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![6. Write own ideas in [square
brackets].
• Connections to other passages, class
discussions, or assignments
• Use top or bottom of page
• Requires active reading and critical thinking
• Will make study more interesting and useful](https://image.slidesharecdn.com/open-textbooks-120209221110-phpapp01/85/Open-Textbook-Training-in-Arizona-61-320.jpg)
Uploaded byDavid Wiley
Open Textbook Training in Arizona
This document discusses open textbooks and open educational resources (OER). It makes three main points: 1. Education is about sharing knowledge, and digital technologies allow unprecedented sharing through free copying, distribution, and editing of educational content. Open licensing like Creative Commons allows this type of open sharing. 2. Using open textbooks and OER can significantly reduce the cost of textbooks for students, saving millions of dollars. Research shows students rate the quality of open textbooks as equal to or better than traditional textbooks. 3. Providing open educational resources along with professional development for teachers allows them to adapt materials for better pedagogy, like highlighting, annotating, and adding notes. This can move the needle on learning outcomes
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- 1. Open Textbooks David Wiley Instructional Psychology & Technology Brigham Young University
- 2. What Does “Open”Mean? Why should we care? How will it benefit our students?
- 3. 1. Education IsSharing the core argument
- 4. Teachers Share WithStudents Knowledge and skills Feedback and criticism Encouragement
- 5. Students Share WithTeachers Questions Assignments Tests
- 6. If There IsNo Sharing There is no education
- 7. Successful Educators Sharemost compeltely with the most students
- 8. Knowledge is Magical Canbe given without being given away
- 9. Physical Expressions AreNot To give a book you must give it away
- 10. Expressions Are Different Togive a book you must give it away
- 11. When Expressions AreDigital They also become magical
- 14. An Indescribable Advance The first time in human history
- 15. Both Knowledge andExpressions Can be given without giving away
- 16. Unprecedented Capacity Wecan share as never before
- 17. Unprecedented Capacity We caneducate as never before
- 18. What Does “Share”Mean? Online it means copy and distribute
- 19. Cost of “Copy” Forone 250 page book: • Copy by hand - $1,000 • Copy by print on demand - $4.50 • Copy by computer - $0.00084
- 20. Cost of “Distribute” Forone 250 page book: • Distribute by mail - $5.20 • Distribute by internet - $0.00072
- 21. Copy and Distributeare “Free” This changes everything
- 22. Educational Sharing Also meansadapting or editing
- 23. Sense-making, Meaning-making Connecting to prior knowledge Relating to past experience (In an appropriate language)
- 24. Digital Makes Editing“Free” Editing a printed book or magazine is difficult and expensive
- 25. Free Copy, Distribute,Edit We can share as never before
- 26. Free Copy, Distribute,Edit We can educate as never before
- 27. Except We Can’t ©forbids copying, distributing, and editing
- 28. © Cancels thePossibilities Of digital media and the internet
- 29. Internet Copyright Enables Forbids What to do?
- 31. Use copyright toenforce sharing
- 32. The 4Rs Reuse – copy verbatim Redistribute – share with others Revise – adapt and edit Remix – combine with others
- 34. Over 400 MillionItems Using CC licenses at end of 2010
- 35. The “Open” inOER Free permission to do the 4Rs
- 36. Internet OER Enables Allows Sharing and educating at unprecedented scale
- 37. 2. The $5Textbook the financial argument
- 39. Postsecondary Students Pay$35 instead of $150 per book 300,000 students have saved $39M+
- 40. Postsecondary Students Pay$35 instead of $150 per book 300,000 students have saved $39M+
- 41. Project Kaleidoscope (NGLC) Preliminary research results
- 42. “How would yourate the quality of the texts used for this course?” Answer Response % WORSE than… 4 3% About the SAME AS… 67 56% BETTER than… 49 41%
- 43. “Imagine a futurecourse you are required to take. If two different sections were offered…” Answer Response % I would enroll in the section with 17 13% TRADITIONAL PUBLISHED TEXTS I would enroll in the section with 93 74% TEXTS LIKE THOSE OFFERED IN THIS COURSE I would have no preference 16 13%
- 45. Utah HS ScienceClasses Teachers adapted CK12 books for print or digital use
- 46.
- 47. High Schools Pay $5instead of $80 per book
- 48. 2700 Students in2011-2012 1200 students in 2010-2011
- 49. Statewide Secondary in2012 Math 9, Science 9-12, Language Arts 6-12 Potentially 275,000+ students
- 50. Back of theEnvelope Cost of Traditional Books Over Cycle $65,000,000 Cost of Open Books Over Cycle $25,000,000 Potential Savings Over Entire Cycle $40,000,000 Potential Savings Per Year $5,500,000
- 51. Impact on Learning? Simplesubstitution makes no difference
- 52. Impact on Learning? With PD we will move the outcomes needle
- 53. Pedagogy and OER Highlighting,annotating, taking notes
- 54. Text Marking Strategies Adapted from http://academic.cuesta.edu/acasupp/as/609.htm
- 55. Any text markingstrategy / system must make sense to the person using it.
- 56. 1. Read firstthen underline or highlight selectively. • Read a passage through • Go back and underline/highlight words or phrases that best summarize passage • Limit amount of underlining/highlighting • Requires conscious evaluation – What is most valuable? – What is not as valuable?
- 57. 2. Box transitionsand number important ideas. • Transitions: – First,…Second,…Third, – Next, – Finally, – For example, • Number lists of information imbedded in text – Transition words are good indicators
- 58. 3. Circle specializedvocabulary. • Look up definitions. • Write brief meanings in margins.
- 59. 4. Jot downmain ideas in the margin. • “What was most of that passage about?” • Summarize concisely (5-10 words) • Especially useful for short, dense passages
- 60. 5. Label examplesand definitions. • Identify main idea being exemplified • Note in-text definitions
- 61. 6. Write ownideas in [square brackets]. • Connections to other passages, class discussions, or assignments • Use top or bottom of page • Requires active reading and critical thinking • Will make study more interesting and useful
- 62. 7. Write questionsas you read. • Questions help you think, relate to new material, and wonder about implications and applications • Active questioning can improve learning and retention
- 63. 8. Summarize largersections and chapters. • Summarize AFTER reading – Don’t read and write at the same time • Use brief phrases • Use whitespace • “What was this section (or chapter) about?” • Use own words, not quotes from the text Use whitespace to summarize sections or chapters in my own words.
- 64. 9. Map sectionsor chapters. • Visual diagram showing relationships between concepts – Isolate and organize main ideas • Use in addition to OR in place of summaries Sections Map Chapters
- 65. 10. Check-mark important opinions.✔✔ • Isolate opinions of the author from factual statements • Evaluate importance of opinions • Use multiple check-marks for more important opinions