The document discusses Ohio's Affordable Learning initiative, which was awarded a $1.3 million grant from the Ohio Department of Higher Education. The grant supports open educational resource adoption and creation through various partnerships between Ohio colleges and universities. OhioLINK is coordinating efforts around awareness and advocacy, the Open Textbook Network, discovery and visibility of resources, and creation and collaboration on an open online commons called Open Ohio. The document outlines OhioLINK's role and lists ways that libraries can help support the initiative through activities like metadata work, resource identification, and connecting local campus efforts to statewide initiatives.
The document discusses the concept of blended librarianship, which combines traditional librarian skills with instructional design and technology skills. It defines blended librarianship and provides examples of how skills are blended, including collaborating with instructional designers and taking on leadership and teaching roles. The presentation also provides biographies of thought leaders Steven Bell and John Shank, who developed the concept of blended librarianship. Resources for continuing education in blended librarianship are listed.
The Future of Information Literacy in the Library: An Example of Librarian/Pu...NASIG
This document summarizes a presentation about information literacy and collaboration between a librarian and publisher. It discusses:
1. Existing information literacy programs at Florida Gulf Coast University and Taylor & Francis Group.
2. How the librarian-publisher relationship can help develop information literacy curriculum, including a project between FGCU and Taylor & Francis to create an information literacy toolkit.
3. The current status of the project, lessons learned, and next steps, which include finalizing webinar content and generating interest among faculty and students.
Shaping Expectations: Defining and Refining the Role of Technical Services in...NASIG
From trial to implementation, technical services staff play an important role in shaping awareness of, and expectations for, new resources. Internally, technical services staff provide information and instruction to public services staff. Externally, they influence how new resources are integrated into the library website and other platforms. With appropriate “message control,” technical services staff can positively influence awareness of new resources while keeping everyone’s expectations in check.
During fall 2015, technical services staff at Georgia Southern University adopted a protocol for new resource rollouts that explicitly times and structures internal and external communications to ensure that all library staff are ready to support new resources as they go live. This protocol focuses on providing appropriate lead-time notifications to public services staff and “training the trainers” first, prior to releasing any external communications. Furthermore, this protocol integrates with activities of the library’s promotion committee, supporting smooth transition to public services promotion of new resources.
During this session, presenters will discuss this protocol in detail, with special emphasis on timing of internal and external communications, the importance of providing sufficient staff training and support materials early on, and the importance of maintaining objectivity and accuracy in all rollout communications and assets. Presenters will share protocol planning tools and worksheets, describe how these are integrated into implementation workflows, and engage participants in discussion about the role of technical services in new resource rollouts.
Presenters:
Jeff Mortimore & Debra Skinner
Zach S. Henderson Library
Georgia Southern University
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook marketplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
Just as open access has revolutionized the world of journal literature, so too is it increasingly being advocated in the e-textbook world. Part 2 of E-books for Education will focus on the efforts to make textbooks electronically available under free open copyright licenses as part of the broader open educational resources movement.
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
The Library Publishing Landscape for E-Textbooks
Faye Chadwell, Donald and Delpha Campbell University Librarian and Press Director, Oregon State University
Student-Funded Textbook Initiative at Kansas State University
Brian Lindshield, Associate Professor, Human Nutrition, Kansas State University
Beth Turtle, Associate Professor/ Scholarly Communications & Publishing, Kansas State University Libraries
Using Open Resources to Expand Access to Education
Gemma Fay, Academic Content Manager, Boundless
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
The document discusses Ohio's Affordable Learning initiative, which was awarded a $1.3 million grant from the Ohio Department of Higher Education. The grant supports open educational resource adoption and creation through various partnerships between Ohio colleges and universities. OhioLINK is coordinating efforts around awareness and advocacy, the Open Textbook Network, discovery and visibility of resources, and creation and collaboration on an open online commons called Open Ohio. The document outlines OhioLINK's role and lists ways that libraries can help support the initiative through activities like metadata work, resource identification, and connecting local campus efforts to statewide initiatives.
The document discusses the concept of blended librarianship, which combines traditional librarian skills with instructional design and technology skills. It defines blended librarianship and provides examples of how skills are blended, including collaborating with instructional designers and taking on leadership and teaching roles. The presentation also provides biographies of thought leaders Steven Bell and John Shank, who developed the concept of blended librarianship. Resources for continuing education in blended librarianship are listed.
The Future of Information Literacy in the Library: An Example of Librarian/Pu...NASIG
This document summarizes a presentation about information literacy and collaboration between a librarian and publisher. It discusses:
1. Existing information literacy programs at Florida Gulf Coast University and Taylor & Francis Group.
2. How the librarian-publisher relationship can help develop information literacy curriculum, including a project between FGCU and Taylor & Francis to create an information literacy toolkit.
3. The current status of the project, lessons learned, and next steps, which include finalizing webinar content and generating interest among faculty and students.
Shaping Expectations: Defining and Refining the Role of Technical Services in...NASIG
From trial to implementation, technical services staff play an important role in shaping awareness of, and expectations for, new resources. Internally, technical services staff provide information and instruction to public services staff. Externally, they influence how new resources are integrated into the library website and other platforms. With appropriate “message control,” technical services staff can positively influence awareness of new resources while keeping everyone’s expectations in check.
During fall 2015, technical services staff at Georgia Southern University adopted a protocol for new resource rollouts that explicitly times and structures internal and external communications to ensure that all library staff are ready to support new resources as they go live. This protocol focuses on providing appropriate lead-time notifications to public services staff and “training the trainers” first, prior to releasing any external communications. Furthermore, this protocol integrates with activities of the library’s promotion committee, supporting smooth transition to public services promotion of new resources.
During this session, presenters will discuss this protocol in detail, with special emphasis on timing of internal and external communications, the importance of providing sufficient staff training and support materials early on, and the importance of maintaining objectivity and accuracy in all rollout communications and assets. Presenters will share protocol planning tools and worksheets, describe how these are integrated into implementation workflows, and engage participants in discussion about the role of technical services in new resource rollouts.
Presenters:
Jeff Mortimore & Debra Skinner
Zach S. Henderson Library
Georgia Southern University
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
NISO Two-Part Webinar: E-books for Education
Part 1: Electronic Textbooks: Plug in and Learn
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook maretplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
In Part 1, we will explore the notion of just what an electronic textbook is. Are e-textbooks an interactive "courseware" website, an application for mobile devices and tablets, or self-contained digital files? Or is there a place for all of these and if so, how do they fit together and combine with a course syllabus?
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
Advocating for Change: Open Textbooks and Affordability
Nicole Allen, Director of Open Education, Scholarly Publishing & Academic Resources Coalition (SPARC)
Open your books and turn to page 10: Getting students to use their e-textbooks
Reggie Cobb, Biology Instructor, Nash Community College
A Proof of Concept Initiative: The Internet2/EDUCAUSE Etextbook Pilots
Monica Metz-Wiseman, Coordinator of Electronic Collections, University of South Florida Libraries
About the Webinar
The most rapid developments in the world of e-books have taken place in the popular market for fiction and non-fiction monographs. However, with the development of new standards such as EPUB 3 that support multimedia and the improvements in reading devices, the penetration of electronic versions of trade books has advanced quite rapidly. The market for digital textbooks, however, has grown at a more modest rate for a variety of reasons. The electronic textbook marketplace is still working through some very complex technological and business model issues.
This two-part webinar series will explore the nascent world of electronic textbooks and how publishers, students, and librarians are dealing with these new products.
Just as open access has revolutionized the world of journal literature, so too is it increasingly being advocated in the e-textbook world. Part 2 of E-books for Education will focus on the efforts to make textbooks electronically available under free open copyright licenses as part of the broader open educational resources movement.
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
The Library Publishing Landscape for E-Textbooks
Faye Chadwell, Donald and Delpha Campbell University Librarian and Press Director, Oregon State University
Student-Funded Textbook Initiative at Kansas State University
Brian Lindshield, Associate Professor, Human Nutrition, Kansas State University
Beth Turtle, Associate Professor/ Scholarly Communications & Publishing, Kansas State University Libraries
Using Open Resources to Expand Access to Education
Gemma Fay, Academic Content Manager, Boundless
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
We participated in an Information master's program assigned to a project in Trivandrum, India. We were tasked with providing assistance on the management of a library in a college specifializing in teaching Deaf students as well as research in Audiology and Speech Language Pathology. They have a very small collection of about 2000 books and 24 journals, and no website prior to our arrival.
Our understanding was that it would be difficult to make correct assumptions about the academic and technological environment given lack of experience in the region and the culture, as well as working with students with disabilities in general. We were not prepared for the rudimentary or non-existent policies and infrastructure that we met once we actually arrived. This presentation would detail the strategies of assessment and decision-making we employed to work with their available resources as well as deal with the lack of buy-in from various stakeholders. Among these include user interviews in translation, collecting and incorporating examples from other library sites in building a new website, and above all trying to figure out ways to communicate the importance of working with library online resources upon a population that is relatively new to them.
Presenters:
Jharina Pascual, Electronic Resources Acquisitions Librarian, University of California Irvine
Sybil Boone, University of Michigan School of Information
Librarians: Transforming Textbooks at a System-Wide ScaleJeffrey Gallant
Librarians can play an important role in transforming textbooks at a system-wide scale through open educational resources (OER). The presenter discussed Affordable Learning Georgia's (ALG) efforts within the University System of Georgia to lower costs for students by replacing traditional textbooks with OER. ALG provides grants for faculty to develop OER and has funded over 90 projects across 27 institutions, saving students over $11 million. Librarians help locate, evaluate, and provide access to OER and other affordable materials for faculty adoption.
h1Sept 14: Finding and Adopting Open Educational Resources
September 7, 2016
Finding & Adopting Open Educational Resources
Faculty who are new to OER may experience difficulty finding an open textbook or other openly licensed materials to adopt for their courses. Searching on your own is time consuming and the choices can be overwhelming. We will hear from a college librarian who helps faculty find and adopt high quality OER to match their course outcomes and the creators of the award winning OER Commons, a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for our first fall webinar:
When: Sept 14, 10amPST/1pmEST
Featured Speakers:
Heather Blicher, Online Learning Librarian, Extended Learning Institute, Northern Virginia Community College
Mindy Boland, OER Product and Services Manager, ISKME.org, the creators of OER Commons
This workshop will explore the skill sets for scholarly
communication including questions about future
requirements, the language we are using in this space and,
beyond skills, what type of people are suited to different
aspects of librarianship. Scholarly communication requires
people who are able to be flexible in their approach, rather
than ‘rule followers’, which may mean a fundamental shift
in the library workforce into the future. Working collectively,
the session will consider the implications for upskilling our
‘legacy’ workforce.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
The document describes the IDEA model for integrating information literacy into academic courses. The IDEA model is based on instructional design and cognitive learning theories. It involves interviewing faculty to understand assignment requirements, designing information literacy lessons and resources, embedding those materials into the course, and assessing student learning and use of resources. An example is provided of how the model could be applied to a specific course by modifying the syllabus, creating an online lesson, developing a libguide with resources, and embedding links and a discussion board in the course management system. The document concludes by noting characteristics of courses that are best suited for extensive information literacy integration using this model.
Library collection managers face significant changes in managing digital collections. Traditional activities like selection, acquisition, and storage now apply to digital resources that are vast in scope and amount. Collections have evolved from physical holdings to include digital content, scholarly workflows, and unique institutionally generated materials. Managing digital collections requires new strategies like emphasizing access over ownership, supporting discovery through workflows, and developing inside-out collections that are tailored to institutional needs rather than relying solely on outside content. Space constraints also encourage libraries to develop shared print collections and host traveling exhibits, performances, and collaborations that activate underused spaces.
Using libre texts to achieve the 5 r dreamJoshua Halpern
The LibreTexts Project provides open educational resources (OER) through its online platform LibreTexts.org. It is a community of faculty from various higher education institutions, including community colleges, who collaborate to develop and curate open textbooks and other educational materials. LibreTexts has seen significant growth in usage, with over 100 million pageviews per year. It aims to increase access to education through high-quality, customizable OER that reduce costs for students. The document discusses how LibreTexts supports community colleges through contextualized OER and professional development opportunities for faculty to adopt and customize open materials for their courses.
1. The document outlines a vision for a high school library media center that aims to raise student achievement and motivate students to love reading.
2. Key elements of the vision include creating an inviting, technology-rich environment; flexible scheduling; collaborative teaching; diverse collections; and programming to promote literacy.
3. The library information specialist's role is to engage students, support teachers, and help students become lifelong learners through equitable access to resources.
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
CCCOER: Research Review of Faculty and Student OER UsageUna Daly
Increasing textbooks costs, coupled with general rising costs of education have begun motivating faculty and their colleges to explore the use of open educational resources. At the same time, recent studies have shown that a majority of faculty and administrators are largely unaware of the quantity and quality of free and open educational resources. This webinar will feature two experienced researchers sharing recent findings from a wide variety of higher education and secondary education OER pilot studies. In addition, they will address best practices for conducting OER research on your campuses to expand usage and understand the benefits and challenges from faculty and student perspectives.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on:
Date: Wednesday, February 11
Time: 10 am PST; 11:00 am MT; 1:00 pm EST
Featured speakers:
Boyoung Chae, Policy Associate, eLearning and Open Education, Washington State Board for Community and Technical Colleges
The Washington State Board for Community and Technical Colleges released a report last month on use of open educational resources based on interviews with 60 faculty in Washington’s community and technical college system which was built upon a previous state-wide survey with 770 faculty. Faculty were queried about (1) how and why they chose to use OER (2) six benefits including student savings (3) six challenges of using OER (4) nine supports from college and statewide stakeholders that could help them to expand their OER use.
John Hilton III, Assistant Professor of Ancient Scripture, OER Researcher, Brigham Young University.
This presentation synthesizes the results of eight different peer-reviewed studies that examine (1) the perceptions students and instructors of OER that replaced traditional textbooks (2) the potential influence of OER on student learning outcomes, and (3) the cost-savings resulting from OER. Suggested paths forward to expand the pool of academic peer reviewed research on (1) the perceptions students and instructors have of OER, (2) the potential influence of OER on student learning outcomes, and (3) the cost-savings resulting from OER will also be shared.
Flipping Out: Applying Flipped Classroom Principles to On-Board New Staff in ...NASIG
This document describes applying flipped classroom principles to train new staff in e-resources and serials. Key aspects include:
1) Identifying training topics and assigning readings, videos for staff to complete independently before meetings to transfer knowledge outside of class time.
2) Holding meetings to discuss topics in more depth, demonstrate local tools, and assign new projects now that concepts are understood.
3) Benefits included staff coming up to speed more quickly, being able to discuss local practices in more depth, and fostering a collaborative culture.
The document discusses the changing role of school libraries and teacher-librarians. It notes that traditionally, school libraries focused on print materials but now must include digital resources to meet students' changing needs. The role of the teacher-librarian is also evolving to include teaching information literacy and digital citizenship skills. An effective modern school library provides both traditional and digital materials, technology tools, and prioritizes easy access and an inclusive environment.
The agenda includes welcoming new members, announcements about upcoming grant opportunities, presentations on open educational resource (OER) initiatives at Maricopa College District and American Public University, an update on OER research, information about upcoming conferences, and plans for future CCCOER webinars. The next advisory meeting is scheduled for November 20.
The document identifies the top ten trends in academic libraries according to the ACRL Research Planning and Review Committee in 2012. The trends include communicating the value of libraries, data curation, digital preservation, shifts in higher education, the growing role of information technology, increasing use of mobile devices, patron-driven e-book acquisition, evolving models of scholarly communication, developing staff to meet new challenges, and changing user behaviors and expectations.
Providing accessible content can be a costly and timeconsuming
activity for individual libraries who have a legal and
ethical duty to support their students who have disabilities. As
access to online content has grown and funding for support
diminished, libraries are increasingly looking to the benefits
of using their collective effort to assess accessibility of thirdparty
content and then work with publishers and other suppliers
to find solutions. The session will set the scene and provide
some case studies from UK universities that show how we
are supporting students with disabilities in their use of library
content. Libraries have been working individually and collectively
to raise the topic of accessibility with publishers and vendors,
many of whom have engaged with their
customers. In some cases quite simple changes to
publisher platforms can produce effective changes. In others
a much greater investment is needed. The speakers will use
their own experience to outline this topic which we hope will be
relevant to librarians, publishers, system vendors and others.
Open Ed Advocacy: Ideas That Work (Tacoma CC, 7 Nov 2014)Nicole Allen
This document contains the slides from a presentation on open education advocacy and ideas that work. It discusses the high costs of textbooks and how open educational resources (OER) can help address this issue. Specific strategies and examples of OER initiatives at institutions like Tidewater Community College are presented, showing how OER can significantly reduce student costs while improving academic outcomes. The presentation also covers how to develop advocacy campaigns to promote greater adoption of OER.
Academic Libraries Engaging in Publishing: A Burgeoning Service Model in the ...IFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Academic Libraries Engaging in Publishing: a Burgeoning Service Model in the Open Access Sphere, presented by Jody Bailey, Head of Scholarly Communications Office, Emory University Libraries, and Ted Polley, Social Sciences & Digital Publishing, IUPUI University Library.
This document summarizes three open education projects: the Community College Open Textbook collaborative, College of the Canyons' open educational resource content playlists project, and partnerships between the Orange Grove Repository, University Press of Florida, and WebAssign to provide open textbooks and online homework. The collaborative and College of the Canyons project focus on developing and sharing open educational resources to reduce textbook costs for students. The partnerships aim to make open textbooks permanently available and integrate them with online homework and additional resources through the Orange Grove Repository, University Press of Florida publishing services, and WebAssign's online homework system.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
We participated in an Information master's program assigned to a project in Trivandrum, India. We were tasked with providing assistance on the management of a library in a college specifializing in teaching Deaf students as well as research in Audiology and Speech Language Pathology. They have a very small collection of about 2000 books and 24 journals, and no website prior to our arrival.
Our understanding was that it would be difficult to make correct assumptions about the academic and technological environment given lack of experience in the region and the culture, as well as working with students with disabilities in general. We were not prepared for the rudimentary or non-existent policies and infrastructure that we met once we actually arrived. This presentation would detail the strategies of assessment and decision-making we employed to work with their available resources as well as deal with the lack of buy-in from various stakeholders. Among these include user interviews in translation, collecting and incorporating examples from other library sites in building a new website, and above all trying to figure out ways to communicate the importance of working with library online resources upon a population that is relatively new to them.
Presenters:
Jharina Pascual, Electronic Resources Acquisitions Librarian, University of California Irvine
Sybil Boone, University of Michigan School of Information
Librarians: Transforming Textbooks at a System-Wide ScaleJeffrey Gallant
Librarians can play an important role in transforming textbooks at a system-wide scale through open educational resources (OER). The presenter discussed Affordable Learning Georgia's (ALG) efforts within the University System of Georgia to lower costs for students by replacing traditional textbooks with OER. ALG provides grants for faculty to develop OER and has funded over 90 projects across 27 institutions, saving students over $11 million. Librarians help locate, evaluate, and provide access to OER and other affordable materials for faculty adoption.
h1Sept 14: Finding and Adopting Open Educational Resources
September 7, 2016
Finding & Adopting Open Educational Resources
Faculty who are new to OER may experience difficulty finding an open textbook or other openly licensed materials to adopt for their courses. Searching on your own is time consuming and the choices can be overwhelming. We will hear from a college librarian who helps faculty find and adopt high quality OER to match their course outcomes and the creators of the award winning OER Commons, a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for our first fall webinar:
When: Sept 14, 10amPST/1pmEST
Featured Speakers:
Heather Blicher, Online Learning Librarian, Extended Learning Institute, Northern Virginia Community College
Mindy Boland, OER Product and Services Manager, ISKME.org, the creators of OER Commons
This workshop will explore the skill sets for scholarly
communication including questions about future
requirements, the language we are using in this space and,
beyond skills, what type of people are suited to different
aspects of librarianship. Scholarly communication requires
people who are able to be flexible in their approach, rather
than ‘rule followers’, which may mean a fundamental shift
in the library workforce into the future. Working collectively,
the session will consider the implications for upskilling our
‘legacy’ workforce.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
The document describes the IDEA model for integrating information literacy into academic courses. The IDEA model is based on instructional design and cognitive learning theories. It involves interviewing faculty to understand assignment requirements, designing information literacy lessons and resources, embedding those materials into the course, and assessing student learning and use of resources. An example is provided of how the model could be applied to a specific course by modifying the syllabus, creating an online lesson, developing a libguide with resources, and embedding links and a discussion board in the course management system. The document concludes by noting characteristics of courses that are best suited for extensive information literacy integration using this model.
Library collection managers face significant changes in managing digital collections. Traditional activities like selection, acquisition, and storage now apply to digital resources that are vast in scope and amount. Collections have evolved from physical holdings to include digital content, scholarly workflows, and unique institutionally generated materials. Managing digital collections requires new strategies like emphasizing access over ownership, supporting discovery through workflows, and developing inside-out collections that are tailored to institutional needs rather than relying solely on outside content. Space constraints also encourage libraries to develop shared print collections and host traveling exhibits, performances, and collaborations that activate underused spaces.
Using libre texts to achieve the 5 r dreamJoshua Halpern
The LibreTexts Project provides open educational resources (OER) through its online platform LibreTexts.org. It is a community of faculty from various higher education institutions, including community colleges, who collaborate to develop and curate open textbooks and other educational materials. LibreTexts has seen significant growth in usage, with over 100 million pageviews per year. It aims to increase access to education through high-quality, customizable OER that reduce costs for students. The document discusses how LibreTexts supports community colleges through contextualized OER and professional development opportunities for faculty to adopt and customize open materials for their courses.
1. The document outlines a vision for a high school library media center that aims to raise student achievement and motivate students to love reading.
2. Key elements of the vision include creating an inviting, technology-rich environment; flexible scheduling; collaborative teaching; diverse collections; and programming to promote literacy.
3. The library information specialist's role is to engage students, support teachers, and help students become lifelong learners through equitable access to resources.
The Canadian Linked Data Initiative: Charting a Path to a Linked Data FutureNASIG
As libraries prepare to shift away from MARC to a linked data framework, new convergences in the metadata production activities of our libraries' technical services units, special collections, and digital libraries are becoming possible. In September 2015, the Canadian Linked Data Initiative (CLDI) was formed to leverage the existing collaboration between the Technical Services departments of Canada’s top 5 research libraries and the Library and Archives of Canada. Working cooperatively, our objective is to provide a path to linked data readiness for our institutions and leadership for the adoption of linked data by libraries across Canada. To achieve this goal, partner libraries are working across departments and institutions to create new workflows and tools and adapt to a new conceptual understanding of descriptive metadata. This presentation is a preliminary report on the progress made in five key areas of interest: digital collections, education and training, MARC record enhancement, evaluation of linked data tools and vendor supplied metadata. Building on existing initiatives, the CLDI is investigating the potential of integrating linked data elements into digitized collections, as well as MARC-based bibliographic and authority records, with the aim of fostering new and interesting pathways for resource discovery. To strengthen and expand the professional knowledge of staff, partner institutions are collaborating in the production of educational and training materials related to linked data principles and practices. The evaluation and potential development of linked data tools is another area of concentration. Finally, with the goal of changing workflows upstream, the CLDI is working to engage publishers and vendors in the linked data conversation. In addition to reporting on the work undertaken in the first year of the project, this presentation will also cover lessons learned and outline some of the new opportunities gained from working on a collaborative project that spans across multiple boundaries.
Marlene van Ballegooie, Metadata Librarian,
University of Toronto
Juliya Borie, University of Toronto Libraries
Andrew Senior, Coordinator,
E-Resources and Serials, McGill University
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
CCCOER: Research Review of Faculty and Student OER UsageUna Daly
Increasing textbooks costs, coupled with general rising costs of education have begun motivating faculty and their colleges to explore the use of open educational resources. At the same time, recent studies have shown that a majority of faculty and administrators are largely unaware of the quantity and quality of free and open educational resources. This webinar will feature two experienced researchers sharing recent findings from a wide variety of higher education and secondary education OER pilot studies. In addition, they will address best practices for conducting OER research on your campuses to expand usage and understand the benefits and challenges from faculty and student perspectives.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on:
Date: Wednesday, February 11
Time: 10 am PST; 11:00 am MT; 1:00 pm EST
Featured speakers:
Boyoung Chae, Policy Associate, eLearning and Open Education, Washington State Board for Community and Technical Colleges
The Washington State Board for Community and Technical Colleges released a report last month on use of open educational resources based on interviews with 60 faculty in Washington’s community and technical college system which was built upon a previous state-wide survey with 770 faculty. Faculty were queried about (1) how and why they chose to use OER (2) six benefits including student savings (3) six challenges of using OER (4) nine supports from college and statewide stakeholders that could help them to expand their OER use.
John Hilton III, Assistant Professor of Ancient Scripture, OER Researcher, Brigham Young University.
This presentation synthesizes the results of eight different peer-reviewed studies that examine (1) the perceptions students and instructors of OER that replaced traditional textbooks (2) the potential influence of OER on student learning outcomes, and (3) the cost-savings resulting from OER. Suggested paths forward to expand the pool of academic peer reviewed research on (1) the perceptions students and instructors have of OER, (2) the potential influence of OER on student learning outcomes, and (3) the cost-savings resulting from OER will also be shared.
Flipping Out: Applying Flipped Classroom Principles to On-Board New Staff in ...NASIG
This document describes applying flipped classroom principles to train new staff in e-resources and serials. Key aspects include:
1) Identifying training topics and assigning readings, videos for staff to complete independently before meetings to transfer knowledge outside of class time.
2) Holding meetings to discuss topics in more depth, demonstrate local tools, and assign new projects now that concepts are understood.
3) Benefits included staff coming up to speed more quickly, being able to discuss local practices in more depth, and fostering a collaborative culture.
The document discusses the changing role of school libraries and teacher-librarians. It notes that traditionally, school libraries focused on print materials but now must include digital resources to meet students' changing needs. The role of the teacher-librarian is also evolving to include teaching information literacy and digital citizenship skills. An effective modern school library provides both traditional and digital materials, technology tools, and prioritizes easy access and an inclusive environment.
The agenda includes welcoming new members, announcements about upcoming grant opportunities, presentations on open educational resource (OER) initiatives at Maricopa College District and American Public University, an update on OER research, information about upcoming conferences, and plans for future CCCOER webinars. The next advisory meeting is scheduled for November 20.
The document identifies the top ten trends in academic libraries according to the ACRL Research Planning and Review Committee in 2012. The trends include communicating the value of libraries, data curation, digital preservation, shifts in higher education, the growing role of information technology, increasing use of mobile devices, patron-driven e-book acquisition, evolving models of scholarly communication, developing staff to meet new challenges, and changing user behaviors and expectations.
Providing accessible content can be a costly and timeconsuming
activity for individual libraries who have a legal and
ethical duty to support their students who have disabilities. As
access to online content has grown and funding for support
diminished, libraries are increasingly looking to the benefits
of using their collective effort to assess accessibility of thirdparty
content and then work with publishers and other suppliers
to find solutions. The session will set the scene and provide
some case studies from UK universities that show how we
are supporting students with disabilities in their use of library
content. Libraries have been working individually and collectively
to raise the topic of accessibility with publishers and vendors,
many of whom have engaged with their
customers. In some cases quite simple changes to
publisher platforms can produce effective changes. In others
a much greater investment is needed. The speakers will use
their own experience to outline this topic which we hope will be
relevant to librarians, publishers, system vendors and others.
Open Ed Advocacy: Ideas That Work (Tacoma CC, 7 Nov 2014)Nicole Allen
This document contains the slides from a presentation on open education advocacy and ideas that work. It discusses the high costs of textbooks and how open educational resources (OER) can help address this issue. Specific strategies and examples of OER initiatives at institutions like Tidewater Community College are presented, showing how OER can significantly reduce student costs while improving academic outcomes. The presentation also covers how to develop advocacy campaigns to promote greater adoption of OER.
Academic Libraries Engaging in Publishing: A Burgeoning Service Model in the ...IFLAAcademicandResea
IFLA ARL Webinar Series | Held online on August 1, 2019
This presentation focuses on Academic Libraries Engaging in Publishing: a Burgeoning Service Model in the Open Access Sphere, presented by Jody Bailey, Head of Scholarly Communications Office, Emory University Libraries, and Ted Polley, Social Sciences & Digital Publishing, IUPUI University Library.
This document summarizes three open education projects: the Community College Open Textbook collaborative, College of the Canyons' open educational resource content playlists project, and partnerships between the Orange Grove Repository, University Press of Florida, and WebAssign to provide open textbooks and online homework. The collaborative and College of the Canyons project focus on developing and sharing open educational resources to reduce textbook costs for students. The partnerships aim to make open textbooks permanently available and integrate them with online homework and additional resources through the Orange Grove Repository, University Press of Florida publishing services, and WebAssign's online homework system.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
This document introduces open educational resources (OER) and open textbooks. It discusses how rising textbook costs, student advocacy, and new licensing models have enabled the development of OER. Open textbooks offer benefits like customization, immediate updates, and low or no cost to students. While concerns remain around quality and transition efforts, open textbooks present an affordable alternative to commercial materials. The document provides examples of open textbook models and resources for discovering, selecting, adopting, and using open textbooks in courses.
This document provides an overview of the preliminary program for the Innovative Library Classroom 2015 conference, including conversation starters, lightning talks, and presentations on a variety of topics related to instruction and student engagement. Several sessions focus on incorporating active learning techniques and student creativity into one-shot instruction sessions. Other sessions discuss using tools like Prezi for online instruction, applying frameworks like ACRL's Framework for Information Literacy, and partnering with faculty across disciplines.
A quick look at OER - Barry Walther.pptxBarryWalther3
The document discusses the benefits and challenges of using Open Educational Resources (OER) in the classroom. It outlines several benefits: OER reduce costs for students, allow adaptable content, increase accessibility, enable collaboration, and ensure current materials. However, the document also notes challenges, such as finding content for specific subjects, variability in quality, the time spent searching websites, technological barriers, and questions around the sustainability of resources over time. In conclusion, it states that while incorporating OER takes time, there are significant advantages for students if instructors make the effort to research and adopt open resources.
The document discusses the benefits and challenges of using Open Educational Resources (OER). The main benefits are: global access to a variety of free resources saves instructors' and students' time and money; allows for more creative curriculum development; and fosters collaboration and continually updated materials. However, key challenges are: sifting through resources is time-consuming; quality can be hard to discern; funding risks end if OER use; onboarding new staff; and ensuring internet/computer access. Overall, the benefits outweigh the challenges for providing open resources.
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
Developing Open Content Like Open Softwarejason.cole
The document discusses the high cost of textbooks and supplementary materials for students and proposes open education as an alternative. It analyzes different models for openly developing and sharing educational content, including open courseware repositories and wikis. It advocates for the creation of open learning communities to collaboratively develop open educational resources using common standards and licensing to make the content more searchable, findable, and usable across different platforms.
Librarians as Leaders and Partners in OER InitiativesRegina Gong
Librarians as Leaders and Partners in OER Initiatives
Regina Gong discusses her experience leading an open educational resources (OER) initiative at Lansing Community College. High textbook costs were negatively impacting students, so she helped faculty adopt free and openly licensed OER to save students over $1 million. As experts in finding resources and copyright, librarians are well-positioned to partner with faculty on OER. LCC's bottom-up approach led over 200 faculty to use OER in over 400 courses benefiting over 10,000 students. Communicating successes helped expand partnerships and further the initiative's social justice goals of increasing educational access.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
Encouraging students to conduct research beyond Google in an online courseSt. Edward's University
Learn how to integrate library resources into your classroom using point of need learning and problem based learning techniques to create information literacy.
The document provides directions for a library media teacher credential candidate to organize evidence from their coursework and field experiences into an electronic portfolio template addressing California state standards for the credential. It lists representative assignments that could provide evidence for each standard and includes a template for the candidate to describe their selected evidence, reflections, and how it demonstrates their competence in meeting each standard.
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
This document summarizes a presentation about open educational resources (OER). The presentation defines OER as teaching, learning and research materials that are in the public domain or released with an open license allowing free use. It outlines benefits of OER such as lowering student costs and allowing customization. The document provides examples of open textbooks and repositories where instructors can find high-quality OER to incorporate into their courses. It also discusses how the Online Education Initiative in California is working to increase access to online courses through the use of OER.
This document summarizes the benefits and challenges of using open educational resources (OER) in teaching. It notes that OER can provide significant cost savings for students, a wide variety of perspectives, digital accessibility, and continued access to materials after a course. However, challenges include finding high-quality resources, confusion about OER, issues of accessibility, uncertainty about long-term funding, and ensuring students actively engage with the materials. Overall, the document concludes that while implementing OER takes time and effort, it can expand teaching resources and is an important trend for the future of education.
Info skills was created through an evolutionary process of collaboration between UEL Library and Learning Services and UELconnect. It began with existing materials from the library and was inspired by other universities' resources. A project team contributed ideas and expertise to develop prototypes and refine the resource based on user feedback. Over iterative cycles, they incorporated new ideas and specialized input. The final product was a flexible online tool to support students' information skills, created using a custom content management system allowing for ongoing updates.
Korea University OER for ELT Presentation and WorkshopAlannah Fitzgerald
This document provides an overview of a workshop on open educational resources (OER) for English language teaching held at Korea University. It discusses OER tools and collections from the FLAX project that can be used for English language teaching and learning. It also covers promoting, training, and evaluating OER resources as well as broadening the vision of OER stakeholders to include open and distance learning and international collaboration. Finally, it discusses the UK OER International program and crowd-sourcing open resources for English language teaching.
What do academic libraries have to do with open educational resourcesR. John Robertson
This paper (preprint for Open Ed 2010) will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
1. From Creation to
Classroom
OER Journeys from Production to Adoption
Leila Salisbury, Director, University Press of Kentucky
Tony Sanfilippo, Director, Ohio State University Press
Teri Oaks Gallaway, Interim Executive Director, LOUIS
Kelly Broughton, Assistant Dean for Research and Education Services, Ohio University
Moderator: Gwen Evans, Executive Director, OhioLINK
2. Affordable Learning in OhioLINK
O Governor’s announcement in January 2017
O OhioLINK joined Open Textbook Network as a system in 2017
and will hold regional workshops during Fall. OSU, CSU, MU,
YSU are already individual members.
O In 2011, OhioLINK had a $750,000 Educause Next Generation
Learning Challenge Grant for OER materials:
http://nextgenlearning.org/grantee/ohiolink
O Current library-led initiatives written up here:
ohiolink.edu/affordability
3. • 500,000 FTE, 93 institutions
• One commercial publisher title list in Ohio: 6360 titles in 100+ subjects
• Open Textbook Library titles: 300
• OpenStax titles: 21 titles by 2017
• OpenSuny titles: 17
The Problem is Scale
4. Jen Waller
Open Educational Resources & Scholarly Communication Coordinator
University of Oklahoma, Bizzell Memorial Library
email communication on OTN listserv Feb 13 2017
quote used by permission
Many people, myself included, are surprised at the number of
faculty members who want to create their own textbooks.
While this is a very worthy and lofty goal, I might caution
against it early on in your program.
While this is a very worthy and lofty goal, I might cautionWhile this is a very worthy and lofty goal, I might cautionWhile this is a very worthy and lofty goal, I might caution
against it early on in your program. Creating textbooksagainst it early on in your program.against it early on in your program.against it early on in your program.
takes significantly more
against it early on in your program.against it early on in your program. Creating textbooksCreating textbooksCreating textbooksagainst it early on in your program.
takes significantly more support, which may prove totakes significantly moretakes significantly moretakes significantly moretakes significantly moretakes significantly moretakes significantly moretakes significantly moretakes significantly more support, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove to
be challenging if you don’t have
support, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove tosupport, which may prove to
be challenging if you don’t havebe challenging if you don’t have staff and/or studentsbe challenging if you don’t havebe challenging if you don’t havebe challenging if you don’t havebe challenging if you don’t have
to help. Of course, there are lots of outside resources (e.g.
Rebus Community, this network, etc.) willing to help. But I still
think it’s tougher than many might imagine. I would certainly
encourage faculty members (and you) to thoroughly consider
what’s involved in creating a textbook from scratch. You can
take a look at our new support model for this year’s grant
cycle, and you’ll see that a lot of our time/energy could be
spent on the “creation” category if we took on a number of
these projects.
spent on the “creation” category if we took on a number ofspent on the “creation” category if we took on a number ofspent on the “creation” category if we took on a number ofspent on the “creation” category if we took on a number of
these projects. As it is, I don’t expect we will take onthese projects.these projects.
more than 1
these projects.these projects.
more than 1more than 1-
Jen WallerJen Waller
As it is, I don’t expect we will take onAs it is, I don’t expect we will take onAs it is, I don’t expect we will take onthese projects. As it is, I don’t expect we will take on
more than 1more than 1-2 this year.
6. Production: The (non-profit) publisher
perspective
Leila Salisbury, Director, University Press of Kentucky
Tony Sanfilippo, Director, Ohio State University Press
O In terms of producing content made for academia,
what are the biggest hidden costs that you think
OER at scale needs to address? What economic
realities in publishing have to be addressed?
O What is the role of the publisher in managing
rights and permissions for published content?
What implications are there for producers of OER
at scale?
8. The problem of textbooks
Students respond to the high price of textbooks by not purchasing,
sharing, illegally downloading, etc. Studies indicate that students
not using course texts perform less successfully, which leads to
issues with student retention
There may not be a textbook suitable for certain specialized
courses
Open or public domain readings may exist, but students want to
be able to use to same edition or to have access to ancillary
material
9. Perceived challenges of OER
materials
Lack of time: With busy teaching loads, there’s little time to
investigate or create custom course textbooks
Lack of funds: Licensing material may take money; are there
resources?
Lack of quality materials: Are quality materials or peer-reviewed
textbooks even available?
Lack of student engagement: students want traditional textbooks,
ancillary materials, and print they can annotate and highlight
10. OER solutions are a click away
The University of Kentucky Libraries has an extensive guide to OER
resources, including links to open textbooks, videos of faculty
discussing how they implemented OERs, and an explanation of
available grant funding for open textbooks:
http://libguides.uky.edu/alternative_textbooks/find
Solutions can also be a combination of faculty-created material
and published material that the UK Libraries have already
acquired or licensed; this makes better use of library-owned
resources and expedites the creation of course materials (solves
some permissions issues)
11. A case study: Robin DeRosa at
Plymouth State University (NH)
English professor Robin DeRosa realized her students were paying
more than $85/semester for mostly public domain materials
She had no funds and was teaching a 4/4 load, but she
successfully put together a student-led textbook using the
Pressbooks platform (https://pressbooks.com/)
She trained her students to find open/public domain versions of
the desired readings for the course
12. How she improved the textbook
Students missed the ancillary materials. So students from the class built
out those resources, each according to his/her interests and strengths:
some made videos, some created maps, some wrote section
introductions.
DeRosa overlaid the Hypothesis app onto the web-based book to
allow social sharing/reading and annotation; during the semester,
students created more than 10K annotations
(https://hypothes.is/education/)
High level of student buy-in: they liked building something that would
be of use to others (the book is now in use at several institutions);
students listed as authors; students liked the multimedia aspect of the
project
13. Things to consider
Metadata! This is sometimes a problem for OERs. Using a properly created
Creative Commons license can help alleviate this as the process does
include metadata. Publisher involvement (the presence of a POD print
edition) may significantly enhance discoverability
Hosting & discoverability: Faculty need a place to lodge their OER
materials and to have the metadata that will make the resource
discoverable to others. Libraries can work with faculty to make the
resource more discoverable through linking to other OER websites
Who’s responsible? The scholarship is in the purview of the faculty, and the
rest of the process should be in collaboration with the library so the
material is properly licensed, hosted, and sharable
14. Publisher Challenges
Peer review: Is this managed by a library or publisher? Who is the project
manager overseeing this part of the process?
Rights: Third party content, especially for an open product, is expensive; is
this the responsibility of the publisher or a library?
Who pays for the value added? Copyediting, proofreading, and
typesetting are often done by freelancers and have tangible costs. What
happens when an OER needs to be updated (and reedited, reflowed,
etc.)?
The possible domination of the reduced textbook market by commercial
academic publishers (they have a large sales force and wide distribution
networks); see the Indiana University case of campus-level licensing
15. How to improve faculty acceptance
and creation of OERs
DeRosa finds that only 20-30% of faculty may know anything about OERs,
so education is the first big hurdle
Traditional OER talking points have centered around textbook costs, and
this is a tough sell. Talk about PEDAGOGY instead.
With a pedagogical approach, students are doing the bulk of the work.
They are engaged in applied learning, and she found this encouraged a
critical thinking approach in the classroom
Cultivate faculty champions. Faculty champions/coalitions of the willing
have higher conversion rates than relying on rhetoric about student
success policies
16. Further reading and resources
Robin DeRosa talks about the process of creating her open
textbook: http://robinderosa.net/uncategorized/my-open-
textbook-pedagogy-and-practice/
Learn about Open Access, Open Education, and Open Data,
develop critical skills, and catalyze action toward a more open
system of research and education: http://www.opencon2016.org/
Other LibGuides: http://www.library.umass.edu/services/teaching-
and-learning/oer/; http://libguides.northshore.edu/open
18. Full spectrum publisher
Journals
Monographs (open access after five years)
Trade books
Creative works
International fiction bestseller, …And the Ladies of the Club
National Book Critic Circle award for poetry, Saving Lives
Regional books
Textbook
19. First published by the Linguistics Department in the 1970s
In 1991, began working with the Press for the 5th edition
Initially created for use exclusively by OSU students.
Revenue currently accounts for ~1/3 of our budget
Their share of the revenue pays for a full time faculty member
12th edition published in May, 2016
Ebook released in September, 2016
Never available as an ebook previously
On pirate sites within two weeks
21. LF 10 LF 11 LF 12
Original pub date May 2007 June 2011 July 2016
Printing (original) $88,548.00 $129,618.76 $69,117.63
Printing (correction) $42,152.84
Printing (reprint) $14,885.00*March, 2010) $5,351.34*POD
Typesetting $20,389.65
*Outsourced,
included design $17,256.65 $2,889.00 *value of in-house hours
Copyediting in-house in-house $2,516.50
Cover Design $700.00 $733.00
eBook Conversion $719.15
Index (A) $2,945.00 $4,599.00 $4,207.00
TOTAL $126,767.65 $199,678.59 $80,182.28
Copies Printed (original) 40,000 44,304 25,644
Copies Printed (reprint) 5,002 410
22. Date Price Incr Incr
Language Files (10th ed.) 2007 $40.95 $42.95 7/08 $44.95 6/10
Language Files (11th ed.) 2011 $49.95 $59.95 2/12
Language Files (12th ed.) 2016 $74.95(ebook $44.95)
23. Language Files, 12th edition (OSU Press)
2106, 8½ x 11, 765 pages, $74.95, $44.95 ebook
Linguistics: An Intro to Language &Communication, 6th edition (MIT Press)
2010, 7 x 10, 648 pages, $60, Not available as an ebook
Linguistics: An Introduction, 2nd edition (Bloomsbury)
2015, 7.5 x 9.8, 498 pages, $39.95, $24.99 ebook
An Introduction to Language and Linguistics 2nd Edition (Cambridge)
2014, 7.4 x 9.7, 574 pages, $67.89, $42 ebook
http://www.linguistics.ucla.edu/people/hayes/20/Text/HayesIntroductoryLinguist
ics2016.pdf
2016, 8½ x 11, 538 page printable download, Free
created with Word.
28. Digital use is much more expensive, sometimes impossible.
Some institutions put a limit on e-usage, either expiration dates or iteration limits.
Cost is two to four times as expensive, if both print and digital are included.
Ebook edition challenges
10th edition files were unusable for 11th because it was outsourced on proprietary
software
11th edition files were reusable but required massive amounts of work for the creation of
the 12th edition.
12th edition created with xml so could be repurposed as an ebook.
All images needed to be rechecked for digital rights. Most university rights holders
extended to ebook, 19 rights holders didn’t.Those images were created.
Permissioning process took six months and three people.
30. January 18th, 2017, Pearson’s stock plunged 28%. It is now half of what it was in
2013. Courseware represent a little over 1/3 of their total business, with
assessments and other services making up the rest.
In a 2013 presentaion at the George Washington Conference on Ethics and
Publishing, Dr. Al Greco, Professor of Marketing at Fordham who specializes in the
textbook market, predicted that the market for print textbooks would go from a $4
Billion market in 2012 to $173 million by 2017, about a 95% decline.
Is the market already adapting?
Amazon’s Rental and Used marketplace
Amazon has been selling more HE textbooks than all physical stores combined since 2012
Inclusive access model
31. Georgetown University Press
Foreign Languages, especially Arabic
Penn State Press
Pennsylvania: A History of the Commonwealth
The Holy Teaching of Vimalakīrti: A Mahāyāna Scripture Trans. Robert A. F.Thurman
University of Chicago
Manual of Style
Oxford University Press
Recent author phone calls
University of Toronto Press
Of the 17 subject catalogs they offer, 12 feature only textbooks.
34. Statewide Faculty Survey
What level of priority would you place on reducing the cost
of textbooks for your courses?
N=495 98% Somewhat of a priority or greater
35. “The maximum is $100
per course in a semester
ideally. For books that
span two semesters,
$200 is acceptable.
Regardless, many
students are under great
financial strain,
particularly at the
smaller public schools.
Reducing the cost below
$100 is really (n)eeded.”
36. Promote and expose Open Educational Resources (OER)
Support Curriculum Driven Acquisitions (CDA) of eBooks
and eTextbooks
39. Are you aware of any colleagues that have implemented an OA e-
textbook or OER in their courses?
N=494 ; 12.1 % yes
Have you received requests from your administration, department,
or students to integrate OA or OER resources into your curriculum?
N=493 ; 8.3% yes
Are you aware of any support on your campus to identify or
integrate OA or OER resources into courses that you teach?
N=487 ; 11.5% yes
40. Education, Class, Workshop or Training 35.65%
List of Resources; Discovery Improvements 23.26%
Relevant content 11.78%
Assurance of Quality 10.88%
Administrative Support or Directive 7.25%
Supplemental Teaching Resources 6.95%
Demonstrate Ease of Use 4.83%
Evidence of Peer Usage/Support 4.23%
Course Release/Time 3.93%
41. Collaborating with faculty on the selection of OER or purchase of materials within library
collections that are appropriate for course adoptions
Curating localized collections of Open Education Resources and Open Access scholarly content
Designing and supporting discovery systems and institutional repositories that enable seamless
location and delivery of educational content
Delivering educational programming to faculty and educational technology professionals on
tenants of scholarly licensing including Creative Commons principles
Developing professional competencies for new roles as advocates for affordability and leaders
on their campuses
Advocating for institutional policies that support Open Access, Open Education, and Open Data
42. High rate of return for small investments
Requires institutional change and support
Faculty Stipends for Adopters
Focus on Textbooks
Open Textbook Network (OTN) Program – 9 cohorts, 58 participants,
18 workshops, 120+ stipends, ~40% adoption rate.
OTN Align-a-thon – common course articulations
Leverage existing technology and human infrastructure – addressing “if
I build it problem…”
Support content expert groups – English, Math, Science, History
Community of practice
Small changes = big successes, set realistic expectations
43. Academic Freedom – rewards vs. mandates
Bookstore partnerships
Prioritize people over technology
Stable funding or business model
Creation ($$$$$) over adoption ($)
Visibility
44. Creation to Classroom: an
OER Journey from Production
to Adoption
Kelly Broughton
Ohio University Libraries
broughtk@ohio.edu
46. Biggest Faculty Hurdles
• TIME / PRIORITIES / INERTIA
• Lack of knowledge about what is
available
• Lack of supplemental material
integration (problem sets, quizzes, etc.)
47. Questions?
O Leila Salisbury lsalisbury@uky.edu
O Tony Sanfilippo sanfilippo.16@osu.edu
O Teri Oaks Gallaway terig@lsu.edu
O Kelly Broughton broughtk@ohio.edu
O Gwen Evans gwen@ohiolink.edu