Pearson’s digital textbook transformation will likely face stiff competition. Earlier this month, McGraw-Hill, Barnes & Noble Education and Chegg teamed up for a new digital textbook rental program that the trio claims can help students save as much as 70 percent from buying print copies. In August, Cengage will launch a buffet-style offering where students pay $119.99 a semester to access all of the company’s digital higher-ed materials.
more on OER in this IMS blog https://blog.stcloudstate.edu/ims?s=oer
Opening Education: Using Open Education & Open Pedagogy to Transform Learning and the Educational Experience
The Open Education Southern Symposium at the University of Arkansas is accepting proposals for its day and a half conference on Monday, Oct. 1 and Tuesday, Oct. 2, 2018. Proposals should fall into one of three categories:
o Presentations: 15-20 minutes (Please allow 10 to 15 minutes for Q&A after presentations.)
o Panel Discussions: 45 minutes (Please allow 10 to 15 minutes for Q&A after panel discussions.)
o Lightning Talks: 7 minutes (A short 5 to 10 minute Q&A will follow all lightning presentations.)
We welcome proposals from organizations, including colleges and universities of all sizes, community colleges, special libraries, and any others involved in open education and open pedagogy. We’re particularly interested in proposals with topics centering around:
o Adoption and creation of resources
o Publishing platforms
o Best practices and the impact of Open Education
o Creative Commons, copyright, and other licensing
o Marketing and advocacy
o Pedagogy and student success, including K-12 highlights
o Instructional design strategies for OER
o Trends and innovation
o OER in community colleges
o Tenure, promotion, and OER
o OER community building
o Inclusion and diversity in Open Education
The deadline for submissions is May 31, 2018 at 11:59 p.m. Central Time. The submission form can be found on our eventwebsite under the Call for Proposals page.
Proposal social media summaries should not exceed 240 characters (spaces included).
Proposal abstracts should not exceed 2000 characters or approximately 500 words.
All submissions will be evaluated based on the relevance of the topic and potential to advance the thinking or practice of Open Education and Open Pedagogy. Proposal reviewers will use similar proposal criteria to those being used by the Open Education Conference and OER18.
The planning committee will deliver decisions by June 29, 2018.
Presenters will be asked to accept or decline invitation to present by July 13, 2018.
All presenters will be required to register for the symposium.
Registration is $99 for our day and a half event on October 1 & 2, 2018 at the University of Arkansas. Registration covers full participation for both days, shuttle service between the hotel and event location, lunch on the first day, snacks and beverages, and event goodies.
Additional question related: why not use already existing solutions, as used across the world. Alex response: open source. Tim: content available across institutions. text banks and other data can be grouped by disciplines. Follow up q/n: MLNC, OER Commons. Solution already exists and why don’t we use existing accumulated work. Answer by Karen: pulling many resources, promoting collaboration btw 2 and 4 year institutions. Bigger then just having a repository, collaborative effort on different levels
Access to a “sandbox” to test Islandora: who to contact when and how.
Alex response to “estimated date for faculty upload” – August 2018 approximately
Transferability/ compatible: how east it is to migrate Islandora content to a different platform (e.g. the Minnesota Library Publishing Project) shall other platform is chosen as MN OER platform?
How will this structure ensure that the OER initiative (Islandora in particular) is not “owned” by one branch on campus (e.g. librarians) but it is a mutual effort by faculty and staff (e.g. ATT) in terms of access, e.g. access to different admin levels in Islandora?
From the Adobe COnnect online attendees:
Barbara Sandarin: Regarding “Admin. Rights,” does this restrict who may upload items?
Maintenance: weeding out old materials
the history of Islandora: who when developed. 2009, U of Rhode Island
Stephen Kelly: how does Inslandora integrate video. microsite solutions
structure of repository:
Islandora only stores, but the actual creation is outside of Islandora adoption scope
how do the individual teams are built, communicate with
open pedagogy: students creating open textbooks. creating of D2L courseroom. Karen: learning circles. Gary Hunter’s form regarding copyright issues etc.
storage: unlimited yet, but might be if file size are big.
Robert Bilyk: Look at OpenStax on how they handle derivative content
Tim: what do we want to be able to search for: 1. Title 2. subject 3. Format 4. type 5. permission to modify or not 6. keywords 7. author 8. home institution of author 9. peer revieewd 10. author info (advanced feature) 11. Robert Bilyk: Assurance of accessibility — tables, images, etc. 12. course 13. hashtags
Robert Bilyk: Curriki allows any submission — but their editorial board eventually gets around to review — and then this is indicated
special guest Steven Bell, Associate Librarian at Temple University Libraries
Tuesday, February 27 when the #DLNchatcommunity got together to discuss: What Is the Role of Libraries in Digital Learning Innovation?
“it will definitely be a more sustainable initiative if it is collaborative—-whether it’s OER, open access journals, etc…if the library wants to go alone it will go fast but if it goes with others it will go much further.”
The #DLNchat community concurred there are ample opportunities for library-led collaborations in digital learning across campus. “Curation is key
OER = “Faculty + Librarians + Digital Media Experts = Engaging Content 4 learners.”
considering exactly that-how to create “librarians on demand” to meet students and faculty in dining halls, coffee shops, study lounges or wherever they may be conducting their scholarly work.
The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.
Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.
ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)
ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)
ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)
COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)
DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)
EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data;data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”: https://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )
EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)
FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)
GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)
INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)
LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)
LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)
MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims?s=blockchain)
MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:
MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)
NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)
ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)
OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)
PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)
WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)
fair use >> . transformation: 1. add / subtract from original 2. use for different purpose; >> parody songs – using enough of music and words to recognize the song, but not enough to it to be copyright infrigement. memes.
students’ use of copyrighted works. students may: use the entire copyrighted work but not publish openly
copyright act #110 (1) applies to F2F teaching.
copyright act #110 (2) applies to Hybrid/Online teaching. exception one digital copy can made and uploaded on D2L. reasonable and limited portions of dramatic musical or audiovisual works
if people identifiable ask them to sign a media release form
plagiarism v copyright infringement.
Creative Commons (CC). search engine for content available through cc licenses. https://creativecommons.org/ CC BY – attribution needed; CC BY-SA may remix, tweak CC BY-ND can redistribute, but not alter CC BY-NC for non profit. CC BY-NC-SA
book chapters: one is a rule of thumb
PDF versions of the eassays textbook acceptable, if the students purchased it
music performance licenses: usually cover – educational activities on campus; ed activities at off-campus locations that are outreach
seems that the “library portion” was only regarding information literacy. I am wondering if the metaliteracy (e.g. visual literacy – how to present) was included and/or is intended to be included
from Plamen Miltenoff to everyone:
I am also wondering if the book can be “templated” and offered to other campuses to be adapted
from Louann to everyone:
I think the value in this could be in faculty exposure –and potential faculty advocates spreading the word
Kathy Johnson from St John’s how much work does it entail. Difficult to quantify. Resize photographs.
Virginia Connell, if there is a WordPress person (myself) and content specialist, it is manageable.
was there already projects going on on the campus. Library-sponsored
Shane Nackerud: need for support when using WordPress,
Terri Fishel to everyone:
Would there be a way to develop a shared FAQ document with issues such as this for the group?