This document summarizes the key issues around the rising cost of textbooks and open textbooks as an alternative. It notes that textbook prices have increased 812% since 1978 while students' financial aid and wages have not kept pace, forcing many to not purchase required textbooks or take fewer courses. Open textbooks can help address this by providing free, high-quality textbooks under open licenses. Several studies have found open textbooks lead to equal or better learning outcomes compared to traditional textbooks. The document encourages reviewing and adopting open textbooks to increase access and affordability for students.
This presentation explains the rationale for open textbooks, provides an update on open textbooks at George Fox University, and encourages faculty to participate.
A presentation given at Educause ELI 2019 in Anaheim, CA on February 19. 2019. The PDF is available to download in our university IR: https://digitalcommons.georgefox.edu/libraries_fac/28/
This presentation for faculty explains the rationale for open textbooks, provides an update on George Fox University's Open Textbook Initiative, and encourages them to participate.
The results of an Open Textbook Initiative, includes definitions, why open is important, the process of beginning an open textbook initiative at a small university and the results after one academic year.
Open Textbooks Workshop: The Open University Beck Pitt
This workshop was conducted by Beck Pitt at The Open University (UK) on Tuesday 9 January 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Strategies to Support Open Educational Resources for Student Success: Case Ex...Robin M. Ashford, MSLIS
This was a shared Educause Connect Portland 2017 session with Cynthia Jimes from ISKME: https://events.educause.edu/educause-connect/2017/portland/agenda/strategies-to-support-open-educational-resources-for-student-success-case-examples-from-california-michigan-and-oregon
This presentation explains the rationale for open textbooks, provides an update on open textbooks at George Fox University, and encourages faculty to participate.
A presentation given at Educause ELI 2019 in Anaheim, CA on February 19. 2019. The PDF is available to download in our university IR: https://digitalcommons.georgefox.edu/libraries_fac/28/
This presentation for faculty explains the rationale for open textbooks, provides an update on George Fox University's Open Textbook Initiative, and encourages them to participate.
The results of an Open Textbook Initiative, includes definitions, why open is important, the process of beginning an open textbook initiative at a small university and the results after one academic year.
Open Textbooks Workshop: The Open University Beck Pitt
This workshop was conducted by Beck Pitt at The Open University (UK) on Tuesday 9 January 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Strategies to Support Open Educational Resources for Student Success: Case Ex...Robin M. Ashford, MSLIS
This was a shared Educause Connect Portland 2017 session with Cynthia Jimes from ISKME: https://events.educause.edu/educause-connect/2017/portland/agenda/strategies-to-support-open-educational-resources-for-student-success-case-examples-from-california-michigan-and-oregon
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.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Solving the Textbook Cost Crisis Through OERNicole Allen
The cost of college textbooks has grown to a point that virtually every campus is now seeking solutions. While many institutions have successfully reduced costs for students through stop-gap measures such as rental programs, lending libraries and licensing deals, the greatest potential for permanently solving the problem lies in Open Educational Resources (OER). Institutions of all kinds have begun to leverage OER to reduce costs for students, expand access to information, and enable faculty to better tailor materials to their courses. This talk will provide an overview of the OER movement to date, including important definitions, major projects, and what the most successful institutions are doing. It will also help frame the opportunity for regional collaboration and provide specific advice for members of the audience to take back to campus.
Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies.
Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines.
David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions.
David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
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
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.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Solving the Textbook Cost Crisis Through OERNicole Allen
The cost of college textbooks has grown to a point that virtually every campus is now seeking solutions. While many institutions have successfully reduced costs for students through stop-gap measures such as rental programs, lending libraries and licensing deals, the greatest potential for permanently solving the problem lies in Open Educational Resources (OER). Institutions of all kinds have begun to leverage OER to reduce costs for students, expand access to information, and enable faculty to better tailor materials to their courses. This talk will provide an overview of the OER movement to date, including important definitions, major projects, and what the most successful institutions are doing. It will also help frame the opportunity for regional collaboration and provide specific advice for members of the audience to take back to campus.
Recent research conducted by the OER Research Hub indicates that nearly 60% of community college faculty choose OER and open textbooks based on the reputation of the institution or recommendations from trusted colleagues. Join us on Wed, February 5, at 11:00 am (PT), 2:00 pm (ET) to hear about three high-quality open textbook publishing initiatives, one through the State University of New York (SUNY), another through OpenStax College at Rice University, and finally one at the University of Minnesota. Our featured speakers will share their experiences with publishing open textbooks for use by both faculty and students and share their open textbook adoption strategies.
Cyril Oberlander, Director of Library Services at SUNY Geneseo heads up the SUNY Open Textbook initiative which publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as a publishing service and infrastructure. They have released three open textbooks this last fall in their planned series of fifteen open textbooks in various disciplines.
David Harris, Editor-in-chief OpenStax College at Rice University’s Connexions project. OpenStax College is a nonprofit organization committed to improving student access to quality learning materials. Their free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of college courses. Their first six books released over the last two years are focused on general education courses and are gaining adoptions.
David Ernst, Chief Information Officer, College of Education and Human Development, at University of Minnesota. Dr. Ernst spent the last two years identifying barriers to the adoption of open textbooks and finding ways to help institutions and faculty overcome those barriers. He created the Open Textbook Library in April, 2012, as a single source for faculty to find open textbooks.
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
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
Open Textbooks: Access, affordability and academic successBdelosArcos
Slides for workshop on open textbook adoption in Ireland, as part of the UK Open Textbook Project. Adapted from work by David Ernst, University of Minnesota.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Open Textbook Network Workshop at Temple University
1. Open Textbooks
Access, Affordability, and Academic Success
Rajiv Jhangiani, Ph.D.
Kwantlen Polytechnic University
@thatpsychprof
By David Ernst. This work is licensed under the Creative Commons Attribution 4.0 International License.
2. –United Nations Universal Declaration of Human
Rights
“…higher education shall be equally
accessible to all…”
3. 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 http://files.eric.ed.gov/fulltext/ED529499.pdf
13. The average student should budget
$1,249 - $1,364
for textbooks and course materials in 2015-16.
http://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2015-16
Temple University = $1,500
14. What do you think about the cost of textbooks?
https://www.youtube.com/watch?v=0d6HTN6llgo
15. Coping with the Cost
• Purchase an older edition of the textbook
• Delay purchasing the textbook
• Never purchase the textbook
• Share the textbook with other students
16. –U of MN Student
"I figured French hadn't changed that
much.”
17. 59%
of students report that they have had to wait for
their financial aid check to purchase textbooks.
Unpublished Minnesota State University Student Association survey
18. Have you ever delayed purchasing a textbook because of cost?
https://www.youtube.com/watch?v=rjaTJC8zZJ4
19. 7/10
students surveyed hadn’t bought a required
textbook due to cost.
http://www.slideshare.net/txtbks/open-education-and-solving-the-textbook-cost-crisis
20. 63.6% Not purchase the required textbook
49.2% Take fewer courses
45.1% Not register for a specific course
33.9% Earn a poor grade
26.7% Drop a course
17.0% Fail a course
In your academic career, has the cost of
required textbooks caused you to:
http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
30. Where does the funding come from?
Universities (SUNY, Umass Amherst,
Portland State, …)
Foundations (Hewlett, Gates, …)
Governments (state, federal)
Professional Organizations (CALI)
62. What can we do?
• Take a look!
• Write a review!
• Adopt if a book meets the needs of you and your
students
• Raise awareness - talk with colleagues in your
program and department
63. Writing a Review
Is there is a textbook in the Open Textbook Library that
fits your class and/or expertise?
Institutional funding for:
1. attending this workshop, and
2. reviewing a textbook in the Open Textbook Library
64. Writing a Review
1. You will receive an email with a link to the online
review form.
2. Complete a concise review by May 27, 2016.
3. The review will be posted on the Open Textbook
Library under an open license.
4. Stipend will be paid.
According to Mark Perry, a finance and business economics professor at the University of Michigan-Flint. “[Textbook prices] have all been going up at a much faster rate than any other consumer product”
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
person icon by Ferran Brown from the Noun Project
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
person icon by Ferran Brown from the Noun Project
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
person icon by Ferran Brown from the Noun Project
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).