Scaling Open | Reducing Textbook Costs Across Virginia’s Community Colleges
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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
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Scaling Open | Reducing Textbook Costs Across Virginia’s Community Colleges
- 2. Scaling OPEN Reducing Textbook Costs Across Virginia’s Community Colleges Innovations Conference 2015 Boston, MA March 10th, 2015
- 3. Preston Davis, Director, Extended Learning Institute Northern Virginia Community College wdavis@nvcc.edu Cheryl Huff, English Department Chair Germanna Community College chuff@germanna.edu Jane Rosecrans, Faculty J. Sargeant Reynolds Community College jrosecrans@reynolds.edu Richard Sebastian, Director of Teaching & Learning Technologies Virginia Community College System rsebastian@vccs.edu Scaling OPEN Panel
- 4. PROBLEM We’ve all seen this graph, right?
- 5. BACKGROUND • The Textbook Costs and Digital Learning Resources (TCDLR) Committee TCDLR Final Report, released in January 2015. • The Chancellor’s OER Adoption Grants (I & II) offered selected faculty and library staff stipends and support to adopt and adapt high-quality OER for high-enrollment courses.
- 6. BACKGROUND • The Chancellor’s Innovation Fund also funded several OER projects, including the development of Northern Virginia Community College’s all- OER associate degrees in general studies and social science. • Tidewater Community College developed the Z Degree, an associate of science degree in Business Administration that can be earned with no textbook costs.
- 7. SO FAR • 70+ OER courses • 16 colleges • 3 all-OER degrees • Approaching $2+ million in savings in textbook costs.* • OER interest and use by VCCS faculty has grown significantly in the past 2 years.
- 8. SOLUTION?
- 12. OER OPEN COURSE WARE MODULES TEXTBOOKS STREAMING VIDEOS OPEN JOURNALS TUTORIALS LEARNING OBJECTS Open Educational Resources at Northern Virginia’s Extended Learning Institute (ELI) Preston Davis, Director, Extended Learning Institute Northern Virginia Community College wdavis@nvcc.edu
- 13. Current ELI OER Courses 40 Digital Open classes with no textbook costs • English: ENG 111, ENG 112, ENG 123, ENG 125 • College Mat: MTH 151, MTH 152, MTH 157 • Science: PHY 201, PHY 202 • History: HIS 121, HIS 122 • Communications: CST 110 • Physical Education: PED 116 • Economics: ECO 201, ECO 202 • Student Development: SDV 100 • Information Technology: ITE 115 • Humanities/Fine Arts: ART 101, ART 102, REL 100, MUS 121 • Social/Behavioral Sciences: HIS 262, PSY 200, SOC 200
- 14. Costs of Pilot Course Textbooks ENG 111: $140 ENG 112 : $93 ENG 125:$89 MTH 151:$263 PHY 201: $269 PHY 202: $244 HIS 121: $109 HIS 122: $109 ART 101: $226 ART 102: $226 SDV 100: $77 CST 110: $140 ECO 201: $281.80 ECO 202: $281.80 ITE 115: $182.70 MTH 152: $161.80 MTH 157: $123.55 MUS 121: $141.45 PED 116: $92.85 PSY 200: $107.15 REL 100: $138.55 SOC 200: $114.65 Potential savings of $3600 per student completing full OER AS Degree Track Average cost of Textbooks = $185
- 15. Outcomes Access Over 5000 NOVA students have taken a course in our OER program since fall 2013, with access to free/open material digitally delivered through the LMS in the OER online courses! Affordability NOVA students enrolled in OER courses in the ELI Open Educational Resources AS program have saved over $800,000 to date… soon to exceed a million dollars! Student Success The overall student success rates in the pilot OER-based courses was 9% higher than the overall success rate for the equivalent textbook-based courses!
- 16. The Development and Use of OER Materials by Community College and High School Faculty Jane Rosecrans, Faculty J. Sargeant Reynolds Community College jrosecrans@reynolds.edu Reynolds’ Advance College Academy (ACA) and OER Initiative
- 17. Overview • Community college and high school faculty developing Open Educational Resources (OER) • Led by a college Facilitator • Eleven (11) JSRCC faculty members serving as content specialists for General Education Certificate courses. • ACA initiative is led by a full-time Director • Seven (7) faculty liaisons representing the disciplines that make up the AS in Social Sciences Curriculum • Thirteen (13) high school faculty members
- 18. Project Innovation High school and community college faculty from a variety of disciplines form“OER Community“to: • collect and curate materials to be used in specific courses • create new materials to fill gaps • contextualize all materials to align with course outcomes; and • construct syllabi and course materials for use in online and face-to-face teaching.
- 19. OER and VCCS Materials • Using the mapping guide developed by Lumen Learning – Requires faculty to connect course learning outcomes with OER resources • High school faculty forced to develop their own materials from reserves they have on hand and new online sources (OER) • Faculty in math, biology, history, and student development have opted for open textbooks
- 20. OER and VCCS Materials • Faculty in composition have used materials from OER courses the VCCS has developed over the past two years • Faculty in literature have put together their own courses using links to literary readings and audio-visual materials found online
- 21. Portability • Portability is complex for both high school and college faculty. • ACA courses: course materials need to be portable from instructor to instructor given the lack of funding for printed textbooks. • For Reynolds faculty: – Several disciplines at the college that have turned to OER favor open textbooks to other forms of OER. – Faculty who have pulled together OER materials from VCCS courses and their own online links to readings and websites, the issue of portability is more difficult.
- 22. Portability • For ENG 111-112 and literature courses it is difficult for instructors to access materials without a central commons. • A team of Reynolds faculty will develop an OER anthology of American Literature • Anthology will be openly available on Lumen Learning’s Candela platform
- 23. Just start somewhere OER at a Germanna Community College Cheryl Huff, English Department Chair Germanna Community College chuff@germanna.edu
- 24. At first, OER was...
- 25. Folks at Germanna were talking about it... Fig. 2. Google Clipart
- 26. But it was purely grassroots... Fig. 3. Mayne, Paul. Wheat Grass. Digital image. FLICKR. N.p., 28 May 2005. Web. 16 Oct. 2014. <https://www.flickr.com/photos/paulm/16106254/>.
- 27. So grant money turned on the planning
- 29. We have avoided having a committee... Fig.6."Camel." Wikipedia. Wikimedia Foundation, 16 Oct. 2014. Web. 16 Oct. 2014. <http://en.wikipedia.org/wiki/Camel>.
- 30. We are now intrinsically linked to other VCCS initiatives... Fig. 7 Evans, Luke. Three Musketeers in 3D. Fancarpet. 2011. Web. 14 October 2014. http://www.thefancarpet.com/ActorGalleryPicture.aspx?mga_id=124485&a_id=3570
- 31. Sometimes you just have to start somewhere...
- 32. Kertesz, Julie. Oh the Places You'll Go. N.d. Web. FLICKR. Web. 16 Oct. 2014. <https://www.flickr.com/photos/joyoflife/3709840577/>. Challenge: What’s wrong with this picture?
- 33. Creative Commons licenses the photo, but not the cover.
- 34. CHALLENGES • The overall percentage of faculty adoption is relatively low. • Limited access to data on OER use and impact. • Need an OER Commons • OER adoption has yet to scale in a broad, systemic way by a large postsecondary system like the Virginia Community College System.
- 35. CHALLENGES Create a sustainable infrastructure so the OER can be scaled effectively among colleges and the full potential of Virginia’s investment in open can be realized.
- 38. OCCI organization’s capacity for continuous innovation
- 39. Z x 23 Project William & Flora Hewlett Foundation
- 40. Z x 23 Project 1. 50,000 students will successfully complete Z degree courses at fifteen (15) VCCS colleges. 2. Establish a model for sustaining and supporting the z courses and other OER infrastructure. 3. Create a detailed “roadmap” to for postsecondary institutions interested in scaling and sustaining a statewide or system OER infrastructure.
- 41. Attribution 1. “The Future of Books” by Johan Larsson is licensed under CC BY 2.0 2. “iPad” by Sean MacEntee is licensed under CC BY 2.0 3. “NASA Visualization Explorer Now Available For All iOS Devices”, NASA is licensed under CC BY 2.0 4. "Planking in bookstore" by Erin! Nekervis is licensed under CC BY 2.0 5. “"Girl sitting at desk flipping through textbook pages at Putnam School" by Library and Archives Canada is licensed under CC BY 2.0 6. "No luggage" by Tom Magliery is licensed under CC BY-NC-SA 2.0
Editor's Notes
- Virginia’s community colleges have been national leaders in the use of OER to reduce the cost of textbooks. Over the past 3 years, the VCCS has supported a number of successful OER-related initiatives:
- For Reynolds faculty, the issue of portability depends on the discipline. Several disciplines at the college that have turned to OER favor open textbooks to other forms of OER. Faculty who have pulled together OER materials from VCCS courses and their own online links to readings and websites, the issue of portability is more difficult. ENG 111-112 and literature courses follow this model, making it difficult for instructors to access materials already developed without some sort of central repository. In part to rectify this for one set of courses – American literature I and II – a team of Reynolds faculty will undertake an OER anthology of American Literature from 1600-present over the course of two academic years beginning in the fall of 2015. This anthology will be housed by Lumen Learning using their Candela platform, making this material available to a wide audience.
- For Reynolds faculty, the issue of portability depends on the discipline. Several disciplines at the college that have turned to OER favor open textbooks to other forms of OER. Faculty who have pulled together OER materials from VCCS courses and their own online links to readings and websites, the issue of portability is more difficult. ENG 111-112 and literature courses follow this model, making it difficult for instructors to access materials already developed without some sort of central repository. In part to rectify this for one set of courses – American literature I and II – a team of Reynolds faculty will undertake an OER anthology of American Literature from 1600-present over the course of two academic years beginning in the fall of 2015. This anthology will be housed by Lumen Learning using their Candela platform, making this material available to a wide audience.
- Many of us were losing faith in textbooks and using the wealth of materials available to either replace or supplement. Why have publishers control your content? Why feel guilty that students were forced to by a book that limits content?
- Much like the beginning of online instructional development, OER was starting with scrappy outliers
- In 2012, the VCCS Chancellor funded design of the 12 highest enrollment courses. I was already doing a very OER 112, and applying felt like cheating, but I did. I won ENG112. We had two days f2f to collaborate and consultants from LUMEN Learn, which was invaluable. I brought what I learned to back to GCC. For awhile, not much happened. Then Richard came to speak to faculty and some faculty woke up to the possibilities.
- We applied for more grant money for a workshop last spring, invited folks across the VCCS, and Richard Sebastian, Preston Davis. Collaboration is key in OER.
- My favorite saying, “A camel is a horse designed by a committee.” We’d rather go at this differently.
- Joining forces and collaborating improves OER development exponentially. The second iteration of grants has broadened the swathe. Now we have a variety of modalities happening: creating materials, finding materials, sharing materials, focusing all faculty on adopting OER resources partially or totally. Our goals now include a Gen Ed Certificate that can be earned completely OER, and then Gen Ed degree. But the faculty are driving the curriculum.
- The best movements start with a few outliers, and evolve. Just starting somewhere will lead you all kinds of places…
- Challenges: What’s wrong with this picture?
- Why it’s tricky.
- Expanding and growing our textbook rental program offers the greatest savings to our students: 50% of the cost of a new textbook 25% less than the cost of a used textbook If on “National List”, no time commitment For all other textbooks, faculty must commit to use the book for four regular semesters or two years Follett incentive to grow rental textbook options For 50% of texts - Additional 1% commission For 75% of texts - Additional 2% commission