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.
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.
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.
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.
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.
First results of the General Evaluation - SPICE project, Brussels, Belgium
First results of the General Evaluation - SPICE project, Barbara Schwarzenbacher, European Schoolnet
Presented at SPICE summer academy in Prague, 27. August 2011
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
English Composition Students: How Are They Using Their Sources?Elise Wong
Radcliff, S., & Wong, E. (2012). English Composition students: How are they using their sources? Paper presented at CARL Conference 2012, San Diego, CA, 5-7 April.
Researchers collected papers from eight sections of English Composition at a liberal arts college and analyzed and compared sources listed in bibliographies to sources cited within the paper to see if all sources listed in the bibliographies were cited. Researchers tabulated how sources were used, including paraphrasing, stand-alone quotes and quotes either preceded by an introductory comment or followed by analysis or both. The goal was to discover how students were (or were not) using sources listed in their bibliographies and to determine the degree to which students were integrating information from their sources into their writing. Researchers analyzed the bibliographies by type of source and counted instances of un-cited data in papers. The overall purpose of the study was to help both composition instructors and librarians adjust their instructional strategies to address the problems highlighted by the study which included: Use of stand-alone quotes, use of un-cited data and inclusion of sources in bibliographies that were not cited in the paper. This research project was also an excellent vehicle for partnering with English composition faculty to learn how library instruction and composition instruction interact and overlap. The research highlighted for both how the boundary between library and English composition instruction has gaps that need to be filled by changing instructional methods and by creating more cooperation between librarians and composition faculty. Various ideas on how to accomplish this are included in the presentation.
Supachai Chuenjitwongsa (Cardiff University) talks about his experiences of teaching and assessing research methods during his time as a lecturer in Thailand. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
First results of the General Evaluation - SPICE project, Brussels, Belgium
First results of the General Evaluation - SPICE project, Barbara Schwarzenbacher, European Schoolnet
Presented at SPICE summer academy in Prague, 27. August 2011
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
English Composition Students: How Are They Using Their Sources?Elise Wong
Radcliff, S., & Wong, E. (2012). English Composition students: How are they using their sources? Paper presented at CARL Conference 2012, San Diego, CA, 5-7 April.
Researchers collected papers from eight sections of English Composition at a liberal arts college and analyzed and compared sources listed in bibliographies to sources cited within the paper to see if all sources listed in the bibliographies were cited. Researchers tabulated how sources were used, including paraphrasing, stand-alone quotes and quotes either preceded by an introductory comment or followed by analysis or both. The goal was to discover how students were (or were not) using sources listed in their bibliographies and to determine the degree to which students were integrating information from their sources into their writing. Researchers analyzed the bibliographies by type of source and counted instances of un-cited data in papers. The overall purpose of the study was to help both composition instructors and librarians adjust their instructional strategies to address the problems highlighted by the study which included: Use of stand-alone quotes, use of un-cited data and inclusion of sources in bibliographies that were not cited in the paper. This research project was also an excellent vehicle for partnering with English composition faculty to learn how library instruction and composition instruction interact and overlap. The research highlighted for both how the boundary between library and English composition instruction has gaps that need to be filled by changing instructional methods and by creating more cooperation between librarians and composition faculty. Various ideas on how to accomplish this are included in the presentation.
Supachai Chuenjitwongsa (Cardiff University) talks about his experiences of teaching and assessing research methods during his time as a lecturer in Thailand. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
Presentation at the BC Festival of Learning: http://festival.bccampus.ca
Results from three surveys of students and faculty at BC post-secondary institutions.
Jones, "Philosophers and the Poor" and Vice, "How Do I Live in This Strange P...Christina Hendricks
This set of slides is for a class called Introduction to Philosophy at the University of British Columbia in Vancouver, BC, Canada. It is about two articles, given on the title slide. The Jones article is about what value academic philosophy can have for those living on poverty, and the Vice article is about how white people in South Africa should approach their privileged position, even after apartheid has ended.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Presentations from the 8th International Evidence Based Library and Information Conference held in Brisbane 6-8 July 2015. Full details of the program can be found at http://eblip8.info
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
OTC 2013: Opening Up Learning with the Community College Consortium for OER P...Una Daly
Openness is going mainstream, whether it's called open educational resources (OER), open textbooks, or massive open online courses (MOOCs). Attend this panel discussion to find out how California Community Colleges are leveraging open education to lower student costs and expand access. Topics will include adopting open textbooks, designing open online courses at community colleges, and integrating openness into professional development. You will also learn how your college can become involved in the open education movement and participate in a community of practice to share knowledge and find partners for collaboration.
Dr. Cynthia Alexander, Department Chair Educational Technology, Cerritos College and Kaleidoscope OER Project.
Una Daly, Community College Outreach Director, Open CourseWare Consortium
Katie Datko, Instructional Designer, Pasadena City College,
Dr. Barbara Illowsky, Professor Mathematics De Anza College, California Chancellor’s Office Basic Skills.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
An outline of reasons why Outreach should be undertaken, followed by examples of Outreach that the British Crystallographic Association have performed and finally indicating the direction that this work will take in the future.
College Textbook Affordability Student Survey FindingsUna Daly
What do college students believe is a reasonable cost for class materials? How does the cost of the materials affect them? What recommendations do they have for improving textbook affordability? We will hear from leading researchers what 10,000 public college students in Washington state and 22,000 public college and university students in Florida had to say about the impact of textbook costs on their education.
Washington State Board for Community and Technical Colleges (SBCTC) and the Washington Community & Technical Colleges Student Association (WACTCSA) partnered in 2017 to conduct a survey to:
gauge students’ threshold of what is considered low cost for course materials
explore the influence of cost of course materials on students’ academic practices
document students’ recommendations for strategies to improve the affordability of course materials.
The Florida Virtual Campus has conducted three surveys since 2010 on the impact textbook costs are having on higher education affordability, success and completion at their public institutions. Key findings include:
the high cost of textbooks is negatively impacting student access, success, and completion
college students are paying more than university students for textbooks and other course materials
financial aid covers fewer textbook costs in 2016 than in 2012.
When: Wednesday, Feb 21st 11am PT/ 2pm ET
Featured Speakers:
Boyoung Chae, PhD, Policy Associate of eLearning and Open Education at the Washington State Board for Community & Technical Colleges (SBCTC).
Robin Donaldson, PhD, Director Instructional Research and Membership, Florida Virtual Campus
Librarians and Writing Advisers merge intentions, information, and identitiesElise Wong
Librarians and Writing Advisers merge intentions, information, and identities: New collaborations based upon research and analysis of how students integrate sources / Presenters (in order of speakers): Elise Y Wong, Sharon Radcliff, Jeff Chon, Tereza Joy Kramer, Saint Mary’s College of California
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
Downloadable & editable files: https://osf.io/nstbq
Slides for a presentation at the BCCAT (British Columbia Council on Admission and Transfer) articulation meeting for Philosophy in May, 2019. Discusses what OER are and how to find some OER and open textbooks to use for philosophy courses.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. These slides talk about Singer's articles: "Famine, Affluence & Morality," and "The Singer Solution to World Poverty"
O'Neill on Kant's second form of the Categorical ImperativeChristina Hendricks
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. This is the first set of slides for O'Neill's text, "Kantian Approaches to Some Famine Problems"; there will be more slides added later.
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
Nozick, "The Experience Machine" and Wolf, "The Meanings of Lives"Christina Hendricks
These slides are for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada. The first half of the lecture on Wolf's article was done by a guest lecturer so those slides are not here.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They discuss a couple of Nagel's purported "bad arguments" for saying life is absurd, then his view of why human life is absurd, and how we should respond to that.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Instructor & Student Experiences with Open Textbooks, from the California Open Online Library for Education
1. INSTRUCTOR AND STUDENT
EXPERIENCES WITH OPEN TEXTBOOKS,
FROM THE CALIFORNIA OPEN ONLINE
LIBRARY FOR EDUCATION (COOL4ED)
Christina Hendricks – University of British
Columbia-Vancouver
Ozgur Ozdemir – Indiana University
Open Education Conference, Nov. 2016
1
3. Research Questions
• Faculty motivations for adopting OT or other OER
• Cost savings for students
• Student perceptions/attitudes (as reported by
faculty)
• Impact on student learning and retention
• Other benefits and drawbacks
3
4. Methods
Data
collection
51 Faculty ePortfolios
• About the (1) book, (2) course,
(3) open textbook adoption,
and (4) faculty bio
• 30 Postsecondary Institutions
• 7 Disciplinary Areas
Data analysis
Content Analysis
• Open Coding
4
6. Findings: RQ2
• Typical costs for new textbooks
reported by faculty: $50 to over
$275 per book, average $140
• 32 faculty members reported
how many students teach/year
• Estimated total cost savings:
$706,740 per year, for 5733
students ($123/student)
6
#textbookbrokebc image, by
UBC undergraduate student
society
10. Some conclusions
• Cost savings: most prominent concern for faculty (80%)
& students (93% of those that reported student views)
• Content: only 4% of portfolios showed negative views by
faculty, 12% by students
• Adaptability: noted as important on 40% of portfolios
10
Editor's Notes
2013: CA state legislature mandate to these 3 institutions
Choose 50 lower div courses to target development & adoption of OER
Do peer review of OT & OER
Site has:
Lost of 1st 2nd year courses that are highly enrolled & suggested open textbooks for them
Faculty reviews of open textbooks
Facult showcases
What is listed here as percentages are actually numbers; see the article for the actual percentages, which are higher!
55% of eportfolios (20) reported on student learning; all said stayed same or improved
Four said b/c of accessibility—cost and ability to access on multiple devices
Four said b/c also changed course while adopting OER
Only 12% (14) mentioned retention
One mentioned cost
One mentioned that was a small course that created close-knit community
Collaborated
To revise or create OT (7 said revise, 2 said create)
To create ancillary resources & assignments (4)
Redesign of a course (1)
Wider range
More videos (6)
Ew homework or study question tools (5)
Other
Value of embedding OT into LMS (3)
Can project on screen during class (1)
Can copy/paste to send in emails to students (1)
Drawbacks (7)
One said OER wasn’t adequate quality (series of videos, not book) (1)
Connectivity issues (1)
Students cut and paste into assignments w/o attribution (1)
Writing a little dry & disjointed b/c of multiple authors (1)
Student concerns:
Lack of relevant content (2)
Formatting issues: readability and lack of visuals (4)