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The Case for Open
This document summarizes the case for open educational resources (OER) as an alternative to traditional textbooks. It outlines how OER can reduce costs for students, promote sharing of knowledge, and give faculty more control over course materials. Several studies are cited showing comparable student success rates when using OER instead of commercial textbooks. The document encourages faculty to contribute to and adopt existing open textbooks and resources to increase access and lower costs for students.
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The Case for Open
- 1. The Case for OpenEducational Resources David Lippman Pierce College
- 2. “Open” Open Educational Resources(OER) Open Textbooks Open Learning (MOOCs) Open Pedagogy
- 3. Open Source Software Freeas in “free beer” Free as in “free speech” Collaboration
- 4. The Promise ofOpen
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- 8. Textbook Costs $1100 /year Online access codes Time-bombed eBooks
- 9. “this past springquarter for math 60 I didn't have a book the entire quarter and I barely scraped by with a 2.0. I used the book and help of tutors in the tutoring center everyday and still did not fully understand the material as much as I wanted. If I continue this way I will surely fail math 98”
- 10. “I am afraidthat if I can't/don't get this book before the college quarter starts that I will fall behind and possibly even fail the class”
- 11. The Direct RelationshipBetween Textbook Costs and Student Success 60%+ do not purchase textbooks at some point due to cost 35% take fewer courses due to textbook cost 31% choose not to register for a course due to textbook cost 23% regularly go without textbooks due to cost 14% have dropped a course due to textbook cost 10% have withdrawn from a course due to textbook cost Source: 2012 student survey by Florida Virtual Campus
- 12. “70% of respondentshad decided against buying at least one assigned textbook due to cost. While some of these students reported sharing or borrowing instead, 78% still believed they would generally do worse in class without their own copy of the required text.” http://www.studentpirgs.org/news/ap/high-prices-prevent-college-students-buying-assigned-textbooks
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- 14. Mainstreamed Materials Move towardsthe middle Content creep
- 15. Open ≠ Digital Open≠ Free OPEN DIGITAL FREE
- 16. Open is a legalframework for sharing
- 17. OER: The 5RPermissions Sharing and creativity are inherent in OER: • Make and own copiesRetain • Use the content in its unaltered formReuse • Adapt, adjust, modify, improve, or alter the contentRevise • Combine the original or revised content with other OER to create something newRemix • Share copies of the original content, revisions or remixes with othersRedistribute
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- 19. Examples of OER Opentextbooks Workbooks Handouts Worksheets Activities Videos etc.
- 20. The Case forOpen
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- 22. Example: Green River 27sections of Math 141 each year × 30 students per section × $200 (Amazon retail of Stewart Precalc – cost of printed OER text) $162,000 saved in one year, in one course
- 23. The text hada positive effect on the classroom instructional atmosphere from the very beginning. Many students came to class on the first day with a positive attitude borne of having been to the bookstore and found that their textbook would cost $20 rather than over $100, and even spending that much was optional. Moreover, the vast majority of students had the textbook in one form or another from the outset and so didn’t face the prospect of falling behind because they couldn’t get it until a financial aid check came in. MAA Review by Mike Kenyon, Green River Community College, 10/15/2012
- 24. This is asimple way that we as faculty can address access inequity
- 25. 2. Education isSharing
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- 29. Unprecedented Capacity we canshare as never before
- 30. Unprecedented Capacity we caneducate as never before
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- 32. © Cancels thePossibilities of digital media and the internet
- 34. use copyright toenforce sharing
- 35. Internet Enables Sharing and educatingat unprecedented scale OER Allows
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- 37. At the MostBasic Level No broken links No surprise changes No forced new editions
- 38. Open = freedomto Add Remove Modify Supplement Ignore the book
- 39. I hate thisproblem Q: Bob has $10,000 invested in two accounts, one paying 4% interest and the other paying 6% interest. He earned $520 interest last year. How much does he have invested in each account? A: Read your statements, Bob!
- 40. I don’t hatethis problem Q: Bob is retiring with $1 million. He can invest in a safe CD earning 1%, or a riskier bond account earning 4%. He wants to live on interest, and needs $30,000 a year to live on. What’s the minimum he needs to invest in the bond account?
- 41. Customize and Localize Searchingthrough dozens of books for the perfect table of contents vs Mixing contents from multiple texts to create a perfect match for your outcomes
- 42. I’m Sold! Show methe goods!
- 43. Where We’ve ComeFrom
- 49. Community of users Creatingfor themselves Sharing with everyone Making it better for all
- 50. Expanding to OpenTexts
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- 63. Arithmetic Prealgebra Beg Algebra Inter Algebra CollegeAlgebra Trig Applied Calculus Calculus Math for Lib Arts Statistics
- 64. Lots of PersonalProjects
- 65. But is itany good?
- 66. There’s no reasonto use a proxy for quality when we can measure student success
- 67. High School Data Nosignificant difference
- 68. Scottsdale Data No significantdifference
- 69. Results – Mathin Society Commercial text + Blackboard (‘06-’08 data) 70.2% pass rate, n = 131 IMathAS + Open Text v1 (‘08-’11 data) 72.4% pass rate, n = 236 IMathAS + Open Text v2 (’12-’13 data) 80.4% pass rate, n = 92 *No statistically significant difference
- 70. Success Data -Calculus Stewart/Hoffman Comparison Bellevue College used Stewart (2006-07) and Hoffman (2007-08) Stewart N=622 Success = “ABC” = 74.4% Success range: 42 – 90% Hoffman N=710 Success = “ABC” = 74.8% Success range: 40 – 95%
- 71. Student Success Data- Precalc 4850 students at Pierce, Green River, and Shoreline have used our text (over the last 2 years), vs. 5000 past students saw no significant difference in success, while saving $300,000+
- 72. Student Success Data- Algebra Big Bend switched completely to an emporium model. Success rate jumped from 48% to 75%, and withdraw rate dropped from 25% to 9%
- 73. Mercy College -(Wallace Algebra) Percentage passing with C or better 63.60% 68.90% 48.40% 60.18% 55.91% 64.50% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% Fall 2011 No OER Fall 2012 OER Spring 2011 No OER Spring 2013 OER Total No OER Total OER n=2,842 including pilot
- 75. “The student feedbackI've received (to the texts I and others have used, as well as the associated WAMAP material and James Sousa videos) has been virtually 100% positive. And it's not just the low-to-nonexistent price: we've received many comments about how these books are much easier for them to read than traditional textbooks, how WAMAP is far superior to Webassign, and how helpful they find the videos.” - Jeff Eldridge, Edmonds CC
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- 80. Z Degree: TidewaterCommunity College's textbook answer The college estimates that students who complete their degree through the textbook-free program could save one-third on the cost of college.
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- 86. A Call toAction
- 87. One of thefew ways we as faculty can directly address access inequity
- 88. Think about the Returnon Investment
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- 91. Look at anOpen Course
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- 93. Contribute Proofread Create activities Add newexercises Create videos Join a collaboration
- 94. the Learning Machineis being built Join in
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- 96. Want to workon a contextual / conceptual / active learning algebra course? Email me! Contribute rich tasks to: wamap.org/projects/ David Lippman dlippman@pierce.ctc.edu http://dlippman.imathas.com
- 97. Attribution Statement This slidedeckis licensed under a Creative Commons Attribution License and contains content from a variety of sources published under a variety of open licenses, including: • Original content created by David Lippman of Pierce College and Lumen Learning • Content created by David Wiley, originally published at http://www.slideshare.net/opencontent/ under a CC-BY license. • Food machine photo, original published at http://www.flickr.com/photos/cvander/ under a CC-BY license • Freaky skull photo, original published at http://www.flickr.com/photos/erikcharlton/2955613283/sizes/m/in/photostream/ under a CC-BY license