Introduction to OER for COBA 2019
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This introduction to OER was presented to UTA graduate students in Dr. Peggy Semingson's class on May 22, 2019.
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Introduction to OER for COBA 2019
- 1. Introduction to OER MICHELLE REED, OPEN EDUCATION LIBRARIAN
- 2. What We’ll Learn Define open educational resources (OER) Identify common motivations for producing and using OER Describe the freedoms and restrictions of open licenses Use advanced search strategies to locate OER
- 3. OER World Map: https://oerworldmap.org/
- 4. Open education can transform higher education.
- 6. The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade. - The Advisory Committee on Student Financial Assistance
- 7. 36 % are food insecure 36 % are housing insecure 9 % are homeless - Still Hungry and Homeless in College, Wisconsin HOPE Lab Basic Needs Assessment of Four-Year Students
- 8. ~ 44 million Americans owe > $1.4 trillion outstanding debt - Consumer Financial Protection Bureau Student Loan Debt
- 10. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 US Higher Education Funding - $/FTE State Funding Tuition Revenue Source: State Higher Ed Executive Officers Association
- 11. 2012 2016 63.6% 66.5% Not purchase the required textbook 49.2% 47.6% Take fewer courses 45.1% 45.5% Not register for a specific course 33.9% 37.6% Earn a poor grade 26.7% 26.1% Drop a course 17.0% 19.8% Fail a course In your academic career, has the cost of required textbooks caused you to: - Florida Student Textbook Surveys, Florida Virtual Campus
- 12. UTA Students on Textbooks
- 14. 0 10 20 30 40 50 60 70 80 90 Spring 2018 Fall 2017 UTA Student Government Survey Purchased All Skipped Buying One or More
- 16. $120 at Purchase Buy back for $11 Barely used You tell me UTA
- 17. $400 for 1 book?!
- 18. textbook stole my girlfriend
- 19. Extortion
- 20. CRIMINAL
- 21. SCAM
- 22. Ridiculous!! It's robbery!! Stop the madness!!
- 23. It’s a racket, a monopoly.
- 24. SMASH THE PEARSON- McGRAW- HILL TEXTBOOK Duopoly! $$$
- 25. Rent them or ask a friend
- 26. Paying to do HW SUCKS same same
- 27. Don't buy! It'll be on the PowerPoint!
- 28. I wish prof's would actually use them if I have to pay for them.
- 29. Expensive. I starve for 3 days because I need to buy $200- $300 just for the online code.
- 30. A waste of money. I need money to eat…
- 31. One of my required books is more than a months rent WTF!!
- 33. They're free on private bay -every student
- 34. There's a reason why I download illegally !!
- 35. I'm always afraid of the cops coming for me & my illegally downloaded pdf textbooks
- 36. “…higher education shall be equally accessible to all…” - UN Universal Declaration of Human Rights
- 39. How does this compare with your experiences as a UTA student?
- 40. “Free” Resources Open Textbooks Other Open Educational Resources Public Resources Library Resources
- 42. Introduction to Copyright and Open Licensing
- 43. Fact 1 “The Congress shall have the power… to promote the progress of science and useful arts, by securing for limited time to authors and inventors exclusive Right to their respective writings and discoveries.” U.S. Constitution, Article 1, Section 8
- 44. Fact 2 Copyright (Section 106) protects “original works of authorship” that are fixed in a tangible form of expression: ◦ literary works ◦ musical works ◦ dramatic works ◦ pantomimes & choreographic works ◦ pictorial, graphic, & sculptural works ◦ motion pictures & other audiovisual works ◦ sound recordings ◦ architectural works
- 45. Fact 3 Rights are held by the OWNER of the work (not necessarily the creator/author). Owners may: ◦ Reproduce - Make copies of their works publicly or privately. ◦ Adapt - Prepare additional works derived from their copyrighted work, (aka, derivative works). ◦ Distribute - Disseminate copies of their works, to the public by sale or other transfer of ownership, or by rental, lease, lending. ◦ Perform - Perform their work publicly (at location open to the public or to persons other than close family and social acquaintances). ◦ Display - Display their work publicly (applies to all works except sound recordings and architectural works).
- 46. Fact 4 1790 – 14 yrs. + 14 renewal (28 total) 1998 – life of author + 70 yrs
- 47. Copyright
- 48. Creative Commons Copy Share Edit Keep Use Mix
- 51. What Open Enables Content Customization Localization Open Pedagogy
- 52. UTA Students on OER
- 53. “The textbook given to us this semester was absolutely amazing. It gave all the information we needed very clearly and made it interesting to learn with the modern examples and cool extra facts about France obtaining to our lesson.” “Madame Soueid is awesome and she wrote a really engaging and fun french book!” “The book provided for the course was very helpful and well written. Because it was very specific for the class, the book was extremely useful.”
- 54. “It is awesome and cost effective for students who have limited income and it is a great program which should be supported and highlighted in the college mainstream.” “Very great resources and relevant to course. Low cost materials helped focus more on learning rather than worrying about how to pay for the education coming from different resources that may cost money, which helped the grade overall.” “I am very delighted that UTA is moving towards free or reduced-cost textbooks that are online. I am a low-income student and these resources help me greatly.”
- 55. “Among her findings, students with loans had a more positive perception of the OER, and in this particular course, students using this OER did better than students who had used a traditional textbook in her same course the prior semester.” https://pressbooks.education/news/2018/08/university-of-texas-at- arlington-kicks-off-oer-program-with-eight-books-in-development/
- 56. 2% 5% 33% 21% 39% Average Scores: Quality and Ease of Use Much Worse/Harder Somewhat Worse/Harder About the Same Somewhat Better/Easier Much Better/Easier
- 57. 0 20 40 60 80 100 120 140 160 180 200 Fall 2017 Spring 2018 Fall 2018 I would enroll in the section that uses traditional materials I would enroll in the section that uses free or low-cost materials I would have no preference Imagine a future course you are required to take. If two different sections of that course were offered by the same instructor during equally desirable time slots, but you were aware that one section used traditional printed texts and the other used reduced-cost digital materials similar to those used in this course, which section would you prefer to enroll in?
- 58. OER Discovery Locate any OER relevant to your discipline: Describe the resource Describe the license Describe the technical openness of the resource Need help? Get started at http://libguides.uta.edu/oer
Editor's Notes
- This presentation by Michelle Reed is licensed under an Attribution 4.0 International license (CC-BY): https://creativecommons.org/licenses/by/4.0/ Images are individually licensed as noted.
- OER World Map: https://oerworldmap.org/
- Open education can transform higher education. More open access publishing A change in how we allocate spending Increased engagement Improved retention Improved completion rates Improved pedagogy Ownership of course content New partnerships and collaborative opportunities Slide and notes modified from Open Textbook Network presenter materials created by David Ernst and Sarah Cohen. Image Credit: “Effect_of_Butterfly” by Anastasiya_Markovich is CC BY-SA 3.0 https://commons.wikimedia.org/wiki/File:Anastasiya_Markovich_Effect_of_Butterfly.jpg
- Common misconception: open = free (period) Open = free + permissions is CC BY Michelle Reed at https://www.flickr.com/photos/oelib/37051477601/
- The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade. Data from The Advisory Committee on Student Financial Assistance at http://files.eric.ed.gov/fulltext/ED529499.pdf These are students who did everything “right”, but cost stopped them from completing. They are capable and qualified, but financially strapped. Text from Executive Summary of “Mortgaging Our Future” (Sept. 2006): ● During the 1990s, between nearly 1 million and 1.6 million bachelor’s degrees were lost among college-qualified high school graduates from low- and moderate-income families. ● During the current decade, between 1.4 million and 2.4 million more bachelor’s degrees will likely be lost, as the number of high school graduates increases and academic preparation improves. ● These estimates are extremely conservative, reflecting only those losses that occur among low- and moderate-income college-qualified high school graduates and only to the extent that they are unable to enroll and persist in college at the same rates as their middle-income peers. Total losses, including those among middle-income students, are much higher. Slide and notes modified from Open Textbook Network presenter materials created by David Ernst and Sarah Cohen.
- Basic Needs Assessment of Four-Year Students 36 % are food insecure 36 % are housing insecure 9 % are homeless Data from Still Hungry and Homeless in College by the Wisconsin HOPE Lab at https://hope4college.com/wp-content/uploads/2018/09/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless.pdf A large population of students are weighing textbooks vs. food and textbooks vs. rent. As a result, a growing number of campuses are opening food pantries and shelters. From report overview: “This is the largest national survey assessing the basic needs security of university students. It is the HOPE Lab’s 3rd national survey; the other two focused on community colleges. This year we report on 43,000 students at 66 institutions in 20 states and the District of Columbia. That includes over 20,000 students at 35 4-year colleges and universities, as well as students at community colleges. We find: • 36% of university students were food insecure in the 30 days preceding the survey. This year’s estimate for community college students is 42%, but our larger study last year found 56%. • 36% of university students were housing insecure in the last year. Housing insecurity affected 51% of community college students in last year’s study, and 46% in this year’s study. • 9% of university students were homeless in the last year. In comparison, 12% of community college students were homeless in this year’s survey, and 14% in last year’s survey. The data show that basic needs insecurities disproportionately affect marginalized students and are associated with long work hours and higher risk of unemployment. However, the level of academic effort – in and outside the classroom—is the same regardless of whether or not students are dealing with food and housing insecurity. It is therefore critically important to match their commitments with supports to ensure degree completion.” Report Goldrick-Rab, S., Richardson, J., Schneider, J., Hernandez, A., & Cady, C. Still Hungry and Homeless in College. Wisconsin HOPE Lab. (2018) FAQ for Still Hungry and Homeless in College https://hope4college.com/wp-content/uploads/2018/09/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless.pdf See NPR article for further discussion: https://www.npr.org/sections/thetwo-way/2018/04/03/599197919/hunger-and-homelessness-are-widespread-among-college-students-study-finds
- Student Loan Debt ~ 44 million Americans owe > $1.4 trillion outstanding debt Data from the Consumer Financial Protection Bureau is available at https://www.consumerfinance.gov/about-us/newsroom/cfpb-finds-percentage-borrowers-20k-student-debt-doubled-over-last-decade/ . 44 million Americans have student loan debt totaling over $1.4 trillion while the percentage of borrowers with $20K in student debt doubled over the last decade.
- Jon Marcus’ “Americans don’t realize state funding for higher ed is falling, new poll finds” published February 25, 2019, from The Hechinger Report is available at https://hechingerreport.org/americans-think-state-funding-for-higher-ed-has-held-steady-or-risen-survey-finds/ This 2019 study by American Public Media finds: ● 34% of U.S. adults think government funding for public colleges and universities has stayed the same over the past decade ● 27% think it has increased. The Center on Budget and Policy Priorities reports that “state funding for public two and four-year colleges in the 2017 school year (that is, the school year ending in 2017) was nearly $9 billion below its 2008 level, after adjusting for inflation.” Available at https://www.cbpp.org/research/state-budget-and-tax/a-lost-decade-in-higher-education-funding Read the APM brief at https://www.apmresearchlab.org/stories/2019/02/25/colleges-funding-university-loans-students-free-tuition-government-aid-research-survey
- A graph from the State Higher Ed Executive Officers Association shows the proportion of cost students contributed to higher education via tuition revenue in the United States between 1990 and 2014 compared to state funding. The data is available at http://www.sheeo.org . Funding at state level is decreasing as tuition is increasing. In many states, these lines have crossed. We haven’t crossed in Texas (yet), but the gap is narrowing.
- In your academic career, has the cost of required textbooks caused you to: ● Not purchase a required textbook (2012 = 63.6%; 2016 = 66.5%) ● Take fewer courses (2012 = 49.2%; 2016 = 47.6%) ● Not register for a specific course (2012 = 45.1%; 2016 = 45.5%) ● Earn a poor grade (2012 = 33.9%; 2016 = 37.6%) ● Drop a course (2012 = 26.7%; 2016 = 26.1%) ● Fail a course (2012 = 17.0%; 2016 = 19.8%) Florida Student Textbook Survey by Florida Virtual Campus is available at https://florida.theorangegrove.org/og/items/3a65c507-2510-42d7-814c-ffdefd394b6c/1/ . Cost is an impediment to student success and retention according to the Florida Virtual Campus Survey conducted in 2012 and again in 2016 at every public secondary institution in the state of Florida. Total study population 20K students. Across the four year gap, results are more or less consistent. The purpose of the 2016 Student Course Materials Survey was to identify: ● The amount of money that Florida students spent on textbooks during the spring 2016 semester. The frequency with which students buy textbooks that are not used. ● How students are affected by the cost of textbooks. ● Which study aids students perceive to be the most beneficial to their learning. ● Identify any changes over time in student responses from previous iterations of the survey.
- University of Texas at Arlington students reported their textbook costs during a Student Government Event in Spring 2018. Images of students holding signs reading how much they spent on textbooks that semester: $300, $500, $650, and $350. Photos: all rights reserved, Katie Gosa.
- University of Texas at Arlington students reported their textbook costs during a Student Government Event in Spring 2018. That semester, 63 students reported skipping the purchase of at least one required course resource and 58 reported purchasing all of their required resources. The same students reported skipping the purchase of at least one required course resource and 43 reported purchasing all of their required resources during Fall 2017.
- UTA Textbook Speakouts were held in UTA Libraries during Spring 2017 (179 entries) and Spring 2018 (145 entries), totalling ~325 responses. Students responded to prompts about textbooks and/or course resource costs on glass walls in the Libraries’ foyer and, separately, on large paper rolls placed near the entrance of the building.
- Comment from UTA Textbook Speakout $120 at Purchase Buy back for $11 Barely used You tell me UTA
- Comment from UTA Textbook Speakout $400 for 1 book?!
- Comment from UTA Textbook Speakout Textbook stole my girlfriend
- Comment from UTA Textbook Speakout Extortion
- Comment from UTA Textbook Speakout Criminal
- Comment from UTA Textbook Speakout SCAM
- Comment from UTA Textbook Speakout Ridiculous!! It's robbery!! Stop the madness!!
- Comment from UTA Textbook Speakout It’s a racket, a monopoly.
- Comment from UTA Textbook Speakout SMASH THE PEARSON- McGRAW- HILL TEXTBOOK Duopoly! $$$
- Comment from UTA Textbook Speakout Rent them or ask a friend
- Comment from UTA Textbook Speakout Paying to do HW SUCKS Same Same
- Comment from UTA Textbook Speakout Don't buy! It'll be on the PowerPoint!
- Comment from UTA Textbook Speakout I wish prof's would actually use them if I have to pay for them.
- Comment from UTA Textbook Speakout Expensive. I starve for 3 days because I need to buy $200-$300 just for the online code. 😢 (sad face) 😢
- Comment from UTA Textbook Speakout A waste of money. I need money to eat…
- Comment from UTA Textbook Speakout One of my required books is more than a months rent WTF!!
- Comment from UTA Textbook Speakout A necessary EVIL.
- Comment from UTA Textbook Speakout They're free on private bay -every student
- Comment from UTA Textbook Speakout There's a reason why I download illegally !!
- Comment from UTA Textbook Speakout I'm always afraid of the cops coming for me & my illegally downloaded pdf textbooks
- The United Nations’ Universal Declaration of Human Rights has language embedded within it concerning the importance of equal access to higher education.
- Image by avi_acl on Pixabay shows the silhouette of a woman with outstretched arms with a sunrise in the background.
- Image by analogicus on Pixabay shows a brick wall and gate.
- Common misconception: open = free (period) Open = free + permissions is CC BY Michelle Reed https://www.flickr.com/photos/oelib/37051477601/
- The U.S. Constitution “The Congress shall have the power…to promote the progress of science and useful arts, by securing for limited times to authors and inventors exclusive Right to their respective writings and discoveries.” Article 1, Section 8 Fact 1: Copyright is a legal right granted by the US Constitution. It was intended as a limited-term monopoly to incentivize creation and innovation. https://www.copyright.gov/title17/
- Copyright (Section 106) Copyright protects “original works of authorship” that are fixed in a tangible form of expression: • literary works • musical works • dramatic works • pantomimes & choreographic works • pictorial, graphic, & sculptural works • motion pictures & other audiovisual works • sound recordings • architectural works Fact 2: Copyright is automatic when a work is fixed in a tangible form. These categories should be viewed broadly. For example, computer programs and most “compilations” may be registered as “literary works”; maps and architectural plans may be registered as “pictorial, graphic, and sculptural works.” Some things may not be protected by copyright: ideas, symbols, ingredients and processes (recipes), ideas, phrases, names, titles, and slogans. However, other types of IP may apply (e.g., trademark, patent, or trade secret). Also, government documents are in the public domain. Copyright happens automatically and without any further action on your part when you fix an idea in a tangible form. Example: lyrics on a bar napkin. Making the copyright ownership and status of work easily visible is a good idea but not legally required. Registration is a procedural necessity in order to litagate a copyright claim but this can be done at any point and costs money. It would indicate to the court that you were aware of your ownership rights and intended to protect them. But again, not necessary to establish copyright; the act of expression brought the copyright into existence.
- Copyright is a bundle of rights Rights are held by the OWNER of the work (not necessarily the creator/author). Owners may: • Reproduce - Make copies of their works publicly or privately. • Adapt - Prepare additional works derived from their copyrighted work, (aka, derivative works). • Distribute - Disseminate copies of their works, to the public by sale or other transfer of ownership, or by rental, lease, lending. • Perform - Perform their work publicly (at location open to the public or to persons other than close family and social acquaintances). • Display - Display their work publicly (applies to all works except sound recordings and architectural works). Fact 3: Copyright is a bundle of rights that can be debundled. Rights may be transferred in whole or licensed collectively or individually. Exclusive rights must be transferred in writing.
- Length/Term of Copyright • Life of author plus 70 years • Joint work – 70 years after last surviving author’s death • Works made for hire – 95 years from year of first publication or 120 years from year of creation, whichever expires first • Works published before 1923 are in the public domain • Copyright slider to determine whether the work is in the public domain - http://librarycopyright.net/resources/digitalslider/ Fact 4: Copyright lasts a really long time-- continues beyond creator’s death. Original Copyright Term: 1790 – 14 yrs. + 14 renewal (28) Revisions: 1831 – 28 yrs. + 14 renewal (42) 1909 – 28 yrs. + 28 renewal (56) 1976 – life of author + 50 yrs. (fair use formalized, registration not required) 1998 – life of author + 70 yrs. Source: http://www.arl.org/focus-areas/copyright-ip/2486-copyright-timeline The Disney influence: Steamboat Willie (1928) - set to expire in 1984 - 1976 changes set new expiration at 75 years (2003) - 1998 changes set new expiration at 95 years (2023)
- Creative Commons licenses https://creativecommons.org/licenses/
- https://openstax.org/details/books/biology-2e
- Feedback from UTA CARES student surveys Intermediate French – open textbook creation
- Feedback from UTA CARES student surveys Introductory sociology – OpenStax adoption + ancillary creation
- “Among her findings, students with loans had a more positive perception of the OER, and in this particular course, students using this OER did better than students who had used a traditional textbook in her same course the prior semester.” https://pressbooks.education/news/2018/08/university-of-texas-at-arlington-kicks-off-oer-program-with-eight-books-in-development/ Across all surveys completed by students in courses supported by the UTA CARES Grant Program and those using customized OER published by Mavs Open Press, students consistently report the free OER are much or somewhat better than traditional course materials and much or somewhat easier to use than traditional course materials.
- Results of student surveys Question: Imagine a future course you are required to take. If two different sections of that course were offered by the same instructor during equally desirable time slots, but you were aware that one section used traditional printed texts and the other used reduced-cost digital materials similar to those used in this course, which section would you prefer to enroll in? Responses: In Fall 2017, 7 students reported preference for traditional resources, 110 reported preference for free and low-cost resources, and 21 reported no preference. In Spring 2018, 0 students reported preference for traditional resources, 24 reported preference for free and low-cost resources, and 6 reported no preference. In Fall 2018, 11 students reported preference for traditional resources, 184 reported preference for free and low-cost resources, and 14 reported no preference.