collection of educational resources on applied ethics at all levels and across disciplines. At the moment the collection is mainly composed of open educational resources (OER) harvested from a few OER repositories, such as Oasis, OpenStax, and OER@AVU. Find other OER resources worldwide:

OER Commons

OER Metafinder

OER worldmap (currently not available)

Recent Submissions

  • Classroom readiness of open and distance learning student teachers: can they step out "in style"?

    Du Plessis, E.C. (Elize) (2019-06-14)
    I believe that tuition, community engagement and research complement one another, and
 that is why my research is motivated by observing communities of practice. I agree with 
 authors like Vygotsky, Grundy and Killen, who acknowledge both intended and 
 unintended learning, and who view a curriculum as a social construct. It is all about 
 context. A combination of training and practical experience led to my intense interest in 
 how open and distance learning (known as ODL) student teachers experience their 
 studies. I was specifically interested in the challenges that confront them – what these 
 are, how students attempt to deal with them and how lecturers can support them in 
 dealing with these challenges.
 My school visits, including personal observations, student enquiries and 
 assessment of student teachers in the classroom, all led me to my niche area, namely, 
 teacher training in an ODL community of practice. The objective of my research is to 
 recommend changes to the teaching approaches that are used in an ODL environment 
 and to do this using a community of practice by means of which students’ voices, needs 
 and experiences can be revealed.
  • From Out of the Margins of History: Infusing African American Culture into the African American History Syllabus

    Bratton, Lisa (Syllabus, 2022-07-22)
    This article will provide the context and application of African-centered concepts into an undergraduate course entitled “The African American Experience.” African American history and culture had been relegated to the margins of American history for decades when in fact without African American history, the true history of America could not be told. The syllabus described in this work uses African American phenomena as the basis of understanding the entire course. Every level including the projects, Course Outline, and instructions affirm African and African American principles. Including these principles directly into the course serves not only to teach students additional information, but places the culture out of its often-subordinated place in the larger America. This course syllabus challenges the argument that African and African American phenomena have no place in academia. It takes us from a place only a few decades ago where there were no African American History courses on college campuses to today when the history can be recognized and placed in its rightful position in the academic sphere.
  • The Photo Lottery

    Endres, Carsyn (Syllabus, 2022-07-22)
    Nothing can test a student’s speaking ability more than having them incorporate an image of a chicken while they try to sell their audience calculator. Often individuals are hard-pressed to prepare quality presentations in limited time frames. Thus, it is essential that students learn how to prepare organized and engaging speeches while incorporating visuals in order to be more competitive as they enter the workplace.  “The Photo Lottery” classroom activity uses random student selected visual aids to help them learn and incorporate images in impromptu speaking. Not only does the activity sharpen students’ speaking abilities, it also improves their critical thinking and audience adaptation skills. This flexible activity is student-driven and allows participants to shape the learning outcomes. “The Photo Lottery” pushes students to make quick decisions in order to persuade their audience. It is a fun activity to get students more comfortable speaking in the classroom!
  • When Audre Met Christine: Modelling Academic Dialogue for Humanities Students

    Seale, Yvonne (Syllabus, 2022-07-22)
    In an assignment in a Humanities/Great Books course, students were guided to begin making more nuanced connections between assigned texts. They learned to develop skills in academic debate beyond looking for binary winners and losers, and instead to begin looking for generative and consensus readings.
  • Transnational Masculinities Syllabus

    Jackson, Kyle Brandon (Syllabus, 2022-07-22)
    Feminist studies of masculinity are integrative, interdisciplinary, and transnational. An in-depth examination of the relational nature of masculinity and how hegemonic masculinity is produced through institutions like sports, media, military, family, religion, and nationhood. Central to analysis will be how a web of masculinities produces different outcomes for men based on their race, age, class, sexuality, ability, and positioning within transnational politics and economies.
  • How to be Single and Happy Syllabus

    Wynne, Craig (Syllabus, 2022-07-22)
    This article describes a course that shows how students can learn how to thrive as singles in a world where less people are getting married yet the stigma against singlehood remains.
  • First-Year Seminar (FYS) - Getting Schooled: The Promises and Problems of College in America

    Sievers, Julie (Syllabus, 2022-07-22)
    This course takes several unique approaches to the first-year seminar—a staple course in the curriculum at many liberal arts-focused institutions. FYS courses at this institution, as at many others, are offered in a small, face-to-face format twice per week for new first-year or transfer students, and they provide an entree into engaged forms of learning grounded in reading, discussing, and writing about ideas. In this FYS course, two elements introduce novel and effective strategies. First, the course content focuses on social problems related to higher education, particularly ongoing controversies around a) the purpose of higher education; b) inequity in access to higher education; and c) teaching and curricula in college.  By focusing on a topic that is both familiar to students but also new as a subject of scholarly analysis, the course connects students’ personal experiences to pressing public questions about higher education, situating their lives and challenges within interdisciplinary frameworks, including historical, political, economic, philosophical, and sociological lenses. It also introduces new forms of multi-media writing through social annotation activities and a podcast production assignment linked to a written research paper. As such, it offers several approaches to the first-year seminar course that have proved especially rich for students.
  • Environmental Sustainability in Sport

    Trendafilova, Sylvia; Graham, Jeffrey (Syllabus, 2022-07-22)
    This syllabus is for a course focused on environmental sustainability in the sport industry. Most likely this course would be taught as an elective course within a sport management or sport administration program, along with other traditional management courses focused on marketing, communications, ethics, or finance. The course is intended for use in sport management programs at the graduate or undergraduate level. As the syllabus is presented below, it would be for graduate students. However, it would be possible with modification to adjust the course for use at the undergraduate level. The purpose of the course is to help students develop a fundamental understanding of environmental sustainability in sport and ways sport managers can operate within the sport industry in an environmentally sustainable way.
  • Development of the Training for Higher Education Teaching with the Focus on student-centered Conceptions of Teaching

    Lehner, Marion Brigitte (2014-06-16)
    Formal courses offered for teaching in higher education often focus on the teaching process itself. For example, course planning or the assessment practices are typical issues in formal academic teacher trainings (Tremp, 2009). The support of reflection processes of underlying individual conceptions of teaching is often neglected in faculty development portfolios (Ginns, Kitay,& Prosser, 2008).
  • Constructing English Medium indicators in the shipping courses of Taiwan's higher education

    Tseng, Po-Hsing; Richards, Kendall; Pilcher, Nick (2017-05-22)
    English is a common language in the global maritime industry and many countries are now moving towards the use of English as a Medium of Instruction (EMI) to deliver their courses. Such a medium increases students’ proficiency in the common language used and also allows institutions to recruit students from different parts of the world. Yet, delivering such instruction using EMI is not without its challenges. This paper uses a fuzzy AHP (Analytic Hierarchy Process) to identify key indicators influencing English Medium Instruction (EMI) in the maritime courses of Taiwan’s Higher Education. Based on literature reviews and expert interviews, an evaluation model with four indicators and thirteen sub-indicators is developed. Questionnaire participants include three groups: university English teachers, university maritime teachers, and maritime practitioners. The results of empirical survey could provide valuable references (e.g. curriculum adjustment) for EMI design in the university.
  • The didactic diamond - An information literacy model to explain the academic process in higher education.

    University of Derby; Zijlstra, Tim R. (LILAC Conference, 2018)
    The foundation for the Didactic Diamond was developed with students of the College of Health and Social Care at the University of Derby – in particular the Chesterfield Campus. A significant number of students are so-called atypical learners (ie. returners to education or non-traditional learners) which led to an identified need to provide more robust study skill guidance. Roberts and Ousey (2011) described "finding and using evidence" as the "bane of student life" in relation to student nurses. The Didactic Diamond seeks to ease this problem by introducing students to the process involved with producing good quality academic work. It is used to explain the process from understanding the question and choosing an appropriate topic; utilising information literacy to find appropriate sources; taking notes on the found evidence to gain critical understanding of the topic; using drafting techniques to improve the academic writing and ensuring that the original question is answered fully and critically by utilising the developed resources diligently. Feedback from students on the Didactic Diamond has been positive, the simple figure acts as a mnemonic and provides students with an introduction to the method with a means to remember which steps to take in their academic process. After utilising the Diamond in one-to-one sessions it has been developed into an Academic Writing session for the University Library’s Enhance Your Learning program and has been successfully delivered to a range of students from different cohorts. The Masterclass provides an opportunity to share the Didactic Diamond with a broader audience interested in Information Literacy and embedding Information Literacy in a broader procedural context.
  • Ética AND altmetrics: revisando nuestros códigos de conducta

    López-Borrull, Alexandre (e-LIS: e-prints in Library and Information Science, 2014-05-09)
    This presentation considers the ethic aspects of altmetrics from two points of view. Firstly, whether altmetrics improves the ethical problems in traditional bibliometrics. Secondly, taking into account new problems that can arise from the use of altmetrics
  • Ética en investigación cualitativa: anotaciones. Del proyecto a su publicación

    Universidad de Alicante. Departamento de Psicología de la Salud; Cuesta-Benjumea, Carmen de la (RUA : Repositorio Institucional de la Universidad de Alicante, 2011-10-20)
  • Máster Secundaria. 13. Razonamiento moral

    Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas; GITE - Pedagogía; Peiró i Gregòri, Salvador; Merma-Molina, Gladys; Beresaluce Díez, Rosario; Moncho Pellicer, Alfredo (RUA : Repositorio Institucional de la Universidad de Alicante, 2009-11-13)
    Principales técnicas para enseñar en valores mediante sólo dilemas morales. Cómo se efectúa y su valor educativo.
  • Delincuencia y Responsabilidad Moral del Menor. Tema 9

    Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica; Valero Rodríguez, José (RUA : Repositorio Institucional de la Universidad de Alicante, 2011-12-09)
    Diapositivas Tema 9: Desarrollo moral, conducta prosocial y actos antisociales en la segunda infancia.
  • Razonamiento moral

    Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas; Peiró i Gregòri, Salvador (RUA : Repositorio Institucional de la Universidad de Alicante, 2008-11-13)
    Se explicó en las Universidades siguientes: Alicante (E); Austral (Ar); BÍO-BÍO (Chile); Querétaro (MX)...
  • eDoer - A Human-AI based Learning Environment - Ethics and Privacy related issues

    Mohammadreza Tavakoli; Abdolali Faraji; Gábor Kismihók (2022-06-10)
    The eDoer platform was presented on the first Ethical, Legal, and Societal Aspects (ELSA) workshop of the German NFDI FAIR Data Spaces community. eDoer platform:
  • “Five Questions about The Moral Foundations of Parenthood,” NIH Panel on Joe Millum’s book The Moral Foundations of Parenthood, Dec 2, 2021

    Brennan, Samantha (2022-06-06)
    In The Moral Foundations of Parenthood, Joseph Millum sets out an account of
 moral parenthood--as distinct from both legal parenthood and biological
 parenthood. The following are questions which direct Millum’s argument: Which
 people are the bearers of parental rights? What grounds claims to parental rights?
 What are the contents of parental rights? What are the limits of such rights?
 In a densely argued book Millum argues for the investment theory of parental
 rights--people acquire status and rights as parents in virtue of the parental work
 they perform-- and describes the implications of the theory. I think this is the most
 original piece of Millum’s work--staking out who gets parental rights and why.
 When I describe the book as “densely argued” what I mean is the opposite of a
 phrase I’ve heard a supervisor use to criticize student writing. He’d say “low idea
 to words ratio.” Later, as a journal editor, I’ve wanted to use this but haven’t. I’m
 too nice. This book, on the other hand, has a very high idea to words ratio. It’s
 possibly too dense, too philosophically rich. It doesn’t go down any paths that
 aren’t direct routes to a conclusion. Alternative views aren’t presented and given
 time to breathe and grow before they’re struck down. I suppose ‘nice me’ would
 say it’s a very efficient book! I found myself thinking, when reviewing it, that each
 chapter really could have been its own book.
 What I will do in my commentary is pose five questions that I hope push Joseph to
 think more about some of the themes in the book and expand his ideas a little
 more. In some places there is disagreement but mostly what fuels my comments
 is the desire for more conversation

View more