Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies.
Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines.
David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions.
David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.
1. Open Textbook
Publishing & Adoption
Cyril Oberlander, SUNY Geneseo
David Harris, OpenStax College
David Ernst, University of Minnesota
February 5, 2014
11:00 am Pacific, 2:00 pm Eastern
3. Welcome
Please introduce yourself in chat window
Cyril Oberlander
Director of Library Services
SUNY Geneseo
David Harris
Editor-in-Chief
OpenStax College
Moderator: Una Daly
Director of Community College Outreach
OpenCourseWare Consortium
David Ernst
Chief Information Officer
College of Education
University of Minnesota
4.
5. Agenda
• Introduction
• Open Textbook Facts
• Open SUNY Textbook Initiative
• OpenStax College
• Open Textbook Library, U of Minnesota
•Q&A
6. CCCOER
• Promote adoption of OER to enhance
teaching and learning
– Expanding access to education
– Supporting professional development
– Advancing the community college
mission
Funded by the William & Flora
Hewlett Foundation
8. Textbook Prices
• Textbooks prices rose 82% since 2002
– 6 % increase per year
• 2 to 3 times inflation rate
• Average student spends $1168 annually
on supplies
Source: GAO Report 2013, College Board. Student PIRGs
9. There is a direct relationship between
textbook costs and student success
60%+ do not purchase textbooks
at some point due to cost
35% take fewer courses due
to textbook cost
31% choose not to register for
a course due to textbook cost
23% regularly go without
textbooks due to cost
14% have dropped a
course due to textbook cost
10% have withdrawn from a
course due to textbook cost
Source: 2012 student survey
by Florida Virtual Campus
www.projectkaleidoscope.org
11. Open SUNY
Textbooks
A SUNY Libraries & Innovative
Instruction Technology Grant
funded open textbook
publishing program
Cyril Oberlander
Library Director,
State University of New York
at Geneseo
&
PI for Open SUNY Textbooks
cyril@geneseo.edu
12. Why Open Textbooks?
1.Cost to Students
College Board say students or parents spend $1,200 per year on
textbooks & supplies, this at a time when tuition increases?
US GAO 2005 report says 2003
spending on course materials was
roughly $6.49 billion dollars.
In 2013, GAO reported an 82% cost
increase from 2002-2012.
2012 Florida Student Textbook survey
• 64% students didn’t buy textbook,
49% took fewer courses, 45% didn’t
register for course, and 27% dropped a
course. Survey n=22K+
Higher education cost is critical access issue.
Is textbook cost an opportunity cost?
14. Why? Where is the Win-Win?
2. Cost to Library & Institution
a. Course Reserves: Staff time placing on reserves, checking in/out of
reserves, removing from reserves, overdue fine processing & disputes.
Some libraries are also purchasing textbooks.
b. Interlibrary Loan: To borrow or not, either way, the library is paying:
•
•
Don’t borrow policy: All book ILLs not automated (Direct Request) to watch out
for textbook requests.
Borrow policy: Students keep for the semester, you charge overdues/lost books,
when returned, process reimbursements both ways.
c. Perceived Value/Problem: Students and parents perceive we are
part of the problem.
•
While libraries ask if publishing is sustainable, people are asking if higher
education is sustainable.
15. Why? Creating a Win-Win
3. Empower teaching & learning + teachers & learners.
Future of learning environments & higher education needs fewer hurdles,
reduction of barriers, and a variety of learning engagement strategies and tools
Learning Environment
F2F, Online, Hybrid
Learning
MOOC
Learning Management
Systems
•
•
•
•
•
Digital Assets
Text
Audio
Video
Interactive (Quizzes, etc.)
Learning Analytics
Open Textbooks
16. What do SUNY students think?
Source:
http://www.studentassembly.org/wpcontent/uploads/1314-40-TextbookAffordability-Solutions-As-Passed.pdf
17. What do some faculty think?
“Publishers… hoard enormous war chests from sales of educational
materials, and we should question whether they have taken control of
teaching and learning processes that would be more appropriately
owned and overseen by academics…
I could self-publish the book online under a Creative Commons license
that allows noncommercial use but not remixing. Ultimately, I chose this
latter publishing model because it gave me the greatest control over my
project and the potential for the greatest impact…
We need to realize our power as authors and publishers. Working
collaboratively, we can create dynamic teaching and learning
environments.”
Joe Moxley, “Open Textbook Publishing: Who is best suited to control textbooks: the
faculty or the publishers? There are ways to make sure it is the faculty”, in Academe,
September-October 2013, American Association of University Professors:
http://www.aaup.org/article/open-textbook-publishing
18. What do some faculty think?
“My profession has done a great
job of taking literature away
from people, of making it seem
inaccessible. This is my answer
to that.
As my career is winding down, I
would like to give literature
back, make people realize that
they can read literature and
enjoy it. I really believe in this
project and the book.”
Professor Steinberg
19. How? Pilot #1 Open SUNY Textbooks
1. $20K IITG Grant awarded from
SUNY to 5 libraries July 2012:
SUNY Geneseo, Brockport, Environmental
Science & Forestry, Univ. of Buffalo,
Upstate. Fredonia joined Jan. 2013
2. Call for authors sent to 34K SUNY
Faculty on Nov. 2012.
Offered $3K for Authors +
( $1K to Authors that involve students
involved in production & assess student
learning) + $1K to peer reviewer
3. In 2 weeks, 38 proposals
Grant funding limited to 4 titles.
Libraries added ~$40K to fund
producing 15 Open Textbooks
Fall 2013 – Spring 2014
15 Open Textbooks
•
•
•
•
•
•
•
•
1 in Anthropology
1 in Business
2 in Computer Sciences
2 in Education
3 in English
2 in Mathematical Sciences
1 in Music Education
3 in Sciences
Some interactivity; multiple choice, etc.
20. How? Pilot #1 Open SUNY Textbooks
4. Editorial workflow managed by libraries. Collectively, we provide Instructional
Design support (Librarians & Consultant), Copy Edit (Librarians or Hired), Graphic
design & layout (Milne Library), etc.
1
2
3
4
Author
sends
Manuscript
(Word or
LaTeX/PDF)
Peer
reviewer
provides
author &
editor
feedback
Author
responds to
Reviewer
Comments;
provides
revised
manuscript
Copy Editing
Copy Editors
work with
Word (track
changes) or
hard copy
Copy Editing
Librarians
or
Freelance
5
Managing
Editor
finalizes
comments
& sends to
Author
6
Author
reviews
changes;
revises,
accepts,
declines
changes
8
7
Text Layout
Final Proof
Managing
Editor +
Production
Editor
Author &
Proofreader
reviews and
approves to
publish
Proofreading
Librarians
or
Freelance
21. How? Pilot #1 Open SUNY Textbooks
5. Host FREE online Open
Textbooks as PDF & ePub on
Open Monograph Press (PKP)
and catalog in OCLC WorldCat &
Minnesota Open Textbook
Catalog & Merlot.
6. Print on Demand also offered to
authors – more incentives.
Amazon.com
Print
On Demand
(optional)
http://opensuny.org
PDF
ePub3
Multimedia &
Interactivity
23. Open SUNY Textbooks Pilot 2
http://opensuny.org
8 Participating libraries in the Pilot 2
• SUNY College of Environmental Science and Forestry
• SUNY Fredonia
• SUNY Geneseo
• SUNY Monroe Community College
• SUNY Oswego
• The College at Brockport
• Upstate Medical University
• University at Buffalo
with support from other SUNY libraries;
Morrisville, Buffalo State University, open invitation to 64 campuses
and SUNY Press
24. Open SUNY Textbook Pilot 2
Initial Phase: 12/18/2013 – 3/1/2014
Call for Authors
Proposals due
1/31/14
Selection
Review
Approval or
Revise &
Resubmit
46 proposals received
7 Community College proposals
Funded to publish 16
1. Proposals reviewed to see if they meet minimum guidelines: SUNY Faculty,
complete submission, etc.
2. Blind Abstract Selection Review with a questionnaire to faculty in
corresponding disciplines; in consultation with librarians. Rubric excerpt:
•
•
•
•
•
•
Clear Abstract: Scale 0 - 5
How likely you would select this textbook for a course? Scale 0 – 5
Strengths of this proposal?
What courses might this textbook be useful for?
What are crucial components or features for this textbook?
Would you be willing to serve as a peer reviewer?
Opportunity for engaging discussions about OERs between teaching faculty and librarians.
3. Compile all the scores = Market Analysis for Adoption & Peer Review
25. Open SUNY Textbook Pilot 2
Initial Phase: 12/18/2013 – 3/1/2014
Call for Authors
Proposals due
1/31/14
Approval or
Revise &
Resubmit
Selection
Review
Writing Phase: 3/1/2014 – 1/15/2015
Services Librarians, Instructional
Author writing
Designers, Templates, etc.
Author
provides
manuscript
Editing Phase: 6/1/2014 – 6/1/2015
Peer
Reviews
Author
Revision
Copy
Editing
Author
Revision
Text Layout
& Proofing
Access & Marketing Phase: 9/1/2014 – 9/1/2015
Publish
Catalog (OCLC, Merlot, Open
Textbook Catalog)
Market
26. Building long-term infrastructure: Textbooks as valued service for teaching & learning
Rich & high-quality learning environment with open & interactive textbooks, OERs, etc.
Teaching
Faculty
Catalog
Students
PDF
EPUB
Amazon.com
Print
On
Demand
(optional)
Multimedia &
Interactivity
Amazon.com
Integration Tool
Teaching Faculty
compose Quizzes, or add
objects to customize
textbooks from DAM
Digital Asset Management
(repository of objects textbook components)
Learning
Analytics
Engine
32. OER Enhancing Academic
Freedom
At the Course Level:
• OER provides faculty with more choices for their courses
• OER allows for permission free editing and adaptation
• OER prevents faculty from being locked into a particular
platform or system
In the market place:
• OER should not be legislated or mandated
• OER needs to stand on it’s on vis a vis publisher materials
33. OER: Students and DRM
Digital Rights Management
X Limits access
Open Licenses
Unlimited Access (never expires)
Unlimited printing/use across devices
Encourages sharing on informal learning networks
34. High Level Goals of
OpenStax College
• Increase access to high quality open education content
• Provide students financial relief
“Student indebtedness exceeds $1 trillion”-NY Times,
5/12/13
“ Seven in 10 college students said they had not
purchased a textbook at least once because they had
found the price too high. ”, Chronicle of Higher
Education, 8/23/11
35. Limitations of the OER 1.0 Model
•
•
Inconsistent quality standards
We make it very difficult for faculty to find “turn key”
solutions
•
•
•
Lack of cooperation with “For Profit” providers
A sustainable reward structure for content producers
Learning, not free must be the priority
36. Meeting the OER Challenge
Ease of Use
Make it easy to find the materials.
Free is not enough
Establish development models to ensure quality
Scope and Sequence
Develop resources to support existing curricula
Essential Learning Resources
Partner with groups that can enhance content
http://www.openstaxcollege.org
40. College Physics Takes Off!
Number of Adoptions: 245
Web views 1,814,236
Downloads 205,700
$$ Saved $2,600,000
American River College….UT
Austin….UMASS….Austin CC…Pittsburg State U….
41. 1/20/13 OpenStax College Metrics
$$ Saved:
Web Views:
Textbook Downloads:
Number of students
Adoptions:
Foundations:
Partners:
>$5,500,000
3,140,000
401,666
58,000+
432
7
14
44. 1. What’s the catch or obligation?
2. “I don’t like X or you don’t have y”
3. Do you have SSO?
4. May I adapt and distribute without permission?
5. Do you have comp copies?
6. With no sales reps how do I get service?
7. What about revisions?
8. Who do I call if I find an error?
9. Can my bookstore order physical copies?
45. Together We Can Build A
Sustainable Future
First they ignore you, then they laugh at you,
then they fight you, then you win.
Mohandas Gandhi
51. Lack of Urgency
In your academic career, has the cost of required
textbooks caused you to:
63.6% Not purchase required textbook
49.2% Take fewer courses
45.1% Not register for a specific course
33.9% Earn a poor grade because I could
not afford to buy the textbook
26.7% Drop a course
17.0% Fail a course because I could not
afford to buy the textbook
72. Thank you for attending!
Please type your question in the chat window or
click on the talk button.
Contact Information
Una Daly unatdaly@ocwconsortium.org
Cyril Oberlander oberland@geneseo.edu
David Harris david.harris@openstaxcollege.org
David Ernst dernst@umn.edu
Hinweis der Redaktion
ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer].DetailsAt the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:Raise your hand if you have a question or comment and you wish to speakThere are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages.Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions.[CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
Students are not happy to spend more money on textbooks, and more on tuition without the prospect of a great return on investment – we cannot guarantee a job after they get their Bachelors, Masters, or PhD. According to the College Board, student and parents spend $1,200 / year – well in asking our students what is really happening, would it surprise you to know that some students aren’t buying and reading their textbooks, some even select courses on the basis of the cost of textbooks. The GAO report raises concerns of wholesalers, retailers, and some public interest groups that the textbook revision cycle - how frequently a textbook is revised and older editions no longer relevant (3-4 years is common), may be limiting the used ‘discount’ market for textbooks. Where there is a problem, there may be a solution…It would be easy to blame publishers for the problem of textbooks, however, that ignores the reality and opportunity colleges and universities have. Alternatives textbooks such as low-cost or free open textbooks have had a long tradition. Faculty works, never published, but copied and sold at cost by copy centers or given out free online have been around for a long time. Strategies are evolving, open textbooks have a host of new platforms and services, as do alternative textbooks - which are often incorporating free and library subscribed readings into the research and development of course materials. Students want solutions, and they are prepared to make serious decisions about their future based on the challenges they see in higher education. The cost is significant all around…http://www.gao.gov/products/GAO-05-806Meredith Morris-Babb and Susie Henderson, An Experiment in Open-Access Textbook Publishing: Changing the World One Textbook at a Time, Journal of Scholarly Publishing, January 2012, doi:10.3138/jsp.43.2.148Florida Study: http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
Whether a library buys course reserves, or persistently borrows them from faculty, course reserves is costly; overdue fines, fines mediation, processing each semester, and handling cost libraries a fortune. Add to this, students are frequently asking ILL to borrow textbooks, many libraries say no, but if borrowed, students don’t return until the semester is over. Imagine how costly this service model is and add the additional cost of parents perceive libraries as partly responsible for the problem – one parent said ILL was “in cahoots with the bookstore…” In our various attempts to remedy the situation, we contribute to a growing perception that higher education is the new bubble.
Lastly, the reason to be integral to the solution is because open textbooks have so much to do with the future of higher educations – libraries as publishing service can help transform the connections between faculty and student to provide a new kind of environment that is academic friendly, reducing the cost to students and for higher education. Helping to curate the new learning environments ensures libraries continue to be a solution to the challenges faced by higher education and the learners.
Open SUNY Textbooks: http://opensuny.org/omp/index.php/SUNYOpenTextbooks
Rich, the arrows mean nothing! You can change them to bullets...points are self explanatory.....
Take the Group to the Site!!!!
This is revolutionary!!!!!
Also – opportunities with open – customizability of content