Abstract: INTRODUCTION This case study describes the experimental use of open pedagogy to teach graduate-level library and information science (LIS) students in a newly developed course on international and comparative librarianship. Open pedagogy is the theory and practice of engaging students as creators of course content rather than requiring them to be consumers of it. In this case, students created an open textbook; each student authored a chapter about libraries and the field of librarianship in an assigned non-North American country. The textbook was developed under a Creative Commons license as an open educational resource (OER), allowing free use, remixing, and repurposing in future sections of the course or in similar courses offered in LIS programs at other institutions. METHOD The author used student perception data collected from a voluntary survey instrument and from a compulsory reflection paper assignment to assess the efficacy of implementing an open pedagogy framework in the course. RESULTS Collected data suggests the experiment produced results perceived by the majority of students as efficacious in the given context. DISCUSSION Students were enthusiastic in their embrace of creating renewable versus disposable coursework, and they expressed great satisfaction with the course outcomes of contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. CONCLUSIONS Massive shifts in teaching and learning demand radical transitions. Open pedagogy is a response to that demand that requires additional research and experimentation.
“Lumen Learning, a company that sells low-cost OER textbooks and courseware, plans to start offering professional development services for faculty that can be bundled with its titles. In other words, some of its textbooks are now sold with coaching on how to teach with OER more effectively….”
“In the years since OpenStax published its first textbook, our offerings have matured and our platforms have evolved. We’ve done our best to listen to our adopters and work with our authors to develop a balanced updating, improvement, and revision strategy.
OpenStax revises books, creating formal new editions, only when it is pedagogically necessary to do so. The process is extensive and requires significant resources. Between new editions, we make updates and improvements based on errata submissions, suggestions from adopters, ideas from contributors, and specific reviews for diversity and representation. Below I’ll outline the approach to each.
First, a brief overview of our development process: OpenStax textbooks are developed and peer-reviewed by educators to ensure they align to the coverage and sequence of their respective courses, keeping in mind common learning outcomes and points of emphasis from academic communities and discipline organizations. Our development process includes thorough editing, careful review, and detailed quality assurance measures. Then, after a book is published, we begin the process of maintaining and improving it.
And second, as discussed below, the online view of the book — as opposed to the PDF or other formats — is the one we recommend because it is always the most up-to-date, the most accessible, and includes features such as notetaking and highlighting. Also, the OpenStax course cartridges, available for several learning management systems, link directly to the online and most updated version….”
“SAGE Publishing has opened resources from six titles that received 2020 Textbook Awards from the Textbook & Academic Authors Association (TAA). Materials from the winning texts (see the full list of titles below) support online teaching and learning and include videos, webinars, author interviews, and more.
A new landing page with the featured resources joins SAGE’s other various initiatives to provide free content for the teaching, learning, and research community during the COVID-19 pandemic, including free-to-access courseware, research, and digital textbooks. …”
“Open textbooks are licensed under creative commons licenses or public domain. They are available for free to anyone (students, faculty, informal learners) in multiple digital and print formats at the links below. Learn more about OER basics.
If you decide to adopt an open textbook, you have permission make changes to the textbook, combine them with other resources, and share your derivative or ancillary works openly. For more information on permissions and OER, see David Wiley’s page on the 5R’s of OER.
Below are textbooks potentially of interest to social work educators organized by core domains of social work education. If you have created or adopted an open textbook that should be included here, email us. We’d love to hear from you….”
“Northwestern University Libraries’ proposal is titled “Lowering Barriers for Publishing Open Textbooks: A Minimal Computing Toolkit” and is led by Chris Diaz, digital publishing librarian, and Lauren McKeen, open education librarian. The Venture Fund will help with the expansion of Northwestern’s prototypical workflow, into an adaptable toolkit for open textbook creators. The toolkit will consist of learning modules, documentation, and code samples for librarians, faculty, and instructors at ARL institutions to use and adapt, as part of the open textbook publishing process. More broadly, this project will introduce a minimal computing framework for creating open textbooks….”
“With the Coronavirus (COVID-19) rapidly spreading worldwide, several countries have initiated several strategies to stop the spread of this virus, including school closures. UNESCO stated that, as of 17 May, almost 1.21 billion learners were affected, accounting for 69.3% of the world’s student population. Particularly, China was the first to adopt the policy of “Disrupted Classes, Undisrupted Learning” by providing online, distance and remote teaching. However, several educational challenges appeared during this unexpected critical situation of COVID-19 outbreak. For instance, in this first-ever application of pure long-term online learning (without face-to-face learning or blended learning), both teachers and learners should not feel that they are left alone during the teaching and learning processes. Additionally, new effective pedagogical approaches are needed to keep learners motivated and engaged during this long period of online learning. To overcome the above challenges, new teaching approaches are needed. In this context, several researchers suggested the use of Open Educational Practices (OEP) and Resources (OER) to provide engaging and interactive experience. UNESCO (2019) also stated that: the judicious application of OER, in combination with appropriate pedagogical methodologies, well-designed learning objects, and the diversity of learning activities, can provide a broader range of innovative pedagogical options to engage both educators and learners to become more active participants in educational processes and creators of content as members of diverse and inclusive Knowledge Societies”. Additionally, UNESCO (2019) provided five objectives that should be focused on facilitation of OER adoption, namely: (i) Building capacity of stakeholders to create access, re-use, adapt and redistribute OER; (ii) Developing supportive policy; (iii) Encouraging inclusive and equitable quality OER; (iv) Nurturing the creation of sustainability models for OER; and (v), Facilitating international cooperation. Therefore, this handbook discusses the use of OEP and OER during COVID-19 outbreak through global vivid stories and experiences, and in line with the five UNESCO objectives. It also discusses OER competencies for OEP. Finally, this handbook provides guidelines to both teachers and learners to facilitate OEP and OER application….”
“Open Textbooks are openly-licensed materials which allow you to create, reuse, adapt and modify. QUT has a commitment to use OERs to widen access to education and to improve both the cost-efficiency and quality of teaching and learning outcomes….”
“BPCs (Book Processing Charges) to publish specific books Open Access (OA) usually are reserved for front-listed items and funded by one or a few sponsoring organizations. More often than not, such funds underwrite scholarly monographs that do not directly substitute for required course textbooks. BPCs do not typically cover the republication or relicensing (“unlatching,” “unlocking,” or “flipping”) of back-listed and out-of-print titles, even though such titles represent a massive amount of scholarly knowledge restricted by copyright, confined to print format, and yet still used in course curricula. This presentation will unveil an innovative, collaborative pilot between the California State University (CSU), Knowledge Unlatched, and the Internet Archive. As a global leader in Affordable Learning $olutions to save students money on textbooks, CSU proposed this pilot, provided a list of 18,000 ISBNs from required readings across its 23 campuses, and supplied matching kick-starter funds. Knowledge Unlatched combed through the CSU ISBN list to identify backlisted titles and negotiate pre-agreed price points at which publishers would unlatch these books. Finally, the Internet Archive ensured the availability of a digitized copy of the book on its Open Library platform, made it available for check-out via Controlled Digital Lending, and also coordinated book-specific, crowd-funding campaigns through a centralized list and on decentralized book record pages. Even publishers stand to benefit from this novel approach to OA publishing with its built-in capacity to gauge demand and monetize books that are not currently sources of revenue.”
“In 2018 the Alabama Commission on Higher Education kicked off a statewide program to increase awareness and adoption of Open Educational Resources (OER) at colleges and universities. Spurred by the efforts of ACHE, the University of North Alabama committed to OER and textbook affordability programs and included OER adoption as a key aspiration in their 2019-2024 strategic plan “Roaring with Excellence”. With support from the president and provost of the university, Collier Library adopted strategic purchasing initiatives, including database purchases to support specific courses as well as purchasing reserve copies of textbooks for high-enrollment, required classes. In addition, the scholarly communications librarian became a founding member of the OER workgroup on campus. This group’s mission is to direct efforts for increasing faculty awareness and adoption of OER. This presentation will discuss the structure of the each of these programs from initial idea to implementation. Included will be discussions of assessment of faculty and student awareness, development of an OER grant program, starting a textbook purchasing program, promotion of efforts, funding, and future goals.”