bccat jam presentation
DESCRIPTION
Presentation to BCCAT delegates at the 2013 JAM conference on April 8, 2013 in Richmond BC.TRANSCRIPT
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Clint LalondeManager, Curriculum Services & Applied ResearchBCCAT JAM, Nov 8, 2013
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License. Feel free to use, modify or distribute any or all of this presentation with attribution.
BeyondFreeThe BC Open Textbook Project
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“Connect the expertise, programs, and resources of all BC post-secondary institutions under a collaborative service delivery framework”
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Curriculum Services & Applied Research
Student Services & Data Exchange
Collaborative Programs & Shared Services
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“Connect the expertise, programs, and resources of all BC post-secondary institutions under a collaborative service delivery framework”
OER Global Logo by Jonathas Mello is licensed under a Creative Commons Attribution Unported 3.0 License
1Curriculum Services & Applied ResearchSupport & promote the development & use of Open Educational Resources
Support instructors who want to use technology in their teaching practice
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“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”
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What are OER?
William & Flora Hewlett Foundation http://www.hewlett.org/programs/education-program/open-educational-resources
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“Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.”
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What are OER?
UNESCOhttp://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/
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Beyond Free Benefit #1
Faculty have full legal control to customize & contextualize learning resources
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The more context a learning object has, the more (and the more easily) a learner can learn from it.
To make learning objects maximally reusable, learning objects should contain as little context as possible.
The Reusability Paradox image by David Wiley used under a Creative Commons Attribution License (CC-BY 3.0) Retrieved from http://cnx.org/content/m11898/latest/
Reusability Paradox
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Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license.
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Sharks are a group of fish characterized by a cartilaginous skeleton, five to seven gill slits on the sides of the head, and pectoral fins that are not fused to the head.
This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license. Shark text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 licenseThis modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
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Symbiosis is the close and often long-term interaction between two or more different biological species
This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license. Symbiosis text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 licenseThis modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
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“Therefore, pedagogical effectiveness and potential for reuse are completely at odds with one another, unless the end user is permitted to edit the learning object.”
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Source: The Reusability Paradox, David Wiley, Connexions. http://cnx.org/content/m11898/latest/
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Some Rights ReservedCreative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
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Image from Copyright in Education & Internet in South African Lawhttp://education-copyright.org/creative-commons/Used under Creative Commons Attribution 2.5 South Africa license
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2003-2012
$9 million invested153 grants awarded100% participation across system83% partnerships47 credentials developed in whole or part via OPDF355 courses, 12 workshops, 19 web sites/tools and 396 course components (learning objects, labs, textbooks, manuals, videos)
100% open license for free & open sharing & reuse by all BC post-secondary
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Online Program Development Fund (OPDF)
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solr.bccampus.ca
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A textbook licensed under an open copyright license, and made available to be freely used by students, teachers and members of the public.
What is an Open Textbook?
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Where do they come from?
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Visual notes of John Yap announcement, Giulia Forsythe http://www.flickr.com/photos/gforsythe/8094691691/ Used under Creative Commons attribution share-alike license
40 free and open textbooks available for the highest enrolled 1st & 2nd year post-secondary subjects in BC
First province in Canada
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Visual notes of John Yap announcement, Giulia Forsythe http://www.flickr.com/photos/gforsythe/8094691691/ Used under Creative Commons attribution share-alike license
40 free and open textbooks available for the highest enrolled 1st & 2nd year post-secondary subjects in BC
First province in Canada
+20
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Images from Oxfam.org CC-BY and http://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012/How_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC-BY
Why are we doing this project?
To increase access to higher education by reducing student costs
To improve student learning by removing barriers to resources
To give faculty more control over their instructional resources
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Students spend $1200/yr on textbooks
4x rate of inflation over past 20 years
70% students have not purchased textbook for a course because of price
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Free is more than just a good deal
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There is a direct relationship between 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
Slide: CC-BY Cable Green, Creative Commons via http://www.project-
kaleidoscope.org/
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“My textbook is……back-ordered
…in the mail
…out of stock
…the wrong edition
…on hold until my student loan arrives
…unnecessary until I decide I want this course”
How often do students start the term without the resources they need?
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What students think of textbooks“The price of textbooks has influenced my decision to take classes. When the same class is offered by three different instructors, I check which book is the cheapest, and even though the professor might not be good, I’m forced to take that class because the textbook is the cheapest.”
“I was in lab one day and the guy sitting next to me had the PDF version of the book opened on his computer. And I was like, Oh, can I have a copy? And he sent it over to me.”
“I have a friend who actually didn’t spend any money last year for books because he went to the library at the beginning of the quarter, borrowed books, scanned everything, and had the PDF file.”
“My most expensive class was clinical psych, because she writes the textbook herself, and it has a new edition every semester or something ridiculous. So it was like almost $200. And the thing is that you can’t use the previous edition, because she changes it herself because she knows the textbooks sell well. It’s like so manipulative.”
Students Get Savvier about Textbook Buying, The Chronicle of Higher Education, January 2013http://chronicle.com/article/Students-Get-Savvier-About/136827
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Source: http://www.wmnf.org/news_stories/usf-student-shows-his-peers-how-to-download-textbooks-online-for-free
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Source: http://thesheaf.com/2013/10/20/an-open-textbook-policy-is-a-must/
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Beyond Free Benefit #2
Day 1 access to customized resources improves learning
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Open Textbooks in 9 courses (Flat World Knowledge FWK)
“Students in courses that used FWK textbooks tended to have higher grades and lower failing and withdrawal rates than those in courses that did not use FWK texts.”
Virginia State University School of Business
Andrew Feldstein, Mirta Martin, Amy Hudson, John Hilton III, & David Wiley. Open Textbooks and Increased Student Access and Outcomes. Retrieved April 28, 2013, from http://www.eurodl.org/?p=current&article=533
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Utah Open Textbook Project
5.9% gain in standardized test scores
1 year pilot 2000 students
10 high school science teachers adapt CK12 textbooks
Cost US $4.99/book printed & delivered (US $80)
Source: http://bccampus.ca/2012/10/29/questions-and-answers-on-open-textbooks-part-1a/ http://utahopentextbooks.org/
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Psychology Department modifies an existing open textbook to create custom textbook
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
“During the fall semester 2011, 690 students used this book. Compared with students using a traditional text in the spring of 2011, students who used the free online textbook scored higher on departmental final examinations, had higher grade point averages in the class and had higher retention rates.
Houston Community College
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Beyond Free Benefit #3
Opportunities for Authentic Learning activities
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http://chemwiki.ucdavis.edu/
launched in 2008 on a shoestring budget, now nets over 2 million visitors a month, making it the most visited domain among the university's websites.
ChemWiki recently received its first major funding — a grant of $250,000 from the National Science Foundation
Delmar Larsen now offers extra credit to students who submit entries, occasionally holding pizza parties to bring in volunteers to write or review pages. He assigns a rating system to new articles based on the author's expertise and experience, with articles moving up as they are edited and vetted.
Source: http://www.news.ucdavis.edu/search/news_detail.lasso?id=10748
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Beyond Free Benefit #4
Collegial collaboration
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HCC & Utah
http://learning.hccs.edu/faculty/robert.morecook/psyc-2301-student-supplements-for-stangor-text
http://utahopentextbooks.org
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“We are a group of two dozen mathematicians who wrote a 600 page book in less than half a year. This is quite amazing, since mathematicians do not normally work together in large groups. “
“..the spirit of collaboration that pervaded our group at the Institute for Advanced Study was truly amazing.
We did not fragment. We talked, shared ideas, explained things to each other, and completely forgot who did what.
If we can get mathematicians to share half-baked ideas, not to worry who contributed what to a paper, or even who the authors are, then we will reach a new and unimagined level of productivity. Progress is made by those who dear (sic) the break rules.”
Andrej Bauer, University of Ljubljana
Source: The HoTT book, Mathematics and Computation http://math.andrej.com/2013/06/20/the-hott-book/
The HoTT book
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Source: Open Textbook Publishing, Joe Moxley, World.edu http://world.edu/open-textbook-publishing/
“Rather than working as employees on by-the-piece rates for global companies like Pearson, faculty members can assume the role of publishers.
Using free content-management systems like Joomla, Drupal, or WordPress in conjunction with inexpensive web hosting packages, we can build communities around our educational materials.”
“We need to realize our power as authors and publishers. Working collaboratively, we can create dynamic teaching and learning environments.”
Joe Moxley, University of South Florida, http://writingcommons.org/
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Beyond Free Benefits
1. Faculty have full legal control to customize & contextualize learning resources
2. Improved learning: Day 1 access & customized resources
3. Opportunities for Authentic Learning
4. Collegial collaboration
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Project Phases
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1Phase One: Launch (March -August 2013)
3Phase Three: Create (January 2014-Sept 2014)
2Phase Two: Adapt (Sept 2013-Sept 2014 underway)
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Image: Don’t reinvent it by Andrea Hernendez used under CC-NC-SA license
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Available in many formats www, ePub, PDF and print
Small, curated collection
Locally peer reviewed
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Identify Top 40 Subjects
Environmental scan of existing OTB: goal 10
BC Faculty reviews of 10 OTB
System Outreach
Early Adopter
1Phase One: Launch (March -August 2013)
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Source: BC CDW & BC Research Institutions
http://bccampus.ca/top-40-courses
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1Phase One: Launch (March -August 2013)
Example of BC reviews of Collaborative Stats book
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Students: 60Previous Textbook: $187OpenStax Textbook: $0
Student savings: $11,200
College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License.
1Phase One: Launch (March -August 2013)
Early Adopter: Dr. Takashi Sato Physics KPU
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Students: 60Previous Textbook: $187OpenStax Textbook: $0
Student savings: $11,200
College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License.
1Phase One: Launch (March -August 2013)
Early Adopter: Dr. Takashi Sato Physics KPU
1 class 1 institution 1 term
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Adaptations – 2 types: Existing & New
More textbooks (13 new)
More reviews
More outreach: Libraries & Bookstores
Technology (PoD, PressBooks, Connexions)
2Phase Two: Adapt (Sept 2013-Sept 2014 underway)
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Type 1: New
Suggest a textbook & modifications for a subject area we have not found existing textbooks.
2Phase Two: Adapt (Sept 2013-Sept 2014 underway)
AnthropologyApplied ScienceCommerceCriminologyEarth, Ocean & Atmospheric Science
GeographyHistoryKinetics/KinesiologyPolitical ScienceVisual Arts, Media & Design
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Type 2: Existing
Introduction to PsychologyThe faculty who reviewed this text felt that it needed to be adapted to reflect a Canadian context, that it required the addition of a chapter on stress, health, and coping, and an overview of all the major psychological perspectives in the first chapter of the text. The BC Open Textbook project will fund a subject matter expert $7500 to complete this work. Technical support and editing services will be provided.
Introduction to SociologyThis book received a good overall rating, however the faculty who reviewed it felt that it required adaptation to reflect a Canadian context and the insertion of content about Feminist Theory. The BC Open Textbook project will fund a subject matter expert $7500 to complete this work. Technical support and editing services will be provided.
Introduction to ChemistryReviewers of this text found it was missing content about Kinetic-Molecular Theory and Thermodynamics. In addition it is lacking a glossary. The BC Open Textbook project will fund a subject matter expert $5000 to add the additional content and create a glossary.
2Phase Two: Adapt (Sept 2013-Sept 2014 underway)
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Produce as few textbooks as possible from scratch
Create 1 exemplar e-textbook
3Phase Three: Create (January 2014-Sept 2014)
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Thank you!Clint Lalonde
Twitter: @clintlalonde @bccampus
Web: open.bccampus.ca
Slides available at: slideshare.net/clintlalonde
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Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License.