Open Textbook Network Workshop at Temple UniversityRajiv Jhangiani
ย
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.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
ย
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.
This document discusses the rising costs of higher education and textbooks and promotes open textbooks as an affordable alternative. It notes that tuition increases and state funding cuts have burdened students with large debts, while textbook prices have risen 812% since 1978. Open textbooks, which are freely available online under open licenses, could help reduce costs while maintaining quality. Several studies show open textbooks lead to equal or better learning outcomes compared to traditional textbooks. The document encourages readers to consider adopting open textbooks.
This document discusses open textbooks and their potential benefits for increasing access and affordability of higher education. It notes that the rising costs of textbooks have negatively impacted many students' academic success by preventing them from purchasing required materials. Open textbooks which are freely available online could help address this issue. The document provides data showing the large increases in textbook prices over time as well as studies finding open textbooks can achieve similar learning outcomes to traditional textbooks while saving students money. It profiles various open textbook adoption programs and licenses that aim to expand access to educational resources.
Westnet CIO Meeting - Tucson, AZ 1-4-16David Ernst
ย
The document discusses open textbooks and the Open Textbook Network's efforts to increase adoption of open textbooks by faculty. Some key points:
1) Open textbooks are free to students and can help address the rising costs of textbooks that negatively impact students' academic performance and financial stress.
2) Barriers to faculty adoption include lack of awareness of open textbooks and their quality.
3) The Open Textbook Network works with partner institutions to build expertise on open textbooks through workshops and training to increase adoption among faculty.
4) To date their efforts have engaged over 500 faculty, reviewed 380 open textbooks, and achieved a 40% adoption rate among participating faculty.
St. Paul College Presentation Open Textbooksmerta33
ย
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.
Open Textbook Network Workshop at Temple UniversityRajiv Jhangiani
ย
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.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
ย
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.
This document discusses the rising costs of higher education and textbooks and promotes open textbooks as an affordable alternative. It notes that tuition increases and state funding cuts have burdened students with large debts, while textbook prices have risen 812% since 1978. Open textbooks, which are freely available online under open licenses, could help reduce costs while maintaining quality. Several studies show open textbooks lead to equal or better learning outcomes compared to traditional textbooks. The document encourages readers to consider adopting open textbooks.
This document discusses open textbooks and their potential benefits for increasing access and affordability of higher education. It notes that the rising costs of textbooks have negatively impacted many students' academic success by preventing them from purchasing required materials. Open textbooks which are freely available online could help address this issue. The document provides data showing the large increases in textbook prices over time as well as studies finding open textbooks can achieve similar learning outcomes to traditional textbooks while saving students money. It profiles various open textbook adoption programs and licenses that aim to expand access to educational resources.
Westnet CIO Meeting - Tucson, AZ 1-4-16David Ernst
ย
The document discusses open textbooks and the Open Textbook Network's efforts to increase adoption of open textbooks by faculty. Some key points:
1) Open textbooks are free to students and can help address the rising costs of textbooks that negatively impact students' academic performance and financial stress.
2) Barriers to faculty adoption include lack of awareness of open textbooks and their quality.
3) The Open Textbook Network works with partner institutions to build expertise on open textbooks through workshops and training to increase adoption among faculty.
4) To date their efforts have engaged over 500 faculty, reviewed 380 open textbooks, and achieved a 40% adoption rate among participating faculty.
St. Paul College Presentation Open Textbooksmerta33
ย
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.
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.
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 Textbook Network workshop at George Fox UniversityRajiv Jhangiani
ย
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.
This document discusses the rising costs of textbooks and their negative impact on student access and success in higher education. It notes that declining state funding and increasing tuition has shifted costs to students. The average student budget for textbooks in 2016-17 was $1,230-$1,390, and many students delay purchasing textbooks or don't purchase them at all due to high costs, which can negatively impact their grades. Open textbooks, which are freely accessible online and can be customized by instructors, are presented as an alternative that can help address the textbook affordability crisis. Studies have found open textbooks can achieve equal or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around ยฃ1000 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 discusses the rising costs of textbooks and their negative impact on student access and success. It notes that tuition increases and funding cuts have shifted costs to students, with the average student spending over $1,200 per year on textbooks and materials. The high and increasing costs have led many students to delay purchasing textbooks, use older editions, or forgo them entirely. This can hurt academic performance and increase dropout rates. Open textbooks provide an affordable alternative by making materials freely available online under open licenses. The document advocates for the adoption of open textbooks to improve access and lower barriers to higher education.
This document provides an overview of open textbooks and the BC Open Textbook Project. It discusses the high costs of traditional textbooks and how open textbooks can help by being available online for free or at low cost. The project aims to increase the use of open textbooks in BC by facilitating their creation and adoption. Faculty are involved in reviewing, adapting and creating new open textbooks through sprints and other activities. Initial results show the project has helped save students over half a million dollars in textbook costs so far.
This document discusses the rising costs of textbooks and the barriers this poses for students. It notes that the average student spends $1,200 per year on textbooks, and that high costs cause many students to delay purchasing textbooks, take fewer courses, or fail courses. Open textbooks are presented as an alternative, as they can be freely copied, shared, and adapted with a Creative Commons license. Examples of open textbooks available from the University of Minnesota and other institutions are provided. Research shows that open textbooks can significantly reduce costs for students while maintaining educational quality. The document advocates for greater awareness and adoption of open textbooks by faculty.
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.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
ย
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
Open Textbooks: Access, Affordability, and Academic SuccessDavid Ernst
ย
Cost is a barrier to universal access to higher education. Faculty can make a significant impact by considering cost when adopting textbooks for their courses. Open textbooks (textbooks licensed with a Creative Commons or similar license) are an affordable solution. Faculty can find open textbooks at http://open.umn.edu. Take a look, and see what a difference you can make!
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It notes that declining state funding and rising tuition has negatively impacted access to college for many students. The high and increasing costs of traditional textbooks also creates barriers for students. Open textbooks, which are freely available online under open licenses, can help reduce costs while maintaining quality. Several studies have found that open textbooks can achieve similar or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars.
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased 812% since 1978, far outpacing inflation rates, and that high costs often lead students to delay purchasing textbooks or not purchase them at all. Open textbooks, which are freely available online under open licenses, are presented as one way to reduce costs while maintaining quality. Data shows that open textbooks can achieve the same or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars. The document encourages readers to review and adopt open textbooks when possible to increase access and affordability of higher education.
This document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation over the past 30 years, with the average student now spending $1,200 per year on textbooks. This cost deters many students from purchasing required textbooks, leading some to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are available online for free under open licenses, as a way to reduce costs and improve access and academic success for students. It provides some examples of open textbooks and their benefits, such as a free online college physics textbook used by over 300,000 students.
Barriers to Open Textbook Adoption: University of KansasSarah Cohen
ย
A workshop for library faculty and staff, teaching and learning staff, instructional designers, and anyone who supports faculty in adopting course materials.
Open Textbook Network faculty workshop at Youngstown State UniversityRajiv Jhangiani
ย
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 presentation was given to University of Iowa faculty to provide information on Open Educational Resources and other affordable textbook solutions.
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.
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 Textbook Network workshop at George Fox UniversityRajiv Jhangiani
ย
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.
This document discusses the rising costs of textbooks and their negative impact on student access and success in higher education. It notes that declining state funding and increasing tuition has shifted costs to students. The average student budget for textbooks in 2016-17 was $1,230-$1,390, and many students delay purchasing textbooks or don't purchase them at all due to high costs, which can negatively impact their grades. Open textbooks, which are freely accessible online and can be customized by instructors, are presented as an alternative that can help address the textbook affordability crisis. Studies have found open textbooks can achieve equal or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around ยฃ1000 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 discusses the rising costs of textbooks and their negative impact on student access and success. It notes that tuition increases and funding cuts have shifted costs to students, with the average student spending over $1,200 per year on textbooks and materials. The high and increasing costs have led many students to delay purchasing textbooks, use older editions, or forgo them entirely. This can hurt academic performance and increase dropout rates. Open textbooks provide an affordable alternative by making materials freely available online under open licenses. The document advocates for the adoption of open textbooks to improve access and lower barriers to higher education.
This document provides an overview of open textbooks and the BC Open Textbook Project. It discusses the high costs of traditional textbooks and how open textbooks can help by being available online for free or at low cost. The project aims to increase the use of open textbooks in BC by facilitating their creation and adoption. Faculty are involved in reviewing, adapting and creating new open textbooks through sprints and other activities. Initial results show the project has helped save students over half a million dollars in textbook costs so far.
This document discusses the rising costs of textbooks and the barriers this poses for students. It notes that the average student spends $1,200 per year on textbooks, and that high costs cause many students to delay purchasing textbooks, take fewer courses, or fail courses. Open textbooks are presented as an alternative, as they can be freely copied, shared, and adapted with a Creative Commons license. Examples of open textbooks available from the University of Minnesota and other institutions are provided. Research shows that open textbooks can significantly reduce costs for students while maintaining educational quality. The document advocates for greater awareness and adoption of open textbooks by faculty.
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.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
ย
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
Open Textbooks: Access, Affordability, and Academic SuccessDavid Ernst
ย
Cost is a barrier to universal access to higher education. Faculty can make a significant impact by considering cost when adopting textbooks for their courses. Open textbooks (textbooks licensed with a Creative Commons or similar license) are an affordable solution. Faculty can find open textbooks at http://open.umn.edu. Take a look, and see what a difference you can make!
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It notes that declining state funding and rising tuition has negatively impacted access to college for many students. The high and increasing costs of traditional textbooks also creates barriers for students. Open textbooks, which are freely available online under open licenses, can help reduce costs while maintaining quality. Several studies have found that open textbooks can achieve similar or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars.
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased 812% since 1978, far outpacing inflation rates, and that high costs often lead students to delay purchasing textbooks or not purchase them at all. Open textbooks, which are freely available online under open licenses, are presented as one way to reduce costs while maintaining quality. Data shows that open textbooks can achieve the same or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars. The document encourages readers to review and adopt open textbooks when possible to increase access and affordability of higher education.
This document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation over the past 30 years, with the average student now spending $1,200 per year on textbooks. This cost deters many students from purchasing required textbooks, leading some to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are available online for free under open licenses, as a way to reduce costs and improve access and academic success for students. It provides some examples of open textbooks and their benefits, such as a free online college physics textbook used by over 300,000 students.
Barriers to Open Textbook Adoption: University of KansasSarah Cohen
ย
A workshop for library faculty and staff, teaching and learning staff, instructional designers, and anyone who supports faculty in adopting course materials.
Open Textbook Network faculty workshop at Youngstown State UniversityRajiv Jhangiani
ย
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 presentation was given to University of Iowa faculty to provide information on Open Educational Resources and other affordable textbook solutions.
Este documento presenta una prueba de sintaxis sobre oraciones subordinadas adjetivas y sustantivas. Explica los nexos que aparecen en las oraciones subordinadas adjetivas y las funciones de las oraciones subordinadas sustantivas, dando ejemplos. Ademรกs, pide analizar sintรกcticamente cinco oraciones y una oraciรณn extra para obtener una calificaciรณn mรกs alta.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
This document is a curriculum vitae for MohammadfakhrulalfaqihbinSaadon providing personal details, education history, skills, work experience, references and a statement on why he should be hired. It details that he holds a Bachelor's degree in Industrial Management from Universiti Selangor, has work experience in sales, business development, volunteering and procurement, and is looking for a job to gain professional experience and accept challenges.
The Gitega Solar Bakery Project in Burundi installed two solar ovens at a bakery employing 13 marginalized women to reduce deforestation, empower women, and stimulate the local economy. The solar ovens save over 150 tons of firewood annually, reducing greenhouse gas emissions by 277 tons and providing cheaper, safer working conditions. Early results found the bakery's bread is 30% cheaper and employees earn 30% more. Lessons learned include exploring transport options to increase sales and revising marketing and sales strategies. The project aims to improve livelihoods while reducing environmental impacts.
This presentation shares the basic knowledge regarding the difference between goals and dreams, types of goals we all have in our life and how goal based social web & apps help us in achieving our goals.
Le compte personnel d'activitรฉ, de l'utopie au concretFrance Stratรฉgie
ย
Le rapport examine les objectifs et les principes du compte personnel dโactivitรฉ et dessine plusieurs scรฉnarios pour sa mise en ลuvre. Ce nouveau dispositif doit rรฉunir sous un mรชme compte lโensemble des droits sociaux utiles ร chacun pour sรฉcuriser son parcours professionnel.
InterGlobe Technologies (IGT) has handled over 4.6 million calls for baggage related queries over the past 7 years for a major U.S. airline. IGT operates a 24/7 baggage helpdesk to handle customer inquiries about mishandled or delayed baggage. This centralized baggage desk aims to improve customer satisfaction by addressing issues with lost or damaged luggage. IGT also runs a proactive outbound program to contact passengers proactively about baggage delays in order to reduce customer dissatisfaction rates.
The document provides background information on the Industrial Revolution. It discusses key factors that led to the Industrial Revolution starting in England such as geographic, political, economic and technological factors. It then describes some key inventions and their impacts, such as the cotton gin, steam engine, and technologies in transportation and communication. The document also discusses effects on population, agriculture, society and living/working conditions for different social classes.
Open Textbook Network Workshop at Temple UniversityRajiv Jhangiani
ย
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.
Open Textbooks Workshop: The Open University Beck Pitt
ย
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
Open Textbooks Workshop: University of Sunderland Beck Pitt
ย
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 high cost of textbooks and its negative impact on student access and success. It notes that the average student spends $1,200-1,300 per year on textbooks, and that this cost barrier prevents some qualified students from completing college. Open textbooks are presented as a solution, as they are available for free or at low cost and can be adapted. The document outlines evidence that open textbooks improve access and affordability without compromising quality or learning outcomes. It also addresses barriers to faculty adoption and strategies for increasing awareness and use of open textbooks.
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
This document discusses open textbooks and their potential to increase access, affordability, and academic success in higher education. It notes that the high cost of textbooks has prevented many qualified students from completing college degrees. Open textbooks can help address this issue by making educational resources freely available. The document provides statistics on the high and rising costs of textbooks for students. It also summarizes several studies that found open textbooks led to equal or better learning outcomes for students compared to traditional textbooks, while saving students and institutions significant amounts of money. The University of Northwestern's open textbook initiative is highlighted as a successful example of adopting open textbooks to reduce costs and increase access.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
ย
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
This document provides an overview of an event discussing open educational resources (OER) for reducing textbook costs in Oregon. The event included presentations from Blue Mountain Community College and Columbia Gorge Community College on their OER efforts, which have led to significant cost savings for students. Barriers to adopting OER were also discussed, such as lack of faculty awareness and support issues. The document outlines the benefits of OER including increasing access and affordability as well as improving learning outcomes.
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.
Open Textbooks: Access, affordability and academic successBdelosArcos
ย
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.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
ย
The BC Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It supports the development of free and open textbooks for high-enrollment courses. In its first two years, the project involved over 100 faculty and benefited over 5,000 students, saving an estimated $540,000 to $713,000 in textbook costs. The project allows faculty to customize resources while ensuring students have access to materials from day one. Research shows open textbooks may improve learning outcomes and provide opportunities for collaborative authoring and authentic learning activities.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
Librarians as Leaders and Partners in OER InitiativesRegina Gong
ย
Librarians as Leaders and Partners in OER Initiatives
Regina Gong discusses her experience leading an open educational resources (OER) initiative at Lansing Community College. High textbook costs were negatively impacting students, so she helped faculty adopt free and openly licensed OER to save students over $1 million. As experts in finding resources and copyright, librarians are well-positioned to partner with faculty on OER. LCC's bottom-up approach led over 200 faculty to use OER in over 400 courses benefiting over 10,000 students. Communicating successes helped expand partnerships and further the initiative's social justice goals of increasing educational access.
MN Council of Academic Library DirectorsDavid Ernst
ย
This document discusses open textbooks and the Open Textbook Network. It notes that the cost of textbooks prevents many students from completing college and causes academic issues for many current students. The Open Textbook Network works to address barriers that prevent faculty from adopting open textbooks, like lack of awareness or quality concerns. Data shows the Open Textbook Library website and open textbook reviews and adoptions have grown substantially over time. A study found open textbooks did not negatively impact student learning. Many colleges and universities have now adopted open textbooks, saving students an estimated $1.5 million at the University of Minnesota alone.
This document discusses the rising costs of textbooks and their negative impact on student access and success. It notes that textbook prices have increased 812% since 1978, far outpacing inflation, and that high costs often lead students to not purchase required books or take fewer courses. The document advocates for open textbooks, which are freely accessible online and can be legally adapted and distributed, as a way to significantly reduce costs for students while maintaining quality. It provides several examples of universities and states that have implemented open textbook programs, finding improved access and equal or better student outcomes compared to traditional textbooks.
The document discusses the rising costs of higher education and textbooks and promotes the use of open educational resources (OER) as more affordable alternatives. It notes that the cost of higher education has increased much faster than general inflation and minimum wage. As a result, many qualified students are unable to complete college degrees due to financial barriers. The document advocates for increasing the use of OER, which are freely accessible online textbooks and course materials that can help reduce costs for students. It provides examples of successful OER implementations and research findings that OER can achieve equivalent or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
Summary of efficacy and perceptions studies of Open Educational Resources (OER). Short version ... across ~40 academic studies, examining more than 100,000 students and surveying more than 16,000 faculty and students, students overwhelming do as well or better when using OER. Both faculty and students who have used OER generally prefer OER to commercial content.
Recent Findings from the OER Research Fellows johnhilton3
ย
The document summarizes recent findings from the OER Research Fellows program. It provides an overview of several research projects conducted by Fellows on adopting open educational resources (OER) in postsecondary courses. It highlights studies that found cost savings for students from OER use, mixed attitudes from students and faculty towards OER quality, and challenges adopting OER related to ancillary materials and textbook customization. The Fellows program aims to build OER research capacity and encourage high-quality studies on the costs, outcomes, use and perceptions of OER.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Open Textbooks: Access, Affordability, and Academic Success
1. Open Textbooks
Access, Affordability, and Academic Success
John Hilton III, PhD
Brigham Young University
@johnhiltoniii
By David Ernst. This work is licensed under the Creative Commons Attribution 4.0 International License.
2. โUnited Nations Universal Declaration of Human
Rights
โโฆhigher education shall be equally
accessible to allโฆโ
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.
Concordia University = $900
14. What do you think about the cost of textbooks?
15.
16. What do you think about the cost of textbooks?
17. Coping with the Cost
โข Purchase an older edition of the textbook
โข Delay purchasing the textbook
โข Never purchase the textbook
โข Share the textbook with other students
18. โU of MN Student
"I figured French hadn't changed that
much.โ
19. 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
20. Have you ever delayed purchasing a textbook because of cost?
21. Have you ever delayed purchasing a textbook because of cost?
22. 7/10
students surveyed hadnโt bought a required
textbook due to cost.
http://www.slideshare.net/txtbks/open-education-and-solving-the-textbook-cost-crisis
23. 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
24. One last student video. Note what he says
about how he will choose his classes.
25. One last student video. Note what he says
about how he will choose his classes.
60. โข Introductory, algebra-based,
two-semester college physics
โข 1272 pages
โข Available in:
-PDF
-Print
-Web
-Bookshare (accessible)
Complete - openly licensed - freely available.
Open Textbook Library 60
61. โข Instructor solution manual
โข Extensive supplemental
resources for students and
faculty
โข PowerPoint slides
โข 10 reviews in the Open
Textbook Library
Complete - openly licensed - freely available.
Open Textbook Library 61
70. What can we do?
โข Take a look!
โข Write a review!
โข Adopt if a book meets the needs of you and your
students
โข Raise awareness - talk with colleagues in your
program and department
71. Writing a Review
Is there is a textbook in the Open Textbook Library that
fits your class and/or expertise?
Departmental funding for:
1. attending this workshop, and
2. reviewing a textbook in the Open Textbook Library
72. Writing a Review
1. You will receive an email with a link to the online
review form.
2. Complete a concise review by November 18, 2016.
3. The review will be posted on the Open Textbook
Library under an open license.
4. Stipend will be paid.
73. John Hilton III, PhD
Brigham Young University
@johnhiltoniii
Slides: http://slideshare.net/djernst
Open Textbook Library: open.umn.edu
By David Ernst. This work is licensed under the Creative Commons Attribution 4.0 International License.
Editor's Notes
Weโre here to talk about something more important than textbooksโฆ
This is from a study done for the US Department of Education. 2.4 million did not finish college because of cost in the first decade of this century.
Compare the proportion of cost that students must contribute in 1989 to today.
This is Oregon
But its still hard to picture what this means for an individual student.
Data can be found at http://www.sheeo.org.
This shows the number of hours a student would need to work at minimum wage to afford one year of tuition at the University of Minnesota.
200-400 hours = a full time job in the summer.
2080 hours = full time job all year (40 hours x 52 weeks) โ weโre getting close to this today
About 2/3 of students borrow to get through school. These borrows graduate with an average debt of โฆ
Include institutionโs data โ can be found at http://ticas.org/posd/map-state-data-2015
Consumer Revolving Credit = Credit Card Debt
Admit that itโs not the highest cost leading to these affordability issues โ but it is:
the one cost that we as faculty can impact
it has a special impact on the academic success of students (as weโll see later)
Admit that itโs not the highest cost leading to these affordability issues โ but it is:
the one cost that we as faculty can impact
it has a special impact on the academic success of students (as weโll see later)
Copyrighted graph reproduced from http://www.economist.com/news/united-states/21612200-its-economics-101-why-textbooks-cost-so-much
โ[Textbook prices] have all been going up at a much faster rate than any other consumer product,โ said Mark Perry, a finance and business economics professor at the University of Michigan-Flint.
To get the institutionโs estimate โ Google โ[name of institution] cost of attendanceโ and find the โbooks and suppliesโ category.
Itโs important to have the voice of students in the room.
What strikes me about these students is how reasonable and measured they are. You can hear in what they are saying that they see the value in the books and they do understand that faculty are trying. But how many of you recognize what they are talking about? Right? We are all familiar with this. The cost is a burden. And the result of that burden is a barrier.
How do you think students cope with these high costs?
Donโt get me wrong. Textbooks do have value. They make it easy. Comprehensive, sequenced, illustrations, problem sets, etc. A lot of work to go and piece that all together.
But with books and materials, just as faculty have control over this, this is the one thing that students have control over as well.
They cannot choose to not pay rent, for example. Textbooks on the other hand.
https://www.youtube.com/watch?v=0d6HTN6llgo
This section explores the ways students cope with the high costs and the academic risk, and the academic impact that those actions have.
This student was asked to buy an $80 textbook, but found one that was 2 editions older for $8 on Amazon. This was his rationale, which seems pretty reasonable. However, he also said that he knew he was taking some academic risk.
Students often need to wait 3 weeks until their financial aid payments arrive to purchase their textbooks. The same kind of delay also occurs for students who use the GI bill to fund their education.
Another โvoice of the studentโ
At some point in their academic career, 70% of students have not purchased a required textbook because of cost.
This slide is the key slide in making the point that cost is having an academic impact.
Ask them if theyโre depressed yet. ๏ This is the end of defining the problem.
I typically ask what would solve this problem โ what would make all the percentages on slide 22 go to 0%? Eventually, someone will say โfree textbooksโ. Ask the question โbut how could a textbook be free? They typically cost hundreds of thousands of dollars to create.โ Letโs look at a simplified explanation of the business modelโฆ
Publishers invest in creating a textbookโฆ
โฆthey recoup their investment (and make a profit) through sales of the books...
โฆand have money to pay royalties to authors โ typically 5% - 12%. So, if a book is free (there arenโt any sales), how could this possibly work?
Two other modelsโฆ
Model 1: Someone writes a book, usually for their own course, and puts it on the internet for others to use. This is not the most prevalent, nor is it where the activity is right nowโฆ
Admit that these books might not be peer reviewed in the traditional sense.
Model 2: The addition of a โfunderโ. The funder agrees to pay for production of the book, but with one stipulation: The book needs to be free forever. The publishing process could be exactly the sameโฆ
โฆthe author can even get paid.
Where does this funding come from?
Some example books from (1) Portland State University, and (2) SUNY โ funded by the institutions
OpenStax (Rice University) โ funded by foundations
CALI is funded by โjust about every law school in the countryโ and they update these books annually. โ funded by members.
Thereโs just one thing missingโฆ
How does the end user โ the faculty and students โ know the intent of the funder and publisher? Can they just give these books away for free? What about copyright?
Acknowledge that copyright law is extremely important. Then note that it wasnโt intended to help people who want to share. So it isnโt sufficient in this case. We need โฆ
โฆ the Creative Commons. The CC is a nonprofit that created licenses to help people who want to share intellectual proerty.
So, the CC license is the last piece to this model. Now the end user knows what the intent of the funder/publisher is.
Plusโฆ
The licenses allow for these thingsโฆ
โฆgive a brief overview of the four license components.
These are the 6 CC licenses. Maybe even quiz them on one or two...
Note that these licenses are used in many places, but we often donโt notice...
MIT Open Courseware
This is a screenshot from an OCW page โ there was a video above. Note the license.
MIT wants you to use it, and here are their terms: (BY NC SA). Ask what that means.
TED Talks: BY NC ND
Ask what that means.
So, thatโs what a CC license is forโฆ
Donโt get too bogged down in scenarios of CC remixing, etc. Tell them that this is just an overview.
This section is about credibility. The OTL is a collection of open textbooks to make it easy to find them, but we also are asking faculty to write reviewsโฆ
โฆthis is what the reviews are looking like so far on a scale of 1-5...
But another way to look at quality is to look at efficacy or impact on learning. And at this point there are 13 peer reviewed studies that have been published that have looked at the impact on educational outcomesโthings like exam performanceโof OER adoption.
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 SixโCampus 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. Hilton, J., & Laman, C. (2012). One collegeโs use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201โ217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657.ย (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.ย Journal of Interactive Media in Education,ย 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). โA preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.โ 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)
These studies include an aggregated sample of nearly 120,000 students
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 SixโCampus 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. Hilton, J., & Laman, C. (2012). One collegeโs use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201โ217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657.ย (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.ย Journal of Interactive Media in Education,ย 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). โA preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.โ 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)
And amazingly, 95% show the same or better outcomes. That is, replacing an expensive commercial textbook with a free open textbook does more than not harm students, it helps students. I have been doing some of this research in BC so please feel free to ask me about this.
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 SixโCampus 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. Hilton, J., & Laman, C. (2012). One collegeโs use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201โ217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657.ย (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.ย Journal of Interactive Media in Education,ย 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). โA preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.โ 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)
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, 1โ25. 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. 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), 1โ7. Petrides, L., Jimes, C., MiddletonโDetzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners.ย Open learning,ย 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
ย and CA OER Whitepaper
Sept. update includes Delimont et al. (2016)ย and Illowsky, B. S., Hilton III, J., Whiting, J., & Ackerman, J. D. (2016)ย
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, 1โ25. 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. 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), 1โ7. Petrides, L., Jimes, C., MiddletonโDetzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners.ย Open learning,ย 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
ย 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, 1โ25. 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.ย International Journal of Engineering Education, 29(6), 1537-1550. (OAย 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), 37โ50. 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), 1โ7. Petrides, L., Jimes, C., MiddletonโDetzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners.ย Open learning,ย 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
ย and CA OER Whitepaper
So consider this textbook from OpenStax College. It has double digit market share across the country. It is available in a variety of digital formats, for free. And you can order a print copy. This one about $34 or so for two semesters (tends to be less than 20% of commercial publisher book). It comes with an instructor solution manual, with PowerPoint slides.
They have it in Bookshare, which produces versions that are accessible, in Braille for example. We have a responsibility to do this. I am sure Temple has an office dedicated to this.
So consider this textbook from OpenStax College. It has double digit market share across the country. It is available in a variety of digital formats, for free. And you can order a print copy. This one about $34 or so for two semesters (tends to be less than 20% of commercial publisher book). It comes with an instructor solution manual, with PowerPoint slides.
They have it in Bookshare, which produces versions that are accessible, in Braille for example. We have a responsibility to do this. I am sure Temple has an office dedicated to this.
Some examples of faculty who edited or remixed a textbook.
Math faculty who recorded simple videos explaining how to do the math problems and linked to the videos in the book. Students can watch the videos if they need help.
Faculty made the book; did not feel the book was doing everything.
Made these videos.
The very first faculty member who adopted an open textbook at the U of M taught statistics. But said that it was not quite right. She used Excel and wanted to change the book to better align with the course. So over the summer, with the assistance of a work study student, this work was completed.
2. Statistics professors who teach a 1000 level stats course edited this open textbook to align with their Excel-based course. They edited each chapter to add examples, instructions, and also wrote ~1000 multiple choice questions.
She and three of her colleagues have been using this book ever since. She also sent it back to the original author (who loves it!).
Hereโs the new title page with the faculty listed as authors.
Thereโs another case of 3 faculty members who teach a personal finance class. They were using an open textbook. But said that they didnโt think they could keep using it b/c CPI data is from 2010.
Faculty who taught a Personal Financeโ course noticed that the Consumer Price Index data was out of date. They didnโt feel that they had time to update the book. Then they realized that CPI data is public data, and instead of having student write about the CPI, they would ask students to do a primary research project with CPI data. No editing was needed, because students would see the up-to-date data in their own project.
But of course CPI is public info so they realized that they could update it. They donโt have to settle for an imperfect textbook.
And then they thought to take it a step further. They thought: What if we take that chapter out and have students do a assignment to put together contemporary research on the CPI?
Graduate students at BYU took an existing open textbook about project management, revised it to take out examples about international business, replaced them with examples from instructional design, replaced copyrighted imaged with openly licensed images, shot and embedded videos, and even created interactive, mastery-check assessments and embedded these within the book. Then released it as PM for IDs.
Since then: alignment with the Project Management Professional certification exam; an expanded glossary; and downloadable HTML, PDF, ePub, MOBI, and MP3 versions of the book.
All as course assignments, which shows you the potential for pedagogical innovation with open textbooks.
This is what they can doโฆ
To make it clear that they are eligible for the stipend only if they do both of these things. They can put a check next to #1โฆ
Hereโs the review process. The due date โ typically about 6 weeks after the workshop - should be discussed with your hosts before the workshop. Ask the faculty if the due date works for them.
Note that the review will have itโs own open license so we can share their wisdom with other open textbook projects. Note that if you over-emphasize this, some people could get cold feet. Tell them that itโs not a big deal. ๏