This presentation discusses open textbooks and their benefits. It notes that open textbooks can increase access to higher education by reducing costs for students. Several studies found that students performed equally well or better with open textbooks compared to traditional textbooks. However, advocacy for open textbooks is still lacking. The presentation encourages students to advocate for open textbooks by creating presentations and displays for faculty, reviewing open textbooks, and forming student groups to raise awareness of high textbook costs and push for more open alternatives.
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
The work of BCcampus on the BC Open Textbooks project and the BCOER Librarians group to support the use of quality open textbooks and OER by faculty and students.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
The work of BCcampus on the BC Open Textbooks project and the BCOER Librarians group to support the use of quality open textbooks and OER by faculty and students.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
This slide show was presented at the Educause Western Regional Conference in April, 2008, along with another discussion on wikis by two staff members from Occidental College. I used SlideShare since I wanted to easily show the slideshow during the presentation and not worry about it being on a computer.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1.4 modern child centered education - mahatma gandhi-2.pptx
BCIT Student Association Presentation
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About Open
Textbooks
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Open Textbooks
Simulations
Wikis
Blogs
Adaptive
tests
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Why are we doing OT?
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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Peer Reviewed
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open.bccampus.ca
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open.bcit.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 onTextbooks
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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The goal
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Free, high quality
Textbooks for all
No
Compromise
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open.bcit.ca
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Advocacy is
lacking
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What can YOU do?
• Presentations
• Utilize visuals, create displays
• Speak directly to faculty
• Suggest that faculty review a textbook
• Showcase examples
• Form a student led OER group
• Run a #textbookbroke campaing
• Connect. Collaborate. Join forces.
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What can YOU do?
https://open.bccampus.ca/2013/03/11/how-students-can-advocate-for-open-textbooks/
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What can YOU do?
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open.bcit.ca
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http://open.bcit.ca
• Rosario Passos
rosario_passos@bcit.ca
@PW_Passos
Thank You!
Editor's Notes
A textbook licensed under an open copyright license, and made available online to be freely used by students, teachers and members of the public.
They are available for free as online and electronic versions, or as low-cost printed versions.
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.
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.”
AMS – UBC: Provides advice and links for how students can get involved