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
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
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 Textbook Summit - Collaborative Statistics & Introductory StatisticsBCcampus
Presentation slide for Open Textbook Summit, April 16-17, 2014 by:
Barbara Illowsky
De Anza College and
California Community Colleges Chancellor’s Office
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...Sarah Cohen
This document summarizes a workshop on running effective open educational resource (OER) and open textbook initiatives in academic libraries. The workshop covered introducing OER and its benefits, developing advocacy strategies, and creating an action plan. Participants learned how to frame discussions around OER adoption, address common concerns, and develop SMART goals and tactics to advance OER on their campuses. The workshop emphasized sharing strategies and building connections to support OER efforts.
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
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 Textbook Summit - Collaborative Statistics & Introductory StatisticsBCcampus
Presentation slide for Open Textbook Summit, April 16-17, 2014 by:
Barbara Illowsky
De Anza College and
California Community Colleges Chancellor’s Office
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...Sarah Cohen
This document summarizes a workshop on running effective open educational resource (OER) and open textbook initiatives in academic libraries. The workshop covered introducing OER and its benefits, developing advocacy strategies, and creating an action plan. Participants learned how to frame discussions around OER adoption, address common concerns, and develop SMART goals and tactics to advance OER on their campuses. The workshop emphasized sharing strategies and building connections to support OER efforts.
This document introduces open educational resources (OER) and open pedagogy. It discusses how OER can help lower the costs of textbooks for students, which have increased dramatically in recent years. However, the document notes that cost savings is not the only benefit of OER - it emphasizes that OER can improve the learning process by allowing for customization and collaboration. It advocates for rethinking traditional course elements like required texts, learning outcomes, assignments, and grading using open pedagogical approaches that emphasize learner-centered inquiry and contribution over content consumption. The document encourages students to get involved in helping design course elements and developing open portfolios of their work.
OER and Solving the Textbook Cost Crisis (LCC OER Summit 9/18/15)Nicole Allen
This document summarizes the high cost of college textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation, creating barriers to student access and success. OER provide a free alternative through openly licensed content that can be retained, reused, revised, remixed and redistributed. The document outlines several OER initiatives and cites research finding significant cost savings for students and improved learning outcomes when OER replace traditional textbooks. It encourages greater involvement and support for OER adoption to make higher education more affordable and effective.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
This document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges and opportunities in adopting open textbooks, including locating high-quality open resources, customizing them for courses, and disseminating them both digitally and in print.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
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.
A panel of Community College leaders from around the country shared their OER Projects at Lansing Community College's OER Summit Day, Sept 18, 015. Panel was moderated by Una Daly, Director of Community College Consortium for OER.
Speakers:
Jeff Janowick, Lansing Community College
Kari Richards, Lansing Community College
Tina Ulrich, Northwestern Michigan Community College
Preston Davis, Northern Virginia Community College
Quill West, Pierce Community College, WA
Lisa Young, Scottsdale Community College, AZ
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.
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
Lansing Community College OER summit 091915nfinkbeiner
The document discusses OpenStax's efforts to address concerns regarding open educational resources (OER). It outlines solutions to quality concerns, ease of use concerns, and lack of knowledge about OER. OpenStax addresses quality concerns through peer-written and peer-reviewed resources along with a strict editorial process. They improve ease of use by providing quality materials in many formats with supplemental materials and partnerships to support different learning needs. OpenStax also works to increase awareness of OER through partnerships with schools and initiatives that have led to increased adoption rates and cost savings for students.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
Finding and adopting oer with CanvasCommons, OpenStax, and SaylorUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on finding the most recently updated open textbooks, open courses, and open educational resources for college. Speakers will share their open collections: how to find content, peer review processes, and strategies for encouraging faculty adoptions to improve teaching and learning and expand access for learners.
Date: Wed, Sept 9, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
open neon sign
Image: CCO License
Kate McGee, Project Director, Canvas Commons
Nicole Finkbeiner, Associate Director of Institutional Relations, OpenStax College
Tanner Huggins, Educational Project Manager, Saylor Academy
CCOTC16: OER Degree Pathways, Certificates, and CoursesUna Daly
A panel of Community College Consortium for Open Educational Resources (CCCOER) members will share how they are adopting OER for degree pathways, certificates, and courses at their colleges. CCCOER was founded in 2007 and now composes over 250 colleges in 21 states and provinces. Members collaborate online regularly at monthly webinars and advisory meetings and in-person at conferences on best practices for OER adoption. This cross-institutional sharing of open educational resources, open practices, open policies, and open research provides a powerful OER advocacy network for community colleges. New members have immediate access to online resources and a community of OER practitioners and experts who can help them launch their projects more efficiently and quickly. Meetups at regional and national conferences provide an opportunity to share and promote successful OER adoption strategies of our members with colleagues in higher education. Audience participation will be welcomed.
Our eLearning Panel will be moderated by Una Daly, CCCOER Director and our panelists include:
• James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning
College of the Canyons
• Dana Hester, EdD, Dean, Social and Behavioral Sciences & Distance Education, Citrus College
• Elliot Jones, PhD, Music Professor and Open Textbook Author, Santa Ana College
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 introduces open educational resources (OER) and open pedagogy. It discusses how OER can help lower the costs of textbooks for students, which have increased dramatically in recent years. However, the document notes that cost savings is not the only benefit of OER - it emphasizes that OER can improve the learning process by allowing for customization and collaboration. It advocates for rethinking traditional course elements like required texts, learning outcomes, assignments, and grading using open pedagogical approaches that emphasize learner-centered inquiry and contribution over content consumption. The document encourages students to get involved in helping design course elements and developing open portfolios of their work.
OER and Solving the Textbook Cost Crisis (LCC OER Summit 9/18/15)Nicole Allen
This document summarizes the high cost of college textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation, creating barriers to student access and success. OER provide a free alternative through openly licensed content that can be retained, reused, revised, remixed and redistributed. The document outlines several OER initiatives and cites research finding significant cost savings for students and improved learning outcomes when OER replace traditional textbooks. It encourages greater involvement and support for OER adoption to make higher education more affordable and effective.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
This document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges and opportunities in adopting open textbooks, including locating high-quality open resources, customizing them for courses, and disseminating them both digitally and in print.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
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.
A panel of Community College leaders from around the country shared their OER Projects at Lansing Community College's OER Summit Day, Sept 18, 015. Panel was moderated by Una Daly, Director of Community College Consortium for OER.
Speakers:
Jeff Janowick, Lansing Community College
Kari Richards, Lansing Community College
Tina Ulrich, Northwestern Michigan Community College
Preston Davis, Northern Virginia Community College
Quill West, Pierce Community College, WA
Lisa Young, Scottsdale Community College, AZ
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.
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
Lansing Community College OER summit 091915nfinkbeiner
The document discusses OpenStax's efforts to address concerns regarding open educational resources (OER). It outlines solutions to quality concerns, ease of use concerns, and lack of knowledge about OER. OpenStax addresses quality concerns through peer-written and peer-reviewed resources along with a strict editorial process. They improve ease of use by providing quality materials in many formats with supplemental materials and partnerships to support different learning needs. OpenStax also works to increase awareness of OER through partnerships with schools and initiatives that have led to increased adoption rates and cost savings for students.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
Finding and adopting oer with CanvasCommons, OpenStax, and SaylorUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on finding the most recently updated open textbooks, open courses, and open educational resources for college. Speakers will share their open collections: how to find content, peer review processes, and strategies for encouraging faculty adoptions to improve teaching and learning and expand access for learners.
Date: Wed, Sept 9, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
open neon sign
Image: CCO License
Kate McGee, Project Director, Canvas Commons
Nicole Finkbeiner, Associate Director of Institutional Relations, OpenStax College
Tanner Huggins, Educational Project Manager, Saylor Academy
CCOTC16: OER Degree Pathways, Certificates, and CoursesUna Daly
A panel of Community College Consortium for Open Educational Resources (CCCOER) members will share how they are adopting OER for degree pathways, certificates, and courses at their colleges. CCCOER was founded in 2007 and now composes over 250 colleges in 21 states and provinces. Members collaborate online regularly at monthly webinars and advisory meetings and in-person at conferences on best practices for OER adoption. This cross-institutional sharing of open educational resources, open practices, open policies, and open research provides a powerful OER advocacy network for community colleges. New members have immediate access to online resources and a community of OER practitioners and experts who can help them launch their projects more efficiently and quickly. Meetups at regional and national conferences provide an opportunity to share and promote successful OER adoption strategies of our members with colleagues in higher education. Audience participation will be welcomed.
Our eLearning Panel will be moderated by Una Daly, CCCOER Director and our panelists include:
• James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning
College of the Canyons
• Dana Hester, EdD, Dean, Social and Behavioral Sciences & Distance Education, Citrus College
• Elliot Jones, PhD, Music Professor and Open Textbook Author, Santa Ana College
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.
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.
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.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
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 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 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.
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.
Introduction to Open: OER, Open Pedagogy, & Open AccessRobin DeRosa
This document introduces open educational resources (OER) and open pedagogy. It discusses how OER can save students significant costs on textbooks, with some studies finding average savings of $128 per student per course. OER allows for more flexibility than traditional textbooks in reuse, revision, and customization of content. The document advocates for open pedagogy that emphasizes community collaboration over content and treats education as a learner-developed process. It also discusses open access to scholarly work and the benefits of making research freely available.
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
Introduction to Open: Plymouth State CETL PresentationRobin DeRosa
1) OPEN stands for Open Educational Resources, Open Pedagogy, and Open Access. OER are teaching resources that can be freely used and modified, including full courses, materials, videos, and tools.
2) Using OER can significantly reduce student textbook costs, which have increased 812% since 1978 compared to a 3.2% inflation rate. High textbook costs negatively impact students' learning by causing them to not purchase or drop courses.
3) Open pedagogy focuses on community and collaboration over content, treating education as a learner-developed process rather than experts imparting knowledge. It enables customization of required texts and creative approaches to learning outcomes, assignments, and grading.
Why Open Education? Presentation for Austin Community CollegeLumen Learning
What are open educational resources, and what benefits do they offer students, faculty and educational institutions? This presentation outlines key impacts substantiated in empirical research about how OER provide tremendous benefits including improving student success, saving money for students, increasing revenue for institutions, and enhancing academic freedom for faculty members.
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.
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.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
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 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.
Similar to Open Textbooks Workshop: University of Sunderland (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 presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Open Textbooks Workshop: University of Sunderland
1. Open Textbooks
Access, Affordability, and Academic Success
The University of Sunderland, 13 December 2017
Beck Pitt, The Open University (UK)
@BeckPitt
By David Ernst and modified by Vivien Rolfe and Beck Pitt as part of the UK Open Textbooks project. 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?
https://www.youtube.com/watch?v=0d6HTN6llgo
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. Have you ever delayed purchasing a textbook because of cost?
https://www.youtube.com/watch?v=rjaTJC8zZJ4
15. 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
17. 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?
18. 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
62. What can we do?
• Take a look! (open.umn.edu)
• Write a review!
• Adopt if a book meets the needs of you and your
students
• Raise awareness - talk with colleagues in your
program and department
63. Writing a Review
Is there is a textbook in the Open Textbook Library that
fits your class and/or expertise?
Stipend will be paid for:
1. attending this workshop, and
2. reviewing a textbook in the Open Textbook Library
64. Writing a Review
1. You will receive an email with a link to the online
review form.
2. Complete a concise review by 31 January 2018.
3. The review will be posted on the Open Textbook
Library under an open license.
4. A £150 voucher will be paid.
65. 1) Write a review (receive a £150
voucher)
2) Adopt a book to use with students
and be part of our project evaluation
3) Be part of our open textbook
community – subscribe to the blog
(ukopentextbooks.org), follow us on
Twitter
4) Contact Beck for any queries
(@BeckPitt or Beck.Pitt@open.ac.uk)
What next?
66. 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 Vivien Rolfe and Beck Pitt as part of the UK Open Textbooks project. This work is
licensed under the Creative Commons Attribution 4.0 International License.
Editor's Notes
http://www.e-ir.info/author/stephen-mcglinchey/
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)