Open Textbooks Webinar: Teaching and Learning ConversationsBeck Pitt
This webinar was conducted by Beck Pitt for the Teaching and Learning Conversations series on Tuesday 27 March 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
Open Education: The Business & Policy Case for OERIWMW
SLides for a talk on "Open Education: The Business & Policy Case for OER" given by Cable Green at the IWMW 2013 event held at the University of Bath on 26-28 June 2013.
This document discusses the University of Derby's efforts to improve support for their online learners. It provides background on the university's online learning program which enrolls over 2,800 students. The university recognized that its online learners did not have equitable support compared to on-campus students. Over time, the library services took incremental steps like creating instructional videos, developing an online reading list, and conducting a student survey. Based on survey results, the library aimed to enhance support through webinars, an online support charter, and ensuring resources meet online students' needs.
JISC - Helping the UK become the most advanced digital teaching and research ...Talis
Jisc aims to be the world-class digital support and transformation powerhouse for UK education and research. It provides shared digital infrastructure and services, expert advice, and sector-wide deals. Key priorities include networking and infrastructure, technology-enabled learning, digital libraries, open access, and learner analytics. Jisc is developing visions for 2020 and 2030 to guide digitally enabled teaching in higher education, further education, research, and libraries. This will include a national digital library strategy and learning analytics architecture.
The document discusses a debate on whether learning technologies are fit for their intended purpose. It provides an overview of the history and social context of learning technologies. The debate examines issues around technology, purpose, and cultural change. Attendees are invited to participate in the discussion and vote on whether they believe learning technologies are or are not fit for purpose.
The document summarizes the Institutional Web Management Workshop 2013 conference. It provides an overview of the conference themes and topics that were discussed each day, including opportunities and openness, the user experience, the changing technical landscape, and case studies. It also discusses the future of the Institutional Web Management Workshop, potential new business models, and implications for UKOLN staff.
Open Textbooks Webinar: Teaching and Learning ConversationsBeck Pitt
This webinar was conducted by Beck Pitt for the Teaching and Learning Conversations series on Tuesday 27 March 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
Open Education: The Business & Policy Case for OERIWMW
SLides for a talk on "Open Education: The Business & Policy Case for OER" given by Cable Green at the IWMW 2013 event held at the University of Bath on 26-28 June 2013.
This document discusses the University of Derby's efforts to improve support for their online learners. It provides background on the university's online learning program which enrolls over 2,800 students. The university recognized that its online learners did not have equitable support compared to on-campus students. Over time, the library services took incremental steps like creating instructional videos, developing an online reading list, and conducting a student survey. Based on survey results, the library aimed to enhance support through webinars, an online support charter, and ensuring resources meet online students' needs.
JISC - Helping the UK become the most advanced digital teaching and research ...Talis
Jisc aims to be the world-class digital support and transformation powerhouse for UK education and research. It provides shared digital infrastructure and services, expert advice, and sector-wide deals. Key priorities include networking and infrastructure, technology-enabled learning, digital libraries, open access, and learner analytics. Jisc is developing visions for 2020 and 2030 to guide digitally enabled teaching in higher education, further education, research, and libraries. This will include a national digital library strategy and learning analytics architecture.
The document discusses a debate on whether learning technologies are fit for their intended purpose. It provides an overview of the history and social context of learning technologies. The debate examines issues around technology, purpose, and cultural change. Attendees are invited to participate in the discussion and vote on whether they believe learning technologies are or are not fit for purpose.
The document summarizes the Institutional Web Management Workshop 2013 conference. It provides an overview of the conference themes and topics that were discussed each day, including opportunities and openness, the user experience, the changing technical landscape, and case studies. It also discusses the future of the Institutional Web Management Workshop, potential new business models, and implications for UKOLN staff.
This document summarizes Paul Bacsich's work managing the VISCED and POERUP projects. [1] VISCED studied virtual schools and colleges for teenagers and young adults in the EU. [2] It found that virtual schools can be as effective and less costly than traditional schools. [3] Bacsich recommends governments support virtual schools and foster online adult education to improve university retention and graduate outcomes.
- The document discusses issues around open education practices and open educational resources (OER). It notes that education often replicates existing power structures and that the cost of education prevents many from attending college. Open education can help address issues of equity, achievement, and innovation.
- Research shows that the use of open textbooks is associated with lower withdrawal rates, higher pass rates, and students taking more courses. Open practices empower students and give them agency over knowledge creation. Educators should consider contributions to open education in tenure and promotion decisions.
The less we talk about libraries the better - Nick Bevan | Talis Insight Euro...Talis
The document outlines 8 propositions about the future of libraries:
1. Libraries should focus on research support problems rather than teaching support, which has tools already in place.
2. Universities fail students when departments work in silos instead of viewing course support as a system.
3. Libraries have failed to address digital literacy and focused too much on information literacy.
4. Libraries' recent focus on employability is partly misguided.
5. If libraries are now learning spaces, librarians should be more interested in learning spaces overall.
6. Content and assessment will increasingly merge digitally.
7. Data is complex and not about libraries.
8. Senior
Important changes to copyright law are being made by governments and in courtrooms around the world changes that can have a direct impact on the business of publishing and the ways in which content is licensed and used outside the country whose legislature or court took action. Michael Healy, formerly the head of the Book Industry Study and Group and the Book Rights Registry, is now Executive Director at Copyright Clearance Center, the leading global provider of content and licensing solutions.
In this talk, Healy reviews recent copyright developments around the world and some that are pending and explain how business-critical their implications are for publishers and users everywhere.
Sustainable support for OER at the University of EdinburghNick Sheppard
Slides from a presentation by Lorna Campbell on 18 January 2022: A global challenge: digital and open education for inclusive societies
Lorna is a learning technology service manager at the University of Edinburgh’s Open Educational Resources (OER) Service. She is also a Trustee of Wikimedia UK and the Association for Learning Technology and has a longstanding personal commitment to supporting open knowledge and education. Her blog, Open World (http://lornamcampbell.org), features personal reflections on all aspects of open education, and she is an active member of the #femedtech network. You can find Lorna on twitter at @lornamcampbell.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
The document discusses the growth of eLearning and open education in Washington community and technical colleges. It notes that eLearning enrollments increased 31% between 2008-2009 and 2009-2010, accounting for 58% of total enrollment growth. Open education aims to increase access and completion through affordable openly licensed educational resources like an Open Course Library of 81 high-enrollment courses costing students less than $30 for textbooks. The benefits of open education include improved completion rates, lower costs, and engaging in the global discussion of open educational resources.
Making a difference with technology-enhanced learning - Scott Hibberson and S...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull.
In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Liverpool, 21 June 2016.
Creative Commons and the Department of Labor US$2 Billion Grant ProgramCable Green
The document discusses the Open Professionals Education Network (OPEN) which will provide services to support Department of Labor TAACCCT grantees in meeting grant requirements. OPEN will help grantees license work created with grant funds under a Creative Commons license, apply learning science principles to develop open educational resources, and provide professional development opportunities regarding open policies and content development. The timeline indicates that Wave 1 of TAACCCT grants was launched in February 2014 and the OPEN kick-off event was in May 2014, with each grant wave lasting three years.
The Distance Travelled: Reflections on open education policy in the UK since...Lorna Campbell
The document discusses open education policy in the UK since the Cape Town Declaration. It provides background on the Year of Open initiative and various anniversaries and events related to open educational resources (OER) including the 2nd World OER Congress. It then lists various OER initiatives and organizations in the UK, Scotland, and Europe. It concludes by outlining some remaining challenges to mainstreaming OER including awareness, benefits convincing institutions, licensing confusion, and lack of access in some areas.
The document discusses the growth of the "Tree of Learning" through history and how new technologies are nurturing its continued evolution. It explores how learning has progressed from early libraries and universities to today's digital age where distance, blended, and online learning have become mainstream. Emerging technologies like virtual worlds, mobile devices, and open educational resources are further expanding access to education and diversifying how people learn. The tree of learning continues to grow and adapt to new generations of learners.
This event extends the reach of the Open Education Conference -- Beyond Content -- taking place in Vancouver 16-18 October, 2012
The Open Education Remixathon will kick off with a round robin to describe each Open Educational Resource and the envisioned enhancements.
See the full description and participate in the conversation in SCoPE: http://scope.bccampus.ca/mod/forum/view.php?id=9009
Reflections on Open Educational Practice Nick Sheppard
Slides from a presentation by Antonio Martínez-Arboleda on 18 January 2022: A global challenge: digital and open education for inclusive societies
Antonio Martínez-Arboleda is Academic Lead for Open Educational Practice and Co-Director of the Centre for Research in Digital Education of the University of Leeds. Antonio has been a champion and practitioner of open education since 2009, initially as part of the Humbox team and co-researcher of the JISC funded project OpenLIVES on Digitised Life Stories. His scholarship focuses on the areas of OER (Open Educational Resources) and Critical Digital Pedagogies.
Welcome to the IWMW 2013 event, held at the University of Bath on 26-28 July 2013. The talk was given by Brian Kelly, UKOLN.
See http://iwmw.ukoln.ac.uk/iwmw2013/talks/welcome/
Getting to Grips with Wikipedia: a Practical Sessionlisbk
Slides for "Getting to Grips with Wikipedia: a Practical Session" to be facilitated by Brian Kelly, Cetis and Nancy Graham, University of Roehampton at the LILAC 2014 conference on 23 April 2014.
See http://ukwebfocus.wordpress.com/events/lilac-2014-getting-to-grips-with-wikipedia/
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around £1000 on books during their studies, and that 7 in 10 students have delayed or not purchased a required textbook due to cost. Not having access to textbooks can hurt students' academic performance and cause them to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are published under open licenses allowing free copying and sharing, as a way to reduce costs and improve access and affordability for students.
This document summarizes Paul Bacsich's work managing the VISCED and POERUP projects. [1] VISCED studied virtual schools and colleges for teenagers and young adults in the EU. [2] It found that virtual schools can be as effective and less costly than traditional schools. [3] Bacsich recommends governments support virtual schools and foster online adult education to improve university retention and graduate outcomes.
- The document discusses issues around open education practices and open educational resources (OER). It notes that education often replicates existing power structures and that the cost of education prevents many from attending college. Open education can help address issues of equity, achievement, and innovation.
- Research shows that the use of open textbooks is associated with lower withdrawal rates, higher pass rates, and students taking more courses. Open practices empower students and give them agency over knowledge creation. Educators should consider contributions to open education in tenure and promotion decisions.
The less we talk about libraries the better - Nick Bevan | Talis Insight Euro...Talis
The document outlines 8 propositions about the future of libraries:
1. Libraries should focus on research support problems rather than teaching support, which has tools already in place.
2. Universities fail students when departments work in silos instead of viewing course support as a system.
3. Libraries have failed to address digital literacy and focused too much on information literacy.
4. Libraries' recent focus on employability is partly misguided.
5. If libraries are now learning spaces, librarians should be more interested in learning spaces overall.
6. Content and assessment will increasingly merge digitally.
7. Data is complex and not about libraries.
8. Senior
Important changes to copyright law are being made by governments and in courtrooms around the world changes that can have a direct impact on the business of publishing and the ways in which content is licensed and used outside the country whose legislature or court took action. Michael Healy, formerly the head of the Book Industry Study and Group and the Book Rights Registry, is now Executive Director at Copyright Clearance Center, the leading global provider of content and licensing solutions.
In this talk, Healy reviews recent copyright developments around the world and some that are pending and explain how business-critical their implications are for publishers and users everywhere.
Sustainable support for OER at the University of EdinburghNick Sheppard
Slides from a presentation by Lorna Campbell on 18 January 2022: A global challenge: digital and open education for inclusive societies
Lorna is a learning technology service manager at the University of Edinburgh’s Open Educational Resources (OER) Service. She is also a Trustee of Wikimedia UK and the Association for Learning Technology and has a longstanding personal commitment to supporting open knowledge and education. Her blog, Open World (http://lornamcampbell.org), features personal reflections on all aspects of open education, and she is an active member of the #femedtech network. You can find Lorna on twitter at @lornamcampbell.
This document discusses developing a culture of open education in Washington State by sharing educational resources openly through creative commons licensing. It notes that high textbook costs reduce access to higher education, costing full-time students $1000 per year. It proposes creating an Open Course Library with 81 high-enrollment courses that are openly licensed and cost less than $30 per textbook to improve completion rates and engage in the global open education discussion. The document raises questions about the efficiencies if all publicly funded educational content was openly accessible.
The document discusses the growth of eLearning and open education in Washington community and technical colleges. It notes that eLearning enrollments increased 31% between 2008-2009 and 2009-2010, accounting for 58% of total enrollment growth. Open education aims to increase access and completion through affordable openly licensed educational resources like an Open Course Library of 81 high-enrollment courses costing students less than $30 for textbooks. The benefits of open education include improved completion rates, lower costs, and engaging in the global discussion of open educational resources.
Making a difference with technology-enhanced learning - Scott Hibberson and S...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull.
In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Liverpool, 21 June 2016.
Creative Commons and the Department of Labor US$2 Billion Grant ProgramCable Green
The document discusses the Open Professionals Education Network (OPEN) which will provide services to support Department of Labor TAACCCT grantees in meeting grant requirements. OPEN will help grantees license work created with grant funds under a Creative Commons license, apply learning science principles to develop open educational resources, and provide professional development opportunities regarding open policies and content development. The timeline indicates that Wave 1 of TAACCCT grants was launched in February 2014 and the OPEN kick-off event was in May 2014, with each grant wave lasting three years.
The Distance Travelled: Reflections on open education policy in the UK since...Lorna Campbell
The document discusses open education policy in the UK since the Cape Town Declaration. It provides background on the Year of Open initiative and various anniversaries and events related to open educational resources (OER) including the 2nd World OER Congress. It then lists various OER initiatives and organizations in the UK, Scotland, and Europe. It concludes by outlining some remaining challenges to mainstreaming OER including awareness, benefits convincing institutions, licensing confusion, and lack of access in some areas.
The document discusses the growth of the "Tree of Learning" through history and how new technologies are nurturing its continued evolution. It explores how learning has progressed from early libraries and universities to today's digital age where distance, blended, and online learning have become mainstream. Emerging technologies like virtual worlds, mobile devices, and open educational resources are further expanding access to education and diversifying how people learn. The tree of learning continues to grow and adapt to new generations of learners.
This event extends the reach of the Open Education Conference -- Beyond Content -- taking place in Vancouver 16-18 October, 2012
The Open Education Remixathon will kick off with a round robin to describe each Open Educational Resource and the envisioned enhancements.
See the full description and participate in the conversation in SCoPE: http://scope.bccampus.ca/mod/forum/view.php?id=9009
Reflections on Open Educational Practice Nick Sheppard
Slides from a presentation by Antonio Martínez-Arboleda on 18 January 2022: A global challenge: digital and open education for inclusive societies
Antonio Martínez-Arboleda is Academic Lead for Open Educational Practice and Co-Director of the Centre for Research in Digital Education of the University of Leeds. Antonio has been a champion and practitioner of open education since 2009, initially as part of the Humbox team and co-researcher of the JISC funded project OpenLIVES on Digitised Life Stories. His scholarship focuses on the areas of OER (Open Educational Resources) and Critical Digital Pedagogies.
Welcome to the IWMW 2013 event, held at the University of Bath on 26-28 July 2013. The talk was given by Brian Kelly, UKOLN.
See http://iwmw.ukoln.ac.uk/iwmw2013/talks/welcome/
Getting to Grips with Wikipedia: a Practical Sessionlisbk
Slides for "Getting to Grips with Wikipedia: a Practical Session" to be facilitated by Brian Kelly, Cetis and Nancy Graham, University of Roehampton at the LILAC 2014 conference on 23 April 2014.
See http://ukwebfocus.wordpress.com/events/lilac-2014-getting-to-grips-with-wikipedia/
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around £1000 on books during their studies, and that 7 in 10 students have delayed or not purchased a required textbook due to cost. Not having access to textbooks can hurt students' academic performance and cause them to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are published under open licenses allowing free copying and sharing, as a way to reduce costs and improve access and affordability for students.
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.
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It summarizes data showing that tuition and fees have risen significantly faster than both inflation and household incomes. The cost of textbooks has also increased 812% since 1978. Studies show that textbook costs negatively impact students' academic performance by causing them to not purchase required textbooks or take fewer courses. The document then introduces open textbooks, which are available under open licenses at low or no cost, as a way to reduce costs and increase access and academic success for students.
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
This document discusses the rising costs of higher education textbooks and their negative impact on students. It notes that textbook prices have increased 812% since 1978, far outpacing inflation rates, and that many students delay purchasing or opt not to buy required textbooks due to high costs. This creates financial hardship for students and can negatively impact their academic performance. The document advocates for open textbooks, which are freely available online under open licenses, as one way to reduce costs and improve access and affordability for students.
Open Textbooks Workshop: University of Sunderland Beck Pitt
This workshop was conducted by Beck Pitt at the University of Sunderland on Wednesday 13 December 2017 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
This document discusses the rising costs of higher education and textbooks and the barriers this creates for students. It notes that state funding for higher education has declined while tuition costs have increased significantly. Textbook prices have also risen 812% since 1978 on average. This has forced many students to delay purchasing textbooks, potentially hurting their academic performance. The document advocates for open textbooks, which are free to students and can be customized by instructors, as a way to help lower costs and improve access and academic success. It cites several studies finding that open textbooks have equal or better outcomes compared to traditional textbooks.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased over 800% since 1978, far outpacing inflation. The average student now spends $1,200-1,300 per year on textbooks. To cope with high costs, many students choose not to purchase required textbooks or take fewer courses. The document advocates for open textbooks as an affordable alternative. Open textbooks are available online for free under open licenses, allowing copying and revision. Studies show students learn as well or better with open textbooks compared to traditional textbooks. The document encourages readers to review and adopt open textbooks.
Open Textbook Network faculty workshop at Youngstown State UniversityRajiv Jhangiani
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It summarizes that state funding for higher education has decreased while tuition costs have increased, pricing many students out of attending or completing college. The cost of textbooks has also risen dramatically, with the average student budgeting over $1,000 per year for textbooks alone. Open textbooks, which are freely available online under open licenses, are presented as a way to reduce costs for students while maintaining quality and academic outcomes equal to or better than traditional textbooks. The author advocates for the adoption of open textbooks and provides information on how to review and customize open textbooks for courses.
This document discusses the rising costs of higher education and textbooks and promotes open textbooks as an affordable alternative. It notes that declining state funding and rising tuition have prevented millions from completing college. Textbook prices have increased 812% since 1978, forcing students to delay purchases or go without. However, open textbooks available under Creative Commons licenses are free to students and can achieve the same or better learning outcomes compared to traditional textbooks. The document encourages readers to review and adopt open textbooks for their classes.
This document discusses the rising costs of higher education and textbooks and the barriers this creates for students. It notes that state funding for public universities has declined while tuition costs have increased dramatically. The average student budget for textbooks in 2016-2017 was $1,230-1,390. Studies found that high textbook costs cause many students to not purchase required books, take fewer courses, or earn poorer grades. The document advocates for open textbooks as an alternative that are free or low-cost and have been found to have equal or better learning outcomes compared to traditional textbooks. It provides examples of open textbook projects and funding models.
Open Textbook Network workshop at George Fox UniversityRajiv Jhangiani
The document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation, with the average student budgeting $1,200-1,400 for books and materials annually. The rising costs have led many students to delay purchasing textbooks, not buy required books, or take fewer courses overall. Open educational resources (OER) such as open textbooks are presented as an alternative to help increase access and affordability for students while maintaining quality. The Open Textbook Library currently hosts over 250 openly licensed textbooks that are complete, free to use, and have received positive reviews.
Open Textbook Network Workshop at Temple UniversityRajiv Jhangiani
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 earnings have not kept pace, forcing many to not purchase required textbooks. 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, while saving students thousands of dollars. The document advocates for increasing awareness and adoption of open textbooks to improve access and affordability of higher education.
Open Textbook Network Workshop at Temple UniversityRajiv Jhangiani
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 document discusses the rising costs 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. This barrier prevents many from completing college degrees. Open textbooks, which are freely available online under open licenses, could help address this issue. Research has found that open textbooks can provide equal or better learning outcomes at a much lower cost. The document advocates for raising awareness of open textbooks and reviewing titles in the Open Textbook Library.
Pedagogy, Technology, and the Future of Higher EdRobin DeRosa
This document summarizes the key topics and themes that were presented at the ATI (Advanced Technology Institute) conference. The conference focused on exploring how emerging technologies can be used to enhance teaching and learning, while emphasizing that the primary goal should be improving pedagogy rather than just introducing new technologies. Specific technologies discussed included learning management systems, wearables, drones, and hyperloops. However, the document stresses that technology should support student-centered learning and open educational resources/pedagogies in order to reduce costs and empower students. It encourages attendees to adopt these practices in their own teaching and to advocate for institutional policies that promote affordable, open education.
Pedagogy, Technology, & the Future of Higher Education - USNH ATI 2015Scott Robison
This document provides an overview of topics that will be covered at an upcoming conference on technology and education called ATI. It discusses using digital tools and open educational resources to improve and expand learning opportunities for students. Specific technologies mentioned include learning management systems, wearable devices, drones, and hyperloops. The document emphasizes using technology to realize educators' visions for their courses rather than focusing on the technologies themselves. It also discusses the benefits of open educational resources in increasing access and affordability for students and their positive impacts on learning outcomes. The conference aims to encourage collaboration between educators and students and consideration of how technology can help higher education better serve the public good.
St. Paul College Presentation Open Textbooksmerta33
The document summarizes information about the high cost of textbooks and its impact on students. It notes that textbook prices have increased four times the rate of inflation over the past 30 years. It also discusses strategies students use to deal with high costs, such as buying used books, renting textbooks, or not purchasing textbooks, and how this impacts their academic performance. Specifically, it states that 7 out of 10 students in one survey did not purchase a required textbook due to the cost, and this led to some students earning poor grades, dropping or withdrawing from courses.
Similar to Open Textbook Workshop: Glasgow City College (23 August 2019) (20)
Challenges for innovation and educational change in low resourced settings: A...Beck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at EDEN2023 in Dublin, Ireland on 20 June 2023 by Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale nationa...Beck Pitt
"Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale national professional development training" was presented at OER22 on 28 April 2022 (Open in Action theme).
Abstract:
Enhancing and scaling online education as a key route to improving access to Higher Education is a priority for the Kenyan government (Kenya Vision 2030). The Open University (UK) as a part of The Skills for Prosperity, Kenya (SFPK) programme funded by Foreign Commonwealth and Development Office (FCDO) is leading a national initiative to build the capacity of higher education staff in digital education (The Institute of Educational Technology, 2021a). This initiative runs across all 37 public universities in Kenya and involves offering a large scale supported online training that aims to develop the knowledge and skills of educators, educational leaders and support staff to deliver online education.
The online training programme (The Institute of Educational Technology, 2021b) includes a course supported by webinars, expert talks, mentoring sessions and an online community of practice. Universities are also working on a range of digital education capacity building projects, based on their university’s needs. These projects offer the opportunity to put knowledge and skills into practice.
This session will explore how an existing open course has been reused and repurposed to offer professional development at a national level (The Institute of Educational Technology, 2021c). It will also explore how this OER will be reused and localised by course participants, to offer training to staff across their institution. During this presentation we will focus on sharing insights and lessons learnt from the process of reusing and localising OER. This session will be of particular interest to anyone interested in the creation and remix of OER, digital education initiatives and/or supporting colleagues within diverse contexts.
Resources and References
The Government of Kenya. (2007). Kenya Vision 2030. Available at https://vision2030.go.ke/ (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021a). Skills for Prosperity Kenya. Available at https://iet.open.ac.uk/projects/skills-for-prosperity-kenya (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021b). Skills for Prosperity Available at Kenya Programme. https://www.open.edu/openlearncreate/course/index.php?categoryid=499(last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021c). OU launches programme for online educators and educational leaders. Available at https://iet.open.ac.uk/research/OU-launches-programme-for-online-educators-and-educational-leaders (last accessed 09/02/2022)
More on Skills for Prosperity Kenya: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya
CC Cert: Unit 4. Using CC Licenses and CC Licensed Works Beck Pitt
This document discusses how to properly attribute and license content that has been adapted from other openly licensed works. It explains that when using or adapting open content, the title, author, source and license of the original work should always be provided. It also discusses what types of uses constitute collections, derivatives or remixes of open works, and how these adapted works should be attributed and licensed in compliance with the licenses of the original sources.
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Experiences and Support of Graduate Research in Open Education: Global OER Gr...Beck Pitt
"Experiences and Support of Graduate Research in Open Education: Global OER Graduate Network (GO-GN)" was presented as part of the Experiences and Support of Graduate Research in Open Education panel at #OEGlobal, Niagara Falls, USA on 12 October 2018.
This slidedeck is based on a reworked and updated version of Bea de los Arcos’s slides on GO-GN. See: https://www.slideshare.net/BdelosArcos
This handout is an overview of the impact, outcomes and recommendations of the UK Open Textbook project: http://ukopentextbooks.org @UKOpenTextbooks
It was created to accompany the OpenEd18 presentation Open Textbooks beyond the US: Results of the UK Open Textbook Project Pilot on 11 October 2018.
The MOOC Potential to address European Challenges in CPD and Continuous Educa...Beck Pitt
(1) The document discusses findings from the BizMOOC research project on the awareness, perceptions and use of MOOCs among businesses in Europe. It finds that while familiarity with MOOCs is still low, businesses see benefits for training and recruitment. There is interest in collaborating with universities but also unresolved issues around costs, quality and data security.
(2) Key benefits identified are saving costs on training, networking opportunities, and keeping employees' skills up to date. However, businesses also have questions around legal limitations, confidentiality, and measuring learning.
(3) The document recommends targeted awareness raising on MOOCs, addressing quality assurance, and collaborative approaches between businesses, universities and other
Exploring International Open Educational Practices Beck Pitt
This document discusses open educational practices (OEP) in Scotland. It defines OEP as practices that promote equity and openness, building on the freedoms of open educational resources (OER) to emphasize social justice and increasing access to education. The document explores definitions of OEP from various scholars and discusses examples of OEP, including using OER, open pedagogy, collaboration, and participation. It also briefly summarizes the growth of open practices in the United States and includes a bibliography of references about OEP.
The document reports on the findings of a survey conducted as part of the Opening Educational Practices in Scotland (OEPS) project. The survey aimed to understand awareness and use of open educational resources (OER) and open educational practices (OEP) among higher education and further education institutions in Scotland. Key findings include that 40% of higher education respondents reported being aware of OER, compared to 54% of further education respondents. The majority of both higher and further education respondents were aware of concepts like public domain and copyright. YouTube and TED were the most commonly used open education repositories. The document concludes by providing contact information for the OEPS project.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
Published on 19 November 2014 this report brings together the findings of the OER Hub collaborative open research that took place during 2013-2014. The report was co-authored by Bea de los Arcos, Rob Farrow, Leigh-Anne Perryman, Beck Pitt and Martin Weller.
Find out more about the project, our hypotheses and the report: http://oerresearchhub.org/2014/11/19/oer-evidence-report-2013-2014/
Exploring Faculty Use of Open Educational Resources at British Columbia Post-...Beck Pitt
A co-authored report produced by BCcampus and OER Hub on the findings from research conducted with faculty in British Columbia on the use and impact of open educational resources and open textbooks.
The report was co-authored by Rajiv Jhangiani, Beck Pitt, Christina Hendricks, Jessie Key and Clint Lalonde.
Find out more on the background to the study and key findings: http://open.bccampus.ca/2016/01/18/new-study-exploring-faculty-use-of-oer-at-bc-institutions/
Faculty attitudes towards OER and open textbooks in British Columbia and Beyond Beck Pitt
"Faculty attitudes towards OER and open textbooks in British Columbia and Beyond" (with Christina Hendricks, Rajiv Jhangiani and Clint Lalonde) was presented at OpenEd 2015, Vancouver, British Columbia on 19 November 2015.
You can read the full report here: http://open.bccampus.ca/2016/01/18/new-study-exploring-faculty-use-of-oer-at-bc-institutions/
Presentation on 13 January 2015: AHRC Rethinking Existentialism in Psychotherapy workshop (http://blogs.cardiff.ac.uk/rethinkingexistentialism/?page_id=134) Watch the presentation on YouTube: https://youtu.be/qh0KzYOklyY
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Open Textbook Workshop: Glasgow City College (23 August 2019)
1. Open Textbooks
Access, Affordability, and Academic Success
One City Week, Glasgow
Friday 23 August 2019
Beck Pitt, The Open University (UK) @BeckPitt
By David Ernst and modified by Beck Pitt & Vivien Rolfe as part of the UK Open Textbooks project. Unless otherwise
stated this work is licensed under the Creative Commons Attribution 4.0 International License.
3. 20%
of all UK students who start a
degree course will not
complete it.
https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation-summary
5. Current students, on average, will owe more than
£50,000
in fee and maintenance loans upon graduation.
(Principal only)
https://www.ifs.org.uk/publications/9334
6. What can we do?
• Fees
• Room and Board
• Books and Supplies
• Personal Expenses
• Transportation
7. What can we do?
• Fees
• Room and Board
• Books and Supplies
• Personal Expenses
• Transportation
8. A 2010 NUS survey indicates
that the average student will
spend around
£1000
on books & materials each
academic year.
https://www.nus.org.uk/en/advice/money-and-funding/average-costs-of-living-and-study/
9.
10. What do you think about the cost of textbooks?
Picture credit: books bookcase-0308 (Copy) by Nick Vidal-Hall https://www.flickr.com/photos/132918212@N04/38611730894/ is licensed CC BY-ND 2.0
11. “Due to caring responsibilities at home, most
of my study is done at home in the evening,
when my children are in bed. Therefore I
cannot use the university library to study.”
“Material changes every year so it’s difficult to
find useful second hand copies.”
“There are more recommended reading books
than I can afford to buy or have time to read.”
“They are extremely useful, but expensive
considering the fact that we pay £9000 tuition
fees.”
“When 6 subjects have 5-10 books on the
‘suggested reading’ list, it becomes impossible
to obtain all of them.”
“Text books are ridiculously priced. They are
aimed at students but are completely out of
their price range. £100 for one book!”
Quotes from UWE Students
Rolfe, V. Could open textbooks improve the experience of all students?
12. 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, either
directly or via the library.
• Download textbooks from the internet
13. –U of MN Student
"I figured French hadn't changed that
much.”
14. 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
15. The Academic Impact
• 80% thought purchasing textbooks was an important
part of their studies
• 88% of students claimed to have skipped purchasing a
textbook because of the price.
• 9% claimed to have changed their course because of
the cost of books associated with it.
Rolfe, V. Could open textbooks improve the experience of all students?
16. 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:
http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
17. Picture credit: Question 1 by Virtual EyeSee https://www.flickr.com/photos/virtualeyesee/6107062655/ is licensed CC BY 2.0
59. What can we do?
• Take a look! (Open Textbook Library:
http://open.umn.edu/opentextbooks )
• 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
61. Additional Resources
• What do you think about the cost of textbooks? Video:
https://www.youtube.com/watch?v=0d6HTN6llgo
• Have you ever delayed purchasing a textbook because of cost? Video:
https://www.youtube.com/watch?v=rjaTJC8zZJ4
• The Impact of High Textbook Costs. Video:
https://www.youtube.com/watch?v=-4IswNs0WWE
• UK Open Textbook Project resources:
http://ukopentextbooks.org/resources/
• Open Education Group Review Project: http://openedgroup.org/review
• Creative Commons: https://creativecommons.org/
62. Beck Pitt Beck.Pitt@open.ac.uk @BeckPitt
Slides: https://www.slideshare.net/BeckPitt
Open Textbook Library: open.umn.edu
UK Open Textbook Project: http://ukopentextbooks.org
By David Ernst and modified by Beck Pitt & Vivien Rolfe as part of the UK Open Textbooks project. Unless otherwise
stated this work is licensed under the Creative Commons Attribution 4.0 International License.
Editor's Notes
Some example books from (1) Portland State University, and (2) State University of New York Libraries SUNY – funded by the institutions
https://textbooks.opensuny.org
JISC e-book projects (see http://observatory.jiscebooks.org ran until 2010) but also e-book publishers e.g. Liverpool, UCL, Manchester (see case study) etc.
http://www.e-ir.info/author/stephen-mcglinchey/
New synthesis out now (2019): https://link.springer.com/article/10.1007%2Fs11423-019-09700-4
In terms of student and teacher perceptions of OER, 2,717 students and 2,484 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). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus.
https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4).
http://www.irrodl.org/index.php/irrodl/article/view/2381/3497
and CA OER Whitepaper
In terms of student and teacher perceptions of OER, 2,717 students and 2,484 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). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus.
https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4).
http://www.irrodl.org/index.php/irrodl/article/view/2381/3497
and CA OER Whitepaper
In terms of student and teacher perceptions of OER, 2,717 students and 2,484 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). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus.
https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4).
http://www.irrodl.org/index.php/irrodl/article/view/2381/3497
and CA OER Whitepaper
Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) 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.
This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) 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.
This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) 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.
This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)