Advocating
Subject matter pertaining to advocating the adoption of Open Textbooks.
College Open Textbooks BLOG
Driving Awareness and Adoption
Announcing ChemWiki as the COT Featured Book for June and July 2012
We are excited to name ChemWiki as our featured book for both June and July. This collection of online science textbooks features over 6800 high quality illustrations. To learn more about ChemWiki, please read the press release at http://prlog.org/11908511 or visit ChemWiki at http://chemwiki.ucdavis.edu/
Advanced Water Mathematics Online Textbook – an update from an adopter community grantee
Regina Blasberg, College of Canyons
Mike Alvord, Director of Operations for Newhall County Water District, and I are working on writing an Advanced Water Mathematics online textbook. Mike has basically completed the first draft of the textbook which is already in use in our Water 031 Advanced Water Mathematics course. I have been focused on completing edits and identifying any inconsistencies in formatting. Since the text is currently being used, we have found that the students are enjoying providing comments, pointing out errors, and indicating topics that aren’t clearly explained as well. Once this draft is final and we’ve received additional student feedback, we’ll add more homework problems, figures, and any other final updates.
What’s New in OER at Scottsdale Community College?
Faculty in the Mathematics Department at Scottsdale Community College have been working hard this year to create, revise, and organize materials for our OER project in several of our courses. This is exciting for all of us!
Our goal is to offer all of our MAT 09x Introductory Algebra, MAT 12x Intermediate Algebra, and MAT 150 College Algebra courses using OER materials starting this Fall 2012. During the 2011-2012 academic year, we have pilot tested our materials, formed a learning community of very talented mathematics faculty, and collaborated with each other to further refine the OER textbook, student support materials, and online homework assignments. This summer, several faculty (Bill Meacham, Judy Sutor, Jenifer Bohart, Donna Guhse, and Linda Knop) will be working hard to take what we have learned from our spring pilot and, once again, refine these materials. The exciting part of the refinement process is that we have complete control over the quality of what we adopt to support our classes! We love this!
Recently, our OER team received the SCC Innovation of the Year Award. Only 1 team per college in the Maricopa Community College District receives this award. As a result, we were invited to give a presentation in hopes of receiving the widely sought-after District Innovation of the Year Award. The presentation slides are available at: OER Innovation of the Year. Wish us luck that we are awarded our District IOTY Award very soon!
As part of our OER project, our learning community has restructured the course so that we provide meaningful support for students, both inside and outside of the classroom. 
Before class, students can complete a “mini-lesson” to help prepare them for the next class session. During class, they receive instruction and engage in paired board work. After class, they use iMathAS and problem solving activities to support their learning. The next class session then allows for more active learning and engagement with the mathematics. Outside of the classroom, students’ learning is supported by the OER textbook and video tutorials created by MathIsPower4U’s James Sousa, as well as the Khan Academy.
Students have been appreciative of our efforts to use free (or nearly free!) materials for their mathematics courses. In fact, feel free to watch a couple of student testimonials about their experience in an OER math class. It’s exciting to hear that they are using technology — their smartphone, their tablet, etc. — to complete online homework and to access the textbook.
It’s a wonderful time to be teaching college mathematics!
Exemplary open textbooks and methodology: ChemWiki and its Progeny
ChemWiki not only shines as an exemplary series of open-licensed chemistry textbooks, it has spawned
Professor Delmar Larsen of the University of California at Davis heads the ChemWiki project, a series of online textbooks including Analytical, Biological, Inorganic, Organic, Physical, and Theoretical Chemistry plus the History of Chemistry and Lab Techniques. All are licensed Creative Commons Attribution Non-Commercial Share-Alike. Students and instructors contribute to the textbooks that are constantly improved.
ChemWiki includes more than 6,000 pages with high-quality illustrations. Individual pages in ChemWiki can be printed or turned into Adobe PDF files. Contributors include more than 30 chemistry professors and students as well as web technologists and publicist Richard Osibanjo.
ChemWiki provides maps to popular commercial general, organic, and physical textbooks.
Here are the pages showing how other colleges and universities are starting to incorporate the UC Davis ChemWiki into their courses:
- Columbia University
- Contra Costa College
- Diablo Valley College
- Hope College
- J. Sargent Reynolds Community College
- New Mexico State University Alamogodro
- University of Minnesota at Morris
- Truman State University
College Open Textbook grantee communities include two based on the UC Davis series:
- 3-D Molecular Models in ChemWiki: Dr. Ron Rusay and colleagues at Diablo Valley Community College
- PhysWiki Dynamic Textbook project: Professor Erik Christensen at South Florida Community College and a colleague at Monroe Community College, NY. Erik was named a College Open Textbooks Outstanding Open Textbooks Advocate/Trainer in 2010.
A special feature of the UC Davis wiki texts is the Student Ability Rating and Inquiry System (SARIS) , a tool for tracking student progress based on PracticeZone.
PracticeZone is part of the ChemVantage academic program learning and assessment program for General Chemistry that includes jargon used in mastering video games. Chuck Wight of the University of Utah founded ChemVantage. “We have configured the software to allow students to submit proposed solutions to the problems as often as they want, in order to improve their scores. The objective is for students to use the feedback to correct their errors prior to the deadline for the assignment.” ChemVantage carries a Creative Commons Attribution license.
College Open Textbooks delights in publicizing the wiki texts from UC Davis, the use of these by several institutions, and the exciting approach to chemistry education from the University of Utah.
Business Communications Adopter Community Update
Our eight adopter communities have been making great progress with their open textbook or OER projects. Focused on using these to improve teaching and learning for their students, adopter communities are required to have at least two college or university instructors who have adopted or who have plans to adopt an open textbook(s) or open educational resources as the primary text for a course they teach or plan to teach in the 2011-2012 time frame.
Professor Danielle Budzick
We just got an update from Professor Danielle Budzick and her colleagues at Cuyahoga Community College, OH on their business communications adopter community.
Here is her report on the progress they have been making at Tri-C with their grant:
The Tri-C grant team is diligently working on modification to the Flat World textbook. As a team, we are coordinating the re-ordering of the chapters to align with our official course outline.
I’ve been adding embedding video content to all the chapters and started to work on the modification of the PowerPoint resources. 
Here is what the rest of the team is working on!
Fran Brady is taking the lead on editing the Intercultural communication as her day job is with Sherwin Williams and she works with international clients. She’ll be adding more examples and building out chapter.
Pam Grant is adding examples of emails, memos, and letters to provide a stronger context for students, as this is the first chapter in the revised book.
Linda Glassburn is ramping up with example of business proposals and reports by creating her own to include within the textbook. Linda also imported several grammar and punctuation chapters from two different Flat World books at the end of the text to provide an “appendix” area for a refresher to students.
Getting Ready for Summer Pilot
All of the grant faculty are going to be teaching Summer Sections of Business Communication using the modified textbook. Our next steps are finalizing the textbook, so we can share with an other instructors who are teaching college-wide.
I’ll continue to update as we finish the editing and get ready for summer. I can be reached via email at Danielle.Budzick@tri-c.edu.
Thanks,
Danielle Budzick
Emerging Battles Over Textbooks: Options from Apple to Open Initiatives
Andy Oram, editor at O'Reilly Media
by Andy Oram
The worlds of both education and publishing will be tugged from opposing directions, perhaps to the breaking point, by two recent trends. One is Apple’s well-publicized entry into the textbook market with its iBooks Author app, tied by license to its iBooks store. The other is the movement for open textbooks, on which the state of California recently placed its bets (for the second time).
But let’s slow down for a minute. The iPad, as an entertainment platform, will not morph easily into an educational tool, whereas developing open textbooks raises difficulties beyond the ones that open source software have encountered and surmounted. I recently discussed these topics with Open Doors Group’s Jacky Hood. She is part of a team trying to respond to the California open textbook challenge.
Empowerment versus entertainment
To evaluate Apple’s textbook strategy, compare it to the goals of the “One Laptop Per Child” initiative. The biggest problem with the Apple initiative–missed by most commentators—is that the iPad is an entertainment device, and has many interesting ways to interact with content but not to create it. In contrast, OLPC’s XO system was planned from the start to let children create and share text, video, and other content. It is an empowerment device. (Google claims that its Chromebooks are similarly empowering.)
The same reasoning drove the OLPC decision to distribute all free software on the XO. The use of free software promotes learning and exploration. Numerous other considerations (lower cost, rugged design, and orientation to underdeveloped regions with limited capabilities) also separate the XO from the iPad.
Now the iPad is obviously a beautiful product, so we can assume that its qualities will be put to good use by textbook authors. But authors will need help creating an effective user interface for their own textbooks.
If school districts respond positively to Apple’s textbook initiative, I hope they relinquish some of their zeal for aesthetically superior, expensive hardware and license some cheap device (several options are available) for student use.
The Limits of Open
Do open textbooks present as robust an alternative to the Apple model as open source presents to the Microsoft’s of the software industry? Not in practice. The development model used by Open Doors isn’t as radical as you’d expect when you hear of open textbooks.
Textbooks are extraordinarily detailed and have high standards for correctness in all those details. Good writing values–pacing, selection, the introduction of topics–all have to be top-notch too. Textbooks may be criticized as bland or timid, but they make their points without the nuanced ambiguity that authors can get away with in other settings.
Numerous open source activities exist in education, but they tend to deal not with textbooks but a broader set of material known as “open courseware.” (A survey of available courseware can be found in the appendix of UNESCO’s A Basic Guide to Open Educational Resources). It may turn out that, in a collaborative and action-oriented classroom, textbooks will turn out to be an obsolete concept and the pastiche of other courseware will be all that is needed. But this article starts with the premise that a textbook is still useful.
Of all the weapons that free software can wield in its battle for world domination, the heaviest guns are the ease of making and distributing derivative works. But textbooks are not used in a community the same way software is. Textbooks are designed for courses, and are chosen by instructors. Most instructors would need strong assurance that any derivative work was superior to the original before using it.
When I look at the demands made by students and instructors, and the constraints placed on textbook production–whether the Apple model or the open model–I sense there is a place for both and a place for expert authors and publishers to create the experiences that modern educational environments require.
To read more about my viewpoint on these initiatives, look at my in-depth article on O”Reilly Radar.
ABOUT ANDY ORAM:
He is an editor at O’Reilly Media. An employee of the company since 1992, Andy currently specializes in open source technologies and software engineering. His work for O’Reilly includes the first books ever released by a U.S. publisher on Linux, the 2001 title Peer-to-Peer, and the 2007 best-seller Beautiful Code. He can be reached at andyo@oreilly.com.
Mentor Cloud and Open Doors Group / College Open Textbooks Partner to Facilitate Sharing Best Practices
Mentor Cloud and Open Doors Group / College Open Textbooks Partner to
Facilitate Sharing Best Practices Among the Open Education Community
New Community to Share Best Practices and Facilitate Mentoring in Open Education 
Cupertino, CA, January 26, 2012 — In honor of National Mentoring Day, Mentor Cloud and Open Doors Group/College Open Textbooks announced today the availability of an education community that allows 24×7 discussion threads and broadcast email messages to all members by all members. Generally all members will be both mentors and mentees in keeping with 21st century models of learning communities.
Education in the 21st Century faces an enormous challenge:
- Peace, prosperity, and longevity require that a much larger share of the 8 billion global inhabitants have access to affordable quality education, and
- Current education processes cannot scale enough to meet this challenge; in particular it is impossible to train enough instructors.
Education in the 21st Century is afforded three important opportunities to meet the above challenge:
- Telecommunications and computing technologies radically lower the cost of educational materials.
- Discoveries in pedagogy in the past century show that cooperative and developmental learning are far more effective than traditional methods.
- New business models including openly-licensed content and tools can remove barriers and create sustainable affordable learning.
Collaboration tools are needed in at least three areas of open education:
- Sharing of best practices: We cannot afford to reinvent processes in every institution, state/province, or country.
- Mentor/mentee relationships in careers and to make instructorless open courseware educationally sound. Open Courseware Consortium and Saylor Foundation have large numbers of open-licensed instructorless courses.
- Mentor/mentee tools to help create and facilitate relationships in the expanding Open Educational Resources (OER) movement.
OpenDoorsGroup.MentorCloud.com, powered by Mentor Cloud, is the tool that allows for all three of the above. 
During the beta period, OpenDoorsGroup.MentorCloud.com will be free of cost to individuals who are thought leaders and contributors in open education. Invitations will be sent starting in early February. There may be a fee for organizations that sign up 5 or more individuals as well as organizations looking to tap into the open education community. There will also be a fee for organizations that are looking for facilitators to drive conversations on certain topics and areas.
“There is absolutely a need for a central place for those in the open education community to share best practices” says Mitchell Levy, Co-Director, College Open Textbooks, who emphasizes that Mentor Cloud is a great tool to provide this level of service.
Contact Ravishankar Gundlapalli, Mentor Cloud, ravi@mentorcloud.com 650-520-3052 or Sharyn Fitzpatrick, Open Doors Group/College Open Textbooks, sharyn.fitzpatrick@happyabout.info 650-814-5835
How Textbooks Sparked a Charitable Revolution
Guest Post by Brendan Baker of Chegg.com – committed to making education more affordable by offering cheap textbooks for students to buy, rent or sell.
As we look for ways to make education more affordable, what can start as a simple idea can often expand into something bigger. Just as the open textbook cause spawned into a vast network of open textbook organizations and communities, you never know how big an idea can become until you’ve put it into action.
For Chegg.com it started with the idea that all college textbooks could be—rather should be—cheaper for students. But what if you take that belief one step further? What if students had the ability to rent textbooks, which would make them more affordable while helping to save paper?
The idea snowballed from there, and soon enough a partnership with the American Forest Global ReLeaf Foundation was formed. The idea: for every textbook rented or sold through Chegg.com, a tree would be planted. The result? Since the inception of the partnership, over five million trees have been planted around the world—from the San Juan National Forest in Colorado all the way to Pondicherry, India—and the number continues to rise.
Several years later, the trees are still serving their purpose. Whether it’s by repopulating areas that have been damaged by wildfire or through improving the water quality in community rivers, the trees are a much needed presence in their environments.
What’s more, since the start of their partnership with the American Forest Global ReLeaf Foundation, Chegg has picked up a few more partnerships along the way, effectively creating what they now call the Chegg for Good program. Their motto: to encourage and inspire students to become active on their campus in social causes and become philanthropic leaders who make a difference on their campuses, in their communities, and around the world. Beyond tree planting, Chegg wants students be a catalyst for change and help them realize their dreams of making an impact on the world.
Among many of their initiatives, Chegg has even hosted a competition where four student founded non-profit organizations competed for a chance to receive additional financial support towards their cause. Each organization posted their story on the Chegg blog in order to help drive votes (and ultimately more funding), to their respective programs.
And it doesn’t stop there. Chegg has also sponsored two Habitat for Humanity playhouse builds involving the company’s very own employees. In fact, a new employee volunteer program hopes to encourage everyone on the Chegg team to give five days a year, paid by Chegg, to volunteer with organizations that matter to them.
As they look to the future, Chegg continues to seek out influential partners that will expose students to some unique and once in a lifetime opportunities in the philanthropic space. And with any luck, the circle of giving will continue to spread from the high-level organizations down to the young and ambitious students of the world. Once again, a small idea has flourished into a worldwide network of positive and influential change.
To learn more about possible charities you can get involved with or to learn more about the Chegg for Good program, click here: http://www.chegg.com/cheggforgood/
Winning Ideas from the Big Ideas Fest
Both Jacky Hood and I along with 150 other leading educators and business executives focused on education convened in Half Moon Bay on December 4-7 for the Big Ideas Fest (http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest). In addition to listening to 18 speakers (http://bigideasfest.org/2011-big-ideas-fest/2011-speakers-big-ideas-fest) ranging from Martha Kanter, Under Secretary, US Department of Education, to Kaycee Eckhardt, an amazingly giving and passionate Reading Teacher from New Orleans Charter Science and Math Academy, we ate good food, networked, and worked on some big ideas.
Part of the conference was the facilitation of Action Collabs (http://bigideasfest.org/2011-big-ideas-fest/2011-action-collabs-big-ideas-fest, a great way to brainstorm solutions to core questions. There were nine groups of 15-20 people led by facilitators through the multi-day brain-storming process. Open Educational Resources (OER) were the major focus. Four of the nine groups took on the following question: “How might we leverage open (content, data, and research) to transform teaching and learning?” The groups all followed a six step process: 1) Identify the Opportunity, 2) Design the Solution, 3) Prototype the Solution, 4) Present and get Expert Feedback, 5) Update the Solution based on the feedback and Design if to Scale and Spread, and 6) Present it again. Step 1 included interviewing experts. Former COT director and now Open Courseware Consortium/CCCOER community college outreach manager, Una Daly, was one of the experts. The process was engaging and produced very interesting results. It was fun to see the solutions that 150 bright minds can produce. Strong synergy emerged among educators, business people, foundation managers, and others. The four different groups focused on the same question approached their solutions in very different ways.
Other Action Collab Topics included Assessments and Basic Literacy/Math Skills.
ISKME secured a $50k grant from the Gates Foundation to take the three most promising “big ideas” to the next level. It is a matching grant and ISKME is looking to find another $50k to match the Gates funding, which means that $100k will be used to bring 3 of the 9 ideas presented to the next level. Everyone in the Action Collab I participated in (aka WeLearn) were elated when our idea was paired with another group as one of the winners. WeLearn emphasized vocational life-long learning. Putting tools and knowledge in the hands of those in the workforce to help them learn and grow. In addition to OER and traditional content, we had focused on mentor/mentee matching and close ties to corporations as one of the benefactors of a more skill-based workforce.
This big idea is similar to a concept that the Open Doors Group has been discussing; it is called CHAI (Commerce, Healthcare, Agriculture and Industry) as a potential sharing space for flexible, affordable education/training materials. This is a much larger initiative with a focus on vocational education initiatives utilizing open resources. Very exciting idea that has synergy with the big ideas that surfaced at the Big Ideas Fest. Stay tuned for more ideas.
Mitchell Levy, Co-Director, College Open Textbooks
- 408-257-3000, http://collegeopentextbooks.org
CEO & Author, Happy About
- http://happyabout.com, http://42rules.com, http://thinkaha.com
Related posting: Read move about the Big Ideas Fest from Carol Hedgspeth’s blog post: http://www.collegeopentextbooks.org/blog/?p=1845
NOTE: IMAGES ARE CC-BY-SA BY ISKME.
Education Champions Work Together to Find Solutions for Open Education Design Challenge at Big Ideas Fest 2011
By Carol Hedgspeth, Senior Research Associate, ISKME
ISKME’s 3rd annual Big Ideas Fest (www.bigideasfest.org) was held in early December in Half Moon Bay, CA, and as promised, creative doers and thinkers from diverse levels of education gathered to learn from and share with each other. This convening yielded creative, inspirational, and often revolutionary ideas about current educational challenges, while providing the opportunity to interact and engage with a mix of teachers, researchers, administrators, entrepreneurs, education leaders. Central to Big Ideas Fest is the “action” component, called Action Collabs–design-oriented labs where participants brainstormed, prototyped, and ultimately create scalable solutions to major education challenges, such as achieving universal literacy and math competency, and leveraging open education to transform teaching 
and learning.
In a major shift from traditional educational conferences, the event is designed to bring together kindred spirits on a level playing field, where a person’s work or role becomes less important than how they share and collaborate within their group. In this way, the mix of students, teachers, administrators, researchers, inventors, and executives operate as peers in solving a common problem. These common problems are referred to as “design challenges” at the Big Ideas Fest.
One of the design challenges that was taken on by the Action Collabs was to create solutions around leveraging open content, data, and research to transform teaching and learning. During the Action Collabs, teachers, administrators, and students worked alongside noted leaders and policy makers in the field of open education. The Action Collab process facilitates moving from brainstorming ideas to creating tangible manifestations of those ideas (using pipe cleaners, popsicle sticks and other craft items), in a rapid low-investment way, and results in a visual representation of a solution that helps to see the idea in the real world.
Many of the Big Ideas Fest’s rapid-fire speakers were full participants in the Action Collabs as well. Speakers on open education included Brewster Kahle, Founder of the Internet Archive; Martha Kanter, the U.S. Under Secretary of Education; Neeru Kholsa, Co-Founder of CK-12 Foundation and pioneer in the OER movement; and Barbara Chow, Education Program Director at Hewlett and champion of open education resources. Additional speakers included Jody Lewen, the Executive Director of the Prison University Project; Kaycee Eckhardt, an award-winning charter school teacher whose science and math academy is housed in a FEMA trailer in the 9th ward of New Orleans; and Adora Svitak, the 13-year old recipient of NEA Foundation’s Award for Outstanding Service to Public Education.
THE ACTION COLLAB
The Action Collab groups that were focused on “open” provided innovative and inspired prototype solutions to the question “How might we leverage open (content, research, data) to transform teaching and learning?” One solution, “Pandora for Learning”, was designed to connect students to content that students are passionate about and that they have curated. A second solution to the open education design challenge focused on creating a virtual learning experience that is learner- and teacher-curated, linking the end user to open content about the arts.
ISKME is committed to support the further development of these and other design solutions on the soon-to-launch online Action Collab Network.
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