Set 3- What online resources will you use?

The purpose of this practiceis to decide what online resources you will use.


Planning the resources you will use in your online course will help you teach online.

Guiding Principle

If you are clear about the resources you will use in your online course you will improve how you teach online.


 Plan the resources you will use to teach online.

There are countless online learning resource tools in many different digital formats. How will you choose?

Today online learners must have opportunities to use tools to develop their digital literacy and create learning resources. They need support to be able to make wise decisions What will you do?

Relax. Take it easy. Keep it simple and start with the basics. Life is really simple, but we insist on making it complicated, Confucius.

What online resources will you use

The meaning of sadhana.

Sadhana does not mean any specific kind of activity. Sadhana means you are using everything as a tool to open to the flow of natural experience.

Natural experience opens your connection to understanding and wisdom as it naturally comes and goes in the give and take of the river of life.

Sadhguru & T.Y. Pang

The meaning of true education.

True education should wake up the Innate Humanity inside of you. When you reach a higher level of practice and understanding, you learn to harmonize yourself inside, then you become able to harmonize with other people, and with outside situations.

T.Y. Pang

The Promise

It is up to you to make the time for practice; the more you practice the more you will learn.

Time is a created thing. To say I don’t have time,’ is like saying, I don’t want to.

― Lao Tzu

Practice In Order
I. Absorb

Let’s Begin
First, please complete the sadhana practice. Second, click on each question and review each answer. Third, take a break!

1. Complete the Elements of Thought sadhana practice.

Sadhana does not mean any specific kind of activity, sadhana means you are using everything as a tool to open to the flow of natural learning.

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. If we want to think well, we must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. We must learn how to take thinking apart.

Foundation for Critical Thinking

The purpose of this sadhana is to help you open to the flow of natural experience and reasonable thinking.

1. Relax for 5 minutes.

Quietly sit straight and upright for 5 minutes, head and spine straight, concentrating only on your breath. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.

Pay attention to your spine. Your spine is where you will feel the flow of energy. Notice which parts of the spine feel warm and where there are no feelings or numbness. This information will indicate where your energy is flowing and where it is not. Your energy originates in the spine and flows out through the body.

straight and upright

When thoughts come up, let them go gently. Don’t beat yourself up. That just brings more thought. Gently let them go. Remember to keep your head and spine straight.

  • Recognize your thoughts.
  • Allow your thoughts to be just as they are.
  • Investigate your thoughts with kindness.
  • Natural awareness will come from not identifying with your thoughts.

2. Watch the video below.
Critical Thinking for Children – Standards for Thinking
3. Checking your assumptions.

Now tap into your awareness. All reasoning is based on assumptions. Assumptions are beliefs you take for granted. They usually operate at the subconscious or unconscious level of thought.

Make sure that you are clear about your assumptions and they are justified by sound evidence.

  • Clearly identify your assumptions and determine whether they are justifiable.
  • Consider how your assumptions are shaping your point of view.

Complete the following understanding of assumptions:

  • I understand “question” to mean…
  • In other words, [elaborate in a few sentences]…
  • An example of someone having purpose would be…
4. Keep reminding yourself why you do sadhana.

Otherwise, your thoughts, your emotions, your physicality will get entangled with your runaway mind.

2. What are online resources?

The term online resources refers to a wide range of information available on the Internet including text, images, videos, case studies, journals, databases, and curricula to name a few. Online resources can be held in scholarly databases or libraries; be made by teachers specifically for their classes; or be found on the internet.

There any many different digital formats for online resources including web sites, audio and video podcasts, PDF files, ebooks, interactive learning objects, digital tools for creating resources etc. So many resources are now being freely shared online that it can be advantageous for teachers and students to develop an understanding of appropriate and legal use. Care must be also taken to assess the validity and copyright implications of using resources found online.

3. How do I use online resources for learning?
4. What are the benefits to using online resources?

There are many benefits to using online resources including:

  • Access to information from many different voices and experts: There are many resources from credible institutions, public commentators, organizations and news media available online. Using these resources in class gives students an opportunity to access expert commentary on topics, and to contextualize their learning through analysis of different sources of information
  • Save time: As a teacher, you don’t have to reinvent the wheel, or do everything yourself. You can bring the knowledge of other experts into your class and concentrate on facilitating active learning strategies such as discussions and analysis of the material
  • Share your expertise with others: If you have created an online resource for a certain topic, you may wish to share this openly with others by making it available online under a Creative Commons license
  • Students can take an active role in finding and sharing course resources: Integrating tasks into your curriculum where students find and assess online resources on a particular topic can be a good way to engage them in the class content and build their digital literacy skills
  • Resources are always available: If resources for your class are online, students can always access them anywhere, and at any time that they are needed
  • Equity and accessibility: Having resources online offers equity and accessibility to information for all students on and off-campus.
5. Where do I begin?

Use the existing institutional technology provided for you. Its not perfect, we know. Don’t debate about whether or not it is the best tool, at least when you are beginning. It is a useful framework for organizing your online course and teaching. There is enough flexibility to allow you to teach in a variety of different ways. Learn it, then take time to PRACTICE using it until you get better and better.

The same applies to synchronous web technologies think carefully about when it would be best to use synchronous rather than asynchronous online tools. Synchronous is useful when you want to get a group of students together at one time, but such synchronous tools tend to be instructor-dominated (delivering lectures and controlling the discussion). However, you could encourage students working in small teams on a project to use Collaborate to decide roles and project assignments.

6. How do I transfer classroom content, activities and assessments online.?

Don’t transfer classroom content, activities and assessments online. Instead transform them. How you manage your time is critical to the success of your online course

7. How do I find scholarly resources?

Probably one of the first places to look for scholarly resources should be the library. The open web, and search engines such as Google Scholar cannot always reach resources held within subscription only databases. Some resources available through the library include:

  • Subscription-only databases, including those containing texts, images, music and news broadcasts.
  • Electronic journals, book chapters and conference proceedings.
  • Electronic books.
8. What are Open Educational Resources and how do I find them?

There is a wealth of credible learning resources for all stages of learning, that have been made available to the world for free under the concept of Open Educational Resources (OER). These resources are usually released under Creative Commons licenses by different educational institutions or individual academics for use by anyone, providing they comply with the conditions of the license.

OER cover many different subject areas, and include a wide variety of learning materials such as curricula, lectures, interactive learning objects, professional development materials, podcasts, etc.

There are several online OER repositories that enable teachers to contribute to, and access material from the larger academic community, such as MERLOT, MIT Open Courseware, Jorum and iTunes U. These repositories make it easy to search for resources across a variety of criteria such as topic or type of media. Some repositories contain peer review systems to help establish the authenticity and reputation of the resources.

The advantages of OER include:

  • Access to a range of digital formats: You may not have the skills required to make the same type of resources that you can find online that have been made by other educators. Using a variety of digital formats such as text, video, images and audio can be an exciting way to engage students in your class.
  • Currency of information: There are always new resources being published or uploaded into the aforementioned repositories on a wide range of topics
  • Use resources from some of the most reputable institutions in the world: You have the opportunity to use resources from institutions with reputations for quality learning and teaching, and to use material created by world renowned experts in different fields. MIT, Harvard and Cambridge along with many other institutions , provide resources for open use which can be found on iTunes U or other OER repositories
  • Many points of view: Students have the chance to learn from a range of different experts and sources, creating greater opportunities for comparative analysis, discussion and debate
  • Save time and money: Institutions are free to use OER for teaching as long as they comply with the Creative Commons license they are offered under. There are no access or development costs, and materials are usually ready for immediate use

Creative Commons allows the sharing and remixing of work in accordance with the various licenses, as with OER. However, resources or information that are not offered under Creative Commons licenses are subject to copyright law.

Most content is not unique or original. Get your students to search, find, select, and content material. After all, these are key ’21st century skills’ that students need to have.

9. What are others doing?

Another often invaluable resource is the material your colleagues have developed for their courses and is also relevant to your own course. Consider working collaboratively to develop and share high quality materials.

Go for a walk

Complete the following practice: Teaching Online Action Plan-Unit 3

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