Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings<br />CCCOER  Meeting , Ju...
Introduction and Methodology<br />
CCOTC Research and Evaluation Methodology<br />CCOTP/CCCOER Participant Obs. of Meetings<br />What institutional policies ...
Insight into ways that open textbook use enhances teaching and learning
Identification of benefits and challenges of open textbook adoption in terms of teaching, learning, and institutional poli...
Overview of ISKME’s OER Research Trajectory<br />2003<br />2005<br />2007<br />2009<br />2011<br /><ul><li>FHSST
Teachers’ Domain
Training Commons
Travel Well EUN
SEP
CurriculumNet
Curriki</li></ul>0<br /><ul><li>OER Arts & SJ
Siyavula
Online Learningin Dev Ed
Cyberlearning in Community Colleges
CNX</li></ul>Timeline and Projects<br /><ul><li>OER Commons
MITE
 Ongoing Projects
Community College Open Textbook Project
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Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings

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Presentation at CCCOER Meeting , June 22, 2010
Clare Mortensen, Institute for the Study of
Knowledge Management in Education

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  • Shows the trajectory of our research how we’ve built upon our learnings/finding over time…early research in ‘03 focused on online resources (not open resources) and instructgors interest in using online resources. Started looking at digital resources and whether instructors were intersted in using them.Then worked on six studies of OER – how users on an OER platform create and use materials, incentives and dicinsentives to that use and creationThen moved into questions that focus on how OER is aligned to teaching and learning and what new practices OER might support
  • Faculty interviewed represented six major academic disciplinesOf the faculty that have been interviewed so far, 29% are from public universities, 18% are from private universities, and 53% from community collegesOf those faculty we have yet to interview/contact for interviews, 90% are community college faculty (and 20 of the 24 to be contacted are De Anza College faculty using Collaborative Statistics)Ten States Represented (2) California (2) Florida (4) Washington (2) Pennsylvania (2) New York (5) Other (IL, MA, MT, NH, TX)
  • Among the faculty interviewed, about half are using textbooks available via Flat World KnowledgeAbout a quarter of the faculty reported the textbook they are using is not available any of the more well known repositories but rather the textbook is posted as a document/pdf on a university website or a personal website. Lulu may be used in combination so that students can order hard copies. Textbook authors expressed interest/desire to post their book on other repositories as well – or stated they’d heard that it has been posted elsewhere by someone else (so there is some overlap btw these categories)
  • Among the faculty interviewed, about half are using textbooks available via Flat World KnowledgeAbout a quarter of the faculty reported the textbook they are using is not available any of the more well known repositories but rather the textbook is posted as a document/pdf on a university website or a personal website. Lulu may be used in combination so that students can order hard copies. Textbook authors expressed interest/desire to post their book on other repositories as well – or stated they’d heard that it has been posted elsewhere by someone else (so there is some overlap btw these categories)
  • Faculty are motivated by pricePeer review – several faculty discussed how open textbooks need to be brought into existing peer review processes at colleges and universities. We are addressing that with CCOTCA couple of faculty interviewed talked about the potential for open textbooks to be adopted department-wide. While faculty resist any infringement on autonomy, the fact that open textbooks can be modified/the sequence can be changed means there’s more potential for department wide adoption. Addresses issue of having common course material across many courses taught by different faculty.
  • Faculty are motivated by pricePeer review – several faculty discussed how open textbooks need to be brought into existing peer review processes at colleges and universities. We are addressing that with CCOTCA couple of faculty interviewed talked about the potential for open textbooks to be adopted department-wide. While faculty resist any infringement on autonomy, the fact that open textbooks can be modified/the sequence can be changed means there’s more potential for department wide adoption. Addresses issue of having common course material across many courses taught by different faculty.
  • Information Systems: online textbook “models everything we’re talking about in class”Political Science: online textbook enhances interactivity between traditional course material and public domain websites (such as whitehouse.com)Mathematics: difficult to utilize disjointed OER materials; an open textbook provides consistency in notation – “I can’t see how a math book could be a mashup”Sciences: open textbooks lend themselves well to “the linear nature of teaching certain subjects”
  • Tell the audience: Students tell faculty it’s easier to locate information using open textbooks
  • Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings

    1. 1. Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings<br />CCCOER Meeting , June 22, 2010<br />Clare Mortensen, Institute for the Study of<br />Knowledge Management in Education<br />ISKME:<br />
    2. 2. Introduction and Methodology<br />
    3. 3. CCOTC Research and Evaluation Methodology<br />CCOTP/CCCOER Participant Obs. of Meetings<br />What institutional policies are needed to support adoption and use of open textbooks? <br />How and to what extent are open textbooks being created, shared, and used? <br />How does the use of open textbooks support teaching and learning?<br /><ul><li>Identification of factors influencing open textbook adoption and what obstacles exist to their use
    4. 4. Insight into ways that open textbook use enhances teaching and learning
    5. 5. Identification of benefits and challenges of open textbook adoption in terms of teaching, learning, and institutional policy</li></ul>CCOTP/CCCOER Interviews<br />Administrator Interviews <br />Bookstore Mgr. Interviews <br />Student interviews <br />Faculty Interviews <br />Research Questions<br />Data Collection Methods <br />
    6. 6. Overview of ISKME’s OER Research Trajectory<br />2003<br />2005<br />2007<br />2009<br />2011<br /><ul><li>FHSST
    7. 7. Teachers’ Domain
    8. 8. Training Commons
    9. 9. Travel Well EUN
    10. 10. SEP
    11. 11. CurriculumNet
    12. 12. Curriki</li></ul>0<br /><ul><li>OER Arts & SJ
    13. 13. Siyavula
    14. 14. Online Learningin Dev Ed
    15. 15. Cyberlearning in Community Colleges
    16. 16. CNX</li></ul>Timeline and Projects<br /><ul><li>OER Commons
    17. 17. MITE
    18. 18. Ongoing Projects
    19. 19. Community College Open Textbook Project
    20. 20. OER PD
    21. 21. Ways that OER supports teaching and learning
    22. 22. Emergent practices/perceptions aligned to OER
    23. 23. Types of and ways knowledge is shared through OER
    24. 24. OER communities of practice
    25. 25. Creation, use and reuse behaviors
    26. 26. Challenges and supports for OER </li></ul>Major ResearchIssues Studied<br /><ul><li>Incentives and interest to participate in online resources
    27. 27. Existing behaviors to support use of online resources and OER
    28. 28. What makes resources usable and reusable for teachers and learners</li></li></ul><li>Summary of Interviews Complete and Outstanding<br />*Includes 20 faculty users of Collaborative Statistics at De Anza College <br />
    29. 29. Faculty Interviews:Preliminary Findings<br />
    30. 30. Disciplines and Type of Courses Taught<br />Computer Science<br />Political Science<br />65% teach online or hybrid courses<br />Education<br />Fine Arts<br />Business and Economics<br />Math<br />Academic Discipline (N=17)<br />
    31. 31. Familiarity and Engagement with Open Textbooks<br />94% <br />first-time adopters of open textbooks<br />authors of open textbooks<br />29% <br />
    32. 32. Textbook Repositories Used <br />47%<br />24%<br />12%<br />12%<br />6%<br />N = 17<br />
    33. 33. Textbook Licenses Used<br />59%<br />29%<br />29%<br />6%<br />N = 17<br />
    34. 34. Factors Influencing Open Textbook Adoption<br />I adopted the textbook because an old colleague of mine wrote the book and I agreed with his [pedagogical and philosophical] approach.<br /><ul><li>Financial savings for students
    35. 35. Word of mouth
    36. 36. Authorship
    37. 37. Peer review
    38. 38. Department-wide adoption </li></li></ul><li>Benefits of Open Textbook Use (Overall)<br />I didn’t know or think about this before I adopted the book.. I’ve changed around the book so it’s in the order I like. I’ve added material to it. I like making it fit to the way I want to teach the course.<br /><ul><li>Ability to modify
    39. 39. Interactivity
    40. 40. Consistency</li></li></ul><li>Benefits Across Academic Disciplines<br />
    41. 41. Impact of Open Textbook Use on Teaching Practice<br />I’m now offering students the ability to interact with information and their interaction is what leads the classroom. It’s not just the method of information that’s being changed, it provides the opportunity for students to access more original material in a way that promotes interactive learning. <br />Enhances faculty’s ability to support interactive learning processes<br />
    42. 42. Impact of Open Textbook Use on Teaching Practice<br />Now I send emails to my students with a URL link to the chapter they’re supposed to read. It helps keep them on track with where we are in the course.<br />Enhances faculty’s ability to support students’ metacognitive processes<br />
    43. 43. Impact of Open Textbook Use on Teaching ractice<br />My colleagues and I collaborated to integrate the book with our existing syllabi and course curriculum…now we meet regularly to talk about lesson plans.<br /><ul><li>Facilitates faculty collaboration
    44. 44. Leads faculty towards advocacy</li></li></ul><li>Research and EvaluationNext Steps<br />
    45. 45. Moving Forward with Analysis and Dissemination <br /><ul><li>Continuing interviews with faculty bookstore managers, administrators, and students
    46. 46. Conducting analysis of data
    47. 47. Dissemination of findings in Fall 2010/Winter 2011
    48. 48. Peer-reviewed journal article</li></li></ul><li>Clare MortensenInstitute for the Study of Knowledge Management in Educationclare@iskme.org<br />

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