Abstract:Textbook prices have been soaring at an unprecedented pace for the last four decades with no signs that this trend will end anytime soon. Several studies have suggested that a solution to this problem comes in the form of open textbooks. As a result, the growth of open textbooks is rapid and sustained. However, though the advent of open textbooks is encouraging, whether, how, and to what extent students are using their open textbooks remains unclear. Learning analytics for open textbooks can provide answers to… Show more
“…Perlmutter (1997) notes that the textbook "is influenced by a complex amalgam of industrial, commercial, and social domains of control related to the particular qualities and complexities of the targeted audience" (p. 70). Beyond the replication of traditional textbook copyright constraints, the industry trajectory towards platformization and datafication (Prasad et al, 2016;Thoutenhoofd, 2018) points to the potential for an increasingly inaccessible and proprietary future constrained by the evolution of these technologies. Hamilton (2003) argues that textbooks have been used to, "mediate the structure of knowledge on the one hand, and the performance of teaching and learning on the other....at the same time, however, textbooks contain a deep contradiction.…”
In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.
“…Perlmutter (1997) notes that the textbook "is influenced by a complex amalgam of industrial, commercial, and social domains of control related to the particular qualities and complexities of the targeted audience" (p. 70). Beyond the replication of traditional textbook copyright constraints, the industry trajectory towards platformization and datafication (Prasad et al, 2016;Thoutenhoofd, 2018) points to the potential for an increasingly inaccessible and proprietary future constrained by the evolution of these technologies. Hamilton (2003) argues that textbooks have been used to, "mediate the structure of knowledge on the one hand, and the performance of teaching and learning on the other....at the same time, however, textbooks contain a deep contradiction.…”
In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.
“…While other estimates of annual expenses on textbooks vary by the year and the type of institution attended, it is reasonable to conclude that per-student expenditures on textbooks can easily reach $1,200 annually (Koch, 2006). This is a concern for both students and administrators at institutions of higher education because many students are making the decision not to purchase a textbook (Prasad & Usagawa, 2016;Redden, 2011).…”
Section: Introductionmentioning
confidence: 99%
“…Many low and middle-income students receive grant money to support their college education; however, many students do not receive enough funds to cover the expense of their books and when they do, the checks from financial aid are often received late and when classes have begun (Advisory Committee on Student Financial Assistance, 2007). The rise in textbook price has increased for the last four decades with no signs of this trend ending soon (Prasad & Usagawa, 2016).…”
Much of the literature has been focused on printed textbooks versus eTextbooks. Other studies have examined the concerns with the high cost of textbooks. Only a minimum amount of literature has discussed how eTextbooks can play an important role for science, technology, engineering, and mathematics, (STEM) student who attend Historically Black Colleges and Universities (HBCUs) in ensuring both cost reduction and to improve student success. This paper details the authors’ experience with the development and delivery of an eTextbook. The cost reduction and suggestions are made for how instructors can use these benefits to assist first time generation students and non-traditional students who have challenges with purchasing their textbooks due to the increase of cost of printed textbooks. Readers will become familiar with the eBook project and why it was designed with students being the number one priority.
“…Smith & Lee (2017) x x x x x Woodward (2017) x x Salem (2017) x 2017x x Kaatrakoski, Littlejohn, & Hood (2017) x x x J. Xu & Rees (2016) x x x x x Cinganotto & Cuccurullo (2016) x x Elizabeth & Peláez (2016) x x Juszczyk & Kim (2016) x x Falconer, Littlejohn, McGill, & Beetham (2013) x x Nascimbeni & Burgos (2016) x x x x Prasad, Totaram, & Usagawa (2016) x x x Jung & Hong 2017x x Massis (2016) x x Swirski & Baram-Tsabari (2015) x x Merkel & Cohen (2015) x x Farrow, de los Arcos, x x Caro & Lesko (2014) x Hemingway, & Hartwell (2011) x x x x Dhlamini (2011) x x x x Santally (2011) x x x Hemingway, Angell, Hartwell, & Heller (2011) x x x x x L. Anderson 2011x x Perks (2010) x x x F. J. M. Gutiérrez & de los Santos (2009) x x Schuwer & Mulder (2009) x x x x West & Daniel (2009) x x x Kanchanaraksa, Gooding, Klaas, & Yager (2009) x x x x x Keats (2009) x x Bissell (2009) x x Wiley & Gurell (2009) x x x Kumar (2009) x x x x Gourley & Lane (2009) x x x x Godwin, McAndrew, & Santos (2008) x x x Okada (2007) x x x x Koohang & Harman (2007) x x x Hassall & Lewis (2017) x x Mills (2016) x Leffa (2016) x x x …”
Section: Apêndice a -Instrumento De Coletamentioning
confidence: 99%
“…Usagawa (2016) que aborda o monitoramento, descrevendo a implantação de ferramentas de learning analytics para avaliar o uso de livros abertos digitais(Prasad et al, 2016).Outra atividade transversal, a avaliação da qualidade foi abordada em 11 artigos: uma revisão dos critérios técnicos de avaliação de qualidade em repositórios (Atenas-Rivera & Havemann, 2014); descrição do emprego de mecanismos de avaliação da qualidade técnica de REA repositórios(Amiel & Soares, 2016;Guedes et al, 2015) e da precisão de materiais de para avaliação de adequação ao propósito(Jung et al, 2016) e descrições do emprego da adequação ao propósito na identificação de cursos mais adequados para uso de REA (E Davis, Cochran, Fagerheim, & Thoms, 2016),. na busca de REA (Caeiro-Rodríguez,Rodríguez-Bermúdez, Nistal, & Santos- Gago, 2016;Sinclair et al, 2013) e no uso estratégico de REA para melhora de currículos de cursos(Armellini & Nie, 2013).Os modelos de negócios de REA são especialmente complexos, principalmente no que se refere ao fluxo de receitas, pois os recursos a serem oferecidos são gratuitos, por definição.Por isso, os modelos de negócio devem ir além do modelo Canvas e tratar da cadeia de valor (de Langen, 2013).…”
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.