College Open Textbooks BLOG
Driving Awareness and Adoption
COT Adopter Community Grant Awards Announcement
It is with great pleasure that I announce the 8 winners of our Adopter Communities’ Small Grant program. Each community proposed an outstanding project that uses open textbooks or open educational resources to improve teaching and learning for their students. Disciplines ranged from the highly enrolled general education subjects of Chemistry, Physics, and Math to American Government and Developmental Reading & Composition. Professional and career disciplines were also represented with Business Communications, Advanced Water Mathematics, and pre-teacher Educational Psychology. Overall 27 faculty members are participating from 17 colleges and 4 universities with approximately 3200 students anticipated to be positively impacted during the grant period alone.
- 3-D Molecular Models in ChemWiki: Dr. Ron Rusay and colleagues, Diablo Valley Community College
- Educational Psychology: Dr. Brian Beitzel, State University of New York, Oneonta with other colleagues in Florida, Illinois, New York, and Manitoba, Canada.
- Introduction to American Government: Dr. Mirya Holman and colleague at Florida Atlantic University
- Business Communications: Professor Danielle Budzick and colleagues at Cuyahoga Community College, OH
- Physwiki Dynamic Textbook project: Professor Erik Christensen at South Florida Community College and colleague at Monroe Community College, NY
- Developmental Algebra: Dr. April Strom and colleagues at Scottsdale Community College, AZ
- Advanced Water Mathematics: Dr. Regina Blasberg & colleagues at Community College of the Canyons, CA
- Indigenous People’s Reader: Professor Jacqui Cain & colleague at Community College of the Redwoods on the Hoopa Valley Indian Reservation.
For the purpose of this program, an adopter community had to contain at least two college or university instructors who have adopted or commit to adopting 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 timeframe. Collaboration between multiple colleges and inclusion of peer reviewers, staff, and students as community members was highly encouraged. In addition, all enhancements, new materials, and ancillaries produced by the community in the grant period (2011-2012) must be made available to other educators using a Creative Commons license that allows further modifications such as CC-BY.
A huge thanks goes to our panel of judges who read all 17 grant application and finalized their results with conference call on a sunny Saturday afternoon. Using a rubric to help ensure inter-rater reliability, the panel included a community college dean, a higher education program manager, and the technology director for a large OER project.
Finally, I want to commend all the adopter communities who applied for their thoughtful projects that used open textbooks and open educational resources to improve teaching and student learning at their colleges. In the end, we were limited by our overall budget and not the inspiring visions of all of the applicants.
Please check out our College Open Textbooks community site for more details on these amazing Adopter Communities and to watch their progress over the next year. Webinar with grantees scheduled for November 17 at 1:00 PM (Pacific).
Image:Some rights reserved (CC-BY-NC) by EpicFireworks
Invitation: Let us ask your students, faculty, and administrators about OER
The Florida Distance Learning Consortium will administer two surveys. One is for college and university students on textbooks, open textbooks, and OpenCourseWare (OCW). The other survey is for faculty and administrators on digital textbooks, open textbooks, open educational resources (OERs), and OCW. These will be administered to all of Florida’s 28 public colleges and 11 state universities. This is our second round of these surveys, and we used the data from the first round (download the student survey report) to improve the items for this round.
We would be pleased to administer the same survey to other states, countries, or institutions so our community could gain a global, national, and state understanding of the awareness and use of OERs and OCW. In the interest of openness and free sharing of research data, we would make the raw data available for other researchers, as well as the analysis of the aggregated data for a national or worldwide perspective. Participating institutions would be provided with their raw data and our analysis methodology. Our goal is to administer these surveys annually, worldwide.
We are currently working on the process for making the surveys available to other institutions. To
accommodate the schedules of various institutions and our grant deadlines, our goal is to enable other institutions to administer the surveys as early as December 2011 and as late as the end of March 2012. The surveys are part of our Open Access Textbook project, supported by the Fund for the Improvement of
Postsecondary Education (FIPSE), to develop a national model for open access textbooks with the eventual goal of making open textbooks available for the 50 most attended general education courses. We are working with the University Press of Florida and an international group of over 20 university presses toward that goal. Institution representatives who would like to take part in these surveys or interested university presses are welcome to contact us.
David W. Nelson is the Project Manager (dnelson@distancelearn.org) and I, Robin Donaldson (rdonaldson@distancelearn.org) am the Project Director. We look forward to working with
anyone who wants to take us up on our offer to administer the surveys.
Robin Donaldson, Ph.D
Florida Distance Learning Consortium
http://rdonaldson.com
The Orange Grove, Florida’s Digital Repository
http://florida.theorangegrove.org/
Global Open Access Project Launch – Don't miss it live!
Open Access Logo
Ms. Irina Bokova, Director General of UNESCO will be officiating the launch of “Global Open Access Platform” (usually called the Global Open Access Portal) along with the launch of the UNESCO OER Platform, the re-designed Open Training Platform, and the OER policy Guidelines. The Launch is scheduled for November 1, 2011 at 6:30pm Paris time (GMT-1) and 10:30 am PDT and will be live-streamed in:
English – mms://stream.unesco.org/live/room_10_en.wmv
Français – mms://stream.unesco.org/live/room_10_fr.wmv
http://www.wsis-community.org/pg/event_calendar/view/423737
iTextbooks? Continuing the dream – a commentary by Dean Florez, President of 20 Million Minds Foundation
With the passing of Steve Jobs, I had time to reflect on the painful lug of my then newly purchased Apple Macintosh around the UCLA campus during my senior finals week back in 1986. I remember shouting over a blasting boom-box about the futuristic power of personal computing as my classmates skeptically eyed me typing on the glowing box while they frantically hit return on their typewriters amidst bottles of whiteout on desks piled high with expensive textbooks.
Dean Florez
Today, I write this blog from an iPad the size of a composition book while listening to Pandora and watching my email annoyingly pop up as past college friends Tweet the latest gossip or post updates on Facebook. I think few realize that Steve Jobs gave us the future back in the 1980′s. But there is one constant relic that somehow persists as a reminder that we have yet to reach Steve Jobs’ vision for the future. THE EXPENSIVE COLLEGE TEXTBOOK. That book still sits on the desks of over 20 million college students today, right beside their iPods, iPads, and the plethora of e-devices glowing with the social rants pouring out of Facebook and Twitter.
Today we have the iPod, iPhone, and iPad, but what we really need is the iTextbook—and it should cost students under $30. Steve Jobs created NEXT, a great company, but today we need somebody to complete his vision for education by pushing every college and university to make the final transition into what I call the “NextBook” era, removing the unnecessary weight on the wallets and backs of our college students.
I left the California Legislature to head up a new non-profit, the 20 Million Minds Foundation (20MM). Our goal? To completely disrupt a complacent and lucrative textbook publishing industry by asking the simple question: do we really need bounded, heavy, overpriced copy-write protected books in today’s ebook, ibook, and Nextbook environment?
Just days ago, 20MM and powerhouse educational software company Kno, released our answer to that important question by announcing a new digitally enhanced NextBook for college students based on open content. We have our eyes set on producing open source NextBooks for the top 25 undergraduate courses in the nation, starting with general statistics. Why? Consider that in our California Community Colleges, nearly 120,000 students take general statistics EVERY year with an average new book price of $150—that is an estimated cost of $10 to $15 million per year for just one course!
Our next step at 20MM is to empower our faculty. Beyond offering professors NextBooks, 20MM will focus on the reusing, redistributing, revising and remixing capabilities of e-textbook material, utilizing faculty’s unique talents and expertise. Who wouldn’t take quality, customized, and student-centric material enhanced by the instructor over a high-cost, standardized, static, and closed publication?
Clearly, we understand that as we move toward this type of customization, the major issues will be quality and built-in assessment. Our statistics Web 2.0 NextBook is better than statistics books out on the market given it is specifically designed for college students to improve their learning experience and results with built in assessment capacities. We are partnering with assessment companies like BenchPrep so that every open source NextBook in our library of 25 has assessment as its lifeblood.
According to the latest report by the social learning platform Xplana, within the next five years digital textbook sales will surpass 25% of sales for the higher education and career education markets. But even with the changing winds, enhanced academic freedom, creative assessment tools, and a price point under $30, our major challenge remains. Will faculty adopt these books for use in their classrooms? We may have the best free and open general statistics e-book on the market, but will faculty place it on the syllabus the first day of class?
Much like those skeptical past college friends in 1986 who stared at the glowing box during finals week, I am confident that our faculty can get past the incertitude and finish the next chapter of the revolution Steve Jobs helped usher in decades ago. They just need to say yes to the future and embrace it as their own.
—Dean Florez
About 20 Million Minds Foundation
20MM Foundation is a non-profit organization dedicated to greatly reducing textbook costs. Headed by past California Senate Majority Leader Dean Florez, the foundation is currently leveraging leading edge technologies to create more affordable, engaging, and effective educational materials for college students throughout the nation.
OCW People's Choice Award: Most Open! And the winner is College Open Textbooks!
Great News!
Education-Portal.com just announced the winners of their first annual OCW People’s Choice Awards, which honor the best of the Open Education Movement. Over 4000 people voted for their best educational resources in this inaugural contest.
College Open Textbooks was recognized as the OCW People’s Choice Winner for Most Open. According to Education-Portal.com, “Openness is a key part of any OCW – after all, it’s in the name. But what providers excel at giving their users a wealth of material to access and lots of different ways to do it? The nominees in this category all understand that to make courseware truly open, variety and depth are key.” The finalists included Massive Open Online Courses (MOOC) and UC Irvine OCW.
Other winners included Open Course Library, FGV Online, African Virtual University OER, Open Study, MIT Physics and more. For more information on the complete list of winners, go to http://education-portal.com/articles/OCW_Peoples_Choice_Award_Winners_Final_List.html
Saylor Foundation to Launch Multi-Million Dollar Open Textbook Challenge!
Writing about the rising costs of textbooks here would be a classic case of preaching to the choir. So I will not waste time rehashing what you all know and will instead jump right to what we hope will be a valuable contribution to the efforts of this site and the OER community to provide cost-free textbook alternatives to students: the Saylor Open Textbook Challenge.
The challenge aims to license open texts for over 200 courses currently residing on Saylor.org used in twelve of the most popular college majors enrolled in by U.S. students. Before we delve into some details of the Challenge, let me give you some background on our Foundation.
Our Mission:
The Saylor Foundation is a 501(c) (3) nonprofit organization working to drive the cost of higher education to zero. Working with over 150+ credentialed professors and peer-reviewers from higher-education institutions, we are compiling open-licensed course content styled after a traditional academic program.
In deciding which courses to offer, Saylor first devoted resources to develop courses that would fit under traditional college majors in popular, high-enrollment areas of study. We then engaged professor consultants to build course blueprints to fill out the majors. These courses are designed to route a student through the material he or she would need to know in order to earn credit from an accredited institution in the U.S.
The Saylor OER Approach:
We decided that we could best make a unique contribution to the OER movement by developing a structured content aggregation and curation process, by which our professor consultants seek, vet, frame, and—where appropriate—add to existing resources in order to yield complete courses, hosted on a central site and tied to user outcomes, assessments, and predefined learning taxonomies. Each course is also peer reviewed for further fine tuning.
Importantly, in addition to utilizing OER materials, we decided to include and link to copyrighted materials in our content aggregation process. Through our Permissions Initiative, many copyright holders are allowing us to host their materials on the site within the relevant course context. When permission to host is NOT granted (and when OERs do not exist), we work to paper over the gaps in each course and/or replace the linked resources by stimulating the development of original content and the Creative Commons re-licensing of complete and newly open texts.
Back to the Open Text Book Challenge:
To spur authors to openly license their work, the Saylor Foundation will offer a $20,000 award for submitted textbooks accepted for use in our course materials after a round of peer reviews. To be eligible for the award, the author(s) must agree to license the text under a Creative Commons Attribution 3.0 Unported (CC BY) license. We plan to formally launch the Challenge just after Labor Day so please visit our site at that time and keep your eyes out for more information. If you have questions or suggestions, please comment below – we would love to hear your thoughts!
Mozilla Badges – Following and Starting Grand Traditions
In his keynote address at the 2011 Connexions Conference, U.S. Department of Education senior policy advisor Hal Plotkin envisioned a world in which many great achievers had received their educational credentials by way of Mozilla Badges.
For decades badges have represented achievement in children’s and youth associations and in some professions. Religious pilgrims receive badges for their journeys.
Becket-pilgrim-badge open licensed by Wikipedia
Recently computer games have awarded badges for skill and success. Judd Antin and Elizabeth Churchill examine the psychology of the use of badges to encourage interaction in social media in this well-researched and well-written paper: Badges in Social Media: A Social Psychological Perspective.
Badges reward the knowledge and skill required to demonstrate achievement.
The Mozilla Foundation badge program seeks to open education by replacing the current system of limited admissions, high costs, and sometimes artificial demonstrations of learning with recognition of evidence-based learning open to all learners. The issuing of badges will also be open to organizations of many types. Rigorous criteria and solid evidence will be encouraged. Ultimately employers and established educational institutions will recognize those badges and badge-holders that demonstrate value. The Mozilla Foundation will provide the infrastructure to automate issuing and earning badges. The initial pilot of Mozilla Badges is now in operation with the Peer-to-Peer University (P2PU) School of Webcraft. Additional pilots will occur this Fall and the system will go live in 2012.
College Open Textbooks (COT) is honored to be among the pilot badge issuers. COT will recognize knowledge and skill in peer-reviewing, accessibility-reviewing, OER advocacy/training, and OER creation. The 2011 pilot will focus on issuing badges for learning to peer review textbooks. COT has sponsored nearly 150 peer reviews of open textbooks from more than 50 educators. We have established criteria for evaluating textbooks chapter-by-chapter, developed a multi-sheet spreadsheet for peer reviewers, created a peer-reviewer training course available as both synchronous online training and COT reviews must be done by persons who have taught the subject at college level, preferable community college or lower division. Most of the 50+ COT reviewers far exceed this criterion.
The COT peer reviewer badge will differ from the standard COT peer reviewer criteria in removing the experience barrier. It would violate the spirit of globable open educatin to restrict admission to the badge process based on a US/Canada education system. Instead the peer reviewer badge will rely entirely on rigorous criteria applied to one or more peer reviews created by the badge seeker. In addition, the peer reviewer badge will require successful completion of the COT peer reviewer training course.
COT will use a sustainable business model for all badges. Each badge will cost 1/1000th the GDP of the country in which the badge-earner resides. This is about 1/3 of a day’s pay. A badge for a resident of a developed country will cost about US$40. In an underdeveloped country, the cost would be less than US$1. Foundations and other donors will be encouraged to donate the cost of badges and COT will award badges without cost in special circumstances, e.g. to a person in a country not served by PayPal. Basic educational materials and evaluation of badge requests will be cost-free. Additional assistance such as one-on-one tutoring or elaborate feedback will incur a cost to the badge-seeker or a sponsor.
badges open licensed by Tim Takamoto
Badges represent a battering ram to tear down the walls of the educational fortress. Mozilla Foundation is building an infrastructure for badge issuers and earners worldwide. College Open Textbooks will pilot its plans to issue four categories of badges. The pilot badges for peer reviewers include open admission, open training materials, rigorous evidence requirements, and a sustainable business model. 
Hats Off to California! (Part 3) – Three Models for Replacing Traditional Textbooks
Traditional textbooks, long a part of college and K-12 classrooms, have begun a slow sunset and are likely to be replaced by one of three developing models: e-reader versions; online, interactive subscription-based resources, and iPad applications. This post details our perspective of the digital textbook revolution and where we think it will end.
In 2009, Governor Schwarzenneger asked the California Learning Resource Network (CLRN) to perform reviews for his Digital Textbook Initiative (DTI). Through three phases ending last December, CLRN looked closely at the industry and determined whether these resources met classroom needs.
Phase One of the DTI focused on open source textbooks in the areas of math and science. These flat and linear textbooks were merely digital representations of a printed book that could be read on an e-reader or printed out. Roughly half of the 20 books submitted were created by college professors while the other half were created by the CK-12 Foundation. CLRN found, though, that only four textbooks met all the standards for their courses in a DTI assessment.
However, Phase Two, which added history-social science courses, brought a surprise. Included in the 17 submissions were four books publishers had rewritten to better align with California’s content standards. As a result CLRN found that 10 Phase Two books met all the standards for their courses. Not only were quality open source textbooks available for high school courses, CK-12 and college professors were willing to update and adapt them.
However, CLRN’s research indicated that commercial textbooks were evolving to an online, interactive, subscription-based model. Discovery Education Science, an online resource with virtual labs, simulations, text, and assessments, is an adopted “textbook” in several states. Having evolved past text, Discovery’s resource includes many of the components we also find in online courses. We believe that this line of digital textbooks will continue evolving to become either a supplement to a blended learning course or a full, stand-alone online course.
Phase Three of the Digital Textbook Initiative focused on online, interactive textbooks and included both open source and commercial resources. Thirteen submissions included both commercial and CK-12 created interactive textbooks. CLRN found that six entries met all the standards for their courses in a DTI assessment. Despite their attempt to include interactive components, it’s likely that future open source books will primarily be created for e-readers, given their “flat and linear” construction and the complexity and cost of creating interactive versions.
Another evolutionary line for textbooks includes self-contained, interactive applications designed for tablet computers like the iPad. Houghton Mifflin Harcourt’s Fuse Algebra I, an iPad app, includes direct instruction, interactive problem-solving, assessments, remediation, and text. Designed to supplement, not supplant a teacher, this is the evolutionary line most commercial textbooks will continue to develop.
Governor Schwarzenneger’s Digital Textbook Initiative shined a light on free and future textbook models at a time when schools lacked the resources to purchase updated commercial textbooks. By reviewing these for their content standards-alignment, while allowing content developers to resubmit updates, CLRN has demonstrated that we need not be married to a seven-year adoption cycle or to flat and linear textbooks. The market is evolving to better meet the needs of our digitally-literate learners. As they continue to evolve, these three models will leave printed books behind.
Brian Bridges
Director, California Learning Resource Network
Hats Off to Washington! Open Policy and Open Course Sharing
The Open Course Library is an initiative of the Washington state community and technical colleges to leverage a variety of existing Open Educational Resources as well as original content by our faculty course designers. I will also discuss the advantages of open educational content that prompted our state agency to invest in the development of education content and to require the resulting digital course materials be shared under a Creative Commons open license. To give context to the Open Course Library I will start by providing some background on our college system, our Strategic Technology Plan, and the formal adoption of an open licensing policy.
The State Board for Community and Technical Colleges (SBCTC) is an organization that provides leadership and coordination for Washington’s public system of 34 community and technical colleges. Based on the current Annual Enrollment Report, the number of students attending our colleges is 470,000 and climbing. This is the highest enrollment level in SBCTC history, with much of the recent increase due to growth in eLearning. One reason for this growth is that more students are able to fit school into their busy schedules by attending hybrid and online classes.
In 2008, SBCTC released its Strategic Technology Plan to provide clear policy direction around a single goal: mobilizing technology to increase student success. One of the guiding principles of the plan is to “cultivate the culture and practice of using and contributing to open educational resources” (p. 17). With a clear plan in place the next step was to provide opportunities, incentives, and policies to promote OER in our system. On June 17, 2010 the nine-member State Board for Community and Technical Colleges unanimously approved the first state-level open licensing policy. It requires that all digital works created from competitive grants administered through SBCTC carry a Creative Commons Attribution-only (CC-BY) license. This license allows educational materials created by one college to be used or updated by another college in our system as well as by other education partners globally. Allowing the free flow of all educational content produced by State Board competitive grant funds is an efficient way to engage in the OER movement while maintaining a focus on the specific needs of Washington’s community and technical college students.
Flickr image credit: Timothy Valentine and Leo Reynolds CC-BY-NC-SA
Building on the Strategic Technology Plan, the SBCTC eLearning team launched the Open Course Library in 2010, an initiative to design and openly share 81 high enrollment, gatekeeper and pre-college courses. The goals of the OCL project include (1) lowering textbook costs for students, (2) providing new resources for faculty to use in their courses, and (3) fully engaging in the global open educational resources discussion. OCL participants are selected through a competitive grant proposal process. Each winning faculty member or team of faculty designs one course. Each of the 81 course teams is directly supported by a librarian, two instructional designers, and an eLearning director. All teams receive additional support from two institutional researchers, 2 accessibility specialists, and a multicultural expert.
Another important consideration is how we will share the 81 OCL courses at the end of each phase. Internal sharing is easy because of our existing WAOL system-shared courses framework. We will include a copy of the full course in our share course system so it can be viewed and copied by faculty in any of our 34 colleges. For external sharing we have partnered withthe Saylor Foundation. Saylor.org will make the OCL course content modular and easy to search and view online.
Open Course Library development will occur in two phases. The first 42 courses (phase 1) will be released at the end of October 2011. The remaining courses (phase 2) will be completed by summer 2013. Each phase is spread over four college quarters. In phase 1, the first two quarters (summer/fall 2010) were spent designing course objectives, finding appropriate OER content, and creating assessments that aligned with the content. Faculty course designers worked closely with their assigned instructional designers (IDs) during this time to ensure that assignments and assessments are tied to course objectives. Faculty then pilot taught their newly designed curriculum at their college during the third quarter (winter 2011). They used feedback from two peer reviews and the course pilot to make updates to the course during the fourth quarter (spring 2011). Phase 2 will follow the same, four-quarter timeline and will benefit from lessons learned in phase 1.
SBCTC will not mandate the use of Open Course Library materials within our system. But we are already getting positive feedback from students who are grateful they don’t have to pay $200 for a textbook. Because these resources are openly licensed, digital resources anyone will be able to access, modify, adapt, translate, and improve them. The cost of making a million digital copies of digital materials is not much more than the cost of the first copy, and print-on-demand solutions are making print copies very affordable as well.
As we look beyond the content development process, the next major challenge is to increase the adoption of these OCL courses. We will start by making it as easy as possible for our faculty to find, browse, and copy OCL course content. We will train newly hired faculty so they are aware of the Open Course Library content available to them as they are developing their lesson materials. As we look for ways to encourage a culture of OER use and sharing in Washington’s community and technical colleges we will create opportunities for Open Course Library content to be adopted, updated, maintained, and shared back with our system and with the world.
Hats Off to California! (Part 2) – A Taste of MERLOT with College Open Textbooks
Since 1997, MERLOT (www.merlot.org) has been led by the California State University, a consortium of higher education institutions, digital libraries, academic professional societies, and industry, all working together to deliver sustained Open Educational Services & Resources for the worldwide education community.
Find Open Textbooks Easily: Getting More with Less Effort
• Search and browse for over 2,000 open textbooks cataloged by topics within its collection of over 30,000 free and open educational resources. MERLOT’s Peer Reviews and community evaluations help inform your adoption decision.
• 
Easily create RSS feeds to get updates on the Open Textbooks or other types of OER that meet your instructional needs. MERLOT delivers over 300,000 RSS feeds every month. You can turn any of your MERLOT searches into an RSS feed.
• Use MERLOT’s “One-Stop-Search-Shop” to simultaneously search across 22 other open educational collections of your choice. You will have access to over 1 million online resources (through MERLOT, Connexions, OER Commons, NSF’s National Science Digital Library, OpenCourseWare Consortium, international open collections and more) and be provided with a single hit list that blends the results of all the collections.
Find Open Textbook Authors and Users: Connect to People Who Can Give Advice
• The continuously growing community of over 96,000 MERLOT members (it’s free and easy to join) includes authors and users of Open Textbooks. Using MERLOT’s advanced search for materials and members, you can easily find colleagues with experience using open textbooks.
• MERLOT’s Personal Collections Services enable every member to easily organize and share their own MERLOT collection so you can review and reuse other’s quality collections.
Sharing What You Discover and Use
• MERLOT makes it easy for you to share what you’ve found in MERLOT via Twitter, Facebook, Delicious, StumbleUpon, email, and over 340 other sharing and social media services.
Contribute to the MERLOT Community and Collection
• MERLOT members can easily contribute their comments, analyses, and evaluations so other users of MERLOT can benefit from the community’s experiences.
• Become a Peer Reviewer and join one of MERLOT’s 23 Editorial Boards.
• Share how you have used MERLOT to teach. Add a Learning Exercise using a simple online form linked the material. You can also author your own webpage where you can explain and publish your pedagogical strategy by using the very easy to use MERLOT Content Builder toolkit.
• Need Help? Get the “How-To” guidance from MERLOT’s YouTube channel where we have many instructional videos. MERLOT’s Media Center also has a wealth of information.
Join the MERLOT Community as a Partner
• Be a part of the MERLOT Leadership Council and guide MERLOT’s future. As a Partner, you institution will receive customized services and MERLOT technologies designed for your institutional needs.
• See how the California State University’s “Affordable Learning Solutions” has leveraged MERLOT’s services to deliver a comprehensive, powerful, scalable and sustainable initiative to significantly reduce the costs of course materials for their students. Check out the CSU’s Open Textbook Finder – type in the ISBN of a textbook and it will give you a list of the Open Textbooks available in the related subject area.
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