LOUIS Monroe
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Open Textbook Network workshop given at the University of Louisiana Monroe for LOUIS on December 15, 2016.
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LOUIS Monroe
- 1. Open Textbook Workshop David Ernst & Sarah Faye Cohen LOUIS: The Louisiana Library Network Workshop December 15, 2016
- 2. Welcome!
- 4. Our Day 8:45 – 9:30 Coffee and Registration 9:30 – 10:00 Welcome, Introductions, Workshop Goals 10:00 – 11:00 Identifying Barriers to Open Textbook Adoptions 11:00 – 11:15 Break 11:15 – 11:45 The Open Textbook Library: past and present 11:45 - 12:30 Lunch 12:30 - 2:15 Workshop Training 2:15 – 3:00 Strategies to deal with hard questions 3:00 – 3:30 Next steps
- 5. 30-Second Introductions Bossier Parish Community College | Central Louisiana Technical Community College | Louisiana College | Louisiana Delta Community College | Louisiana Tech University | Louisiana State University | Louisiana State University Eunice | Nicholls State University | Northwestern State University | South Louisiana Community College | University of Louisiana at Monroe Name Institution Describe local open textbook initiatives, if any
- 6. Our focus today: Open Textbooks
- 7. open = free + permissions
- 8. open = free + permissions
- 9. open = free + permissions copy mix share keep edit use
- 10. Why Open? • Facilitates the free exchange of information. • Allows higher education to take ownership of its content. • Empowers faculty • Sharing is scalable.
- 11. Why Textbooks? • Hits a major pain point – textbook costs • Faculty understand textbooks • Faculty know how to adopt textbooks • Faculty effort (vs. alternatives) is kept at a minimum • Textbooks can provide content for a complete (or nearly complete) course
- 12. What Does a Success Open Textbook Program Look Like? The Big Picture
- 13. Open textbooks are the default choice by faculty. Goal:
- 15. Engagement Education Awareness Understand barriers and how to address them Engagement Education Awareness Engagement Education Awareness Savings $5,000 Learning Savings $50,000 Learning Savings $500,000 Learning
- 16. Barriers to Faculty Adoption of Open Textbooks
- 17. On your own… • Reflect on the barriers that keep your faculty from adopting open textbooks. • Write one barrier per sticky note – Go for quantity – There are no right answers You’ll share these at your table in 5 minutes.
- 18. Table Discussion • Each person shares his/her barriers • What are commonalities? – Group them into themes – Name each theme Select someone to report out in 15 minutes.
- 19. Share • Themes Are there concerns or nuances we want to acknowledge?
- 20. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks
- 23. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks
- 25. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 USHigher Education Funding - $/ FTE StateFunding Tuition Revenuehttp://www.sheeo.org
- 26. 0% 100% 200% 300% 400% 500% 600% 700% 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 %Increase Increasein Textbook Prices Textbooks CPI Bureau of Labor Statistics http://www.bls.gov/cpi/
- 27. 66.5% Not purchase the required textbook 47.6% Take fewer courses 45.5% Not register for a specific course 37.6% Earn a poor grade 26.1% Drop a course 19.8% Fail a course In your academic career, has the cost of required textbooks caused you to: https://florida.theorangegrove.org/og/file/3a65c507-2510-42d7-814c-ffdefd394b6c/1/2016%20Student%20Textbook%20Survey%20Draft%205.pdf
- 30. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks
- 31. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks • Faculty are skeptical of the quality of open textbooks
- 33. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks • Faculty are skeptical of the quality of open textbooks • Faculty have limited time to engage in reviewing open textbooks
- 35. Adoptions: 11 (out of 9!) Engagement Education Awareness
- 36. At University of Minnesota In 3+ years, 15 faculty have saved students nearly $600,000 (so far!) Engagement Education Awareness
- 37. Faculty Adoption Decisions ~75 workshops 1200+ faculty 44% adopt Yes 44% Maybe 28% No 3% No respons e 25%
- 39. Let’s take a break. See you in 15 minutes.
- 40. The Open Textbook Library Today open.umn.edu/opentextbooks
- 43. 352 Total Books* 8 Accounting & Finance 51 Business, Management & Marketing 36 Computer Science & Information Systems 14 Economics 6 Engineering 8 Foreign Languages 24 General Education 68 Humanities & Language 42 Law 63 Mathematics & Statistics 53 Natural & Physical Sciences 22 Social Sciences *December 8, 2016
- 44. • 352 books • 719 reviews by faculty at OTN schools • Books produced at Rice University, SUNY, University of Texas at Austin, NOBA, University of Minnesota, Portland State, Grand Valley State, and more…
- 45. Introductory, algebra-based, two- semester college physics: 1,272 pages • PDF • ePub • Print • Web • Bookshare (accessible) + Instructor solution manual + Powerpoint slides
- 47. + +
- 49. 0 0 7 6 22 102 267 315 0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340 1.0-1.5 1.5-2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 4.0-4.5 4.5-5.0 Reviews Ratings Open Textbook Reviews
- 51. Improvements in Progress: Design / Data / Search
- 52. Lunch
- 54. –United Nations Universal Declaration of Human Rights “…higher education shall be equally accessible to all…”
- 55. The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade. The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
- 56. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 US Higher Education Funding - $/FTE State Funding Tuition Revenue http://www.sheeo.org
- 57. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 Louisiana Higher Education Funding - $/FTE State Funding Tuition Revenue http://www.sheeo.org
- 58. 0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Hours@MinimumWage Hours of Work Required to Afford Tuition (University of Minnesota)
- 59. The average borrower owes more than $28,950 in student loans (class of 2014). http://ticas.org/posd/map-state-data-2015 Louisiana = $23,025
- 60. $400 $500 $600 $700 $800 $900 $1,000 $1,100 $1,200 $1,300 $1,400 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 $Billions US Debt Consumer Revolving Credit Student Loan Debt Federal Reserve http://www.federalreserve.gov/releases/g19/Current/
- 61. What can we do? • Tuition and Fees • Room and Board • Books and Supplies • Personal Expenses • Transportation
- 62. What can we do? • Tuition and Fees • Room and Board • Books and Supplies • Personal Expenses • Transportation
- 63. 0% 100% 200% 300% 400% 500% 600% 700% 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 Increase in Textbook Prices Textbooks CPI Bureau of Labor Statistics http://www.bls.gov/cpi/
- 65. The average student should budget $1,249 - $1,364 for textbooks and course materials in 2015-16. http://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2015-16 http://www.ulm.edu/financialaid/costofattend.html University of Louisiana Monroe = $1,220
- 66. What do you think about the cost of textbooks?
- 67. What do you think about the cost of textbooks? https://www.youtube.com/watch?v=0d6HTN6llgo
- 68. Coping with the Cost • Purchase an older edition of the textbook • Delay purchasing the textbook • Never purchase the textbook • Share the textbook with other students
- 69. –U of MN Student "I figured French hadn't changed that much.”
- 70. 59% of students report that they have had to wait for their financial aid check to purchase textbooks. Unpublished Minnesota State University Student Association survey
- 71. Have you ever delayed purchasing a textbook because of cost?
- 72. Have you ever delayed purchasing a textbook because of cost? https://www.youtube.com/watch?v=rjaTJC8zZJ4
- 73. 7/10 students surveyed hadn’t bought a required textbook due to cost. http://www.slideshare.net/txtbks/open-education-and-solving-the-textbook-cost-crisis
- 75. 2012 2016 63.6% 66.5% Not purchase the required textbook 49.2% 47.6% Take fewer courses 45.1% 45.5% Not register for a specific course 33.9% 37.6% Earn a poor grade 26.7% 26.1% Drop a course 17.0% 19.8% Fail a course In your academic career, has the cost of required textbooks caused you to: http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
- 81. Other models…
- 85. Where does the funding come from? Universities (SUNY, Umass Amherst, Portland State, …) Foundations (Hewlett, Gates, …) Governments (state, federal) Institutional Consortia (CALI)
- 96. Plus…
- 97. With Creative Commons licenses, you are free to… Copy Mix Share Keep Edit Use
- 103. open.umn.edu
- 104. 0 0 7 6 22 102 267 315 0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340 1.0-1.5 1.5-2.0 2.0-2.5 2.5-3.0 3.0-3.5 3.5-4.0 4.0-4.5 4.5-5.0 Reviews Ratings Open Textbook Reviews
- 105. 13 Peer Reviewed Studies of Efficacy http://openedgroup.org/
- 107. 95% Same or Better Outcomes http://openedgroup.org/
- 108. 12 Peer Reviewed Studies of Perceptions of OER Quality http://openedgroup.org/
- 109. 5,201 Professors and Students http://openedgroup.org/
- 111. Introductory, algebra-based, two-semester college physics 1272 pages Available in PDF ePub Print Web Bookshare (accessible) Instructor solution manual Powerpoint slides
- 118. What can we do?
- 119. What can we do? • Take a look! • Write a review! • Adopt if a book meets the needs of you and your students • Raise awareness - talk with colleagues in your program and department
- 120. Writing a Review Is there is a textbook in the Open Textbook Library that fits your class and/or expertise? Departmental funding for: 1. attending this workshop, and 2. reviewing a textbook in the Open Textbook Library
- 121. Writing a Review 1. You will receive an email with a link to the online review form. 2. Complete a concise review by June 10, 2016. 3. The review will be posted on the Open Textbook Library under an open license. 4. Stipend will be paid.
- 122. David Ernst dernst@umn.edu @dernst Slides: http://slideshare.net/djernst Open Textbook Library: open.umn.edu By David Ernst. This work is licensed under the Creative Commons Attribution 4.0 International License.
- 124. Strategies for Answering Hard Questions about Open Textbooks
- 125. Let’s try that again! • Watch the pair respond to a FAQ on open textbooks. – What outcomes would you expect from this interaction? – How could we change this interaction for different results?
- 126. I hear these books aren’t any good. Is the quality the same as other textbooks?
- 127. How am I supposed to find time to adopt an open textbook?
- 128. I rely on ancillary content in my courses. Do these books that any ancillaries?
- 129. I want to write a textbook but why would I give it away for free when I could make money off of it?
- 130. Just a few reminders
- 133. EDUCATE; Don’t Sell http://scottbarrykaufman.com/wp-content/uploads/2011/09/used-car-salesman.png
- 134. Try not to overwhelm Don’t come to me with the entire truth. Don’t bring me the ocean if I feel thirsty, nor heaven if I ask for light. -from Olav Hauge’s “Don’t come to me with the entire truth,” translated by Robert Bly
- 135. Embrace Uncertainty
- 137. Let faculty be the judge
- 138. + +
- 139. Let the word spread.
- 140. Continue to celebrate their achievements.
- 141. What now?
- 142. Giving your own workshop
- 143. Faculty Workshop
- 144. Recruit Faculty Faculty Workshop At least 1 month LOUIS
- 145. Recruit Faculty Faculty Workshop At least 1 month
- 146. Recruit Faculty Faculty Workshop At least 1 month Send list of attendees (name and email) to your cohort leader and Teri (terig@lsu.edu). OTN will send invitations to faculty.
- 147. Recruit Faculty Faculty Workshop Review Deadline At least 1 month 6 weeks Reminders
- 148. Recruit Faculty Faculty Workshop Review Deadline At least 1 month 6 weeks Reminders 2 weeks Survey Deadline
- 149. Recruit Faculty Faculty Workshop Review Deadline At least 1 month 6 weeks Reminders 2 weeks Survey Deadline 2x per year Verify Adoptions
- 150. You’re not alone! Your contacts within LOUIS: • Teri Gallaway (terig@lsu.edu) • Sarah Simms (simms@nichols.edu) • Emily Frank (efrank7@lsu.edu) • Jeanne Pavy (jpavy@uno.edu) • Megan Lowe (lowe@ulm.edu) • Patricia Brown (pbrown@lsue.edu)
- 151. z.umn.edu/louis
- 152. Thank you dernst@umn.edu | sfcohen@umn.edu @open_textbooks open.umn.edu
Editor's Notes
- Not about the Babson survey. Not about what’s frequent. It’s about what YOU deal with.
- This slide is the key slide in making the point that cost is having an academic impact.
- To be included in the library books have to meet a certain criteria. A Creative Commons license (any of them) or a GNU license. Something that legally makes it open. It must be available as one single portable file that is totally complete. And it must have an affiliation or be in use with more than one faculty. You can see here that we’re not evaluating the book on its quality. We leave that to the faculty who are experts in the subject area. More on that in a minute.
- Karen and a student assistant evaluate and add books. Respond to member feedback and educational landscape. Just added Engineering as a new subject area.
- Example. OpenStax is a well-known publisher of popular open textbooks. These books were developed for high enrollment classes. Talk about range of publishers – acadmic libraries, university presses, individual faculty. Some have ancillary materials, others don’t. Many come in a few formats, some only one. We update records with the new editions.
- Here’s a book record at a glance in the Open Textbook Library. You can see the publisher info, the formats available, conditions of use, table of contents and more info about the book. At the bottom right of the screen you can see info about where the text has been used. In this case, that info was provided by the author. What you can’t see in this screenshot is the author info, which is also available on the record. On the left, you can see the faculty star reviews associated with the book. Talk more about that now…
- When an institution joins the Open Textbook Network, Sarah, Dave or another presenter will host a workshop on member campus, to introduce faculty to open textbooks. Part of the workshop format includes inviting faculty to review an open textbook using provided criteria.
- Here you can see the criteria at a glance. We do not alter the reviews in any way. We don’t spell check them even.
- File is available under the discovery menu at the library. It is updated monthly.
- Design: Rounded buttons, simplified, sleeker look Data: Clean up, maintain links, aim for most complete information Search: More agility for human search
- We’re here to talk about something more important that textbooks…
- This is from a study done for the US Department of Education. 2.4 million did not finish college because of cost in the first decade of this century.
- Compare the proportion of cost that students must contribute in 1989 to today.
- Graph of state where presentation is being made. Data can be found at http://www.sheeo.org.
- 200-400 hours = a full time job in the summer. 2080 hours = full time job all year (40 hours x 52 weeks) – we’re getting close to this today University of Minnesota data
- Include institution’s data – can be found at http://ticas.org/posd/map-state-data-2015
- Consumer Revolving Credit = Credit Card Debt
- Admit that it’s not the highest cost leading to these affordability issues – but it is: the one cost that we as faculty can impact it has a special impact on the academic success of students (as we’ll see later)
- Admit that it’s not the highest cost leading to these affordability issues – but it is: the one cost that we as faculty can impact it has a special impact on the academic success of students (as we’ll see later)
- “[Textbook prices] have all been going up at a much faster rate than any other consumer product,” said Mark Perry, a finance and business economics professor at the University of Michigan-Flint.
- To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
- https://www.youtube.com/watch?v=0d6HTN6llgo
- This slide is the key slide in making the point that cost is having an academic impact.
- Publishers invest in creating a textbook…
- …they recoup their investment (and make a profit) through sales of the books...
- …and have money to pay royalties to authors – typically 5% - 12%. So, if a book is free (there aren’t any sales), how could this possibly work?
- …and have money to pay royalties to authors – typically 5% - 12%. So, if a book is free (there aren’t any sales), how could this possibly work?
- Two other models…
- Model 1: Someone writes a book, usually for their own course, and puts it on the internet for others to use. This is not the most prevalent, nor is it where the activity is right now… Admit that these books might not be peer reviewed in the traditional sense.
- Model 2: The addition of a “funder”. The funder agrees to pay for production of the book, but with one stipulation: The book needs to be free forever. The publishing process could be exactly the same…
- …the author can even get paid.
- Where does this funding come from?
- There’s just one thing missing… How does the end user – the faculty and students – know the intent of the funder and publisher? Can they just give these books away for free? What about copyright?
- There’s just one thing missing… How does the end user – the faculty and students – know the intent of the funder and publisher? Can they just give these books away for free? What about copyright?
- Acknowledge that copyright law is extremely important. Then note that it wasn’t intended to help people who want to share. So it isn’t sufficient in this case. We need …
- … the Creative Commons. The CC is a nonprofit that created licenses to help people who want to share intellectual proerty.
- So, the CC license is the last piece to this model. Now the end user knows what the intent of the funder/publisher is.
- This section is about credibility. The OTL is a collection of open textbooks to make it easy to find them, but we also are asking faculty to write reviews…
- Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- In terms of student and teacher perceptions of OER, 2,717 students and 2,484 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 and CA OER Whitepaper
- In terms of student and teacher perceptions of OER, 2,717 students and 2,484 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 and CA OER Whitepaper
- In terms of student and teacher perceptions of OER, 2,717 students and 2,484 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 and CA OER Whitepaper
- This is what they can do…
- Bad: Vouch for the books' quality; question whether the books from the publishers are really any good. Good: "That's a really good question--you can see what other faculty think by reading the reviews on the OTL."
- Bad: You’re a faculty member—it’s your job! Just do it. :) Bad 2: I don't know--it's crazy how much they expect you to do. I mean, how are you ever going to get tenure managing your courseload, your service requirements, your publishing, your students....but I know you can do it. Good: I realize adopting a new book takes a lot of time. How do you do it now? When you do decide to adopt a new book, this is a book you could also consider.
- Bad: You should stop doing that. You’re the professor—you should be making the content for your version of the course, not using some canned version. Bad 2: The publishers are feeding you all that ancillary content so that they can take advantage of our students and make money of their backs. If you care about your students, you'll use this content. Good: Great question. To be honest, it depends on the book. Some books do come with extensive ancillary content. Some don’t. It might be fun to think about creating those with your students as an assignment. We could talk about sharing them more broadly, giving you and your students’ work exposure.
- Bad: That’s totally selfish and I think unethical. You are part of the problem. We’re not here to make our way to the bank on the backs of our students. Good: It’s great that you want to write a book—thanks! However, we’re focusing today on adoptions of open textbooks, not their creation. In many cases, authors of open textbooks still receive compensation for their hardwork from funders: the university, granting organizations, even a professional organization or scholarly society who are funding the books. That’s often a more sure thing than royalties. However, if you want to pursue a commercially created book, best of luck! NOTE: A common corollary to this question is “How do I find money from a funder to make a book?” A possible response would be “I’m not sure. Perhaps that’s something we could discuss between our departments? Or at your scholarly society?”
- https://www.flickr.com/photos/68509201@N08/6225702347
- Publishers, the bookstore, faculty themselves—it’s easy to find culprits. But this is not about culprits, it’s about students.
- This (often) means that the person is processing and thinking about open textbooks. We want to encourage that!
- In most areas, we have so many resources available, we inundate people with choices. This is a first step in the right direction. Let them take it.
- Photo: https://www.flickr.com/photos/thedepartment/110775600 This is a new movement and there is a lot to be done. We don’t always know the answers: licensing, accessibility, editing, technical challenges.
- Photo: https://www.flickr.com/photos/basykes/7131116
- http://www.flickr.com/photos/marcoveringa/3203134555/in/photostream/
- https://www.flickr.com/photos/scottdwelch/4845488575