community college open textbook planning project
DESCRIPTION
COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT. Development & Repurposing. Proposed Workflow. What is the most feasible workflow process for collecting, using and disseminating community college Open Textbooks?. Planned Workflow Process Basis. Collaboration and sharing Breadth Depth - PowerPoint PPT PresentationTRANSCRIPT
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What is the most feasible workflow processfor collecting, using and disseminating community college Open Textbooks?
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Planned Workflow Process Basis
• Collaboration and sharing
• Breadth
• Depth
• Open and unrestricted use
• Universal accessibility
• Institutional buy-in
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Open Textbook Adoption Tasks• Locate and categorize suitable open content
– Topics by top courses that represent 80% of enrollments– Reading level– Depth and scope
• Evaluate– Quality– Accessibility– Cultural relevance– Currency– Authority– Articulation
• Customize, Remix, and Organize– Interoperability– Accessibility– License type– Cultural relevance
• Disseminate in print and digital formats – Student (DIY) for production of open textbook– Campus bookstore and/or printshop services for production of open textbook– Proprietary services
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Content Review Panel
• Five CCCOER members – Two University of California representatives– Two California State University representatives– Two other experts
• Determine and define the necessary elementsof a model CC Open Textbook– Reading level– Depth and scope – Quality and accuracy– Cultural relevance– Currency– Authority of source
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Technical Panel
• Interoperability standards
• Content dissemination processes
• Accessibility
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Possible Workflow Roles(Adapted from eduCommons)
• Producer– Person(s) in charge of putting most of the course content into Inventory– Can check how many CCOT are in Producer workflow status
• QA– First person to determine the quality of a CCOT– In charge of making sure the links work and that the site conforms to certain
standards• Reviewer
– Second person to determine the quality of a CCOT – Usually the Reviewer is a faculty member
• Publisher– Final person to inspect a CCOT and moves it to
public view• Administrator
– Can perform the functions of every role– Can add new users
• Viewer– Can perform no function; can only view contents– Cannot alter objects or move them through the work flow
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Workflow Summary
• Locate and collect open content• Vet the content
– Quality• Depth, breadth, cultural relevancy, authority of source, etc.
– Technical• Accessibility, interoperability, etc.
• Prepare open content for CC use– Customize, organize, localize, convert for
accessibility, interoperability
• Provide publication and dissemination options
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Workflow
Stage 1: Coordinate Panels
Stage 2: Collect Content
Stage 3: Vet Content
Stage 4: Disseminate Content
Proposed
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Stage 1
• Staff – Select and invite
Content Panel members
– Select and invite Technical Panel members
– Coordinate communications and meetings for Panels
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Stage 2: Staff
• Staff – Identify and prioritize CCOT content needs,
based on courses that represent 80% of enrollments
• Planning project - only Mathematics: Statistics– Invite community college faculty to
recommend, submit and/or develop OT for Open Textbook Project
– Locate CCOT– Verify that the open license
of the CCOT is modifiable (if not, seek permission from author)
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Stage 2: Panels
• Content Panel – Set criteria for CCOT minimum standards– Develop a set of searchable identifiers for
CCOT (e.g., metatags, discipline, reading level, year of development, author, etc.)
• Technical Panel – Set criteria for CCOT
minimum standards
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Stage 2: Community
• Open Textbook Project Community Volunteers and others – Develop and contribute
CCOT that meet minimum content and technical standards (esp. accessibility)
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Stage 3: Staff• Staff
– Assign a tracking number to each CCOT and enters basic info about the CCOT into Inventory database
– Post CCOT with ratings of below minimum standards to Open Textbook Project Community Volunteers for revision
– Convert CCOT to meet interoperability minimum standards– Add CCOT with rating of “exceeds” or
“meets” minimum standards to Inventory as a link to original source or as file
• Inventory based on eduCommons model
– Archive “canonical” snapshot of the CCOT for a given course for articulation purposes
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Stage 3: Panels
• Content Panel – Assign searchable identifiers to CCOT– Rate CCOT by criteria
• Technical Panel – Rate CCOT by criteria
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Stage 4: Faculty & Students
• Faculty – Select CCOT for use in actual courses– Disseminate CCOT to students via download
access from the Inventory for DIY student printing, campus services, or proprietary services
• Faculty and students – Rate CCOT after use in an actual course– Ratings posted to Inventory automatically
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Proposed Timeline
Stage 1: Coordinate Panels
Stage 2: Collect Content
Stage 3: Vet Content
Stage 4: Disseminate Content
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Proposed Licensing
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Proposed Workflow for Campuses
• Form Taskforce on campus to address adoption of open textbooks– Curriculum approval– Pedagogical standards– Articulation– Tech support– Bookstore and print shop services – Library– Faculty and department participation– Faculty training in development of OER– Marketing
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Proposed Workflow for Campuses
• Foster community of educators who will use and contribute to open content appropriate for use as textbook at community colleges
– Educate campus community about OER and open textbooks
– Provide model Board policies about OER
– Provide model tenure and promotionincentives for faculty to participate in OER
– Provide guide for development and implementation of campus Taskforce to address adoption of open textbooks
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What Sustainability and
Business Models
are most viable for the
Community College
OpenTextbook Project?
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Sustainability
• Unique sustainability challenges of open educational resource projects
• Must find a way to sustain– Production and sharing of
open educational resources– Use and reuse of their open
educational resources by end users
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“Sustainability is more than funding models.”
~ S. Downes ~
• Quality processes• Technical• Openness, access
and licenses• Staffing• Workflow• Maintenance
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Sustainability• Explore the viability of institutional
and/or student use fees
• Examine the relationship and cost-models for Connexion’s digital university press and the campus
• Bookstores and Printshops as point-of-purchase centers
• Identify sources of operating support from states, institutions, foundations and other complementary organizations
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Sustainability and Business Models
Cathedral vs. BazaarConnexions
Breshears’ OpenTextbook Business ModelDownes’ OER funding models
Dholakia’s OER revenue modelsStanford Encyclopedia of Philosophy model
FOSS ApproachOthers?