Etextbooks ecu

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Open etext books are making a significant difference to educational outcomes. Includes a case study of The plan detectives and analysis of the changes made to student outcomes.

2
What is a textbook these days?
Recast overseas texts with Australian
cases inserted  international solutions
Single authors  Co-creation with
students
Incourse use  MOOCS
Printed texts  Online labs/educational
learning packages

Some thoughts and challenges
• What is it academics want to deliver
through a text book?
• A case study
• Open is…
• Should we
3

Based on evidence based course
design
• “read-think-discuss-listen-review”
• Influenced by peer construction model
• Teams formed in class to investigate with
seeds
• Detailed observations to assess changes
in response to environmental factors
• Peer mentors support the teams
5
The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists
Elizabeth A. Beckmann1
, Gonzalo M. Estavillo2
, Ulrike Mathesius3
, Michael A. Djordjevic3
and Adrienne B. Nicotra3*
http://journal.frontiersin.org/article/10.3389/fpls.2015.00729/full

Course  eTextbook
• Continuous improvement cycle within
class
• High satisfaction - clear expectations,
effective learning activities, ready access
to learning opportunities, appropriate
assessment, and overall satisfaction.
6

• “… one of the most memorable courses of my whole degree.”
• “I loved [this course] and have already recommended it to my first-
year friends.”
• “One of the most interesting and influential courses I have taken in
my degree.”
• “This was the best course I have taken so far during my time at
university, not only for the academic/scientific knowledge I gained,
but for the invaluable lessons regarding the importance of team
work and interpersonal relationships.” (Anonymous student
feedback).
• Online use: Jan–June 2016: 113….a good start
8
Jan–June 2016: 113
Jan–June 2016: 113

Impact studies
• adoption of no-cost open digital textbooks
significantly predicted students’
completion of courses, class achievement,
and enrolment intensity
• Virginia State University School of Business st
using open textbooks “tended to have
higher grades and lower failing and
withdrawal rates than those in courses
that did not use” the texts.
12

Future
13
Not the Book of the dead https://upload.wikimedia.org/wikipedia/commons/d/d7/BD_Hunefer.jpg

MOOCification
14
https://commons.wikimedia.org/wiki/File:A_tower_of_used_books_-_8443.jpg
Changing the way we teach
Changing the resources
5 minutes and no more
Interactivity in a new way

Opening up education
15
https://pixabay.com/en/book-open-pages-literature-933280/
Online text lead to changes
in classroom
– McComas Taylor
Digital as pedagogy

Opening up education
16
https://pixabay.com/en/book-open-pages-literature-933280/
Virtual labs, text books as
educational packages

17
https://pixabay.com/en/right-direction-next-road-sign-238369/

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Etextbooks ecu

1. eTextbooks: open and growing

2. 2 What is a textbook these days? Recast overseas texts with Australian cases inserted  international solutions Single authors  Co-creation with students Incourse use  MOOCS Printed texts  Online labs/educational learning packages

3. Some thoughts and challenges • What is it academics want to deliver through a text book? • A case study • Open is… • Should we 3

4. 4

5. Based on evidence based course design • “read-think-discuss-listen-review” • Influenced by peer construction model • Teams formed in class to investigate with seeds • Detailed observations to assess changes in response to environmental factors • Peer mentors support the teams 5 The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists Elizabeth A. Beckmann1 , Gonzalo M. Estavillo2 , Ulrike Mathesius3 , Michael A. Djordjevic3 and Adrienne B. Nicotra3* http://journal.frontiersin.org/article/10.3389/fpls.2015.00729/full

6. Course  eTextbook • Continuous improvement cycle within class • High satisfaction - clear expectations, effective learning activities, ready access to learning opportunities, appropriate assessment, and overall satisfaction. 6

7. Students progressing to honours 7

8. • “… one of the most memorable courses of my whole degree.” • “I loved [this course] and have already recommended it to my first- year friends.” • “One of the most interesting and influential courses I have taken in my degree.” • “This was the best course I have taken so far during my time at university, not only for the academic/scientific knowledge I gained, but for the invaluable lessons regarding the importance of team work and interpersonal relationships.” (Anonymous student feedback). • Online use: Jan–June 2016: 113….a good start 8 Jan–June 2016: 113 Jan–June 2016: 113

9. 9

10. Open access and textbooks 10

11. 11

12. Impact studies • adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrolment intensity • Virginia State University School of Business st using open textbooks “tended to have higher grades and lower failing and withdrawal rates than those in courses that did not use” the texts. 12

13. Future 13 Not the Book of the dead https://upload.wikimedia.org/wikipedia/commons/d/d7/BD_Hunefer.jpg

14. MOOCification 14 https://commons.wikimedia.org/wiki/File:A_tower_of_used_books_-_8443.jpg Changing the way we teach Changing the resources 5 minutes and no more Interactivity in a new way

15. Opening up education 15 https://pixabay.com/en/book-open-pages-literature-933280/ Online text lead to changes in classroom – McComas Taylor Digital as pedagogy

16. Opening up education 16 https://pixabay.com/en/book-open-pages-literature-933280/ Virtual labs, text books as educational packages

17. 17 https://pixabay.com/en/right-direction-next-road-sign-238369/

Editor's Notes

https://press.anu.edu.au/publications/plant-detectives-manual
The plant detectives: innovative undergraduate teaching to inspire the next generation of plant biologists Elizabeth A. Beckmann1, Gonzalo M. Estavillo2, Ulrike Mathesius3, Michael A. Djordjevic3 and Adrienne B. Nicotra3*
Jan–June 2016: 113
Journal of Computing in Higher Education December 2015, Volume 27, Issue 3, pp 159–172 http://link.springer.com/article/10.1007%2Fs12528-015-9101-x A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students Lane Fischer, John HiltonIII, T. Jared Robinson, David A. Wiley The demographics of the initial sample of 16,727 included 4909 students in the treatment condition with a pool of 11,818 in the control condition. There were statistically significant differences between groups, with most favoring students utilizing OER. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton III, J., & Wiley, D. (2012). Open Textbooks and Increased Student Access and Outcomes. European Journal of Open, Distance and E-Learning, 1-9. Understanding Slow Growth in the Adoption of E-Textbooks: Distinguishing Paper and Electronic Delivery of Course Content Andrew Paul Feldstein, Mirta Maruri Martin
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