Catalogue

From the perspective of a long time family practitioner, researcher, and educator, and technology innovator, this textbook offers the first comprehensive view of technology in the family for college students, professionals and the public. Each chapter offers content and a complete reference list, learning activities, ideas for critical blog posting and additional readings. The beginning chapters cover foundational information about our societal use of information and communications technology, family theories and ways of understanding families, and how families differ in their use and access to ICT. The main body of the book (chapters 4-10) covers elements of the family from couple relationships and dating apps, to children’s use and impacts on development from early childhood through young adulthood, use by parents and in the parent-child relationship, shared use by family members, and then topics important to family life: work-family balance and health and financial management and technology. The end of the book pivots to look closely at use by family professionals, the competencies needed to integrate technology into practice, and policy as a proactive and systemic avenue for change. End of book material include an additional reading list and recommended web content, social media and thought leaders. The authors lends her ideas on teaching for critical thinking with an overview at the beginning of the book, and classroom assessment ideas (actually short ways to engage learners in critical thinking activities).

The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide:

• Chapter 1 starts with very basic information on the definition and description of what constitutes OER.
• Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal.
• Chapter 3  focuses on commercial word processing tool options.
• Chapter 4 describes a number of open-source word processing and additional tools.
• Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement.
• Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation.
• Chapter 7 describes other TeX-based tools helpful for creating open content.
• Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Conferencing tools are a technology that allows educators to engage with their students in real-time.

This open resource has been created for KPU educators (and educators everywhere) to explore best practices for using conferencing tools for teaching and learning.

The strategies provided within this PressBook are adaptable and may be used with any conferencing tool in educational contexts. Each chapter contains critical considerations for using conferencing tools to support pedagogy and provides an overview infographic for the key takeaways. 

Additionally, there are Activity “recipes” that can be used in various spaces, including, Zoom, BigBlueButton, and Microsoft Teams.

Why do affluent, liberal, and design-rich cities like Minneapolis have some of the biggest racial disparities in the country? How can designers help to create more equitable communities? Introduction to Design Equity, an open access book for students and professionals, maps design processes and products against equity research to highlight the pitfalls and potentials of design as a tool for building social justice.

Using the book in a class or in your work with communities? Let us know by filling out this brief form!

The authors of these chapters are faculty and instructors from the University of Minnesota System whose proposals to pursue innovative undergraduate teaching and learning at the course or curricular level were awarded grants through the Provost’s “Experiments in Learning Innovations” or “Digital Technology” initiatives. Working within teams that included teaching and technology consultants, each project engaged in formative design and research across 12 to 18 months, with several teams opting to contribute a scholarship of learning and teaching chapter for this monograph.

Collectively, the authors in this volume demonstrate a commitment to on-going responsiveness to challenges, and a desire to incorporate opportunities made available by technological developments. Many authors also reflect on the ways that relationships between teachers and their students, as well as between teachers in and beyond one’s home department, are critically important in fostering student learning.

Readers – including future faculty, as well as current instructors, faculty, administrators, regents and legislators – will benefit from this collection of articles for their attention to learners, complex learning, practicable pedagogy, and curricular experimentation.

This book was created by the students of PSY 3031: Sensation and Perception, as a class project, because there is no existing open-source textbook for S&P. Content is, for the most part, re-used and re-mixed from existing open-source materials from Psychology and Anatomy textbooks. We needed to do this project because we need a resource that goes into greater depth than the Sensation and Perception sections of introductory psychology textbooks. We also wanted to create a resource with a stronger neuroscience foundation than your average psychology textbook, with strong links between physiology and perception. The final product will always be a work in progress, but hopefully a useful collection of materials to support college-level courses that want to understand how human physiology supports human perceptual experiences.

The course has two over-arching themes or guiding principles, both of which rest on the basic understanding that perception is an interpretive act, which means that our perceptions are sometimes only loosely based on our sensory experiences:

• Our brains shape our environment: there are many things that we simply do not perceive because we are not prepared to perceive them.
• Our environments shape our brains: color categories and phonetic boundaries are just two examples of how our conscious access to sensory information is limited by the culture we grew up in.

This version is for instructors who have used an earlier edition as a set text, or for translators of an earlier edition of this book. General readers should go to https://pressbooks.bccampus.ca/teachinginadigitalagev3m/. The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching. The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (third edition): 18 August, 2022. For subsequent updates, see Updates and Revisions in the front matter of the book.

Global Femicide:  Indigenous Women and Girls Torn from our Midst brings Canadian, Mexican and Guatemalan stories together to show that the interlocking systems of sexualized and racialized violence is not only a product of historic colonization but continues to be entrenched as deliberate systems of colonization and global femicide.  Using reflections from Torn from our Midst:  Voices of Grief, Healing and Action from the 2008 MMIW Conference, this book is uniquely situated to provide a decades-long retrospective on what, if anything has changed since the time of that conference.  Roadblocks and successes are found in the chapters written by family members, scholars and researchers, artists, global activists and Canadian policy-makers.

This book is designed to be readable and approachable, taking an Indigenous feminist approach of including personal stories of family members as well as critical analyses of history, governmental policies, intimate partner violence and health, and intergenerational art activism. Issues around governmental manipulation in the Canadian Indian Act, Mexican families’ resistance to neo-liberal economics as it pertains to the vulnerability of women workers in maquiladoras as well as the rampant environmental crisis, and the devastation wreaked by complicit governments and police forces in Guatemala all have bearing on the specific vulnerability of Indigenous women. Book sections provide specific recommendations, such as the chapters on pedagogical and administrative transformation at the university level.  The book is driven by the underlying question of how we can best prepare and support young adults in work that redresses structural colonialism and violence against women.  Each chapter serves as a call to all global citizens to engage in the work of decolonization, reconciliation (or “setting things right” as Maria Campbell teaches us) and justice.  The analysis and the heart of all the authors is generously shared, exemplifying what resistance looks like.

Leadership and Influencing Change in Nursing is designed for a single-semester introduction to the professional nurse’s leadership role as both a care provider and a formal leader. Nursing students will take this course in their third year as they prepare to assume a professional nursing role within the clinical health care environment. An assortment of authors with diverse nursing leadership roles across Saskatchewan and Canada have contributed to this textbook. These diverse voices are focused on providing student nurses with the foundational tools, techniques, and knowledge required to empower them to meet the leadership challenges found within the incessantly changing Canadian health care environment. Assembling this information using an online format allows for the material to be updated regularly so as to keep pace with the rapid expansion of knowledge.

The specific goals of this textbook are:

1. to ensure the information is relevant to Saskatchewan nursing students,
2. to tailor the content to nursing students’ needs for both practical knowledge and theoretical knowledge,
3. to provide up-to-date evidence-informed content on nursing leadership,
4. to thread Aboriginal content throughout the textbook, and
5. to tailor the textbook to the curriculum.

The following additional resources are available:

1. PowerPoint slides
2. Video Introduction

Neuroscience: Canadian 3rd Edition Open Textbook is a comprehensive source that examines the nervous system, neurodegeneration, techniques in studying neuroscience and emerging topics in the field.