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

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

• 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

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.

Support offered via University of Oklahoma Libraries

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?

Open Educational ResourcesFACULTY, LIBRARIES, PUBLISHERS, AND STUDENTS WORKING TOGETHER

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

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

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)

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

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

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

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

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

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

A case study

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

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

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

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

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)

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.

$-

$100,000.00

$200,000.00

$300,000.00

$400,000.00

$500,000.00

Dollars

Dollars

13577

82028535 7397

1066210270

73386069

6574 6979

02000400060008000

10000120001400016000

Units

U…10th 11th Ed. 12th

Ed.

ebooks38 Amazon56 Direct

43%

12%

28%

13%

4%

Language Files

Journals

All other books

Press$120,000 budget shortfall3 FTEs

Linguistics Department$40,000 budget shortfall1 FTE

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.

0

2000

4000

6000

8000

10000

2012 Fiscal 2013 Fiscal 2014 Fiscal 2015 Fiscal 2016 Fiscal 2017 Fiscal

Licensing Revenue

Licensing Revenue

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

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.

Teri Oaks Gallaway

LOUIS: The Louisiana Library Network

Interim Executive Director

Social JusticeFlipped PedagogyPersonalization, CustomizationLibrary role in student successCost…

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

“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.”

Promote and expose Open Educational Resources (OER)Support Curriculum Driven Acquisitions (CDA) of eBooks and eTextbooks

Nearly 40% not at all familiar n=496

Less than 5% who know what they are oppose n=290

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

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%

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

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

Academic Freedom – rewards vs. mandates

Bookstore partnerships

Prioritize people over technology

Stable funding or business model

Creation ($$$$$) over adoption ($)

Visibility

Creation  to  Classroom:  an  OER  Journey  from  Production  

to  Adoption

Kelly  BroughtonOhio  University  Librariesbroughtk@ohio.edu

Alt-­Textbook  Initiative  www.ohio.edu/library/alt-­text

2015-­2016  Program

26  instructors  saved2358  students

$236,213

Biggest  Faculty  Hurdles

• TIME  /  PRIORITIES  /  INERTIA• Lack  of  knowledge  about  what  is  available

• Lack  of  supplemental  material  integration  (problem  sets,  quizzes,  etc.)  

Questions?O Leila Salisbury lsalisbury@uky.edu

O Tony Sanfilippo sanfilippo.16@osu.edu

O Teri Oaks Gallaway terig@lsu.edu

O Kelly Broughton broughtk@ohio.edu

O Gwen Evans gwen@ohiolink.edu