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Yay! We have an open textbook. Now what?


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Open textbook presentation at OpenEd2015 in Vancouver - Irwin DeVries and Naomi Cloutier

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Yay! We have an open textbook. Now what?

  1. 1. Yay! We found an open textbook … now what? OpenEd 2015 Vancouver Irwin DeVries – Naomi Cloutier Licensed under a Creative Commons Attribution-ShareAlike 4.0 International, except where otherwise noted.
  2. 2. Background  About us  Study background and scope  BCcampus open textbooks  OERu  Purpose  Growing body of research on uptake, perceptions, effectiveness  Less on development and maintenance
  3. 3. Background  Question: What were participants’ experiences and views of the development and/or implementation processes of five open textbooks at TRU Open Learning?  Methodology  Notes from development meetings and communications  Video interviews with participants  Direct participation and observation  Surfaced themes  Preliminary findings only – study to expand
  4. 4. 1. Convergences  Experimental mindset (institutionally supported)  Opportune course development/revision stage  Aware, ready and willing faculty (authors) and developers  Body of available open textbooks  Capacity to revise and add value
  5. 5. 2. Differences from traditional textbook development  Open peer review and collaboration  Improved currency due to a shorter production time; localization can be a higher priority  Course content can influence textbook content  Dynamic document; authoring, editing, publishing, producing media – changes to workflow  Consideration of “next user” – “5 Rs of openness”  Reuse, revise, remix, redistribute, retain
  6. 6. 3. Sustainability  Champions  Maintenance plan - support ($) for expertise needed  How to share and evolve from the “finished” product
  7. 7. Early observations  No one approach – multiple and complex pieces need come into play (convergences)  Context specific (institution, jurisdiction, capacity, advocates, development methods, awareness, course lifecycles)  Advantages of relevance, currency, quality, open peer feedback, collaboration, flexibility  Challenges of version control, distribution, developing for own use and for reuse, workflows, digital resources management, funding, maintenance  Questions raised  for further study  Models for sustainability (Downes 2005) - what’s actually working?  Centralization – decentralization (Wiley 2005)  How are the open textbooks being used? – Track over time  Open business models? (Stacey 2015)
  8. 8. “…the sustainability of OERs – in a fashion that renders then at once both affordable and usable – requires that we think of OERs as only part of a larger picture, one that includes volunteers and incentives, community and partnerships, co- production and sharing, distributed management and control.” (Downes 2005)
  9. 9. Endnotes Images       building   Notes  See for detailed description.  See for OERu overview.  OERu courses referenced are located here:; Open  E.g.; References Downes S. (2007). Models for sustainable open educational resources [Electronic version]. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 29–34. Retrieved from 044Downes.pdf Stacey, P. (2015). Open business models – Call for participation. Wiley, D. (2005). Thoughts from the Hewlett Open Ed grantees meeting.
  10. 10. Thank you! Irwin DeVries Director, Curriculum Development Thompson Rivers University, Open Learning Twitter – IrwinDev Naomi Cloutier Associate Director, Curriculum Services Thompson Rivers University, Open Learning