{"id":293,"date":"2019-03-21T13:24:14","date_gmt":"2019-03-21T13:24:14","guid":{"rendered":"https:\/\/openbook.ums.edu.my\/iotb\/back-matter\/glossary\/"},"modified":"2019-03-21T13:24:14","modified_gmt":"2019-03-21T13:24:14","slug":"glossary","status":"publish","type":"back-matter","link":"https:\/\/openbook.ums.edu.my\/iotb\/back-matter\/glossary\/","title":{"raw":"Glossary","rendered":"Glossary"},"content":{"raw":"","rendered":"
\n
5Rs<\/dfn><\/dt>\n
\n

A derivative term providing a shortcut to identify the conditions of open when OER are used.
\nThe 5 R\u2019s are: retain, reuse, revise, remix and redistribute.
\n(\"ASCCC OERI \u2014 OER Basics\"<\/a>\u00a0by\u00a0Rachel Arteaga and Suzanne Wakim<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Accessibility<\/dfn><\/dt>\n
\n

Accessibility can be viewed as the \"ability to access\" something. The concept of accessible design and practice of accessible development ensures both \"direct access\" (i.e. unassisted) and \"indirect access\" meaning compatibility with a person's assistive technology (for example, computer screen readers).
\n(\"Wikipedia\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Accommodation<\/dfn><\/dt>\n
\n

A change that is made so that a person with a disability is able to fully participate or access information.<\/p>\n<\/dd>\n

Accommodations<\/dfn><\/dt>\n
\n

Accommodations are adaptations or changes in educational environments or practices that help students overcome the barriers presented by their disability.\u00a0Two areas in which accommodations can be used are instruction and testing.\u00a0Instructional accommodations are changes to the delivery of classroom instruction or the accompanying materials.\u00a0Instructional accommodations change how students learn but do not change what they learn.\u00a0Testing accommodations are changes to the format of a test or its administration procedures.\u00a0Testing accommodations change how students are tested but do not change what a test measures.\u00a0IRIS Center at Vanderbilt University<\/a><\/p>\n<\/dd>\n

Alt text<\/dfn><\/dt>\n
\n

Short for\u00a0alternative\u00a0text<\/em>. A text caption, associated with an image or other element, that is rendered if the usual content cannot be rendered. (\"Wiktionary\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Assistive Technologies (AT)<\/dfn><\/dt>\n
\n

Assistive technology is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things.\u00a0Different disabilities require different assistive technologies.\u00a0Examples include low-tech:\u00a0communication boards made of cardboard or fuzzy felt, special-purpose computers, hardware:\u00a0prosthetics, mounting systems, and positioning devices, special switches, keyboards, pointing devices, screen readers, communication programs, electronic devices, wheelchairs, educational software, power lifts, pencil holders, eye-gaze and head trackers.\u00a0Assistive Technology Industry Association<\/a><\/p>\n<\/dd>\n

Attribution<\/dfn><\/dt>\n
\n

The process by which a content user gives proper credit to the original creator of a work when a portion of that work is reused or adopted outside of its original context. Attribution typically includes a link to the original work and information about the author and license. ( Adapted from \"Wikipedia\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Backward design<\/dfn><\/dt>\n
\n

A method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. (\"Wiktionary\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Co-creation<\/dfn><\/dt>\n
\n

Co-creation or co-designing is a learning process whereby knowledge consumption and knowledge creation are parallel processes. It is often realised in education by renewable assignments such as the creation of open textbooks by students. (Adapted from \"A Guide to Making Open Textbooks with Students\"<\/a>\u00a0by\u00a0Rebus Community<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>).\u00a0See also Renewable assessment.<\/p>\n<\/dd>\n

Creative Commons<\/dfn><\/dt>\n
\n

A set of open licenses that allow creators to clearly mark how others can reuse their work through a set of four badge-like components: Attribution, Share-Alike, Non-Commercial, and No Derivatives. (\"The OER Starter Kit \"<\/a>\u00a0by\u00a0Abbey Elder<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Disability<\/dfn><\/dt>\n
\n

Any impairment, or difference in physical, mental, intellectual, cognitive, learning, or communication ability. Disabilities can be permanent, temporary, or episodic (meaning that the impact of the disability can change over time). There are different types of disabilities, including physical, vision-related, hearing-related, and cognitive disabilities. The specifics of a disability vary by person and a person can have more than one disability.<\/p>\n

 <\/p>\n<\/dd>\n

Disposable assignment<\/dfn><\/dt>\n
\n

An assessment task which has no utility after the student has completed it. ( Adapted from \"What is Open Pedagogy?\"<\/a>\u00a0by\u00a0David Wiley<\/a>\u00a0is licensed under\u00a0CC BY 3.0<\/a>)<\/p>\n<\/dd>\n

Diversity<\/dfn><\/dt>\n
\n

The quality of being\u00a0diverse<\/a>\u00a0or\u00a0different<\/a>;\u00a0difference<\/a>\u00a0or\u00a0unlikeness<\/a>. (\"Wiktionary\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Equality and Equity<\/dfn><\/dt>\n
\n

Equality is when each individual or group of people is given the same resources or opportunities. Equity is when each individual or group of people is given resources or opportunities that account for imbalance in social systems. Equity aims for equal outcomes.<\/p>\n<\/dd>\n

Inclusive design<\/dfn><\/dt>\n
\n

Design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference.<\/p>\n<\/dd>\n

Inclusivity<\/dfn><\/dt>\n
\n

The practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those having physical or mental disabilities or belonging to other minority groups.\u00a0A pedagogical practice that relates to both inclusive education and progressivist thinking is Universal Design for Learning (UDL). This method of teaching advocates for the removal of barriers in the physical and social environments that students of all abilities are within, as this is the main reason why students are unable to engage with the material presented in class. (Adapted from \"Wikipedia\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

OER<\/dfn><\/dt>\n
\n

Teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5 R activities. (Source: \"Open Education\" by Creative Commons, is licensed under CC BY 4.0)<\/p>\n<\/dd>\n

OER-enabled pedagogy<\/dfn><\/dt>\n
\n

The set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. (Source: \"International Review of Research in Open and Distributed Learning\"<\/a>\u00a0by\u00a0David Wiley and John Hilton,\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Open Education<\/dfn><\/dt>\n
\n

Resources, tools and practices that employ a framework of open sharing . (Source: \"About the Open Education Consortium\"<\/a> by Open Education Consortium<\/a> is licensed under CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Open Educational Practices<\/dfn><\/dt>\n
\n

Practices which encourage the development of openness, community engagement, transparency, responsibility, sharing, and accountability in education. (Adapted from \"Open Education Practices: A User Guide for Organisations\/Resources and Practices\"<\/a>\u00a0by\u00a0Otago Polytechnic<\/a>,\u00a0Open Education Practices: A User Guide for Organisations and Individuals<\/a>\u00a0is licensed under\u00a0CC BY-SA 4.0<\/a><\/p>\n<\/dd>\n

Open Educational Resources<\/dfn><\/dt>\n
\n

Teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5 R activities. (Adapted from \"CC Wiki\"<\/a>\u00a0by\u00a0Creative Commons<\/a>\u00a0is licensed under\u00a0CC BY 4.0 )<\/a><\/p>\n<\/dd>\n

Open licence<\/dfn><\/dt>\n
\n

A copyright licence which grants permission for all users to access, reuse, and redistribute a work with few or no restrictions. \u00a0(\"The OER Starter Kit \"<\/a>\u00a0by\u00a0Abbey Elder<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Open pedagogy<\/dfn><\/dt>\n
\n

A set of pedagogical practices that include engaging students in content creation and making learning accessible to all. \u00a0(\"The OER Starter Kit \"<\/a>\u00a0by\u00a0Abbey Elder<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Open textbook<\/dfn><\/dt>\n
\n

An openly licensed and free to access textbook; an OER meant to be used as a textbook for a course. (\"The OER Starter Kit \"<\/a>\u00a0by\u00a0Abbey Elder<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Othering<\/dfn><\/dt>\n
\n

The process of perceiving<\/a>\u00a0or\u00a0portraying<\/a>\u00a0someone or something as\u00a0essentially\u00a0alien<\/a> or different (\"Wiktionary\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Persona<\/dfn><\/dt>\n
\n

A\u00a0 fictional user-type created to represent real people that might use your service, product, or site. Creating multiple and diverse personas can help you recognize different needs and expectations of potential users.<\/p>\n<\/dd>\n

Public Domain<\/dfn><\/dt>\n
\n

A work which is not covered under copyright law, whose copyright has expired, or which has been dedicated to the public domain by its rightsholder is said to be in the public domain. (\"The OER Starter Kit \"<\/a>\u00a0by\u00a0Abbey Elder<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Renewable assessment<\/dfn><\/dt>\n
\n

Assessment tasks in which each student cohort creates or contributes to openly created work, developing an ongoing body of knowledge and which value outside the creators\u2019 learning experience. (Adapted from \"Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distance Learning<\/em>, 19(4).\"<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Renewable assignment<\/dfn><\/dt>\n
\n

An assignment task which forms part of renewable assessment. (Adapted from \"Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy.\u00a0International Review of Research in Open and Distance Learning<\/em>, 19(4).\"<\/a>\u00a0is licensed under\u00a0CC BY 4.0<\/a>)<\/p>\n<\/dd>\n

Universal Design<\/dfn><\/dt>\n
\n

A process intended to design products that are usable by all people, with or without disabilities, to the greatest extent possible. (Adapted from\u00a0\"Wikipedia\"<\/a>\u00a0is licensed under\u00a0CC BY-SA 3.0<\/a>)<\/p>\n<\/dd>\n

Universal Design for Learning<\/dfn><\/dt>\n
\n

UDL is a framework of learning and teaching based on neuroanatomy and functional neuroimaging research techniques.\u00a0UDL resists a one-size-fits-all approach to education and posits instead that teachers, educators, and instructional materials should effectively respond to individual differences inherent within a learning environment.\u00a0Across learning goals, methods, materials, and assessments, Universal Design for Learning encourages offering\u2014<\/p>\n

\tMultiple means of representation to give learners various ways of acquiring information and knowledge,
\n \tMultiple means of expression to provide learners alternatives for demonstrating what they know, and
\n \tMultiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.<\/p>\n

Using UDL principles in a classroom removes obstacles to curriculum access and provides students with alternative methods to demonstrate what they know.\u00a0It acknowledges that there is more than one way to learn and respects individual learning differences.\u00a0CAST's About UDL<\/a><\/p>\n<\/dd>\n

Web Content Accessibility Guidelines (WCAG)<\/dfn><\/dt>\n
\n

Web Content Accessibility Guidelines is developed with a goal of providing a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally.\u00a0The guidelines make web content more accessible, primarily for people with disabilities.\u00a0The World Wide Web Consortium (W3C)\/Web Accessibility Initiative (WAI)<\/a><\/p>\n<\/dd>\n<\/dl>\n","protected":false},"author":1,"menu_order":5,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":["abbey-elder","acoolidge","sdoner","trobertson","jgray"],"pb_section_license":""},"back-matter-type":[38],"contributor":[75,81,84,82,83],"license":[],"class_list":["post-293","back-matter","type-back-matter","status-publish","hentry","back-matter-type-glossary","contributor-abbey-elder","contributor-acoolidge","contributor-jgray","contributor-sdoner","contributor-trobertson"],"_links":{"self":[{"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/pressbooks\/v2\/back-matter\/293","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/pressbooks\/v2\/back-matter\/293\/revisions"}],"metadata":[{"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/pressbooks\/v2\/back-matter\/293\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/wp\/v2\/media?parent=293"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/pressbooks\/v2\/back-matter-type?post=293"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/wp\/v2\/contributor?post=293"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/openbook.ums.edu.my\/iotb\/wp-json\/wp\/v2\/license?post=293"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}