This document provides an overview of using Pressbooks to work with openly licensed educational content. It begins with defining open educational resources and discussing their benefits. It then introduces Pressbooks as an online publishing platform built on WordPress that allows editing and publishing books. Examples are given of how Pressbooks is being used at UW-Madison, including replacing textbooks, language learning materials, public domain anthologies, and student projects. The document concludes with a demo of how to find and import open content for use in Pressbooks.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Open Textbook Creation @ UW-Madison: A Grassroots Success StorySteel Wagstaff
Open Textbook Creation @ UW-Madison: A Grassroots Success Story. Presentation slides for Steel Wagstaff's presentation from the Open Textbook Summit at SFU in Vancouver, BC, May 24, 2017
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
The Library as Publisher: How Pressbooks Supports Knowledge SharingWiLS
Presented by Steel Wagstaff, Educational Client Manager, Pressbooks for WiLSWorld 2019 on July 23rd in Madison, Wisconsin.
Pressbooks is an open-source book publishing platform that makes it easy for authors to publish books on the web and produce clean, well-formatted exports in multiple formats, including ebooks, print-ready PDFs, and various XML flavors. In this presentation, Pressbooks’ educational client manager Steel Wagstaff will outline the values and principles that have motivated the development of this platform and share some of the ways that libraries (both academic and public) and other educational institutions are using Pressbooks to publish a wide variety of content, from openly licensed textbooks to self-authored novels and just about everything in between.
Open Education Resources in Practice: Webinar to JCUJohn Hannon
OER in Practice: The Big Idea of Open Education
Open education is currently a big idea that is playing out globally in higher education with potentially transformative effects on the sector. Already we can see that openness in education takes different forms: in some instances, resources may be accessible but not free to use - conditions apply. OER offers more than accessible education resources, it is also a standard for reusable and participatory education. The OER movement is a particular form of global open education that is now in its second decade of growth. The type of openness provided through OER implies specific practices of use, reuse, licensing and repurposing. This Webinar will give a quick tour over the OER global landscape, mark out some controversies and spaces to watch, and also demonstrate how to put OER into practice at the local level
Lane, A.B. (2006) OpenLearn: constructing communities of practice around open educational resources to support lifelong learning, Online Educa 2006, Berlin, 28 Nov - 1 Dec, 2006
This leaflet has been produced in the context of C-SAP [Higher Education Academy Subject Centre for Sociology, Anthropology and Politics] Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. This project seeks to cascade support for embedding Open Educational Resources within the social sciences curriculum.
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
ARTICOLO PUBBLICATO SUL BLOG DI SCIENTIX.EU
http://blog.scientix.eu/2017/07/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project/
E
http://blog.scientix.eu/2017/08/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project-2/
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.
Open Textbook Creation @ UW-Madison: A Grassroots Success StorySteel Wagstaff
Open Textbook Creation @ UW-Madison: A Grassroots Success Story. Presentation slides for Steel Wagstaff's presentation from the Open Textbook Summit at SFU in Vancouver, BC, May 24, 2017
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
The Library as Publisher: How Pressbooks Supports Knowledge SharingWiLS
Presented by Steel Wagstaff, Educational Client Manager, Pressbooks for WiLSWorld 2019 on July 23rd in Madison, Wisconsin.
Pressbooks is an open-source book publishing platform that makes it easy for authors to publish books on the web and produce clean, well-formatted exports in multiple formats, including ebooks, print-ready PDFs, and various XML flavors. In this presentation, Pressbooks’ educational client manager Steel Wagstaff will outline the values and principles that have motivated the development of this platform and share some of the ways that libraries (both academic and public) and other educational institutions are using Pressbooks to publish a wide variety of content, from openly licensed textbooks to self-authored novels and just about everything in between.
Open Education Resources in Practice: Webinar to JCUJohn Hannon
OER in Practice: The Big Idea of Open Education
Open education is currently a big idea that is playing out globally in higher education with potentially transformative effects on the sector. Already we can see that openness in education takes different forms: in some instances, resources may be accessible but not free to use - conditions apply. OER offers more than accessible education resources, it is also a standard for reusable and participatory education. The OER movement is a particular form of global open education that is now in its second decade of growth. The type of openness provided through OER implies specific practices of use, reuse, licensing and repurposing. This Webinar will give a quick tour over the OER global landscape, mark out some controversies and spaces to watch, and also demonstrate how to put OER into practice at the local level
Lane, A.B. (2006) OpenLearn: constructing communities of practice around open educational resources to support lifelong learning, Online Educa 2006, Berlin, 28 Nov - 1 Dec, 2006
This leaflet has been produced in the context of C-SAP [Higher Education Academy Subject Centre for Sociology, Anthropology and Politics] Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. This project seeks to cascade support for embedding Open Educational Resources within the social sciences curriculum.
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
ARTICOLO PUBBLICATO SUL BLOG DI SCIENTIX.EU
http://blog.scientix.eu/2017/07/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project/
E
http://blog.scientix.eu/2017/08/investigating-enzymes-experiencing-learning-through-an-ibse-clil-project-2/
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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!
Overview on Edible Vaccine: Pros & Cons with Mechanism
Find, Import, Clone, & Remix: Using Pressbooks to Work with Openly Licensed Content
1. Find, Import, Clone, & Remix
Using Pressbooks to Work with Openly Licensed Content
Steel Wagstaff, Instructional Technology Consultant, UW-Madison
UW-Madison Pressbooks Users Group
Madison | December 14th
2. OUTLINE
Slides posted to Twitter: @SteelWagstaff
1. What are Open Educational
Resources?
2. What is Pressbooks?
3. Sample uses @ UW-Madison
4. User Story: Rachel Bain [Chem]
5. Demo: finding & importing open
content
4. 98%
% of courses which require a textbook or other material.
Source: “Opening the Textbook,” Babson Survey Research Group, July 2016
5. Textbook Price Trends
Since 1967, the price of textbooks
has increased 2.81 times faster than
the rate of all consumer goods (i.e.
inflation). Price increases have
accelerated in recent years.
From January 2006 to July 2016:
“consumer prices for college
textbooks increased 88 percent …
compared with an increase of 21
percent for all items”
Source: Bureau of Labor Statistics’ TED blog.
Yellow line = college textbooks;
blue line = college tuition and fees;
black line = all items [general inflation trend]
6. Textbook vs Recreational Book Trends
Textbooks are now ~300% more
expensive than they were in 1997;
recreational books are 4% less expensive.
At left: consumer price index trend lines from 1997-
present for ‘educational books & supplies’ [top] and
‘recreational books’ [bottom]. Charts supplied by the
Federal Reserve Bank of St. Louis.
7. #TextbookBroke
The College Board advises students to budget $1,298 annually for books & materials.
However, the National Association of College Stores (NACS) says the average college
student spends around $579 a year on textbooks. Similarly, Michael Feldstein estimates
that students spend around $600 / year on textbooks.
How to explain the difference?
● Students don’t buy required textbooks (perhaps as many as ⅔)
● Students don’t buy the current edition
● Students take fewer courses (perhaps as many as ½ of all students)
8. Open Educational Resources (OERs) are teaching,
learning, and research resources released under an
open license that permits their free use and
repurposing by others.
OERs can be textbooks, full courses, lesson plans,
videos, tests, software, or any other tool, material,
or technique that supports access to knowledge.
Source: SPARC
9. The 5Rs of
Open Content
— from David Wiley
OPEN = FREE + PERMISSIONS
1. Retain
2. Reuse
3. Revise
4. Remix
5. Redistribute
10. Creative Commons Licenses
Source: http://foter.com/blog/how-to-
attribute-creative-commons-photos/
See also UBC’s Creative Commons guide:
https://copyright.ubc.ca/guidelines-and-
resources/support-guides/creative-commons/
11. Why Open?
1. Impact on learning. Large studies
consistently find learning outcomes
stay the same or increase.
2. Educators can curate, tailor, and
share OERs to suit their curriculum,
and share their innovations freely.
3. Students have ‘Day 1’ access and can
customize their learning to better
meet their needs.
4. Students save $ on textbooks.
12. 34.3%
Percentage of faculty reporting that they were “aware” of Open Textbooks in 2016.
15.2% — “somewhat aware” | 12.2% — “aware” | 6.9% — “very aware”
Source: “Opening the Textbook,” Babson Survey Research Group, July 2016
13. 5.3%
% of courses currently using an openly licensed (CC or public domain) required textbook.
Source: “Opening the Textbook,” Babson Survey Research Group, July 2016
15. Pressbooks is “an online book publishing
platform that makes it easy to generate
clean, well-formatted books in multiple
outputs. PressBooks is built on
WordPress and is open source.”
— Hugh McGuire, Pressbooks founder
16. Significant Features
● UW-Madison’s production instance has
been hosted by Unizin since August 2016.
● Each PB instance is a centrally-managed
network (built on WordPress multisite)
which can contain a huge number of
separate “books” [two examples at right]
● Each “book” has a unique web address.
Books on the same network can have
different structures, themes/appearances,
copyright licenses, & permissions.
UW-Madison
Pressbooks
Lumen Learning
Pressbooks
17. What is a Pressbook?
All published books exist as standalone
web texts featuring landing page with:
1. descriptive metadata
2. cover image
3. table of contents
4. download options
5. licensing information [not shown]
2
1
3
4
Portuguese language textbook published at UW-Madison
18. Using Pressbooks
TOP RIGHT: Pressbooks uses a standard
WordPress visual/text HTML editor.
Editing text & inserting media is as easy
as using a word processor. Many
collaborators can work on the same
book with different roles & permissions.
BOTTOM RIGHT: Pressbooks features a
drag-and-drop chapter organization
interface. Lets you create front & back
matter, as well as two-level ‘part’ &
‘chapter’ organization for main content.
20. Four examples of H5P activities in Pressbooks:
1. True/False type question set, 2. Fill in the blank activity,
3. Find multiple hotspots, 5. Interactive video (with drag & drop)
1
2 4
3
22. At left: Pressbooks page
with H5P activity and
rich annotations
1. Multi-part quiz
[H5P]
2. Image in
annotation layer
3. Video in annotation
4. Annotation with
external link
5. Embedded audio in
annotation
6. Edit, delete, reply,
share buttons for
each annotation
1
2
3
4
5 6
24. Import into Canvas
TOP RIGHT: We can export books as
Thin Common Cartridges and import
them into Canvas via a simple 2-step
process. This creates discrete links in
Canvas for each of the book’s chapters.
BOTTOM RIGHT: When a student clicks
a link, the content loads as though it were
native to Canvas.
We will discuss integrating Pressbooks with
Canvas in more detail at a user’s group
25. Sample Interactive Reading Activity
1
A Pressbook used in a
French lit course in
Canvas this semester:
1. Annotated text
(yellow highlights)
2. Glossary term (blue
link w/ tooltip)
3. Audio & video
4. Annotation layer
(uses Hypothes.is)
5. H5P activity in
annotation pane3
4
5
2
27. USES for
PRESSBOOKS
What UW-Madison users are currently
doing with Pressbooks
1. Course material to replace or
supplement $$$ texts
2. Educational materials for
language learning, outreach or
distance/extension
3. Anthologies/course readers of
public domain material
4. Student-authored projects
29. Anatomy Textbook Projects
A team of instructors (Elise Davis, Karen
Krabbenhoft, Meghan Cotter, Sarah Traynor) in the
School of Medicine and Public Health are
publishing a series of interactive anatomy
textbooks for medical students training to be
doctors, nurses, and physician assistants.
● Includes detailed anatomical images, gifs, and
videos (to demonstrate range of motion)
● Many self-grading “knowledge check” quizzes
Sample image from the “Skin” chapter of one
of the anatomy books in production.
31. Português para principiantes
An online edition of Claude E. Leroy’s Português
Para Principiantes, a Brazilian Portuguese language
textbook first published by UW Extension in 1964
and last revised in 1993.
● Used by hundreds of students this past year
● Includes 30+ lessons, 30 audio dialogues,
pronunciation by native speakers for >1000
vocab words, cultural and literary ‘spotlights’
● >100 interactive assessments with real-time
Cover design by Steel Wagstaff. All
images used under CC BY licenses.
33. Public Domain Anthologies / Course Readers
John Zumbrunnen (chair, Political
Science) is publishing anthologies for
undergrad & grad seminars made with
excerpts from primary texts in the
public domain.
● John invites students to annotate and
contribute to a shared understanding
of assigned texts.
● AT RIGHT: Images from Introduction to
Political Thought and Political Theory of
the American Revolution, two readers
produced in the last year.
35. Creators, Collectors & Communities
Ann Smart Martin (Art History) led a group
of students over two semesters in making a
catalogue and eBook to accompany the
inaugural exhibit of a new historical
museum in Mount Horeb.
● Includes images, descriptions of 50
objects, audio (oral histories) and other
multimedia
● Also features detailed object studies
(research papers written by students)
37. Chemistry OpenStax Adoption
Chemistry department is redesigning curriculum
with focus on more active learning in introductory,
‘large lecture’ courses. Currently using Pressbooks
to revise/adapt the OpenStax Chemistry textbook.
OpenStax Chemistry text in Pressbooks
39. What Exists for My Discipline?
High-quality OER are abundant, but can be hard to find. The best place to start:
● The Mason ER Metafinder, a meta-search engine built by Wally Grotophorst.
This tool simultaneously searches several large OER libraries, including:
1. Open Textbook Library maintained by University of Minnesota.
2. The OpenStax CNX project out of Rice University.
3. OpenED textbooks, maintained by BCcampus.
4. California’s Merlot II repository.
5. The OER Commons
40. ‘I Found Something I Want, Now What?’, Part 1
If it’s already in a public Pressbooks
instance (like BCcampus), just clone it!
1. Select ‘clone a book’ option under
‘My Catalog’
2. Enter the URL of the source book
3. Enter the URL you want the book to
be cloned to
4. Click ‘Clone it!’
Watch a demo video
41. Public Domain Books
Many university courses focus on material that is in the public domain (published
before 1923) or published under permissive licenses (i.e. government documents).
You may consider building your own anthology or reader based on texts already
included in Project Gutenberg, the Internet Archive, HathiTrust, LibreTexts,
Feedbooks, Open Culture, or Google Books. Much of the content found in these
repositories can be imported into Pressbooks & edited or remixed. If you want help
finding public domain content or have questions about copyright and fair use, ask a
librarian!
At left: To search Google books for free eBooks on your
topic, enter a search term [e.g. ‘Chaucer’] and select the
‘Books’ tab. If you select the ‘Tools’ option, several
additional filters will appear. The first of these is a drop
down menu which can filter for ‘Free Google eBooks.’
42. ‘I Found Something I Want, Now What?’, Part 2
If it’s not already in Pressbooks, but you
can get it in WXR, EPUB, ODT, DOCX,
or HTML format, you can import it.
1. Create a book: ‘Add a New Book’.
2. Click ‘Import’ from the dashboard
3. Select the file type, upload the file
and follow the instructions.
Demo: Project Gutenberg ePUB import
Note: There is a special import tool for
OpenStax books. Contact Steel for help.
Retain – the right to make, own, and control copies of the content
– Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
– Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
– Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
– Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
1: Bureau of Labor Statistics. 2014. Consumer Price Index Databases. http://www.bls.gov/cpi/data.htm College textbook prices rose 82% between 2003 and 2013, approximately triple the rate of inflation in overall consumer prices (CPI) during the same time (27%) [2]
2: Studies conducted at Virginia State University and Houston Community College found that students who used open textbooks tended to have higher grades and lower withdrawal rate than their peers who used traditional textbooks.
4. On learning outcomes: A huge study completed in 2014, and published in the Journal of Computing in Higher Education found significant differences, and that most students and instructors favored OER: http://link.springer.com/article/10.1007%2Fs12528-015-9101-x
Vicky - To be aware of something is a pretty low bar. Have you heard of Open Textbooks? Do you know what they are? Open textbooks are high-quality college texts with an "open" copyright license allowing the material to be freely accessed, shared and adapted. Open textbooks are typically distributed online at no cost and can be purchased in a variety of other print and digital formats at a low cost, including hard bound copies. On average, using open textbooks in place of traditional textbooks saves students 80% on average.