Harnessing a Disruptive Force: Towards an eTextbook StrategyWCET 2012"San Antonio, TX
Agenda• CSU Fullerton Strategy" • Some Top Trends and Methods"• Fullertons Three Phase Pilots • Phase I: Instant Access" • Phase II: Summer Pilot" • Phase III: Fall Pilot• Towards an eTextbook Model • Roles to Consider • Items to consider in the ﬁt for you
Chris Manriquez Associate Vice President, IT & Academic Technology Ofﬁcer
Overview ! • Founded in 1957 • 237 Acres Located at North of Orange County (about 7.5 miles north of Disneyland) • 36,000 Students by Headcount • Largest Campus in the California State University System • Fourth largest university in California next to UCLA, USC, and UC Berkeley • Degree programs offered: 103 (54 undergraduate, 49 graduate, including a doctorate in education) " "
Integrated Technology Strategy “The Integrated Technology Strategies are a set of interrelated information technology strategies that are visionary, collaborative, and sustainable while maintaining compliance and security.”! ! These strategies are designed to meet the missions and goals of the University through campus-wide Information Technology Governance.
Deployment ContextCOLLABORATION!• Faculty Instant Access Program"• Faculty Exposure (Phase I)" EDUCATION! • Summer Pilot (Phase II)" • Fall Pilot (Phase III)" TRANSFORMATION! • Spring 2013" • Enterpise Deployment Model"
CourseSmart DeploymentWhy CourseSmart:"– Industry Leader"""– Breadth of publishers """– Innovation and Development of tools"""– Accessibility Leader"""
CourseSmart Deployment Phase IPhase I provides faculty enterprise Exposure to e-Textbooks!"CSUF Sponsored CourseSmart as an InCommon Partner• CSUF uses Shibboleth (Open-source, developed by Internet2) "CourseSmart desk-side copy available via the Faculty Portal• Authenticated access to desk side copy• Utilizes single page CourseSmart ID "
CourseSmart Phase I FindingsAdoption continues to be slow, but a transition to e-textbook isNOT an overnight eventKey elements to grow success include: • Demonstrate a value add for digital over print that isnt “paving a cow path.”" • Value adds in addition to a change in delivery type, such as; tools to enhance content, and collaborative features." • Cover the breadth of publishers currently in use on the campus." • If the same publishers are not available, demonstrate what content and feature changes are available.
CourseSmart Deployment Phase II Pilot classes over Summer Session 2012 with paid for e- textbooks • Special Education course (8 week)" • College of Education – Dr. Kristin Stang " • Instructional Design course (8 week)" • College of Education – Dr. Lynda Randall Summer Pilot Objectives ! • Eliminate the “cost question” from student evaluation, but also is confounding as students may not see tool as valuable. • Load LTI settings with new Moodle 2.2 implementation " • Pilot process for Fall 2012 e-textbook per college course (8 total)
CourseSmart Phase II FindingsStudent Survey Responses – Preferred Features! • 26 respondents of 52 total (statistically insigniﬁcant, but qualitatively insightful)!Overall level of satisfaction from students is favorable and studentsenjoy Course Smart features such as: " • Use table of contents" • Search by word or by page number " • Add notes " • List and view detailed notes " • Use highlight technology " • List all highlights made " • Download onto computer for ofﬂine use" "
CourseSmart Phase II FindingsStudent Survey Responses – Positive Comments!• I liked having the text embedded into my Titanium (Moodle) course because it was easy to access !• It was great. I love the e-Textbook online. Everything is electronically online and available!• It (iPhone) looked clear and easy to read as the computer.!• I love my iPad and the e-textbook worked great with it.!• I loved it! Ive never had a more convenient textbook.! "• Some students express the need for training; they did not know how to download the textbook or using highlighting, notes…features."
CourseSmart Phase II FindingsStudent Survey Responses – Neutral/Negative!• I liked the convenience of having the e-textbook but wouldn’t buy it. I still preferhaving a tangible book in front of me. !• I would buy it if it were cheaper than purchasing a paper text. !• I did not prefer this method. I am a person who likes to write in my book andsearch around the book much easier than I was able to online. It was difﬁcult toremember where things were and to get to where I wanted to go without losingmy previous place. !• This was my ﬁrst time using eText and I was not very aware of all of thecapabilities, such as note taking and highlighting (both of which I dont like to doin hard copies so its not my ﬁrst instinct to look for these features). Perhaps anoption to point out features of e-text for new users would be beneﬁcial.!
CourseSmart Phase II FindingsFaculty Responses!• Helpful to have it integrated into Moodle site• Not dynamic for lectures, in that live pages or text images can’t be referenced within a discussion forum, or a PowerPoint presentation• Option exists to install the book multiple times, within Moodle blocks, and have it open to a speciﬁc page, but that doesnt seem to be an advantage as it is a reinstall each time• Instead I chose to leave the book on the student’s “bookshelf” with the syllabus and have them “open” to whatever section they needed• Students asked for a guide to help them use the text, but one was not available "
CourseSmart Deployment Phase III Pilot classes over Fall 2012 with paid for e-textbooks in each college (8 total) • E-Text is not required use, but a supplement to the class" ! Fall Pilot Objectives ! • Eliminate the “cost question” from student evaluation • Identify and pedagogical or structural use differences between colleges use of e-textbooks "
CourseSmart Phase III Thus FarInstitutional Discoveries!• There continue to be issues with versioning of e-texts required by faculty.• As much as 80% of campuses text not available• Supplemental materials continue to be an issue, as in the pilot they could not be made available due to publisher restrictions• A need has been identiﬁed for a closer vendor-partner relationship at a program level that works along side the university team to examine an e-text replacement but faculty driven program requirements in classes. • This would parallel the increasing demands of accreditation requirements at the program level and provide structures for assessment. "