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COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT

COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT. Development & Repurposing. Proposed Workflow. What is the most feasible workflow process for collecting, using and disseminating community college Open Textbooks?. Planned Workflow Process Basis. Collaboration and sharing Breadth Depth

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COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT

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  1. COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT Development & Repurposing Proposed Workflow

  2. What is the most feasible workflow processfor collecting, using and disseminating community college Open Textbooks?

  3. Planned Workflow Process Basis • Collaboration and sharing • Breadth • Depth • Open and unrestricted use • Universal accessibility • Institutional buy-in

  4. Open Textbook Adoption Tasks • Locate and categorize suitable open content • Topics by top courses that represent 80% of enrollments • Reading level • Depth and scope • Evaluate • Quality • Accessibility • Cultural relevance • Currency • Authority • Articulation • Customize, Remix, and Organize • Interoperability • Accessibility • License type • Cultural relevance • Disseminate in print and digital formats • Student (DIY) for production of open textbook • Campus bookstore and/or printshop services for production of open textbook • Proprietary services

  5. Content Review Panel • Five CCCOER members • Two University of California representatives • Two California State University representatives • Two other experts • Determine and define the necessary elementsof a model CC Open Textbook • Reading level • Depth and scope • Quality and accuracy • Cultural relevance • Currency • Authority of source

  6. Technical Panel • Interoperability standards • Content dissemination processes • Accessibility

  7. Possible Workflow Roles(Adapted fromeduCommons) • Producer • Person(s) in charge of putting most of the course content into Inventory • Can check how many CCOT are in Producer workflow status • QA • First person to determine the quality of a CCOT • In charge of making sure the links work and that the site conforms to certain standards • Reviewer • Second person to determine the quality of a CCOT • Usually the Reviewer is a faculty member • Publisher • Final person to inspect a CCOT and moves it to public view • Administrator • Can perform the functions of every role • Can add new users • Viewer • Can perform no function; can only view contents • Cannot alter objects or move them through the work flow

  8. Workflow Summary • Locate and collect open content • Vet the content • Quality • Depth, breadth, cultural relevancy, authority of source, etc. • Technical • Accessibility, interoperability, etc. • Prepare open content for CC use • Customize, organize, localize, convert for accessibility, interoperability • Provide publication and dissemination options

  9. Workflow Proposed Stage 1: Coordinate Panels Stage 2: Collect Content Stage 3: Vet Content Stage 4: Disseminate Content

  10. Stage 1 • Staff • Select and invite Content Panel members • Select and invite Technical Panel members • Coordinate communications and meetings for Panels

  11. Stage 2: Staff • Staff • Identify and prioritize CCOT content needs, based on courses that represent 80% of enrollments • Planning project - only Mathematics: Statistics • Invite community college faculty to recommend, submit and/or develop OT for Open Textbook Project • Locate CCOT • Verify that the open license of the CCOT is modifiable (if not, seek permission from author)

  12. Stage 2: Panels • Content Panel • Set criteria for CCOT minimum standards • Develop a set of searchable identifiers for CCOT (e.g., metatags, discipline, reading level, year of development, author, etc.) • Technical Panel • Set criteria for CCOT minimum standards

  13. Stage 2: Community • Open Textbook Project Community Volunteers and others • Develop and contribute CCOT that meet minimum content and technical standards (esp. accessibility)

  14. Stage 3: Staff • Staff • Assign a tracking number to each CCOT and enters basic info about the CCOT into Inventory database • Post CCOT with ratings of below minimum standards to Open Textbook Project Community Volunteers for revision • Convert CCOT to meet interoperability minimum standards • Add CCOT with rating of “exceeds” or “meets” minimum standards to Inventory as a link to original source or as file • Inventory based on eduCommons model • Archive “canonical” snapshot of the CCOT for a given course for articulation purposes

  15. Stage 3: Panels • Content Panel • Assign searchable identifiers to CCOT • Rate CCOT by criteria • Technical Panel • Rate CCOT by criteria

  16. Stage 4: Faculty & Students • Faculty • Select CCOT for use in actual courses • Disseminate CCOT to students via download access from the Inventory for DIY student printing, campus services, or proprietary services • Faculty and students • Rate CCOT after use in an actual course • Ratings posted to Inventory automatically

  17. Proposed Timeline Stage 1: Coordinate Panels Stage 2: Collect Content Stage 3: Vet Content Stage 4: Disseminate Content

  18. Proposed Licensing

  19. Proposed Workflow for Campuses • Form Taskforce on campus to address adoption of open textbooks • Curriculum approval • Pedagogical standards • Articulation • Tech support • Bookstore and print shop services • Library • Faculty and department participation • Faculty training in development of OER • Marketing

  20. Proposed Workflow for Campuses • Foster community of educators who will use and contribute to open content appropriate for use as textbook at community colleges • Educate campus community about OER and open textbooks • Provide model Board policies about OER • Provide model tenure and promotionincentives for faculty to participate in OER • Provide guide for development and implementation of campus Taskforce to address adoption of open textbooks

  21. COMMUNITY COLLEGE OPEN TEXTBOOK PLANNING PROJECT Sustainability Business Model

  22. What Sustainability and Business Models are most viable for the Community College OpenTextbook Project?

  23. Sustainability • Unique sustainability challenges of open educational resource projects • Must find a way to sustain • Production and sharing of open educational resources • Use and reuse of their open educational resources by end users

  24. “Sustainability is more than funding models.” ~ S. Downes ~ • Quality processes • Technical • Openness, access and licenses • Staffing • Workflow • Maintenance

  25. Sustainability • Explore the viability of institutional and/or student use fees • Examine the relationship and cost-models for Connexion’s digital university press and the campus • Bookstores and Printshops as point-of-purchase centers • Identify sources of operating support from states, institutions, foundations and other complementary organizations

  26. Sustainability and Business Models Cathedral vs. Bazaar Connexions Breshears’ OpenTextbook Business Model Downes’ OER funding models Dholakia’s OER revenue models Stanford Encyclopedia of Philosophy model FOSS Approach Others?

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