This document summarizes research from the BC Open Educational Resource (OER) Research Fellows on their experiences using and perceptions of open textbooks. It includes results from surveys of students in a Physics 100 course at UBC that used an open textbook, as well as a broader survey of BC post-secondary students who have used open textbooks. Key findings include high rates of student adoption and satisfaction with open textbooks, cost savings for students, and mostly positive views of open textbook quality compared to traditional textbooks. Contact information and a link to slides are provided at the end.
Presentation at the BC Festival of Learning: http://festival.bccampus.ca
Results from three surveys of students and faculty at BC post-secondary institutions.
Instructor & Student Experiences with Open Textbooks, from the California Ope...Christina Hendricks
A short presentation about research we conducted looking at faculty reports of their and students' experiences with using open textbooks in college and university courses. This research was funded by an OER Research Fellowship from the Open Education Group, which received funding from the William and Flora Hewlett Foundation. This presentation was part of a larger group presentation by OER Research Fellows at the Open Education Conference in Richmond, Virginia, Nov. 2-4, 2016. These slides are only from the short presentation given by Christina Hendricks and Ozgur Ozdemir in that larger group presentation.
Presentation during the Michigan Colleges Online (MCO) OER Summit. Faculty OER adopters and creators share their experience about the OER grant they have participated.
Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures attainment at a number of stages during school and compares performance year on year. At the same time, international studies such as PISA, TIMSS and PIRLS measure Scotland’s performance in comparison to other countries in the key areas of literacy, maths and science.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/nationalandinternationalstudies.asp
Presentation at the BC Festival of Learning: http://festival.bccampus.ca
Results from three surveys of students and faculty at BC post-secondary institutions.
Instructor & Student Experiences with Open Textbooks, from the California Ope...Christina Hendricks
A short presentation about research we conducted looking at faculty reports of their and students' experiences with using open textbooks in college and university courses. This research was funded by an OER Research Fellowship from the Open Education Group, which received funding from the William and Flora Hewlett Foundation. This presentation was part of a larger group presentation by OER Research Fellows at the Open Education Conference in Richmond, Virginia, Nov. 2-4, 2016. These slides are only from the short presentation given by Christina Hendricks and Ozgur Ozdemir in that larger group presentation.
Presentation during the Michigan Colleges Online (MCO) OER Summit. Faculty OER adopters and creators share their experience about the OER grant they have participated.
Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures attainment at a number of stages during school and compares performance year on year. At the same time, international studies such as PISA, TIMSS and PIRLS measure Scotland’s performance in comparison to other countries in the key areas of literacy, maths and science.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/nationalandinternationalstudies.asp
The presentation introduced the Towson UTeach Program, Towson University’s new teacher preparation program for students pursuing teaching certification in secondary school mathematics or science (grades 7-12). Three hallmarks of the program were discussed: early and frequent field placements at public schools; coaching by Towson University master teachers who are former public school teachers with exemplary teaching and leadership experience, and education courses devoted to the learning and teaching of mathematics and science. The program’s emphasis on teaching using inquiry, constructivism, and technology was explored.
Age of Learning Research: ABCmouse Prevents Summer SlideAge of Learning
This summer 2016 study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS) showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group.
Age of Learning CEO Doug Dohring Shares Research Showing ABCmouse Prevents- S...Doug Dohring
During the summer of 2016, we conducted this study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS). The study showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group. Gains approximated the benefits of 1 month of instruction.
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Research on Open Educational Resources & Open Textbooks from BC, CanadaChristina Hendricks
Slides from three research studies about open textbooks & other open educational resources focusing on students in postsecondary institutions in British Columbia, Canada.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?Beck Pitt
These slides were produced for an OER Research Hub webinar that I co-presented with Megan Beckett (Siyavula) and Daniel Williamson (OpenStax College) on 28 May 2014. The presentation discusses some of the findings of surveys that were carried out during autumn/winter 2013 and early 2014.
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
Abstract available here: http://oerresearchhub.org/news-and-events/oer-research-hub-webinar-programme/open-texts/
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Exploring the Impact of Open Textbooks Around the World Beck Pitt
"Exploring the Impact of Open Textbooks Around the World" was presented by Beck Pitt at the Open Textbook Summit #OTSummit in Vancouver on 28 May 2015.
Exploring the Impact of Open Textbooks Around the WorldBCcampus
by Beck Pitt , Researcher on the OER Research Hub and Opening Educational Practices in Scotland (OEPS) projects at The Open University (UK)
http://www.slideshare.net/BeckPitt/exploring-the-impact-of-open-textbooks-around-the-world
Open Educational Resources (OER): An Alternative to the High Cost of TextbooksRegina Gong
Presentation on the collaboration of a librarian and psychology faculty at Lansing Community College in adopting an OER for use by the Introduction to Psychology course by all faculty teaching the course.
The presentation introduced the Towson UTeach Program, Towson University’s new teacher preparation program for students pursuing teaching certification in secondary school mathematics or science (grades 7-12). Three hallmarks of the program were discussed: early and frequent field placements at public schools; coaching by Towson University master teachers who are former public school teachers with exemplary teaching and leadership experience, and education courses devoted to the learning and teaching of mathematics and science. The program’s emphasis on teaching using inquiry, constructivism, and technology was explored.
Age of Learning Research: ABCmouse Prevents Summer SlideAge of Learning
This summer 2016 study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS) showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group.
Age of Learning CEO Doug Dohring Shares Research Showing ABCmouse Prevents- S...Doug Dohring
During the summer of 2016, we conducted this study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS). The study showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group. Gains approximated the benefits of 1 month of instruction.
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Research on Open Educational Resources & Open Textbooks from BC, CanadaChristina Hendricks
Slides from three research studies about open textbooks & other open educational resources focusing on students in postsecondary institutions in British Columbia, Canada.
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?Beck Pitt
These slides were produced for an OER Research Hub webinar that I co-presented with Megan Beckett (Siyavula) and Daniel Williamson (OpenStax College) on 28 May 2014. The presentation discusses some of the findings of surveys that were carried out during autumn/winter 2013 and early 2014.
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
Abstract available here: http://oerresearchhub.org/news-and-events/oer-research-hub-webinar-programme/open-texts/
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Exploring the Impact of Open Textbooks Around the World Beck Pitt
"Exploring the Impact of Open Textbooks Around the World" was presented by Beck Pitt at the Open Textbook Summit #OTSummit in Vancouver on 28 May 2015.
Exploring the Impact of Open Textbooks Around the WorldBCcampus
by Beck Pitt , Researcher on the OER Research Hub and Opening Educational Practices in Scotland (OEPS) projects at The Open University (UK)
http://www.slideshare.net/BeckPitt/exploring-the-impact-of-open-textbooks-around-the-world
Open Educational Resources (OER): An Alternative to the High Cost of TextbooksRegina Gong
Presentation on the collaboration of a librarian and psychology faculty at Lansing Community College in adopting an OER for use by the Introduction to Psychology course by all faculty teaching the course.
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
The Living Learning Community Contribution to Student SuccessCassandra Williams
Research has shown that High Impact Teaching Practices (HIPs) when done well contribute to student success and learning (Kuh2008). In an effort to increase recruitment and retention in the School of Liberal Arts where there was a steady decline in enrollment, I created the first Residential Based Learning Community (RBLC) on our campus. The RBLC has not only assisted with recruitment and retention but also improved student learning, development, and their sense of belonging–an important campus initiative. RBLCs play an important role in student learning and development increasing student’s academic and co-curricular performance.
Julie CleverleyLeeds Beckett UniversityIn 2017-18 we undertook a pilot project to evaluate OpenAthens, EZ Proxy and Student Record data to enable in-depth analysis of e-resources usage, student engagement and library impact. The project objective was to provide evidence and insight to inform e-resource acquisition so that our users had appropriate, impactful and value for money resources, and thus a successful learning and teaching experience. We are now starting to look at School data, comparing it with NSS results to measure the correlation between usage of and engagement with e-resources and student feedback.
Do the Outcomes Justify the Buzz?: An Assessment of LibGuides at Cornell Univ...Steven Adams
Springshare's LibGuides has inspired significant buzz in the library blogosphere. Touted for its "Web 2.0" functions, attractive interface, and ease of use for librarians, Libguides has transformed the way many libraries build web-based research guides. Cornell and Princeton Universities decided to collaborate on an assessment initiative to discover how these guides are valued on each campus. This study goes beyond the "2.0" dogma to empirically determine if LibGuides lives up to its publicity.
Presented By:
Steven Adams
Princeton University
Angela Horne
Director, Management Library, Cornell University
Spreading the Word! Librarians and OER (OER14, April 2014) OER Hub
In this joint presentation with Co-PILOT, Beck Pitt (OERRH researcher) explores some of the findings from the two surveys conducted autumn/winter 2013 with librarians around the world.
Similar to Experiences, Perceptions and Outcomes of Using Open Textbooks: Research from the BC OER Research Fellows (20)
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Experiences, Perceptions and Outcomes of Using Open Textbooks: Research from the BC OER Research Fellows
1. Christina Hendricks
Department of Philosophy
Rajiv Jhangiani
Department of Psychology
Colin Madland
Coord. Edu Technologies
Experiences, Perceptions &
Outcomes of Using Open Textbooks:
Research from the
BC OER Research Fellows
Festival of Learning, June 2016
2. William & Flora
Hewlett Foundation
23 Fellows 2015-2017
http://openedgroup.org/fellowship
Cost Outcomes
Usage Perceptions
COUP
OER Research
Fellowships
3. Open Textbook Student Survey
Physics 100 (UBC)
Christina Hendricks
Sr. Instructor, Philosophy
Co-PI’s: Stefan Reinsberg, Georg Rieger
Physics & Astronomy, UBC
Data will be made open soon
4. PHYSICS 100 AT UBC
Physics 100
CC BY-SA 4.0
CTLT, UBC
Fall 2015, approx. 800 students
OpenStax College Physics
Completed survey responses: 134
6. PHYSICS 100 AT UBC
How much do you typically spend on txtbks in a year?
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
$1000-$1200
$800-$1000
$600-$800
$400-$600
$200-$400
>$200
7. PHYSICS 100 AT UBC
Which actions have you taken to reduce book costs?
0% 10% 20% 30% 40% 50% 60% 70%
Rented
Downloaded
Borrowed (library)
Shared
E-book
Used (bookstore)
Resold
Off campus
8. PHYSICS 100 AT UBC
How often taken following actions b/c of txtbk costs?
85%
82%
76%
44%
11%
12%
12%
18%
4%
5%
10%
26% 7% 5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Dropped
Fewer
courses
Diff. section
Didn't buy
Never
Rarely
Sometimes
Often
Very often
9. PHYSICS 100 AT UBC
How did you access the open textbook?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Printed some
readings
Bought hard
copy
Downloaded
PDF
Inside EdX
website
10. PHYSICS 100 AT UBC
How important are the following features of your OT?
30%
41%
61%
71%
74%
19%
24%
26%
24%
21%
20%
22%
11%
5%
4%
17%
8%
14%
6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Can print
Mobile access
Access
anywhere
Free of cost
Customized to
course
Very
Somewhat
Average
Smwht Not
Not
11. PHYSICS 100 AT UBC
How rate quality of your
open textbook compared to
traditional?
Worse
5%
Same
74%
Better
21%
Would have preferred to
buy traditional textbook?
Strongly
agree
5%
Somewhat
agree
11%
No pref
17%
Somewhat
disagree
24%
Strongly
disagree
43%
12. OPEN TEXTBOOKS
A SURVEY OF BC POST-SECONDARY STUDENT USERS
@thatpsychprof
Rajiv Jhangiani, Ph.D.
Department of Psychology
13. THE SAMPLE
• 315 STUDENTS FROM 12 POST-SECONDARY
INSTITUTIONS
• RECRUITED VIA KNOWN FACULTY ADOPTERS
• ONLINE SURVEY
Female
64%
Male
36%
SEX
Yes
48%No
52%
ES/SL
15. ACTUAL SPENDING ON TEXTBOOKS (PAST 12 MONTHS)
RANGE: $0-$3000; MEAN: $702
0 10 20 30 40 50 60
Rented
Library reserve
E-book
Shared
Downloaded
Used (bookstore)
Resold
Off-campus
New (bookstore)
16. MODAL STUDENT:
ENROLLED IN 3 COURSES; 7-9 COURSES (PAST
YEAR)
COMPLETED >30 CREDITS OVERALL
45.6
70
82.4
73.9
72.3
15.7
13.2
9
10.9
10.9
23
11.9
6.6
10.9
11.9
7.9
4
1.7
4.3
2.6
7.9
1
0.3
0
2.3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Not purchased
Earned poor grade
Dropped/Withdrew
Not registered
Taken fewer courses
Never Rarely Sometimes Often Very Often
17. HOW DO YOU ACCESS YOUR OPEN TEXTBOOK?
0 10 20 30 40 50 60 70 80
Print (home)
Print (other)
Print (SFU)
Smartphone
Tablet
E-reader
PDF
Online
79% Chapters
as needed
18. HOW IMPORTANT TO YOU ARE THE FOLLOWING
FEATURES OF YOUR OPEN TEXTBOOK?
12.6
6.7
9.6
7.8
2.9
1
13.6
22.1
15.4
4.9
1
1.9
31.1
20.2
21.2
16.5
10.6
9.6
21.4
26
21.2
32
36.5
26.9
21.4
25
32.7
38.8
49
60.6
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Shareability
Permanent retention
Option to print
Convenience/portability
Immediate access
Cost savings
Not important at all Of little importance Of average importance
Very important Absolutely essential
19. Below average
3%
Average
20%
Above average
34%
Excellent
43%
HOW WOULD YOU RATE THE QUALITY OF
YOUR OPEN TEXTBOOK?
Strongly agree
6%
Slightly agree
12%
Neither
17%
Slightly
disagree
15%
Strongly
disagree
50%
WOULD YOU HAVE PREFERRED A
TRADITIONAL TEXTBOOK?
FAIR PRICE: ~$60
20. Exploring the Remix Hypothesis
Colin Madland
Coordinator for Educational Technologies, OER Research Fellow
21. 21
Remix Hypothesis
"changes in students outcomes occurring in
conjunction with OER adoption correlate positively
with faculty remixing activities.”
~Wiley
Wiley, D. (2015). The Remix Hypothesis. Retrieved from http://opencontent.org/blog/archives/3813
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
22. 22
Level 1 – Realign – Minimal Impact
Level 2 – Rethink – Modest to Large Impact
Level 0 – Replace – 0 Impact
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
23. 23
In which of these ways, if any,
have you used or created
Open Educational
Resources?
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
24. 24
Faculty (N=4)
Administrators (N=8) Instructional Designers (N=5)
Students (N=29)
N %
Used 4 50
Adapted 2 25
Created 2 25
N %
Used 4 50
Adapted 2 25
Created 2 25
N %
Used 4 100
Adapted 4 100
Created 3 75
N %
Used 20 80
Adapted 7 28
Created 4 16
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
25. 25
For a typical course, how often do you
use the required texts?
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
29. 29
In relation to textbooks used in
other courses, how would you
rate the quality of the textbook
used for this course?
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
31. 31
For which of the following
purposes have you used OER in
the context of studying at TRU?
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
34. 34
My experience has been very good. I do not have a lot of
experience, mainly just using the BC open textbook for my course.
Using this resource has saved me a lot of time and money, allowing
me to help pay for insurance for my car.
[The] open textbook has been nice because it saved me money,
only drawback is not being able to highlight text while studying
I have enjoyed it. It helps me explore my lectures further, and
really helps with my understanding of the topic.
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
35. 35
The use of OER in the classroom
leads to improved grades.
THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
36. 36
Faculty (N=4)
Administrators (N=8) Instructional Designers (N=5)
Students (N=29)
N %
A or SA 0 0
Neutral 7 100
D or SD 0 0
N %
A or SA 4 58
Neutral 3 42
D or SD 0 0
N %
A or SA 1 33
Neutral 1 34
D or SD 1 33
N %
A or SA 14 56
Neutral 9 36
D or SD 1 4
THOMPSON RIVERS UNIVERSITY | June 2016 | #Festival of Learning
37. 37
What does adoption COST?
THOMPSON RIVERS UNIVERSITY | June 2016 | #Festival of Learning
39. Didn’t buy textbook for a course:
rarely to very often
Christina: 95%
Christina: 56%
Quality of OT same or better than
traditional textbooks
Would have preferred traditional textbook:
slightly to strongly agree
Rajiv: 55%
Christina: 16% Rajiv: 18%
Colin: 96% Rajiv: 97%
40. Contact & Slides
Christina Hendricks
c.hendricks@ubc.ca @clhendricksbc
Rajiv Jhangiani
rajiv.jhangiani@kpu.ca @thatpsychprof
Colin Madland
cmadland@tru.ca @colinmadland
Slides: https://is.gd/BC_OER_Fellows_FOL16
Underscores!
Editor's Notes
Grade distribution in class overall:
A: 35%
B: 37%
C: 15%
200-400 = 44%
400-600 = 28%
200-600 = 71.8%
400-800 = 41.3%
Mostly students in sciences; I wonder if many of them read this wrong and thought per semester. College board says $1200 per year is average. These were also mostly 1st year students.
Bought off campus: 67%
Downloaded from internet (w/o paying): 12%
Rented: 12%
Didn’t buy:
Never: 43.8
Rarely: 18.2
Sometimes or higher: 38%
Rarely or higher: 56.2
Rarely or higher: 56.2%
Diff section
Never: 76%
Rarely: 12%
sometimes or higher: 12%
“having it customized to our course made the readings seem more useful and less overwhelming, as we knew exactly what information to draw from the assigned readings.”
“Education should be easily accessible and certain students should not be unable to get better grades just because they couldn't afford the textbook.”
“Some people will use it some people won't but the fact that it is free and available for everyone, I believe, encourages people to use it. You can either print it out or have it online and that diversity in choice is great for different demographics of students.”
Same or better: 95%
Agree strongly or somewhat: 16%
Disagree strongly or somewhat: 67%
“Purchasing a textbook for this course is simply not needed. I feel that purchasing a textbook would be a waste of money as we were only required to read short portions of the book each week. Thus obtaining the entire book would be a waste of space and trees.”
“This textbook only included relevant information. This is 100x better than sifting through a normal 300+ page textbook. Accessible anytime and extremely helpful - as I am disabled and unable to lift a heavy book.”
“The online textbook was more tailored to our readings, easily accessible online, not heavy, and costed no extra money!”
Textbook behaviours, impact of textbook costs on educational choices, how they interact with their OT, what features they most care about, perception of quality
Level 0 – ReplaceAt this level faculty engage in no remixing whatsoever. They simply adopt OER (most often an open textbook) in place of a commercial textbook and preserve other aspects of the course as they taught it previously. I hypothesize no changes in student outcomes when faculty Replace – except possibly in one special case. In the case of students who are particularly financially disadvantaged, where faculty were previously assigning very expensive textbooks, there may be a small positive effect attributable to the increased percentage of students who can access the core instructional materials of the course.
Level 1 – RealignAt this level faculty remix their open course materials. In my work to date, this has most often involved faculty stripping a course’s content down to its bare learning outcomes, and then selecting the OER from multiple sources that they feel will best support student learning of specific course learning outcomes. I hypothesize small to modest positive changes in student outcomes when faculty Realign.
Level 2 – RethinkAt this level faculty remix both course materials and pedagogy. In conjunction with the Realign activities described above, faculty create or select new learning activities and assessments – possibly inviting students to co-create and openly share them – often leveraging the unique pedagogical possibilities provided by the 5R permissions of OER. (This is what I refer to as open pedagogy.) I hypothesize modest to large positive changes in student outcomes when faculty Rethink.