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From Creation to Classroom
OER Journeys from Production to Adoption
Leila Salisbury, Director, University Press of KentuckyTony Sanfilippo, Director, Ohio State University PressTeri Oaks Gallaway, Interim Executive Director, LOUISKelly Broughton, Assistant Dean for Research and Education Services, Ohio University
Moderator: Gwen Evans, Executive Director, OhioLINK
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Affordable Learning in OhioLINK
O Governor’s announcement in January 2017
O OhioLINK joined Open Textbook Network as a system in 2017 and will hold regional workshops during Fall. OSU, CSU, MU, YSU are already individual members.
O In 2011, OhioLINK had a $750,000 Educause Next Generation Learning Challenge Grant for OER materials: http://nextgenlearning.org/grantee/ohiolink
O Current library-led initiatives written up here: ohiolink.edu/affordability
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• 500,000 FTE, 93 institutions• One commercial publisher title list in Ohio: 6360 titles in 100+ subjects• Open Textbook Library titles: 300• OpenStax titles: 21 titles by 2017• OpenSuny titles: 17
The Problem is Scale
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Jen WallerOpen Educational Resources & Scholarly Communication CoordinatorUniversity of Oklahoma, Bizzell Memorial Libraryemail communication on OTN listserv Feb 13 2017quote used by permission
Many people, myself included, are surprised at the number of faculty members who want to create their own textbooks. While this is a very worthy and lofty goal, I might caution against it early on in your program. While this is a very worthy and lofty goal, I might caution While this is a very worthy and lofty goal, I might caution While this is a very worthy and lofty goal, I might caution against it early on in your program. Creating textbooks against it early on in your program. against it early on in your program. against it early on in your program. takes significantly more against it early on in your program. against it early on in your program. Creating textbooks Creating textbooks Creating textbooks against it early on in your program. takes significantly more support, which may prove to takes significantly more takes significantly more takes significantly more takes significantly more takes significantly more takes significantly more takes significantly more takes significantly more support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to be challenging if you don’t have
support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to support, which may prove to be challenging if you don’t have be challenging if you don’t have staff and/or students be challenging if you don’t have be challenging if you don’t have be challenging if you don’t have be challenging if you don’t have to help. Of course, there are lots of outside resources (e.g. Rebus Community, this network, etc.) willing to help. But I still think it’s tougher than many might imagine. I would certainly encourage faculty members (and you) to thoroughly consider what’s involved in creating a textbook from scratch. You can take a look at our new support model for this year’s grant cycle, and you’ll see that a lot of our time/energy could be spent on the “creation” category if we took on a number of these projects. spent on the “creation” category if we took on a number of spent on the “creation” category if we took on a number of spent on the “creation” category if we took on a number of spent on the “creation” category if we took on a number of these projects. As it is, I don’t expect we will take on these projects. these projects. more than 1these projects. these projects. more than 1more than 1-
Jen WallerJen Waller
As it is, I don’t expect we will take on As it is, I don’t expect we will take on As it is, I don’t expect we will take on these projects. As it is, I don’t expect we will take on more than 1more than 1-2 this year.
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Support offered via University of Oklahoma Libraries
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Production: The (non-profit) publisher perspective
Leila Salisbury, Director, University Press of Kentucky
Tony Sanfilippo, Director, Ohio State University Press
O In terms of producing content made for academia, what are the biggest hidden costs that you think OER at scale needs to address? What economic realities in publishing have to be addressed?
O What is the role of the publisher in managing rights and permissions for published content? What implications are there for producers of OER at scale?
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Open Educational ResourcesFACULTY, LIBRARIES, PUBLISHERS, AND STUDENTS WORKING TOGETHER
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The problem of textbooks
Students respond to the high price of textbooks by not purchasing, sharing, illegally downloading, etc. Studies indicate that students not using course texts perform less successfully, which leads to issues with student retention
There may not be a textbook suitable for certain specialized courses
Open or public domain readings may exist, but students want to be able to use to same edition or to have access to ancillary material
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Perceived challenges of OER materials
Lack of time: With busy teaching loads, there’s little time to investigate or create custom course textbooks
Lack of funds: Licensing material may take money; are there resources?
Lack of quality materials: Are quality materials or peer-reviewed textbooks even available?
Lack of student engagement: students want traditional textbooks, ancillary materials, and print they can annotate and highlight
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OER solutions are a click away
The University of Kentucky Libraries has an extensive guide to OER resources, including links to open textbooks, videos of faculty discussing how they implemented OERs, and an explanation of available grant funding for open textbooks: http://libguides.uky.edu/alternative_textbooks/find
Solutions can also be a combination of faculty-created material and published material that the UK Libraries have already acquired or licensed; this makes better use of library-owned resources and expedites the creation of course materials (solves some permissions issues)
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A case study: Robin DeRosa at Plymouth State University (NH)
English professor Robin DeRosa realized her students were paying more than $85/semester for mostly public domain materials
She had no funds and was teaching a 4/4 load, but she successfully put together a student-led textbook using the Pressbooks platform (https://pressbooks.com/)
She trained her students to find open/public domain versions of the desired readings for the course
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How she improved the textbook
Students missed the ancillary materials. So students from the class built out those resources, each according to his/her interests and strengths: some made videos, some created maps, some wrote section introductions.
DeRosa overlaid the Hypothesis app onto the web-based book to allow social sharing/reading and annotation; during the semester, students created more than 10K annotations (https://hypothes.is/education/)
High level of student buy-in: they liked building something that would be of use to others (the book is now in use at several institutions); students listed as authors; students liked the multimedia aspect of the project
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Things to consider
Metadata! This is sometimes a problem for OERs. Using a properly created Creative Commons license can help alleviate this as the process does include metadata. Publisher involvement (the presence of a POD print edition) may significantly enhance discoverability
Hosting & discoverability: Faculty need a place to lodge their OER materials and to have the metadata that will make the resource discoverable to others. Libraries can work with faculty to make the resource more discoverable through linking to other OER websites
Who’s responsible? The scholarship is in the purview of the faculty, and the rest of the process should be in collaboration with the library so the material is properly licensed, hosted, and sharable
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Publisher Challenges
Peer review: Is this managed by a library or publisher? Who is the project manager overseeing this part of the process?
Rights: Third party content, especially for an open product, is expensive; is this the responsibility of the publisher or a library?
Who pays for the value added? Copyediting, proofreading, and typesetting are often done by freelancers and have tangible costs. What happens when an OER needs to be updated (and reedited, reflowed, etc.)?
The possible domination of the reduced textbook market by commercial academic publishers (they have a large sales force and wide distribution networks); see the Indiana University case of campus-level licensing
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How to improve faculty acceptance and creation of OERs
DeRosa finds that only 20-30% of faculty may know anything about OERs, so education is the first big hurdle
Traditional OER talking points have centered around textbook costs, and this is a tough sell. Talk about PEDAGOGY instead.
With a pedagogical approach, students are doing the bulk of the work. They are engaged in applied learning, and she found this encouraged a critical thinking approach in the classroom
Cultivate faculty champions. Faculty champions/coalitions of the willing have higher conversion rates than relying on rhetoric about student success policies
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Further reading and resources
Robin DeRosa talks about the process of creating her open textbook: http://robinderosa.net/uncategorized/my-open-textbook-pedagogy-and-practice/
Learn about Open Access, Open Education, and Open Data, develop critical skills, and catalyze action toward a more open system of research and education: http://www.opencon2016.org/
Other LibGuides: http://www.library.umass.edu/services/teaching-and-learning/oer/; http://libguides.northshore.edu/open
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A case study
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Full spectrum publisher Journals Monographs (open access after five years) Trade books Creative works International fiction bestseller, …And the Ladies of the Club National Book Critic Circle award for poetry, Saving Lives
Regional books Textbook
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First published by the Linguistics Department in the 1970s
In 1991, began working with the Press for the 5th edition
Initially created for use exclusively by OSU students.
Revenue currently accounts for ~1/3 of our budget
Their share of the revenue pays for a full time faculty member
12th edition published in May, 2016 Ebook released in September, 2016 Never available as an ebook previously
On pirate sites within two weeks
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Printing, $69,118
Typesetting, $2,889 Copyediting, $2,516 Cover, $733 ebook files, $720
Index, …
Direct Staff …
Share of Overhead,
$51,300
Print Distribution,
$40,560
Digital Distribution, $671
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LF 10 LF 11 LF 12
Original pub date May 2007 June 2011 July 2016
Printing (original) $88,548.00 $129,618.76 $69,117.63Printing (correction) $42,152.84
Printing (reprint) $14,885.00*March, 2010) $5,351.34*POD
Typesetting $20,389.65*Outsourced, included design $17,256.65 $2,889.00 *value of in-house hours
Copyediting in-house in-house $2,516.50
Cover Design $700.00 $733.00
eBook Conversion $719.15
Index (A) $2,945.00 $4,599.00 $4,207.00
TOTAL $126,767.65 $199,678.59 $80,182.28
Copies Printed (original) 40,000 44,304 25,644 Copies Printed (reprint) 5,002 410
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Date Price Incr Incr
Language Files (10th ed.) 2007 $40.95 $42.95 7/08 $44.95 6/10
Language Files (11th ed.) 2011 $49.95 $59.95 2/12
Language Files (12th ed.) 2016 $74.95 (ebook $44.95)
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Language Files, 12th edition (OSU Press) 2106, 8½ x 11, 765 pages, $74.95, $44.95 ebook
Linguistics: An Intro to Language &Communication, 6th edition (MIT Press) 2010, 7 x 10, 648 pages, $60, Not available as an ebook
Linguistics: An Introduction, 2nd edition (Bloomsbury) 2015, 7.5 x 9.8, 498 pages, $39.95, $24.99 ebook
An Introduction to Language and Linguistics 2nd Edition (Cambridge) 2014, 7.4 x 9.7, 574 pages, $67.89, $42 ebook
http://www.linguistics.ucla.edu/people/hayes/20/Text/HayesIntroductoryLinguistics2016.pdf 2016, 8½ x 11, 538 page printable download, Free created with Word.
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$-
$100,000.00
$200,000.00
$300,000.00
$400,000.00
$500,000.00
Dollars
Dollars
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13577
82028535 7397
1066210270
73386069
6574 6979
02000400060008000
10000120001400016000
Units
U…10th 11th Ed. 12th
Ed.
ebooks38 Amazon56 Direct
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43%
12%
28%
13%
4%
Language Files
Journals
All other books
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Press$120,000 budget shortfall3 FTEs
Linguistics Department$40,000 budget shortfall1 FTE
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Digital use is much more expensive, sometimes impossible. Some institutions put a limit on e-usage, either expiration dates or iteration limits. Cost is two to four times as expensive, if both print and digital are included.
Ebook edition challenges 10th edition files were unusable for 11th because it was outsourced on proprietary
software 11th edition files were reusable but required massive amounts of work for the creation of
the 12th edition. 12th edition created with xml so could be repurposed as an ebook. All images needed to be rechecked for digital rights. Most university rights holders
extended to ebook, 19 rights holders didn’t. Those images were created. Permissioning process took six months and three people.
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0
2000
4000
6000
8000
10000
2012 Fiscal 2013 Fiscal 2014 Fiscal 2015 Fiscal 2016 Fiscal 2017 Fiscal
Licensing Revenue
Licensing Revenue
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January 18th, 2017, Pearson’s stock plunged 28%. It is now half of what it was in 2013. Courseware represent a little over 1/3 of their total business, with assessments and other services making up the rest.
In a 2013 presentaion at the George Washington Conference on Ethics and Publishing, Dr. Al Greco, Professor of Marketing at Fordham who specializes in the textbook market, predicted that the market for print textbooks would go from a $4 Billion market in 2012 to $173 million by 2017, about a 95% decline.
Is the market already adapting? Amazon’s Rental and Used marketplace Amazon has been selling more HE textbooks than all physical stores combined since 2012
Inclusive access model
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Georgetown University Press Foreign Languages, especially Arabic
Penn State Press Pennsylvania: A History of the Commonwealth The Holy Teaching of Vimalakīrti: A Mahāyāna Scripture Trans. Robert A. F. Thurman
University of Chicago Manual of Style
Oxford University Press Recent author phone calls
University of Toronto Press Of the 17 subject catalogs they offer, 12 feature only textbooks.
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Teri Oaks Gallaway
LOUIS: The Louisiana Library Network
Interim Executive Director
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Social JusticeFlipped PedagogyPersonalization, CustomizationLibrary role in student successCost…
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Statewide Faculty SurveyWhat level of priority would you place on reducing the cost of textbooks for your courses?
N=495 98% Somewhat of a priority or greater
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“The maximum is $100 per course in a semester ideally. For books that span two semesters, $200 is acceptable. Regardless, many students are under great financial strain, particularly at the smaller public schools. Reducing the cost below $100 is really (n)eeded.”
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Promote and expose Open Educational Resources (OER)Support Curriculum Driven Acquisitions (CDA) of eBooks and eTextbooks
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Nearly 40% not at all familiar n=496
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Less than 5% who know what they are oppose n=290
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Are you aware of any colleagues that have implemented an OA e-textbook or OER in their courses?
N=494 ; 12.1 % yes
Have you received requests from your administration, department, or students to integrate OA or OER resources into your curriculum?
N=493 ; 8.3% yes
Are you aware of any support on your campus to identify or integrate OA or OER resources into courses that you teach?
N=487 ; 11.5% yes
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Education, Class, Workshop or Training 35.65%
List of Resources; Discovery Improvements 23.26%
Relevant content 11.78%
Assurance of Quality 10.88%
Administrative Support or Directive 7.25%
Supplemental Teaching Resources 6.95%
Demonstrate Ease of Use 4.83%
Evidence of Peer Usage/Support 4.23%
Course Release/Time 3.93%
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Collaborating with faculty on the selection of OER or purchase of materials within library collections that are appropriate for course adoptions
Curating localized collections of Open Education Resources and Open Access scholarly content
Designing and supporting discovery systems and institutional repositories that enable seamless location and delivery of educational content
Delivering educational programming to faculty and educational technology professionals on tenants of scholarly licensing including Creative Commons principles
Developing professional competencies for new roles as advocates for affordability and leaders on their campuses
Advocating for institutional policies that support Open Access, Open Education, and Open Data
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High rate of return for small investmentsRequires institutional change and support
Faculty Stipends for Adopters Focus on TextbooksOpen Textbook Network (OTN) Program – 9 cohorts, 58 participants, 18 workshops, 120+ stipends, ~40% adoption rate.OTN Align-a-thon – common course articulations Leverage existing technology and human infrastructure – addressing “if I build it problem…” Support content expert groups – English, Math, Science, HistoryCommunity of practice Small changes = big successes, set realistic expectations
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Academic Freedom – rewards vs. mandates
Bookstore partnerships
Prioritize people over technology
Stable funding or business model
Creation ($$$$$) over adoption ($)
Visibility
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Creation to Classroom: an OER Journey from Production
to Adoption
Kelly BroughtonOhio University [email protected]
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Alt-Textbook Initiative www.ohio.edu/library/alt-text
2015-2016 Program
26 instructors saved2358 students
$236,213
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Biggest Faculty Hurdles
• TIME / PRIORITIES / INERTIA• Lack of knowledge about what is available
• Lack of supplemental material integration (problem sets, quizzes, etc.)
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Questions?O Leila Salisbury [email protected]
O Tony Sanfilippo [email protected]
O Teri Oaks Gallaway [email protected]
O Kelly Broughton [email protected]
O Gwen Evans [email protected]