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Adopting OER: The Why, What and How
SFU, October 27, 2016
Rosario Passos, BCcampus
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What Is Open Education?
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What Are OER?
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What Are OER?
Videos
Blogs
Course materials
Images
Lesson plans
Wikis
Games
Test banks
Simulations
Open Textbooks
FREE!
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Creative Commons logo by Creative Commons used under a CC-BY 3.0 License
CC license image from Copyright in Education & Internet in South African Law used under CC-BY 2.5 South Africa license
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The 5 R’s of Open
• Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
http://lumenlearning.com/announcement-5r-open-course-design-framework/
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open.bccampus.ca
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The Open Textbook
Project
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About the Open Textbook Project
40 free & open textbooks for highest
enrolled 1st & 2nd year post-secondary
subjects in BC
2014 – 20 for skills & training
First province in Canada
2014 – AB & SASK MOU
$1 million
2014 - $1 million
Visual notes of John Yap announcement, Giulia Forsythe Used under
CC-SA license
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Why are we doing this?
To increase access to higher education by reducing student costs
To give faculty more control over their instructional resources
To improve learning outcomes for students
Annie Lennox campaigns with Oxfam at the AIDS Conference by Oxfam used under CC-BY-NC-ND license
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OER and Student Achievement
11 Peer Reviewed Studies
http://openedgroup.org/
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48,623 Students
http://openedgroup.org/
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93% Same or Better Outcomes
http://openedgroup.org/
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Student Achievement: No Significant Difference
http://openedgroup.org/
“In three key measures of student success—
course completion, final grade of C- or higher,
course grade– students whose faculty chose
OER generally performed as well or better
than students whose faculty assigned
commercial textbooks.”
A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students in
Journal of Computing in Higher Education
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The Project
Don’t reinvent it by Andrea Hernandez released under CC-BY-NC-SA and based on Wheel by Pauline Mak released
under CC-BY license
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open.bccampus.ca
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Peer Reviewed
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open.bccampus.ca
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Faculty have full legal rights to
customize & contextualize open
textbooks to fit their pedagogical
needs
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open.bccampus.ca
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Student Debt
Crisis
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Education is expensive
Image credit: Beyond Textbooks by Thomas used under CC-BY license.
Text credit: Open Textbook Network used under CC-BY license.
• Tuition and Fees
• Room and Board
• Books and Supplies
• Personal Expenses
• Transportation
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How much students say they spend on textbooks per
term in Canada
Source: Data on Textbook Costs, Higher Education Strategy Associates, 2015.
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Average Student Expenditures on Textbooks
The Peak: SFU Campus Newspaper
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66% do not purchase books at some point due to book cost
47.6% take fewer courses due to book cost
45.5% choose not to register for a course due to book cost
37.6% regularly go without textbooks and earn a poor grade due
to book cost
26.1% have dropped a course due to book cost
20.7% have withdrawn from a course due to book cost
Impact of Textbook Cost
Source: 2016 Student Textbook and Course Materials Survey – Florida Virtual Campus (DRAFT)
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Early Adopter and Adapter
Dr. Takashi Sato Physics KPU
Students: 60
Previous Textbook: $187
OpenStax Textbook: $0
Student savings: $11,200
1 class 1 institution 1
term
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How to Adopt an Open Textbook
1.Find
2.Review
3.Supplement
4.Distribute
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Step 1: Find an Open Textbook
Start Here: http://open.bccampus.ca
Open Textbook Library: https://open.umn.edu/opentextbooks/
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Step 1: Find an Open Textbook
Connect with your library, department, colleagues and T&L Centre
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Step 1: Find an Open Textbook
Consult your Library for OER guides
Do an internet search of your course (open textbook
in the search string)
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Step 2: Review
See if the open textbook
matches your criteria:
• content
• presentation
• online accessibility
• interactivity
• print version,
• ancillary material
https://open.bccampus.ca/files/2014/07/Faculty-
Guide-22-Apr-15.pdf
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Step 2: Review
Read reviews:
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Step 3: Supplement
Consider ancillary resources you have found most helpful
to use in your course:
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Step 4: Distribute
Distribute to students:
Provide link to the textbook to your students
OR
Download copies of the book and put them on another site,
e.g. LMS, Dropbox Google Documents (and share that link)
OR
If you have a faculty website put copies of the files on your
faculty site and send students to your website to download the
copy.
OR
Connect with your bookstore to make print copies available for
your students.
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Step 4: Distribute
Fill out the
Adoption Form
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What can you
do?
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What can YOU do?
• Adopt an Open Textbook for your class – it’s
easy!
• Review an open textbook in your field
• Adapt an open textbook to fit the needs of
your class
• Create your own open textbook
• Create ancillary resources for an open
textbook and share them
• Engage your students in open pedagogy
• Do a presentation at your institution
• Connect. Collaborate.
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http://open.bccampus.ca
• Rosario Passos
rosario.passos@bccampus.ca
@PW_Passos
Thank You!
Editor's Notes
Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.
These are examples of OER that can be integrated into teaching practice – Free to use and licensed under a CC license
CC licenses enable the free distribution of otherwise copyrighted work. A CC license is used when an author wants to give people the right to share, use, and build upon a work that they have created. Authors retain IP, but may allow for differing levels of flexibility – 5R
The BC Open Textbook Project is the Ministry of Advanced Education’s response to a number of the issues of student debt and restricted access. The Open Textbook project was first announced in 2012 at the Open Education Conference in Vancouver, by the then minister of advanced education, John Yap. He announced that the BC Provincial Government would provide the funding of $1 million in the creation of 40 open textbooks for the highest enrolled post-secondary subject areas in BC. In 2013 the government announced that another $1 million would be provided to develop 20 open textbooks for skills and training, in alignment with the BC Jobs Plan.
There are three main reasons that propel BCcampus’s drive for open education and in particular in the open textbook project. To increase access to higher education by reducing students, to give faculty more control over their instructional resources, and to improve learning outcomes for students.
The goals of the BC Open textbook project are, first and foremost, to increase access to higher education by making higher education more affordable. Students pay an average of $1200 per year in textbook costs and for some students that can be a barrier to their education in a number of ways.
Our second goal is to give faculty more control and power over the learning resources they use in the classroom. Because open textbooks have a Creative Commons license that allows for the book to be modified, instructors can modify and tailor their textbook to fit their course instead of modifying their course to fit a publisher’s textbook.
Thirdly, we want to contribute to improving learning outcomes for students
There are a number of studies that highlight the proven quality and efficacy of open educational resources. One result in particular, and most recent, highlights just this. Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
Almost 50, 000 students participating in eleven studies…
…where 93% experienced the same or better outcomes when assigned open educational resources, such as open textbooks.
Journal of Computing in Higher Education
December 2015, Volume 27, Issue 3, pp 159–172
A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students (http://link.springer.com/article/10.1007%2Fs12528-015-9101-x#enumeration)
Lane Fischer, John HiltonIII, T. Jared Robinson, David A. Wiley
At the start of the project in 2012, BCcampus did an inventory of the highest enrolled subject areas at BC post-secondary institutions. Many established open education projects had already created and adapted open educational resources and open textbooks in some of these areas, so rather than start from scratch by creating new textbooks BCcampus decided to adopt open textbooks that already existed and had a proven track record of high quality and widely adopted materials.
One of the drivers for open education is that education is becoming increasingly more expenses. While there are a number of affordability issues, as listed in this slide, books and supplies are not the highest cost leading to affordability issues – but it is the one cost that faculty and institutions can impact and it has a special impact on the academic success of students.
In the 2015 “Data on Textbook Costs” paper, Alex reports that in 2012, nearly 85% of the 1350 Canadian students polled stated spending between less than $200 to over $800 on textbooks per term.
What’s interesting here is not what they paid, but how they chose to save money. After all, students have a number of potential strategies to avoid purchasing textbooks: they can sign them out of the library, they can buy them used, they can share with friends, and in some cases find pirated electronic copies on the internet. To observe how students were actually behaving, we asked them not just how much money they spent, but also: i) whether they actually bought all the required books and materials; and if not, ii) how much they would have spent if they actually had bought all the books.
The 2012 Florida Student Textbook Survey takes this data one step further and illustrates how students behave when faced with high textbook costs.
In this survey, 54 % spent more than $300 on textbooks during the Spring 2012 term and 19% spent over $500.
More than half (64%) reported not having purchased the required textbook because of the high cost, and
Almost one-fourth reported doing without frequently (23%).
45% reported not registering for a course
49% took fewer courses
27% dropped a course,
21% withdrew from a course.”
