This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.

1. Harnessing a Disruptive Force:
Towards an eTextbook Strategy
WCET 2012"
San Antonio, TX

2. Agenda
• CSU Fullerton Strategy"
• Some Top Trends and Methods"
• Fullerton's 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

3. Chris Manriquez
Associate Vice President, IT
& Academic Technology Officer

4. Top Technology Trends

5. 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)
"
"

6. 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.

7. Integrated Technology Strategy
CSUF Information Technology Governance
Sustainable
Collaborative
Visionary
Information
Technology
Accessible
Security

8. Deployment Context
COLLABORATION!
• Faculty Instant Access Program"
• Faculty Exposure (Phase I)"
EDUCATION!
• Summer Pilot (Phase II)"
• Fall Pilot (Phase III)"
TRANSFORMATION!
• Spring 2013"
• Enterpise Deployment Model"

9. CourseSmart Deployment
Why CourseSmart:
"
– Industry Leader"
"
"
– Breadth of publishers "
"
"
– Innovation and Development of tools"
"
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– Accessibility Leader"
"
"

10. CourseSmart Deployment Phase I
Phase 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
"

11. CSUF CourseSmart Portal Site

12. CSUF Shibboleth Integration

13. CourseSmart Phase I Findings
Adoption continues to be slow, but a transition to e-textbook is
NOT an overnight event
Key elements to grow success include:
• Demonstrate a value add for digital over print that isn't “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.

14. 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)

15. CourseSmart Phase II Findings
Student Survey Responses – Preferred Features!
• 26 respondents of 52 total (statistically insignificant, but
qualitatively insightful)!
Overall level of satisfaction from students is favorable and students
enjoy 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"
"

16. CourseSmart Phase II Findings
Student 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! I've 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."

17. CourseSmart Phase II Findings
Student Survey Responses – Neutral/Negative!
• I liked the convenience of having the e-textbook but wouldn’t buy it. I still prefer
having 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 and
search around the book much easier than I was able to online. It was difficult to
remember where things were and to get to where I wanted to go without losing
my previous place. !
• This was my first time using eText and I was not very aware of all of the
capabilities, such as note taking and highlighting (both of which I don't like to do
in hard copies so it's not my first instinct to look for these features). Perhaps an
option to point out features of e-text for new users would be beneficial.!

18. CourseSmart Phase II Findings
Faculty 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 doesn't 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
"

19. 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 "

20. CourseSmart Phase III Thus Far
Institutional 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.
"

21. Towards an Adoption Model

22. Digital Text Deployment Roles
Student
Content
Faculty
Provider
Successful
Publisher University Program
Deployment
Bookstore Institution
IT

23. Thank You!

24. For more information:
CSU Fullerton
www.fullerton.edu
Chris Manriquez
cmanriquez@fullerton.edu

25. Y’All Got Questions?