1) The document summarizes the BC Open Textbook Project, which aims to develop free and open textbooks for the highest enrolled subjects in BC post-secondary institutions.
2) It highlights that the project seeks to increase access to higher education by reducing costs for students, give faculty more control over instructional resources, and improve student learning outcomes.
3) The open textbooks are developed through a collaborative process where faculty review and adapt existing open resources or create new ones. They are licensed under Creative Commons to allow free use, modification, and distribution with attribution.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
The BC Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It supports the development of free and open textbooks for high-enrollment courses. In its first two years, the project involved over 100 faculty and benefited over 5,000 students, saving an estimated $540,000 to $713,000 in textbook costs. The project allows faculty to customize resources while ensuring students have access to materials from day one. Research shows open textbooks may improve learning outcomes and provide opportunities for collaborative authoring and authentic learning activities.
This document discusses whether e-learning is replacing traditional lectures in higher education. It summarizes a study conducted at two UK universities that examined how students used online resources to supplement three different course levels. The study found that weekly online engagement increased with course level, from 21-19% at the certificate level to almost 2/3 at the bachelor's level. While students found the online resources helpful, they would use them more if they related directly to assessments. The conclusion is that e-learning currently serves as supplemental support and is not replacing lectures, but future courses may involve more blended online and in-person learning.
How Open Educational Resources and Digital Technologies are Changing Higher E...Tom Caswell
This document discusses how open educational resources (OER) and digital technologies can help break the "iron triangle" of higher education by lowering costs, increasing access, and maintaining quality. It outlines the current challenges of high textbook costs and limited access to education. By adopting open licenses for publicly-funded educational content and sharing resources through initiatives like Open Course Library, institutions can leverage digital technologies to improve affordability and scalability while benefiting students. The goal is to explore more sustainable models for higher education using open, networked approaches.
This study examines whether e-learning and information technology can replace traditional lectures in higher education. Interviews with lecturers at two universities found that most use websites to post course materials like notes and assignments. A questionnaire given to students found that only a small percentage regularly accessed lecture websites. While most felt the websites helped their learning, few contributed to online discussions. Students wanted more assessment-related materials and said they would use the websites more if engagement counted towards their final grade. The study concludes that e-learning needs to be fully integrated into courses and with adequate student and lecturer support to potentially replace traditional teaching methods.
Reaching Younger Distance Learners through Technology & Social Media, Indones...Dimas Prasetyo
Presented in The 5th Partners Meeting of the "Academic of ICT Essential fo Goverment Leaders" held by APCICT-ESCAP
www.unapcict.org/
http://www.ut.ac.id
This document discusses open education policy in Washington State. It outlines challenges in higher education around textbook costs, time to degree, and completion rates that could be addressed through open education opportunities. The document proposes several strategies for advancing open education, including developing an open course library, adopting open textbooks, and leveraging existing governance structures between community colleges to share digital resources and designs. The goal is to lower costs for students while maintaining or improving educational outcomes.
Open Educational Resources: Benefits & Challenges (Assignment 9-1)Donald Anderson
The document discusses the benefits and challenges of open educational resources (OERs). It outlines several key benefits of OERs including equitable access to education as they reduce costs, flexibility to adapt materials to meet student needs, enhanced accessibility through various media formats, and opportunities for collaboration. Some challenges of adopting OERs include the time required to review materials, difficulties assessing quality, lack of supplemental resources, and issues with student access to technology. Throughout, it encourages collaboration between educators to maximize the benefits of OERs while addressing their limitations.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
The BC Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It supports the development of free and open textbooks for high-enrollment courses. In its first two years, the project involved over 100 faculty and benefited over 5,000 students, saving an estimated $540,000 to $713,000 in textbook costs. The project allows faculty to customize resources while ensuring students have access to materials from day one. Research shows open textbooks may improve learning outcomes and provide opportunities for collaborative authoring and authentic learning activities.
This document discusses whether e-learning is replacing traditional lectures in higher education. It summarizes a study conducted at two UK universities that examined how students used online resources to supplement three different course levels. The study found that weekly online engagement increased with course level, from 21-19% at the certificate level to almost 2/3 at the bachelor's level. While students found the online resources helpful, they would use them more if they related directly to assessments. The conclusion is that e-learning currently serves as supplemental support and is not replacing lectures, but future courses may involve more blended online and in-person learning.
How Open Educational Resources and Digital Technologies are Changing Higher E...Tom Caswell
This document discusses how open educational resources (OER) and digital technologies can help break the "iron triangle" of higher education by lowering costs, increasing access, and maintaining quality. It outlines the current challenges of high textbook costs and limited access to education. By adopting open licenses for publicly-funded educational content and sharing resources through initiatives like Open Course Library, institutions can leverage digital technologies to improve affordability and scalability while benefiting students. The goal is to explore more sustainable models for higher education using open, networked approaches.
This study examines whether e-learning and information technology can replace traditional lectures in higher education. Interviews with lecturers at two universities found that most use websites to post course materials like notes and assignments. A questionnaire given to students found that only a small percentage regularly accessed lecture websites. While most felt the websites helped their learning, few contributed to online discussions. Students wanted more assessment-related materials and said they would use the websites more if engagement counted towards their final grade. The study concludes that e-learning needs to be fully integrated into courses and with adequate student and lecturer support to potentially replace traditional teaching methods.
Reaching Younger Distance Learners through Technology & Social Media, Indones...Dimas Prasetyo
Presented in The 5th Partners Meeting of the "Academic of ICT Essential fo Goverment Leaders" held by APCICT-ESCAP
www.unapcict.org/
http://www.ut.ac.id
This document discusses open education policy in Washington State. It outlines challenges in higher education around textbook costs, time to degree, and completion rates that could be addressed through open education opportunities. The document proposes several strategies for advancing open education, including developing an open course library, adopting open textbooks, and leveraging existing governance structures between community colleges to share digital resources and designs. The goal is to lower costs for students while maintaining or improving educational outcomes.
Open Educational Resources: Benefits & Challenges (Assignment 9-1)Donald Anderson
The document discusses the benefits and challenges of open educational resources (OERs). It outlines several key benefits of OERs including equitable access to education as they reduce costs, flexibility to adapt materials to meet student needs, enhanced accessibility through various media formats, and opportunities for collaboration. Some challenges of adopting OERs include the time required to review materials, difficulties assessing quality, lack of supplemental resources, and issues with student access to technology. Throughout, it encourages collaboration between educators to maximize the benefits of OERs while addressing their limitations.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
This document discusses MOOCs (Massive Open Online Courses) and the role of libraries in supporting them. It defines MOOCs as online courses that are open to unlimited participation for free via the web. While early MOOCs emphasized open licensing of content, later MOOCs rely more on closed licenses and commercial platforms. The document outlines opportunities and challenges for libraries in relation to MOOCs, such as providing resources to faculty, addressing copyright issues, and reaching new audiences. However, it also notes limitations of MOOCs like lack of accreditation, assessment challenges, and limited student-teacher interaction.
The University of Washington conducted a two-year pilot of digital textbooks (e-textbooks) using the Courseload and CourseSmart platforms. Twenty courses from various disciplines and levels participated with over 1,800 students. Based on interviews with instructors and surveys of students, the pilot found that e-textbooks had limited impact on teaching and learning. Specifically, the platforms performed poorly in price competitiveness compared to print textbooks, lack of innovation beyond replicating printed pages, limited anytime/anywhere access across devices, and insufficient availability of books. For e-textbooks to see widespread adoption, improvements are needed in these key areas.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
The document discusses three articles about obtaining college credits in high school and integrating technology in the classroom. Article 1 discusses offering online college-level courses to high school students for credit. Article 2 discusses the benefits of a digital classroom that allows students in different locations to take the same class. Article 3 discusses an instructional network that links students, teachers, and administrators across the US and helps schools offer college credit courses and online training for teachers. The network also helps special needs students and administrators.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Massive Open Online Courses in India: A Study of SwayamVasantha Raju N
This document discusses Massive Open Online Courses (MOOCs) in India, specifically focusing on the Swayam platform. It provides background on MOOCs, describing the two main types (cMOOCs and xMOOCs). It then discusses India's efforts to develop online education/OERs through initiatives like NPTEL, NMEICT, and IIMBx. It provides details on the Swayam platform, including its features, quality assurance process, and importance in the Indian context by helping improve access and skills. The document concludes by discussing ways Swayam could be further improved such as enhancing digital literacy, providing more content in regional languages, and improving completion rates.
A discussion on tech's impact on the education sector. Thanks to modern learning tools, 24/7 education has become a possibility. Know more about technology transformation in education in the slide above.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
This webinar was presented to Manitoba faculty interested in learning about open textbooks, and reviewing open textbooks in the Campus Manitoba collection. This presentation was part of the collaboration between the BC Open Textbook Project and Campus Manitoba.
Examining the impact of Open Course Library adoption on teaching practice and...Tom Caswell
The document summarizes research being conducted on the adoption of Open Course Library (OCL) materials by colleges in Washington state. The research aims to understand how OCL materials are being used, barriers to adoption, and the impact on student success. Preliminary findings from focus groups and interviews with faculty who adopted OCL materials found that they liked the pre-packaged materials and cost savings, but others faced barriers like materials residing in ANGEL and lack of support. Keys to successful adoption included communities of users, continuous improvement, and connections to authors. The implementation plan proposes building an OER hub, advisory group, workshops, and atmosphere welcoming OER use.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
OER and Open Textbook Adoption and SustainabilityUna Daly
The document outlines an agenda for a webinar on open educational resources (OER) and open textbooks, including introductions from representatives from the California State University system, Florida Virtual Campus, and BCcampus, who will discuss their respective open education initiatives and projects focused on adoption and sustainability of OER.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
The document discusses different ways of sharing media through social media platforms. The author notes that Facebook is the most common way they share pictures and posts about their day, and that many businesses use Facebook to promote special deals. While Myspace allowed more page customization, it has declined in popularity since the rise of Facebook. Twitter is used more for short updates and allows users to follow others without needing to friend them first.
Bottom Breathers Club meeting - Oct 2, 2015Dan Norris
The Bottom Breathers Dive Club meeting discussed upcoming events and a review of the Mermet Springs trip. The club has several events planned for the remainder of 2015 including a pumpkin carving and pizza party. The meeting also covered underwater navigation techniques such as using a compass, natural landmarks, and measuring distance. Proper compass use and challenges to navigation like current and visibility were explained.
This document discusses MOOCs (Massive Open Online Courses) and the role of libraries in supporting them. It defines MOOCs as online courses that are open to unlimited participation for free via the web. While early MOOCs emphasized open licensing of content, later MOOCs rely more on closed licenses and commercial platforms. The document outlines opportunities and challenges for libraries in relation to MOOCs, such as providing resources to faculty, addressing copyright issues, and reaching new audiences. However, it also notes limitations of MOOCs like lack of accreditation, assessment challenges, and limited student-teacher interaction.
The University of Washington conducted a two-year pilot of digital textbooks (e-textbooks) using the Courseload and CourseSmart platforms. Twenty courses from various disciplines and levels participated with over 1,800 students. Based on interviews with instructors and surveys of students, the pilot found that e-textbooks had limited impact on teaching and learning. Specifically, the platforms performed poorly in price competitiveness compared to print textbooks, lack of innovation beyond replicating printed pages, limited anytime/anywhere access across devices, and insufficient availability of books. For e-textbooks to see widespread adoption, improvements are needed in these key areas.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
The document discusses three articles about obtaining college credits in high school and integrating technology in the classroom. Article 1 discusses offering online college-level courses to high school students for credit. Article 2 discusses the benefits of a digital classroom that allows students in different locations to take the same class. Article 3 discusses an instructional network that links students, teachers, and administrators across the US and helps schools offer college credit courses and online training for teachers. The network also helps special needs students and administrators.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Massive Open Online Courses in India: A Study of SwayamVasantha Raju N
This document discusses Massive Open Online Courses (MOOCs) in India, specifically focusing on the Swayam platform. It provides background on MOOCs, describing the two main types (cMOOCs and xMOOCs). It then discusses India's efforts to develop online education/OERs through initiatives like NPTEL, NMEICT, and IIMBx. It provides details on the Swayam platform, including its features, quality assurance process, and importance in the Indian context by helping improve access and skills. The document concludes by discussing ways Swayam could be further improved such as enhancing digital literacy, providing more content in regional languages, and improving completion rates.
A discussion on tech's impact on the education sector. Thanks to modern learning tools, 24/7 education has become a possibility. Know more about technology transformation in education in the slide above.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
This webinar was presented to Manitoba faculty interested in learning about open textbooks, and reviewing open textbooks in the Campus Manitoba collection. This presentation was part of the collaboration between the BC Open Textbook Project and Campus Manitoba.
Examining the impact of Open Course Library adoption on teaching practice and...Tom Caswell
The document summarizes research being conducted on the adoption of Open Course Library (OCL) materials by colleges in Washington state. The research aims to understand how OCL materials are being used, barriers to adoption, and the impact on student success. Preliminary findings from focus groups and interviews with faculty who adopted OCL materials found that they liked the pre-packaged materials and cost savings, but others faced barriers like materials residing in ANGEL and lack of support. Keys to successful adoption included communities of users, continuous improvement, and connections to authors. The implementation plan proposes building an OER hub, advisory group, workshops, and atmosphere welcoming OER use.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
OER and Open Textbook Adoption and SustainabilityUna Daly
The document outlines an agenda for a webinar on open educational resources (OER) and open textbooks, including introductions from representatives from the California State University system, Florida Virtual Campus, and BCcampus, who will discuss their respective open education initiatives and projects focused on adoption and sustainability of OER.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
The document discusses different ways of sharing media through social media platforms. The author notes that Facebook is the most common way they share pictures and posts about their day, and that many businesses use Facebook to promote special deals. While Myspace allowed more page customization, it has declined in popularity since the rise of Facebook. Twitter is used more for short updates and allows users to follow others without needing to friend them first.
Bottom Breathers Club meeting - Oct 2, 2015Dan Norris
The Bottom Breathers Dive Club meeting discussed upcoming events and a review of the Mermet Springs trip. The club has several events planned for the remainder of 2015 including a pumpkin carving and pizza party. The meeting also covered underwater navigation techniques such as using a compass, natural landmarks, and measuring distance. Proper compass use and challenges to navigation like current and visibility were explained.
Hosam-Eldeen Karam is a civil engineer with over 11 years of experience in Saudi Arabia and Egypt, seeking a position as a project manager. He has managed projects for the Saudi ministries of education, agriculture, finance, and social affairs. Some of his responsibilities include structural design, quality control, scheduling, cost estimation, and supervising construction projects from schools and hospitals to industrial plants. He is proficient in AutoCAD, SAP2000, Primavera, and Revit and is skilled at structural design, steel fabrication, formwork, and concrete work.
This document summarizes work done at a Centre for Soft and Condensed Matter, including the fabrication and characterization of glass nano-pipettes and micro-pipettes with diameters ranging from 74.36nm to 176.1nm. Conductance measurements were taken for the pipettes using salt buffer solutions of varying molarity. Experiments visualized the oscillation and translocation of polystyrene beads through pipettes when subjected to alternating electric fields and pressure gradients, allowing the measurement of bead velocity and trajectory. Imaging of single bead translocations provide insight into transport phenomena.
The document is a resume for Amit Dewan, an automation engineer with over 9 years of experience developing automation frameworks for mobile and web applications. It summarizes his skills in tools like Appium, Selenium, and frameworks in languages like Java, Ruby, and PHP. It also lists his work experience developing test automation frameworks at companies like Bebo Technologies and various roles where he has implemented automation of mobile and web applications.
This document lists the names of many African American actors and musicians, as well as names of groups like the Crips and Bloods. It is dedicated to the author's family members and includes Bible verses and websites. The names are grouped by categories like pioneering black actors from the 1960s-70s, rappers, and members of the Crips and Bloods gangs from various neighborhoods in California.
This document provides guidance on finding unstated main ideas. It explains that an unstated main idea is one that is not written directly, and must be determined by summarizing the details provided. Readers are advised to look for details in the text and summarize them using simple words and short sentences to identify the implicit main point.
This document is a certificate of attendance for Denmark H. Ducto for participating in an Attitudes, Values, Insights Development Program in September 2012 and April 2011. It certifies his participation in modules about the dignity of man and his work, and core moral values. The certificate was issued in Cagayan de Oro City, Philippines.
The front cover features Florence from Florence and the Machine. The masthead is red and bold in the top left corner. There are 6 stories highlighted on the cover in varying font sizes. The color scheme of orange, white, and blue works well together. Florence's photograph takes up the entire cover, matching the headline "I feel so alone". Elements like banners and puffs repeat the blue from her makeup, linking different parts of the cover visually.
The document discusses upcoming legislation that aims to improve the fuel economy and reduce emissions of medium and heavy-duty trucks between 2021 and 2027. The EPA and NHTSA are developing potential standards with input from third-party organizations. While heavier trucks currently get much worse gas mileage than lighter vehicles, the new rules are expected to cut fuel costs for companies over the long run and reduce environmental impacts.
Kow Kuroda's talk at JCLA 16 Workshop: Methodology in Cognitive Linguistics, ...Kow Kuroda
This advocates, in Japanese, Evidence-Based Linguistics (EBL) inspired by Evidence-Based Medicine (EBM) after discussing (unexpected) similarities between medical research and humanities. The main point is that if theoretical linguistics wants to be a truly empirical science, it definitely needs to rid itself from authority-based and overly intuition-based attitudes; otherwise, it remains to be a pseudo-science forever.
Storm water practice in Australia – past, present and way forward iv water 2015Iouri Vaisman
Management of the urban water cycle in Australia has changed significantly over the past few decades.
Australia’s variable climate means that droughts and floods are inevitable – we just don’t know when they will next occur, or how severe they will be.
As we lived through a series of droughts and floods, we adapted our water systems to cope with our ever-changing environment.
Living in a dry country, we need to value and use the rain that falls on our land, and the storm water runoff generated by that rainfall.
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
Beyond Free: the B.C. Open Textbook ProjectBCcampus
This document summarizes the benefits of open educational resources (OER) and open textbooks, specifically the BC Open Textbook Project. It outlines 6 key benefits of open textbooks beyond just being free: 1) faculty can customize textbooks to fit their needs, 2) textbooks can be retained and used in the future, 3) students have day 1 access to resources, 4) open textbooks may improve learning outcomes, 5) faculty can collaboratively create stronger resources, and 6) open textbooks enable authentic learning activities like contributing to online resources. The BC Open Textbook Project aims to create 40 free open textbooks for high-enrollment courses in British Columbia.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
Beyond Free: The BC Open Textbook Project BCNetBCcampus
The document discusses the BC Open Textbook Project which aims to create open textbooks for the highest enrolled subjects in BC to reduce student costs and improve learning outcomes. It outlines 6 benefits of open textbooks including allowing faculty to customize resources, providing students day-1 access, potentially improving learning, enabling collaboration among faculty, and allowing authentic learning activities. Initial results found the project has created over 80 open textbooks adopted in over 500 courses saving students over $500,000 in textbook costs.
This document provides an overview of open textbooks and the BC Open Textbook Project. It discusses the high costs of traditional textbooks and how open textbooks can help by being available online for free or at low cost. The project aims to increase the use of open textbooks in BC by facilitating their creation and adoption. Faculty are involved in reviewing, adapting and creating new open textbooks through sprints and other activities. Initial results show the project has helped save students over half a million dollars in textbook costs so far.
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as teaching, learning and research materials that are free to use, adapt and redistribute. The document outlines why OER are used, including reducing textbook costs for students, increasing equity and access to education, and allowing for customization of resources. It also discusses OEP, such as using and revising OER, openly sharing teaching practices, and involving students in contributing to OER and curriculum development through open pedagogy. Both OER and OEP aim to increase access, agency and public contribution to knowledge. Some risks of open practices, such as privacy and harassment, are also acknowledged.
The document summarizes the BC Open Textbook Project, which aims to promote open educational resources in British Columbia by developing open textbooks for the highest enrolled first and second year courses. It provides statistics on the project's success in creating over 50 open textbooks across multiple institutions, with estimated student savings of over $915,000. The project also supports faculty reviews and adaptations of open textbooks to increase adoption.
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This document provides an overview of an event discussing open educational resources (OER) for reducing textbook costs in Oregon. The event included presentations from Blue Mountain Community College and Columbia Gorge Community College on their OER efforts, which have led to significant cost savings for students. Barriers to adopting OER were also discussed, such as lack of faculty awareness and support issues. The document outlines the benefits of OER including increasing access and affordability as well as improving learning outcomes.
1) Open educational resources (OER) are teaching, learning, and research materials that are freely available or have been released under open licenses. Using and contributing to OER can help lower costs for students and increase access to education.
2) Adopting open textbooks for high-enrollment courses could save Washington state community college students over $7 million per year in textbook costs. Using open online courses from sources like MIT OpenCourseWare could increase access and completion rates.
3) Transitioning to OER requires a cultural shift toward sharing educational content as a public good. It means rethinking intellectual property and content as resources for benefiting all students rather than competitive advantages for institutions.
Academic Librarians and OER: Access, Advocacy, and Activism BCcampus
Presentation by Dr. Rajiv Jhangiani, Kwantlen Polytechic University; Caroline Daniels, Librarian, Kwantlen Polytechnic University; and Brenda Smith, Librarian, Thompson Rivers University at the BC Library Association Conference, May 2015 in Richmond BC
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1) The document summarizes a presentation about open educational resources (OER) given by Regina Gong, an OER librarian and project manager at Lansing Community College.
2) It provides background on OER and LCC's OER initiative, including adoption rates, cost savings for students, and research on student outcomes when using OER.
3) Gong discusses open educational practices and how faculty are innovating with OER, as well as statewide collaborations in Michigan to promote OER adoption.
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Open Policy Webinar for Open Education ConsortiumAmanda Coolidge
This document discusses open education policies and open licensing of educational resources created with public funds. It notes that while governments and public universities often fund the creation of educational resources, the default copyright is typically "all rights reserved" instead of open licensing. This means the public does not have access to works they helped fund through taxes. The solution proposed is for governments and universities to require through grants and contracts that publicly funded educational resources be openly licensed. The document provides examples of open licensing policies from the US Department of Education and the provinces of Sri Lanka and countries of Botswana and Cameroon. It also discusses challenges and opportunities in growing the open education movement through organizations supporting open policies.
Open Education Policy for NorthEast Leadership DayAmanda Coolidge
This document provides an overview of open education policy. It defines open policies as laws, rules, and actions that support openly licensed educational content. Different types of open policies discussed include funding policies, resource policies, and framework policies. The importance of open policies is explained in terms of public spending and information, efficiency, affordability, access, equity, and innovation. Examples of open education policies in higher education are presented. The document outlines actions individuals can take to advance open policies, such as raising awareness, supporting college adoption of open licensing, and reviewing promotion and tenure guidelines. Interactive activities are also described to identify policy components and barriers relevant to participants' institutions.
This document summarizes a presentation about adopting open educational resources (OER). It discusses that higher education has become very expensive, with the cost of textbooks increasing over 1000% since 1977. This puts financial strain on students, with many taking on large debts. OER are freely accessible teaching and learning materials that provide alternatives to expensive textbooks. They can be openly used, adapted and shared. The presentation promotes adopting OER to increase access to education and reduce costs for students.
This document summarizes a presentation about adopting open educational resources (OER). Some key points include:
- The presentation discusses the high cost of education and textbooks for students and how OER can help increase access and affordability.
- OER are freely accessible teaching and learning materials that can be reused, revised, remixed and redistributed. Examples include open textbooks, videos, images and more.
- Adopting OER involves finding an open textbook, reviewing it to ensure it matches course needs, and supplementing it with additional materials.
- Data from Selkirk College shows that adopting OER has resulted in over $26,000 in student savings so far, and scaling adoption could
This document discusses developing open education policies. It defines open policies as laws and rules that facilitate the creation and improvement of openly licensed educational content. Adopting open policies can maximize returns on public investments and promote openly available global resources. Open licensing policies typically address how an institution will license content created by staff and how they will require grants and contracts to produce openly licensed works. Common characteristics of effective open policies include being specific, collaborative, transparent, allowing feedback, including evaluation measures, and processes for revising policies that are not working. The document asks questions about aligning an institution's mission and vision with open education practices and how open strategies could be integrated into operational and academic plans.
Adapting to Adaptations: Helping the People Behind the WorkAmanda Coolidge
This document summarizes a presentation given at the CC Global Summit on April 30, 2017 about adapting open educational resources. The presentation discusses challenges faced in the BC Open Textbook Project, which involved creating and adapting open textbooks for use in British Columbia. Initial challenges included assumptions that open textbooks only contained openly licensed material, that faculty understood open licensing and technology, and that adapting textbooks would be easier than creating new ones. Subsequent phases brought challenges relating to content, time constraints, file formats, technology skills, and licensing issues. The presentation provides examples of discussion topics groups addressed around challenges of adapting open resources, such as understanding open licenses, selecting authoring platforms, finding resources and support, and determining the scope of adaptations.
This document discusses open policies and how they can be implemented. It begins by defining what is meant by "open" in the context of openly licensed educational resources. It then defines an open policy as laws, rules, and actions that facilitate the creation, use, or improvement of openly licensed content. The document notes that open policies aim to maximize returns on public investments and promote a global commons of reusable resources. It provides examples of open licensing policies institutions can implement and discusses best practices for developing, publicizing, evaluating, and revising open policies. The agenda concludes by having attendees discuss how their institution's mission aligns with open education and what could be done to facilitate open practices at their organization.
BCcampus is a publicly funded organization in British Columbia that works to promote open education and collaboration between post-secondary institutions. It manages projects like the BC Open Textbook Project, which aims to develop open textbooks for the highest enrolled subjects to reduce student costs. Open textbooks are freely available online and can be customized by faculty. Studies show that open textbooks lead to equal or better learning outcomes for students compared to traditional textbooks, while saving students thousands in costs.
The document summarizes the BC OpenTextbook Project which aims to create and promote open educational resources (OER) in British Columbia. It discusses the high cost of textbooks which poses financial barriers for students and can impact learning outcomes. OER such as open textbooks can help address this by providing free and customizable online content. The BC OpenTextbook Project has received $2 million in funding to develop 40 open textbooks for high-enrollment subjects and 20 for skills training to increase access to post-secondary education.
The document discusses implementing an open licensing policy at educational institutions, outlining what open means in terms of the 5Rs, defining policies and how open policies can help solve problems by maximizing returns on public investments. It provides examples of open licensing policies from funding mandates, the WHO, and the University of Edinburgh, and encourages participants to start developing an open policy for their own institution.
The document summarizes an Open Education meeting that discussed open educational resources (OER). It notes that OER encompass free educational materials that can be fully used, shared and adapted digitally. It then provides details on British Columbia's open textbook project, including its goals of increasing access and reducing costs for students. Statistics are presented showing the high costs of textbooks for students and the impact of those costs on enrollment and completion. The benefits of open textbooks for faculty are discussed, including the ability to customize materials.
This document summarizes the reasons why open educational resources (OER) should be adopted. It notes that higher education is both important and expensive, with rising textbook costs being a major factor. The traditional textbook market is also inefficient, with few major publishers controlling most of the market. As a result, many students cannot afford required textbooks or materials. OER provide a solution as freely accessible teaching and learning materials that can be customized by faculty and accessed by students at no cost. The presenter outlines initiatives in British Columbia to create open textbooks for high-enrollment courses and engage faculty in reviewing, adapting and creating new open resources.
Presentation on Open Textbooks to Okanagan CollegeAmanda Coolidge
The document discusses open education and open educational resources (OER). It notes that OER encompass teaching, learning, and research resources that reside in the public domain or are released with intellectual property licenses that allow for free use, adaptation, and distribution. Examples of OER include open textbooks, videos, course materials, lesson plans, and software. The document summarizes research finding that using OER increases access to education by reducing costs for students and that students perform equally well or better with OER as with traditional resources. It provides steps for instructors to find, review, supplement, and distribute open textbooks and resources for their courses.
The document discusses open educational resources (OER) and the BC Open Textbook Project. It provides the following key points:
1. The BC Open Textbook Project has created over 40 free open textbooks for the highest enrolled subjects in BC post-secondary education. This has helped increase access to education by reducing costs.
2. Studies have shown that OER leads to similar or better learning outcomes for students compared to traditional resources, while saving students thousands in costs.
3. Going forward, the project aims to create 50 more OER resources, increase commitments from BC post-secondary institutions to adopt open textbooks, and ensure the sustainability of the OER collection.
The document summarizes the development and testing of open textbooks for accessibility by the BC Open Textbook Project. Key points:
- Students with disabilities tested chapters from open textbooks and provided feedback.
- Based on student feedback, the project published an Accessibility Toolkit to provide best practices for making open textbook content accessible.
- The Toolkit guides open textbook creators on universal design principles and accessible design for different types of content like images, tables and text.
Designing Accessible Open Educational ResourcesAmanda Coolidge
The document summarizes a presentation on designing accessible open educational resources. The presentation agenda includes goal setting, discussing the intersection of openness and accessibility, an inclusive design activity, an introduction to the BC Open Textbook Accessibility Toolkit, a hands-on activity, and a debrief. The presentation discusses inclusive and universal design principles, how designing for inclusivity benefits a wide range of users, and the BC Open Textbook Accessibility Toolkit for evaluating and improving the accessibility of open educational resources.
How to manage the adaptation of open textbooksAmanda Coolidge
Presentation at Open Ed 2014 on the project management process of adapting open textbooks. Highlights include challenges and successes of the B.C. Open Textbook Project.
Open Textbook Presentation for Mount Royal University Amanda Coolidge
This document discusses open educational resources (OER) and open textbooks. It defines OER as teaching materials that can be freely used and modified. Open textbooks are OER that are free to students and allow instructors to customize content. The BC Open Textbook Project aims to create 60 open textbooks for the most enrolled courses in BC to increase access and reduce costs for students. The project involves reviewing existing open resources, adapting them for courses, and supporting faculty to create new open textbooks through editing and design support. Case studies show initiatives in other areas saving students hundreds of thousands in textbook costs.
This document summarizes a presentation by Amanda Coolidge from BCcampus about their Open Textbook Project. The presentation discusses the high cost of textbooks for students, which can impact their course selections and success. It then introduces the BC Open Textbook Project, which aims to create 60 open textbooks and ancillary resources to save students money. The project has three phases: harvesting and reviewing existing open resources, adapting/improving existing materials, and creating new open textbooks. So far the project has resulted in 62 open textbooks being adopted at 8 institutions, with estimated student savings of over $305,000.
Zuhura has been an intern for 7 months and has taken on many responsibilities in that time. She facilitates curriculum for two groups, coaches three livelihood project groups weekly, works with two community partners, and volunteers twice a week at a tutoring center. She also keeps her supervisor updated on her work through various reports. To manage her busy schedule, Zuhura uses a calendar and to-do list to plan out her week in advance.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Beyond Free
The BC Open Textbook Project
Amanda Coolidge
Manager, Open Education
VCC, October 2, 2015
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
Feel free to use, modify or distribute any or all of this presentation with attribution
2. Connect the expertise, programs, and resources of all BC post-secondary
institutions under a collaborative service delivery framework
1
2
3
Open Education & Professional Learning
Student Services & Data Exchange
Collaborative Programs & Shared Services
3. Open Education & Professional Learning
OER Global Logo by Jonathas Mello is licensed under a CC-BY 30 License
Support & promote the development & use of Open Educational Resources
Support the development of effective teaching & learning practices
1
Connect the expertise, programs, and resources of all BC post-secondary
institutions under a collaborative service delivery framework
4. BC Open Textbook Project
40 free & open textbooks for highest
enrolled 1st & 2nd year post-secondary
subjects in BC
2013 – 20 for skills & training
First province in Canada
2013 – AB & SASK MOU
$1 million
2013 - $1 million
Visual notes of John Yap announcement, Giulia Forsythe Used under
CC-SA license
5. Why are we doing this project?
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
6. 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
9. Reviews > Adaptations
My Adventures Adapting a Chemistry Textbook291/365 by thebarrowboy used under a CC-BY
10. 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
11. Faculty have full legal right to
customize & contextualize open
textbooks to fit their pedagogical
needs
13. “Many students attending HCC have difficulty with the cost of
college. Some students do not purchase books at all; other
students use outdated editions or non-assigned books.
In addition, the cost of textbooks may prevent students from
taking an optimal course load. A reduced course load means
more years in college and reduces the likelihood of
completion.
For these reasons, faculty were concerned that the cost of
textbooks was interfering with student success.
A faculty committee, with the support of administration,
decided to make cost a primary consideration in the textbook
adoption process.”
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
14. Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
“A group of six full-time and six adjunct HCC psychology faculty
members participated in the adaptation of FWK’s Introduction
to Psychology textbook.
The adaptation was necessary in order to lower the reading
level to one that the faculty felt was appropriate for HCC
students (12th grade) and to incorporate additional learning
objectives and key terms that they had identified as being
essential to the course.
Additional video links, relevant examples, and cross-cultural
information were also added to the text.”
15. Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
Spring 2011, Traditional
Textbook (n = ~370
students)
Fall 2012, open Textbook
(n = ~370 students)
GPA 1.6 2.0
Withdrawal Rate 14% 7.1%
Department Final
Exam
67.6% 71.1%
Table 1. Aggregated data, spring 2011 (traditional text) versus fall 2011 free text:
multiple campuses and instructors.
19. “My textbook is…
…back-ordered
…in the mail
…out of stock
…the wrong edition
…on hold until my student loan arrives
…not needed until I decide I want this course”
How often do students start the term
without the resources they need?
20. Faculty have:
Right to customize
The textbook
Students have:
Day 1 access to that
customized textbook and
CHOICE
+
22. 5.5 million views per month. The most visited chemistry website in the world.
Delmar Larsen now offers extra credit to students who
submit entries. He assigns a rating system to new
articles based on the author's expertise and
experience, with articles moving up as they are edited
and vetted.
Sources: ChemWiki takes on costly textbooks UC Davis News, October 2013
UCD Hyperlink Newsletter October 2014
27. Our Numbers
117 Open Textbooks
284 Adoptions
18 Institutions
9,067 Students
$906,700-$1,185,537.15
28. Amanda Coolidge. acoolidge@bccampus.ca
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
Feel free to use, modify or distribute any or all of this presentation with attribution
http://open.bccampus.ca
Editor's Notes
Thanks Rajiv. As mentioned, my name is Amanda Coolidge and I am a Manager of Open Education at Bccampus.
Before we begin on the evolution of the BC Open Textbook Project I will give you a bit of background on Bccampus. Bccampus supports the work of the BC post secondary system in the areas of teaching, learning and educational technology. We are funded through the government of BC’s Ministry of Advanced Education. There are three primary areas that we focus on at Bccampus, open education and professional learning, collaborative programs and shared services, and student services and data exchange.
The area that I work in and the one that houses the BC Open Textbook project is the area of Open Education and Professional Learning, where it is our mandate to support and promote the development and use of Open Educational Resources and support the development of effective teaching and learning practices. You may recognize some of these names on the slide as you may have taken part in SCOPE, ETUG, or perhaps searched for and downloaded Open educational resources from SOLR.
The BC Open Textbook Project is the Ministry’s response to a number of the issues of student debt and restricted access that Rajiv pointed out. 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 our drive for open education and in particular in the open textbook project. We want to increase access to higher education by reducing students, we want to give faculty more control over their instructional resources, and we want to improve learning outcomes for students.
At the start of the project in 2012, we did an inventory of the highest enrolled subject areas in BC post-secondary. We knew that many established open 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 our own textbooks we decided to adopt open textbooks that already existed and had a proven track record of high quality and widely adopted materials.
Some of our adoptions came from OpenStax College out of Rice Univeristy, OER Commons, the Open Textbook Library out of Minnesota and Merlot repositories.
We then posted these open textbooks in our collection and began to solicit reviews from BC faculty. Faculty were to review a book’s comprehensiveness, content accuracy, relevance, clarity, consistency and modularity. Each review was then posted with the open textbook in our collection. As you can see the review is posted with the reviewer’s name and which institution he or she is affiliated with and has a CC ND license attributed to each review.
From the reviews we then put out a call for proposals for faculty to adapt the textbook based on the reviews. We wanted to ensure that whatever was missing or lacking from a textbook in our collection that it was then adapted to meet the needs of our BC Faculty. In some cases the reviews indicated that the books were too US centric, or that some of the chapters were not relevant for the BC context. Being able to adapt a textbook to meet specific learning outcomes, that is the power of working in the Open. The faculty had the opportunity to change the textbook. Here is one example of an adaptation- Professor Jessie Key at VIU adapted the Introductory Chemistry book based on the reviews submitted.
Because of the creative Commons license associated with open textbooks,
Faculty have the full legal right to customize and contextualize open textbooks to fit their pedagogical needs. This then makes the resources pedagogically stronger
So once again, we refer back to what it means for a resource to be open. Sure, it means that it is free, but it also means it has certain permissions attributed to that resource that allow for reuse, remix, or redistribute the resource.
A great example of an adaptation comes from Houston Community College. Many of the students at HCC have difficulty covering the cost of their education and as a result they do not purchase the textbook and if they do purchase the textbook they sometimes opt out of other courses because of affordability. The faculty at HCC were concerned about the affect textbook costs was having on student success and decided that cost would be a primary consideration of textbook adoption.
As a result a group of 12 HCC faculty adopted Flat World Knowledge’s Introduction to Psychology textbook but soon realized that the text was at a higher reading level then what was typical of the HCC student. Because the faculty were working with an Open Textbook they were able to adapt the textbook to lower the reading level and incorporate additional learning objectives and key terms that were essential to the course.
The faculty then conducted a study that showed that the withdrawal rate of students had significantly lowered as a result of the use of an open textbook, students did better on the final exam and increased their GPA.
All of the BC open textbooks are created using Pressbooks, which is based on a Wordpress platform. It allows the books to be written in one format and then published in a variety of outputs. EPUB, PDF, MOBI, XML, etc.
The benefit of multiple formats is that it means that students can choose the platform that they want to use. It also means that when faculty adapt the textbook they have a number of format options available to make those edits.
Another benefit has been the access to resources on Day 1.
Too often we have heard from students that the textbook is the wrong edition, that it is on hold until their student loan arrives, or the book is out of stock. It makes you wonder how often do our students start the term without the resources they need?
Open means that faculty have the right to customize the textbooks and that students have both the CHOICE of how they want to access the book and of course having access to the book on day 1.
The creation, adaptation and adoption of open textbooks has also lead to a greater conversation around open educational practices.
Open Educational Practices refers to creating assignments that utilize the 5 R’s that Rajiv pointed out earlier. It means that rather than creating disposable assignments, that faculty create assignments that are authentic, have value and contribute to the greater good. An example out of UC Davis is a popular project called ChemWiki. The ChemWiki is a collaborative approach toward chemistry education where an Open Access textbook environment is constantly being written and re-written by students and faculty members resulting in a free Chemistry textbook .Similar to wikipedia there is a rating system and when faculty member Delmar Larson first created the Chem Wiki he did it for his own Chemistry course. Today it is the most visited Chemistry website in the world with 5.5 million views per month.
The adaptation and the creation of open textbooks has also encouraged the development of the open education community in BC. We have created opportunities for collegial collaboration to create stronger resources.
We have done this through sprints. For example the BCOER Librarian group, a group of BC Librarians who are advocates for open access and open textbooks conducted a sprint on creating OER libguides for BC instituions.
In June of 2014 a group of 5 BC Geography Instructors gathered together to create a BC Geography textbook in 5 days.
And over the course of the last year we have conducted two testbank sprints with faculty from across BC in Psychology, with the creation of 850 questions in 2 days and another testbank sprint with the Culinary Arts instructors from across BC, who created more than 1200 questions in 2 days.
Our goal is to continue to enhance the textbooks in our collection by building up the ancillary resources of the open textbooks. Ancillary resources such as powerpoints, testbanks, videos, 3D images, lab manuals, and so on.
So that brings me to where we are today, at the beginning of October 2015. Since the project started in 2012 we know have 104 textbooks in our collection, 282 known adoptions from BC faculty, 18 BC institutions participating, and over 9, 000 students who have been affected by open textbooks.
We currently have a savings of between $904,900 -$1.1 million
To find our collection of open textbooks you can go to open.bccampus.ca and should you have any follow up questions after today I would be happy for you to contact me. Thank you.