Oxford Learners Bookshelf Download
Simone Alwang
The Oxford Learners' Bookshelf app is an innovative learning tool for English-language learners. It is a companion for the Oxford Learners' Coursebooks and has a lot of activities for students to have fun while they learn.
Oxford Student book and Workbook e-books, Graded Reader e-books, and Classroom Presentation Tools are available on the Oxford Learner's Bookshelf via an app for iPad and tablets - for Android - and desktops (for Windows, Linux or Mac). Students can also study online at www.oxfordlearnersbookshelf.com, with work syncing between devices.
Try free samples
To try free e-book samples on a tablet:
Go to the App Store for iPad or Google Play for tablets (for Android). Download the Oxford Learner's Bookshelf app, then register or sign in. You'll see some free samples in the Cloud bookshelf, ready for you to download and try out. TapDownload to start downloading a book.
Find more free samples in the Book shop. Tap Book shop and find Featured books - try free samples. Tap a book, then the Try sample button to start downloading it.
To try free e-book samples on a computer:
Download the Oxford Learner's Bookshelf desktop app (for Windows, Linux or Mac) or go online to www.oxfordlearnersbookshelf.com. Register or sign in. You'll see some free samples ready to use on your computer.
Teach and learn with enhanced e-books of some of the world's most trusted English language courses. choose from general or academic English, in British or American English, to suit different teaching and learning styles, for young learners, teenagers, and adults.There are Student's Books and Workbooks at different levels of language proficiency.
Putting CLIL into Practice offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output.
Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers.
The e-book is available for iPad and tablets for Android via the Oxford Learner's Bookshelf app and on a computer at www.oxfordlearnersbookshelf.com. Study offline or online, from a tablet or computer and your notes, web links and annotations sync between devices.
Prior chapters laid out the committee's perspective on learning, described general processes of learning as well as learning outcomes in science, and offered examples of science learning in citizen science contexts. This chapter will approach the question of how design can amplify opportunities for learning in citizen science. There are a few ideas that frame the committee's investigation into design, learning, and citizen science. First, design and design for learning are fields with evolving bodies of knowledge and practice that can be applied to citizen science. While there are very few explicit studies of the design process in citizen science, there is a wealth of scholarship more generally about design for learning that can be reasonably extrapolated to citizen science learning. Second, design for learning as a field has advanced, and researchers and practitioners now know more about how to enable learning for more learners than they did even 10 years ago. Third, as with many fields, design for learning has grown because of and in response to what researchers and practitioners have learned about the benefits of broad participation. Designing to engage the skills and contributions of diverse learners, especially learners whose insights may have been previously neglected or even rejected, maximizes learning for all learners.
As suggested by the limited research focusing on broadening participation in citizen science, there are effective and proven practices to promote diversity and equity in science education and career development that can be adapted for citizen science. For example, in research on interventions to support students of color in science, it has been shown that careful mentoring (Haring, 1999; Pfund et al., 2016), strong supportive social networks (Stolle-McAllister, 2011), visible affirmation of the importance of diversity from institutional leaders (Best and Thomas, 2004; Tsui, 2007), and positive experience of research (Russell, Hancock, and McCollough, 2007) are practices that support continued participation of learners from underrepresented groups. Experience with research is an inherent part of citizen science, and project leads can intentionally foster a positive experience. Likewise, the other practices can also easily be incorporated: Project leads can talk about the contribution diverse perspectives make toward project outcomes, social networks can be nurtured, and mentoring can be built into participant role.
A useful frame for designers is the notion of universal design for learning (Rose, 2000), which points out that disability is not a quality of an individual, but the result of curricula too inflexible to provide pathways for all learners. The same idea can be applied to citizen science: Designers can develop multiple pathways for engagement and especially design around factors that could be barriers to engagement. For instance, if project materials are only English, that will be a barrier for people who do not speak English, but one which translation can readily overcome. GLOBE and eBird have developed supports in several languages (eBird, 2018; GLOBE, 2018). As another example, projects that assume access to natural settings might be inaccessible for people who do not have ready access to parks, but partnering with an urban garden or botanical center can remove that barrier, as through the partnership between Project Budburst and the Chicago Botanic Garden (Meymaris et al., 2008; Project Budburst, 2018).
Project design often makes assumptions about the people who will participate in projects, and our committee recommends that designers interrogate those assumptions, and especially question whether the extent to which those assumptions are informed by systemic and structural inequities or personal biases. As we stated in earlier sections of this report, all participants require support and scaffolding to participate in projects, and all designers make choices about what scaffolds and supports to provide. These choices are necessarily informed by the context in which they are made, but when designers are explicit about why, how, and for whom they are designing, they are better poised to address the needs of all learners.
Community science literacy (as discussed earlier) is distributed science knowledge and the ability to use that knowledge, in connection with a broad suite of community knowledge and capabilities, to leverage science for its community goals. Citizen science projects that explicitly offer different roles and make clear how those roles contribute to the common goal can encourage community science literacy. Some projects, such as community-based participatory research projects, obviously benefit from thinking about community science literacy. But other types of projects can also think of ways in which the whole is greater than the sum of its parts. For example, community-based participatory citizen science projects bring together people with a broadly distributed knowledge of the community, the issue being addressed, and the systems in which the project will unfold. This collective sharing allows all participants to be both learners and educators by providing an opportunity for all voices to bring their knowledge to the discussion to look for the best solution for the community.
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