Download to read offline
Uploaded byChristina Hendricks
Open Educational Resources in Philosophy
This document discusses open educational resources (OER) in philosophy. It defines OER as educational materials that are in the public domain or available with an open license, allowing anyone to legally copy, use, adapt and share them. The document notes rising textbook costs as a key issue that OER aims to address through improving access and allowing customization. It provides examples of OER that can be used in philosophy, such as open textbooks and logic materials. Challenges of finding and implementing high-quality OER are also acknowledged.
More Related Content
Similar to Open Educational Resources in Philosophy
More from Christina Hendricks
Open Educational Resources in Philosophy
- 1. OER in Philosophy ChristinaHendricks, UBC Articulation meeting May 24, 2019 Except for elements licensed otherwise, these slides are licensed CC BY 4.0
- 2.
- 3. Professor of Teaching,Philosophy Academic Director, Centre for Teaching, Learning & Technology BCcampus Open Textbook Fellow (2014-2015) OER Research Fellow, Open Education Group (2015-2016) Open textbook editor: Introduction to Philosophy About me
- 4. About you OER logoby Markus Büsges for Wikimedia Deutschland, licensed CC BY-SA 4.0 on Wikimedia Commons What do you know already about OER? ?
- 5. What’s the issue? Everygood solution needs a problem
- 6.
- 7. Rising cost oftextbooks Source: US Bureau of Labor Statistics Textbook prices College tuition & fees Housing at school, excluding board
- 8. Cost of firstyear at UBC From UBC first year cost calculator (Aug 2018)
- 9. UBC students (2018) 66%Have gone w/o required texts in a course b/c of cost, rarely, sometimes, often or frequently (32%: often or frequently) 44% Report spending $500 or more per year on textbooks; mean cost per year reported: $760 43% Report experiencing financial hardship related to tuition & other expenses 38% Worry about how to pay for books & other course materials AMS Undergraduate Experience Survey 2018 results. Numbers above are from responses by over 2200 undergraduates.
- 10. BC post-secondary Students (2015) 54%Didn’t purchase a required textbook at least once in past 12 months 27% Took fewer courses b/c of cost of materials: rarely, sometimes, often or very often 26% Didn’t take a particular course b/c of cost of materials: rarely, sometimes, often or very often Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia. The International Review of Research in Open and Distributed Learning, 18(4). http://www.irrodl.org/index.php/irrodl/article/view/3012
- 11. Some other issuesstudents & faculty report with course materials
- 12.
- 13. “ UNESCO definition ofOER: “any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.”
- 14. Free beer! Gratis: “forfree” Free as in... Freedom Libre: “with little or no restriction”
- 15. David Wiley, 5R’s Reuse Retain Redistribute RemixRevise From Wiley’s open content definition
- 16. Creative Commons licenses Howto Attribute CC photos, by fotor.com, licensed CC BY-SA 3.0
- 17.
- 18. Equity Improving access toeducation: ◉ Financially ◉ Fewer students do worse/change courses b/c can’t pay for resources ◉ Accessibility of resources to people with disabilities ○ E.g., OER accessibility toolkit ?
- 19. Customizability Ability for faculty,staff and students to alter the materials ◉ Frequently update ◉ Customize to context ?
- 20. PHYS 100 atUBC 94% The readings were customized to this particular course: somewhat or very important 92% The textbook didn’t cost any money: somewhat or very important 86% I could access the textbook anywhere with an internet connection: somewhat or very important Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (2017). The adoption of an open textbook in a large physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Research in Open and Distributed Learning, 18(4). http://www.irrodl.org/index.php/irrodl/article/view/3006 ?
- 21. OER: How? Finding &using OER for philosophy
- 22. Open Textbooks BCcampus OpenTextbook library: open.bccampus.ca/ ◉ Philosophy books in the collection Open Textbook Library: open.umn.edu/opentextbooks/ Libre Texts: libretexts.org/ Open Stax (no philosophy yet): openstax.org
- 23. Logic Open Logic Project: openlogicproject.org forallx (UBC edition): jichikawa.net/forall-x-ubc-edition forall x (Calgary edition): forallx.openlogicproject.org/
- 24. Other OER OASIS searchengine: oasis.geneseo.edu/ Some institutions have OER library guides, e.g., UBC: guides.library.ubc.ca/open_education/ Kwantlen: libguides.kpu.ca/opentextbooks
- 25. Finding relevant, highquality OER Time to find and implement OER What else? Some challenges
- 26. Contribute to OER! Introduction toPhilosophy Open Textbook Series www.rebus.community/t/project -summary/618
- 27. Useful resources ◉ Annotatedbibliography of multiple studies showing the efficacy of open textbooks: the Open Ed Group Review Project ◉ College Libraries Ontario OER Toolkit ◉ BCcampus Faculty OER Toolkit ◉ BCcampus OER by Discipline Directory (frequently updated with new items) ◉ Rebus Community Guide to Making Open Textbooks with Students
- 28. Any questions? Slides: https://is.gd/oer_phil_2019 ◉@clhendricksbc (Twitter) ◉ christina.hendricks@ubc.ca Thanks! 29
- 29. Credits Special thanks toall the people who made and released these resources: ◉ Presentation template (Viola) by SlidesCarnival, licensed CC BY 4.0 ◉ Icons purchased with a subscription to The Noun Project ◉ A number of slides inspired by/adapted from Coolidge & Wright, Be the Change. Open Education.
Editor's Notes
- #9 I just did it for this year, assuming Canadian tuition rate, on-campus shared housing...the total was about the same (23,245) Books and supplies are same: 2120
- #11 AMS Academic Experience Survey 2018 results: https://www.dropbox.com/s/a8vu7budsmef74s/AES%20Report%202018.pdf?dl=0 3023 n, full time and part time, undergrad and grad Over 2200 undergrads in sample reporting the following: 43% report experiencing financial hardship related to tuition & other expenses 44% report spending $500 or more per year on textbooks; mean spend per year is $760 44% report replying on part-time employment for finances to support them 38% report worrying about how to pay for books & other course materials (down from 43% last year, and 44% 2016) 16% report might need to abandon studies at UBC for financial reasons 66% they have gone without a textbook in course due to cost (from rarely 14%, to sometimes 22%, to often 15%, to frequently 17%); 54% at least sometimes; 32% often or frequently.
- #12 “The present study involves a survey of 320 post-secondary students in British Columbia enrolled in courses using an open textbook during the Spring 2015, Summer 2015, and Fall 2015 semesters.” “The final sample consisted of 320 undergraduate students2 enrolled in 19 courses at 12 B.C. post- secondary institutions that had adopted an open textbook.” “When asked about how the cost of textbooks had influenced their course enrolment and persistence, 27% of respondents indicated that they had taken fewer courses, 26% had not registered for a course, and 17% reported dropping or withdrawing from a course, all at least once. Although in every case the sum of those who reported these outcomes "often" and "very often" amounted to less than 5% (see Table 1), those who reported working more hours per week were more likely to drop or withdraw from a course due to the cost of textbooks [r(251) = .13, p = .04]. Thirty percent of respondents reported earning a poorer grade in a course because of textbook costs. These individuals were more likely to self-identify as a member of a visible minority group [rpb(252) = .14, p = .03], hold a student loan [rpb(305) = .14, p = .02], and be working more hours per week [r(253) = .15, p = .02].”
- #13 E.g., Buy textbooks and then hardly use them (if at all); not (all) used updated editions: have to buy an entirely new book bundled texts and digital resources: can’t just use the text from someone else, share with friends Can’t easily change them, take out some parts, add new ones The people who make the choices (faculty) aren’t the ones who have to buy the books, so there isn’t as much of an incentive to keep costs low; students have to buy to take a course
- #20 If the resource isn’t accessible already, you can fix that
- #22 143 respondents who took PHYS 100 in Fall 2015 or Spring 2016