Showing posts with label Textbook. Show all posts
Showing posts with label Textbook. Show all posts

Friday, August 22, 2014

Open Textbooks at Humboldt State University

English: The Jolly Giant Commons while briefly...
The Jolly Giant Commons (Photo credit: Wikipedia)
I presented the other day at Humboldt State University's conference "Institute for Student Success." I was really pleased that the organizers seem to recognize economic barriers to education as a factor in student success. I am also very excited about some of the work already in progress here at HSU with open textbooks. Last year, I worked with Chris Callahan, one of our Biology instructors, to put his BIOL 102L online - human biology with a lab. The course used chapters from two open textbooks, numerous videos from Kahn Academy and elsewhere. The labs combined some simulations from Smart Science as well as a collection of experiments that the students could do in their own home. One of the requirements of the lab report had the students take pictures of themselves actually doing the experiments. It is amazing what some of these students could accomplish with a hotplate or a microwave in their dorm rooms!

One of my goals with this presentation was to find other faculty who might be interested in open textbooks or who may already be working with OERs and open textbooks: I was not disappointed.

Laura Hahn and Scott Payton of HSU, and Lance Lippert of Illinois State University have written a textbook in Wikibooks called "Survey of Communication Study." The text is for the capstone course for the BA and the interesting part is that the capstone includes having the students edit and update the textbook. As an instructional designer, I am always interested in new models of open textbook creation and I think this is very innovative. It has the potential of combining open textbook authoring with portfolio assessment. This is a great answer to the question "who is going to maintain and update an open book once it is published?" This turns the "textbook" into a living community of scholarship rather than a static object of consumption.

There are other projects here that I will be writing about later so watch this space! Good things are happening at Humboldt State.



Friday, January 31, 2014

Open Textbooks and Student Success

Cable Green
Cable Green (Photo: Jeffrey Beall)
The tirelessly brilliant and ubiquitous Cable Green sent out today's announcement from Creative Commons about the U.S. PIRG Education Fund report called, “Fixing the Broken Textbook Market: How Students Respond to High Textbook Costs and Demand Alternatives." This report reinforces what the research is already showing - open textbooks can be a significant contributing factor to student success. The results we saw with projects like the Kaleidoscope Project was that students were actually doing better in courses that were using openly licensed, free textbooks. There are a number of reasons for this, but one of the reasons at College of the Redwoods was that the faculty created textbooks were written for a particular student population to solve particular problems. The books actually addressed the needs of the community. You can still find articles out there about the so-called suspect quality of open education resources, but they are being written by folks who have not looked at what is out there now.  Articles like “The cost and quality of open textbooks: Perceptions of community college faculty and students” by TJ Bliss, John Hilton, David Wiley, and Kim Thanos go a long way to dispel those myths as does "A Preliminary Examination of the Cost Savings and Learning Impacts of Using Open Textbooks in Middle and High School Science Classes," by David Wiley, John Levi Hilton III, Shelley Ellington, and Tiffany Hall.

Commercial textbooks have their own myths to deal with - like whether or not they are reliable!

This is a very dynamic time to be involved in open textbooks!
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Friday, November 15, 2013

Durbin, Franken Introduce Legislation to Help Make College Textbooks More Affordable

U.S. Senator Richard Durbin, of Illinois.
U.S. Senator Richard Durbin, Ill.
 The cost of new textbooks has increased 82%, three times faster than inflation, over the last decade.

[WASHINGTON, DC] – U.S. Senators Dick Durbin (D-IL) and Al Franken (D-MN) today introduced legislation designed to help students manage costs by making high quality textbooks easily accessible to students, professors and the public for free.  This bill, known as the Affordable College Textbook Act, would create a competitive grant program for institutions of higher education, working with professors and other organizations, to create and expand the use of textbooks that can be made available online and licensed under terms that grant the public the right to freely access, customize and distribute the material, also known as “open textbooks”.

“My home state of Illinois provides an example of how the bill I am introducing with Senator Franken can be successful,” said Durbin.  “Over three years ago, I worked to secure funding for the University of Illinois to complete an open textbook project.  The University, working with faculty, identified sustainability as the topic for the project and an area of study in need of such open resources. Since 2012, the textbook that was produced from this effort – Sustainability: A Comprehensive Foundation – has been in regular use at the University of Illinois campuses. The book has been used in a Massive Open Online Course that has been sampled by at least 60,000 students.  At least a dozen schools throughout the country have either contacted the University of Illinois about the text or are using it.  This bill can replicate and build on this success and help make the cost of attending college more affordable.”

“In the fight to make college more affordable and accessible for Minnesota families we can’t overlook the rising costs of textbooks,” said Franken. “I’m proud to introduce this bill with Senator Durbin because it will help provide cheaper alternatives to traditional textbooks and keep more money in students’ pockets where it belongs.”

Textbook costs are one of the most overlooked costs of going to college, but they can be substantial and can be a barrier to attaining a college education.  According to College Board, the average student budget for college books and supplies during the 2012-2013 academic year was $1,200.

“Students can’t afford to pay $250 for a single textbook. In fact, U.S. PIRG found that seven of ten current college students have skipped buying a textbook because it was too expensive. It’s clear that the current big-publisher system isn’t working for students, and needs to change,” said U.S. PIRG Higher Education Associate Ethan Senack.  “For students, the cost-saving potential of open textbooks is massive - around 80-100% compared to published textbooks. We thank Senators Durbin and Franken for championing this innovative solution to the high cost of textbooks.”

Today’s legislation expands on the 2008 Higher Education Opportunity Act which contained provisions from Durbin’s College Textbook Affordability Act that aimed to make more information available to students looking to manage college textbook costs.  Durbin introduced his bill after learning of troubling practices by the publishing industry to create new textbook editions with little new content to drive up costs and bundle additional and often unwanted materials to required texts at students’ expense.  The 2008 law required textbook publishers to disclose to faculty the cost of a textbooks to their students, required schools to publish textbook information in course catalogues when practicable, and required publishers to offer unbundled supplemental materials so students had choices.  The provisions took effect on July 1, 2010.

While a June 2013 GAO Report required by the law found that students had more information and publishers and schools were generally complying with the new disclosure requirements, it also found that the price of textbooks had continued to rise.

“Textbook prices are simply unaffordable and have become a barrier to academic success for too many students,” said Nicole Allen, Open Educational Resources Program Director for the Scholarly Publishing and Academic Resources Coalition.  “This bill would help more colleges leverage open educational resources to make higher education more affordable and accessible for all.”

“The dirty secret about textbooks is that they don't have to be so expensive given the rise of technology. Even worse, if you put textbook debt in larger context with student debt, the affordability of college is becoming less and less tenable, and, as a result, the American dream is becoming more difficult for the next generation to attain,” said Matthew Segal, co-founder of OurTime.org

The limited federal investment in the creation and expanded use of a set of high-quality, introductory level college textbooks outlined in the Affordable College Textbook Act can improve learning, access, and affordability for all college students.  Making high-quality open textbooks freely available to the general public can significantly lower college textbook costs and increase accessibility to higher education.  Open textbooks can also improve learning and teaching through course materials that are more flexible, adaptable, and accessible for professors.

Specifically, the Affordable College Textbook Act:
  • Creates a grant program to support pilot programs at colleges and universities to create and expand the use of open textbooks with priority for those programs that will achieve the highest savings for students;
  • Ensures that any open textbooks or educational materials created using program funds will be freely and easily accessible to the public;
  • Requires entities who receive funds to complete a report on the effectiveness of the program in achieving savings for students;
  • Improves existing requirements for publishers to make all textbooks and other educational materials available for sale individually rather than as a bundle; and
  • Requires the Government Accountability Office to report to Congress by 2017 with an update on the price trends of college textbooks.
The Durbin-Franken Affordable College Textbook Act is supported by the following organizations: U.S. PIRG, the Scholarly Publishing & Academic Resources Coalition, American Association of Community Colleges, National Association of College Bookstores, National Association of Graduate and Professional Students, OUR TIME, Creative Commons and the OpenCourseWare Consortium.
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Thursday, February 21, 2013

OER: Neuro-Cloud: a new model of textbooks

I am really excited about Neuro-Cloud. I heard about it in a tweet from Creative Commons this morning and went to take a look. This is a textbook that is being created by a community of neuroscientists who first began the project as an open journal. It is free for anyone to use because they are using the CC-by license instead of traditional copyright. It is still a work in progress: they want to have a finished textbook by July of 2013.

I have been very interested in textbooks that are created by a community of scholars rather than the traditional subject matter expert model of the traditional publishers. The math textbooks at my previous college are an example of this. I think it is particulary fitting that this is how a textbook on neuroscience is written and supported because neuroscience is a rapidly changing field. Every advance in technology gives us more ways to look at the brain and like astronomy or physics, the deeper in we look, the more we find. What is fascinating about this project is that students will be reading a text written by this current generation of neuroscientists and then will go on to do research and work that will contribute to the later editions of this book. This is a living community of scholarship as much as it is a textbook:
"The goal of the Neuro-Cloud Textbook Project is to provide a free, accurate and comprehensive introduction to neuroscience for both educators and students. This is to be accomplished through an online collaborative environment where the next generation of neuroscientists will have the opportunity to work with colleagues from all over the world. By providing students experience, connections and a chance to showcase their knowledge, all while providing a needed service to the community, the Neuro-Cloud Textbook Project creates a situation where the whole world can benefit."
There has been a lot of hand wringing about "sustainability" over open education resources and open textbooks. As soon as we move away from the education-as-a-product model and move towards education as community (I am thinking here of the Connectivist model), questions about money become less relevant.
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Monday, December 31, 2012

OER: Saylor Foundation's New Bookshelf

Saylor Foundation
The Saylor Foundation is making spirits bright and starting the New Year right by ensuring that openly licensed, free textbooks remain freely available to students. You may have seen their press release. Their "Bookshelf" page is already up and the books that are due to go behind Flat World Knowledge paywall are now freely available. They are saving us the trouble of downloading them and hosting them ourselves.

"Each of the books listed below is freely available for download, online reading, and sharing, under a Creative Commons BY-NC-SA 3.0 license. Please share this link (and the blog post) with your networks to help spread the word!

Like many of you, we have come to rely on the free-to-read versions of the excellent texts at Flat World Knowledge. We’ve woven these books tightly into many of our free online courses, all of which rely on freely-accessible (and preferably openly-licensed) materials. When Flat World Knowledge announced recently that its previously openly-licensed books would not be available for free after January 1st, 2013, we decided to preserve the whole catalog, which we now happily share with you.

We are grateful to Flat World Knowledge for developing such an excellent catalog, and while the versions on the Flat World Knowledge website will no longer be free, the publisher continues to provide its texts at prices significantly lower than standard textbooks and with much added-value in the form of supplementary materials and interactive elements."

The Saylor Foundation certainly warrants all of our support for the coming year. I want to encourage everyone who reads this blog to seriously consider supporting this foundation. As educators, we obviously cannot rely on for-profits to keep the best interests of the students in mind.
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Wednesday, October 31, 2012

Open Academics at the University of Minnesota

The Richardsonian Romanesque Pillsbury Hall (1...
The Richardsonian Romanesque Pillsbury Hall (1889) is one of the oldest buildings on the University of Minnesota Minneapolis campus. (Photo credit: Wikipedia)
I was really excited this morning to see Stacy Olson's tweet () about the University of Minnesota's Open Textbook Catalog. This is more than a collection of links: their Open Academics site is easy to navigate and encourages faculty to post their reviews of textbooks. This is a great model for institutional support of open textbooks. In the words of the site: "If you are a faculty member from any institution, you can support this project and help your peers evaluate the textbooks in this catalog by writing a review of an open textbook in your field. Only experts like you can determine quality." This has been a perception issue with open education resources in the past - uneven quality. I want to encourage everyone to visit this site and contribute a review. These efforts should be supported because faculty should be vetting textbooks, not corporate education publishers. In a posting I made here earlier (OER: The Myth of Commercial Textbook Reliabilty), I wrote that "Instructors and academic departments should partner to author, revise, adapt, and vet course materials. We should be partnering with other institutions to support these efforts - a textbook should include a network of subject matter experts, expert practitioners in the field, and advanced students." Efforts like these encourage the formation of communities of scholarship around open textbooks. Commercial publishers do not work this way - it all has to be proprietary and in-house to justify the high costs of their "product." Communities of teaching and learning can do better. The University of Minnesota has taken a big step in that direction.
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Wednesday, February 29, 2012

OERs and Biology at Collge of the Redwoods

On Tuesday, March 6, 2012 at 4:00 PM PST Geoff Cain & Wendy Riggs present on switch from a commercial textbook to open education resources for a Biology course for non-Biology majors at College of the Redwoods, a two-year community college. They will talk about how they found and evaluated and adapted materials, and the triumphs and challenges they met along the way. College of the Redwoods is a partner with the Kaleidoscope grant, an NGLC grant supporting the implementation of open textbooks.

This event is one of many in celebration of Open Education Week.  There are many events going on around the web - be sure to check out the calendar of webinars that will be happening around the clock from around the world!.

Participant Details
  • Dial your telephone conference line: (888) 886-3951
  • Enter your passcode: 274076
  • Go to www.cccconfer.org
  • Click the "Participant Log In" button under the "Webinars" logo
  • Locate your meeting and click GoFill out the form and click connect
Time: Tuesday, March 6, 2012 at 4:00 PM PST UTC-8 hours (other time zones)
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Friday, February 03, 2012

Beating the High Cost of Education with Open Textbooks

I wrote this as a Tech Beat article for the Times Standard:

Jonas is a 20-year-old College of the Redwoods student. He works part-time at a local auto shop and wants to one day open his own business. He needs to take classes in business and mathematics to help him be successful. Because he works, he barely qualifies for any financial aid, but he was just able to save enough money to cover the cost of school and can make it if his financial aid will pay for the required textbooks.

On the first day of class, he discovers that his financial aid check won't arrive until two weeks after classes have started. Jonas will eventually buy his textbooks and catch up. Some students wait even longer and succumb to the temptation of just “winging it.” They try to get by without buying the textbook at all.

As you can see, Jonas, like many students in California, has a problem. The cost of education is rising twice as fast as the rate of inflation; it is rising even faster than the cost of healt
Image representing Creative Commons as depicte...Image via CrunchBaseh care. The average student spends over $900 a year on textbooks. In many cases, the cost of the textbook is higher than the cost of the class (from Student PIRGs).

One innovative answer is “open textbooks.” What is an open textbook? An open textbook is one that is free, and instead of a traditional copyright which limits what a teacher can do with a text, it is either in The public domain or the author has used what is known as the Creative Commons licensing -- the author retains ownership but spells out exactly how a textbook can be used (seehttp://creativecommons.org). These textbooks are available electronically at online repositories like College Open Textbooks and CK-12 which offers “customizable, free, curriculum aligned content for k-12." Open textbooks can also be available in hard copy editions for significantly lower costs.

Using open textbooks and learning objects can be just as effective and, in many cases, more effective than a commercial textbook. Why? Commercial textbooks are a one-size-fits-all proposition. Because learning objectives and outcomes differ from institution to institution based on the needs of the local communities, main faculty already have to adapt and remix commercial texts for the needs of the student populations, often in the form of additional, costly supplements or multiple books. What I have found in my work with open textbooks is that textbooks are often supplanted (not supplemented) by openly licensed video, audio, images (and yes, open textbooks), making the course even more engaging for the students.

The real value to the authors of open texts is that they are not drawing on their own work alone, but they are getting access to a community of authors, revisers, practitioners, researchers and adapters -- a community of scholarship that will support the work of the textbook. A commercial textbook cannot take into account the social and economic conditions of the local community. A traditional commercial college textbook cannot be adapted to the deficiencies or advantages of the local high school. You can, for a price, however, buy “supplements,” which is the hole card of the commercial publisher of not-quite-entirely-unlike open textbooks. Why let book printers in another state determine the needs of your community? A community of scholars can support an online English grammar better than any book publisher trapped in the two-year publishing cycle model. These conversations and decisions should be happening in colleges and schools, not corporate boardrooms.

The math department at College of the Redwoods is already addressing this issue. They have classes that include free textbooks authored by the faculty. The textbooks are available for free online, on CD, or for a nominal cost in the college bookstore if the students prefer a hard copy. These books are written by local instructor swho are aware of the particular problems faced by the local student population. For the math department, the textbooks did not seem adequate, and they were too expensive, so instructors like Dave Arnold, Bruce Wagner and others in the department wrote or contributed to their own textbooks that include online help, examples and online quiz banks.

And fortunately for Jonas, California Senator Darrell Steinberg has proposed legislation to save California college students hundreds of millions of dollars a year in education costs. At a time when education affordability is at the forefront of national debate, this legislation would give students free access to open textbooks for 50 lower-division courses. These books would be available electronically through a “digital open source library,” with a print versions offered for around $20.
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Monday, January 30, 2012

Apple Innovates Away Textbook Access and Affordabilty

I wanted to write a few notes here about many of the questions and comments I have read on Twitter and elsewhere about the iPad and textbook authoring. Two things that Apple does well is marketing and innovation. Sometimes though, the two don't speak well together. Apple is "reinventing" the textbook only for those who haven't been watching the textbook get reinvented over the last ten years. The open textbook and OER movements have been reinventing textbooks and revolutionizing education for while now. What Apple has figured out is how to monetize and brand that "revolution" into a free app on an expensive non-ADA compliant platform. English: The logo for Apple Computer, now Appl...Image via Wikipedia

I have a Mac at home and an iPod, why aren't I delirious over the "new" technology? Because for what I do, for the problems I need to solve, Apple is no solution. What Apple has done is to figure out a way for instructors to quickly author textbooks on their proprietary platform. For instance, faculty can now take an open textbook, load it on to an iPad and upload it to the app store where it is now inaccessible to those with smaller budgets, older computers or even an e-book reader. How is this an improvement? All I see is an expensive tool designed to lock out poorer students and colleges.

Where would we get the money to provide iPads for students? Do we make it a requirement that students have to have an iPad to take someone's class? The colleges that are most excited about this are those with money. I think you will find the community colleges less enthusiastic.

Why is Apple doing this? According to Publisher's Weekly: "Sales of mass market paperback plunged in September, falling 54.3% at reporting houses. Trade paperback did much better with sales flat at reporting houses, while hardcover sales fell 18.1%." PW goes on to say that "For the first nine months of 2011, e-book sales were up 137.9% at reporting publishers, to $727.7 million." The e-book market is ripe for "innovation." Apple is not interested in opening access to education; they are not interested in innovating in education for the sake of education. Their eye is on the bottom line as it has always been.

Patrick Martin really summed this up nicely: “at the bare minimum, the technology that replaces textbooks must work across multiple platforms and be capable of running on the cheapest hardware. Anything short of that will just be another thing that only more prosperous parents can purchase in hopes of giving their children a leg up. There’s nothing wrong with that, but it’s not a revolution.”

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Thursday, January 19, 2012

OERs: Why Commercial Electronic Textbooks Are No Bargain

Earlier this month, there was a posting at the California State Library blog that said that, according to a Dayton College study, the savings for students using electronic textbooks was only a dollar: "Despite the promise that digital textbooks can lead to huge cost savings for students, a new study at Daytona State College has found that many who tried e-textbooks saved only one dollar, compared with their counterparts who purchased traditional printed material." This came as no surprise to me. Electronic textbooks in themselves, especially those sold by businesses, solve the problem of distribution and printing costs to the commercial publisher, but not the problem of cost to the students and schools (or as the commercial publishers refer to them "the customers"). The study show that there are some cost saving in many circumstances but the cost of education and textbooks is currently rising faster than inflation or health care manifold over.

NEW YORK, NY - SEPTEMBER 12:  A view of the Mc...Image by Getty Images via @daylifeThe real solution to this problem is not just electronic textbooks, but textbooks that are also openly licensed. That means the textbooks are licensed in such a way that they are available to students and schools for free (such as the alternative to traditional copyright "Creative Commons"). These textbooks tend to be created by teachers for teachers and students in a particular context. They are then fully editable by other teachers to adapt to the particular needs of their students. According to the Dayton College study, nearly 1/4 of students who responded said they took fewer classes in a semester because of the cost of textbooks, and 29% of the students avoided purchasing a textbook because of its high cost at least once. Again, from the study, "During three of the project’s four semesters, students enrolled in some of the e-text pilot sections paid only $1 less for rental of their e-texts than students who bought a printed book due to publisher pricing decisions. These students were also unable to recoup a portion of expenses by selling the textbooks back to the on-campus bookstore when the course ended, which increased their disappointment."

The study, described at the CSL blog, was "conducted over four semesters, compared four different means of textbook distribution: traditional print purchase, print rental, e-textbook rental, and e-textbook rental with an e-reader device. It found that e-textbooks still face several hurdles as universities mull the switch to a digital textbook distribution model." None of this solves the problems for the students or schools. Electronic textbooks are a real temptation now for commercial enterprises because when you eliminate printing, storage and distribution, textbooks become very profitable. I am not excited when any corporation gets involved in the textbook business, even if the model is even sort of open. The whole point of business is to make a profit. I understand that, but there are appropriate and sustainable business models and old and broken ones. We do not privatize the police and generally the military (yes, there is Blackwater, but you see the problems that arise when you do it!). Our education should not be left in the hands of the profiteers. Even the somewhat more open than most publishers, like Flatworld Knowledge have a bottom line.

I can show numerous examples of outstanding open textbooks that are outstanding not just because they are "cool," have a great interface, and come with expensive supplements, but because they are incredibly effective. And no one can sell you that textbook even if they wanted to because the ones I am thinking about were created by a local community (our math department at College of the Redwoods for instance), meant to tackle problems in local schools, and address the needs of the local students. I can't sell you that book, but what I am willing to do is to talk to any educator, anywhere, who is interested in building that kind of community in your own school. This is a different philosophy than the commercial model (and no, that doesn't make me a "red") - it is a philosophy that says that learning and knowledge exist in the community and can't be commodified.
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Tuesday, October 25, 2011

Open Ed Conference: Are commercial publishers friend or foe of open education?

OPENImage by matthileo via FlickrSpeakers: Eric Frank and Nicole Allen

Are commercial publishers friend or foe of open education? This session will challenge five common assumptions about the role of commercial publishers in the open education movement. The presenter will share lessons learned from the frontlines of the $8 billion college textbook industry, and demonstrate why profit motives and financial incentives can be critical elements in fostering a healthy open education ecosystem that helps increase the mainstream popularity, usage and long-term financial sustainability of OER.

This session will begin with a brief overview of the disruptive business model of Flat World Knowledge, a commercial publisher of free and open textbooks. The presenter will then challenge five common assumptions about the private sector and open textbooks.

Specifically:

1. Commercial activity is counter to the goals of the open education movement. Widespread use of high-quality OER is a shared goal within the open community. The presenter will discuss how a commercial publisher can play a central role in the creation, distribution and usage of OER that helps move it from the fringes to the center of the national conversation on higher education.

2. If you build open content they will come. While a few open content sites attract thousands of users, most do not. For many faculty, open educational content is regarded as ancillary to their primary textbook. The presenter will walk through the adoption process to illustrate why it takes a publisher with a demonstrated track record in developing and marketing textbooks, along with a significant investment, to compete with the vast commercial catalogs and sales and marketing operations of large academic publishers,

3. The non-commercial clause is not in the spirit of true openness.Copyright holders have different objectives for their creations. While the non-commercial clause isn't suitable for all, for a professional publisher to reach scale and build a sustainable model around open, the non-commercial clause may be not only appropriate, but necessary for long-term survival.

4. There's already more than enough open content out there. Supply, not demand, remains a hurdle for the mainstream adoption of OER. There is a distinction between open content and adoptable open content. The presenter will provide examples of the kind of support and supplemental teaching materials faculty expect from a textbook publisher, and the resources required to change the perception, among many faculty, that free comes at the expense of quality.

5. Authors shouldn't profit from writing openly-licensed textbooks. There are many motivations for writing open textbooks. For academic authors seeking to do the right thing for students and be fairly compensated for their work, the commercial open textbook model makes sense. The presenter will share examples of both first-time and market-leading authors who have embraced the commercial open textbook model as a way to improve textbook affordability and enjoy a more sustainable income stream for years to come.

Notes:
Eric Frank is a founder of Flat World Knowledge and begins with a discussion of what FWK is all about - commercial publication of open texts. They want to create great textbooks, give faculty and students control, give students choices, and ultimately to dramatically lower the cost. They choose authors, the books are professionally developed, and developed a platform for distributing texts. They give electronic access to students for free and charge for POD versions of the book and for learning supplements. He is solving the issues around maintaining the "original" in a sea of derivatives and formats. 44% of the students take advantage of the free versions. The students, according to Frank, are saving about $80 using FWK. Large media companies like Random House are investing in FWK. He is saying that users of Flatworld textbooks are showing increases in course completion and grades. He says that they are not just a repository but that they do a lot of marketing around their books including conferences, direct mail, and review copies. They also provide support for students and teachers. They are 3% of the market share. He talked about the "stages of grief" that publishers and some institutions go through with open software or textbooks.

It is 2:30, where is Nicole Allen!?

Okay, Nicole Allen did not speak here today, quel dommage. I would have liked to see this as a debate.



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Tuesday, March 22, 2011

Open Textbooks:
The College Student Speaks Out

Tuesday, April 5, 2011
2:00-3:00 PM EST / 11:00AM-Noon PST

Moderator: Nicole Allen
Textbook Advocate for the Student PIRGs and Director of the Make Textbooks Affordable campaign.

In the national debate surrounding textbook affordability and adoption, the student voice often goes unheard. Join Nicole Allen, the national Textbook Advocate for the Student Public Interest Research Groups (Student PIRGs), and college students from around the nation as they discuss their initiatives to make textbooks affordable through the use of high-quality open textbooks and other cost-saving solutions. Learn what motivates students to become and stay involved, and how they impact teaching and learning along the way. Don't miss this lively discussion!

TextbookImage via Wikipedia


Information and Free Registration

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Saturday, March 19, 2011

OER: The Myth of Commercial Textbook Reliability

Japanese high school textbooksImage via WikipediaAn "OER" is an open education resource and the most common example is an open textbook. An open textbook is a book, most often electronic, that is licensed in a way that allows re-use, repurposing, editing, and republishing. One of the main advantages in an open textbook, apart from the fact that they are free, is that open textbooks can be edited by the instructor. Some "open" textbooks managed by commercial publishers may not be editable at the sentence level. One of the criticisms leveled at open textbooks is that the quality somehow suffers because they do not have the "imprimatur" of the commercial publishers. Even some advocates of open textbooks believe this myth.

According to the Educause article "7 Things You Should Know About Open Textbooks," "The traditional publishing model features robust editorial..mechanisms designed to ensure the quality...of printed textbooks." In my experience as a former manager for a commercial textbook publisher, their motivation was to bring a textbook to the market as quickly as possible, not ensure the quality. The authors go on to say "an open textbook may seem to be missing an essential credential that speaks to its validity." This is a more accurate statement because this is about perception, not reality. There is a presumption that a textbook that was not vetted by a project manager at a business conglomerate must have quality and reliability issues. Those who are arguing this do not understand the commercial textbook industry. Textbook publishers don't always get it right, and often, textbooks are bought by school districts and colleges departments without being reviewed carefully because buyers assume that commercial publishers are careful. Why else would they be so expensive? Here are a few glaring examples (of many) where they were not careful:
I will let these examples suffice for now. You can go to Google yourself and search for "textbook errors" and find many more examples. In that search, I also found articles about how to turn textbook errors into "teachable moments." How sad is that? Why would we accept these textbooks? How helpless are we that we are content with these errors? The traditional publishing cycle of commercial textbooks means that it can take two years before a corrected commercial textbook makes it back to the "customer" (that is our students). Texas has talked about fining publishers for each error - now there is a teachable moment!

How did we get here? Getting back to the Educause article which says that reliability issues in open texts "places an extra burden on the instructor to ensure an open text is complete, accurate, and appropriate for the student needs." This should be the work of all instructors and administrators no matter what the licensing looks like.

But the solution can only come from open texts: an instructor or department cannot correct a commercial text, cannot add to it, or adapt the materials to the specific needs of the local student population. That can only be done with texts that are open licensed. With an open textbook, any errors can be corrected as they are found.

Lets do our job as educators and not rely on commercial businesses to teach our students. We should be engaged in the curriculum at all stages and not hold open texts to a higher standard than commercial textbooks. Instructors and academic departments should partner to author, revise, adapt, and vet course materials. We should be partnering with other institutions to support these efforts - a textbook should include a network of subject matter experts, expert practitioners in the field, and advanced students.

Besides all of that, a textbook is not a course. It is a single tool, a reference point. A textbook is not teaching. If the answers to your questions can be found in a textbook, you are not asking the right questions.

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Thursday, December 30, 2010

Orbis Pictus: The earliest picture textbook for children

Johan Amos Comenius (1592-1671) Källa: Aug. Sc...Image via WikipediaI have been ranting all holiday about John Comenius' textbook, Orbis Pictus, from 1658. It is the first known illustrated text book for children. It has 240 short chapters with an illustration and text that corresponds to the picture with letters or numbers. I have been looking at the English translation by Hoole from the 1659 from Gutenberg's copy of the Orbis Pictus.

"Comenius advocated relating education to everyday life by emphasizing contact with objects in the environment and systematizing all knowledge. He did not regard religion and science as incompatible. Teaching was to be in the vernacular rather than in Latin, and languages were to be learned by the conversational method. He worked for a universal system of education offering equal opportunities to women." - The Free Dictionary

We are familiar with that teaching method in the K-12 schools where the instructor asks the students questions about a picture and the text gives the students the vocabulary and images to refer to and answer the questions. It is a very effective technique and it is amazing that with all of our technological advances this level of interaction is still missing from much of online learning (and our face-to-face classes!).

What is interesting about the book is the visual learning aspect and also the fact that it is a good review of Latin. It also provides interesting insights into the society and time that produced the book, and what Comenius' and educators must have thought of children and society. Each chapter gives a picture of some aspect of the world or a description of an occupation. The first chapters deal with creation and the natural world and moves on to farming, hunting, religion, etc. A student in the 1650s (and for nearly 200 years after) would be introduced to the world and society including "The tormenting of malefactors." The description of Islam is particularly interesting, but they sum up the religion of the Native Americans as devil worship. In 1727 the book was put into the two-column format with English and Latin.

"The most eminent educator of the seventeenth century, however, was John Amos Comenius . . . . . . His Orbis Sensualium Pictus, published in 1657, enjoyed a still higher renown. The text was much the same with the Janua [a text he also wrote], being intended as a kind of elementary encyclopædia; but it differed from all previous text-books, in being illustrated with pictures, on copper and wood, of the various topics discussed in it. This book was universally popular. In those portions of Germany where the schools had been broken up by the “Thirty years’ war,” mothers taught their children from its pages. Corrected and amended by later editors, it continued for nearly two hundred years, to be a text-book of the German schools." (History and Progress of Education, by Philobiblius, N.Y., 1860, p. 210.) The English translation was a standard textbook in English and American schools and Comenius was so respected as an educator that he was invited to become the president of Harvard. 



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Sunday, October 24, 2010

Open Education Resources Require Open Teaching

A Wikiversity Logo for Open Educational Resour...Image via WikipediaI have been reading though the Open eLearning Content Observatory Services "Roadmap 2012" and there are some very important points made in the report:

"OER are understood to be an important element of policies that want to leverage education and lifelong learning for the knowledge economy and society. However, OLCOS emphasises that it is crucial to also promote innovation and change in educational practices."

This is a very important distinction - we are doing more than just changing the medium from commercial textbooks to open textbooks. We are changing the way we teach. When we begin to decentralize the information, we have to adapt teaching strategies to decentralized learning.  For example, our math department has an face-to-face classroom but it uses a free, open textbook that they wrote, a video feed to a website that also streams to two television outlets, a phone number for students to call in questions. How does this not change the way one teaches? I have sometimes heard teachers talk about concerns with quality with open textbooks or of being uncertain about being able to teach with them. This is because teaching often becomes dependent on publisher's resources which can also be of questionable quality. What the instructors often need is the learning support materials that come with commercial textbooks. This too can be created in an open way. 

"In particular, OLCOS warns that delivering OER to the still dominant model of teacher-centred knowledge transfer will have little effect on equipping teachers, students and workers with the competences, knowledge and skills to participate successfully in the knowledge economy and society."

In other words, the same skills that the teachers are using to gather, evaluate, and share open education resources are the same skills that the students are going to need to get on in a world of networked information. This happens a lot already - the research of graduate students often goes into the textbook of the professor. Why not cut out the middle-man? Why teach someone how to write with a word processor and then ask them to turn in wax tablets? Or worse yet, evaluate them that way?

"This report emphasises the need to foster open practices of teaching and learning that are informed by a competency-based educational framework. However, it is understood that a shift towards such practices will only happen in the longer term in a step-by-step process. Bringing about this shift will require targeted and sustained efforts by educational leaders at all levels."

If you have not read this report, I highly recommend it. We need to start thinking about the cultural shifts that are evolving around us; the culture that is giving birth to OERs is already redefining teaching and scholarship. What if instead of passing tests, a student was evaluated on his or her contributions to the knowledge culture through an online "textbook" like WikiEducator? It is important to follow what is happening in other countries because the OER community is an international community and they are solving problems in Africa and Europe that we are only really beginning to look at here in the U.S.
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Wednesday, May 12, 2010

Open Textbooks, Open Doors

Steacie Science and Engineering Library at Yor...Image via Wikipedia
On May 6th, from 10:00 AM to 1:00 PM in College of the Redwood's Lakeview Room, I held a workshop on open texts called "Open Textbooks, Open Doors." There were seats for 30 and we filled 20 of them. We had a mix of faculty, students, library and bookstore folks. There were great examples of open texts right here on our campus with Dave Arnold's Math textbooks. We also had people from Humboldt State University attend.

I have included our agenda and discussion questions in this posting. This is a link to the resource page for the presentation along with a link to the powerpoint presentation which I based on information from Student PIRG and other sources (it is the slideshare called "Open Textbooks, Open Doors"): http://geoffcain.wikispaces.com/OER

Open Textbooks Agenda

10:00 AM
1. Introductions
2. What is a textbook and why are they so expensive?
3. Copyright, Public Domain, and Creative Commons

10:30 AM
4. The Open Source Concept
5. What is an Open Text?
6. Some Examples
7. Organizations for Open Texts

11:00 AM
~Break~
8. Advantages of Open Texts
9. Disadvantages
10. Vetting and Reviewing
11. Alternative Business Models

11:30 AM
12. Example: Dave Arnold's Math Text

12:00 PM
~Lunch~

1:00 PM
13. Finding Your Text
14. Collaborating with Others

Open Textbooks, Open Doors
Discussion Questions

1. What do you consider to be the main benefit to open texts?

2. What do you see as the greatest drawback?

3. What are some barriers to adoption on your campus or in your dept.?

4. What are some strategies to overcoming those barriers?

5. There is a resource page at http://geoffcain.wikispaces.com/oer for this workshop,
What resources (subject matter, adoption strategies, rubrics, etc.) would you find useful?

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