Train-the-Trainer: OR Community Colleges Open Textbook Workshop
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With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
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Train-the-Trainer: OR Community Colleges Open Textbook Workshop
- 1. Open Textbook Network Training Dave Ernst and Sarah Faye Cohen Open Oregon Workshop March 4, 2016
- 2. Thank you.
- 3. Cal Poly San Luis Obispo Cleveland State University Colorado State University Harold B. Lee Library, Brigham Young University Macalester College Minnesota State College and Universities (34) North Dakota University System (11) The Ohio State University Oregon Community Colleges (17) Oregon State University Portland State University Purdue University Temple University University of Arizona University of Iowa University of Kansas University of Massachusetts Amherst University of Minnesota University of North Carolina - Greensboro University of Northwestern St. Paul University of Oklahoma University of Washington University of Wisconsin – Milwaukee University of Wisconsin – Stout Virginia Tech West Virginia University Open Textbook Network
- 4. Cal Poly San Luis Obispo Cleveland State University Colorado State University Harold B. Lee Library, Brigham Young University Macalester College Minnesota State College and Universities (34) North Dakota University System (11) The Ohio State University Oregon Community Colleges (17) Oregon State University Portland State University Purdue University Temple University University of Arizona University of Iowa University of Kansas University of Massachusetts Amherst University of Minnesota University of North Carolina - Greensboro University of Northwestern St. Paul University of Oklahoma University of Washington University of Wisconsin – Milwaukee University of Wisconsin – Stout Virginia Tech West Virginia University Open Textbook Network
- 5. Our Day 9:00 am Welcome, Introductions, Goals 9:30 – 10:30 Identifying obstacles to open textbook adoptions 10:30 – 10:45 Break 10:45 – 11:45 The Open Textbook Library: past and present 11:45 – 12:15 Lunch 12:15 – 2: 15 Workshop training on affordability, student academic success, open, and Oregon 2:15 – 2:30 Break 2:30 – 3:30 Strategies in dealing with hard questions in open textbooks 3:30 – 4 Local workshop logistics, Closing
- 6. Introductions • Name • Institution • Role • What you hope to get out of today (1 sentence)
- 7. Open
- 8. open = free + permissions
- 9. open = free + permissions
- 10. open = free + permissions copy mix share keep edit use
- 11. Why?
- 12. 63.6% Not purchase the required textbook 49.2% Take fewer courses 45.1% Not register for a specific course 33.9% Earn a poor grade 26.7% Drop a course 17.0% Fail a course In your academic career, has the cost of required textbooks caused you to: http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
- 13. Barriers
- 14. Barriers to Open Textbook Adoption • Before today we asked you: – Which of the following barriers to open textbook adoption are most common at your institution? – What are the questions you are most frequently asked about open textbooks? – Which questions do you find the most difficult to answer and why?
- 15. You responded:
- 16. Reflect on the barriers you face at your institution in advancing open textbooks. • Write one barrier per sticky note • Go for quantity • There are no right answers • You’ll share these at your table in 10 minutes.
- 17. Table Discussion • Share your barriers • Are there commonalities? – Group them into themes – Name each theme • Are there outliers? • Select someone to report out in 20 minutes.
- 18. Share • Themes • Outliers • Are there nuances we want to acknowledge? • Are there concerns we want to acknowledge?
- 19. Let’s take a break. See you in 15 minutes.
- 20. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks
- 21. open.umn.edu
- 22. Adoptions: 0
- 23. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks
- 25. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 USHigher Education Funding - $/ FTE StateFunding Tuition Revenuehttp://www.sheeo.org
- 26. 0% 100% 200% 300% 400% 500% 600% 700% 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 %Increase Increasein Textbook Prices Textbooks CPI Bureau of Labor Statistics http://www.bls.gov/cpi/
- 27. 63.6% Not purchase the required textbook 49.2% Take fewer courses 45.1% Not register for a specific course 33.9% Earn a poor grade 26.7% Drop a course 17.0% Fail a course In your academic career, has the cost of required textbooks caused you to: http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
- 29. Adoptions: 0
- 30. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks
- 31. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks • Faculty are skeptical of the quality of open textbooks
- 33. Barriers to Faculty Adoption • Faculty don’t know where to find open textbooks • Faculty don’t understand the urgency of student financial stress, and how it can impact students academically • Faculty aren’t aware that open textbooks are an option • Faculty don’t know what open textbooks are • Faculty confuse open textbooks with electronic textbooks • Faculty are skeptical of the quality of open textbooks
- 34. + +
- 35. Adoptions: 11 (out of 9!)
- 36. At University of Minnesota In 3+ years, 15 faculty saved students nearly $500,000.
- 37. Cal Poly San Luis Obispo Cleveland State University Colorado State University Minnesota State College and Universities (34) North Dakota University System (11) The Ohio State University Oregon Community Colleges Oregon State University Portland State University Purdue University University of Arizona University of Iowa University of Massachusetts Amherst University of Minnesota University of Northwestern St. Paul University of Oklahoma University of Washington University of Wisconsin – Milwaukee University of Wisconsin – Stout Virginia Tech 45% Adoption rate
- 38. The Open Textbook Library Today open.umn.edu/opentextbooks
- 41. 4 criteria 1. Openly licensed 2. Complete textbook 3. Available in a downloadable format 4. Affiliated with an institution of higher education, scholarly society, or professional association, or, used at multiple institutions.
- 42. • 207 books • 378 reviews by over 600 faculty at OTN schools • Books produced by Open Stax, Open SUNY, COERLL, NOBA, UMN Libraries Publishing, Portland State, Grand Valley State, and more.
- 43. 0 0 5 2 15 74 152 174 0 20 40 60 80 100 120 140 160 180 200 1.0 - 1.5 1.5 - 2.0 2.0 - 2.5 2.5 - 3.0 3.0 - 3.5 3.5 - 4.0 4.0 - 4.5 4.5 - 5.0 Reviews Ratings Open Textbook Reviews
- 44. • On the horizon: – Metadata and MARC records – More books and more reviews – “Adopted By” data • Sign up for notifications on the About Us page at open.umn.edu/opentextbooks
- 45. Lunch
- 47. –United Nations Universal Declaration of Human Rights “…higher education shall be equally accessible to all…”
- 48. The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade. The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
- 49. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 US Higher Education Funding - $/FTE State Funding Tuition Revenue http://www.sheeo.org
- 50. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 Oregon Higher Education Funding - $/FTE State Funding Tuition Revenue http://www.sheeo.org
- 51. 0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Hours@MinimumWage Hours of Work Required to Afford Tuition (University of Minnesota)
- 52. 0 200 400 600 2000 2002 2004 2006 2008 2010 2012 Year Affording Average Annual In-District Tuition at Oregon Community Colleges Hoursatminimumwage http://www.oregon.gov/ccwd/pages/pub_rpts.aspx#Tuition_and_Fees http://www.oregonlive.com/business/index.ssf/2014/01/oregons_minimum_wage_1968_to_2.html
- 53. The average borrower owes more than $28,950 in student loans (class of 2014). http://ticas.org/posd/map-state-data-2015
- 54. $400 $500 $600 $700 $800 $900 $1,000 $1,100 $1,200 $1,300 $1,400 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 $Billions US Debt Consumer Revolving Credit Student Loan Debt Federal Reserve http://www.federalreserve.gov/releases/g19/Current/
- 55. What can we do? • Tuition and Fees • Room and Board • Books and Supplies • Personal Expenses • Transportation
- 56. What can we do? • Tuition and Fees • Room and Board • Books and Supplies • Personal Expenses • Transportation
- 57. 0% 100% 200% 300% 400% 500% 600% 700% 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 Increase in Textbook Prices Textbooks CPI Bureau of Labor Statistics http://www.bls.gov/cpi/
- 59. The average student should budget $1,249 - $1,364 for textbooks and course materials in 2015-16. http://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2015-16
- 60. The average PCC student can expect to pay $1,800 - $3,100 on textbooks for their AAOT degree. TVCC course catalog and bookstore
- 61. Earning that much money would take 195 - 335 hours to earn at minimum wage. http://www.oregon.gov/boli/WHD/pages/minimum_wage.aspx
- 62. Resident tuition and fees are $96/credit, while textbooks are $19 - $33 per credit. So textbooks cost an additional 195 - 335 hours to earn at minimum wage. http://www.pcc.edu/enroll/paying-for-college/tuition/
- 63. What do you think about the cost of textbooks?
- 64. What do you think about the cost of textbooks? https://www.youtube.com/watch?v=0d6HTN6ll go
- 65. Coping with the Cost • Purchase an older edition of the textbook • Delay purchasing the textbook • Never purchase the textbook • Share the textbook with other students
- 66. –U of MN Student "I figured French hadn't changed that much.”
- 67. 59% of students report that they have had to wait for their financial aid check to purchase textbooks. Unpublished Minnesota State University Student Association survey
- 68. Have you ever delayed purchasing a textbook because of cost?
- 69. Have you ever delayed purchasing a textbook because of cost? https://www.youtube.com/watch?v=rjaTJC8zZJ4
- 70. 7/10 students surveyed hadn’t bought a required textbook due to cost. http://www.slideshare.net/txtbks/open-education-and-solving-the-textbook-cost-crisis
- 71. 63.6% Not purchase the required textbook 49.2% Take fewer courses 45.1% Not register for a specific course 33.9% Earn a poor grade 26.7% Drop a course 17.0% Fail a course In your academic career, has the cost of required textbooks caused you to: http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
- 77. Other models…
- 81. Where does the funding come from? Universities (SUNY, Umass Amherst, Portland State, …) Foundations (Hewlett, Gates, …) Governments (state, federal) Professional Organizations (CALI)
- 91. Plus…
- 92. With Creative Commons licenses, you are free to… Copy Mix Share Keep Edit Use
- 98. Introductory, algebra-based, two-semester college physics 1272 pages Available in PDF ePub Print Web Bookshare (accessible) Instructor solution manual Powerpoint slides
- 106. open.umn.edu
- 107. 0 0 5 2 15 74 152 174 0 20 40 60 80 100 120 140 160 180 200 1.0 - 1.5 1.5 - 2.0 2.0 - 2.5 2.5 - 3.0 3.0 - 3.5 3.5 - 4.0 4.0 - 4.5 4.5 - 5.0 Reviews Ratings Open Textbook Reviews
- 108. 11 Peer Reviewed Studies http://openedgroup.org/
- 110. 93% Same or Better Outcomes http://openedgroup.org/
- 111. 9 Peer Reviewed Studies of Perceptions of OER Quality http://openedgroup.org/
- 112. 4,510 Professors and Students http://openedgroup.org/
- 114. What can we do? • Take a look! • Write a review! • Adopt if a book meets the needs of you and your students • Raise awareness - talk with colleagues in your program and department
- 115. Writing a Review Is there is a textbook in the Open Textbook Library that fits your class and/or expertise? Departmental funding for: 1. attending this workshop, and 2. reviewing a textbook in the Open Textbook Library
- 116. Writing a Review 1. You will receive an email with a link to the online review form. 2. Complete a concise review by March 25, 2016. 3. The review will be posted on the Open Textbook Library under an open license. 4. Stipend will be paid.
- 118. Strategies in dealing with hard questions in open textbooks Role playing
- 119. A few words of caution. https://www.flickr.com/photos/pictureperfectpose/76138988
- 121. BEWARE of overwhelming Don’t come to me with the entire truth. Don’t bring me the ocean if I feel thirsty, nor heaven if I ask for light. -from Olav Hauge’s “Don’t come to me with the entire truth,” translated by Robert Bly
- 123. Leave Quality Judgment to Faculty
- 124. + +
- 125. Embrace Uncertainty
- 126. Practice tackling tough questions • In small groups of three, take turns pulling out questions from the hat. • Take 3-5 minutes to practice answering each question to your group. • We will come back together a 3:15 pm to review and discuss some of the questions.
- 127. Running a College Workshop https://docs.google.com/document/d/1gvVmCd jsVv0C5anXfsrC7PWlpBEF_2DRdzmV5Tbwl24/ed it?usp=sharing
- 128. Thank you dernst@umn.edu ; sfcohen@umn.edu @open_textbooks Library: open.umn.edu Network: z.umn.edu/otnetwork
Notas do Editor
- Not about the Babson survey. Not about what’s frequent. It’s about what YOU deal with.
- We’re here to talk about something more important that textbooks…
- This is from a study done for the US Department of Education. 2.4 million did not finish college because of cost in the first decade of this century.
- Compare the proportion of cost that students must contribute in 1989 to today.
- Graph of state where presentation is being made. Data can be found at http://www.sheeo.org.
- 200-400 hours = a full time job in the summer. 2080 hours = full time job all year (40 hours x 52 weeks) – we’re getting close to this today University of Minnesota data
- Include institution’s data – can be found at http://ticas.org/posd/map-state-data-2015
- Consumer Revolving Credit = Credit Card Debt
- Admit that it’s not the highest cost leading to these affordability issues – but it is: the one cost that we as faculty can impact it has a special impact on the academic success of students (as we’ll see later)
- Admit that it’s not the highest cost leading to these affordability issues – but it is: the one cost that we as faculty can impact it has a special impact on the academic success of students (as we’ll see later)
- “[Textbook prices] have all been going up at a much faster rate than any other consumer product,” said Mark Perry, a finance and business economics professor at the University of Michigan-Flint.
- To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
- To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
- To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
- To get the institution’s estimate – Google “[name of institution] cost of attendance” and find the “books and supplies” category.
- https://www.youtube.com/watch?v=0d6HTN6llgo
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. person icon by Ferran Brown from the Noun Project
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. person icon by Ferran Brown from the Noun Project
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). person icon by Ferran Brown from the Noun Project
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
- Publishers, the bookstore, faculty themselves—it’s easy to find culprits. But this is not about culprits, it’s about students.
- In most areas, we have so many resources available, we inundate people with choices. This is a first step in the right direction. Let them take it.
- Photo: https://www.flickr.com/photos/thedepartment/110775600 This is a new movement and there is a lot to be done. We don’t always know the answers: licensing, accessibility, editing, technical challenges.
- These are questions that we often encounter at workshops or that you identified as challenging or frequently asked in the Pre-Workshop Questionnaire. Things to Consider What suggestions would you give in how the question was answered in terms of language, content, tone? What makes this question challenging? What concerns do you have in answering this question? What are possible rebuttals to this that you can anticipate?