The Minerals Education Coalitionâ€™s mission is to identify, produce and disseminate fact-based K-12 minerals education lessons and activities and to inform and educate the general public about the importance of mining in their everyday lives.
Who We Are
We are a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The Open Education Consortium is a non-profit, social benefit organization registered in the United States and operating worldwide.
We promote, support and advance openness in education around the world.
Empowerment through education.
We envision a world where everyone, everywhere has access to the high quality education and training they desire; where education is seen as an essential, shared, and collaborative social good.
Networking and community development
Advocacy and advising
Capacity building and training
What is Open Education?
Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide.
Open Education combines the traditions of knowledge sharing and creation with 21st century technology to create a vast pool of openly shared educational resources, while harnessing todayâ€™s collaborative spirit to develop educational approaches that are more responsive to learnerâ€™s needs.
The idea of free and open sharing in education is not new. In fact, sharing is probably the most basic characteristic of education: education is sharing knowledge, insights and information with others, upon which new knowledge, skills, ideas and understanding can be built. Open Education seeks to scale educational opportunities by taking advantage of the power of the internet, allowing rapid and essentially free dissemination, and enabling people around the world to access knowledge, connect and collaborate. Open is key; open allows not just access, but the ability to modify and use materials, information and networks so education can be personalized to individual users or woven together in new ways for large and diverse audiences.
Why is Open Education important?
Education is an essential tool for individuals and society to solve the challenges of the present and seize the opportunities of the future. However, the current provision of education is limited by educational institutionsâ€™ capacity, consequently, this resource is available to the few, not the many. The digital revolution offers a potential solution to these limitations, giving a global audience unprecedented access to free, open and high-quality educational resources.
People want to learn. By providing free and open access to education and knowledge, people can fulfill this desire. Students can get additional information, viewpoints and materials to help them succeed. Workers can learn something that will help them on the job. Faculty can exchange material and draw on resources from all around the world. Researchers can share data and develop new networks. Teachers can find new ways to help students learn. People can connect with others they wouldnâ€™t otherwise meet to share information and ideas. Materials can be translated, mixed together, broken apart and openly shared again, increasing access and allowing new approaches. Anyone can access educational materials, scholarly articles, and supportive learning communities anytime they want to. Education is available, accessible, modifiable and free.
Activities of the Open Education Consortium are generously supported by:
The William and Flora Hewlett Foundation
Sustaining Members of the Open Education Consortium:
The African Virtual University
Community College Consortium for Open Educational Resources
Delft University of Technology
FundaÃ§Ã£o Getulio Vargas â€“ FGV Online
Japan OpenCourseWare Consortium
Johns Hopkins Bloomberg School of Public Health
Korea OpenCourseWare Consortium
Massachusetts Institute of Technology
Netease Open Courses
Organisation Internationale de la Francophonie
Taiwan Open Course Consortium
TecnolÃ³gico de Monterrey
Universidad PolitÃ©cnica de Madrid
University of California, Irvine
University of Michigan
and contributions of member organizations
Edutopia.org’s Project-Based Learning professional development guide can be used for a two- to three-hour session, or expanded for a one- to two-day workshop, and is divided into two parts.
Part one is a guided process, designed to give participants a brief introduction to project-based learning (PBL), and answers the questions “Why is PBL important?”, “What is PBL about?”, and “How does PBL work?”
Part two assigns readings and activities for experiential PBL. Ideally, the tasks will be accomplished using group collaboration and with the use of technology. These activities are outlined in the Workshop Activities section. You will also find links to examples, from the Edutopia.org video library, of PBL in action at the elementary, middle, and high school levels.
As a world-class research facility, Jefferson Lab is a valued partner to the local, regional and national education community. Jefferson Lab’s long-term commitment to science education continues to focus on increasing the number of teachers with a substantial background in math and science, strengthening the motivation and preparation of all students, especially minorities and females, and addressing the serious under representation of minorities and females in science, math, engineering and technology careers.
Water Quality Information Center (WQIC) provides electronic access to information on water quality and agriculture. The center collects, organizes, and communicates the scientific findings, educational methodologies, and public policy issues related to water quality and agriculture.
Although NOAA is known for its work in marine habitats, the agency has resource management, stewardship, research, and monitoring responsibilities for many freshwater ecosystems. NOAA satellites monitor the water supply for the planet, mapping snow and ice fields and providing predictions of where, when, and in what volume water for drinking and agriculture will be available. River level forecasts are a key component of the agency’s mission to protect life and property as well as manage navigability of waterways. Monitoring and managing the freshwater habitats of anadramous fish like the Pacific Salmon in partnership with local agencies is another key role in freshwater environments. NOAA’s presence in the Great Lakes region of the U.S. represents one of the largest agency operations dealing with freshwater. Great Lake coastal zone issues, historic and ecosystem sanctuaries, freshwater estuaries, environmental monitoring, and fishery management research are all part of NOAA’s operations.
The collections in this thematic area are designed to assist the educator in teaching concepts and processes related to freshwater environments and to increase stewardship of these important resources.
The Northwest Fisheries Science Center conducts research that helps keep our ocean and coastal communities healthy and safe. We study organisms as tiny as bacteria and phytoplankton and as large as orcas and sharks. Many of our scientists study endangered or threatened species (like salmon or rockfish) and their habitats. Explore the following education pages to learn more about current marine and fisheries research happening in the Pacific Northwest and bring NOAA’s marine and fisheries science into your classroom with lesson plans, curricula, and other useful resources.
The lab activities in this module were adapted by Erin Barder of Terc for the EarthLabs project. These activities were based on the Exploring the Connections activities in the Earth as a System chapter of the GLOBE Teachers Guide. The lessons presented in this unit on Earth Systems expose students to some of the most current scientific research, data, and visualizations in a way that allows them to understand their world as an interconnected living system. These activities will help students look at the Earth in a new way – as a living system. Students will learn to identify the parts of the Earth system and the processes that connect them. They start by looking for interconnections among components of the Earth system at the local level, using a study site close to their school. Once they have started to develop some familiarity with these local interconnections, they identify interconnections among components at the regional and then at the global scale.
Focusing on estuaries, the curriculum modules feature hands-on learning, experiments, field work and data explorations. The Estuaries 101 curriculum is comprised of four, two-three week modules on estuaries. Each Module tells the estuary story through one of three perspectives – through Earth, life, or physical science. With these emphases on specific domains, each module will appeal to different teachers, to be used together or separately.
A joint effort between the School of Earth, Energy & Environmental Sciences and the Stanford Teacher Education Program. Funded by NASAâ€™s Innovations in Climate Education. There are resources available for middle school and high school classrooms.