The document discusses open educational resources (OER) and the Community College Consortium for OER (CCCOER). It provides an overview of OER, describes CCCOER's goals of promoting OER adoption and developing open textbooks. It also summarizes CCCOER's progress, including conducting an OER faculty survey, obtaining a grant for an open textbook project, and outlining plans and workflows for identifying and developing open textbooks.
Paper presented at the 4th ASEAN University Network Inter-Library Online (AUNILO) Meeting of the Working Committee (Bangkok, Thailand, 22-24 November 2007) by Ana Maria B. Fresnido
This document summarizes the agenda and goals of a meeting to discuss the Community College Consortium for Open Educational Resources (CCCOER) Open Textbook Project. The meeting aims to review survey results on faculty use of open educational resources, identify next steps for the project, and discuss developing and adopting open textbooks. Key topics include establishing campus champions, engaging faculty, providing training, identifying subject experts, and developing sustainable business models for open textbook production and use.
Digital Learning Resources Network: Potential for B.C. Post-Secondary Institu...BCcampus
Mark McLaughlin, David Porter, Stephanie Chu, Lynne Masse-Danes, Debbie Schachter, Shirley Lew, Michelle Lamberson, Mary Burgess and Sal Ferraras
Festival of Learning: Celebrating Teaching and Learning in Higher Education
Burnaby, B.C. - June 6-9, 2016
OER adoption provides benefits like lower costs for students, more opportunities for faculty collaboration, and improved accessibility for all learners. However, challenges include finding appropriate OER for community colleges, ensuring student accessibility and faculty/student technical abilities, the time-consuming nature of checking OER accuracy and content, and assessing courses without testing support materials.
Opening up teaching and learning: Libraries as natural partners in Open Educa...CONUL Teaching & Learning
This document summarizes a presentation given by Vanessa Proudman on opening up teaching and learning. The presentation discussed open education terms like open educational resources and practices. It explained why open education matters, noting benefits like increased access, quality, and affordability of education. Libraries were discussed as natural partners in open education due to roles in access, advocacy, and skills development. International initiatives in support of open education were also covered, such as UN Sustainable Development Goals and UNESCO guidelines.
This document discusses two case studies from Chile that demonstrate issues with proprietary educational resources and the potential for open educational resources (OER) to provide more effective and affordable alternatives.
Case 1 examines an expensive English and math program where platform usage and student outcomes were very low. OER like Khan Academy could provide a no-cost alternative that guarantees access.
Case 2 looks at the Ministry of Education spending $40 million annually on textbooks dominated by two foreign companies. Previous studies found textbooks to have poor quality and limited use. Openness could help fix these issues and strengthen the local publishing industry through improved resources and return on investment.
The document discusses open educational resources (OER) and the Community College Consortium for OER (CCCOER). It provides an overview of OER, describes CCCOER's goals of promoting OER adoption and developing open textbooks. It also summarizes CCCOER's progress, including conducting an OER faculty survey, obtaining a grant for an open textbook project, and outlining plans and workflows for identifying and developing open textbooks.
Paper presented at the 4th ASEAN University Network Inter-Library Online (AUNILO) Meeting of the Working Committee (Bangkok, Thailand, 22-24 November 2007) by Ana Maria B. Fresnido
This document summarizes the agenda and goals of a meeting to discuss the Community College Consortium for Open Educational Resources (CCCOER) Open Textbook Project. The meeting aims to review survey results on faculty use of open educational resources, identify next steps for the project, and discuss developing and adopting open textbooks. Key topics include establishing campus champions, engaging faculty, providing training, identifying subject experts, and developing sustainable business models for open textbook production and use.
Digital Learning Resources Network: Potential for B.C. Post-Secondary Institu...BCcampus
Mark McLaughlin, David Porter, Stephanie Chu, Lynne Masse-Danes, Debbie Schachter, Shirley Lew, Michelle Lamberson, Mary Burgess and Sal Ferraras
Festival of Learning: Celebrating Teaching and Learning in Higher Education
Burnaby, B.C. - June 6-9, 2016
OER adoption provides benefits like lower costs for students, more opportunities for faculty collaboration, and improved accessibility for all learners. However, challenges include finding appropriate OER for community colleges, ensuring student accessibility and faculty/student technical abilities, the time-consuming nature of checking OER accuracy and content, and assessing courses without testing support materials.
Opening up teaching and learning: Libraries as natural partners in Open Educa...CONUL Teaching & Learning
This document summarizes a presentation given by Vanessa Proudman on opening up teaching and learning. The presentation discussed open education terms like open educational resources and practices. It explained why open education matters, noting benefits like increased access, quality, and affordability of education. Libraries were discussed as natural partners in open education due to roles in access, advocacy, and skills development. International initiatives in support of open education were also covered, such as UN Sustainable Development Goals and UNESCO guidelines.
This document discusses two case studies from Chile that demonstrate issues with proprietary educational resources and the potential for open educational resources (OER) to provide more effective and affordable alternatives.
Case 1 examines an expensive English and math program where platform usage and student outcomes were very low. OER like Khan Academy could provide a no-cost alternative that guarantees access.
Case 2 looks at the Ministry of Education spending $40 million annually on textbooks dominated by two foreign companies. Previous studies found textbooks to have poor quality and limited use. Openness could help fix these issues and strengthen the local publishing industry through improved resources and return on investment.
Brewing up a SCORM: using open education resources in an accredited PhD modul...ldore1
The document discusses a PhD course at the University of Limerick that uses open educational resources. It provides an overview of the course, including its history and structure. It then details how the course organizers used online modules in SCORM format from open educational resources to enhance the online learning experience for students in the areas of open access, open science, and open peer review. The document concludes by discussing the library's positive experience using these resources and their plans to expand use of open educational resources in the future.
This document discusses the high cost of college textbooks and alternatives to lower costs. It notes that textbook prices have tripled over the last 20 years, outpacing tuition increases. Both federal and state governments have initiated programs to increase transparency around textbook costs and encourage cost-saving strategies. The document also provides examples of innovative professors who have written open-access textbooks or use library resources to reduce costs. It suggests students can save money by renting, sharing, buying used or selling back textbooks.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
Flexible Delivery - what does it mean for students? (2006)JamesDunphy
Presentation to student officers in Scotland on the work of the Quality Enhancement Theme on Flexible Delivery and on the types of flexibility which might be desirable in terms of providing high quality and accessible student experiences.
This document discusses the evolution of a program to prepare secondary school students for third-level education. The program, offered since 2015, introduces concepts of information literacy and independent learning. To standardize content and processes, the program aims to offer accreditation through digital badges awarded by DkIT library. Learning outcomes include forming research questions, locating and evaluating information sources, and using information ethically. The program is delivered through interactive online guides and badges, with positive feedback received from participating students about gaining research skills and feeling more prepared for third-level education.
Open educational resources (OER) are freely available online teaching and learning materials that can be used and reused without cost. OER benefit individuals by improving access to quality resources, education systems by lowering costs through collaborative development and reuse of existing materials, and education providers by reducing costs and allowing more diverse curriculums. OER include full courses, textbooks, modules, lessons, tests, videos, and software that reside in the public domain or are released under open licenses permitting free use.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
Jisc aims to support UK universities through technology and digital transformation. It provides digital infrastructure and services to improve education and research. Jisc's vision is for UK institutions to be world leaders in applying technology. The COVID-19 pandemic accelerated the need for technology-enabled learning. Jisc's report recommends universities embed digital culture, invest in blended learning, and ensure inclusivity and accessibility in curriculum redesign. Going forward, Jisc will help universities in areas like leadership, learning and teaching, student experience, and research through solutions, advice and partnerships.
Presentation to the University Alliance Teaching and Learning Network Meeting by Jisc on Learning and teaching reimagined and Powering higher education
- Eleanor Eketone is a Māori medium professional learning and development facilitator specializing in initiatives to support Māori medium education at local and national levels since 2013.
- She has deep knowledge of the Te Reo Pākehā learning area of Te Marautanga o Aotearoa and leads programmes for Māori medium settings.
- She develops resources to support teachers and facilitates workshops using digital technologies to improve outcomes for students.
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Open Education Resources (OER) can reduce costs for students by eliminating expensive textbooks, while improving teaching materials by drawing on expertise from multiple contributors. OER allows broad access to knowledge without the restrictions of traditional education. However, OER may strip content creators of revenue, with hosting and management costs relying on uncertain funding sources. It also risks widening the gap between those with and without internet access, and more research is needed on student retention with OER versus paid courses.
Digital Storytelling For Enhanced Faculty Devebrettssu
This document summarizes digital storytelling case studies created for faculty development. It discusses the goals of using case studies, how they are produced, themes covered, and results. Case studies integrate text, images, video and resources to demonstrate teaching innovations. They are used in workshops, orientations, and communities to support adoption of practices like universal design for learning. Evaluations found they significantly impacted faculty teaching and student outcomes like grades and completion rates. Lessons learned stressed the importance of formative feedback and concise clips with support resources.
This document summarizes a national seminar on open educational resources (OER). It discusses that OER can improve teaching and learning through cost-efficient sharing of educational materials like textbooks, course materials, lectures, tests and software. OER include open textbooks, digitized library collections, and online tools that make it easier to find, create and distribute educational resources. The expansion of OER creates opportunities to enhance education but also faces challenges around intellectual property, encouraging participation, and adapting OER for different contexts and learners.
The document discusses the selection of Moodle as the replacement learning management system (LMS) at Massey University. It describes the university's strategic planning process that led to choosing Moodle, including establishing selection criteria focused on pedagogy and developing a business case. Key questions are raised about implementing the new system at scale, managing political interests, resourcing needs, and ensuring the technology supports the university's vision for blended learning. The summary emphasizes that LMS selection is a strategic decision that requires engagement across the institution.
1) Emerging technologies will significantly impact how teaching and learning occurs and how students succeed.
2) Faculty can tap into new technologies to prepare students for college and career success by helping them learn to create and share content online and participate in online networks.
3) For colleges to remain competitive, they must embrace digital culture and help students learn through remixing education using new technologies, rather than rejecting technological changes.
leading the future education, digital textbook project in KOREAEuisuk Jeong
The document discusses the history and status of South Korea's Digital Textbook Project. It outlines how the project has evolved over three stages from 2002 to the present, developing and applying digital textbook prototypes in pilot schools. The current third stage focuses on collecting empirical data, setting regulations for digital textbook publishing, and establishing standards. The document also examines the effects of digital textbooks in enhancing learning outcomes, the potential of digital tools to support knowledge construction, and case studies of their use in model schools.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
Brewing up a SCORM: using open education resources in an accredited PhD modul...ldore1
The document discusses a PhD course at the University of Limerick that uses open educational resources. It provides an overview of the course, including its history and structure. It then details how the course organizers used online modules in SCORM format from open educational resources to enhance the online learning experience for students in the areas of open access, open science, and open peer review. The document concludes by discussing the library's positive experience using these resources and their plans to expand use of open educational resources in the future.
This document discusses the high cost of college textbooks and alternatives to lower costs. It notes that textbook prices have tripled over the last 20 years, outpacing tuition increases. Both federal and state governments have initiated programs to increase transparency around textbook costs and encourage cost-saving strategies. The document also provides examples of innovative professors who have written open-access textbooks or use library resources to reduce costs. It suggests students can save money by renting, sharing, buying used or selling back textbooks.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
Flexible Delivery - what does it mean for students? (2006)JamesDunphy
Presentation to student officers in Scotland on the work of the Quality Enhancement Theme on Flexible Delivery and on the types of flexibility which might be desirable in terms of providing high quality and accessible student experiences.
This document discusses the evolution of a program to prepare secondary school students for third-level education. The program, offered since 2015, introduces concepts of information literacy and independent learning. To standardize content and processes, the program aims to offer accreditation through digital badges awarded by DkIT library. Learning outcomes include forming research questions, locating and evaluating information sources, and using information ethically. The program is delivered through interactive online guides and badges, with positive feedback received from participating students about gaining research skills and feeling more prepared for third-level education.
Open educational resources (OER) are freely available online teaching and learning materials that can be used and reused without cost. OER benefit individuals by improving access to quality resources, education systems by lowering costs through collaborative development and reuse of existing materials, and education providers by reducing costs and allowing more diverse curriculums. OER include full courses, textbooks, modules, lessons, tests, videos, and software that reside in the public domain or are released under open licenses permitting free use.
This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
Jisc aims to support UK universities through technology and digital transformation. It provides digital infrastructure and services to improve education and research. Jisc's vision is for UK institutions to be world leaders in applying technology. The COVID-19 pandemic accelerated the need for technology-enabled learning. Jisc's report recommends universities embed digital culture, invest in blended learning, and ensure inclusivity and accessibility in curriculum redesign. Going forward, Jisc will help universities in areas like leadership, learning and teaching, student experience, and research through solutions, advice and partnerships.
Presentation to the University Alliance Teaching and Learning Network Meeting by Jisc on Learning and teaching reimagined and Powering higher education
- Eleanor Eketone is a Māori medium professional learning and development facilitator specializing in initiatives to support Māori medium education at local and national levels since 2013.
- She has deep knowledge of the Te Reo Pākehā learning area of Te Marautanga o Aotearoa and leads programmes for Māori medium settings.
- She develops resources to support teachers and facilitates workshops using digital technologies to improve outcomes for students.
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Open Education Resources (OER) can reduce costs for students by eliminating expensive textbooks, while improving teaching materials by drawing on expertise from multiple contributors. OER allows broad access to knowledge without the restrictions of traditional education. However, OER may strip content creators of revenue, with hosting and management costs relying on uncertain funding sources. It also risks widening the gap between those with and without internet access, and more research is needed on student retention with OER versus paid courses.
Digital Storytelling For Enhanced Faculty Devebrettssu
This document summarizes digital storytelling case studies created for faculty development. It discusses the goals of using case studies, how they are produced, themes covered, and results. Case studies integrate text, images, video and resources to demonstrate teaching innovations. They are used in workshops, orientations, and communities to support adoption of practices like universal design for learning. Evaluations found they significantly impacted faculty teaching and student outcomes like grades and completion rates. Lessons learned stressed the importance of formative feedback and concise clips with support resources.
This document summarizes a national seminar on open educational resources (OER). It discusses that OER can improve teaching and learning through cost-efficient sharing of educational materials like textbooks, course materials, lectures, tests and software. OER include open textbooks, digitized library collections, and online tools that make it easier to find, create and distribute educational resources. The expansion of OER creates opportunities to enhance education but also faces challenges around intellectual property, encouraging participation, and adapting OER for different contexts and learners.
The document discusses the selection of Moodle as the replacement learning management system (LMS) at Massey University. It describes the university's strategic planning process that led to choosing Moodle, including establishing selection criteria focused on pedagogy and developing a business case. Key questions are raised about implementing the new system at scale, managing political interests, resourcing needs, and ensuring the technology supports the university's vision for blended learning. The summary emphasizes that LMS selection is a strategic decision that requires engagement across the institution.
1) Emerging technologies will significantly impact how teaching and learning occurs and how students succeed.
2) Faculty can tap into new technologies to prepare students for college and career success by helping them learn to create and share content online and participate in online networks.
3) For colleges to remain competitive, they must embrace digital culture and help students learn through remixing education using new technologies, rather than rejecting technological changes.
leading the future education, digital textbook project in KOREAEuisuk Jeong
The document discusses the history and status of South Korea's Digital Textbook Project. It outlines how the project has evolved over three stages from 2002 to the present, developing and applying digital textbook prototypes in pilot schools. The current third stage focuses on collecting empirical data, setting regulations for digital textbook publishing, and establishing standards. The document also examines the effects of digital textbooks in enhancing learning outcomes, the potential of digital tools to support knowledge construction, and case studies of their use in model schools.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
Thomas Tallis School held an Olympic Day event in 2010 to celebrate the values associated with the Olympics such as motivation, equality, respect, excellence, inspiration, determination, courage, and friendship. The school associated these values with their Olympics Day and aimed to instill these qualities in students.
The document discusses the benefits of digital textbooks, including free and low-cost access to standards-aligned materials, the ability to project content or view it on computers, and the flexibility to print chapters or bind materials for traditional classroom use. It notes that Governor Schwarzenegger supported a digital textbook initiative in California in 2009. Several publishers are offering free science and math digital textbooks that meet state standards, along with student/teacher editions and workbooks, and reports on how many standards each book addresses. Schools can access these materials on listed websites.
Educational textbook and digital ebook publishing industry analysis with a focus on current disruptors. Are textbook prices really too high? Who profits? Why isn't digital significantly less expensive? Are alternative models scalable and sustainable? The answers to these questions may surprise you.
Out of Print: Reimagining the K-12 Textbook in a Digital AgeSETDA
Out of Print highlights the sea change underway in the multi-billion dollar U.S. K-12 instructional materials market enabled by recent technology and intellectual property rights innovations. With a focus on the ultimate impact on student learning, the report provides examples of lessons learned from recent digital and open (OER) content initiatives by leading states and school districts and offers comprehensive recommendations for government, industry, and educators to ensure that the inevitable shift to digital instructional materials improves student achievement and engagement and efficiently uses scarce resources.
The textbook industry continues to face significant disruption. To help publishers and authors get a handle on upcoming challenges and opportunities, digital textbook pioneer, June Jamrich Parsons surveyed textbook authors to examine trends in digital textbooks and author royalties.
The digital education industry is delivering increased amounts of education content to classrooms every year. Pearson should make a credible entry into this market by providing free eReaders to educational institutions and bundling the eReader with content subscriptions for digital textbooks. Pearson’s entry into the market will help them to retain bargaining power over other eReader providers by providing them with a real value option. By outsourcing the eReader manufacturing, Pearson can combine their design ideas and content with the manufacturing expertise of the outsourcer. Pearson can continue to focus on its core competency of creating unique educational content by partnering with a manufacturer to own the complete end-to-end classroom experience, making the vision of a paperless and interactive classroom a reality.
The textbook industry is facing significant disruption. To help publishers and authors get a handle on upcoming challenges and opportunities, digital textbook pioneer, June Jamrich Parsons uses Michael Porter Five Forces model to analyze the competitive forces shaping today's multi-billion dollar textbook industry.
The US higher education market consists of over 28 million postsecondary students enrolled at over 7,000 institutions. Public schools make up 71% of students, while private non-profit and for-profit schools account for 17% and 12% respectively. For-profit schools have experienced 10% annual enrollment growth, though they comprise a disproportionately small share (12%) of students and institutions (47%). Graduate students comprise a small portion (13%) of the overall market. For-profit institutions enroll a greater share of older (24+) and part-time students.
The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.
This document summarizes the agenda and goals of a meeting to discuss the Community College Consortium for Open Educational Resources (CCCOER) Open Textbook Project. The meeting aims to review survey results on faculty use of open educational resources, identify next steps for the project, and discuss developing and adopting open textbooks. Key topics include establishing campus champions, engaging faculty, providing training, identifying subject experts, and developing sustainable business models for open textbook production and use.
Olc 2017 april-how to promote large scale adoption of adaptive courseware allKaren Vignare
This document summarizes a presentation on promoting large-scale adoption of adaptive courseware. It discusses eight universities that are accelerating adoption over three years and sharing their experiences. The presentation covers defining adaptive courseware, approaches to achieving widespread usage, selecting courseware, and challenges in implementation. Key strategies discussed include cross-institution collaboration, incentivizing faculty, and taking a data-driven approach through pilots and iterations. The goal is to personalize learning, improve student outcomes, and reduce costs through embracing new educational models.
This document summarizes a presentation about open educational resources (OER). The presentation defines OER as teaching, learning and research materials that are in the public domain or released with an open license allowing free use. It outlines benefits of OER such as lowering student costs and allowing customization. The document provides examples of open textbooks and repositories where instructors can find high-quality OER to incorporate into their courses. It also discusses how the Online Education Initiative in California is working to increase access to online courses through the use of OER.
OTC 2013: Opening Up Learning with the Community College Consortium for OER P...Una Daly
Openness is going mainstream, whether it's called open educational resources (OER), open textbooks, or massive open online courses (MOOCs). Attend this panel discussion to find out how California Community Colleges are leveraging open education to lower student costs and expand access. Topics will include adopting open textbooks, designing open online courses at community colleges, and integrating openness into professional development. You will also learn how your college can become involved in the open education movement and participate in a community of practice to share knowledge and find partners for collaboration.
Dr. Cynthia Alexander, Department Chair Educational Technology, Cerritos College and Kaleidoscope OER Project.
Una Daly, Community College Outreach Director, Open CourseWare Consortium
Katie Datko, Instructional Designer, Pasadena City College,
Dr. Barbara Illowsky, Professor Mathematics De Anza College, California Chancellor’s Office Basic Skills.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
This document discusses open educational resources (OER), including benefits, challenges, and potential solutions. Some key benefits of OER are lower costs for students and faculty, increased convenience of access, opportunities for collaboration, and ability to customize materials. However, challenges include varying levels of technology skills among users, lack of quality control and standards, and lack of incentive and support for faculty creation of OER. Potential solutions proposed are having colleges recognize OER work equally in tenure decisions, promoting OER through academic organizations, and seeking targeted government and private grants to fund OER development.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and share open educational resources (OER) as open textbooks for community college students and faculty. It was established in 2007 by the Foothill-De Anza Community College District. The CCOT project, funded by Hewlett, served as a proof of concept to document a workflow for developing, reviewing, and adopting open textbooks. The CCCOER promotes OER adoption through an open textbook promotion kit and over 150 member colleges. It pioneered quality review processes for open textbooks based on criteria like comprehension, accuracy, and cultural relevance.
This document discusses using rubrics to assess student learning in information literacy instruction. It provides examples from Belmont University, Dominican University, Towson University, and the University of Washington Bothell of developing rubrics, collaborating with faculty, analyzing assessment data to improve teaching, and sustaining assessment programs. The document also outlines the Information Literacy Instruction Assessment Cycle of identifying learning outcomes, creating learning activities, gathering data, interpreting data, and enacting decisions to increase learning.
Planning to Succeed – Reading Lists strategies - Jackie Chelin and Carol Dell...Talis
The document discusses the implementation of a new reading list system at the University of the West of England (UWE) in Bristol. It describes problems UWE previously had with students not being able to access required readings. UWE addressed this by developing reading strategies in collaboration with academics that focused on ensuring core readings were accessible while developing students' information skills. It then discusses UWE's enhanced reading list project which includes adopting reading list software, expanding digital content, and working with faculties to pilot the new system from 2016-2017. The goals are to improve students' experiences, engagement, and outcomes.
The collection development policy outlines the mission and responsibilities of the library in supporting the college's educational programs through its collection. It describes how the collection development librarian considers the needs of the institution, budget, faculty, and students in acquiring print and electronic resources. The policy provides criteria for selecting materials that support the curriculum, are current, credible, and in a variety of formats while maintaining a balanced collection representing cultural diversity. It also describes weeding outdated materials and using tools and faculty recommendations to develop the collection.
This document discusses strategies for effective collection management in academic libraries to support student learning. It emphasizes the need to understand student needs at both the undergraduate and postgraduate levels to build a collection that supports learning outcomes and course requirements. The library must work in partnership with academic staff and gather student feedback to ensure it meets the diverse needs of a changing student population. Collection management relies on balancing factors like scope, appropriateness, access, and relationships with users and other institutions.
E-books for the Classroom & Open Access Textbooks: Two ways to help students ...NASIG
In order to help students withstand the rising cost of textbooks, and in turn support the mission of student success, the University of South Florida has implemented two electronic resource based initiatives as part of the Tampa Library’s Textbook Affordability Project.
Through the E-books for the Classroom program, the Library purchases electronic versions of texts required for coursework, providing equitable access to needed materials at no cost to the students. For the past five years, this program has evolved into a highly successful Textbook Affordability measure, acquiring hundreds of e-books and serving thousands of students, as well as becoming an integral part of the e-book acquisition process.
The Library, with the support of the Office of the Provost and in collaboration with other departments across the University, is publishing a faculty-authored multimedia Open Access Textbook to be used by hundreds of students each semester in USF’s children’s literature courses. The USF institutional repository, Scholar Commons, will host the textbook, making it freely available on a global scale. This program effectively uses library expertise and skills, coordinating university-wide faculty, professional, and technical resources, to create library-as-publisher for the benefit of the students and textbook affordability.
This presentation will include a review of the need for these types of Library based initiatives, the processes involved in establishing and maintaining them, and a discussion of their challenges and successes along with plans for future improvements.
Jason Boczar, University of South Florida
Laura Pascual, Electronic Resources Librarian, Univ of South Florida Library
The main goals of CBCS are to make students self-reliant and prepared for their careers, expand their knowledge, and increase employability. It aims to achieve this through an interdisciplinary curriculum, bridging liberal and professional education, giving students more mobility and university-industry collaboration to foster innovation. Students can learn at their own pace, choose from a wide range of elective courses, and take an interdisciplinary approach. They will have opportunities for additional courses and credits both within and outside their university. The workshops discussed aim to standardize evaluation practices, expose students to interdisciplinary approaches through electives, and motivate teachers to include research in their teaching to expand students' knowledge and horizons.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
1. The document discusses strategies used at Nottingham Trent University to encourage sharing and reuse of open educational resources (OERs) through strategic interventions.
2. Key interventions included training on OERs and repositories, developing guidelines for sharing resources, and implementing a policy to allow publishing materials with Creative Commons licenses.
3. A multi-stage process was used to introduce sharing initiatives and monitor progress from introduction to integration within the curriculum.
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.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and repurpose open educational resources (OER) as open textbooks for community college students and faculty. The CCOT project tested producing open textbooks and documented the workflow. The CCCOER provides resources like an OER promotion kit to encourage OER adoption. It also developed processes for reviewing open textbook quality based on criteria like comprehension, accuracy, and cultural relevance. The CCOT project identified models for sustainable OER production and promoted practices like customizing content using the Connexions platform. Barriers to OER included expectations of print copies and ancillary materials, as well as copyright and financial aid issues.
ACRL Guidelines for University Library Services to Undergraduate StudentsDonnalyne Maydan
These guidelines provide recommendations for university libraries to establish goals and assess services for undergraduate students. The document discusses defining peer institutions for comparisons, collecting both input and output measures for assessment, and using outcomes assessment to improve undergraduate services and ensure they meet the needs of this user group. Planning for undergraduate services should be integrated with the overall library planning process.
Similar to RETFII | Textbook Costs & Digital Learning Resources Committee | Interim Report (20)
Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...Achieving the Dream
Slides from this session at OpenEd 2018 in Niagara Falls, NY. Presenters were Jessica Mislevy (SRI), Donna Desrochers (rpk GROUP), and Richard Sebastian (ATD).
This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.
This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.
This presentation discusses Open Educational Resources (OER) and high impact OER adoption. It defines OER as resources with free access and permission for users to retain, reuse, revise, remix, and redistribute. Studies show OER improves affordability and student success compared to commercial textbooks. High impact adoption invigorates pedagogy through reusable assignments and entire OER-based degree programs. The open nature of OER allows new opportunities to enhance teaching and learning.
Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions creating OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on instructional design and sustainability. Studies of OER adoptions supported by Lumen have consistently found significant gains for students.
The Virginia Community College System launched the Zx23 Project to scale open educational resources (OER) across its 23 colleges. Through the project, six degree programs containing over 100 OER courses were created. Over 400 faculty members participated in developing the courses. Initial results showed cost savings of over $1 million for enrolled students in the first year. The project aims to eventually offer OER-based Z-degrees at all 23 colleges to reduce textbook costs for over 50,000 students annually.
The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...Achieving the Dream
One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success.
In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure.
A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots.
The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015Achieving the Dream
This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to:
1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges.
2) Establish a sustainable model for supporting open educational resources (OER) infrastructure.
3) Create a roadmap for other institutions to scale and sustain OER on a statewide level.
It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.
Scaling Open | Reducing Textbook Costs Across Virginia’s Community CollegesAchieving the Dream
Presentation at the Innovations 2015 Conference in Boston, MA. Discover the innovative ways Virginia's 23 community colleges are working together to leverage shared system resources to scale openly-licensed course materials.
Co-presenting with:
Cheryl Huff, Germanna Community College
Jane Rosecrans, J. Sargeant Reynolds Community College
Preston Davis, Northern Virginia Community College
This document provides information about online tools and resources for collaboration and cloud-based services. It lists the URLs for various Virginia community college portals and introduces concepts like cloud-based storage, collaboration features, and control considerations for Google services. Links to training resources on the Google education website and Atomic Learning are also included.
From a 2014 American Association of Community Colleges presentation with Dr. Jack Lewis, President of New River Community College, Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services for the VCCS, and Dr. Dan DeMarte, Vice President of Academic Affairs of Tidewater Community College.
Faculty have a wealth of new digital resources available to them that, when integrated effectively,can offer students an enhanced educational experience. Colliding with the promise of these transformative technologies is the decades-old problem of textbook affordability.
Four innovative projects highlight Virginia’s community colleges’ efforts to address textbook affordability: a multi-college committee investigating strategies for reducing textbook costs; the first OER degree in the nation; a college-developed site for sharing OER; and an incentive grant to encourage faculty of high enrollment courses to adopt and integrate OER.
This presentation presents an overview of current ed-tech related projects happening in Virginia's community colleges to faculty members attending the Faculty and Administrator Leadership Academy in Virginia Beach, VA.
This document outlines a six-year plan for Virginia's community colleges with the goals of: 1) increasing participation in postsecondary education by raising awareness of opportunities, 2) increasing award completion rates, and 3) preparing the workforce for high-demand jobs. It proposes strategies such as expanding access for underserved populations, enhancing student support services, developing technology solutions to improve student success, and incentivizing colleges to increase credentials for in-demand fields. The plan also calls for increased funding for capital projects, faculty and staff salaries, and workforce training programs.
A presentation to the VCCS Advisory Council of Presidents (ACOP) in February of 2012 on the potential offered by mobile devices to fundamentally transform teaching and learning.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
3. Task Force on College Textbooks: 2004
1. Faculty members receive education about the cost of
textbooks. Particular attention is paid to those parts of
the ordering process over which they have leverage and
how this leverage can be used to help control costs.
2. Textbook adoption processes are formalized and include
textbook cost as a consideration.
3. The same textbook is adopted for all sections of a given
course within colleges and across multi-campus
colleges.
4. Textbook adoptions are consistent across statewide or
region-wide college groups.
5. Textbooks are adopted for a minimum of three years.
6. Academic divisions’ textbook orders are accurate and
timely.
4. Task Force on College Textbooks: 2004
7. The College encourages faculty to adopt or develop
alternatives to traditional textbooks for their classes.
8. The college provides students with alternative ways to
pay for textbooks.
9. The bookstore provides a used textbook sales and
purchase program that results in significant cost savings
to a significant number of students.
10.There is a positive working relationship between
bookstore personnel and college personnel.
11.Bookstores make use of less expensive sources for
textbooks.
12.The bookstore utilizes alternative approaches of
providing textbooks at lower cost to students.
8. 1. Examine VCCS administrative
practices and policies that
unnecessarily add to the cost of
academic textbooks
1. Explore how networked digital
technology can best be leveraged to
lower the overall cost of
textbooks, including using open
educational resources
9. 3. Investigate ways which currently
licensed electronic resources can be
used in electronic "course packs," as
a substitute for text books, or for the
supplementary material often
required for a course of study
3. Identify opportunities for interested
VCCS faculty to explore using openly
licensed resources in their courses
10. 5. Examine the current relevance of
printed textbooks in an age of
interactive, web-based content,
digital publishing, and collaborative
social networks.
5. Recommend strategies and policies
for creating an institutional culture
that embraces and practices
openness, transparency,
collaboration, and sharing.
11. VISION
Our vision is to provide every
student with the opportunity to
receive high quality instruction with
supporting instructional resources
that are cost-effective, most
efficient for colleges, and supported
by faculty.
24. OER Incentives
Full-time
1. Grant funding
2. Release time
3. Additional education and training
4. Assistance from a peer group
Part-time
1. Additional education and training,
2. Grant funding
3. Assistance from a peer group
4. Release time
25.
26. Chancellor’s OER Adoption Fund
1. BIO 101
2. BIO102
3. BUS 100
4. CHM 111
5. CST 100
6. ENG 111
7. ENG 112
8. HIS 101
9. ITE 115
10.MTH 163
11.PSY 201
12.SDV 100
28. NVCC’s OER General Education Certificate
1. ENG 111
2. ENG 112
3. ENG 125
4. MTH 151
5. PHY 201
6. PHY 202
7. HIS 121
8. HIS 122
9. ART 101
10. ART 102
11. HIS 262
12.SDV 100
29. RECOMMENDATIONS
VCCS Presidential evaluations should be
revised to include metrics for measuring
the goal to significantly reduce the cost
of textbooks and related course
materials in at least 10% of all course
sections offered each year, in each of
the next ten years.
Institutional & faculty culture
30. RECOMMENDATIONS
Full-time faculty evaluations should
include required criteria to “select
high-quality learning resources, such
as textbooks, bearing in mind
appropriateness, necessity,
accessibility, and reduced student
costs”.
Institutional & faculty culture
31. RECOMMENDATIONS
Promote reduced student costs for
textbooks and related instructional
materials in new evaluation systems for
part-time and administrative faculty.
Institutional & faculty culture
32. RECOMMENDATIONS
Individual colleges and the System
Office should provide
training, resources, and incentives for
both full- and part-time faculty to
identify, develop, and/or adopt open
educational resources (OER) for their
courses.
Institutional & faculty culture
33. RECOMMENDATIONS
Encourage colleges to develop a
request for proposals (RFP) for potential
vendors to provide system-wide
bookstore services.
College Bookstore Contracts
34. RECOMMENDATIONS
Conduct periodic data collection to
determine student satisfaction and
student success related to
acquisition, cost and use of required
course materials over the next five years.
College Bookstore Contracts
35. RECOMMENDATIONS
Investigate the use of inexpensive print-
on-demand services to offer VCCS
students the option of printing high-
quality copies of any digital-only course
materials
College Bookstore Contracts
36. RECOMMENDATIONS
Pursue opportunities to collaborate with
publishers to design strategies to reduce
course materials costs in selected target
courses.
Textbook Publishers
37. RECOMMENDATIONS
Investigate and consider the feasibility of
introducing legislation to require
publishers to warehouse digital versions
of any adopted textbooks.
Textbook Publishers
38. RECOMMENDATIONS
Identify college practices relative to the
disbursement of financial aid that hinder
a student’s ability to acquire required
course materials before the first day of
class, remedy them to the greatest
extent possible, and develop best
practices for use by all colleges.
Financial Aid
39. RECOMMENDATIONS
Pursue opportunities to provide
additional flexibility in how students can
creatively access their financial aid to
obtain lower costs for required course
materials.
Financial Aid
40. RECOMMENDATIONS
Provide incentives and resources to
identify and package licensed library
resources into course packs for high
enrollment courses that can be freely
used as primary or supplementary
course materials by any VCCS faculty.
Library Resources
41. RECOMMENDATIONS
Provide incentives and resources to
identify and package licensed library
resources into course packs for high
enrollment courses that can be freely
used as primary or supplementary
course materials by any VCCS faculty.
Library Resources
42. RECOMMENDATIONS
Use LibGuides to quickly customize and
“brand” access to a set of particular e-
resources, whether library, open access,
or other.
Library Resources
43. RECOMMENDATIONS
Conduct a survey to determine the
extent to which recommendations of
the 2004 Task Force on College
Textbooks continue to be implemented.
Other Recommendations
45. RECOMMENDATIONS
Explore the use of alternative
technologies to provide students access
to low cost required course materials
(i.e., use of tablets pre-loaded with
required e-books).
Other Recommendations
…increase financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
…increase financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
…increase financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
…increase financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
…increase financial aid to low- and middle-income students, using the definition developed by SCHEV and the Higher Ed Commission. The Wizard highlights affordability by providing a financial aid estimator and a cost calculator so prospective students can assess the cost of college.
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW