With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
3. Cal Poly San Luis Obispo
Cleveland State University
Colorado State University
Harold B. Lee Library, Brigham Young University
Macalester College
Minnesota State College and Universities (34)
North Dakota University System (11)
The Ohio State University
Oregon Community Colleges (17)
Oregon State University
Portland State University
Purdue University
Temple University
University of Arizona
University of Iowa
University of Kansas
University of Massachusetts Amherst
University of Minnesota
University of North Carolina - Greensboro
University of Northwestern St. Paul
University of Oklahoma
University of Washington
University of Wisconsin – Milwaukee
University of Wisconsin – Stout
Virginia Tech
West Virginia University
Open Textbook Network
4. Cal Poly San Luis Obispo
Cleveland State University
Colorado State University
Harold B. Lee Library, Brigham Young University
Macalester College
Minnesota State College and Universities (34)
North Dakota University System (11)
The Ohio State University
Oregon Community Colleges (17)
Oregon State University
Portland State University
Purdue University
Temple University
University of Arizona
University of Iowa
University of Kansas
University of Massachusetts Amherst
University of Minnesota
University of North Carolina - Greensboro
University of Northwestern St. Paul
University of Oklahoma
University of Washington
University of Wisconsin – Milwaukee
University of Wisconsin – Stout
Virginia Tech
West Virginia University
Open Textbook Network
5. Our Day
9:00 am Welcome, Introductions, Goals
9:30 – 10:30 Identifying obstacles to open textbook adoptions
10:30 – 10:45 Break
10:45 – 11:45 The Open Textbook Library: past and present
11:45 – 12:15 Lunch
12:15 – 2: 15 Workshop training on affordability, student
academic success, open, and Oregon
2:15 – 2:30 Break
2:30 – 3:30 Strategies in dealing with hard questions in open
textbooks
3:30 – 4 Local workshop logistics, Closing
12. 63.6% Not purchase the required textbook
49.2% Take fewer courses
45.1% Not register for a specific course
33.9% Earn a poor grade
26.7% Drop a course
17.0% 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
14. Barriers to Open Textbook Adoption
• Before today we asked you:
– Which of the following barriers to open textbook
adoption are most common at your institution?
– What are the questions you are most frequently
asked about open textbooks?
– Which questions do you find the most difficult to
answer and why?
16. Reflect on the barriers you face at
your institution in advancing open textbooks.
• Write one barrier per sticky note
• Go for quantity
• There are no right answers
• You’ll share these at your table in 10
minutes.
17. Table Discussion
• Share your barriers
• Are there commonalities?
– Group them into themes
– Name each theme
• Are there outliers?
• Select someone to report out in 20 minutes.
18. Share
• Themes
• Outliers
• Are there nuances we want to acknowledge?
• Are there concerns we want to acknowledge?
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
27. 63.6% Not purchase the required textbook
49.2% Take fewer courses
45.1% Not register for a specific course
33.9% Earn a poor grade
26.7% Drop a course
17.0% 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
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
32.
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
36. At University of Minnesota
In 3+ years, 15 faculty saved students nearly
$500,000.
37. Cal Poly San Luis Obispo
Cleveland State University
Colorado State University
Minnesota State College and Universities (34)
North Dakota University System (11)
The Ohio State University
Oregon Community Colleges
Oregon State University
Portland State University
Purdue University
University of Arizona
University of Iowa
University of Massachusetts Amherst
University of Minnesota
University of Northwestern St. Paul
University of Oklahoma
University of Washington
University of Wisconsin – Milwaukee
University of Wisconsin – Stout
Virginia Tech
45% Adoption rate
41. 4 criteria
1. Openly licensed
2. Complete textbook
3. Available in a downloadable format
4. Affiliated with an institution of higher
education, scholarly society, or professional
association, or, used at multiple institutions.
42. • 207 books
• 378 reviews by over 600 faculty at OTN
schools
• Books produced by Open Stax, Open SUNY,
COERLL, NOBA, UMN Libraries Publishing,
Portland State, Grand Valley State, and
more.
44. • On the horizon:
– Metadata and MARC records
– More books and more reviews
– “Adopted By” data
• Sign up for notifications on the About Us
page at open.umn.edu/opentextbooks
47. –United Nations Universal Declaration of Human
Rights
“…higher education shall be equally
accessible to all…”
48. 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
59. 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
60. The average PCC student can expect to pay
$1,800 - $3,100
on textbooks for their AAOT degree.
TVCC course catalog and bookstore
61. Earning that much money would take
195 - 335
hours to earn at minimum wage.
http://www.oregon.gov/boli/WHD/pages/minimum_wage.aspx
62. Resident tuition and fees are $96/credit, while
textbooks are
$19 - $33
per credit. So textbooks cost an additional
195 - 335
hours to earn at minimum wage.
http://www.pcc.edu/enroll/paying-for-college/tuition/
63. What do you think about the cost of textbooks?
64. What do you think about the cost of textbooks?
https://www.youtube.com/watch?v=0d6HTN6ll
go
65. 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
66. –U of MN Student
"I figured French hadn't changed that
much.”
67. 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
68. Have you ever delayed purchasing a textbook because of cost?
69. Have you ever delayed purchasing a textbook because of cost?
https://www.youtube.com/watch?v=rjaTJC8zZJ4
70. 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
71. 63.6% Not purchase the required textbook
49.2% Take fewer courses
45.1% Not register for a specific course
33.9% Earn a poor grade
26.7% Drop a course
17.0% 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. Where does the funding come from?
Universities (SUNY, Umass Amherst,
Portland State, …)
Foundations (Hewlett, Gates, …)
Governments (state, federal)
Professional Organizations (CALI)
114. 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
115. 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
116. Writing a Review
1. You will receive an email with a link to the online
review form.
2. Complete a concise review by March 25, 2016.
3. The review will be posted on the Open Textbook
Library under an open license.
4. Stipend will be paid.
121. BEWARE
of
overwhelming
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
126. Practice tackling tough questions
• In small groups of three, take turns pulling out
questions from the hat.
• Take 3-5 minutes to practice answering each
question to your group.
• We will come back together a 3:15 pm to
review and discuss some of the questions.
127. Running a College Workshop
https://docs.google.com/document/d/1gvVmCd
jsVv0C5anXfsrC7PWlpBEF_2DRdzmV5Tbwl24/ed
it?usp=sharing
Not about the Babson survey. Not about what’s frequent. It’s about what YOU deal with.
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.
To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
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
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) 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.
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) 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.
person icon by Ferran Brown from the Noun Project
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) 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.
person icon by Ferran Brown from the Noun Project
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 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).
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 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).
person icon by Ferran Brown from the Noun Project
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 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).
Publishers, the bookstore, faculty themselves—it’s easy to find culprits. But this is not about culprits, it’s about students.
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.
These are questions that we often encounter at workshops or that you identified as challenging or frequently asked in the Pre-Workshop Questionnaire.
Things to Consider
What suggestions would you give in how the question was answered in terms of language, content, tone?
What makes this question challenging?
What concerns do you have in answering this question?
What are possible rebuttals to this that you can anticipate?