real-time surface detection (via phone camera) to place 3D models in the user’s environment. We have developed two different ocean educational experiences within the app that demonstrate the effectiveness of two different technological approaches to using AR for education. Experience 1: Basking shark conservation Using the principles of gamification, simulation, role-playing and immersion students explore scientific concepts and collect real-time data, using an enticing case study showcasing Canada’s largest shark species, the basking shark. This experience takes students on an exploratory journey where they learn about basking shark biology and how scientists learn more about them. This experience features a guided narration (with closed captions) to gently walk users through the experience. Experience 2: Ocean species learning modules Our species learning modules use realistic and animated 3D representations of marine and freshwater species to teach students about their physiology, morphology and ecology. Species are grouped into modules according to the learning objectives (e.g., coral reef biodiversity) and each species includes interactive information pop-ups. Students can test their learning with formative assessment questions including multiple choice and true/false (correct and incorrect answer feedback provided). We have developed a range of 16 built-in modules covering topics such as coral bleaching, commercial fisheries and ocean plastic. Instructors have an opportunity to create their own modules through a web-based portal where they can select from over 100 marine species for their lessons. 2023-03-03T21:04:48Z 2023-03-03T21:04:48Z 2023-02-28 Software 282d1a79-4f02-4863-a097-bfd812a76cc8 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1752 https://openlibrary.ecampusontario.ca/catalogue/item/?id=282d1a79-4f02-4863-a097-bfd812a76cc8 eng https://marinexr.ca/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/png application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/11612024-08-29T19:20:42Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Brilliant Online : Introduction to Entrepreneurial Changemaking Loughlean, Connor Zavitz, Karen Watson, Kaitlyn MacMillian, John Mutti, Sunny Maynard, Rebecca Murray, Silvan Gibbings, Kate Pineda, Jasmin Entrepreneurship pitching business Business & Economy Business & Economy - Business Management This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Stage 1: Entrepreneurship & Laying the Groundwork Stage 2: How to Validate and Execute Your Idea Stage 3: Prototyping and Testing Brilliant Online: Introduction to Entrepreneurial Changemaking is a series of online modules designed to give aspiring entrepreneurs the knowledge and resources they need to get started. Brilliant Online focuses mainly on the ideation and validation stages of the entrepreneurial journey. Brilliant Online was created by the Brilliant Catalyst at Ontario Tech University. Located in Oshawa, Ontario, Brilliant Catalyst is the university-based incubator and experiential learning hub on campus. Working under the leadership of the Vice-President, Research and Innovation, the Brilliant Catalyst strives to be a leader in entrepreneurial thinking in Ontario, in Canada, and around the world. 2022-04-05T15:04:46Z 2022-04-05T15:04:46Z 2022 Learning Object 284cdc19-fa43-4ffb-9aec-a58663ec32d2 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1161 https://openlibrary.ecampusontario.ca/catalogue/item/?id=284cdc19-fa43-4ffb-9aec-a58663ec32d2 eng https://ecampusontario.pressbooks.pub/brillianteddi/ CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Ontario Tech University text/html application/vnd.oasis.opendocument.text text/xml text/xml text/html application/pdf application/zip application/pdf application/epub+zip image/png application/pdf application/pdf OE Lab, Ontario Tech University

oai:openlibrary-repo.ecampusontario.ca:123456789/11562024-08-08T20:28:48Zcom_123456789_1001col_123456789_1004

Virtual, Interactive Physiology Laboratories Stewart, Ronald Collins, Geoffrey Hesketh, Greg Perry, Carolyn Stewart, Ronald Collins, Geoffrey Hesketh, Greg Perry, Carolyn #PhysiologyLaboratories #HumanPhysiology #PhysiologyExperiments Sciences - Anatomy & Physiology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. 1. Fluids and Electrolytes 2. Acids and Bases 3. Cardiovascular Physiology 4. Respiratory Physiology 5. Digestive Physiology Physiology is a key subject in the study of health sciences. This series of 5 interactive physiology labs are designed to be stand-alone units that can be completed individually or as a set. They each include a brief lecture-style explanation of key concepts, combined with thought-provoking questions and videos of experimental procedures. An included handout allows for students to collect data and reflect on the concepts presented to reinforce their understanding of 1) Fluids and Electrolytes; 2) Acids and Bases; 3) Cardiovascular Physiology; 4) Respiratory Physiology; 5) Digestive Physiology with respect to the human body. 2022-04-04T21:02:13Z 2022-04-04T21:02:13Z 2022 Learning Object 28b1a18a-dd3c-4dfa-b5ec-853ca943f3b8 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1156 https://openlibrary.ecampusontario.ca/catalogue/item/?id=28b1a18a-dd3c-4dfa-b5ec-853ca943f3b8 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf Humber College application/zip application/zip Humber College

oai:openlibrary-repo.ecampusontario.ca:123456789/14962024-09-24T18:56:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Knowledge Management and Communication of Research Bruce, Cathy Maclean, Bradley Loughlean, Connor Capell, Dana Hobson, David Phipps, David Knox, Doug Shantz, Elizabeth Crocco, Farzana Muloongo, Jason Morrish, Jayne Bowes, Jessica Banting, Jim Dyring, Johannes Newman, Jonathan Gregory, Julie Keefer, Katrina Jacobs, Les Langford, Margo Stringer, Michelle Reibling, Shawna Whitney, Stephanie de Brabander, Steve Bruce, Cathy Horne, Ashley Brown, Bethany Bailey, James Chumbley, Lillian Greene, Terry Knowledge management Humanities - Communication Studies Technology - Research & Data This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Introduction to Knowledge Management and Communication II. Communication Tools and Strategies III. Community Engagement and Collaboration IV. Social Media V. Data Sharing and Usage VI. IP and Commercialization VII. Resources on Influencing Policy VIII. Culminating Assessment: Creating a Knowledge Management and Communication Plan Researchers across the natural sciences, sciences, engineering, businesses, humanities and social sciences in Ontario are rapidly generating important findings and new knowledge as leaders in Canada and internationally. However, managing and communicating that knowledge is rarely part of formal training or ‘know-how’. Further, researchers may not have explicit strategies for connecting with industry and government partners to move the knowledge forward. Knowledge Management is an integrated approach to defining, structuring, retaining and sharing knowledge. It also involves networking, building community partnerships, and understanding market uses. Knowledge Management has at its core, the purpose of sharing knowledge in a strategic approach with the right partners at the right time in order to reduce overlap, inform policy and decision-making, and accelerate innovations. This project involved six higher education institutions working together to generate a series of learning modules that can be bundled for a professional development program and/or micro-credential for students and early career researchers. 2022-06-23T19:25:50Z 2022-06-23T19:25:50Z 2022 Learning Object 28f5c078-dae4-4998-953a-e74048ba1205 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1496 https://openlibrary.ecampusontario.ca/catalogue/item/?id=28f5c078-dae4-4998-953a-e74048ba1205 eng https://ecampusontario.pressbooks.pub/knowledgemanagement/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ image/jpeg application/pdf application/vnd.oasis.opendocument.text application/imscc

oai:openlibrary-repo.ecampusontario.ca:123456789/17152025-09-02T18:46:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Fostering undergraduate science communication skills Dunn, Emma Garbati, Jordana Johnston, Nancy Samuels, Boba van Stam, Elisabeth Vist, Elise Love, Heather Mazrouei, Sara Killeen, Rosemary Alsabbagh, Wasem Northcote, Graeme Miletic, Phil Forbes, Sarah Daxberger, Heidi Banks, Carl-Georg Imran, Saim Mohammadi, Robia Yokingco, Amanda Phartiyal, Srishtie Abdi Abukar, Sagal Fladd, Nadine Bermingham, Claire Science Communication Writing and Communication Multi-modal Communication Engineering Health Sciences Humanities - Communication Studies Humanities - Digital Humanities Humanities - Science & Technology Studies Sciences Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Fundamentals of Science Communication II. Clarity in Science Communication III. Communicating Quantitative Data in the Sciences IV. Exploring Online Science Communication v. Sharing Research in the Age of Misinformation Science Communication is the communication of technical information from an expert to non-expert audience. Although there is some debate on the exact purpose and format for Science Communication, most agree that its goal is to bridge the gap between those that “do” science and those who “consume” science. To bridge this gap, people who communicate technical and scientific information -- be they scientists, engineers, health professionals, public policy specialists, or communication professionals -- must develop critical and diverse communication skills to broaden their reach and increase uptake and engagement with their discipline specific knowledge. By engaging in conversations about STEM knowledge with non-experts, these discipline experts can: share recent findings and increase public appreciation for science; increase knowledge and understanding of science; influence opinions, behaviours, or policy of people and/or governing agencies; and ensure that a diversity of perspectives are heard when societal decisions are made. This series of workshops aims to provide instructional support that will help undergraduate students understand what Science Communication is, how and why they should engage in it, where they might encounter it, and how to create their own effective communication depending on purpose, audience, and context. Specific workshop are as follows: • Fundamentals of Science Communication • Clarity in Science Communication • Communicating Quantitative Data in the Sciences • Exploring Online Science Communication • Sharing Research in the Age of Misinformation 2023-01-06T15:54:00Z 2023-01-06T15:54:00Z 2022-03-01 Learning Object 29bf870e-b7bf-4551-8532-8355eb1edc24 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1715 https://openlibrary.ecampusontario.ca/catalogue/item/?id=29bf870e-b7bf-4551-8532-8355eb1edc24 eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/zip Writing and Communication Centre, University of Waterloo

oai:openlibrary-repo.ecampusontario.ca:123456789/13452024-12-09T14:46:04Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

De-Escalation & Situational Awareness in a Home Setting (Virtual Simulation with 360-Degree Video) (v. 1.0 - February 24, 2023) Mackie, Sarah Fenn, Lisa Giles, Sandra Annett-Lawrence, Natasha Callan, Alana Sherrer, Melissa De-escalation situational awareness mental health Health Sciences Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies Public Services Public Services - Emergency Services Public Services - Public Health This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This scenario begins with a Service Provider pulling up to a residence in a vehicle. The only information that the Service Provider has been provided is that they are required to complete a wellness check on a 35-year-old female and her 8-year old son. The learner will be given the opportunity to demonstrate awareness of their surroundings using 360 degree video and practice verbal de-escalation strategies. This simulation is applicable to a broad number of community service professionals. By engaging with this simulation, learners will: - Apply situational awareness and observational skills in an uncontrolled environment. - Identify potential threats to the safety of all persons involved. - Practice establishing and maintaining effective professional boundaries. - Communicate effectively by responding to verbal, non-verbal and environmental cues. - Document and report the event according to professional standards. CONTENT WARNING - This interactive virtual experience contains sensitive material related to: - addiction to medication and/or alcohol - depression, chronic pain and/or mental health crisis - child welfare and/or neglect - suggestions of self-harm To download facilitator resources or the OER files, select “Download” below. To find the embed code for your LMS, download the file in "Supplementary Materials". To access the virtual gaming simulation through the Affinity Community Library, select “Read Online”. 2022-05-13T20:57:32Z 2022-05-13T20:57:32Z 2022-02-25 2023-05-19 Learning Object 29d7119c-5907-4336-b58d-009d01d14620 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1345 https://openlibrary.ecampusontario.ca/catalogue/item/?id=29d7119c-5907-4336-b58d-009d01d14620 eng https://app.affinitylearning.ca/community/browse/620 CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Fleming College application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf application/pdf application/zip image/png application/vnd.openxmlformats-officedocument.wordprocessingml.document Fleming College

oai:openlibrary-repo.ecampusontario.ca:123456789/11902024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Frankenstein Shelley, Mary Humanities - Literature Frankenstein; or, The Modern Prometheus (1818) is a novel written by English author Mary Shelley. The novel follows Victor Frankenstein, a young scientist who, using unorthodox scientific experiments, creates a sapient creature. At just 18 years old Shelley began writing the novel which was later published anonymously in London in 1818, when she was 20. 2022-04-13T14:40:27Z 2022-04-13T14:40:27Z 2022-02-15 Learning Object 2a7060a6-8407-47ec-aa27-045faa8c0f06 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1190 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2a7060a6-8407-47ec-aa27-045faa8c0f06 eng https://pressbooks.library.torontomu.ca/frankenstein/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ image/png text/xml text/xml application/pdf application/pdf application/epub+zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/16172024-02-19T16:22:04Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Simulation d’entrevue initiale interprofessionnelle incluant un défi linguistique : Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux Savard, Jacinthe Giroux, Isabelle Shoppoff, Lina Denis-LeBlanc, Manon Quann, Véronic McDonald, Tanya Zamjaoui, Nisrine Lebel, Sophie Kengneson, Cris-Carelle Kengneson, Cris-Carelle Savard, Jacinthe Giroux, Isabelle Laroche-Nantel, Raphaëlle Guibord, Christiane simulation compétences langues Health Sciences Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Rehabilitation Therapies Social Sciences Social Sciences - Psychology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Il s’agit d’une simulation d’entrevue initiale réalisée à l’aide d’une plateforme de vidéoconférence et menée par deux étudiant(e)s : un(e) étudiant(e) en médecine et un(e) étudiant(e) d’une autre discipline (ex. ergothérapie, orthophonie, audiologie, psychologie clinique, nutrition/diététique) parlant des langues différentes. La simulation porte sur l’entrevue initiale avec un(e) patient(e) atteint(e) d’un accident vasculaire cérébral (AVC) qui lui a laissé des séquelles : hémiparésie gauche, aphasie et légers troubles de mémoire. Le/la patient(e) est accompagné de son/sa conjoint(e). Le/la patient(e) a été transféré(e) au centre de réadaptation pour une période de 8-12 semaines. Le/la patient(e) ne se rappelle pas tout ce qui s’est passé durant les 8-10 premiers jours suivants l’AVC, c’est le/la conjoint(e) qui s’occupait de faire les suivis avec le personnel médical. Arrivé(e) au centre de réadaptation aujourd’hui, le/la patient(e) rencontre deux professionnels(elles) de la santé pour une entrevue initiale. Le/la patient(e), qui était parfaitement bilingue avant son AVC éprouve maintenant de la difficulté à communiquer en anglais et préfère communiquer en français tandis que son/sa conjoint(e) préfère communiquer en anglais. Il s’agit d’une simulation au cours de laquelle les étudiant(e)s doivent a) s’enquérir de l’état du/de la patient(e), b) collecter certaines informations, etc. c) échanger les informations avec l’autre étudiant(e) afin d’avoir un portrait plus complet de la situation. Les étudiant(e)s participants à cette simulation doivent être de niveau débutant. Cette activité est d’une durée totale de 75-90 minutes : 7-8 minutes d’organisation entre les deux étudiant(e)s, 20 minutes de simulation, suivi de 7-8 minutes de discussion interprofessionnelle entre les deux étudiant(e)s, puis de 10 minutes d’une discussion de débreffage en petit groupe et 30-45 minutes de débreffage en grand groupe. La durée de la simulation peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Objectifs d’apprentissage: Pratique • des étapes d’une entrevue • de la communication thérapeutique • des comportements d’offre active • de la collaboration interprofessionnelle lors d’une consultation multidisciplinaire Clientèle cible : Professeurs/coordonnateurs de programmes en santé et service social. Professions ciblées : Nutrition – diététique, ergothérapie, audiologie, orthophonie, psychologie, médecine, etc. Contenu de la boîte à outils contient: • Document des étudiants en français et en anglais • Document du patient simulé en français • Document du conjoint en anglais • Document des facilitateurs en français • Grilles d’observation des indicateurs de compétences en collaboration interprofessionnelle et en offre active des services dans la langue de choix du patient et de sa famille • Formulaire de satisfaction des étudiants par rapport à la simulation 2022-09-09T18:01:26Z 2022-09-09T18:01:26Z 2022-02-28 Learning Object 2af2ac8a-eb66-4e08-9e7c-4ed2753519d3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1617 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2af2ac8a-eb66-4e08-9e7c-4ed2753519d3 fre Instructor Resource: Full Simulation Guide | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf Le Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS), Université d’Ottawa

oai:openlibrary-repo.ecampusontario.ca:123456789/18502025-08-28T14:44:18Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Automotive service tech - Engine troubleshoot McLaughlin, Scott Crosson, Lori Trades This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. A virtual reality scenario for troubleshooting an engine in an automotive shop. Instructions for access are found at the "Supplementary Materials" button. 2023-06-06T15:11:29Z 2023-06-06T15:11:29Z 2023-01 Learning Object 2b6679ca-4a99-4bfc-8ae9-9c830dfc1cbb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1850 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2b6679ca-4a99-4bfc-8ae9-9c830dfc1cbb eng https://sidequestvr.com/app/17013/automotive-service-technician CC BY | https://creativecommons.org/licenses/by/4.0/ Sault College of Applied Arts and Technology application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14212024-02-19T16:22:00Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Comment réussir le test DELF? Ruberto, Lori Jeethan, Anthony Zupan, Marla #NiveauDeCompetence #InteragirEnFrancais #LallianceFrancaise Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Dans cette vidéo, l'éducatrice ontarienne Lori Ruberto partage deux raisons pour lesquelles les éducateurs francophones pourraient envisager de passer le test DELF (Diplôme d'études en langue française). Elle discute de l'objectif du test et de la façon dont il peut être une exigence professionnelle dans certains conseils scolaires de l'Ontario et du Canada. Des stratégies utiles pour se préparer à ce test sont proposées. 2022-05-31T14:46:20Z 2022-05-31T14:46:20Z 2022-02-28 Video 2ba09a1d-ef92-41d2-92d4-12b69f98d97f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1421 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2ba09a1d-ef92-41d2-92d4-12b69f98d97f fre https://www.youtube.com/watch?v=webp3IG2PN4 CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/12782024-08-27T19:32:16Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The White Witch of Rosehall de Lisser, Herbert G. Caribbean Fiction Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The White Witch of Rosehall (1929) is a legendary story by Jamaican author H. G. de Lisser. It tells the story of a haunting in Montego Bay, Jamaica where, according to the legend, the spirit of Annie Palmer haunts the grounds of Rose Hall plantation house. 2022-04-27T18:35:13Z 2022-04-27T18:35:13Z 2022-02-15 Book 2ba5d2e1-3680-474c-8752-dde8cb9432ac https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1278 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2ba5d2e1-3680-474c-8752-dde8cb9432ac eng https://pressbooks.library.torontomu.ca/whitewitchofrosehall/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/13432025-02-07T14:39:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

FOCUS – Fostering Our Compassion, Understanding and Self-Care Stanyon, Wendy Petrarca, Diana Atkins, Bridgette Banit, Mark Taylor, Dorothy Thompson, Jill Mindfulness Compassion Self-Care Support Resources This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This online learning resource is a gateway to Fostering Our Compassion, Understanding, and Self-Care (FOCUS). The Internet is filled with so many resources on mindfulness practices that it can sometimes be overwhelming and confusing to navigate. FOCUS is simply an introduction to the mindfulness world by providing students, staff, and faculty (and all individuals) with opportunities to learn about and practice mindfulness. Documented benefits of developing a mindfulness practice include but are not limited to: stress reduction, enhanced self-care, and increased well-being (Paulson, Davidson, and Kabat-Zinn, 2013). FOCUS is filled with ideas, resources, practices, and research regarding why and how mindfulness practice can help us in our daily living, including developing more compassion for ourselves and others. This stand-alone, self-paced, learning opportunity can be embedded into the core curricula of postsecondary institutions to help generate a campus-wide culture of wellbeing, and enhance students’ ability to be resilient across both their academic and professional life. FOCUS can be incorporated with and relevant to a wide range of learning contexts (i.e. potentially applicable to any discipline, and usable in fully online and blended learning contexts), providing learners and educators across disciplines with tools in mindfulness and self-care. FOCUS is intended to be self-paced and learners might want to complete a little bit each day, taking time to reflect and practice, while some might wish to complete the module in one sitting—it is up to the individual. Going through FOCUS is simple! Just follow the prompts, click on buttons, view videos, breathe, contemplate, try some of the activities, and progress through the activities at your own pace. Fostering compassion, understanding and self-care is a personal journey, and FOCUS is a tool to help along the way. 2022-05-13T18:13:45Z 2022-05-13T18:13:45Z 2022 Learning Object 2bcec73b-cfe6-4e36-97e2-7a9ba287a593 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1343 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2bcec73b-cfe6-4e36-97e2-7a9ba287a593 eng CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ Ontario Tech University TK Notice | https://localcontexts.org/notice/tk-notice/ application/zip application/zip application/msword application/zip application/zip application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/16262025-09-02T19:10:24Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Virtual Interactive Puzzle Escape Room (VIPER) : Medication administration series Tyerman, Jane Chumbley, Lillian Luctkar-Flude, Marian Graham, Leslie Clarke, Shelley McRae, Danica Jara, Mario Tyerman, Jane Chumbley, Lillian Hall, Kaitlyn Bailey, Liana nursing students medication calculation virtual escape room Health Sciences Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Medication errors are a leading cause of injury in healthcare, with a global cost associated with medication errors estimated at $42 billion annually (WHO, 2019). Investments in educational resources targeted to reduce medication errors can lead to significant financial savings and more importantly, better patient outcomes. The Canadian Patient Safety Institute (CPSI), the Canadian Association of Schools of Nursing (CASN), and the Canadian Alliance of Nurse Educators using Simulation (CAN-Sim) members have identified this as a resource in high demand. The VIPER projected successfully created an innovative method to successfully deliver Escape Room pedagogy in a virtual and physically distanced format. Each Viper provides multiple opportunities for learners to apply fundamental nursing and health provider knowledge and skills, which include medication administration, dosage calculation, patient safety principles, infection control, patient education, communication, and advocacy within a low-stakes learning environment. Learners are engaged by using interactive multimedia learning strategies to reinforce learning and support safe practice. The Virtual Interactive Puzzle Escape Room (VIPER) nursing project consists of three bilingual VIPER e-learning modules (English and French). VIPER game topics include: (1) Non-parenteral Medication Administration (Pediatric) (Novice); (2) Medication Titration (Blood Transfusion) (Intermediate); and (3) Parenteral Medication Administration (Insulin Infusion) (Advanced). 2022-09-12T13:56:54Z 2022-09-12T13:56:54Z 2022 Learning Object 2bfffdfb-3549-40be-8f3e-797206c7d896 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1626 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2bfffdfb-3549-40be-8f3e-797206c7d896 eng fre http://www.can-sim.ca/viper/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Ottawa application/pdf application/zip application/zip application/zip application/zip application/zip application/zip Canadian Alliance of Nurse Educators Using Simulation (CAN-Sim)

oai:openlibrary-repo.ecampusontario.ca:123456789/15662024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Marketing and Sales Wagh, Nikita Entrepreneurship Microcredential Marketing Business & Economy - Business Management This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Introduction to Sales and Marketing 2. Establishing Targets 3. Sales Models 4. Sales Channels and Platforms 5. Customer Relationship Model About the Course: This is the fourth of five courses in the Entrepreneurship for Creatives Microcredential Series. In this fourth course - Marketing and Sales - leaners will be introduced to strategies for marketing and selling their product or service. You will learn how to establish and grow sales channels, generate revenues, and manage customers. The course will also cover core concepts of marketing such as product concept, pricing strategies, place selection, and promotional channels. About The Program: The Entrepreneurship for Creatives microcredential series is a digital program that offers creatives the competencies and capabilities they need to bring their products, designs, and services to market. The program is suitable for those starting their entrepreneurship journey and wanting foundational tools to help build or grow their business. At the end of the program, learners will be equipped with the knowledge, skills, experiences and confidence to achieve the following learning outcomes: 1. Build a sustainable business through product pricing, sales and profits 2. Learn business basics including bookkeeping, inventory and operations 3. Understand growth hacking and marketing for creatives 4. Learn the principles and practices of community building to grow a sales pipeline 5. Develop and deploy content strategy to support sales 2022-07-25T17:23:39Z 2022-07-25T17:23:39Z 2022-02-28 Learning Object 2c3ca0a8-7297-4cef-a496-57f2bccb5da7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1566 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2c3ca0a8-7297-4cef-a496-57f2bccb5da7 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf OCAD University application/zip application/vnd.openxmlformats-officedocument.presentationml.presentation

oai:openlibrary-repo.ecampusontario.ca:123456789/10252025-02-28T14:00:52Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Write It Again OER Linstrum, Leslie Lapp, Valerie Perras, Tyler Catallo, Tanya Chea, Visal Research Communications Academic Writing Academic Integrity Humanities Social Sciences Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Introduction 2. Examples 3. Practice 4. Tips Write It Again is a learning module designed and developed as a website. This OER module teaches students how to utilize effectively the ideas and information from authors of online or print materials in college assignments requiring research. The skills students learn through this OER will help them to avoid unintentional plagiarism by showing them correctly how to include material written by someone else in their own work. Write It Again uses an instructional support approach to help students develop essential academic writing skills such as summarize, paraphrase, use direct quotation, and cite (APA & MLA) to avoid plagiarism. Through this resource, students can view instructional videos, example videos, tips, and checklists. In addition, students can engage in practice activities; they have the opportunity to explore a wide variety of sample articles and are guided through the steps to summarizing the entire article, paraphrase a portion of it, or correctly incorporating a direct quote from it. They are also assisted with developing APA or MLA in-text citations and Reference/Works Cited citation listings. Students can either work on their own (comparing their work to suggested answers to gain confidence and competence to engage in scholarly writing) or download their finished work for submission to their professor. 2022-03-01T19:26:23Z 2022-03-01T19:26:23Z 2022-02-17 Learning Object 2c911676-6470-4641-b643-e554608d0436 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1025 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2c911676-6470-4641-b643-e554608d0436 eng https://writeitagain.ctl.durhamcollege.ca/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ Durham College image/jpeg application/pdf application/zip Centre for Teaching and Learning, Durham College

oai:openlibrary-repo.ecampusontario.ca:123456789/11072025-04-03T18:51:19Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Developing Your Teaching Dossier : A Series of Four OER Asynchronous Online Modules Kasprzak, Michal D'Amico, Cristina Chang, Samantha Grant, Amber Ismail, Elizabeth Kustra, Erika Raffoul, Jessica Olsen, Karyn Brown, Kristin Chittle, Laura Aikman, Lisa Savicevic, Nada Mazrouei, Sara Taraban-Gordon, Svitlana Racicot, Toben Kochany, Katarzyna Noble, Graeme El-Masri, Adam Diskin, Alli Karim, Atifa F. Chan, David Helferty, Anjali Ellis, Ariana Sharzer, Greg Carlos, Jessica Lieu, Joanne Harrison, Laurie Lodge-Tulloch, Kadija Heikoop, Will Wilson, Daryll Prior, Julie di Benedetti, Marc Zhong, Myron Mustafa, Nida Cameron, Ellen Maal-Bared, Geith Lee, Kirsten Manis, Karl Birch-Bayley, Nicole Sabatinos, Chris Chrobok, Michael Coyne, Paige Efrat, Liron Ferwon, Charlotte Fletcher, Justin Giuliano, Mariela Gordon, Kelly Gregor, Sarah Hossack, Sam Ishola, Oluwaseyi Jones, Janet Karger, Paula Kavanagh, Ryan Knier, Natasha Nicole McCloy, Cora McDiarmid, Serena Miller, Erin Muir, Irene Ooi, Sun Kasprzak, Gabriela Pawlus Politou, Eva Rodgers, Joel Sheldon, Victoria Toledo, Estefenia Turner, Kyle Wilson, Daryll Winter, Ellyse Yong-Set, Michael Teaching dossier Statement of teaching philosophy Transferable skills Public Services - Education Support Resources - Career Development This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. 1. Reflecting on Your Teaching Experience: An Introduction to Teaching Dossiers 2. Articulating Your Teaching Values and Practices: Developing Your Statement of Teaching Philosophy 3. Connecting Narratives and Evidence: Developing Components of Your Teaching Dossier 4. Looking Ahead: Telling New Stories About Our Teaching Experiences The Developing Your Teaching Dossier series is a four-module series for graduate students and post-doctoral fellows exploring strategies to reflect on their teaching and develop their teaching dossier. The four 60-minute self-paced asynchronous modules are as follows: Module 1: Reflecting on Your Teaching Experience: An Introduction to Teaching Dossiers. Module 2: Articulating Your Teaching Values and Practices: Developing Your Statement of Teaching Philosophy. Module 3: Connecting Narratives and Evidence: Developing Components of Your Teaching Dossier. Module 4: Looking Ahead: Telling New Stories About Our Teaching Experiences. Each module in the Developing Your Teaching Dossier series is composed of five sections: a Getting Started (common element) section, three body sections, and a module summary. Each section is contained in the form of an H5P interactive book. Each H5P interactive book contains text content (including reference lists), hyperlinked resources, and embedded videos. Are you an Educator interested in adopting this series into your current and future graduate student and post-doctoral fellow professional development programming? The Developing Your Teaching Dossier series can be adapted into your current and future graduate student and post-doctoral fellow professional development programming in several ways. There are three levels of customization: Level 1: Module Combination: Use one or several modules and integrate them into your programming. Level 2: Section Grouping: Use sections of each module and combine them to form a different learning experience. Level 3: Content Customization: Customize (add, change, remove) content within each interactive book using the H5P reuse function. Download the "Institutional Guide" for programming ideas, embedding instructions, and customization options. Are you a Learner interested in taking this module for training and professional development purposes? If yes, check with your institution and enroll in one, two, three, or all four modules! No specific level of teaching experience is required for you to benefit from completing the series. Each of the four modules can be completed separately and independently. There are many resources—reflection prompts, workbooks, and samples—that you can download for your reference and further exploration. 2022-03-21T18:14:49Z 2022-03-21T18:14:49Z 2022-02-28 Learning Object 2d05dae3-ab0b-4aa9-a78c-ebfc63c838cb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1107 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2d05dae3-ab0b-4aa9-a78c-ebfc63c838cb eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Toronto application/zip application/zip application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.spreadsheetml.sheet application/zip application/zip application/zip application/zip Centre for Teaching Support & Innovation, University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/14902025-02-28T20:28:39Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Equity, Diversity and Inclusion in Practice Tutu, Kate Ghali, Mona Fernandes, Jean-Pierre Baijnath, Anamika Waheed, Nikki Abraham, Anita Ahmed, Mariam Goldberg Powell, Sally Garg, Vishal Huang, Tzu-Ting (Tina) Beggs-Holder, Alica Walters, Danielle Equity, Diversity, and Inclusion (EDI) Experiential learning Support Resources - Career Development Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Key Concepts in Equity, Diversity and Inclusion 2. Anti-Indigenous Racism 3. Anti-Black Racism 4. Ableism and Accessibility 5. Gender Equity 6. 2SLGBTQIA+ and Transgender Inclusion 7. Understanding Harassment This interactive self-directed learning resource provides a hybrid learning strategy responding to an identified gap for students participating in experiential learning activities. It serves as a preparatory tool for students before encountering difficult real-life scenarios in their workplaces they may be unsure of how to navigate. This series is comprised of 7 modules: Module 1. Key Concepts in EDI--Module 2/ Anti Indigenous Racism--Module 3. Anti-Black Racism--Module 4. Ableism & Accessibility--Module 5. Gender Equity--Module 6. LBGTQ2SiA+ and Trans-gender Inclusion--Module 7. Understanding Harassment. Each module will introduce learners to EDI within the work context, their rights and responsibilities in the workplace as they envision being new professionals embarking on their post-graduate journeys. Learners are taken through a series of brief simulated experiences, interactive self-assessments and connected educational content related to issues of diversity, equity, and inclusion. This course contains H5P interactive activities testing their knowledge, opportunities for self-reflection and brief video segments of peers and various professionals sharing their perspectives and insights. Student will be provided with an introduction into Equity, Diversity and Inclusion in the workplace, they will explore key equity issues while gaining information that will assist them in responding to issues of discrimination and become active participants in integrating equity in the professional and personal lives. 2022-06-22T18:18:15Z 2022-06-22T18:18:15Z 2022-02-28 Learning Object 2dbb9e43-1a61-498e-bdd1-576cb1251ee1 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1490 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2dbb9e43-1a61-498e-bdd1-576cb1251ee1 eng https://pressbooks.library.torontomu.ca/ediinpractice/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ Experiential Hub, Toronto Metropolitan University image/jpeg application/epub+zip application/pdf application/pdf application/zip application/zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/17862024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

SCIOER Course : C Programming McCuaig, Judi Laundry, Nathan Asch, Marshall Thomson, DJ C programming docker #SCIOER Technology - Computer Science Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This resource is part of an investigation into a semi-automated process for creating Self-Contained, Interactive Open Educational Resources (SCIOER) for use by students and instructors in the discipline of Computer Science. Resources created through the SCIOER process are self-contained and provide all the tools necessary for learners. The interactive nature of the resource encourages experimentation and incremental practice. Learners are able to annotate SCIOER resources with their personal observations and learnings. The SCIOER C Programming course is provided as a docker image (https://hub.docker.com/r/scioer/c-programming) The docker container provides a fully interactive e-text for programmers who wish to improve their knowledge of the C programming language. 2023-03-10T15:38:22Z 2023-03-10T15:38:22Z 2023 Dataset Learning Object Software 2def66b8-4b05-4681-9f96-a4f62fe91d0d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1786 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2def66b8-4b05-4681-9f96-a4f62fe91d0d eng https://hub.docker.com/r/scioer/c-programming https://openlibrary.ecampusontario.ca/item-details/#/3f51cdba-3dd2-49de-b3e4-1e3f9d44a157 https://openlibrary.ecampusontario.ca/item-details/#/554343b3-6f6a-4b2f-b988-5451dc215fea https://openlibrary.ecampusontario.ca/item-details/#/500ebafe-d019-4fde-8594-1be6a12e2383 GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html image/png application/pdf application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12922024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Nicomachean Ethics Aristotle Peters, F.H. Happiness Social Sciences Social Sciences - Philosophy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Nicomachean Ethics (circa 322 BC) is an ethical treatise by Aristotle. In the text, Aristotle offers a defence of the idea of eudaimonism (human flourishing or happiness) which is achieved as a result of human choice in search of excellence and the good life. 2022-04-27T20:40:37Z 2022-04-27T20:40:37Z 2022-02-15 Book 2e10f911-605e-4662-a024-703a5a41c7e7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1292 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2e10f911-605e-4662-a024-703a5a41c7e7 eng https://pressbooks.library.torontomu.ca/nicomacheanethics/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/21212025-06-06T15:45:17Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

ChatGPT in STEM teaching : An introduction to using LLM-based tools in higher ed Misanchuk, Melanie Hyzyk, Jakub Misanchuk, Melanie Hyzyk, Jakub ChatGPT GenAI Engineering Sciences Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. I. Introduction II. A Brief History of Machine Learning and LLMs III. Scope and Limitations of this OER and Environmental Scan IV. How LLM Technology Works V. Limitations of LLMs VI. Bias VII. Academic Integrity VIII. Using LLMs for Teaching and Learning IX. Conclusion This OER fills a gap in available, approachable ready-to-implement material. There are many articles about generative AI and LLM-based tools in both the popular and academic press, but most concern only one or two aspects of the tools in depth, or address a number of topics very generally. This OER endeavors to provide one-stop shopping for Canadian post-secondary science instructors who need to know the benefits and cautions of using LLM-based tools in their classes. The sections on bias, privacy and security, intellectual property and copyright, and good pedagogical practices are important lenses through which to examine tools (and strategies to employ them) which are widely promoted but currently poorly understood. The views expressed in this publication are the views of the author(s) and do not necessarily reflect those of the Government of Ontario or the Ontario Online Learning Consortium. 2024-02-27T21:58:29Z 2024-02-27T21:58:29Z 2024-03-07 Book 2e352e4b-9ff9-47ad-be73-45515e04df49 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2121 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2e352e4b-9ff9-47ad-be73-45515e04df49 eng https://ecampusontario.pressbooks.pub/llmtoolsforstemteachinginhighered/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/jpeg application/epub+zip text/xml application/vnd.oasis.opendocument.text text/html application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/14912024-12-12T17:47:07Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Practicing Allyship : Scenarios for Self-Reflection and Practice Morgan (she/her), Wendy gwynne (they/them), anya Kloos (she/her), Charlene Petch (they/them he/him), Charlie 2SLGBTQIA+ Allyship Anti-oppression Humanities - History & Cultural Studies Social Sciences - Gender & Sexuality Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Welcome to "Practicing Allyship" 2. Terms and Concepts 3. Exploring Our Own Identities 4. The Importance of Language 5. Allyship Styles and Strategies 6. The Scenarios This scenario-based learning activity was designed to provide learners an opportunity to practice various forms of allyship, in particular, as it relates to members of the 2SLGBTQIA+ community. Too often, when we are confronted with language and behaviours that we recognize as being homophobic, transphobic, or otherwise demeaning and/or dangerous to members of the 2SLGBTQIA+ community, we have a tendency to retreat into ourselves instead of speaking up in the moment. Many of us have had the experience of later reflecting on something we witnessed, or participated in, and wishing we had said or done something in the moment. But it can be hard to do that if we haven't ever had the opportunity to practice, and that's exactly what this simulation was designed for: to provide learners with the opportunity to practice the skills needed to be an effective ally. There are three content elements: prework, scenarios, and a debrief. The prework contains foundational learning designed to prepare learners to engage in the second element, the scenarios. The third element is the debrief. Facilitators are encouraged to review the included facilitation guide to prepare for this final element, which is critical to consolidate learning. Learning Outcomes: By the end of the simulation activity, learners will 1. Recognize the ways in which members of the 2SLGBTIA+ community continue to face social and systemic oppression--2. Reflect on their own intersectional identities to describe how privilege and oppression can change in different contexts based on those identities--3. Identify statements and acts that prevent the inclusion and decrease the safety of 2SLGBTQIA+ individuals in a range of social contexts--4. Identify and practice various allyship strategies to support intentional and active engagement in the creation and maintenance of positive spaces--5. Prepare for a facilitated discussion with fellow learners by responding to self-reflection questions throughout the simulation activity. 2022-06-22T19:01:41Z 2022-06-22T19:01:41Z 2022-02-28 Learning Object 2f027009-c1ff-4e90-88c6-59cee10498d5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1491 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2f027009-c1ff-4e90-88c6-59cee10498d5 eng https://rise.articulate.com/share/3TRW2yA8RSGS1G7sieSzLFCfDbKjbvY4 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ image/png application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/16192025-09-02T19:13:41Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Open source for digital communication & learning objects : Live streaming, podcasting, and video editing Kwasny, David Humphries, Matthew #DigitalLearning #OnlineLearning #EdTech Art & Design Art & Design - Digital Arts Art & Design - Visual Arts Public Services Public Services - Education Support Resources Support Resources - Educator Development Technology Technology - Information Systems & Design This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. I. OBS Studio II. Audacity III. OpenShot IV. Producing Collaboratively Within this book, you will learn the necessary skills to create professional live streaming events, podcasts, and video content. Each section will provide a guide to understanding each of these open source technologies and methods of using them. While this book has a focus on digital communication and learning objects, there is no single way to create any of these media types. This book will provide you with techniques and features that are useful in the development of both digital communication and the development of learning objects. 2022-09-09T18:47:54Z 2022-09-09T18:47:54Z 2022-02-23 Book 2f6f6226-eb4f-47ab-b349-d54e0b41f77b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1619 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2f6f6226-eb4f-47ab-b349-d54e0b41f77b eng https://ecampusontario.pressbooks.pub/osdigcomm/ https://openlibrary.ecampusontario.ca/item-details/#/e764f69e-16b1-4c78-bf37-1fdd00dea7bf CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ text/xml application/imscc image/png University of Toronto, Scarborough

oai:openlibrary-repo.ecampusontario.ca:123456789/11962024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Comment incorporer la culture francophone dans votre programme Kusic, Sanja Jeethan, Anthony Zupan, Marla #Idello #Kahoot! #FrenchLyrics Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Dans cette vidéo, l'éducatrice ontarienne Sanja Kusic explique comment intégrer la culture francophone dans les cours de français. Elle encourage les enseignants à établir des liens avec le monde réel grâce à l'utilisation du site Web Idello. Des suggestions de projets vidéo, de sensibilisation musicale (chansons/groupes) et de projets artistiques mettant en vedette Bonhomme sont décrites en détail. Cette vidéo est une production conjointe entre l'Université Lakehead et Ecampus Ontario. La série Educators in Focus présente plus de 50 vidéos pédagogiques réalisées par des éducateurs de l'Ontario pour les éducateurs de l'Ontario afin d'informer leur perfectionnement professionnel, de découvrir de nouvelles stratégies et de mettre en œuvre des pratiques pédagogiques novatrices. 2022-04-13T16:32:08Z 2022-04-13T16:32:08Z 2022-02-28 Video 2fd37355-5d66-4df3-ba15-3a61d4e4577c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1196 https://openlibrary.ecampusontario.ca/catalogue/item/?id=2fd37355-5d66-4df3-ba15-3a61d4e4577c eng https://www.youtube.com/watch?v=T0h7UiuIACQ CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/17062025-09-02T18:47:28Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Client safety escape room - Long term care Scarfe-Brideau, Jennifer Elliott, Janice Ayres, Stephanie Sumpter, Scott Serious gaming Patient safety Health Sciences Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This virtual simulation experience promotes client safety in a long term care environment in the form of an educational game, an Escape Room. 2022-12-20T14:40:33Z 2022-12-20T14:40:33Z 2022-02 Other 30800991-20d8-4fe4-8231-21739e970859 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1706 https://openlibrary.ecampusontario.ca/catalogue/item/?id=30800991-20d8-4fe4-8231-21739e970859 eng https://h5pstudio.ecampusontario.ca/h5p/39031/embed https://openlibrary.ecampusontario.ca/item-details/#/ea79bf33-feba-494b-baa7-9eb87dfa97b2 https://openlibrary.ecampusontario.ca/item-details/#/f5b5562a-d13f-444b-9e6a-23f9e7831392 CC BY | https://creativecommons.org/licenses/by/4.0/ application/pdf application/zip School of Nursing, Fanshawe College

oai:openlibrary-repo.ecampusontario.ca:123456789/13812024-02-19T20:34:46Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Advanced Research Skills : Conducting Literature and Systematic Reviews Dermody, Kelly Farnum, Cecile Jakubek, Daniel Petropoulos, Jo-Anne Schmidt, Jane Steinberg, Reece Ihdego, Bethel Ahmed, Mariam #Research #Literature Reviews #SystematicReviews Art & Design Business & Economy Engineering Health Sciences Humanities Public Services Sciences Social Sciences Social Sciences - Information Sciences Support Resources - Learner Success Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Introduction II. Module 1: Types of Reviews III. Module 2: Formulating a Research Question and Searching for Sources IV. Module 3: Organizing, Managing and Screening Sources V. Module 4: Strategic Reading VI. Conclusion and More Resources A short course for graduate students to increase their proficiency in conducting research for literature and systematic reviews. After taking the mini course graduate students will understand how to conduct their review, how to execute appropriate searches, manage their results and demonstrate strategic reading skills. Module 1 provides a quick overview of the different types of academic reviews and the steps involved in conducting them. Module 2 demonstrates how to formulate a research question and how to search for sources. Module 3 discusses how to select and organize sources. Finally, Module 4 outlines techniques for reading and assessing the quality of sources. The course contains interactive H5P activities for students to test their learning. Students have access to a workbook of reflective activities to document their research process. The intended outcome is to ensure graduate students understand how to conduct and manage their own research for their academic success and future careers. 2022-05-24T14:31:26Z 2022-05-24T14:31:26Z 2022-02-28 Learning Object 30a78622-5713-49cd-a27b-266de32760ca https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1381 https://openlibrary.ecampusontario.ca/catalogue/item/?id=30a78622-5713-49cd-a27b-266de32760ca eng https://pressbooks.library.torontomu.ca/graduatereviews/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ Toronto Metropolitan University application/epub+zip application/pdf Library, Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/17332026-03-27T14:19:27Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

L'embauche favorisant la décolonisation, la diversité et l'inclusion dans les secteurs de la création Tunstall, Elizabeth (Dori) Adetunji, Seun Chherawala, Shamina Olano, Charissa Lindsay, Maynard Decolonization Diversity Inclusion Business & Economy Business & Economy - Business Management Humanities Humanities - Communication Studies Humanities - History & Cultural Studies Public Services Public Services - Public Administration Social Sciences - Indigenous Studies Ce projet est rendu possible grâce au fnancement du gouvernement de l’Ontario et au soutien d’eCampusOntario dans le cadre de la Stratégie d’apprentissage virtuel. Pour en savoir plus sur la Stratégie d’apprentissage virtuel, consultez le site https://vls.ecampusontario.ca/fr/. This virtual educational resources was developed as a course reader for the micro-credential, Hiring for Decolonization, Diversity, and Inclusion in the Creative Industries offered by the School of Continuing Studies at OCAD University. In this course, students learn how to create decolonizing, diverse, and inclusive processes to hire Indigenous, Black, and People of Colour job candidates in the creative industries. Students use human rights laws to justify their hiring programs, build relationships with communities to tap into existing pipelines, write a position description that speaks to diverse candidates, create qualification standards that account for systemic exclusion, and set up structures for achieving critical mass. This document contains 25 articles and references, and is available in English and French. The document can be used for teaching, learning, and research purposes. This is the French language OER for the Hiring for Decolonization, Diversity, and Inclusion in the Creative Industries course offered by the School of Continuing Studies at OCAD University 2023-03-01T19:01:10Z 2023-03-01T19:01:10Z 2023-02 Book 31155c56-aeb6-4cd7-a963-e49223842a1e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1733 https://openlibrary.ecampusontario.ca/catalogue/item/?id=31155c56-aeb6-4cd7-a963-e49223842a1e fre https://openlibrary.ecampusontario.ca/item-details/#/119fbcec-7c25-4ba3-939e-bf098bcc465c CC BY | https://creativecommons.org/licenses/by/4.0/ application/pdf image/jpeg School of Continuing Studies, OCAD University

oai:openlibrary-repo.ecampusontario.ca:123456789/10702024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Indigenous Songs and Stories Copenace, Carissa Jones, Darcy King, Shannon Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. This online course centers Anishinaabe Gikendaasowin - Anishinaabe Knowledge - by using Anishinaabe songs and stories to support learners in their journey of understanding fundamental concepts in relation to language revitalization and resurgence. The course begins by inquiring into the history of Anishinaabemowin (the Ojibwe language) and forming a beginner`s comprehension of introductory language skills in Anishinaabemowin. Learners will explore their role in maintaining the Anishinaabe stories and songs shared throughout the course. Learners will also build the capacity to engage with knowledge keepers and elders to support the ongoing resurgence of Anishinaabemowin within their respective fields. 2022-03-14T20:34:54Z 2022-03-14T20:34:54Z 2022 Other 317ff530-4ec6-4a41-a479-71d146173ebb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1070 https://openlibrary.ecampusontario.ca/catalogue/item/?id=317ff530-4ec6-4a41-a479-71d146173ebb eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf TK Notice | https://localcontexts.org/notice/tk-notice/ application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15962025-09-02T19:20:21Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Indigenous cultural safety in healthcare leadership Problem-Based Learning 2.0 Chan, Teresa Wong, Eric Chen, Ruth Monteiro, Sandra Ngo, Quang Park, Sean Lal, Sarrah Sienna, Julianna Packham, Tara Cherry, Richard Leung, James Yousef, Haroon Bayer, Ilana Mackin, Robin Foxcroft, Laura Kundi, Anjali Park, Andrew Xenodemetropoulos, Ted Roberge, Jillian Tong, Catherine Wallner, Clare Vrkljan, Brenda Chan, Teresa Wong, Aldus Hoskin, Nicholas Yilmaz, Yusuf Schulz, Valerie Health Sciences Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts. 2022-08-09T19:55:22Z 2022-08-09T19:55:22Z 2022-01-03 Learning Object 31d9ce96-b601-4df3-985e-1e412f4c9552 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1596 https://openlibrary.ecampusontario.ca/catalogue/item/?id=31d9ce96-b601-4df3-985e-1e412f4c9552 eng CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ McMaster University application/zip Office of Continuing Professional Development, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/20842025-08-28T14:19:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Introduction to market research Fossitt, Julie Francis, Abraham Carl, Paul Sullivan, Julie #MarketResearch #SurveyDesign Business & Economy - Business Management I. Module 1: What is market research and why does it matter? II. Module 2: Steps in designing a market research project III. Module 3: Indigenous Market Research IV. Module 4: Types of market research V. Module 5: Identifying a decision problem VI. Module 6: Identifying target population and sample VII. Module 7: Quantitative research and how to design a survey VIII. Module 8: Qualitative research and how to design a focus group IX. Module 9: Data analysis and presenting the research findings X. Module 10: AI and Market Research Market research is information that helps marketers understand customers, competitors,  and changes in consumer behaviour to help make more informed decisions.  The goal of this resource is to help new and emerging marketing students to understand why market research matters and to understand the components of identifying a marketing research problem, designing a research framework, executing the research, and analyzing the data with the ultimate goal to be able to make data-driven decisions. This resource will cover primary and secondary research tools as well as qualitative and quantitative approaches within a Canadian context. Over the course of nine modules, students will learn basic market research skills that will help them design a market research project. The views expressed in this publication are the views of the author(s) and do not necessarily reflect those of the Government of Ontario or the Ontario Online Learning Consortium (eCampusOntario). 2024-02-02T15:59:03Z 2024-02-02T15:59:03Z 2024-03-01 Book 324f0660-471c-4bea-aee0-7c8b7b698d83 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2084 https://openlibrary.ecampusontario.ca/catalogue/item/?id=324f0660-471c-4bea-aee0-7c8b7b698d83 eng https://ecampusontario.pressbooks.pub/introductiontomarketresearch/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/epub+zip application/vnd.oasis.opendocument.text text/xml text/html application/pdf application/pdf image/png

oai:openlibrary-repo.ecampusontario.ca:123456789/11142026-04-16T13:44:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Child Growth and Development, Canadian Edition (v. 2.0 - March 2023) Quade, Janice Krieg, Jane Scoffin, Susan Pye, Tanya Trott, Courtney Whittle, Katelyn Benz, Katherine Doherty, Nancy Mariano, Katrina Paul, Claudette development children childcare Public Services - Education This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through middle childhood. We examine cognitive change, or how our ability to think and remember changes over the first few stages of life. And finally, we will look at how our emotions, psychological state, and social relationships change throughout childhood. 2022-03-22T20:16:39Z 2022-03-22T20:16:39Z 2022-01-03 2023-03-15 Learning Object 325747e4-7090-4b4f-bfcc-18a9dea9f826 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1114 https://openlibrary.ecampusontario.ca/catalogue/item/?id=325747e4-7090-4b4f-bfcc-18a9dea9f826 eng https://ecampusontario.pressbooks.pub/childgrowthanddevelopment/ Instructor Resource: Test Bank | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Loyalist College image/png application/pdf application/pdf application/epub+zip application/pdf text/xml application/pdf Loyalist College

oai:openlibrary-repo.ecampusontario.ca:123456789/15052024-12-04T21:58:23Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Canadian Cap and Trade Simulation Fleck, Alex Grove, Jason Randall, Neil Oakman, Krystyna Cap-and-trade Carbon trading Greenhouse gas Business & Economy - Business Management Engineering - Chemical Engineering - Civil Engineering - Industrial & Applied Public Services - Public Administration Sciences - Earth Sciences Social Sciences - Geography Social Sciences - Political Science This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This serious game is a simulation of a carbon trading system in a Canadian jurisdictional context. Learners take on the role of either the regulator, responsible for configuring the market and oversight, or a regulated emitter that needs to comply with the regulations. As a result of playing the game, successful learners will be able to: 1. Explain how cap-and-trade works as a policy mechanism to achieve emissions reductions--2. Appreciate the roles and strategies that can be adopted by the various stakeholders in a cap-and-trade system. 2022-06-28T14:00:12Z 2022-06-28T14:00:12Z 2022 Learning Object 327cdd91-86e7-44d9-b6dd-ccdc8bb93eca https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1505 https://openlibrary.ecampusontario.ca/catalogue/item/?id=327cdd91-86e7-44d9-b6dd-ccdc8bb93eca eng CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/zip The Games Institute, University of Waterloo

oai:openlibrary-repo.ecampusontario.ca:123456789/10852024-07-25T15:11:27Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Designing Quality Tech-Enabled Learning Experiences - A self directed study van Barneveld, Angela Carroll, Heather Driessens, Sarah Maher, Pat O'Neill, Lisa Singh, Shantala Tech-enabled learning design self-study Support Resources - Educator Development Support Resources - Learner Success Technology - Information Systems & Design This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. I. Let’s start building quality Technology enabled Learning (TeL) experiences II. A development process in four parts III. Recap, reflect, and plan your next steps The overarching objective of this 4-module course will be to facilitate the development of any person who seeks to create quality, technology-enhanced (digital) learner experiences. Learners will leave the course able to take the best resources and experiences from this course and apply them to the design and structures of their own courses. 2022-03-16T14:29:55Z 2022-03-16T14:29:55Z 2022-02-24 Learning Object 329539e9-6c8b-46b4-8e2a-37400903d2cb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1085 https://openlibrary.ecampusontario.ca/catalogue/item/?id=329539e9-6c8b-46b4-8e2a-37400903d2cb eng https://ecampusontario.pressbooks.pub/creatingqualitytelexperiencesselfstudy/ CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ image/jpeg application/epub+zip application/pdf application/pdf application/imscc application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/11182024-07-30T18:38:42Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Effective Non-Pharmacological Interventions for Responsive Behaviours Michalik, Bozena Mayer, Hanna Singh, Jaskaran Labrie, Kayla Dementia Geriatric care Health Sciences - Medicine This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. This course focuses on strategies caregivers can use to prevent escalation of responsive behaviours of older adults with dementia safely and appropriately. Students will learn to differentiate between environmental, programming-based and caregiving interventions. The course will include a variety of interactive application activities. Students will practice selecting the interventions to apply in high vs low risk situations, in residential and in community-care settings. The impact of building and sustaining relationships with the entire care team on intervention strategies will be emphasized. Finally, students will learn why and how to document incidences of responsive behaviour. 2022-03-23T19:00:27Z 2022-03-23T19:00:27Z 2022 Learning Object 32f0a7af-4264-4138-8bc4-170ae719d2cb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1118 https://openlibrary.ecampusontario.ca/catalogue/item/?id=32f0a7af-4264-4138-8bc4-170ae719d2cb eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf Humber College (Kim Pavan) application/zip Humber College

oai:openlibrary-repo.ecampusontario.ca:123456789/15772025-09-02T19:25:07Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Engaging the online learner : Strategies for meaningful and effective learning experiences Kaur, Irameet Harttrup, Michael Tapper, Evan Brockerhoff-MacDonald, Bettina Engagement Professional Development Public Services Public Services - Education Support Resources Support Resources - Career Development Support Resources - Educator Development Support Resources - Learner Success Support Resources - Open Education Part I. Active Learning Part II. Building Collaborative Learning Communities Part III. Managing and Fostering Meaningful Interactions Part IV. Workplace-Integrated Learning and Sustaining Student Engagement Part V. Feedback Engaging the Online Learner is designed to provide insight into some of the deeper aspects of student engagement, thereby enabling you to achieve higher levels of participation and motivation in the digital classroom – an extra edge over existing practices. The course will comprehensively provide an evidence-based and research-based reservoir of examples, strategies, practical activities, and tools that have already created or are creating success stories in the field of engagement. 2022-07-25T20:14:01Z 2022-07-25T20:14:01Z 2022-03-30 Book 32f8d95e-d54d-4e16-8576-ecb701e76d8c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1577 https://openlibrary.ecampusontario.ca/catalogue/item/?id=32f8d95e-d54d-4e16-8576-ecb701e76d8c eng https://ecampusontario.pressbooks.pub/engagingtheonlinelearner/ https://openlibrary.ecampusontario.ca/item-details/#/9492d54d-5e0b-44dd-a669-5d537c4b150f CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ McMaster University application/vnd.openxmlformats-officedocument.presentationml.presentation application/epub+zip application/pdf text/xml Continuing Education, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/14622024-02-19T16:22:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Skin and Wound Care for Health Care Professionals Sibbald, Gary Jaimangal, Reneeka Goodman, Laurie Health Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Introduction and Statement 2. Patient Centered Concerns 3. Chronic Wound Pain: An Undermanaged Patient Concern 4. Healing Trajectories 5. Local Wound Care & Documentation 6. Moisture Management 7. Debridement 8. Venous Leg Ulcers 9. Diabetic Foot Ulcers 10. Pressure Injuries 11. Skin Tears 12. Inflammatory & Infected Wounds 13. Burn Injury: Assessment and Management Principles 14. Peristomal 15. The Edge Effect in Chronic Wound Care An OER textbook for working professionals that have some experience in skin and wound care. 2022-06-13T20:21:58Z 2022-06-13T20:21:58Z 2022 Book 330d3206-2bda-4590-9c1e-f1cc0d99f3a5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1462 https://openlibrary.ecampusontario.ca/catalogue/item/?id=330d3206-2bda-4590-9c1e-f1cc0d99f3a5 eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15632024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Unreal Engine 4 : Intermediate Centeno, Hector Centeno, Hector Wei, Lulu Sanchez, Raphael virtual-production 3d cinema Art & Design Art & Design - Digital Arts Art & Design - Visual Arts This course aims to provide a general overview of Unreal Engine as used in the Media Arts and Virtual Production, through the development of a simple project conceived and executed by media artist Hector Centeno. This course covers production paths that include the creation of virtual cinematography using tracked cameras (Simulcam) and real-time green screen compositing, specifically: how to set up a VCAM using Vive Trackers, baked lighting for scene optimization, general overview of the equipment and configuration for real-time compositing, and execution of a green screen based performance . Emphasis is placed on the use of the required techniques and processes that satisfy the desired artistic goals of the project, without attempting to explain every detail of the used tools. In this way, Media Artists desiring to incursion into using Unreal Engine for Virtual Production will get an overall sense of a simple process from beginning to end as experienced from the perspective of a creator. 2022-07-25T16:03:26Z 2022-07-25T16:03:26Z 2022-03-31 Learning Object 332942d9-5b32-4b4f-be1f-bdbe7006680d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1563 https://openlibrary.ecampusontario.ca/catalogue/item/?id=332942d9-5b32-4b4f-be1f-bdbe7006680d eng Resource Files | https://ecampusontario-my.sharepoint.com/:f:/g/personal/library_ecampusontario_ca/Eg-pcBrBRNlIpwnY7IxW7EoBbzIziG4xuxryALk6RLl2BA?e=DI3rWs CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ York University application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14202024-08-08T19:40:12Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Neuroscience : Canadian 3rd Edition Ju, William Pilkiw, Maryna Taverna, Franco Shcherbina, Maksym Ju, William Pilkiw, Maryna Jarovi, Justin Halawa, Adel Saha, Supriya Buklarewicz, Isabella Neuroscience Neurobiology Electrophysiology Sciences - Cognitive & Neurosciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Unit 1 - Building Blocks of the Brain II. Unit 2 - Building and Changing Hardware of the Brain III. Unit 3 - Neurodegeneration IV. Unit 4 - Fundamental Neuroscience Techniques (and when to use them) V. Unit 5 - Emergent Topics in Neuroscience This is an updated Open Educational Resource designed to enhance the learning of the fundamentals of neuroscience taught at the undergraduate level. 2022-05-31T14:22:33Z 2022-05-31T14:22:33Z 2022-03-07 Book 3420958c-6731-4176-b3be-7c4e14845e86 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1420 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3420958c-6731-4176-b3be-7c4e14845e86 eng https://ecampusontario.pressbooks.pub/neurosciencecdn3/ CC BY | https://creativecommons.org/licenses/by/4.0/ University of Toronto image/jpeg text/xml application/pdf application/pdf application/epub+zip University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/16252025-09-02T19:11:14Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Open web XR Studios for collaboration, critique and exhibition - Toolkit 1 - for A-Frame Moll, Tyson Fox-Gieg, Nicholas Lopez, Elizabeth Doyle, Judith Ramirez, Ernesto WebXR #VirtualExhibition #RemoteStudios Art & Design - Digital Arts Art & Design - Visual Arts Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Open Web XR Studios prioritizes open-source open-access, inclusive, accessible, sustainable, and scalable approaches to remote learning. The aim is to support diverse students, fields of study and levels of computational learning. Through online and blended Extended Reality (Web XR) the project participants aimed to decentre studio and critique practices to include remote participants. This project took place in the context of COVID 19 within remote and online learning environments.    The collaborative project team developed three aligned web-based XR pilots for teaching, creation, critique, and exhibition of digital media by students and educators. Using research-creation and course-based research methodologies, the project team at OCAD University and collaborators at York University implemented three testbeds in First Year undergraduate, Third Year undergraduate and blended upper-year undergrad and graduate courses. Outputs include three aligned ‘sister’ GitHubs including software, pedagogical support materials and user guides.    Course-based research (CBR) took place in two Fall 2021 undergraduate courses at OCAD University: ‘Form and Time’, a required First Year course, Faculty of Art (Doyle, Jones) and ‘Digital Atelier’ in the Digital Futures Program (Ji). As well CBR was undertaken at York University in the Fall 2021 hybrid upper-level undergraduate/graduate seminar Spatial Computing in Responsive Environments, Digital Media (Wakefield). The three instances approached Web XR as follows: - Form and Time included an assignment introducing capture by photogrammetry to create a collaborative network of small immersive galleries in Web XR    - Digital Atelier included a generative art assignment inspired by conceptual art (Sol LeWitt), displayed using P5.js embedded in Web XR     - Spatial Computing in Responsive Environments’s iterative assignments included building a multi-user Web XR space using Three.js and Node.js Each of the streams has produced templates and frameworks with supporting materials available through the eCampus catalogue. 2022-09-12T13:50:24Z 2022-09-12T13:50:24Z 2022-02-28 Learning Object 3530d2c8-ed47-4cb1-878e-873494d7c125 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1625 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3530d2c8-ed47-4cb1-878e-873494d7c125 eng https://github.com/ocadwebxr/ocadu-open-webxr GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html application/zip application/zip OCAD University

oai:openlibrary-repo.ecampusontario.ca:123456789/13072024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Poems by Claude McKay McKay, Claude Poems Poetry Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Songs of Jamaica (1912) II. Constab Ballads (1912) III. Spring in New Hampshire and Other Poems (1920) IV. Harlem Shadows (1922) This poetry anthology contains poems from Claude Mckay's Songs of Jamaica (1912), Constab Ballads (1912), Spring in New Hampshire and Other Poems (1920), and Harlem Shadows (1922). 2022-04-28T15:22:52Z 2022-04-28T15:22:52Z 2022-02-15 Book 35b53aa7-da74-4bea-addb-cea9f1289bdb https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1307 https://openlibrary.ecampusontario.ca/catalogue/item/?id=35b53aa7-da74-4bea-addb-cea9f1289bdb eng https://pressbooks.library.torontomu.ca/claudemckay/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/15452025-01-31T19:31:23Zcom_123456789_1001col_123456789_1004

Introduction to Higher Education Management Foy, Cheryl Boles, Bryan Sainty, Barbara Merriam, Carol Hossein Nejad, Mehdi Baba, Viswanath Hamid, Osman Ali-Hassan, Hossam Elkington, Rob DeCoste, Michelle Ng, Eddy MacLeod, Richard Edge-Bean, Donna Desaulniers, Paula Kierylo, Magaret Cormier, Dave Stevens, Nancy Sundararajan, Binod Bliemel, Michael Baker, Kevin Henderson, Scott Pitt, Jonathan Thomson, Jill Stone, Liz Farhadi, Beyhan Bhavsar, Harsh Baker, Nick Carson, Brandon Aarons, Michelle Pilon, Alexander Sui, Jing Brandejs, Shannon Education Management Leadership Business & Economy - Business Management Public Services - Education Public Services - Public Goods & Service Management Support Resources - Career Development 1. How governance works in higher educations 2. How budget models work and to be able to evaluate the impacts of various academic scenarios on budgets 3. Best practices of meeting management and democratic rules of order 4. Strategic alignment with unit and institutional missions 5. Issues and approaches to conflict management 6. Communication best practices 7. Ideation and problem solving with design thinking 8. Issues in human resources and the role of collective agreements 9. Approaches to team management and leadership 10. Change management and project management techniques 11. Equity, Inclusion and Diversity 12. Strategic enrollment management 13. Accommodations and mental health 14. Academic quality assurance, accreditation 15. The Future of teaching and learning 16. Decolonizing the Academia The postsecondary sector is most often focused on academic preparation and qualifications when hiring faculty members and other academic supports. This means that the management skills required to navigate large, complex institutions, and the facilities within them, represent a skills gap. Academics who do take on administrative roles are often expected to learn on the fly, with little in the way of formal training or qualifications. The objective of the IHEM course is to close that skills gap and to provide the foundations necessary to assist academics in becoming more effective managers. The IHEM course consists of 15 one-hour asynchronous modules, that are created by a variety of facilitators on the following topics: 2022-07-18T17:13:49Z 2022-07-18T17:13:49Z 2022-02-28 Learning Object 35ecf448-e43d-42cc-929f-fa1955743132 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1545 https://openlibrary.ecampusontario.ca/catalogue/item/?id=35ecf448-e43d-42cc-929f-fa1955743132 eng OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf application/zip application/pdf application/zip application/zip application/zip Ontario Tech University Durham College Trent University Durham GTA

oai:openlibrary-repo.ecampusontario.ca:123456789/12602024-02-19T16:22:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Simulation d’une entrevue familiale interprofessionnelle : Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux Giroux, Isabelle Savard, Jacinthe Noël, Lindsay Lamont, Solange Kengneson, Cris-Carelle Kengenson, Cris-Carelle Savard, Jacinthe Giroux, Isabelle Laroche-Nantel, Raphaëlle simulation compétences pédiatrie Health Sciences Health Sciences - Allied Health Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Il s’agit d’une simulation d’entrevue familiale réalisée à l’aide d’une plateforme de vidéoconférence et menée par deux étudiant(e)s : un(e) étudiant(e) en ergothérapie et un(e) étudiant(e) en nutrition/diététique. La simulation porte sur une consultation avec le parent d’un enfant récemment diagnostiqué du trouble de l’autisme. L’enfant, Tarek Habib âgé de 3 ans, présente des comportements stéréotypés de l’autisme, et des aversions alimentaires. Le père est d’origine arabe et la mère québécoise ; tous les deux parlent bien le français. Il s’agit d’une entrevue initiale durant laquelle les étudiant(e)s doivent : a) collaborer ensemble pour planifier l’entrevue initiale, b) faire la consultation avec le parent afin de faire connaissance avec le parent, prendre connaissance de la situation et faire ressortir les problématiques pour orienter l’évaluation et l’intervention, puis c) avoir une discussion interprofessionnelle après l’entrevue avec le parent par rapport au plan de traitement. Les étudiant(e)s doivent être de niveau intermédiaire à avancé. Cette activité est d’une durée totale de 45 minutes, incluant 18 minutes de simulation et 7 minutes de débreffage. Le reste du temps est consacré à la planification de l’entrevue et à la discussion par rapport au plan de traitement par les étudiant(e)s. La durée de la simulation peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Objectifs d’apprentissage: • Apprendre à propos du métier d’ergothérapeute et de diététiste et leurs interactions. • Mettre en pratique les compétences de collaboration interprofessionnelle et la compétence d’offre active des services en français. • Participer à une discussion de débreffage avec votre collègue et les facilitateurs/facilitatrices ainsi que le parent en petit groupe. Clientèle cible : Professeur(e)s ou coordonnateurs/trices de divers programmes en santé et service social qui souhaitent offrir des simulations interprofessionnelles axées sur l’offre active dans le cadre de leur cours. Professions ciblées : Cette activité d’apprentissage a été expérimentée auprès d’étudiant(e)s des programmes suivants : Baccalauréat spécialisé en sciences des aliments et de la nutrition – diététique, Maîtrise en sciences de la santé – Ergothérapie. Elle pourrait facilement être adaptée pour les étudiants d’autres programmes en santé et service social. Contenu : La boîte à outils pour cette simulation contient les documents suivants : • Document pour les étudiant(e)s • Document pour le parent simulé • Document pour les facilitateurs/facilitatrices • Deux grilles d’observation des indicateurs de compétences en collaboration interprofessionnelle et en offre active des services dans la langue de choix du/de la patient(e) et de sa famille • Formulaire de satisfaction des étudiant(e)s par rapport à la simulation 2022-04-25T18:57:39Z 2022-04-25T18:57:39Z 2022-02-28 Learning Object 361c623f-a813-4221-9ffd-55ea6674e70e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1260 https://openlibrary.ecampusontario.ca/catalogue/item/?id=361c623f-a813-4221-9ffd-55ea6674e70e fre Resources for Educators: Simulation Scenario Details | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Ottawa application/pdf Le Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS) University of Ottawa

oai:openlibrary-repo.ecampusontario.ca:123456789/21422025-06-06T15:40:26Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

An introduction to medicinal chemistry & molecular recognition D. de Araujo, Elvin B. Wright, Timothy Saqib, Bilal W. Keillor, Jeffrey T. Gunning, Patrick Medicinal chemistry Pharmacy Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Sciences - Anatomy & Physiology Sciences - Biochemistry & Biomedical Science Sciences - Chemistry Funded by the Government of Ontario. 1. What is Medicinal Chemistry? 2. How are Drugs Discovered? 3. What are Properties of Hit and Lead Compounds? 4. Drug Absorption and Distribution 5. Drug Metabolism 6. Drug Modifications to Improve Stability 7. An Outlook on Medicinal Chemistry 8. References and Resources This learning resource is focused on medicinal chemistry and covers topics in organic chemistry and how the chemistry of specific drugs can affect the design, metabolism, and therapeutic utility of these molecules. This subject lies at the intersection of synthetic chemistry and human biology and uniquely draws on concepts from both fields. In this resource, we provide a framework for the design of drugs and small molecules, as well as the properties of hit and lead compounds. We elaborate on topics in pharmacokinetics with emphasis on chemical properties that can be key liabilities in absorption and metabolic stability. We are intending for learners to be able to identify i) the chemical basis for drug structures, ii) potential protein-drug binding interactions, iii) metabolic processing/liabilities in drugs, and iv) structural changes to optimize drug interactions/stability. Collectively, these four learning outcomes should provide the basis for a learner to rapidly analyze the chemical structure of a drug that they have not been exposed to and identify fundamental properties that would affect its therapeutic relevance and potential. The views expressed in this publication are the views of the author(s) and do not necessarily reflect those of the Government of Ontario or the Ontario Online Learning Consortium. 2024-03-06T18:55:09Z 2024-03-06T18:55:09Z 2024-02-22 Book 3664e104-dada-4777-8c7a-716e7cc1ee51 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2142 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3664e104-dada-4777-8c7a-716e7cc1ee51 eng https://ecampusontario.pressbooks.pub/medicinalchemistry/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ application/epub+zip application/vnd.oasis.opendocument.text text/xml text/html application/pdf application/pdf image/jpeg

oai:openlibrary-repo.ecampusontario.ca:123456789/17572025-08-28T17:24:22Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

APA style for English for academic purposes Wuergler, Mary Writing and editing guides American Psychological Association APA Humanities This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This open booklet is a brief guide to the fundamentals of American Psychological Association (APA) Style 7th edition required for the Education for Academic Purposes (EAP) course and serves as an introductory resource. APA Style for English for Academic Purposes focuses on structure of an APA paper (title page, body, reference page), citations, in-text citations and references. 2023-03-06T19:57:26Z 2023-03-06T19:57:26Z 2022-11-02 Book 367ad571-e48d-4dca-866a-3fb8eba2732b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1757 https://openlibrary.ecampusontario.ca/catalogue/item/?id=367ad571-e48d-4dca-866a-3fb8eba2732b eng https://ecampusontario.pressbooks.pub/apaforeap/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Georgian College image/jpeg text/xml application/pdf application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/15282025-06-12T14:54:14Zcom_123456789_1001col_123456789_1004

Interpersonal Anti-Racism Baksh, Amilah Curry-Stevens, Ann Interpersonal Anti-Racism Social Work Social Sciences 1. Theoretical Foundations 2. "There's Levels to This..." Exploring the Personal-Cultural-Structural Dimensions of Racism 3. Racism and White Supremacy in the Canadian Context 4. On Allyship and other Myths 5. Anti-Racism in Clinical Social Work 6. Anti-Racism as a Foundation for Practice This course will develop and enhance students’ practical knowledge and skills in anti-racism, with an emphasis on social work practice contexts. It offers a space to learn about all aspects of racism, with a specific focus on how racism manifests in interpersonal contexts, such as direct social work practice, through microaggressions, microinvalidations and the impact of these experiences. Students will interrogate their own complicity in racist behaviours and systems and will learn how to address racism in their social work practice. Teaching in this course is guided by principles of adult education, which view students as active and self-directed learners. The modules will be comprised of instructor lectures available in asynchronous modules which allow students to move at their own pace. Independent reflexive activities are built into each module, which ends with a discussion board, where students may engage in questions and further conversation about the content. Students are expected to be self-motivated when working individually in in groups, to engage with course materials, and facilitate discussion around core themes of the course. A key concept in adult education is valuing the experiences and prior knowledge of students and harnessing the potential for sharing this knowledge to deepen our individual and collective learning. The instructor and all classmates are responsible for creating a supportive and open learning atmosphere in which we can discuss the subject of racism with a keen attention to the differential impacts of these discussions. To this end, I would invite you to think about what full participation in the course means for you, including being prepared for critical reflexivity. Both racialized and non-racialized students will be supported in understanding the impact of racism on their personal experiences and professional practice. Caucus groups for white and racialized students will provide students with space to openly discuss their positioning vis-a-vis racism and explore the emotions that arise when attempting to address racism. These caucus groups prioritize the learning needs of racialized students and can act as a space for racial healing. Modules include stop and reflect prompts for personal reflection as well as ungraded and graded critical reflection or analysis discussions, which link the course material, including readings and class discussion, to personal experiences. A summative assignment with two options includes a) an option to create an anti-racism roadmap document that provides guidance around how an individual or organization can embed anti-racism into their practice or b) a social media video essay, which covers a concept related to anti-racist social work practice. 2022-07-07T15:01:11Z 2022-07-07T15:01:11Z 2022 Learning Object 3689d912-96dc-458d-8d33-4f0fa04739ed https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1528 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3689d912-96dc-458d-8d33-4f0fa04739ed eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/10962024-02-19T16:22:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Food Studies: Matter, Meaning, Movement Szanto, David Di Battista, Amanda Knezevic, Irena Szanto, David Di Battista, Amanda Knezevic, Irena food-studies food-systems food-culture Art & Design Humanities Social Sciences I. Main Body Food Studies: Matter, Meaning, and Movement aims to help readers understand and address numerous issues within food, food culture, and food systems. These subjects transcend disciplinary boundaries and call attention to how matter, meaning, and movement produce complex and dynamic realities. Chapters range from sovereignty to breastfeeding, financialization to food porn, pollination to fair trade. Embedded throughout, art, poetry, illustrations, and audiovisual works offer moments to reflect on and synthesize the text-based entries. Through reading, classroom discussion, and engaging with the extensive pedagogical tools, learners and teachers alike may acquire a new sense of things foodish—along with a new sense of their own place and role within food systems themselves. Comprising 60 distinct contributions, the textbook is fully open-access and available as HTML, PDF, EPUB, or print-on-demand (at cost). 2022-03-17T20:24:35Z 2022-03-17T20:24:35Z 2022-02-28 2023-05-02 Learning Object 36a71f7f-d8d6-44fe-8664-0215f444669d 9781778060311, 9781778060304 9781778060311, 9781778060304 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1096 https://openlibrary.ecampusontario.ca/catalogue/item/?id=36a71f7f-d8d6-44fe-8664-0215f444669d https://doi.org/10.22215/fsmmm eng https://ecampusontario.pressbooks.pub/foodstudies/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ image/jpeg application/zip text/xml application/pdf application/epub+zip application/pdf application/pdf Food Studies Press

oai:openlibrary-repo.ecampusontario.ca:123456789/15612024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

TouchDesigner: Intermediate Phi, Ali Men, Immony Wei, Lulu Sanchez, Raphael generative interaction coding Art & Design Art & Design - Digital Arts Art & Design - Visual Arts This course aims to provide an intermediate level understanding of TouchDesigner as a creative tool within Media Arts and Interaction Design, through the development of various interactive projects instructed by creative technologist Ali Phi. Phi covers workflows that includes: surface operators, instancing, point clouds, network communication protocols, projection mapping and python scripting. These modules place a strong emphasis on learning creative techniques to interaction design while producing artistic outcomes. Students with an interest in producing interactive experiences with TouchDesigner will get a close understanding of visual programming, prototyping techniques and troubleshooting approaches through the perspective of a media artist. 2022-07-25T15:37:56Z 2022-07-25T15:37:56Z 2022-03-31 Learning Object 36b7556f-dd97-4d13-9386-398aca9b19fa https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1561 https://openlibrary.ecampusontario.ca/catalogue/item/?id=36b7556f-dd97-4d13-9386-398aca9b19fa eng https://openlibrary.ecampusontario.ca/item-details/#/413b8628-52a1-488f-8d6c-9b36f0007ba0 CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ York University application/zip application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12042024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Differentiated Instruction in the Primary/Junior Grades Zupan, Marla Jeethan, Anthony #CoCreatedCriteria #AssignmentVariety #StudentInterests Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Marla Zupan defines the strategy of differentiated instruction (DI) and its applicability across all grade levels and subject areas. She explains how choices provided through DI can address all types of learners (auditory, visual and kinesthetic) while simultaneously appealing to their interests. Several teacher hacks are offered as well to ensure that the learning process is student-centered and focused for best results. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-13T20:01:33Z 2022-04-13T20:01:33Z 2022-02-28 Video 36eb32a3-f6db-4156-b3f2-8845a3047fe4 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1204 https://openlibrary.ecampusontario.ca/catalogue/item/?id=36eb32a3-f6db-4156-b3f2-8845a3047fe4 eng https://www.youtube.com/watch?v=TFQ-l3MqgII CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/14192024-12-06T21:06:54Zcom_123456789_1001col_123456789_1004

Arriving at Indigenous Knowledges : Decolonial Approaches for English Language Learners (ELL) (v. 3.0 - October 2023) Wang, Phoebe Majeed, Michelle Holmes, Natasha Reynolds, Adrienne Bahavar, Sanam Brancato, Emilie Freeman, Travis Carpenter, Sandy Leroux, Bernard Pigeon, Julie Chu, Sarah English Language Learners (ELL) Decolonization Indigenous Knowledges Art & Design Art & Design - Digital Arts Art & Design - Visual Arts Humanities Humanities - History & Cultural Studies Humanities - Language & Linguistics Public Services Public Services - Education Social Sciences Social Sciences - Indigenous Studies Support Resources Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This 4-part asynchronous online course is for domestic and international ELL students entering or currently enrolled in post-secondary studies and will prepare them for learning about Canadian and Indigenous histories and concepts that they may encounter in their programs. Through recorded interviews and presentations, this course will introduce students to Indigenous knowledge keepers, writers, artists, designers, and creators. This course will provide vocabulary, reading, writing, speaking and listening strategies adapted to an intermediate to low-advanced level of English fluency. It will also give strategies for addressing the emotional and spiritual challenges that accompany this learning journey, including assignments and activities for students to explore their own identities, intersectional and anti-racist perspectives, and connections to globalized movements of decolonization. Students will be provided with resources to support their ongoing learning that will emphasize their roles and responsibilities towards building good relations and reconciliation. 2022-05-31T14:17:33Z 2022-05-31T14:17:33Z 2022-02-28 2023-03-06 Learning Object 3714e38e-c48c-48a6-8b21-acbe1ec9c043 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1419 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3714e38e-c48c-48a6-8b21-acbe1ec9c043 eng OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf OCAD University application/pdf application/zip application/zip application/zip Faculty & Curriculum Development Centre and Writing & Learning Centre, OCAD University

oai:openlibrary-repo.ecampusontario.ca:123456789/12522024-12-12T18:09:24Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

TransitionU : Community, Identity, and Inquiry Greenwood, Jill Brennan, Kelly academic student success #FirstYear #UniversitySuccess #StudentSuccess #Literacy #Inquiry #Community Public Services - Education Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Welcome to Transition U: Community, Identity, and Inquiry II. Community and Wellness III. Identity and Narrative Writing IV. Inquiry and Academic Literacy V. Campus Partner Presentations VI. Digital Resources The purpose of the TransitionU course is to help new students make a successful transition to University, both academically and personally. This course aims to foster a sense of belonging, promote engagement in the curricular and co-curricular life of the university, articulate to students the expectations of the University and its faculty, help students develop and apply critical thinking skills, and help students continue to clarify their purpose, meaning, and direction. The goals and objectives of the course aim to: 1. Foster Academic Success - Adapt and apply appropriate academic strategies - Identify relevant academic services, resources and processes related to student success and timely attainment of degree requirements. 2. Discover and Connect with the University - Identify and use appropriate campus resources and engage in opportunities that contribute to student learning. - Develop positive relationships with peers, staff, and faculty. 3. Promote personal development, wellbeing, and social responsibility -Clarify values and identity and articulate how these shape student perspectives and relationships with people who are similar to and different from themselves. -Examine and develop strategies that promote wellbeing and explain how wellness impacts student academic and personal success. 2022-04-22T19:21:51Z 2022-04-22T19:21:51Z 2022-02-28 Learning Object 371fb2a6-a661-4bc9-97b4-e7b8f30c3790 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1252 https://openlibrary.ecampusontario.ca/catalogue/item/?id=371fb2a6-a661-4bc9-97b4-e7b8f30c3790 eng https://ecampusontario.pressbooks.pub/univsem/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Lakehead University application/zip application/pdf application/pdf image/jpeg

oai:openlibrary-repo.ecampusontario.ca:123456789/13532025-06-12T19:03:38Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Using Math Manipulatives and Representations Westbrook, Milica Jeethan, Anthony Zupan, Marla #AbstractThinking #HighImpactInstructionalPractice #StudentExploration Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Milica Westbrook discusses the value of introducing and exposing students to a variety of mathematical tools and representations. She explains how base ten blocks, linking cubes, relational rods and other tools can support student engagement, abstract thinking and problem solving skills. Number lines are emphasized as underused tools which can effectively develop students’ mental flexibility, calculations and their understanding of number relationships. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-17T18:31:32Z 2022-05-17T18:31:32Z 2022-02-28 Video 3746088d-22b7-4525-968f-5f5ddafb0ae7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1353 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3746088d-22b7-4525-968f-5f5ddafb0ae7 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/13022024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

North and South Gaskell, Elizabeth Industrialism Humanities - Literature Chapter I: Haste to the wedding Chapter II: Roses and thorns Chapter III: "The more haste the worse speed" Chapter IV: Doubts and difficulties Chapter V: Decision Chapter VI: Farewell Chapter VII: New scenes and faces Chapter VIII: Home-sickness Chapter IX: Dressing for tea Chapter X: Wrought iron and gold Chapter XI: First impressions Chapter XII: Morning calls Chapter XIII: A soft breeze in a sultry place Chapter XIV: The mutiny Chapter XV: Masters and men Chapter XVI: The shadow of death Chapter XVII: What is a strike? Chapter XVIII: Likes and dislikes Chapter XIX: Angel visits Chapter XX: Men and gentlemen Chapter XXI: The dark night Chapter XXII: A blow and its consequences Chapter XXIII: Mistakes Chapter XXIV: Mistakes cleared up Chapter XXV: Frederick Chapter XXVI: Mother and son Chapter XXVII: Fruit-piece Chapter XXVIII: Comfort in sorrow Chapter XXIX: A ray of sunshine Chapter XXX: Home at last Chapter XXXI: "Should auld acquaintance be forgot" Chapter XXXII: Mischances Chapter XXXIII: Peace Chapter XXXIV: False and true Chapter XXXV: Expiation Chapter XXXVI: Union not always strength Chapter XXXVII: Looking south Chapter XXXVIII: Promises fulfilled Chapter XXXIX: Making friends Chapter XL: Out of tune Chapter XLI: The journey's end Chapter XLII: Alone! Alone! Chapter XLIII: Maragaret's flittin' Chapter XLIV: Ease, not peace Chapter XLV: Not all a dream Chapter XLVI: Once and now Chapter XLVII: Something wanting Chapter XLVIII: "Ne'ver to be found again" Chapter XLIX: Breathing tranquillity Chapter L: Changes at Milton Chapter LI: Meeting again Chapter LII: "Pack clouds away" North and South (1854) is a social novel by English writer Elizabeth Gaskell. The novel follows Margaret Hale as she is forced to leave her home in the tranquil, rural south and settle with her parents in the fictional industrial town of Milton in the north of England. She witnesses the consequences of the Industrial Revolution and the first strikes between employers and workers. 2022-04-28T13:45:23Z 2022-04-28T13:45:23Z 2022-02-15 Book 379c75a4-9f18-4ef1-8346-f3a3748171d4 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1302 https://openlibrary.ecampusontario.ca/catalogue/item/?id=379c75a4-9f18-4ef1-8346-f3a3748171d4 eng https://pressbooks.library.torontomu.ca/northandsouth/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ image/png text/xml text/xml application/pdf application/pdf application/epub+zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/15722025-09-02T19:26:38Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Atlas of the Central Gneiss Belt Bedrock Geology in Southern Ontario : LiDAR-derived digital outcrops, 3D hand samples, petrography, and geochemistry Ballantyne, Sheila Ruscica, Phillip Daxberger, Heidi Ashwell, Paul Moumblow, Rebecca Tate, Kim Rios, Debora Attanasio, Paolo Ghanie, Aneila Wanzo, Jessica Dalton, Sheila Earth Science Geology Petrology Ontario Grenville Gneiss Metamorphic Virtual Field Trips Digital Outcrops 3D digital rock samples Scanned Thin Sections Scanning Electron Microscope Geochemistry Sciences - Earth Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Classic Central Gneiss Belt of the Grenville outcrops are revealed in this image-dense geological reference book. Each site is complete with 3D models of outcrops, rock samples, and virtual thin sections. Geochemical data is also available for some samples. High resolution images of thin sections and more detailed descriptions are available to post-secondary instructors upon request. 2022-07-25T18:08:18Z 2022-07-25T18:08:18Z 2022-02-28 Book 37af459e-2dd7-4761-9ac7-a9a6fa80b637 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1572 https://openlibrary.ecampusontario.ca/catalogue/item/?id=37af459e-2dd7-4761-9ac7-a9a6fa80b637 eng https://ecampusontario.pressbooks.pub/atlasofsouthernontariocentralgneissbelt/ https://ecampusontario.pressbooks.pub/altasofsouthernontariocmb/ CC BY-ND | https://creativecommons.org/licenses/by-nd/4.0/ application/octet-stream application/epub+zip text/xml application/pdf Department of Physical and Chemical Sciences, University of Toronto Mississauga

oai:openlibrary-repo.ecampusontario.ca:123456789/14032024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Afrocentric Social Work Practice Mfoafo-M’Carthy, Magnus multicultural social work African paradigms Indigenous ways of knowing Social Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This course explores the intellectual and philosophical underpinnings of multicultural social work practice. It explores African paradigms and argue that the practice of social work in the Global North tend to focus on Eurocentric approaches to the detriment of racialized students particularly Blacks whose background are often different from the frameworks and theories being propounded. Afrocentric practice thus embraces indigenous ways of knowing using values like spirituality, reciprocity, collectivity, and interconnectedness. The course will provide information on theoretical and conceptual thinking about African centered social work to respond to the dearth of insights pertaining the African culture. For the profession to be relevant in the face of marginalization, discrimination and oppression, African centered theories and approaches to practice should be vital to social work education and practice. This is an asynchronous online course (6 modules) where students can complete all readings, learning activities, and assessments online. Students are asked to interact with each other in small groups and in larger discussions with the whole class. Graded assessments include online discussions, individual reflections and personal experience, intervention plan and recommendation. Detailed information about each assessment is included in the course materials. 2022-05-27T20:54:11Z 2022-05-27T20:54:11Z 2022 Learning Object 3810beb5-f535-4db6-a549-10609b5c8338 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1403 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3810beb5-f535-4db6-a549-10609b5c8338 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf Wilfrid Laurier University application/zip Wilfrid Laurier University

oai:openlibrary-repo.ecampusontario.ca:123456789/16082025-11-21T14:28:49Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

IP education program : Level 1 – IP foundations University of Toronto Entrepreneurship Entrepreneurship Intellectual Property Business & Economy Support Resources This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Intellectual Property (IP) Education Program is an interactive, free, online training program from the University of Toronto Entrepreneurship to equip students, faculty, and staff with a broad foundation in intellectual property and its general applications in today’s knowledge economy. Level 1 - IP Foundations consists of two modules covering the definition of IP (its different forms and its value), and one module on how to file a patent. (Time commitment: approximately 2 hours.) Recommended for all students, faculty and researchers. No prior knowledge of intellectual property is required to take Level 1. The downloadable file packages below contain module content that can be imported into your LMS, including a common cartridge file that has been exported from Quercus. French and English versions are available for download. You may choose one or all of the following modules to recreate the full course or borrow the relevant content from a specific module. Read instructions on how to import content after download. 2022-09-01T19:22:16Z 2022-09-01T19:22:16Z 2022-02-28 Learning Object 38848230-8e80-460d-9731-62ce2ca30d85 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1608 https://openlibrary.ecampusontario.ca/catalogue/item/?id=38848230-8e80-460d-9731-62ce2ca30d85 eng https://openlibrary.ecampusontario.ca/item-details/#/8136e6a2-92c7-4b00-801c-ac1885023c7b CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Toronto application/pdf application/pdf application/zip application/zip application/zip application/zip image/jpeg University of Toronto Entrepreneurship, University of Toronto

oai:openlibrary-repo.ecampusontario.ca:123456789/13302024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Triangulation of Assessment in Online Learning Batsford-Mermans, Angela Jeethan, Anthony Zupan, Marla #StudentObservations #StudentConversations #StudentProducts Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Dr. Angela Batsford-Mermans discusses how virtual teachers can triangulate their students’ assessment of learning by way of observations, conversations and student products. Specific examples relating to online environments are offered. 2022-05-03T18:58:41Z 2022-05-03T18:58:41Z 2022-02-28 Video 38e40b21-636a-42b5-83e6-a7a72475a5f6 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1330 https://openlibrary.ecampusontario.ca/catalogue/item/?id=38e40b21-636a-42b5-83e6-a7a72475a5f6 eng https://www.youtube.com/watch?v=CwZ3ZIUQeF8 CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/octet-stream text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/12242024-07-25T15:01:25Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Indigenous Teaching & Learning Thomas-Wilson, Hailey Jonathan, Stevie Grey, Sam Sandy, Derek Jamieson, Nathan Jamieson, Rebecca Bomberry, Lisa Indigenous education; alternative & authentic assessments; Indigenous teaching and e-learning Public Services - Education Social Sciences - Indigenous Studies Support Resources - Career Development Support Resources - Educator Development Support Resources - Learner Success Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. In this course, students will explore Indigenous education and current teaching practices, in order to bring real life examples of how we can incorporate Indigenous teaching and learning into the classroom – and feel comfortable doing so. Whether or not you are an Indigenous teacher, it is imperative that we do this work together, so that all learners are provided with access to Indigenous histories and worldviews. By the end of the course, learners will identify their own goals as educators and assemble a teaching portfolio that engages with Indigenous teaching and learning practices. 2022-04-19T15:49:34Z 2022-04-19T15:49:34Z 2022-02-25 Learning Object 390ab6cf-8b43-4c28-9806-9ffdfb5ec437 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1224 https://openlibrary.ecampusontario.ca/catalogue/item/?id=390ab6cf-8b43-4c28-9806-9ffdfb5ec437 eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Six Nations Polytechnic TK Notice | https://localcontexts.org/notice/tk-notice/ application/pdf application/zip Six Nations Polytechnic

oai:openlibrary-repo.ecampusontario.ca:123456789/11982024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Assessment For and As Learning Zupan, Krista Jeethan, Anthony Zupan, Marla #AutonomousLearners #GatherEvidence #TimelyFeedback Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Krista Zupan addresses assessment practices FOR and AS learning as outlined in the Growing Success document. The role and importance of descriptive feedback is examined. Consistent, meaningful feedback empowers students to monitor their progress, determine next steps and develop into autonomous learners who can reflect upon their learning. Integrated assessment practices are encouraged along with the sharing of learning goals and success criteria. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-13T18:33:42Z 2022-04-13T18:33:42Z 2022-02-28 Video 393ce0c6-310b-47a3-b7c1-c0eb653c6407 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1198 https://openlibrary.ecampusontario.ca/catalogue/item/?id=393ce0c6-310b-47a3-b7c1-c0eb653c6407 eng https://www.youtube.com/watch?v=stvZVIxQt00 CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/10572024-12-12T17:03:19Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Education Theory Made Practical - Volume 5 (v. 2.0 - February 27, 2023) Niyibizi, Eva Fraymovich, Susan Bal, Sharon Roszczynialski, Kelly N. Falvo, Lauren Hagahmed, Mohammed Dyer, Sean Comp, Geoffrey Evans, Lauren Yadav, Dolly Alsalmi, Fawziah Costello, Lorne Prince, Kristine Fisher, Kathryn Macleod, Jeanne Kennedy, Sarah Kalnow, Drew Whitfield, Jennifer Lin, Sophia Hoffman, James Bianchi, Riccardo Durrani, Muhammad Ford, Tabitha Joneja, Mala Bona, Anna Fant, Abra Gottlieb, Michael Li-Sauerwine, Simiao Krzyzaniak, Sara Natesan, Sreeja Schnapp, Benjamin Chan, Teresa Mazzeo, Arianna Health professions education Education theory Health Sciences Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Banking Theory 2. Constructive Alignment 3. IDEO's Design Thinking Framework 4. The R2C2 Feedback Model 5. Feminist Theory 6. Sociomaterialism 7. Logic Model of Program Evaluation 8. Situated Cognition 9. Ausubel’s Meaningful Learning Theory 10. Sociocultural Theory This is the fifth volume of the popular series Education Theory Made Practical which has been brought to you as a joint effort between the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program and the International Clinician Educator Blog. This project is made possible in part with funding from the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit https://vls.ecampusontario.ca 2022-03-11T15:51:32Z 2022-03-11T15:51:32Z 2022-02-01 2023-06-07 Book 395f0d43-86b8-4323-b781-f8c9ef2abdc2 9781927565476 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1057 https://openlibrary.ecampusontario.ca/catalogue/item/?id=395f0d43-86b8-4323-b781-f8c9ef2abdc2 eng https://books.macpfd.ca/etmp-vol5/ https://www.researchgate.net/publication/318969486_Ed_Theory_Made_Practical_-_Layout_fixed_Ch1 https://www.researchgate.net/publication/329100621_Education_Theory_Made_Practical_Volume_2 https://www.researchgate.net/publication/344635575_Education_Theory_Made_Practical_Volume_3 https://www.researchgate.net/publication/358566524_Education_Theory_Made_Practical_Volume_4 CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/png text/xml application/pdf McMaster Office of Continuing Professional Development

oai:openlibrary-repo.ecampusontario.ca:123456789/12392024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Incidents in the Life of a Slave Girl Jacobs, Harriet Ann Autobiography Slavery Humanities - Literature Incidents in the Life of a Slave Girl, written by herself (1861) is an autobiography by Harriet Jacobs, a mother and fugitive slave, published under the pseudonym Linda Brent. The author documents her life as a slave and how she gained freedom for herself and for her children. Jacobs explores the struggles unique to female slaves, some of which include sexual abuse and their efforts to practice motherhood while also protecting their children who might be sold away. 2022-04-21T17:20:31Z 2022-04-21T17:20:31Z 2022-02-15 Learning Object 39845015-6174-4e5c-b3ac-6d9cddae7b1c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1239 https://openlibrary.ecampusontario.ca/catalogue/item/?id=39845015-6174-4e5c-b3ac-6d9cddae7b1c eng https://pressbooks.library.torontomu.ca/incidentsinthelifeofaslavegirl/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ application/epub+zip text/xml text/xml application/pdf application/pdf image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/15082024-07-24T14:38:28Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

myWATERSHED : A Sandbox Game for Connecting and Accelerating Sustainability Stewards of the Future Barrette-Ng, Isabelle Clare, Adam Cogswell, Adrian Kehn, Alexander McLeavey, Amelia Tomscak, Ariana Davis, Ethan Duffield, Fred Gallagher, Martin Tomcsak, Talida Brousseau, Mike Lubrick, Mark Sciences - Earth Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Restoration ecology courses stress that students learn knowledge and leadership skills necessary to successfully restore degraded regions. Yet traditional classrooms offer limited opportunities to plan and implement restoration. To train and empower youth to take on the challenge of ecological restoration and reconnect with nature, the myWATERSHED sandbox game will create a digital twin of the Great Lakes that allows learners to engage in restoration using a simulated endangered species restoration effort. The myWATERSHED game offers users a unique opportunity to take ownership of restoration solutions through real-world data and take this knowledge further by challenging them to make management decisions in a highly realistic simulated environment. 2022-06-28T17:04:39Z 2022-06-28T17:04:39Z 2022-02-28 Learning Object 3a69ab45-0e83-4eee-ba83-d2547df5ebe4 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1508 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3a69ab45-0e83-4eee-ba83-d2547df5ebe4 eng https://github.com/Amelia-McLeavey/mywatershed-game CC0 | https://creativecommons.org/publicdomain/zero/1.0/ application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12192025-08-28T14:11:22Zcom_123456789_1001col_123456789_1004

Black experiences in Canada Kadiri, Nicolette Zuberi, Jamea Black Canadian History Art Resistance Resilience Anti-Black Racism Humanities - History & Cultural Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. In this course students will have an opportunity to engage in a variety of content that will centre on Black experiences in Canada through an analysis of various art forms including literature, poetry, music, and theory. This course will garner a deeper understanding of systems of oppression, and self-realization as it pertains to living and interacting in Canadian society. Students will also reflect on the process of self-care and healing while attending to their relationship within systems of oppression. Using collaborative discussions and personal reflections, learners will analyze the dynamics of Black cultural identity and its contribution to shaping Canada as a nation. Students will also become familiar with forms of Black activism as well as political and social reform demonstrations that culminated into movements for social change. This course will also facilitate a greater understanding in conversations about race by encouraging students to explore both the conditions under which race talk happens, and to reflect on the process of emotions associated with race talk. 2022-04-18T15:16:26Z 2022-04-18T15:16:26Z 2022 Learning Object 3ac1c2f6-c6ac-4264-acd4-9ceed92b2ad3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1219 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3ac1c2f6-c6ac-4264-acd4-9ceed92b2ad3 eng Resources for Educators: Facilitator Answers | mailto:open@ecampusontario.ca OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf George Brown College application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip application/zip application/zip image/jpeg application/zip application/pdf George Brown College

oai:openlibrary-repo.ecampusontario.ca:123456789/16182024-02-19T16:22:04Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Simulation d’une entrevue de préparation du congé (conseils pour le retour à la maison) : Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux Savard, Jacinthe Giroux, Isabelle Mercier, Annie Cardinal, Dominique O'Neil, Jennifer Kengneson, Cris-Carelle Kengneson, Cris-Carelle Mercier, Annie Cardinal, Dominique O'Neil, Jennifer simulation compétences entrevue Health Sciences Health Sciences - Allied Health Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Il s’agit d’une simulation d’entrevue de congé réalisée à l’aide d’une plateforme de vidéoconférence et menée par deux étudiant(e)s : un(e) étudiant(e) en physiothérapie et un(e) étudiant(e) en travail social. La simulation porte sur une consultation avec un(e) patient(e) atteint(e) d’un accident vasculaire cérébral (AVC) et son enfant (fils ou fille). Le/la patient(e) a été admis(e) en soins aigus le jour de son AVC et transféré(e) en centre de réadaptation depuis deux semaines. L’AVC a laissé comme principales séquelles une faiblesse importante au côté droit et une aphasie modérée. L’état du/de la patient(e) s’est amélioré depuis lors et il/elle doit retourner à la maison. Toutefois, le/la patient(e) a eu une chute la veille de l’entrevue en tentant de se lever seul(e). Il s’agit d’une entrevue de préparation au congé durant laquelle les étudiant(e)s doivent : a) collaborer ensemble pour planifier l’entrevue de congé, puis b) effectuer une évaluation du/de la patient(e) selon leur discipline (ex. évaluation du positionnement, transfert et mobilité pour le/la physiothérapeute et offrir des ressources selon la situation pour le travailleur social ou la travailleuse sociale). Les étudiant(e)s participant à cette simulation doivent être de niveau intermédiaire à avancé. Cette activité est d’une durée totale de 40 minutes, incluant 23 minutes de simulation et 17 minutes de débreffage. La durée de la simulation peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Objectifs d’apprentissage: • Apprendre à propos de la profession de physiothérapeute et du travailleur social (travailleuse sociale). • Mettre en pratique les compétences de collaboration interprofessionnelle et la compétence d’offre active du français.  • Participer à une discussion de débreffage avec vos collègues et les facilitateurs/facilitatrices ainsi que le/la patient(e) et son fils (ou sa fille), en petit groupe. Clientèle cible : Professeur(e)s ou coordonnateurs/trices de divers programmes en santé et service social qui souhaitent offrir des simulations interprofessionnelles axées sur l’offre active. Professions ciblées : Cette activité d’apprentissage a été expérimentée auprès d’étudiants des programmes suivants : service social et physiothérapie. Elle pourrait facilement être adaptée pour les étudiants d’autres programmes en santé et service social. Contenu : La boîte à outils pour cette simulation contient les documents suivants : • Document pour les étudiant(e)s • Document pour le/la patient(e) simulé(e) et le membre de sa famille • Document pour les facilitateurs/facilitatrices • Deux grilles d’observation des indicateurs de compétences en collaboration interprofessionnelle et en offre active des services dans la langue de choix du/de la patient(e) et de sa famille • Évaluation de la satisfaction des étudiant(e)s par rapport à la simulation L’AVC a laissé comme principales séquelles une faiblesse importante au côté droit et une aphasie modérée. L’état du/de la patient(e) s’est amélioré depuis lors et il/elle doit retourner à la maison. Toutefois, le/la patient(e) a eu une chute la veille de l’entrevue en tentant de se lever seul(e). Il s’agit d’une entrevue de préparation au congé durant laquelle les étudiant(e)s doivent : a) collaborer ensemble pour planifier l’entrevue de congé, puis b) effectuer une évaluation du/de la patient(e) selon leur discipline (ex. évaluation du positionnement, transfert et mobilité pour le/la physiothérapeute et offrir des ressources selon la situation pour le travailleur social ou la travailleuse sociale). Les étudiant(e)s participant à cette simulation doivent être de niveau intermédiaire à avancé. Cette activité est d’une durée totale de 40 minutes, incluant 23 minutes de simulation et 17 minutes de débreffage. La durée de la simulation peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Objectifs d’apprentissage: • Apprendre à propos de la profession de physiothérapeute et du travailleur social (travailleuse sociale). • Mettre en pratique les compétences de collaboration interprofessionnelle et la compétence d’offre active du français.  • Participer à une discussion de débreffage avec vos collègues et les facilitateurs/facilitatrices ainsi que le/la patient(e) et son fils (ou sa fille), en petit groupe. Clientèle cible : Professeur(e)s ou coordonnateurs/trices de divers programmes en santé et service social qui souhaitent offrir des simulations interprofessionnelles axées sur l’offre active. Professions ciblées : Cette activité d’apprentissage a été expérimentée auprès d’étudiants des programmes suivants : service social et physiothérapie. Elle pourrait facilement être adaptée pour les étudiants d’autres programmes en santé et service social. 2022-09-09T18:30:35Z 2022-09-09T18:30:35Z 2022-02-28 Learning Object 3b368cf1-f969-4ad9-995a-56cf5bcd246b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1618 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3b368cf1-f969-4ad9-995a-56cf5bcd246b fre Instructor Resource: Full Simulation Guide | mailto:open@ecampusontario.ca CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf Le Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS), Université d’Ottawa

oai:openlibrary-repo.ecampusontario.ca:123456789/14492024-08-28T16:39:34Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Advanced Structural Analysis : Quantitative and Multiscale Analysis Jiang, Dazhi Li, Changcheng Lin, Shoufa Jiang, Dazhi Li, Changcheng Lin, Shoufa Zafar, Aisha Sanchez, Ramon Bhandari, Ankit Li, Yaozhu Structural Geology Fabrics Rheology Microstructural Analysis Tectonics Crustal Deformation Shear Zone Geophysics Numeric Modeling Multiscale Analysis Humanities - Science & Technology Studies Sciences - Earth Sciences Social Sciences Social Sciences - Geography This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This online course on Advanced Structural Geology is intended for senior undergraduate students and graduate students of solid earth sciences. The course consists of the following four Sessions covering modern developments of Structural Geology in the areas of: 1) Quantitative Geometrical Analysis, 2) Rheology and Deformation Mechanisms, 3) Quantitative Kinematic Analysis, and 4) Introduction to Micromechanics and Multiscale Analysis. Session 1 builds on traditional orientation analysis for linear and planar fabric elements covered in landmark textbooks of structural geology. We show that these fabrics can be readily dealt with by unit vectors. However, most fabrics in rocks including the shape and lattice orientations of the constituent elements and grains are defined by 3D elements. The orientation of such fabric elements must be defined by a set of Euler angles or equivalently an orientation matrix. Statistic analysis of 3D orientation data is introduced and associated numerical techniques are discussed using mathematics applications MATLAB and MathCad. Session 2 presents the fundamental concepts of mechanics at a level required for Sessions 3 and 4. This session also prepared the students for the research literature in solid earth sciences. The concepts of multiscale stress, multiscale strain, non-linear rheology, and related partitioning and homogenization are introduced at a primary level. Deformation mechanisms, lattice preferred orientation development, and rheological anisotropy are discussed. These concepts will be revisited in Sessions 3 and 4 at a more advanced level, Session 3 is devoted to the kinematics of continuous deformation. This provides the students with the knowledge and skill set necessary for understanding progressive, large-strain deformations of rocks that are responsible for the formation of fabrics. The two-state description of finite deformation is given first and the instantaneous description of flow second. The kinematic modeling work of tabular high-strain zones, from the seminal work of J.G. Ramsay and Graham in 1970 till the end of last century, is reviewed and summarized in this session. Session 4 is devoted to recent advances on multiscale analysis and a complete mechanics approach to Structural Geology. These advances tackles the major challenge in Structural Geology, namely how to bridge the scale gap between observations and the tectonic boundary conditions. As our observations are most commonly made on scales much smaller than the tectonic problem of interest, and that our observations are inevitably discontinuous, a multiscale approach is necessary. This session provides the basic theoretical background and numerical resource for a self-consistent multiscale approach based on micromechanics. The goal is to introduce the principles and encourage students to read the lecture notes and related papers if they tackle multiscale geology problems. 2022-06-10T19:40:34Z 2022-06-10T19:40:34Z 2022-02-28 Learning Object 3b3db012-3333-46ff-ab81-4d9d3105dfad https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1449 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3b3db012-3333-46ff-ab81-4d9d3105dfad eng Resources for Educators: Tests & answer bank | To access mailto:open@ecampusontario.ca CC BY | https://creativecommons.org/licenses/by/4.0/ Western University application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip Office of the Provost, Western University

oai:openlibrary-repo.ecampusontario.ca:123456789/14742024-12-12T21:39:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Technical Communications Thompson, Michael Rheinstadter, Maikel Passos-Gastaldo, Isabella Franek, Frantisek Twohey, Michael McIntosh, Amy McIntosh, Amy McIntosh, Amy Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. The Art and Science of Persuasion 2. Audience Analysis 3. Writing For Publications 4. Proposing and Reporting a Project 5. Presentations and Visualizing Data 6. How to Give an Oral Presentation Welcome to Technical Communications. This is a digital course on the technical communications intended for graduate studies in STEM and other disciplines. This course will familiarize you with concepts related to writing, preparing presentations and oral delivery to peer-specific and general audiences. The beginning of the course will familiarize you with skills and practices applied to the academic setting, and finally transition to the requirements in a business context. 2022-06-20T20:25:19Z 2022-06-20T20:25:19Z 2022-02-28 Learning Object 3ba70f32-bcbb-4b14-89be-859da1b90d7d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1474 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3ba70f32-bcbb-4b14-89be-859da1b90d7d eng https://ecampusontario.pressbooks.pub/technicalcommunications/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ McMaster University image/png application/epub+zip application/pdf application/pdf text/html text/xml application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11952024-12-05T19:48:45Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Supporting Special Education Students in Kindergarten Classrooms Featherstone, Kayla Jeethan, Anthony Zupan, Marla #IntakeSurvey #TransitionStrategies #VisualSchedule Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Kayla Featherstone discusses how kindergarten/early learning program (ELP) teachers can best support pupils with special needs. Several strategies are suggested for preparing welcoming, inclusive and safe classroom environments. The importance of parent and family communication is also emphasized in order to foster positive relationships and experiences. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-13T16:12:57Z 2022-04-13T16:12:57Z 2022-02-28 Video 3bf57be1-b666-4e14-a4d2-e0dcdb69981a https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1195 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3bf57be1-b666-4e14-a4d2-e0dcdb69981a eng https://www.youtube.com/watch?v=z5Tr4xttTCg CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/16372025-09-02T19:04:43Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Classical world in modern digital culture Contemporary Digital Humanities Monaghan, Paul Carroll, Heather Charron, Kyle Hehn, Ryan Digital Humanities Humanities Humanities - Digital Humanities Humanities - History & Cultural Studies Social Sciences Social Sciences - Geography Social Sciences - Information Sciences Technology Technology - Computer Science Technology - Programming & Programs Technology - Research & Data This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Introduction to the Course II. Module 1: Tradition, Reception and Popular Culture III. Module 2: Ancient Greek Warfare in Modern Reception IV. Module 3: Homer’s Odyssey in Modern Reception V. Module 4: Ancient Rome in Modern Reception VI. Module 5: The Ancient World in Digital Gaming VII. Module 6: Digital Tragedy-Towards Greek drama as Noughts and Ones Defining the digital humanities (DH) is an elusive task. It is an emerging interdisciplinary field that encompasses humanities scholarship, computation, analysis, and applications. DH is a vast field with many sub-areas of scholarship. Consequently, the six courses in this certificate are limited to a small number of timely and relevant topics. The first course is a contemporary introduction to the digital humanities covering: current and emerging sub-areas; major digital humanities projects; the importance of the Internet; an introduction to basic computational terminology and methods; the basic concepts of text processing; the relationship between tools and methods; criticisms of the digital humanities; and possible futures of the digital humanities. The second course introduces the fundamental concepts of tool-building techniques in the digital humanities. It includes the principles of data science; Big Data; visualization (an increasingly important component in digital humanities scholarship); and the basics of Python and R, the two most widely used programming languages for tool-building in humanities scholarship; implementations of basic text processing methods, and other applications. Python and R code is provided for the examples in this course. In addition, most of the figures were generated with Python or R code, and this code is also provided. The third course focuses on intermediate and advanced text processing techniques and visualization methods in the digital humanities. Python and R code are again provided for all examples. Digital tools and techniques are presented for different application areas. In addition to interactive tutorials, advanced techniques that are increasingly used in humanities scholarship, including machine learning, are introduced in a non-mathematical manner. The fourth course examines the application of open access digital technology, such as machine actionable lexicographical tools, digital text repositories, and digitized collections of ancient material culture, to otherwise traditional methods and techniques of Classical Studies research. The fifth course examines how the reception of Ancient Greece and Rome in the modern world has taken new directions through digital technology, including the storage and dissemination of pre-digital receptions in digital form. It explores the reception of the Classical World in digital cinema and TV, digital gaming, and in the performance of Greek tragedy both in digital environments and in virtual reality. The sixth course focuses on the emerging area of the spatial humanities, with emphasis given to digital history and digital storytelling. Learners are introduced to GIS tools. They also learn how to access, interpret, and synthesize spatial and archival data and create their own digital maps, using historical GIS to communicate place-based narratives. 2022-09-14T19:32:40Z 2022-09-14T19:32:40Z 2022-02-28 Learning Object 3d2c9f12-58bd-4e64-b11d-0ab072f20426 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1637 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3d2c9f12-58bd-4e64-b11d-0ab072f20426 eng https://ecampusontario.pressbooks.pub/nudh5/ CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ image/jpeg Teaching Hub, Nipissing University

oai:openlibrary-repo.ecampusontario.ca:123456789/14252024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Exploring The Process Of Becoming A Secondary Department Head Nadasdi, Tom Jeethan, Anthony Zupan, Marla #LeadershipTeam #MarketingCourses #PathToAdmin Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Tom Nadasdi explores frequently asked questions about the department head application process. He defines the secondary school role and shares several ways in which department heads support staff and develop school culture. Promoting school initiatives are addressed as well as additional responsibilities such as timetabling. 2022-05-31T20:41:56Z 2022-05-31T20:41:56Z 2022-02-28 Video 3e3e3d7b-e789-468e-b202-9cbc97b7d634 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1425 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3e3e3d7b-e789-468e-b202-9cbc97b7d634 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/11992024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Promoting Student Mental Health Zupan, Krista Jeethan, Anthony Zupan, Marla #CaringAdults #StudentResilience #SchoolMentalHealthOntario Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Krista Zupan discusses the issue of mental health and the role of teachers in observing and identifying changes in student behaviour. While educators cannot provide diagnoses, they can work to provide safe, inclusive environments. As trusted, caring adults, educators are encouraged to build positive relationships to ensure that all students feel welcome and valued. Ideas to promote mental health awareness are also suggested. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-13T18:46:36Z 2022-04-13T18:46:36Z 2022-02-28 Video 3eaecc2c-60b2-44de-99fa-8ba73653131c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1199 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3eaecc2c-60b2-44de-99fa-8ba73653131c eng https://www.youtube.com/watch?v=stvZVIxQt00 CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/21022025-08-28T14:17:18Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Outdoor learning in Canada Priest, Simon D. Ritchie, Stephen B. Scott, Daniel Priest, Simon D. Ritchie, Stephen B. Scott, Daniel Mertz, Megan Warner, Alan Bourbeau, André-François M. Williams-Orser, Beau Jickling, Bob Taylor, Bryan Kenigsberg, Carinna Blye, Clara-Jane DeLancey, Debbie Halpenny, Elizabeth Michel, Ginette T. Hvenegaard, Glen Rodger, James Cole, Jason Jackson, Jeff Isaak, Jerry L. Spooner, Jessica Little, Jim Heshka, Jon D'Angelo, Jonah Pellerin, Justine Bossaer, Keith Kirk, Liz Tranquard, Manu Morse, Marcus Asfeldt, Morten Vranich, Robert Cloutier, Ross Létourneau, Roxanne Stuart, Ryan Broadhead, Sabrina Blenkinsop, Sean Nault, Sebastien Javorski, Steve Loeffler, TA L. Brown, Tara Gargano, Virginie Outdoor learning Business & Economy Health Sciences Sciences Social Sciences - Psychology Support Resources - Educator Development Trades This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. 1. REINTRODUCING CANADA! 2. INTRODUCTION: WHAT IS OUTDOOR LEARNING? 3. NATURE INTERPRETATION 4. ADVENTURE TOURISM IN CANADA 5. A BEAUTIFUL MESSY PROCESS: OUTDOOR EDUCATION IN CANADA 6. CANADIAN ADVENTURE THERAPY 7. ACCESSIBLE, ADAPTIVE, AND INCLUSIVE OUTDOOR RECREATION 8. UNIVERSAL DESIGN AS A FRAMEWORK TO INCREASE DIVERSITY, INCLUSION, EQUITY AND BELONGING IN CANADIAN OUTDOOR LEARNING 9. ENHANCING SUPPORT FOR INDIGENOUS LAND-BASED PROGRAMMING IN THE NORTHWEST TERRITORIES 10. COLLABORATING WITH COMMUNITY PARTNERS TO DEVELOP SPECIALIZED PROGRAMS FOR UNDERSERVED POPULATIONS 11. FOREST BATHING 12. LEAVE NO TRACE: PRINCIPLES FOR ETHICAL OUTDOOR LEARNING 13. EXPLAINING KEY FEATURES IN OUTDOOR THERAPY 14. RE-CONNECTING CHILDREN AND YOUTH WITH NATURE FOR A HEALTHY PLANET 15. A NEW HOLISTIC MODEL OF ECOHEALTH PROMOTION 16. INSURANCE FOR OUTDOOR LEARNING IN CANADA 17. LEGAL LIABILITY IN CANADA 18. EMERGENCY AND RESCUE RESPONSE 19. POST INCIDENT CRISIS RESPONSE 20. SURVIVING OFF THE LAND 21. PROFESSIONAL OBLIGATIONS FOR RISK AND SAFETY 22. AN INTRODUCTION TO WILD PEDAGOGIES 23. BEST PRACTICES FOR OUTDOOR TEACHING EXCELLENCE 24. OUTDOOR LEADERSHIP COMPETENCIES AND TRAINING 25. LONGEVITY OF AN EXPEDITIONARY FIELD INSTRUCTOR Outdoor Learning (OL) is an experiential process which takes place primarily through exposure to nature and the out-of-doors, where the emphasis is placed on one or more relationships concerning people and nature. The umbrella term of OL encompasses adventurous and environmental learning across four fields ordered by increasing complexity: recreation, education, development, and therapy. * Recreation intends to change feelings (enjoying tourism, playing, learning new activity skills, relaxing, etc.) * Education intends to change thinking (schooling field trips, gaining new concepts, refreshing old ideas, generating awareness of need, etc.) * Development intends to change behaviour (enhancing positive conduct, growing functional actions, building teamwork, protecting nature, etc.) * Therapy intends to change resistance against efforts to transform well-being (diminishing negative conduct, easing dysfunction, healing, coping, etc.) This book is intended for OL students, academics, and practitioners, including camp counsellors, heritage interpreters, environmental educators, activity technicians, skills instructors, tourism outfitters, recreational guides, developmental facilitators, licensed therapists, performance coaches, corporate team-builders, mental health professionals, Indigenous Elders, knowledge keepers, and interested members of the public. Learning Outcomes: * Select appropriate approaches for teaching in the context of nature * Anticipate and overcome challenges for outdoor business enterprises * Incorporate best practices for skilled trades leading/guiding in the outdoors * Explore the diverse practices and perspectives on outdoor learning in Canada The views expressed in this publication are the views of the author(s) and do not necessarily reflect those of the Government of Ontario or the Ontario Online Learning Consortium. 2024-02-21T16:39:32Z 2024-02-21T16:39:32Z 2024-02-16 Book 3eefd991-48a3-4287-b36c-b127a55d16a8 9780886671334 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2102 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3eefd991-48a3-4287-b36c-b127a55d16a8 eng https://ecampusontario.pressbooks.pub/olic/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/epub+zip text/html application/pdf application/vnd.oasis.opendocument.text application/zip image/jpeg Library and Archives, Laurentian University

oai:openlibrary-repo.ecampusontario.ca:123456789/17842025-02-07T14:39:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

SCIOER Course : Object-Oriented Java McCuaig, Judi Asch, Marshall Thomson, D.J. Norrie, C. Al-Rubaye, H. Schmid, M. Sengupta, B. Ladyjenko, M. Blotsky, R. Java Object-oriented programming #SCIOER Technology - Computer Science Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This resource is part of an investigation into a semi-automated process for creating Self-Contained, Interactive Open Educational Resources (SCIOER) for use by students and instructors in the discipline of Computer Science. Resources created through the SCIOER process are self-contained and provide all the tools necessary for learners. The interactive nature of the resource encourages experimentation and incremental practice. Learners are able to annotate SCIOER resources with their personal observations and learnings. The SCIOER Object-Oriented Java course is provided as a docker image (https://hub.docker.com/r/scioer/oo-java) The docker container provides a fully interactive e-text for programmers who wish to improve their knowledge of the Object Oriented programming in Java. 2023-03-09T20:21:45Z 2023-03-09T20:21:45Z 2023 Dataset Learning Object 3f51cdba-3dd2-49de-b3e4-1e3f9d44a157 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1784 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3f51cdba-3dd2-49de-b3e4-1e3f9d44a157 eng https://hub.docker.com/r/scioer/oo-java https://openlibrary.ecampusontario.ca/item-details/#/554343b3-6f6a-4b2f-b988-5451dc215fea https://openlibrary.ecampusontario.ca/item-details/#/2def66b8-4b05-4681-9f96-a4f62fe91d0d https://openlibrary.ecampusontario.ca/item-details/#/500ebafe-d019-4fde-8594-1be6a12e2383 Resource for Learners GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html image/png application/zip application/zip application/zip application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/15272024-09-24T19:59:20Zcom_123456789_1001col_123456789_1004

Moving from Resistance to Understanding in Field Education : Training Social Workers Online Al-Adeimi, Yumna Zagada, Shella Yavnai, Rachel digital technologies Online social work practice Social media Social Sciences 1. Digital Technologies, Online Social Work Practice & Ethical Considerations 2. Social Media and Social Work Practice 3. Digital Technologies in Macro Social Work Practice 4. Digital Technologies within Integrated Social Work Organizations 5. Digital Technologies in Micro Practice 6. Future Considerations COVID-19 has transformed the delivery of social services, and the mechanisms social workers use to support individuals and communities facing harsh realities due to lack of resources, infrastructure, and rural isolation (Banks et al. 2020). This course embraces the necessity of using technology in ways which are relevant, responsive and mutually beneficial. With digital technologies expanding at a rapid pace in social work practice, this course harnesses the opportunity to evolve and enhance the delivery of online social work while learning about digital technologies in micro, mezzo and macro settings. Learners will be encouraged to move towards a practical understanding of the delivery of online social work services, how their practice can be strengthened by understanding innovative technologies, and as a result, further their digital fluency to engage in future practice. This course will engage learners to adapt community-based work to encourage connection, support, and resource sharing via online connections. The course will explore how community organizing and counseling services for individuals and groups, amongst other areas, occur virtually while exploring the ethical considerations for equitable social work practice. Students will be able to learn about digital technologies in online social work practice in individual and community settings, with sound knowledge of the limits, risks, and ethical implications of online practice (Reamer, 2013). Content in this course will include social media in social work practice, confidentiality in online settings, how service users respond to services mediated by digital technologies, and future considerations for digital social work practice. This is an asynchronous online course (6 modules) where students can complete all readings, learning activities, and assessments online. Students are asked to interact with each other in small groups and in larger discussions with the whole class. Graded assessments include online discussions, workbook reflections, and three group assignments (developing a social media strategy, preparing a consent letter, and proposing recommendations for digital social work practice that can be incorporated by the Canadian Association of Social Workers (CASW)). Detailed information about each assessment is included in the course materials. 2022-07-07T14:33:49Z 2022-07-07T14:33:49Z 2022 Learning Object 3fbdfdd9-866e-440b-b15f-e1cf06d60708 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1527 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3fbdfdd9-866e-440b-b15f-e1cf06d60708 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip application/pdf Wilfrid Laurier University

oai:openlibrary-repo.ecampusontario.ca:123456789/10812024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Business Math : A Step-by-Step Handbook Abridged Krajisnik, Sanja Leppinen, Carol Loncar-Vines, Jelena business mathematics Business & Economy Sciences - Mathematics & Statistics This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. This book provides an introduction to a variety of topics in business math including simple and compound interest, annuities, payment schedules, mortgages, and more. This supplemental textbook covers topics from Chapters 8 to 13 inclusive, adapted from the original Business Math: A Step-by-Step Handbook by J. Olivier and Lyryx Learning Inc. providing extra resources, examples, and storytelling activities. 2022-03-16T13:08:07Z 2022-03-16T13:08:07Z 2022-02-28 Book Learning Object 3fe51733-9c82-433c-82c3-ee3f254e98a5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1081 https://openlibrary.ecampusontario.ca/catalogue/item/?id=3fe51733-9c82-433c-82c3-ee3f254e98a5 eng https://ecampusontario.pressbooks.pub/businessmathtextbook/ https://openlibrary.ecampusontario.ca/item-details/#/71655499-1f6b-4ae0-b588-1f6a176ec5c1 Resource for Educators: Case Study Solutions | mailto:open@ecampusontario.ca https://lyryx.com/subjects/business2/business-mathematics/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ text/html text/xml application/epub+zip application/pdf image/png application/zip application/pdf Conestoga College

oai:openlibrary-repo.ecampusontario.ca:123456789/16002025-09-02T19:18:52Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Exploring interpersonal dynamics through role play Jenkins, Catherine Hobbs, Kevin Norris, Joe Forbes, Phoebe Metz, Mike experiential simulation roleplay Humanities Humanities - Communication Studies Public Services Public Services - Education Support Resources Support Resources - Educator Development Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Facilitator Orientation II. Case 1 - Business: Social Media Quandary III. Case 2 - Business: Interns' Last Day IV. Case 3 - Healthcare: Establishing a Productive Interprofessional Team V. Case 4 - Healthcare: Interprofessional Communication Challenges VI. Case 5 - Crisis Communication: Casey Jones' Caboose Restaurant VII. Case 6 - De-escalation: Health VIII. Case 7 - De-escalation: Protest Exploring Interpersonal Dynamics Through Role Play provides educators with the foundational materials required to facilitate simulations for students and professionals. Simulations offer an intensive form of experiential learning and professional development, allowing participants to apply concepts to practical scenarios in real time. Much like real life, participants initially have limited information and time to prepare, but can experience how a situation might play out, experiment with their own responses, and reflect on their performance individually or in groups in a safer, low-stakes environment, before encountering a similar situation in their careers. Simulations provide rich opportunities for learner-driven dialogue, critical analysis, and engagement. Although many instructors like the idea of simulations, they may not know where to start, and live-actor or fully digital simulations can be costly to develop and to run. The simulations offered here create an inexpensive and effective experience to engage participants in real-time simulations and can be customized by the instructor with course-specific content. Each template consists of notes to the facilitator including set-up, the foundational scenario and initial prompts for participants, notes for debriefing both interpersonal elements and issues revealed during role play, resources, readings, and assignment suggestions. These textual materials are supported by videos portraying how a scenario might be established, how it might evolve, and how a post-simulation debrief might run. Between them, the contributors have decades of simulation experience they are excited to share with a broader audience via this open learning resource. 2022-08-16T12:37:36Z 2022-08-16T12:37:36Z 2022-02-28 Learning Object 4034622c-b486-427d-9dd6-0de9d27f56d2 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1600 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4034622c-b486-427d-9dd6-0de9d27f56d2 eng https://pressbooks.library.torontomu.ca/simulation/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. application/pdf application/pdf text/xml text/xml Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/10682024-07-30T18:42:57Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Cybersecurity Governance : Risk Management Ponnambalam, Sem Mohajer, David cybersecurity Technology This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. 1. Statistics Related to Security Breaches 2. Impact of Cybercrime to an Organization 3. Cybersecurity Threats and the Threat Landscape 4. Data Breach Scenarios 5. Impact of Cybercrimes on the Victims This online micro-credential has been designed to introduce learners to cybersecurity governance practices and environmental scans. Additionally, learners will explore general cybersecurity governance related to technical controls, recovery protocols and vendor management. 2022-03-14T18:42:16Z 2022-03-14T18:42:16Z 2022 Other 40f8c672-2cb8-4d12-8f7f-f05f7d69917a https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1068 https://openlibrary.ecampusontario.ca/catalogue/item/?id=40f8c672-2cb8-4d12-8f7f-f05f7d69917a eng Instructor Resource: Case Solutions | mailto:open@ecampusontario.ca OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15582024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

TouchDesigner : Beginner Phi, Ali Men, Immony Wei, Lulu Sanchez, Raphael generative interaction coding Art & Design Art & Design - Digital Arts Art & Design - Visual Arts This course aims to provide an introductory level overview of TouchDesigner as a creative tool within Media Arts in Interaction Design, through the development of various interactive projects instructed by creative technologist Ali Phi. Phi covers workflows that includes: texture operators, channel operators, surface operators, materials, instancing, point clouds, photogrammetry, network communication protocol, projection mapping, sensor inputs and python scripts. These modules place a strong emphasis on learning creative techniques to interaction design while producing artistic outcomes. Students with an interest in producing interactive experiences with TouchDesigner will get a close understanding of visual programming, prototyping techniques and troubleshooting approaches through the perspective of a media artist. 2022-07-25T15:16:28Z 2023-02-07T15:16:28Z 2022-03-31 Learning Object 413b8628-52a1-488f-8d6c-9b36f0007ba0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1558 https://openlibrary.ecampusontario.ca/catalogue/item/?id=413b8628-52a1-488f-8d6c-9b36f0007ba0 eng https://openlibrary.ecampusontario.ca/item-details/#/36b7556f-dd97-4d13-9386-398aca9b19fa CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ York University application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15072024-12-12T21:32:00Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Understanding Drug Interactions Woodland, Cindy Andreopoulos, Stavroula Ng, Derek Ho, Joanne Rieder, Michael Drug interactions Health Sciences - Medicine Health Sciences - Pharmacy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This e-module aims to improve drug safety by providing learners with an understanding of the mechanisms by which drugs interact with other drugs, natural health products and foods. Rather than addressing each drug interaction that has been reported, this module will focus on understanding the mechanisms by which drugs and other substances interact to enable learners to predict the likelihood of drug interactions. Types of pharmacodynamic interactions that occur as a result of the actions of drugs on the body will be illustrated with animations that provide specific examples. The bulk of the module will focus on interactions that result from effects on drug absorption, distribution, metabolism and excretion, and are generally less intuitive. The module will provide comprehensive explanations of interactions involving drug metabolizing enzymes and drug transporters that enables learners to adopt a framework for predicting drug interactions. Learners will work through case studies that require them to identify appropriate sources of accurate information than can be quickly accessed to influence prescribing and patient care. The goals of this e-module will be achieved through the following objectives: 1. To collaboratively design an online learning module for learners in health care professions (e.g., medicine, pharmacy, nursing, dentistry) and life sciences (e.g., graduate and undergraduate students) that explains the mechanisms of drug interactions using an engaging multimedia approach--2. To familiarize learners with how to access and interpret information related to drug interactions--3. To recognize that natural health products and foods can contribute to drug interactions--4. To establish an approach to safe prescribing that avoids adverse drug interactions while enabling consideration of how to create drug interactions for better drug therapy--5. To allow learners to self-assess their ability to predict drug interactions through embedded evaluations--6. To share an approach to multimedia module design that facilitates future module development--7. To create a digital online module optimized for accessibility and inclusivity that can be adapted for a variety of target audiences. 2022-06-28T15:12:25Z 2022-06-28T15:12:25Z 2022-02-28 Learning Object 413da817-9308-4801-84fd-5a382ee438a2 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1507 https://openlibrary.ecampusontario.ca/catalogue/item/?id=413da817-9308-4801-84fd-5a382ee438a2 eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/png application/zip application/zip application/pdf application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/17672024-12-10T16:29:42Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Simulation d’une entrevue de préparation du congé (conseils pour le retour à la maison) : Boîte à outils pour la formation à l’offre active et à la collaboration interprofessionnelle pour les professionnels de la santé et des services sociaux Savard, Jacinthe Giroux, Isabelle Mercier, Annie O'Neil, Jennifer Cardinal, Dominique Kengneson, Cris-Carelle Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies Social Sciences - Psychology Social Sciences - Sociology Ce projet est rendu possible grâce au fnancement du gouvernement de l’Ontario et au soutien d’eCampusOntario dans le cadre de la Stratégie d’apprentissage virtuel. Pour en savoir plus sur la Stratégie d’apprentissage virtuel, consultez le site https://vls.ecampusontario.ca/fr/. Il s’agit d’une simulation d’entrevue de congé réalisée en présentiel et menée par personnes étudiantes : 1 personne étudiante en physiothérapie et 1 personne étudiante en travail social. La simulation porte sur une consultation avec un(e) patient(e) atteint(e) d’un accident vasculaire cérébral (AVC) et son enfant (fils ou fille). Le/la patient(e) a été admis(e) en soins aigus le jour de son AVC et transféré(e) en centre de réadaptation depuis deux semaines. L’AVC a laissé comme principales séquelles une faiblesse importante au côté droit et une aphasie modérée. L’état du/de la patient(e) s’est amélioré depuis lors et il/elle doit retourner à la maison. Toutefois, le/la patient(e) a eu une chute la veille de l’entrevue en tentant de se lever seul(e). Il s’agit d’une entrevue de préparation au congé durant laquelle les personnes étudiantes doivent : a) collaborer ensemble pour planifier l’entrevue de congé, puis b) effectuer une évaluation du/de la patient(e) selon leur discipline (ex. évaluation du positionnement, , pour le/la physiothérapeute et évaluation des besoins de la personne / famille et aiguillage vers des ressources pertinentes pour le travailleur social ou la travailleuse sociale.) personnes étudiantes Cette activité est d’une durée totale de 40 minutes, incluant 23 minutes de simulation et 15 minutes de débreffage. La durée de la simulation peut être ajustée en fonction de l’horaire et des besoins de l’activité d’apprentissage. Clientèle cible : Professeur(e)s ou coordonnateurs/trices de divers programmes en santé et service social qui souhaitent offrir des simulations interprofessionnelles axées sur l’offre active dans le cadre de leur cours. Partenaires du projet : Groupe de recherche sur la formation et les pratiques en santé et service social en contexte francophone minoritaire (GReFoPS) de l’Université d’Ottawa en collaboration avec le Collège La Cité et l’Université de Moncton. Accès aux outils: Seuls les éducateurs/éducatrices ont accès aux outils de cette simulation, ceci afin de maximiser l’activité d’apprentissage des étudiant(e)s. 2023-03-07T20:00:38Z 2023-03-07T20:00:38Z 2023-02-28 Learning Object 424f661f-5b60-4546-8cf8-70423251dbf5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1767 https://openlibrary.ecampusontario.ca/catalogue/item/?id=424f661f-5b60-4546-8cf8-70423251dbf5 fre https://openlibrary.ecampusontario.ca/item-details/#/b427319d-5395-4ef9-853a-a8e663948b72 https://openlibrary.ecampusontario.ca/item-details/#/f7369a48-dccd-4301-bc61-470d15aa190b https://openlibrary.ecampusontario.ca/item-details/#/b1632ebf-c7be-49bb-ae52-51d375bb415c https://openlibrary.ecampusontario.ca/item-details/#/d5533c81-67a5-44d5-b269-b821bcdfbc0a CC BY | https://creativecommons.org/licenses/by/4.0/ application/pdf

oai:openlibrary-repo.ecampusontario.ca:123456789/15572024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Davinci Resolve : Intermediate Hoicka, Marisa Men, Immony Wei, Lulu Sanchez, Raphael video-editing colour-correction Art & Design Art & Design - Digital Arts Art & Design - Visual Arts This course aims to provide an introductory level overview of DaVinci Resolve as a creative tool within Media Arts in Video Production, through the development of various time-based projects instructed by multimedia artist Maris Hoicka. Hoicka covers workflows that includes: scopes, color balancing, shot matching, delivery, inspector, grading log, LUTs, and file delivery. These modules place a strong emphasis on learning creative techniques to video production while producing artistic outcomes. Students with an interest in producing time-based projects with DaVinci Resolve will get a close understanding of using software to support narrative construction, and visual communication through the perspective of a media artist. 2022-07-25T14:47:23Z 2022-07-25T14:47:23Z 2022-03-31 Learning Object 449d7318-7539-4705-8672-93406227522c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1557 https://openlibrary.ecampusontario.ca/catalogue/item/?id=449d7318-7539-4705-8672-93406227522c eng CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ York University application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14012024-09-24T20:05:36Zcom_123456789_1001col_123456789_1004

Indigenous Wellbeing, Health, and Social Justice Neufeld, Hannah Daley, Andrea Skinner, Kelly Van Katwyk, Trish Smoke, Mary Lou Smoke, Dan Kinsella, Sean Davis Hill, Lori McCleary, Garrison Sutherland-Allen, Michelle Restoule, Brenda Gabel, Chelsea Skene, Dave Waldron, Ingrid Dolan, Jessica Antone, Jocelyn Vlemmiks, Leah Chomyc, Jane Szyngiel, Nicholas Dyer, Lake Paterson, Madelaine Indigenous Health Justice Public Services - Public Health Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This 12-week course is designed for a maximum enrolment of 60 graduate-level students with social work related and public health related academic backgrounds. It is meant to be offered once per year, in the Spring semester of the academic calendar. This aligns with the seasonal teachings provided by the Indigenous Advisory Circle that are reflected throughout the seed cycle that frames the course. Much of the Indigenous content in the course is localized to present day southwestern Ontario, including Treaty 3 and 4 Lands from the Mississauga Peoples and the subsequently issued Haldimand Proclamation, often referred to as the Haldimand Tract. At the same time, we were honoured to receive knowledge from other Territories and regions. This course is intended to engage and advance knowledge and practice in Indigenous wellbeing and health through a social justice lens. The course critically links determinants of Indigenous Peoples’ wellbeing and health to historical and ongoing colonial priorities and practices. Disparities in health and social issues, access to care, and systemic challenges, including racism experienced by Indigenous Peoples in different regions and contexts, are shared as points for discussion and reflection. An intersectionality lens is applied in consideration of the unique wellbeing and health experiences among Indigenous Peoples, including Indigenous women, youth, and Two Spirit Peoples. Indigenous approaches to science, healing, and community-based ethical practices are also profiled in social work and health care delivery, research, policy, and programming. The knowledges, values, and perspectives of Indigenous Peoples are highlighted throughout this course, incorporated within a variety of resources including readings, film and other arts-based narratives that include Indigenous scholars and community activists, in the delivery of course content and assignments. This course was created in consultation with a local Indigenous Advisory Circle that included community-based Indigenous Elders, health leaders, social workers, and academics involved in Indigenous initiatives and research. Every effort has been made to ensure that this course complies with WCAG 2.0 AA accessibility standards. 2022-05-27T19:45:33Z 2022-05-27T19:45:33Z 2022-02-28 Learning Object 44d65f60-e12e-4351-94cd-1e08f00fc6fd https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1401 https://openlibrary.ecampusontario.ca/catalogue/item/?id=44d65f60-e12e-4351-94cd-1e08f00fc6fd eng OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf Course Authors and University of Waterloo image/jpeg application/pdf application/zip application/zip application/zip application/zip application/pdf Centre for Extended Learning, University of Waterloo

oai:openlibrary-repo.ecampusontario.ca:123456789/14862025-02-07T14:39:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Format HyFlex pour les méthodes numériques en génie Sowinski, Andrew Matta, Johnny Laurence, Michelle HyFlex Méthodes numériques Engineering - Chemical This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. Équations non-linéaire 2. Systèmes d'équations 3. Équations différentielles ordinaires 4. Intégration numérique Ce projet comporte quatre modules axés sur différentes techniques numériques: 1. Équations non-linéaire (ENL)--2. Systèmes d'équations (SE)--3. Équations différentielles ordinaires (EDO)--4. Intégration numérique (IN) Le cours est conçu pour le format HyFlex, où les étudiants ont des composants asynchrones et synchrones et couvre les semaines 2 à 11 d'un semestre de 12 semaines. Les instructeurs peuvent utiliser les semaines 1 et 12 pour fournir leurs propres composants d'introduction et de révision. La composante asynchrone comprenait des lectures vidéo (VL), des tests de connaissance (TC) et des activités en-ligne (AEL). Les composantes synchrones comprennent des activités en personne (AEP) que les instructeurs peuvent faire en classe. 2022-06-22T15:03:51Z 2022-06-22T15:03:51Z 2022-02-28 Learning Object 44f4641b-8bee-451d-b4f1-e36fa6a6812b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1486 https://openlibrary.ecampusontario.ca/catalogue/item/?id=44f4641b-8bee-451d-b4f1-e36fa6a6812b fre CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11872024-07-25T15:40:33Zcom_123456789_1001col_123456789_1004

Connecting for Climate Change Action Moser, Katrina Chitty, Sara Mai Hundey, Beth Mendizábal, Serena Moser, Katrina Chitty, Sara Mai Hundey, Beth Mendizábal, Serena Koza, Bridget Maeda, Kosuke Sanchez, Ramon Pichette, Hawlii Aman, Aamir Ayele, Gelila Climate change Indigenous Knowledge Science Business & Economy Engineering Health Sciences Sciences - Biology Sciences - Earth Sciences Social Sciences - Economics Social Sciences - Geography Social Sciences - Indigenous Studies Social Sciences - Political Science Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Rapid, unprecedented climate warming is occurring because of increased concentrations of atmospheric greenhouse gases due to the use of fossil fuels. As Earth’s climate warms, extreme heat events will increase, sea levels will rise, freshwater resources will become more scarce and infectious diseases will spread. Despite imminent threats from climate change and the need for people from all sectors, backgrounds, and disciplines to contribute to solutions, we avoid taking actions necessary for mitigation. We created Connecting for Climate Change Action, aimed at community and Post-Secondary learners from a range of disciplines. The course combines Western and Indigenous Sciences to educate and encourage discussions on climate change. We provide innovative, experiential, online learning opportunities to engage and stimulate student action to mitigate climate change and leave Earth a sustainable place for future generations. The course contains approximately eight weeks of materials and is packaged in four modules: 1) Ways of Knowing the Climate is Changing, which provides an introduction to euro-western Science and Indigenous Knowledge, and explores positionality; 2) The Earth, Climate and Connections, which provides a basic understanding of the Earth and its climate system, and examines various views of human's role in the Earth system; 3) Why is the Earth's Climate Changing?, which provides an overview of the knowledge we have of climate change, 4) Emissions, Responsibility, and Reimagining Economies, which shows the complexities of responsibility for our current situation reflect on Indigenous economies that emphasize respect and reciprocity. Connecting for Climate Change Action is accompanied by a freely available Facilitator Guide Pressbook. 2022-04-12T20:09:40Z 2022-04-12T20:09:40Z 2022-03-01 2022-12-08 Learning Object 4512de2b-811f-470f-856a-892394034805 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1187 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4512de2b-811f-470f-856a-892394034805 eng https://ecampusontario.pressbooks.pub/connectingthroughclimatechange/ OCL-ND 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-No-Derivatives.pdf Western University TK Notice | https://localcontexts.org/notice/tk-notice/ application/zip application/pdf application/vnd.oasis.opendocument.text text/html text/xml application/epub+zip Office of the Provost, Western University

oai:openlibrary-repo.ecampusontario.ca:123456789/11532024-03-19T21:43:56Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Exploring Indigenous Foods and Food Sovereignty Jonathan, Stevie Maracle, Katie Wild, Scott Grey, Sam General, Sara Grey, Sam Sandy, Derek Jamieson, Rebecca Jamieson, Nathan Bomberry, Lisa Indigenous food sovereignty; traditional foods knowledge; Indigenous food systems Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Introduction and Literature Review II. Research Methods, Finds, and Recommendations III. What is Haudenosaunee Food Sovereignty IV. Activities Our research, based in Six Nations of the Grand River, examines food sovereignty and food experiences in Haudenosaunee communities, to explore ways of upholding our Haudenosaunee responsibilities to the land and enhancing the local practice of food sovereignty. The goal is to increase the access to and transmission of knowledge, so that more people to engage in food sovereignty. Haudenosaunee peoples with traditional knowledge, extensive community experience, and interests in food and culture were interviewed. Additionally, community members were surveyed to further understand what the needs of community are and what the community wishes to know about traditional foods and food sovereignty, in order to achieve a wholesome understanding and application of our ancestral knowledge. Interviews were audio recorded, transcribed, and analyzed. Analysis characterized knowledge and knowledge transmission, community, sharing, self-determination, access to traditional foods, co-existence with the natural world, connection to culture and identity, health, and food systems. These are all interwoven pieces that make up food sovereignty. Our findings produced the overall recommendation that local education about food sovereignty, Indigenous foods, and practices must be achieved, to promote these concepts in the lives of Six Nations members. 2022-04-04T20:22:36Z 2022-04-04T20:22:36Z 2022-02-25 Learning Object 45fabae0-8aea-45dd-a1e9-d8d3a7dba044 978-0-9939046-0-8 978-0-9939046-0-8 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1153 https://openlibrary.ecampusontario.ca/catalogue/item/?id=45fabae0-8aea-45dd-a1e9-d8d3a7dba044 eng https://ecampusontario.pressbooks.pub/ifs1/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ Six Nations Polytechnic TK Notice | https://localcontexts.org/notice/tk-notice/ image/png application/pdf application/pdf application/epub+zip application/pdf Six Nations Polytechnic

oai:openlibrary-repo.ecampusontario.ca:123456789/12452024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Leviathan Hobbes, Thomas "Social Contract" Government Social Sciences - Political Science Chapter I: Of Sense Chapter II: Of Imagination Chapter III: Of the Consequence or Trayne of Imaginations Chapter IV: Of Speech Chapter V: Of Reason, and Science. Chapter VI: Of the Interiour Beginnings of Voluntary Motions Commonly Called the Passions, and the Speeches by Which They are Expressed Chapter VII: Of the Ends or Resolutions of Discourse Chapter VIII: Of the Vertues Commonly Called Intellectual, and Their Contrary Defects Chapter IX: Of the Severall Subjects of Knowledge Chapter X: Of Power, Worth, Dignity, Honour and Worthiness Chapter XI: Of the Difference of Manners Chapter XII: Of Religion Chapter XIII: Of the Natural Condition of Mankind, as Concerning Their Felicity, and Misery Chapter XIV: Of the First and Second Naturall Lawes, and of Contracts Chapter XV: Of Other Lawes of Nature Chapter XVI: Of Persons, Authors, and Things Personated Chapter XVII: Of the Causes, Generation, and Definition of a Common-Wealth Chapter XVIII: Of the Rights of Soveraignes by Institution Chapter XIX: Of the Severall Kinds of Common-Wealth by Institution, and Of Succession to the Soveraigne Power Chapter XX: Of Dominion Paternall and Despoticall Chapter XXI: Of the Liberty of Subjects Chapter XXII: Of Systems Subject, Politicall, and Private Chapter XXIII: Of the Publique Ministers of Soveraign Power Chapter XXIV: Of the Nutrition, and Procreation of a Common-Wealth Chapter XXV: Of Counsell Chapter XXVI: Of Civill Lawes Chapter XXVII: Of Crimes, Excuses, and Extenuations Chapter XXVIII: Of Punishments, and Rewards Chapter XXIX: Of Those Things that Weaken, or Tend to the Dissolution of a Common-Wealth Chapter XXX: Of the Office of the Soveraign Representative Chapter XXXI: Of the Kingdome of God by Nature Chapter XXXII: Of the Principles of Christian Politiques Chapter XXXIII: Of the Number, Antiquity, Scope, Authority, and Interpreters of the Books of Holy Scripture Chapter XXXIV: Of the Signification of Spirit, Angel, and Inspiration in the Books of Holy Scripture Chapter XXXV: Of the Signification in Scripture of Kingdome of God, of Holy, Sacred, and Sacrament Chapter XXXVI: Of the Word of God, and of Prophets Chapter XXXVII: Of Miracles, and Their Use Chapter XXXVIII: Of the Signification in Scripture of Eternall Life, Hell, Salvation, the World to Come, and Redemption Chapter XXXIX: Of the Signification in Scripture of the Word Church Chapter XL: Of the Rights of the Kingdome of God, in Abraham, Moses, High Priests, and the Kings of Judah Chapter XLI: Of the Office of Our Blessed Saviour Chapter XLII: Of Power Ecclesiasticall Chapter XLIII: Of What is Necessary for a Mans Reception into the Kingdome of Heaven Chapter XLIV: Of Spirituall Darknesse from Misinterpretation of Scripture Chapter XLV: Of Daemonology, and Other Reliques of the Religion of the Gentiles Chapter XLVI: Of Darknesse from Vain Philosophy, and Fabulous Traditions Chapter XLVII: Of the Benefit that Proceedeth from Such Darknesse, and to Whom it Accreweth Leviathan (1651)—full title Leviathan or The Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil—is a book written by English philosopher Thomas Hobbes. The book offers a criticisms regarding the structure of society and legitimate government. It is considered one of the earliest and most influential examples of social contract theory. 2022-04-22T17:49:56Z 2022-04-22T17:49:56Z 2022-02-15 Learning Object 465da13d-f7fc-4c76-94e8-4c9f5d078639 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1245 https://openlibrary.ecampusontario.ca/catalogue/item/?id=465da13d-f7fc-4c76-94e8-4c9f5d078639 eng https://pressbooks.library.torontomu.ca/leviathan/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ text/xml text/xml application/pdf application/pdf application/epub+zip image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/11332024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Virtual Reality Graphics with Unity Engine Patel, Manan Kaushikbhai Robinson, Amanda Wells, Andrew Callan, Alana Virtual reality Art & Design - Digital Arts Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. Virtual Reality is an emerging field with diverse employment opportunities ranging from programming, engineering, design, and media development. Students will be able to fast-track their understanding of creating graphics in the game engine Unity. In this course, learners will start by setting up a Unity environment and exploring the Unity Editor. Students will gain hands-on experience with a variety of graphics features, learning about technical specifications, implementation as well as performance measurement and optimization. Students will use these skills in their culminating project to design and build an executable application on the VR platform. The learning outcomes are 1. Install and set up Unity Environment and the Unity Editor--2. Demonstrate how to use Unity supported graphical features--3. Explore how to measure and optimize the performance of the application--4. Design and build a final application in Unity. This micro-credential includes learning lessons, student activities, and assignments. The course can be downloaded into a learning management system such as Desire2Learn or Brightspace. 2022-03-24T18:21:02Z 2022-03-24T18:21:02Z 2022 Learning Object 468cabce-06e9-44b1-8d2a-6eca0e8ece70 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1133 https://openlibrary.ecampusontario.ca/catalogue/item/?id=468cabce-06e9-44b1-8d2a-6eca0e8ece70 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/17392025-08-28T17:33:29Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Academic success strategies in a virtual environment Chea, Visal Maknyik, Amanda Perras, Tyler Wakelin, Tanya Driscoll, Danelle Konc, Catherine Catallo, Tanya LMS template Science of learning Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. Have you ever wanted to incorporate the science of learning into your courses? Do you wish there were more customizable interactive tools in your LMS? Academic Success Strategies in a Virtual Environment, part of Virtual Learning Strategy (VLS) 2.0, aligns principles rooted in the science of learning with newly developed customizable interactive learning tools that can be easily added to your LMS course content for student practice: • Spaced practice - An editable study schedule table • Interleaving - Improved multiple-choice; and multi-select questions • Concrete examples - Short answers with feedback questions • Elaboration - Flip cards and multi-select questions • Dual coding - Flip cards with images • Retrieval practice - Flip cards; improved multiple choice; and reorder activity questions Each principle contains information and resources you can use within your online learning environment: • background information on the principle • student-friendly videos • customizable interactive learning tools you can embed in your online course • recommended external learning tools Use these tools in your courses to promote durable student learning. To use the template, download the import package specific to your LMS and import the template. For import instructions, please see the Quick Start Guide for your LMS. To use the template, locate the “Faculty-How-To Guide” module within the imported resource. This module contains pages that will help you to use the LMS template and interactive components. 2023-03-02T10:02:00Z 2023-03-02T10:02:00Z 2023-02-27 Book Learning Object 46a76d7c-7fd9-47a8-a24b-3ff788f1c01b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1739 https://openlibrary.ecampusontario.ca/catalogue/item/?id=46a76d7c-7fd9-47a8-a24b-3ff788f1c01b eng https://ecampusontario.pressbooks.pub/virtualenvironmentsuccessstrategies/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document image/jpeg application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14702024-12-03T18:42:07Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Medical Assistance in Dying : Scenario Part 1 (A Simulation) Morrell, Sherry Elliott, Rachel McEwen, Amanda Rickeard, Debbie Pittman, Gina O'Neil, Ashlyne Anderson, Clinton Elliott, Andrew Winchester, Trevor Healthcare Health education MAiD Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. In this simulation, you will apply your knowledge and skills related to Medical Assistance in Dying (MAiD) to help a patient. You will be assuming the role of Rosy, a Level 4 nursing student, and navigate through a series of decision points. The goal is to make it to the end by making a series of correct choices. 2022-06-20T16:10:06Z 2022-06-20T16:10:06Z 2022-02-28 Learning Object 46b13aa3-f67e-4e01-be8a-f13ec16bc27d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1470 https://openlibrary.ecampusontario.ca/catalogue/item/?id=46b13aa3-f67e-4e01-be8a-f13ec16bc27d eng https://h5pstudio.ecampusontario.ca/content/32506 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Windsor application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/16232025-09-02T19:12:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

A living archive of anti-racism : Arts, education, and community-building practices Journeys through the Black Atlantic : Exploring the political aspirations and achievements of Black Atlantic people and cultures McNeil, Daniel Alvi, Saba ElSayed, Sally Yahya, Hijaab Antiracism Black Atlantic Humanities - Anthropology & Archaeology Humanities - Digital Humanities Humanities - History & Cultural Studies Social Sciences - Sociology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. An interactive website that allows users to explore the political aspirations and achievements of Black Atlantic peoples and cultures. 2022-09-09T20:26:06Z 2022-09-09T20:26:06Z 2022 Learning Object 470363a0-d331-4d3e-834e-9fc8353e15fc https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1623 https://openlibrary.ecampusontario.ca/catalogue/item/?id=470363a0-d331-4d3e-834e-9fc8353e15fc eng fre http://theblackatlanticfiles.com/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ University of Ottawa

oai:openlibrary-repo.ecampusontario.ca:123456789/17562025-08-28T17:24:41Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Engineering improvisation : New approach to design thinking mindset (Version 1.0 January 2024) Ebrahimi, Shelir Yazdanpanah, Reza Diggins, Gary Hemmerich, Andrea Folk, Lauren Taghvaei, Armaghan Krone, Jacob Improvisation Engineering design Deep listening Active observation Cognitive Bias Art & Design Engineering This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. I. What is Improvisation and How can it Change our Mindset? II. Embracing Failures: Trust and Risk III. Deep Listening IV. Active Observation V. Cognitive Bias in Design As a professor of teaching, I felt so hopeless and heart-broken when I read a post from one of our graduating students, sharing their story of student’s life, which mentioned engineering education and all of its reports writing, etc. destroyed the creative storytelling side of the them. It got me thinking why engineering education is perceived as against art and creativity? is that really what we do to our students unintentionally? Lifelong learning has been the focus of learner-centered Experiential Learning (EL) programs that are developed to prepare undergraduate students for a rapidly changing world. Most EL courses within Engineering programs that are developed to build a foundation for undergraduate engineering students to become lifelong learners, are project-based so they can provide an opportunity for students to practice design thinking process along with other technical skills. Engineering students are usually competent with the technical aspects of the design thinking process such as testing and prototyping, however, they mostly struggle to grasp the importance of the early steps of the design thinking process, which are collecting information (from the client and other resources) and idea generation. Also, due to the nature of the technical courses that students take, especially at early stages of their studies, projects are more prescriptive which contribute to pushing students to jump to a solution without investigating lots of other viable options. This approach has a potential to kill creativity and result in a not-well-justified solution. A new engineering design mindset that provides an opportunity for students to delay the decision making so they can understand the challenge better and explore more options, requires the development of new training resources. Active observation, deep listening, taking risks, idea generation, and embracing failures are key components of this new engineering design mindset that students have not been formally trained on. These skills that industry partners also expect new engineering graduates to have, are the basis of improvisation; however, to date, they have been mainly introduced and practiced in Arts-based studies and activities. Recently, in some Canadian Universities including McMaster, there has been some development of activities and workshops in the Medical Schools to introduce the application of improvisation, but nothing in Engineering. In response to these training gaps in experiential learning curriculum, our team started this project to design and create online multi-component modules to guide undergraduate engineering students in developing their skills in the main area of Improvisation in Engineering. These skills that are connected to main steps of Engineering Design Process, will guide students through developing new design thinking mindsets. 2023-03-06T17:00:18Z 2023-03-06T17:00:18Z 2023-02-28 2024-01-08 Book Learning Object 47744f03-21b7-44f2-bb68-faf1a044a0f6 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1756 https://openlibrary.ecampusontario.ca/catalogue/item/?id=47744f03-21b7-44f2-bb68-faf1a044a0f6 eng https://ecampusontario.pressbooks.pub/engineeringimprov/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip application/zip application/zip application/zip application/zip image/jpeg application/epub+zip

oai:openlibrary-repo.ecampusontario.ca:123456789/13792025-02-07T14:39:30Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Maternity Series : Labour & Delivery Nursing Care Verkuyl, Margaret St-Amant, Oona Lalonde, Michelle Couillard, Caroline Marley, Ryan Anderson, Guino Michalski, Lucas travail et l’accouchement Maternité Health Sciences Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Ce jeu favorise la mise en pratique des connaissances et des compétences nécessaires pour évaluer une femme en travail et proposer des interventions potentielles. Ce scénario de travail et de naissance s’inspire d’une grossesse à faible risque. 2022-05-20T19:52:42Z 2022-05-20T19:52:42Z 2022-02-25 Other 483a4428-b672-4424-a101-2ca8e2e83984 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1379 https://openlibrary.ecampusontario.ca/catalogue/item/?id=483a4428-b672-4424-a101-2ca8e2e83984 eng fre https://games.de.torontomu.ca/hospital/ https://openlibrary.ecampusontario.ca/item-details/#/9fd3a4f8-0aef-4f60-9ca7-ea439c9b99de https://openlibrary.ecampusontario.ca/item-details/#/f8ea74b0-7d88-4093-b924-23511e2c919f CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Centennial College, George Brown College, Toronto Metropolitan University Centennial College George Brown College The Chang School of Continuing Education, Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/14592024-12-03T18:19:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Personal Support Worker (PSW) Delegation Riberdy, Kristen Doyle, Sean Samaroo, Sherwin Brar, Harjit Gallacher, Tracy Personal Support Worker Delegation Health Sciences - Allied Health Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Participants will learn to recognize the steps involved with delegation to ensure they have the knowledge, skill and judgement to complete the delegated act safely. 2022-06-13T19:36:03Z 2022-06-13T19:36:03Z 2022-02-28 Learning Object 485d6094-2e5f-44e4-a755-c95fe497904d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1459 https://openlibrary.ecampusontario.ca/catalogue/item/?id=485d6094-2e5f-44e4-a755-c95fe497904d eng https://app.affinitylearning.ca/community/browse/559 CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Seneca College image/jpeg application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document Affinity Learning Community

oai:openlibrary-repo.ecampusontario.ca:123456789/14782025-06-12T15:11:00Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Ageism Robinson, Lisa Barth, Brenda Gamble, Brenda Dubrowski, Adam Drea, Catherine Momand, Beheshta Siraj, Samyah Torres, Andrei Abdo, Sandy Ageism Healthcare Stigma Health Sciences - Allied Health Health Sciences - Nursing Social Sciences - Sociology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The purpose of this module is to explore key concepts related to ageism, and how ageism influences our physical and mental health. Due to the impact of ageism on physical and mental health, strategies to combat ageism for health care providers and organizations is also provided. Ageism has been identified as the last socially acceptable form of discrimination in society. Ageism is so normalized in our everyday lives that we often don’t recognize when we are either experiencing ageism, or perpetuating ageism in our daily interactions. The World Health Organization estimates that more than 50% of the world’s population hold ageist views against older adults. Although many ageist attitudes and practices are aimed at older adults, ageism is prevalent across the age spectrum. In its definition, the WHO does not identify ageism as being targeted only towards older adults, but rather defines ageism as “stereotypes, prejudice and discrimination directed towards others or oneself based on age” (WHO, 2021, p. 2). Furthermore, the WHO recognizes that ageism is harmful and leads to disadvantages and injustice and “erodes solidarity across generations” WHO, 2021, p. 2). In response, the WHO has declared 2021-2030 the “Decade of Healthy Ageing”. Ageism is closely linked to negative physical and mental health outcomes. Health care providers need to have a comprehensive understanding of ageism, its impacts on health outcomes, and strategies for how to combat ageism. Ageism is known to lead to the over or under treatment of patient conditions which can result in missed or delayed diagnosis; it can result in medication non-compliance and adverse drug effect; and has been shown to cause anxiety and depression as one ages. Intergenerational tension based on ageist attitudes in health care teams can lead to increased stress, long term sick leave and poor retention of employees. This module will provide participants with an opportunity to explore negative health outcomes for patients and providers and opportunities for addressing ageism in their health care settings. 2022-06-21T17:20:47Z 2022-06-21T17:20:47Z 2022-02-28 Learning Object 4870b5d0-3173-4b83-9c14-f634460d4fc2 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1478 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4870b5d0-3173-4b83-9c14-f634460d4fc2 eng CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ application/zip application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document

oai:openlibrary-repo.ecampusontario.ca:123456789/11802025-06-12T13:32:12Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Introduction to health assessment for the nursing professional Lapum, Jennifer Ziegler, Erin Bailey, Annette Seto Nielsen, Lisa Verkuyl, Margaret Petrie, Paul Savicevic, Nada Pemasani, Mahidhar Accettola, Evan Andrew, Alexis Doyle, Siobhan Creer, Riddore Bogdan, Arina Grebneva, Pelageya Youngson, Charlotte Chaboryk, Adam Ludbrook, Ann Wilson, Sally Clark, Linn Bailey, Levar #Nursing #HealthAssessment #SocialJustice Health Sciences Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Nursing This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Chapter 1 - Introduction to Health Assessment II. Chapter 2 - Inclusive Approaches to Health Assessment III. Chapter 3 - Respiratory System IV. Chapter 4 - Cardiovascular System V. Chapter 5 - Gastrointestinal System “Introduction to Health Assessment for the Nursing Professional” is an open educational resource (OER) created for undergraduate nursing students at the introductory level. Educators co-curated this OER in collaboration with students for students. This resource is a unique contribution to nursing education as content is theoretically informed by health promotion in the Canadian context and by an inclusive approach to health assessment that incorporates culturally-responsive techniques related to race/ethnicity, gender/sex/sexual orientation, body sizes/types, and ability/disability. It is the first health assessment resource that is informed by clinical judgment with the goal to facilitate students’ clinical decision making and ability to prioritize care by recognizing and acting on cues and signs of clinical deterioration. Interactive clinical judgment activities and formative assessments to evaluate a student’s learning are integrated throughout the resource. The integration of clinical judgment throughout this resource will support students’ capacity to enhance patient safety and equitable health outcomes as well as their success in writing national nursing exams to become licensed to work as a Nurse. The resource includes five chapters. The first chapter focuses on an introduction to health assessment. In this chapter, students are introduced to health assessment in the context of the related legislation, clinical judgment, priorities of care, guiding approaches, and integrative approaches to health promotion. The second chapter focuses on an inclusive approach to health assessment. This chapter is rooted in social justice and provides students with important insight into conducting health assessments from an anti-oppressive and humanistic lens. The final three chapters are focused on the respiratory, cardiovascular, and gastrointestinal systems. These chapters introduce students to subjective and objective assessments of each system with images and videos demonstrating health assessment techniques. All of the listed OER are published under an open license. Thus, you can use them for free or modify them to suit your student and course needs with appropriate attribution. In the future, we will be adding additional chapters to the “Introduction to Health Assessment for the Nursing Professional” OER. 2022-04-11T14:50:06Z 2022-04-11T14:50:06Z 2021-12-20 Learning Object 488c7baa-0d86-4f36-8282-476d7d3a452d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1180 https://openlibrary.ecampusontario.ca/catalogue/item/?id=488c7baa-0d86-4f36-8282-476d7d3a452d eng https://pressbooks.library.torontomu.ca/assessmentnursing/ https://pressbooks.library.torontomu.ca/communicationnursing/ https://pressbooks.library.torontomu.ca/documentation/ https://ecampusontario.pressbooks.pub/healthassessment/ https://pressbooks.library.torontomu.ca/ippa/ https://pressbooks.library.torontomu.ca/vitalsign2nd/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ Toronto Metropolitan University application/zip Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/13632024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Stories of Decolonization Film Project (Film 2) Rowe, Gladys Zegeye-Gebrehiwot, Teddy Carlson-Manathara, Elizabeth Spillett, Tasha Lavoie, Sadie-Phoenix Bebamash, Perry Desaulniers, Céline É Indigenous Decolonization Documentary Art & Design Public Services Social Sciences - Indigenous Studies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Stories of Decolonization is a multilingual, multi-film, interview-based documentary project created by a collaborative group of filmmakers with the aim of providing the public with a basic and accessible understanding of colonization and its continued impacts on everyday Canadian experiences. The film project is intended to fuel the motivation of Canadians to work toward decolonization, with an emphasis on the need for settlers (non-Indigenous peoples) to engage with this work. The interviewees are a diverse group (Indigenous and non-Indigenous) of local and national people who have come to understand themselves in relation to colonization and have engaged in decolonization work. ​Sharing heart-level stories personalizes history for viewers, which can help fuel motivation to work towards decolonization in their own contexts. This supports the work Indigenous people already do and invites non-Indigenous people to act and relate with integrity, working towards a just society. This project responds to the TRC Calls to Action #62 and #63 around curriculum about Indigenous peoples, Treaties, Indigenous knowledges, and intercultural empathy and understanding. In this second film of the project, personal stories are woven into key insights regarding ongoing processes and structures of colonialism in Canada, and regarding the relationships and social locations carried by diverse peoples living on lands occupied by the Canadian state. Viewers are challenged to abandon the idea that colonialism in Canada is a thing of the past, and to understand their own connections and complicities with an ongoing colonial project. Not only does this film focus on relationships among humans, but it explores both colonizing and decolonial relationships with land. With sensitivity to the intersectional oppressions experienced by diverse groups and the challenges these present, the film illuminates pathways forward toward solidarity, deeper relationality, and decolonization. This film is 58 minutes in length, and has English, French, Anishinaabemowin, and Cree spoken content. It is available in French and Anishinaabemowin subtitle versions (check back for a Cree subtitle version). It targets audiences ages 16 and up. The film is accompanied by a curriculum guide (authored primarily by Tasha Spillett-Sumner), which outlines discussion questions and curricular activities that give film viewers more time and space to allow the main messages of the film to be considered in deeper ways, to engage a reflection process that makes connections between themes of film and their personal lives, and to create space to develop steps for further reflection and action. The curricular guide is available in English (check back for a French translation of the curricular guide) with graphic design (PDF) and plain text editable file (.docx) options. 2022-05-18T20:15:18Z 2022-05-18T20:15:18Z 2022-02-28 2023-05-19 Learning Object Video 49253a6f-4da6-4255-a686-6b2dc4be5611 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1363 https://openlibrary.ecampusontario.ca/catalogue/item/?id=49253a6f-4da6-4255-a686-6b2dc4be5611 eng fre und https://storiesofdecolonization.org/ https://openlibrary.ecampusontario.ca/item-details/#/4c15e1a7-6cc0-4410-88d4-523e46e27179 CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/png application/zip application/zip application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11412024-07-25T14:26:38Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Extending Into the Open Demacio, Paula Bigelow, Alissa Bonner, Tricia Roch, Shauna Elliott-Cropper, Jennifer Schuda, Alice Armstrong, Robert Tuckey, Megan Richard, Maddy Chomrak, Will Open education Open educational resources (OERs) Open pedagogy Public Services - Education Support Resources - Educator Development Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. I. Teaching in the Open II. Open Content III. Open Course Design & Assessment IV. Open Communities V. Refreshers Welcome to Extending Into the Open! This open resource is designed to extend your reach into the open. Through a set of four modules, you will explore the concepts of teaching in the open, open content, open course design and assessment, and open communities. The design of this resource is inspired by Maureen Glynn’s “Anatomy of an Open Educator” — and the content extends on the concepts introduced in the Ontario Extend Program, a professional micro-credential learning program hosted by eCampusOntario. While the Ontario Extend Program modules are referenced throughout, it is not necessary for you to have completed this program in order to benefit from this work. Each of the Extending Into the Open modules includes the following elements: 1. scenarios and overviews to acquaint you with the topic--2. focused topic sections exploring key concepts and skills for open education--3. Extend Activities to engage you actively in the learning--4. Extend Connections to help you consider how the learning relates to you and your practice--5. a module checklist to help you wrap up and mark your progress. If you are familiar with open education, you will know that choice is a key element of open learning — and this open resource offers plenty of it. While it may take three to five hours to complete a full module, you have the flexibility to use this resource your way. You may use it for self-guided or facilitated learning — and you may begin your journey through this content wherever you like … be that at the very beginning, by diving right into the middle, or by hyper-focusing on just one area. However you choose to access the content in these modules, Extending Into the Open will offer you an opportunity to transform your teaching and learning visions, approaches and skills. Ready? Set? Extend! 2022-03-31T16:58:05Z 2022-03-31T16:58:05Z 2022-02-25 Learning Object 498cc74c-e97d-4ce4-85a4-cfc80e24e8b1 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1141 https://openlibrary.ecampusontario.ca/catalogue/item/?id=498cc74c-e97d-4ce4-85a4-cfc80e24e8b1 eng https://ecampusontario.pressbooks.pub/teachingintheopen CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ image/png Centennial College

oai:openlibrary-repo.ecampusontario.ca:123456789/13772024-12-10T16:22:23Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Rethinking Assessment Strategies for Online Learning - Exemplar Collection Various Facchini, Linda Oldfield, Natalie Iassinovskaia, Katia Joudrey, Logan Lam, Anh Ozek Gunyel, Filiz Exemplar Authentic assessment Alternative assessment Support Resources - Educator Development Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Arts/Humanities II. Business III. Edcuation IV. Law/Legal Studies V. Mathematics VI. Medicine/Health Sciences VII. Science, Engineering and Technology VIII. Skilled Trades Rethinking Assessment Strategies for Online Learning - Exemplar Collection is a companion resource to Rethinking Assessment Strategies for Online Learning: a short course for post-secondary educators. It contains a compilation of authentic and alternative assessment examples shared by post-secondary educators across Ontario. Each example includes links to relevant learning outcomes, a brief description of the assessment, and recommended course level. For some exemplars, there are links to the full assignment and grading rubric, if available. Some instructors have opted to record a short video testimonial summarizing their assignment. This resource can be customized with new exemplars using the templates provided. 2022-05-20T19:45:28Z 2022-05-20T19:45:28Z 2022-02-25 Learning Object 49f6ab94-7ea4-4651-8df6-7dedc53fa325 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1377 https://openlibrary.ecampusontario.ca/catalogue/item/?id=49f6ab94-7ea4-4651-8df6-7dedc53fa325 eng https://ecampusontario.pressbooks.pub/rethinkingassessmentexemplarcollection/ https://openlibrary.ecampusontario.ca/item-details/#/88441e3c-d992-41d7-95b7-0003306eb928 https://openlibrary.ecampusontario.ca/item-details/#/1dd0d751-df17-40aa-81dd-a360e6fae268/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Seneca College application/zip Seneca College

oai:openlibrary-repo.ecampusontario.ca:123456789/14612024-09-24T18:48:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Dementia Gamble, Brenda Drea, Catherine Dubrowski, Adam Barth, Brenda Ariss, Rachel Watson, Kaitlyn Hamer Strahl, Nancy Thompson, Jill DeSouza, Astrid Momand, Beheshta Siraj, Samyah Torres, Andrei Abdo, Sandy Dementia Delirium Stigma Health Sciences Health Sciences - Allied Health Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies Public Services Public Services - Education Public Services - Public Health Sciences Sciences - Cognitive & Neurosciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The overall purpose of this module is to increase awareness about the impact of stigma and discriminating attitudes for people living with dementia and their caregivers. A significant demographic shift is occurring world-wide, resulting in the proportion of people over 60 years of age nearly doubling by 2050 from 12 to 22%. The aging population is not homogeneous. Many older adults will enjoy a full and active life in old age, while others will experience declines in physical and mental health. Dementia is one of the major causes of disability and dependency among older adults. Worldwide it is estimated that the number of people with dementia (PWD) will be 82 million in 2030, and 152 million in 2050. It is also estimated that double the number of people (i.e. 164 and 304 million) will be indirectly affected by dementia. This number includes both health/social care workers (i.e. paid caregivers) and family, friends and volunteers (i.e., unpaid caregivers). PWD are challenged by both the symptoms of their illness and discriminatory attitudes and actions of family members, friends, caregivers, and society. For example, dementia and delirium are two separate mental health conditions. Oftentimes caregivers may mistakenly assume an older adult has dementia when in reality the person is experiencing a delirium episode due to an underlying health condition (e.g. infection, dehydration, etc.). Stigmatization associated with dementia is also experienced by paid and unpaid caregivers supporting PWD. The stigma associated with dementia also prevents people from seeking help. This is true for both PWD and their paid and unpaid caregivers. Reducing the discriminatory attitudes towards PWD can potentially contribute to establishing an environment that inspires healthy aging and supports an optimal quality of life for those living with dementia. Additionally, addressing discrimination about dementia will enable paid and unpaid caregivers to provide meaningful support to those in their care. 2022-06-13T20:19:36Z 2022-06-13T20:19:36Z 2022-02-28 Learning Object 4a34fc2b-a522-47ee-a8c7-6415473ac5d5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1461 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4a34fc2b-a522-47ee-a8c7-6415473ac5d5 eng CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ Ontario Tech University application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/pdf application/pdf application/pdf Ontario Tech University

oai:openlibrary-repo.ecampusontario.ca:123456789/20992025-08-28T14:18:09Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Matilda Project : An initiative to raise awareness of inequality and gender bias towards women in science Saharan, Shehroze Saharan, Shehryar The Matilda Effect Gender Bias STEM Education Art & Design Art & Design - Digital Arts Art & Design - Visual Arts Engineering Health Sciences Humanities Humanities - Digital Humanities Humanities - Science & Technology Studies Public Services Public Services - Education Sciences Social Sciences Social Sciences - Indigenous Studies Support Resources Support Resources - Open Education Technology Technology - Research & Data Funded by the Government of Ontario. The Matilda Project is an educational initiative strategically crafted to cultivate an environment that acknowledges the frequently overlooked contributions of marginalized women scientists facing widespread sex-linked biases. It is time we learn the stories of these brilliant individuals and stop it when we see it happen. Visit The Matilda Project Website to learn more: https://www.thematildaproject.com/. The views expressed in this publication are the views of the author(s) and do not necessarily reflect those of the Government of Ontario or the Ontario Online Learning Consortium. 2024-02-20T21:00:42Z 2024-02-20T21:00:42Z 2024-02-16 Other 4a8ba4a7-0817-4208-a54f-0955e14f1890 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2099 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4a8ba4a7-0817-4208-a54f-0955e14f1890 eng https://www.thematildaproject.com/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ image/png The Matilda Project

oai:openlibrary-repo.ecampusontario.ca:123456789/18512025-08-28T14:44:03Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Mechanical lifts : A VR experience Groves, Park Long Term Care Facility Health Sciences This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This proposal is to address more innovation into lab and practical training for online PSW programming by creating a virtual reality simulation experience. Tapping into industry leaders, this experience will provide learners, regardless of location, access to training allowing them to practice using an Arjo mechanical lift. This project will use Oculus Quest headsets as the virtual reality tool that will allow the students to fully engage with the equipment. 2023-06-06T15:37:57Z 2023-06-06T15:37:57Z 2022 Learning Object 4a977475-fbf1-4109-b261-d01f552de751 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1851 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4a977475-fbf1-4109-b261-d01f552de751 eng https://sidequestvr.com/app/17176/mechanical-lift CC BY | https://creativecommons.org/licenses/by/4.0/ application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/12112024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Making Accommodations with Support Jones, Anne Jeethan, Anthony Zupan, Marla #Instructional #Environmental #Assessment Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Anne Jones explores instructional, environmental and assessment accommodations for special needs students. Specific examples are provided. Anne also describes the process of consulting with administrators and examining Ontario Student Records (OSR) to gather measurable data. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-14T15:45:22Z 2022-04-14T15:45:22Z 2022-02-28 Video 4ab74597-15ad-42f5-84c6-f27cbe28206f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1211 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4ab74597-15ad-42f5-84c6-f27cbe28206f eng https://www.youtube.com/watch?v=UaLngKXlShE CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/12012024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Role of a Teacher as Leader D'Souza, Caroline Jeethan, Anthony Zupan, Marla #TeacherImpact #BuildingRelationships #StudentSuccess Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. In this video, Ontario educator Caroline D’Souza shares several ways in which teacher-leaders impact their students, classrooms, administration, schools and outside communities. Collaboration, mentorship, shared vision and supporting at-risk students are also highlighted. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-13T19:10:26Z 2022-04-13T19:10:26Z 2022-02-28 Learning Object 4b134c4d-45fa-47e2-ab83-9798c4f4618b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1201 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4b134c4d-45fa-47e2-ab83-9798c4f4618b eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ text/plain video/mp4 application/octet-stream Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/13272024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Stories of Decolonization Film Project (Film 1) Carlson-Manathara, Elizabeth Rowe, Gladys Zegeye-Gebrehiwot, Teddy Spillet, Tasha Lavoie, Sadie-Phoenix Corbiere, Mary Ann Melanson-Martin, Natalie Indigenous Decolonization Documentary Art & Design Public Services - Education Social Sciences - Indigenous Studies Stories of Decolonization: Land Dispossession and Settlement Stories of Decolonization is a multilingual, multi-film, interview-based documentary project created by a collaborative group of filmmakers with the aim of providing the public with a basic and accessible understanding of colonization and its continued impacts on everyday Canadian experiences. The film project is intended to fuel the motivation of Canadians to work toward decolonization, with an emphasis on the need for settlers (non-Indigenous peoples) to engage with this work. The interviewees are a diverse group (Indigenous and non-Indigenous) of local and national people who have come to understand themselves in relation to colonization and have engaged in decolonization work. ​Sharing heart-level stories personalizes history for viewers, which can help fuel motivation to work towards decolonization in their own contexts. This supports the work Indigenous people already do and invites non-Indigenous people to act and relate with integrity, working towards a just society. This project responds to the TRC Calls to Action #62 and #63 around curriculum about Indigenous peoples, Treaties, Indigenous knowledges, and intercultural empathy and understanding. In this first film of the project, personal stories are woven into key insights regarding land dispossession and settlement, which have been instrumental to the colonization processes of Canada. These dimensions of colonization are highlighted as significant for decolonization and reconciliation work. This film is 27 minutes in length, and has French, Anishinaabemowin, and Cree subtitle versions. It targets audiences ages 16 and up. The film is accompanied by a curriculum guide (authored by Tasha Spillett), which outlines discussion questions and curricular activities that give film viewers more time and space to allow the main messages of the film to be considered in deeper ways, to engage a reflection process that makes connections between themes of film and their personal lives, and to create space to develop steps for further reflection and action. The curricular guide is available in English and French, with graphic design (PDF) and plain text editable file (.docx) options. 2022-05-02T13:11:24Z 2022-05-02T13:11:24Z 2016-10 Learning Object 4c15e1a7-6cc0-4410-88d4-523e46e27179 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1327 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4c15e1a7-6cc0-4410-88d4-523e46e27179 eng https://www.storiesofdecolonization.org/ https://openlibrary.ecampusontario.ca/item-details/#/49253a6f-4da6-4255-a686-6b2dc4be5611 CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/15442025-06-12T18:20:18Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Medical Assistance in Dying: Scenario Part 2 (A Simulation) (v. 2.2 - March 2023) Morrell, Sherry Elliott, Rachel McEwen, Amanda Rickeard, Debbie Pittman, Gina O'Neil, Ashlyne Anderson, Clinton Elliott, Andrew Winchester, Trevor MAiD healthcare health eduation Health Sciences - Medicine Health Sciences - Nursing In this simulation, you will apply your knowledge and skills related to Medical Assistance in Dying (MAiD) to help a patient. You will be assuming the role of a Doctor S, a medical doctor (MD), however a nurse practitioner (NP) can also be used. As you navigate through the simulation, you will be faced with a series of decision points; make the correct decisions to make it to the end of the game. 2022-07-18T17:06:23Z 2022-07-18T17:06:23Z 2022-02-28 2023-03-19 Learning Object 4cdc207c-0cb8-40f1-8073-e9b4192b0b96 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1544 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4cdc207c-0cb8-40f1-8073-e9b4192b0b96 eng https://h5pstudio.ecampusontario.ca/content/32242 CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip University of Windsor

oai:openlibrary-repo.ecampusontario.ca:123456789/13492024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Equity in the Classroom Library Krijgsman, Patricia Jeethan, Anthony Zupan, Marla #CultureFocused #StudentOppression #CulturallyResponsiveLiteracy Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Patricia Krijsgman examines how equity can be achieved through the acquisition and inclusion of diverse texts in both classroom and school libraries. Literacy equity and culturally responsive teaching are discussed along with the importance of conducting difficult conversations. She encourages educators to reflect carefully upon Canadians’ shared history when considering what is missing in literacy instruction. This is imperative if we are to begin to address and repay some of the many literacy debts to underserved populations. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-05-17T17:35:01Z 2022-05-17T17:35:01Z 2022-02-27 Video 4d275eb9-79de-4fb7-a213-1ae3f5c1af73 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1349 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4d275eb9-79de-4fb7-a213-1ae3f5c1af73 eng https://www.youtube.com/channel/UCX19X0J0DGEoOVFmbsc_CjA CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University text/plain application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/17342025-09-02T18:35:44Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Multi-course case studies in health sciences (v. 2) Banks, Laura Balogh, Robert Cole, Adam Lemonde, Manon Nonoyama, Mika Partosoedarso, Elita Qadri, Syed Sanchez, Otto Kay, Robin Stokes, Sarah West, Sarah Chiu, Mary Zhu, Lynn Saloni, Pranjal Kuriakose, Noopa Patel, Shreya Comeau, Francois Maynard, Rebecca Stokes, Sarah Thompson, Jill Anatomy Physiology Case-Based Learning Health Sciences Health Sciences Sciences - Anatomy & Physiology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. In 2020, our team of six (6) faculty collaborators Ontario Tech University received a Teaching Innovation Fund (TIF) grant to develop a multi-course approach to case-based learning in the health sciences. In 2022, we were awarded additional funding through the eCampusOntario Virtual Learning Strategy competition to expand these case studies and translate a subset of them into French. Case studies may prepare students for their future careers by connecting theoretical concepts to community practice with the application of knowledge. Our team has developed ten (10) interconnected, multidisciplinary cases exploring health and disease across the lifespan in an extended family living in Canada. These cases have been designed for use in multiple undergraduate courses to facilitate scaffolding of student knowledge with increasingly complex case analyses. This novel approach may enable students to apply critical knowledge from a biological, behavioural and sociological perspective into unified clinical situations. These case studies have been organized with the following resources available for use: Ten (10) multi-disciplinary case study readings and presentations Academic content with links to peer-reviewed publications Multimedia resources with links to online videos 2023-03-01T19:56:08Z 2023-03-01T19:56:08Z 2023 Book 4d589603-db0e-4f4b-a532-5ee9a762d48f https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1734 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4d589603-db0e-4f4b-a532-5ee9a762d48f eng https://ecampusontario.pressbooks.pub/vlsversion2/ Resources for Educators: Case Study Material Embedded in Pressbooks https://ecampusontario.pressbooks.pub/casestudieshealthsciences/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/epub+zip image/png

oai:openlibrary-repo.ecampusontario.ca:123456789/18042025-08-28T17:16:47Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Preceptor education program 3rd Edition (v.1 Winter 2022) McCorquodale, Lisa Ferguson, Karen Doralp, Samantha Jenkins, Karen Moosa, Taslim Moodie, Sheila Smith, Kristin Relouw, Holly Thambinathan, Vivetha Glista, Danielle Connelly, Denise Wilson, Jessie McQueen, Kathleen Whitehead, Julie Bossers, Anna Kinsella, Elizabeth Anne McCorquodale, Lisa Ferguson, Karen Doralp, Samantha Jenkins, Karen Steward, Allyson Oldfield, Natalie placement preceptor student Health Sciences Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. The Preceptor Education Program, 3rd Edition, is an online interprofessional program that consists of eight 30-minute interactive learning modules. The modules include downloadable resources, learning exercises and video case scenario. Learning is self-directed with modules completed in any order. A certificate of completion is offered. Module 1 Orientation and Preparation The goal of the placement is focused on the learning needs and preparation of the student for professional practice. A model of Professional Practice Placements is used to reveal how and by whom a placement experience is created and unfolds. Learners will review the responsibilities for each ‘who’ of a placement experience. Module 2 Anti-Oppressive Practices The antioppressive practice module will increase preceptors’ and students’ understanding of the importance of anti-oppressive practices. Learners will critically examine their positionality and the influence it has on their relationships with others and will develop goals to continue in their journey of understanding. Module 3 Learning Objectives This module will outline the steps required to write a well-developed learning objective while considering the strategies, supports, resources and proof required for successful achievement. Within this module, experiential opportunities support learners in writing their own clinical placement learning objectives. Module 4 Clinical Reasoning Clinical reasoning is a critical component of health professional practice. Students benefit from deliberate guidance from teachers and preceptors across their education program. This module examines clinical reasoning and applies the steps through case studies. Module 5 Reflective Practice This interactive learning module will begin you on the journey of incorporating reflection into your professional practice and becoming a reflective practitioner. Engaging in various forms of reflection can enhance and deepen learning within preceptorships. Module 6 Feedback and Evaluation Learners will explore both the process of feedback and a format for outcome evaluations. Peer coaching is briefly explained. Key attributes of supportive learning environments will be reviewed. Understanding the student who is not meeting course expectations is included. Module 7 Successfully Navigating Conflicts This interactive learning module will help preceptors and students understand conflicts within preceptor-student relationships and develop strategies to recognize, prevent and manage conflicts. As well, this module will discuss lateral violence such as bullying and verbal abuse and how to manage these using assertive communication skills. Module 8 The Virtual Placement Professional practice placements that take place in an online/virtual setting is unique. A framework is introduced to integrate an understanding of technology, communication, collaboration, and professionalism and how they can be applied to prepare, practice and evaluate in these settings. 2023-03-31T14:33:35Z 2023-03-31T14:33:35Z 2022-02-28 Learning Object 4e9f019a-0037-4a1c-98df-88694ff6988c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1804 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4e9f019a-0037-4a1c-98df-88694ff6988c eng https://preceptor.ca CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ Faculty of Health Sciences, Western University

oai:openlibrary-repo.ecampusontario.ca:123456789/15222024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Applied Industrial Risk Analysis Daneshmend, Laeeque Hoffman, Al Nicholson, Shelby Covell, Leigha Kotha, Satish Kumar Bertschi, Robert Wright, Sam Sharma, Raatik Mining Mine Engineering - Industrial & Applied This course responds to the increasing demand for professionals who are skilled in applying risk-based approaches to Occupational Health & Safety and Physical Asset Management. Learners will explore the fundamentals of risk-based analysis and its application in a number of industry sectors, as well as engage in a thorough review of the relevant regulatory requirements guiding its use. Learners will explore these topics through a complementary mix of fundamental methodologies and techniques, illustrated through case studies based on real-world applications. Learners will exit this course with critical skills necessary for the modern workforce. 2022-07-06T13:14:43Z 2022-07-06T13:14:43Z 2022-02 Learning Object 4fec19b9-763c-4864-8641-7ea3572a1ebc https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1522 https://openlibrary.ecampusontario.ca/catalogue/item/?id=4fec19b9-763c-4864-8641-7ea3572a1ebc eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/18112024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

SCIOER Learner Interface Asch, Marshall McCuaig, Judi docker #SCIOER Technology - Computer Science Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This resource is part of an investigation into a semi-automated process for creating Self-Contained, Interactive Open Educational Resources (SCIOER) for use by students and instructors in the discipline of Computer Science. Resources created through the SCIOER process are self-contained and provide all the tools necessary for learners. The interactive nature of the resource encourages experimentation and incremental practice. Learners are able to annotate SCIOER resources with their personal observations and learnings. The student-cli is a open source (github.com/sci-oer/student-cli) python application for configuring, starting and stopping this container. The student-cli has been created for people who do not wish to interact directly with docker to use the SCIOER courses. 2023-04-19T13:32:23Z 2023-04-19T13:32:23Z 2023 Learning Object Software 500ebafe-d019-4fde-8594-1be6a12e2383 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1811 https://openlibrary.ecampusontario.ca/catalogue/item/?id=500ebafe-d019-4fde-8594-1be6a12e2383 eng https://github.com/sci-oer/student-cli https://openlibrary.ecampusontario.ca/item-details/#/554343b3-6f6a-4b2f-b988-5451dc215fea https://openlibrary.ecampusontario.ca/item-details/#/3f51cdba-3dd2-49de-b3e4-1e3f9d44a157 https://openlibrary.ecampusontario.ca/item-details/#/2def66b8-4b05-4681-9f96-a4f62fe91d0d GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html image/png application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/11022024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Creating Problem Solving Skills in an Advanced Mining Engineering Industry Setting : VR Learning Object Gibson, Charlotte Chabot, Michael Thoms, Matthew Law, Janice McRae, Brittany Bobicki, Erin Guerra, Eduard Tremblay, Eric Blais, Derek Marleau, Paul Mining Engineering This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. The experience simulates a full-scale Mineral Processing Plant where engineering students can work in real-time to diagnose problems in a high-fidelity and safe manner using Virtual Reality. The project aims to sharpen real-life problem solving and design skills in engineering students, so they are workplace-ready for employment in the industrial sectors relating to Mining Engineering in Ontario. 2022-03-18T20:09:19Z 2022-03-18T20:09:19Z 2022 Learning Object 501d969d-548b-478f-bd36-ba7243db3e5c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1102 https://openlibrary.ecampusontario.ca/catalogue/item/?id=501d969d-548b-478f-bd36-ba7243db3e5c eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip Faculty of Engineering and Applied Science, Queen's University

oai:openlibrary-repo.ecampusontario.ca:123456789/16052025-09-02T19:18:25Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Humanizing virtual learning in higher education : A guide to creating connection, engagement, and inclusivity Wilson, Kristin Stodola, Jenny Niblett, Blair Opperwall, Daniel Zeni, Pia Dyer, Lake Huguenin, Mitch Nietsch, Megan Mursleen, Tahira Joukova, Antonina Chaudet, Marcia Ferguson, Stephanie Parker, Rob Conestoga College Multimedia Video Development #Humanizing learning #OnlineCourseDesign #EquityDiversityDecolonizationIndigenization Public Services Public Services - Education Support Resources Support Resources - Career Development Support Resources - Educator Development Support Resources - Learner Success Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This is a certificate course and Open Educational Resource (OER) designed for post-secondary educators looking to foster authentic connection and inclusivity in virtual learning spaces. The four-module course focuses on building connection through 3 avenues of interaction (learner-instructor, learner-learner, learner-content), and illustrates how these pathways can foster courageous and Significant Learning (Fink 2003), and building inclusivity through principles of social justice, equity, diversity, decolonization and indigenization (EDDI), and sensitive and trauma-informed pedagogy. The OER is enriched with many examples, templates, and resources from real post-secondary courses, so educators can gain inspiration by seeing strategies in action. Applied activities guide educators in the creation of their own set of concrete strategies and customized approaches for building more connection and inclusivity in virtual courses. The certificate course, which runs in any LMS, can be run as a resource-conservative self-guided course or as a more hands-on facilitated and cohort-based course. The course can be segmented and run as a series of two-module courses, either focused on humanizing principles and strategies that can be implemented at the virtual course design and development stage , or at the virtual course facilitation stage in term . Alternatively, the course can be segmented to focus on building connection across design, development, and facilitation or to focus on fostering inclusivity across design, development, and facilitation. In addition, the OER course content can also be used independently of any LMS course and contains self-guided activities for independent learners to meet the course outcomes. 2022-08-24T20:58:55Z 2022-08-24T20:58:55Z 2022-02-28 Book Learning Object 50901ba4-33e1-419e-9d05-d6605948bef0 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1605 https://openlibrary.ecampusontario.ca/catalogue/item/?id=50901ba4-33e1-419e-9d05-d6605948bef0 eng https://ecampusontario.pressbooks.pub/humanizinglearningonline/ CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip application/vnd.oasis.opendocument.text text/xml application/pdf application/imscc application/zip application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14532024-12-09T16:52:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Developing Stay-at-Home Experiment Modules for Introductory Physics Courses Yuchong, Li Gradinaru, Claudiu Hilfinger, Andreas Humphrey, Gideon Reynolds, Dan Hands-on physics experiment Sciences - Physics This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. I. Introductory Physics I II. Introductory Physics II III. The Magic of Physics IV. Introduction to Biomedical Physics This project contains four series of stay-at-home low-cost experiment modules that cover all the practical topics of six introductory physics courses. Cellphone sensors are the primary data acquisition device. Low-cost equipment kits are designed and tested to supplement the cellphone sensors to allow for more diverse experimental designs. Demonstration videos are recorded for experiments that need extensive setting-up. 2022-06-13T17:26:55Z 2022-06-13T17:26:55Z 2022-03 Learning Object 50efb14f-66b9-4f99-89fb-50c57f597719 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1453 https://openlibrary.ecampusontario.ca/catalogue/item/?id=50efb14f-66b9-4f99-89fb-50c57f597719 eng CC BY-SA | https://creativecommons.org/licenses/by-sa/4.0/ University of Toronto Mississauga text/xml application/vnd.oasis.opendocument.text

oai:openlibrary-repo.ecampusontario.ca:123456789/15982025-09-02T19:19:14Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Student preparation modules for experiential learning Loney, Erika Beauquis, Corinne Hearn, Al MacGregor, Shaleena Krishnan, Pragathy Puvimanasinghe, Divy DesRoches, Elise Fogel, Joaquin Liang, Joyce Zhou Xin Tseng, Catherina Yuh-Mian Lezama, Nigel Penate, Rocky Hudon, Chantal Ahouzi, Aline Ahouzi, Chris Manglé, Evaelle Tavakoli, Layla Experiential Learning Work Integrated Learning Student Preparation Support Resources Support Resources - Learner Success This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Student Preparation modules for Experiential Learning are a set of four modules in each French and English, designed to engage students in reflective preparation for curricular or co-curricular experiential learning placements. They were created using an open source eLearning authoring tool (H5P) and are available for use and editing by Ontario educators under Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) licensing. With the increased focus on experiences to apply student’s curricular knowledge to the “real world” and limits on in-course time available, students need preparation for the variety of situations that they may encounter. These modules provide a self-paced educational tool to do so within the values framework of the university and Ontario Human Rights code, that can be incorporated into an LMS. Building on the introductory modules available on the University of Toronto’s Experiential Learning Hub, these modules will provide professors and co-curricular administrators of work-integrated and community-engaged learning courses and programs with preparatory modules to enhance the depth of learning on essential topics of Working Digitally; Anti-Oppression; Discrimination, Sexual Harassment and Conflict Resolution; and Equity-Based Reciprocal Community Engagement. 2022-08-09T20:28:42Z 2022-08-09T20:28:42Z 2022-02-28 Learning Object 51fcad88-51b5-456a-b8e5-9872a25b7c1b https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1598 https://openlibrary.ecampusontario.ca/catalogue/item/?id=51fcad88-51b5-456a-b8e5-9872a25b7c1b eng fre https://experientiallearning.utoronto.ca/students/learn/student-modules/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ University of Toronto application/vnd.openxmlformats-officedocument.wordprocessingml.document University of Toronto Scarborough

oai:openlibrary-repo.ecampusontario.ca:123456789/13382025-06-12T14:38:58Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Upskilling Graduates for Success : Conducting Program Evaluations in Workplaces and Communities Hughes, Jennifer Worthington, Paisley Bowie, Cheryl Doyle, Becky Pilon, Alexander Mutti, Sunny Cork, Stephanie KnowledgeNow Inc. Program evaluation Workplace Applied research Public Services - Education Support Resources - Career Development Support Resources - Open Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Upskilling Graduates for Success Series includes three professional development e-courses created to provide graduate students with new knowledge, practical strategies, and tangible takeaways to prepare them for their future roles as employees, team members, coordinators, and leaders in the workplace and community: • Upskilling Graduates for Success: Cultivating Wellbeing in Workplaces and Communities is one of three courses in a series that also includes: • Upskilling Graduates for Success: Fostering Inclusivity in Workplaces and Communities • Upskilling Graduates for Success: Conducting Program Evaluations in Workplaces and Communities This series of courses was funded by the Government of Ontario’s Virtual Learning Strategy (VLS), facilitated by eCampus Ontario, and collaboratively developed through a partnership across five Ontario universities: Queen’s University, Western University, University of Windsor, Ontario College of Art and Design University, and Ontario Tech University. The courses offer graduate students ‘just-in-time’ self-paced professional development to enhance their employability and workforce readiness as they prepare to enter a rapidly evolving labour market, locally and globally. Each course in the Upskilling Graduates for Success Series has been designed to take 12 hours to complete and consists of three modules with relevant content, engaging learning activities, practical takeaways, and a certificate of completion. • As a graduate student, you can choose to complete all three courses, individual courses, or select modules within courses. The learning journey is up to you! • As a higher education institution, you can share these courses with your graduate students or adapt the courses to suit your identified priorities and graduate students’ needs. This course – Conducting Program Evaluations in Workplaces and Communities –focuses on the knowledge, skills, and tools required to lead successful program evaluations and encourage evidence-based practice within workplaces and communities. By the end of the course, students will be able to: • Describe program evaluation and communicate its value to stakeholders and employers • Identify and use common evaluation tools • Use case studies to apply your learning to practice scenarios • Consider contextual factors that impact the implementation and use of evaluations 2022-05-11T13:58:57Z 2022-05-11T13:58:57Z 2022 Learning Object 52b69ba4-2e16-494f-8ab7-0fdc45ce3809 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1338 https://openlibrary.ecampusontario.ca/catalogue/item/?id=52b69ba4-2e16-494f-8ab7-0fdc45ce3809 eng https://openlibrary.ecampusontario.ca/item-details/#/195d77bc-2b41-4111-804e-4f8037e4f355 https://openlibrary.ecampusontario.ca/item-details/#/cebee639-5fd6-48dd-9f66-21991119354f CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ Queen's University application/zip application/zip application/zip application/pdf application/pdf School of Graduate Studies, Queen’s University School of Graduate & Postdoctoral Studies, Western University Faculty of Graduate Studies, University of Windsor Graduate Studies, OCAD University School of Graduate & Postdoctoral Studies, Ontario Tech University

oai:openlibrary-repo.ecampusontario.ca:123456789/14882024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Boîte à outils en simulation virtuelle pour les enseignant(e)s Verkuyl, Margaret Boulet, Mélanie Dubois, Nicole Goldsworthy, Sandra Merwin, Theresa Whillet, Timothy Job, TrevaTra Atack, Lynda McLaughlin, Brittney Tassone, Bruno Battista, Colleen Baker, Cynthia Orr, Elizabeth Wright, Jennifer Weiss, Karl Walt, Kendra McEwan, Marie O'Keefe-McCarthy, Sheila Bansal, Shikha Ayres, Stephanie Hill, Tracy Belmonte, Amanda Boorsma, Rachel Chan, Timothy Carlos, Joselia Éducation Simulations virtuelles Support Resources - Career Development Support Resources - Educator Development This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 1. La portée de la simulation virtuelle 2. Guide d'utilisation de la simulation virtuelle pour les enseignant(e)s 3. Prébreffage 4. Mise en œuvre 5. Débreffage 6. Évaluation Le présent manuel numérique en libre accès a été élaboré comme ressource pour aider les enseignant(e)s et les spécialistes de la simulation à utiliser des simulations virtuelles avec des apprenant(e)s dans n’importe quel contexte pédagogique. Il a été conçu pour mettre en lumière des concepts clés liés aux étapes de préparation des enseignant(e)s, de prébreffage, de mise en œuvre, de débreffage et d’évaluation qui sont requises pour assurer l’efficacité de l’expérience. Tout(e) enseignant(e) faisant appel à la simulation virtuelle dans le cadre d’un cours, d’un laboratoire ou d’un milieu clinique, ou qui vise à améliorer sa pratique clinique, profitera des renseignements de base contenus dans le présent manuel. 2022-06-22T15:48:22Z 2022-06-22T15:48:22Z 2022-02-28 Book 530ae3c5-73b2-41fc-82c1-14a33054f813 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1488 https://openlibrary.ecampusontario.ca/catalogue/item/?id=530ae3c5-73b2-41fc-82c1-14a33054f813 fre https://ecampusontario.pressbooks.pub/vlstoolkitfr/ CC BY-NC | https://creativecommons.org/licenses/by-nc/4.0/ image/png application/epub+zip application/pdf application/pdf text/xml

oai:openlibrary-repo.ecampusontario.ca:123456789/22072025-06-03T20:41:34Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The web content accessibility guidelines and higher education : Lessons from a blind grad student’s and a sighted librarian’s journeys Shaw, Ashley Weiler, Mark accessibility web blindness Art & Design - Digital Arts Public Services - Education Social Sciences - Information Sciences Support Resources - Educator Development Support Resources - Open Education Technology - Computer Science Technology - Information Systems & Design This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. 1. Introduction 2. About screen readers 3. The Web Content Accessibility Guidelines 4. Other accessibility issues in academic settings 5. Conclusion A blind grad student and sighted librarian share lessons from collaborating to improve the accessibility of academic libraries while telling a story of a young blind person who becomes an astronaut as the legacy of blind advocates and allied educators cocreate spaces of belonging. 2024-05-10T15:53:17Z 2024-05-10T15:53:17Z 2024-03-24 Book 5323b229-744a-4d10-aa8e-aaa47ac57bf7 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/2207 https://openlibrary.ecampusontario.ca/catalogue/item/?id=5323b229-744a-4d10-aa8e-aaa47ac57bf7 eng https://ecampusontario.pressbooks.pub/wcaghighered/ CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/vnd.oasis.opendocument.text application/pdf application/pdf application/epub+zip

oai:openlibrary-repo.ecampusontario.ca:123456789/14792024-09-24T18:12:20Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Preparing Health Professional Learners for Clinical Workplaces : A Digital, Interprofessional Course : Module 2 - Feedback Literacy Azim, Arden Sibbald, Matthew Wojkowski, Sarah Monteiro, Sandra Grierson, Lawrence Wang, Bingxian Stefanova, Isabella Nash, Chris Connelly, Denise Kinloch, Michaella Press, Sabrina Brown, Annette Feedback Interprofessional Literacy Health Sciences - Allied Health Health Sciences - Dentistry Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Module 2 a self-directed interprofessional learning module on Feedback Literacy, where learners will: 1. Recognize the value and role of feedback from interprofessional sources--2. Understand ways to manage the impact of affective response (emotions, feelings and attitudes) in response to feedback--3. Develop an approach to processing and reciprocating interprofessional feedback--4. Develop a plan to respond to and act on interprofessional feedback. 2022-06-21T18:22:28Z 2022-06-21T18:22:28Z 2022-02-28 Learning Object 53beb06a-cb77-4275-8b77-72dc4cb3eab3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1479 https://openlibrary.ecampusontario.ca/catalogue/item/?id=53beb06a-cb77-4275-8b77-72dc4cb3eab3 eng https://openlibrary.ecampusontario.ca/item-details/#/670aedf8-e774-4a40-9df6-81292bbb5c93 https://openlibrary.ecampusontario.ca/item-details/#/930a418f-91f9-452f-b118-f95462eb157b https://openlibrary.ecampusontario.ca/item-details/#/583e4414-b35d-415b-8990-553a02f03e63 https://openlibrary.ecampusontario.ca/item-details/#/05ac7d45-863a-4e58-9f74-edae0be0e28b CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf application/pdf Centre for Simulation-Based Learning, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/12882024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Their Eyes were Watching God Hurston, Zora Neale Harlem Renaissance Humanities Humanities - Literature This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Their Eyes Were Watching God (1937) is a classic Harlem Renaissance novel by American writer Zora Neale Hurston. The novel follows Janie Crawford as she recounts the story of her life as she journeys from a naive teenager to a woman in control of her destiny. 2022-04-27T20:20:19Z 2022-04-27T20:20:19Z 2022-02-15 Book 5442c390-cf28-4574-8279-cfd9a5e5a92d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1288 https://openlibrary.ecampusontario.ca/catalogue/item/?id=5442c390-cf28-4574-8279-cfd9a5e5a92d eng https://pressbooks.library.torontomu.ca/theireyeswerewatchinggod/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf application/epub+zip text/xml text/xml image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/12092024-12-12T20:57:47Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

What Can Coding Teach Kids? Aquil, Ammar Jeethan, Anthony Zupan, Marla #SocialActivity #Programming #AbstractThinking Public Services Public Services - Education This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. In this video, Ontario educator Ammar Aquil encourages teachers to integrate cross-curricular coding lessons. He explains how it promotes creative thinking while supporting students’ digital literacy skills. Coding also encourages independent and small group learning by way of rich discussions and problem solving opportunities. The Educators in Focus series features more than 50 instructional videos made by Ontario educators for Ontario educators as a way to inform their professional development, discover new strategies and implement innovative pedagogical practices. 2022-04-14T13:49:33Z 2022-04-14T13:49:33Z 2022-02-28 Video 544b86aa-4a45-412c-8d2e-7bb4591a52a5 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1209 https://openlibrary.ecampusontario.ca/catalogue/item/?id=544b86aa-4a45-412c-8d2e-7bb4591a52a5 eng https://www.youtube.com/watch?v=B-xjT1jlLEM CC BY | https://creativecommons.org/licenses/by/4.0/ Lakehead University application/zip application/zip Department of Professional Development in Education, Lakehead University

oai:openlibrary-repo.ecampusontario.ca:123456789/12902024-02-19T16:22:06Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

The Prince Machiavelli, Niccolò Marriott, W.K. Political science Social Sciences - Political Science This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. The Prince (1532) is a political treatise by Italian diplomat and political theorist Niccolò Machiavelli. The text is an instruction guide for new princes and royals. 2022-04-27T20:35:18Z 2022-04-27T20:35:18Z 2022-02-15 Book 5481cd55-dd31-437e-b0c7-0eb84431bd25 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1290 https://openlibrary.ecampusontario.ca/catalogue/item/?id=5481cd55-dd31-437e-b0c7-0eb84431bd25 eng https://pressbooks.library.torontomu.ca/theprince/ https://openlibrary.ecampusontario.ca/item-details/?id=e1c96305-b19e-4363-937c-cc6a826679c2 Public Domain Mark | https://creativecommons.org/share-your-work/public-domain/pdm/ Toronto Metropolitan University application/pdf application/pdf text/xml text/xml application/epub+zip image/png Toronto Metropolitan University

oai:openlibrary-repo.ecampusontario.ca:123456789/14922024-08-02T13:59:28Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

New Course in Autonomous Electrified Vehicle (EV) System Engineering Sirouspour, Shahin Bilgin, Berker Ghaffari, Sahand Farjadnasab, Milad Autonomous driving Electrified vehicles Mobile robotics Engineering - Electrical This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This course integrates knowledge from across multiple areas of the electrical engineering discipline including electric machines and drive systems, control systems, estimation, signal processing, and optimization. It introduces the students to the basic principles of electrified autonomous vehicles through their involvement in a system integration project. The students will develop and integrate software and hardware modules for the McMaster Autonomous Electrified Vehicle (AEV), which is built on a small-scale (1/10th) RC vehicle platform. The goal is to develop sensing, planning, and control modules that allow the vehicle to operate in a range of scenarios from manual driving, through manual driving with driver assist, to fully autonomous driving. The first few weeks of the course will focus on the electric propulsion system of the vehicle, exploring topics in modelling and control of electric motor drives. The course will then move on to concentrate on autonomous driving aspects of the vehicle. In this part, the student will explore strategies for manual driving with collision avoidance assistance, as well as fully autonomous driving. Moreover, advanced topics of localization and mapping in autonomous systems will also be introduced. The students will be expected to gain practical skills in Linux OS, C/C++, Python, the Robot Operating System (ROS), Matlab/Simulink, and embedded systems in general. The knowledge integration objectives are achieved by organizing the project around weekly/biweekly deliverables and milestones, while providing some flexibility as to how these goals will be achieved. 2022-06-22T19:33:14Z 2022-06-22T19:33:14Z 2022 Learning Object 54bfd391-0b06-4fd7-b4ce-3f7f92629891 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1492 https://openlibrary.ecampusontario.ca/catalogue/item/?id=54bfd391-0b06-4fd7-b4ce-3f7f92629891 eng CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/17832024-02-19T16:22:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

SCIOER Course Creation Asch, Marshall McCuaig, Judi docker OER creation #SCIOER Technology - Computer Science Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca. This resource is part of an investigation into a semi-automated process for creating Self-Contained, Interactive Open Educational Resources (SCIOER) for use by students and instructors in the discipline of Computer Science. Resources created through the SCIOER process are self-contained and provide all the tools necessary for learners. The interactive nature of the resource encourages experimentation and incremental practice. Learners are able to annotate SCIOER resources with their personal observations and learnings. SCIOER courses are created by using the `scioer-builder` to assemble instructor-created content into a standalone course that runs as a docker container. `scioer-builder` is an open-source (https://github.com/sci-oer/automated-builder) python program that allows an instructor to build a SCIOER open education resource without the need to learn anything about defining docker images. 2023-03-09T16:36:38Z 2023-03-09T16:36:38Z 2023 Dataset Software 554343b3-6f6a-4b2f-b988-5451dc215fea https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1783 https://openlibrary.ecampusontario.ca/catalogue/item/?id=554343b3-6f6a-4b2f-b988-5451dc215fea eng https://github.com/sci-oer/automated-builder https://openlibrary.ecampusontario.ca/item-details/#/3f51cdba-3dd2-49de-b3e4-1e3f9d44a157 https://openlibrary.ecampusontario.ca/item-details/#/2def66b8-4b05-4681-9f96-a4f62fe91d0d https://openlibrary.ecampusontario.ca/item-details/#/500ebafe-d019-4fde-8594-1be6a12e2383 GNU GPL | https://www.gnu.org/licenses/gpl-3.0.en.html image/png application/pdf application/zip

oai:openlibrary-repo.ecampusontario.ca:123456789/13942025-01-31T19:31:22Zcom_123456789_1001col_123456789_1004

Antiracism : Theory and Practice Online Courses - Degree Course Moafak, Mohammed Powell, Sara Anti-racism Humanities Humanities - History & Cultural Studies Social Sciences Social Sciences - Sociology This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Anti-racism is the practice of identifying, challenging, and changing the values, structures, and behaviors that perpetuate systemic racism. In this general education course students explore concepts of anti-oppressive practice, anti-racist pedagogy, diversity, and inclusion at the personal, societal, and institutional levels. Students develop an understanding of historical and present-day groups and figures that challenge oppressive structures in Canadian society. Through various learning activities and discussion boards, students will develop the necessary knowledge, attitude, and skills to become an authentic ally within society. 2022-05-26T19:35:13Z 2022-05-26T19:35:13Z 2022-03 Learning Object 556ff7e2-a3b2-4870-b727-512cd9b60ab6 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1394 https://openlibrary.ecampusontario.ca/catalogue/item/?id=556ff7e2-a3b2-4870-b727-512cd9b60ab6 eng https://openlibrary.ecampusontario.ca/item-details/#/8b4108ed-c1cb-4f33-9e58-16167f12d17c OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf Algonquin College TK Notice | https://localcontexts.org/notice/tk-notice/ application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip Algonquin College

oai:openlibrary-repo.ecampusontario.ca:123456789/11432024-02-19T16:21:59Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Introduction to Chemistry Northern College Atoms Elements Sciences - Chemistry This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario�s support of the Virtual Learning Strategy. An Introduction to Chemistry is a general education elective course that makes extensive use of resources available on the web through the use of direct web links to the materials. Materials, including passages of text, textbooks, chapters of textbooks, and any videos, are exclusively considered to be Open Educational Resources (OERs) and where appropriate notices of licensed use are found within each resource. 2022-03-31T19:03:50Z 2022-03-31T19:03:50Z 2022-02-25 Learning Object 55de23e3-7b41-49e0-87c8-fa705b074f0e https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1143 https://openlibrary.ecampusontario.ca/catalogue/item/?id=55de23e3-7b41-49e0-87c8-fa705b074f0e eng CC BY | https://creativecommons.org/licenses/by/4.0/ Learning Excellence and Innovation Department, Northern College image/png application/zip application/pdf Northern College

oai:openlibrary-repo.ecampusontario.ca:123456789/15122024-02-19T16:22:02Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Interactive Notebooks on Software Design Sekerinski, Emil Guo, Bin Nagy, Jason Jupyter notebook Technology - Computer Science Technology - Programming & Programs This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. 0. Concurrent System Design 1. Sequential Programming 2. Concurrency and Synchronization 3. Semaphores 4. Classes 5. Monitors 6. Message Passing 7. Remote Procedure Calls This is a collection of interactive Jupyter notebooks for teaching software design and, more specifically, concurrent system design on an upper undergraduate level. (1) Notebooks combine the functionality of a textbook, a programming environment, and slides, thus simplifying the learning experience and allowing students to focus on the essentials. The notebook format allows for more independent study and proves to be suitable for blended learning. (2) The notebooks use an algorithmic notation for explaining concepts and use Python, Java, and Go for programming. (3) Program correctness, particularly the notions of loop and class invariants, are introduced alongside the algorithmic notation. State diagrams visualize the correctness conditions, including those for concurrent programs. (4) An accompanying set of exercise notebooks with programming problems in Python, Java, and Go comes with solutions that can be used as practice material and for semi-automatic grading using the notebook grader extension of Jupyter. The exercises are not part of the public repository but are available on request from the author. For viewing the notebooks, Jupyter and additional tools need to be installed according to the instructions at https://github.com/emilsekerinski/softwaredesign. The notebooks can also be viewed with JupyterLab. For administering student submissions and for semi-automatic grading, a JupyterHub server is needed. The notebooks can be previewed in HTML form with limitations only. 2022-06-28T20:09:09Z 2022-06-28T20:09:09Z 2022 Learning Object 5772cd52-86a4-4794-977c-13a2257a6e6d https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1512 https://openlibrary.ecampusontario.ca/catalogue/item/?id=5772cd52-86a4-4794-977c-13a2257a6e6d eng https://github.com/emilsekerinski/softwaredesign Resource for Educators: Programming Problems with Solutions | mailto:emil@mcmaster.ca CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ application/zip Department of Computing and Software, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/11032024-07-24T14:38:29Zcom_123456789_1001col_123456789_1004

Creating Problem Solving Skills in an Advanced Chemical Engineering Industry Setting : VR Learning Object Hungler, Paul Chabot, Michael Thoms, Matthew Law, Janice Ramsawak, Nishana Thurgood, Chris Marinova, Mariya White, Steve Tremblay, Eric Mirzoian, Lev Parent, Scott Engineering - Chemical This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. This project is made possible with funding by the Government of Ontario and through eCampusOntario's support of the Virtual Learning Strategy. This experience simulates a full-scale Ampicillin Chemical Processing Plant where engineering students can work in real-time to diagnose problems in chemical processes in a high-fidelity and safe manner using Virtual Reality. The project aims to sharpen real-life problem solving and design skills in engineering students, so they are workplace-ready for employment in the industrial sectors relating to Chemical Engineering in Ontario. 2022-03-18T20:26:46Z 2022-03-18T20:26:46Z 2022 Learning Object 57a7e031-7630-49d4-af38-5c64f73a1af3 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1103 https://openlibrary.ecampusontario.ca/catalogue/item/?id=57a7e031-7630-49d4-af38-5c64f73a1af3 eng OCL 1.0 | https://www.ecampusontario.ca/wp-content/uploads/2021/10/Ontario-Commons-License-1.pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/zip application/zip application/zip Faculty of Engineering and Applied Science, Queen's University

oai:openlibrary-repo.ecampusontario.ca:123456789/14812024-09-24T18:17:05Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Preparing Health Professional Learners for Clinical Workplaces : A Digital, Interprofessional Course : Module 4 - Debriefing Workplace Events Azim, Arden Wang, Bingxian Sibbald, Matthew Wojkowski, Sarah Grierson, Lawrence Monteiro, Sandra Stefanova, Isabella Nash, Chris Connelly, Denise Kinloch, Michaella Press, Sabrina Brown, Annette Interprofessional Workplace Debriefing Health Sciences - Allied Health Health Sciences - Dentistry Health Sciences - Medicine Health Sciences - Nursing Health Sciences - Pharmacy Health Sciences - Psycho-Social Therapies Health Sciences - Rehabilitation Therapies This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Module 4 is a self-directed interprofessional learning module on Debriefing Workplace Events, where learners will: 1.--Articulate the role and importance of debriefing workplace events--2. Understand the different types of workplace debriefing, and how they can be integrated into the clinical workplace--3. Apply an organized framework for debriefing clinical events--4. Recognize factors required to establish and maintain a psychologically safe environment for debriefing workplace events--5. Define performance gaps and strategies for identifying them--6. Develop an action plan for integrating workplace event debriefing into their clinical training. 2022-06-21T18:54:33Z 2022-06-21T18:54:33Z 2022-02-28 Learning Object 583e4414-b35d-415b-8990-553a02f03e63 https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1481 https://openlibrary.ecampusontario.ca/catalogue/item/?id=583e4414-b35d-415b-8990-553a02f03e63 eng https://openlibrary.ecampusontario.ca/item-details/#/670aedf8-e774-4a40-9df6-81292bbb5c93 https://openlibrary.ecampusontario.ca/item-details/#/53beb06a-cb77-4275-8b77-72dc4cb3eab3 https://openlibrary.ecampusontario.ca/item-details/#/930a418f-91f9-452f-b118-f95462eb157b https://openlibrary.ecampusontario.ca/item-details/#/05ac7d45-863a-4e58-9f74-edae0be0e28b CC BY-NC-SA | https://creativecommons.org/licenses/by-nc-sa/4.0/ application/zip application/zip application/vnd.openxmlformats-officedocument.wordprocessingml.document application/pdf application/pdf Centre for Simulation-Based Learning, McMaster University

oai:openlibrary-repo.ecampusontario.ca:123456789/13892024-02-19T16:22:01Zcom_123456789_1com_123456789_1001col_123456789_230col_123456789_1004

Introduction to Islam and Muslim Civilizations Virani, Shafique Virani, Shafique Gulamadov, Shaftolu Alidina, Faraz Al Jajeh, Almontaser Al-Khamis, Ulrike Ayoung-Stoute, Anna Badrossama, Reza Barati, Mikael Berger, Elizabeth Boron, Usmon Carter-Arlt, Michael Chagnon, Michael Charles, Sam Damani, Zaheed Farokhi, Sophia Farokhi, Zeinab Ferlatte, Joëlle Ganjavi, Mahdi Harrison, Laurie Heikoop, William Khan, Sunnya Khan, Zakir Khodadadi, Adel Loti, David Macfadyen, Leah Mangar, James Mansouri, Mohammad Amin Moshiri, Abolfazl Mwenda, Makena Nadimi, Maryam Neky, Alykhan Pabani, Nadim Rouhina, Mahak Rustom, Mohammed Shokri, Natasha Smith, Julia Sumar, Nureen Tabandeh, Reza Takim, Liyakat Visram, Aqil Umetsubo, Yayo Zavqibekova, Angubin Zhuang, Xiang Islam Literature Religion Art & Design Art & Design - Performance Arts Art & Design - Visual Arts Humanities Humanities - History & Cultural Studies Humanities - Literature Humanities - Religious Studies Humanities - Science & Technology Studies Social Sciences Social Sciences - Philosophy This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. What does it mean to be Muslim? What is the civilizational legacy of a faith practiced by one quarter of humanity? Addressing such questions, this course explores the rich and diverse traditions of Islam and Muslim Civilizations, ranging from history, law, and scripture through artistic expressions, mysticism, philosophy and beyond. The course is structured as an adventure. Each module is called a “Caravan Journey” and units within the modules are “Serais.” In the Muslim world, Serais were bustling stopping places that supported the flow of information, commerce, and people across trade routes through much of Asia, North Africa, and Southeast Europe. Writing about his experience at one such Caravanserai in China (known as a funduq), the famous Muslim traveler Ibn Battutah observed: “China is the safest and best country for the traveller. A man travels for nine months alone with great wealth and has nothing to fear. What is responsible for this is that in every post station in their country is a funduq which has a director living there with a company of horse and foot…. He sends someone with the travellers to conduct them to the next post station and he brings back a certificate from the director of the funduq confirming that they have all arrived. If he does not do this he is answerable for them. This is the procedure in every post station in their country from Sin al-Sin to Khan Baliq. In them is everything the traveller needs by way of provisions, especially hens and geese” (Gibb and Beckingham 1994, 893-894). Similarly, at each of our Serais, we provide our student travelers with all they need by way of provisions, though perhaps no hens or geese. With the guides and guidebooks we make available to them, we enable them to cross all their Serais to then board the next Caravan, safe and sound, certificates in hand. Caravan Journeys include readings and multimedia, pedagogical activities, and assessments. They provide rich, engaging, student-centered experiences for learners. Over forty outstanding content and education specialists, artists, musicians, filmmakers, and expert consultants have assisted me to develop these materials. To the extent possible, the journey represents the dynamic pluralism of Islam and Muslim Civilizations, showcasing diversity in terms of region, history, schools of interpretation, and gender. It incorporates both primary and secondary sources and goes beyond texts to incorporate video, sound, and images. Many living artists and musicians have contributed to the project. The Caravan Journeys in this course about Islam and Muslim Civilizations include: 1. Studying Islam 2. The Quran 3. The Prophet and His Tradition 4. Prophecy 5. Shiʿism and Sufism 6. Ethics 7. Shariʿah 8. Muslim History 9. Heroes 10. Engaging with Others 11. Civil Society 12. Science 2022-05-25T20:33:11Z 2022-05-25T20:33:11Z 2022 Learning Object 587fb71b-22e5-424b-a5f4-5bb15594143c https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1389 https://openlibrary.ecampusontario.ca/catalogue/item/?id=587fb71b-22e5-424b-a5f4-5bb15594143c https://zenodo.org/record/7783793#.ZCbqOHbMKUk eng CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ University of Toronto application/pdf application/zip University of Toronto oai_dc///col_123456789_1004/200