Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
This document summarizes a presentation about faculty and librarians selecting high-quality open educational resources (OER). It discusses how Lansing Community College and Northwestern Michigan College worked with their librarians and faculty to adopt OER in order to save students money on textbooks. Both colleges saw over $1 million in student savings through adopting OER. The presentation discusses the process of selecting and adopting OER, challenges faced, and future plans to continue expanding the use of OER.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
College Textbook Affordability Student Survey FindingsUna Daly
What do college students believe is a reasonable cost for class materials? How does the cost of the materials affect them? What recommendations do they have for improving textbook affordability? We will hear from leading researchers what 10,000 public college students in Washington state and 22,000 public college and university students in Florida had to say about the impact of textbook costs on their education.
Washington State Board for Community and Technical Colleges (SBCTC) and the Washington Community & Technical Colleges Student Association (WACTCSA) partnered in 2017 to conduct a survey to:
gauge students’ threshold of what is considered low cost for course materials
explore the influence of cost of course materials on students’ academic practices
document students’ recommendations for strategies to improve the affordability of course materials.
The Florida Virtual Campus has conducted three surveys since 2010 on the impact textbook costs are having on higher education affordability, success and completion at their public institutions. Key findings include:
the high cost of textbooks is negatively impacting student access, success, and completion
college students are paying more than university students for textbooks and other course materials
financial aid covers fewer textbook costs in 2016 than in 2012.
When: Wednesday, Feb 21st 11am PT/ 2pm ET
Featured Speakers:
Boyoung Chae, PhD, Policy Associate of eLearning and Open Education at the Washington State Board for Community & Technical Colleges (SBCTC).
Robin Donaldson, PhD, Director Instructional Research and Membership, Florida Virtual Campus
Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
CCCOER: Faculty and Librarians Selecting High Quality OER TogetherUna Daly
This document summarizes a presentation about faculty and librarians selecting high-quality open educational resources (OER). It discusses how Lansing Community College and Northwestern Michigan College worked with their librarians and faculty to adopt OER in order to save students money on textbooks. Both colleges saw over $1 million in student savings through adopting OER. The presentation discusses the process of selecting and adopting OER, challenges faced, and future plans to continue expanding the use of OER.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
College Textbook Affordability Student Survey FindingsUna Daly
What do college students believe is a reasonable cost for class materials? How does the cost of the materials affect them? What recommendations do they have for improving textbook affordability? We will hear from leading researchers what 10,000 public college students in Washington state and 22,000 public college and university students in Florida had to say about the impact of textbook costs on their education.
Washington State Board for Community and Technical Colleges (SBCTC) and the Washington Community & Technical Colleges Student Association (WACTCSA) partnered in 2017 to conduct a survey to:
gauge students’ threshold of what is considered low cost for course materials
explore the influence of cost of course materials on students’ academic practices
document students’ recommendations for strategies to improve the affordability of course materials.
The Florida Virtual Campus has conducted three surveys since 2010 on the impact textbook costs are having on higher education affordability, success and completion at their public institutions. Key findings include:
the high cost of textbooks is negatively impacting student access, success, and completion
college students are paying more than university students for textbooks and other course materials
financial aid covers fewer textbook costs in 2016 than in 2012.
When: Wednesday, Feb 21st 11am PT/ 2pm ET
Featured Speakers:
Boyoung Chae, PhD, Policy Associate of eLearning and Open Education at the Washington State Board for Community & Technical Colleges (SBCTC).
Robin Donaldson, PhD, Director Instructional Research and Membership, Florida Virtual Campus
OTC 2017: Improving Student Success with the California Zero Textbook Cost ...Una Daly
Improving Student Success with California Zero-Textbook-Cost Degree Grant Program
In early 2017, the California Community College Chancellor’s Office (CCCCO) awarded 23 college districts funding to plan or create zero-textbook-cost (ZTC) degrees in the continuing effort to improve student access, success, and completion. ZTC degrees consist of an entire pathway of courses culminating in a degree or certificate that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the Chancellor’s office on the vision behind the program and how to apply for the 2nd round of funding to develop additional ZTC degrees. We will also hear from the lead colleges providing statewide technical assistance to ZTC grantees and the work of the statewide Academic Senate OER Task Force to maximize the impact throughout all 113 California community colleges.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Ontario Ministry of Education: CCCOER PresentationUna Daly
This document summarizes a presentation by Una Daly on opening up education through open educational resources (OER). It discusses the Open Education Consortium's efforts to promote OER adoption among higher education institutions. Key points include programs and grants to convert entire degrees and career certificates to use only OER, saving students thousands in textbook costs. Research shows OER lead to equivalent or better student outcomes and completion rates compared to traditional textbooks. The presentation provides an overview of national and statewide OER initiatives in places like California, New York, and through Achieving the Dream.
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
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
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)
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?"
Sacred Heart University - Open Educational Resources NE Summit at U Mass AmherstdigitallearningSHU
This document summarizes an institutional approach to increasing OER awareness, advocacy, and adoption presented at the OER Northeast Summit. The strategic approach involved establishing a task force, conducting faculty surveys, and implementing policies and incentives. Awareness and advocacy efforts included workshops, consultations, website reports, and developing an OER LibGuide. A math case study demonstrated cost savings of over $14,000 for 90 students by using free and low-cost digital materials instead of traditional textbooks. Student learning outcomes were comparable between the traditional and OER approaches.
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.
This document discusses how blended learning is transforming traditional lecture courses through more open approaches. It describes a case study of a blended learning project at Queen's University that involved transitioning large introductory courses with 400-1800 students each to blended formats. The project aimed to enhance student engagement and improve learning outcomes. It discusses how the transition required departmental support and curriculum changes. It also describes how instructors worked in teams with instructional designers and technologists to integrate online and open resources, and to focus classroom time on active learning. Evaluation found the blended approaches improved pedagogy over time.
The document summarizes the agenda and notes from a CCCOER Advisory Meeting on January 22, 2014. Key points include:
- Announcements about upcoming OER conferences and events like Open Education Week in March.
- A presentation from the College of Southern Maryland about their new OER course in physics.
- Highlights from recent OER impact research on benefits to students, teachers, and institutions.
- An overview of upcoming CCCOER webinars in spring 2014 on open textbooks and OER impact findings.
- Reminders about upcoming advisory meetings and conferences for open education.
Sacred Heart University - Open Educational Resources Faculty Survey ResultsdigitallearningSHU
This document summarizes the results of a faculty survey conducted by Sacred Heart University's OER Coordination Team in Spring 2017 regarding faculty use of open educational resources and other course materials. The main findings were:
- Most faculty currently use copyrighted printed textbooks (88.7%) and digital textbooks (55.1%) for required materials.
- Faculty expressed interest in workshops on OER best practices and library support for finding OER materials.
- When selecting materials, factors like cost, ease of student access, and alignment with learning outcomes were reported as very important.
- Some faculty currently use open resources like websites, videos and articles but others noted a lack of available OER in their fields
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...COHERE2012
The document discusses the challenges of cost and scalability in education as well as potential solutions using online courseware and learning analytics. It describes Acrobatiq, a Carnegie Mellon University venture, that aims to create financially sustainable and more rapidly innovative courseware that can reach more learners. The document outlines plans to partner with institutions, develop authoring tools, conduct A/B testing on courseware design, and integrate student dashboards and personalized learning based on individual learner differences.
Feeling supported: Enabling students in diverse cohorts through personalised ...Lisa-Angelique Lim
1) Students generally read the personalized feedback emails sent via the OnTask system. However, not all students reported acting on the feedback.
2) Students felt that receiving timely feedback and support from instructors was important. They perceived the personalized feedback emails as providing timely feedback and support.
3) Students who found the feedback emails more helpful were more likely to report acting on the information provided. This suggests their perceptions of usefulness were related to taking action based on the feedback.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
Technology Commission’s Excellence in Technology Award Finals
Thursday, November 12, 2015 - 9:15 AM-10:15 AM
Presenting: Brian Macon, Math Professor, Valencia College
Description: Students who take college-level math courses must purchase a Texas Instruments graphing calculator for $100. This has been a requirement for 20 years. Much research has been produced in those 20 years that show learning gains for students who use graphing tools compared to those who do not; hence it is a good justification to require the graphing calculator. There is no debate that graphing calculators are a valuable learning tool for students; they allow students to visualize theoretical concepts, explore and investigate new topics, and check required analytical (by-hand) work. Graphing calculators are a wonderful tool that can be used to engage students in active learning through unique activities in and out of the classroom. In today’s world, most scientists/engineers don’t carry around a hand-held graphing calculator but instead have mobile devices such as phones, tablets or laptops with even better capabilities than a graphing calculator. This year I ran a pilot study to not require a hand-held calculator in an effort to save money for students. I have used web-based tools (almost all free) to replace the graphing calculator and it has been successful. Most students have smart phones, tablets or laptops in class; so it has been relatively easy to implement the use of web-based graphing tools and apps. I am excited about the results so far and am looking forward to implementing more tools over the next few years. As instructors, we can still use visual tools for learning in the classroom, in fact we should use those tools. However, we no longer need to require a hand-held calculator to harness the power of visual tools, in fact we shouldn’t require!
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
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
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=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
Open Access Week 2014: Open Textbook Research Overview OER Hub
The document provides an overview of research conducted on open textbooks. It discusses the high costs of traditional textbooks in the US and presents OpenStax College as an alternative. The research examined educator and student surveys that found using open textbooks improved engagement and grades while saving significant costs. Educators were more likely to recommend open textbooks to others and use more open educational resources as a result of their positive experiences.
Open Access Week 2014: Open Textbook Research Overview Beck Pitt
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
OTC 2017: Improving Student Success with the California Zero Textbook Cost ...Una Daly
Improving Student Success with California Zero-Textbook-Cost Degree Grant Program
In early 2017, the California Community College Chancellor’s Office (CCCCO) awarded 23 college districts funding to plan or create zero-textbook-cost (ZTC) degrees in the continuing effort to improve student access, success, and completion. ZTC degrees consist of an entire pathway of courses culminating in a degree or certificate that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the Chancellor’s office on the vision behind the program and how to apply for the 2nd round of funding to develop additional ZTC degrees. We will also hear from the lead colleges providing statewide technical assistance to ZTC grantees and the work of the statewide Academic Senate OER Task Force to maximize the impact throughout all 113 California community colleges.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Ontario Ministry of Education: CCCOER PresentationUna Daly
This document summarizes a presentation by Una Daly on opening up education through open educational resources (OER). It discusses the Open Education Consortium's efforts to promote OER adoption among higher education institutions. Key points include programs and grants to convert entire degrees and career certificates to use only OER, saving students thousands in textbook costs. Research shows OER lead to equivalent or better student outcomes and completion rates compared to traditional textbooks. The presentation provides an overview of national and statewide OER initiatives in places like California, New York, and through Achieving the Dream.
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
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
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)
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?"
Sacred Heart University - Open Educational Resources NE Summit at U Mass AmherstdigitallearningSHU
This document summarizes an institutional approach to increasing OER awareness, advocacy, and adoption presented at the OER Northeast Summit. The strategic approach involved establishing a task force, conducting faculty surveys, and implementing policies and incentives. Awareness and advocacy efforts included workshops, consultations, website reports, and developing an OER LibGuide. A math case study demonstrated cost savings of over $14,000 for 90 students by using free and low-cost digital materials instead of traditional textbooks. Student learning outcomes were comparable between the traditional and OER approaches.
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.
This document discusses how blended learning is transforming traditional lecture courses through more open approaches. It describes a case study of a blended learning project at Queen's University that involved transitioning large introductory courses with 400-1800 students each to blended formats. The project aimed to enhance student engagement and improve learning outcomes. It discusses how the transition required departmental support and curriculum changes. It also describes how instructors worked in teams with instructional designers and technologists to integrate online and open resources, and to focus classroom time on active learning. Evaluation found the blended approaches improved pedagogy over time.
The document summarizes the agenda and notes from a CCCOER Advisory Meeting on January 22, 2014. Key points include:
- Announcements about upcoming OER conferences and events like Open Education Week in March.
- A presentation from the College of Southern Maryland about their new OER course in physics.
- Highlights from recent OER impact research on benefits to students, teachers, and institutions.
- An overview of upcoming CCCOER webinars in spring 2014 on open textbooks and OER impact findings.
- Reminders about upcoming advisory meetings and conferences for open education.
Sacred Heart University - Open Educational Resources Faculty Survey ResultsdigitallearningSHU
This document summarizes the results of a faculty survey conducted by Sacred Heart University's OER Coordination Team in Spring 2017 regarding faculty use of open educational resources and other course materials. The main findings were:
- Most faculty currently use copyrighted printed textbooks (88.7%) and digital textbooks (55.1%) for required materials.
- Faculty expressed interest in workshops on OER best practices and library support for finding OER materials.
- When selecting materials, factors like cost, ease of student access, and alignment with learning outcomes were reported as very important.
- Some faculty currently use open resources like websites, videos and articles but others noted a lack of available OER in their fields
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...COHERE2012
The document discusses the challenges of cost and scalability in education as well as potential solutions using online courseware and learning analytics. It describes Acrobatiq, a Carnegie Mellon University venture, that aims to create financially sustainable and more rapidly innovative courseware that can reach more learners. The document outlines plans to partner with institutions, develop authoring tools, conduct A/B testing on courseware design, and integrate student dashboards and personalized learning based on individual learner differences.
Feeling supported: Enabling students in diverse cohorts through personalised ...Lisa-Angelique Lim
1) Students generally read the personalized feedback emails sent via the OnTask system. However, not all students reported acting on the feedback.
2) Students felt that receiving timely feedback and support from instructors was important. They perceived the personalized feedback emails as providing timely feedback and support.
3) Students who found the feedback emails more helpful were more likely to report acting on the information provided. This suggests their perceptions of usefulness were related to taking action based on the feedback.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
Technology Commission’s Excellence in Technology Award Finals
Thursday, November 12, 2015 - 9:15 AM-10:15 AM
Presenting: Brian Macon, Math Professor, Valencia College
Description: Students who take college-level math courses must purchase a Texas Instruments graphing calculator for $100. This has been a requirement for 20 years. Much research has been produced in those 20 years that show learning gains for students who use graphing tools compared to those who do not; hence it is a good justification to require the graphing calculator. There is no debate that graphing calculators are a valuable learning tool for students; they allow students to visualize theoretical concepts, explore and investigate new topics, and check required analytical (by-hand) work. Graphing calculators are a wonderful tool that can be used to engage students in active learning through unique activities in and out of the classroom. In today’s world, most scientists/engineers don’t carry around a hand-held graphing calculator but instead have mobile devices such as phones, tablets or laptops with even better capabilities than a graphing calculator. This year I ran a pilot study to not require a hand-held calculator in an effort to save money for students. I have used web-based tools (almost all free) to replace the graphing calculator and it has been successful. Most students have smart phones, tablets or laptops in class; so it has been relatively easy to implement the use of web-based graphing tools and apps. I am excited about the results so far and am looking forward to implementing more tools over the next few years. As instructors, we can still use visual tools for learning in the classroom, in fact we should use those tools. However, we no longer need to require a hand-held calculator to harness the power of visual tools, in fact we shouldn’t require!
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
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
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=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
Open Access Week 2014: Open Textbook Research Overview OER Hub
The document provides an overview of research conducted on open textbooks. It discusses the high costs of traditional textbooks in the US and presents OpenStax College as an alternative. The research examined educator and student surveys that found using open textbooks improved engagement and grades while saving significant costs. Educators were more likely to recommend open textbooks to others and use more open educational resources as a result of their positive experiences.
Open Access Week 2014: Open Textbook Research Overview Beck Pitt
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
This document summarizes a presentation about open textbooks and the BC Open Textbook Project. It defines open educational resources and open textbooks as instructional resources that are freely available online for anyone to use and adapt under an open license. The presentation discusses the high cost of traditional textbooks for students and its impact on enrollment and success. It then introduces the BC Open Textbook Project, which aims to create 40 open textbooks for the most enrolled subjects to increase access and affordability. The project involves reviewing existing open resources, adapting them for BC courses, and collaboratively creating new open textbooks. Case studies from other institutions that realized significant student savings by adopting open textbooks are also presented.
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.
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 webinar was presented to Manitoba faculty interested in learning about open textbooks, and reviewing open textbooks in the Campus Manitoba collection. This presentation was part of the collaboration between the BC Open Textbook Project and Campus Manitoba.
Beyond Free: The BC Open Textbook Project BCNetBCcampus
The document discusses the BC Open Textbook Project which aims to create open textbooks for the highest enrolled subjects in BC to reduce student costs and improve learning outcomes. It outlines 6 benefits of open textbooks including allowing faculty to customize resources, providing students day-1 access, potentially improving learning, enabling collaboration among faculty, and allowing authentic learning activities. Initial results found the project has created over 80 open textbooks adopted in over 500 courses saving students over $500,000 in textbook costs.
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.
Open Education @ SC4 introduces open educational resources (OER) which are freely available educational materials that can be used and adapted without cost to students. OER include open textbooks, course modules, and other materials that are licensed openly through Creative Commons. Using OER can significantly reduce textbook costs for students and lead to higher enrollment, lower withdrawal rates, and equivalent or better academic performance compared to traditional resources. SC4 supports the use of OER by helping faculty find, evaluate, create, and publish high-quality open resources while addressing concerns about discovery, peer review, and adaptability of existing materials.
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 summarizes an open textbook presentation about increasing access to education through open educational resources (OER) like open textbooks. It discusses what OERs and open textbooks are, the high costs of traditional textbooks, and the BC Open Textbook Project's goals of creating open textbooks for the most popular courses. The project involves reviewing existing open resources, adapting them for courses, and creating new open textbooks through faculty collaboration. Case studies show the project has already saved students over $200,000 with 51 open textbooks. The presentation raises questions for faculty to consider about adopting open textbooks at their institutions.
Digital textbooks offer benefits over traditional printed textbooks such as being more engaging for students through the use of multimedia, being more easily updatable, and reducing costs. However, some challenges remain such as the need for sufficient technology infrastructure in schools and students' homes, as well as teachers needing training to effectively utilize the digital format. While digital textbooks are becoming more prevalent, the transition comes with adjustments as schools, teachers, and students adopt new methods of teaching and learning.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the 2017 USNH Academic Technology Institute. This was presented at the 2018 Open Ed Conference in Niagara, NY.
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.
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
Beyond Free: the B.C. Open Textbook ProjectBCcampus
This document summarizes the benefits of open educational resources (OER) and open textbooks, specifically the BC Open Textbook Project. It outlines 6 key benefits of open textbooks beyond just being free: 1) faculty can customize textbooks to fit their needs, 2) textbooks can be retained and used in the future, 3) students have day 1 access to resources, 4) open textbooks may improve learning outcomes, 5) faculty can collaboratively create stronger resources, and 6) open textbooks enable authentic learning activities like contributing to online resources. The BC Open Textbook Project aims to create 40 free open textbooks for high-enrollment courses in British Columbia.
Similar to OpenEd2016: Student perceptions - Open Textbook (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
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 ...।
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1. Open Textbook Student
Usability Research Results
#OpenEd16Justin Whiting
Indiana University
@jnwhiting juswhiti@indiana.edu
Barbara Illowsky, PhD
Foothill-De Anza Community College District
@DrBSI illowskybarbara@fhda.edu
John Hilton III, PhD
Brigham Young University
@johnhiltoniii johnhiltoniii@byu.edu
2. This study examined the perceptions that
students have of different versions of an
open statistics textbook used over
several years in one community college.
Survey results show that students
generally had at least as good of an
experience using the open textbook
compared to traditional textbooks.
3. Background
Study 1 – Collaborative Statistics
– Introductory statistics open textbook produced by
Connexions
– Black & White Only
– Could be viewed online (free) or printed ($30)
Study 2 – Introductory Statistics
– Introductory statistics open textbook produced by
OpenStax College
– Updated color and formatting
– Upgraded graphs and images
– More community developed with faculty narratives,
feedback, and examples
– Could be viewed online, via an app, in iBooks, or printed
4. Methods
• Two versions (Collaborative Statistics &
Introductory Statistics) of an open statistics
textbook
• Questionnaire data* collected during 7 terms
(2013-2015)
• Use of descriptive statistics to analyze the
quantitative data
• Emergent coding to identify themes from the
qualitative questions
*based in part on a survey utilized by Bliss, Hilton III, Wiley, & Thanos (2013)
5. Collaborative Statistics
Questionnaire sent to all De Anza College
students using the textbook during
Spring and Fall terms in 2013.
– N = 231 responses from 17 classes
– 54% female, 46% male
– 9% receive loans for education
– 37% receive Pell Grants or fee waivers
6. Collaborative Statistics
Student Perception of Cost
•48% of the students purchased the text (under
$30)
•61% reported printing some of the materials
•84 % of students that didn’t purchase textbook,
reasoned, “the text was available free of charge
online.”
It appears most students experienced significant
savings compared to traditional textbook
7. Collaborative Statistics
Student Perception
of Quality
•Students reported they used
this text about as much as they
would any other textbook (65%
said twice a week or more)
•When asked to rate quality of
this text compared to other
textbooks:
– 25% better
– 62% same
– 13% worse
10. Coding scheme examples
Positive general:
– “I think it was a good choice for this course. It had
a good variety of homework problems and labs
that appeal to most of the students.”
Positive clarity:
– “I appreciated it because the objectives were
clear and the examples followed the objectives.”
11. Coding scheme examples
Negative relevance:
– “It needs improvement as our instructor
substituted material for chapters that were not
very comprehensive.”
– “It was a good text but not good enough to rely
on for the sole purpose of learning, I prefer
teacher notes since it simplifies everything for
me.”
13. What made it better?
Online
– “Free…I have attended other institutions and this
course is the first one that offered a free textbook. I am
very appreciative both of the access to knowledge in a
form that is digital, online and hard copy. Also, cost is
prohibitive for textbooks sometimes, and not having to
pay for textbooks is a direction I'd like to see education
move towards.”
Price
– “It is free and it is just like regular textbooks.”
14. Introductory Statistics
(new version)
Questionnaire sent to all students using the
textbook during Spring semester in 2015
– N = 94 responses from 9 classes (however, the
majority came from a single class)
– 54% male, 46% female
– 13% received loans for education
– 41% received Pell grants or fee waivers
15. Introductory Statistics
Student Perception of Cost
•70% of students did not purchase textbook
•53% of students did print materials
– spent less than $20.00 on printing
•70 % of students that didn’t purchase textbook, reasoned, “the
text was available free of charge online.”
•Access
– 47% used the book online
– 23% downloaded a PDF
– 31% used a hard copy
It appears most students experienced significant savings compared
to traditional textbook
19. Discussion
• Overall, student responses to using both Collaborative
Statistics and the updated Introductory Statistics were
positive.
• For both open textbooks, students overwhelmingly
reported the text was the same as, or better than their
traditional texts.
• In response to open-ended questions, both groups of
students provided similar comments.
20. Limitations
• While the authors attempted to distinguish
between use of a hard copy textbook and use
of an open, online textbook in their research,
some students chose to purchase the hard
copy of the text, and thus may have given
responses that were based on the hard copy
version of the open textbook.
• Limited sample of one college population
21. Future Research
• Future research might focus on cost trade-
offs of open versus expensive textbooks, as
well as low cost (under $40) versus
traditionally priced, expensive textbooks.
• An expanded survey population of multiple
institutions and instructors in order to more
adequately generalize the findings of the
study.
22. Conclusion
• Students perceive the quality of the open
textbook to be as good or better than more
expensive commercial textbooks
• When it comes to textbook costs, students
might not, “get what they pay for.”
• Professors and educational administrators
should carefully consider adopting open
textbooks to reduce the high cost of
traditional texts.
23. Full article:
Open Praxis, Volume 8, No 3 (2016)
http://www.openpraxis.org/index.php/OpenPra
xis/article/view/304
Questions?
Please connect with us!
@jnwhiting juswhiti@indiana.edu
@DrBSI illowskybarbara@fhda.edu
@johnhiltoniii johnhiltoniii@byu.edu
Editor's Notes
Not sure if we need any information posted about DeAnza College. De Anza College is a large suburban community college in California, located in the region known as Silicon Valley. It operates on the quarter system. The college serves approximately 23,000 students (over 40% full-time). Locally, it has the highest graduation rate (associate degree) with over 60% of its full-time students earning the degree within three years. Asians (38%) and Latinos (24%) are the two largest ethnic groups at the college.
As mentioned previously, the text for this course was offered free of charge online; however, there was also a hard copy available for purchase for under $30. Forty-eight percent of students reported purchasing a text for this class. The rest of the students either used the online version or printed off a PDF copy of the text. Of the 56 students who reported purchasing texts, all but eleven reported spending $100 or less, and 57 percent reported spending under $40. Considering the cost of the hard copy, the “$100 or less” could refer to one instructor whose students purchased the optional hardcopy note pack from the campus bookstore instead of downloading and/or printing them.
Many students (61 percent) reported printing materials for the course. Of those who did, 82 percent reported spending $30 or less, with 46 percent spending less than $10. Many students reported that they did not purchase any texts for the course. When we asked them why not, the vast majority of them (84 percent) answered “the text was available free of charge online.” In an answer to our second research question of student perceptions about cost of OER, our findings indicate that whether students purchased a hard copy of the text or printed off pages, it appears that most students experienced significant savings relative to the average costs of college textbooks.
We can use either chart, but I actually think that using the pie chart is more compelling (I don’t normally say that), as we can show easily that 87% said same or better.
This figure shows students response in what ways was Collaborative Statistics better, the same or worse than traditional textbooks. It fared better in clarity, examples, cost and online material. It was the same in organization and relevance. CS was worse in specifics and color. There were also some general comments that were neutral.
A coding scheme was developed and used to code answers as, “positive, negative, and neutral.” The answers were then categorized as General, Organization, Clarity, Relevance, Specifics, Examples, Price, Online, & Color/Graphics. Some examples of negative relevance: “It needs improvement as our instructor substituted material for chapters that were not very comprehensive.” and “It was a good text but not good enough to rely on for the sole purpose of learning, I prefer teacher notes since it simplifies everything for me.”
A coding scheme was developed and used to code answers as, “positive, negative, and neutral.” The answers were then categorized as General, Organization, Clarity, Relevance, Specifics, Examples, Price, Online, & Color/Graphics. Some examples of positive
A coding scheme was developed and used to code answers as, “positive, negative, and neutral.” The answers were then categorized as General, Organization, Clarity, Relevance, Specifics, Examples, Price, Online, & Color/Graphics. Some examples of negative relevance: “It needs improvement as our instructor substituted material for chapters that were not very comprehensive.” and “It was a good text but not good enough to rely on for the sole purpose of learning, I prefer teacher notes since it simplifies everything for me.”
Two final open response questions were utilized in order to help students elaborate on their feelings regarding the textbook. First, in order to prompt students to record any negative impressions of the textbook, students were asked about their biggest complaint regarding the textbook.
In responding to the question “What do you like best about this text?” students’ answers fell mainly into three categories: examples, online benefits, and price. Statements regarding examples were similar to those discussed previously. Student comments with regard to online benefits are illustrated by the following comments made by the students:
As mentioned previously, the text for this course was offered free of charge online; however, there was also a hard copy available for purchase for under $30. Forty-eight percent of students reported purchasing a text for this class. The rest of the students either used the online version or printed off a PDF copy of the text. Of the 56 students who reported purchasing texts, all but eleven reported spending $100 or less, and 57 percent reported spending under $40. Considering the cost of the hard copy, the “$100 or less” could refer to one instructor whose students purchased the optional hardcopy note pack from the campus bookstore instead of downloading and/or printing them.
Many students (61 percent) reported printing materials for the course. Of those who did, 82 percent reported spending $30 or less, with 46 percent spending less than $10. Many students reported that they did not purchase any texts for the course. When we asked them why not, the vast majority of them (84 percent) answered “the text was available free of charge online.” In an answer to our second research question of student perceptions about cost of OER, our findings indicate that whether students purchased a hard copy of the text or printed off pages, it appears that most students experienced significant savings relative to the average costs of college textbooks.
Overall, 93% of students said that the book was as good or better than traditional textbooks. Only five students gave specific responses to the question, “Why did you rate the OER textbooks as being worse than traditional texts” and there was no observable pattern in their responses. Some felt there were errors; others felt it was too difficult to understand.
Participants were asked, “Overall, what do you think of the text used in this course?” All neutral answers given to this question were coded as general, and, as stated previously, were generic answers such as “It’s okay.” Figure 6 illustrates the answers to the question “Overall, what did you think of the text used in this course?”
This may not actually be that interesting. We can delete it if we need more time.
This may not actually be that interesting. We can delete it if we need more time.
Overall, student responses to using both Collaborative Statistics and the updated Introductory Statistics were positive. For both open textbooks, students overwhelmingly reported the text was the same as, or better than their traditional texts. In response to open-ended questions, both groups of students provided similar comments.