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NACS Large Stores Group meeting keynote

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Keynote address at the NACS Large Stores Group meeting, February 13, 2017

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NACS Large Stores Group meeting keynote

  1. 1. The Future is Open University   Teaching  Fellow  &  Psychology  Instructor,  Kwantlen  Polytechnic  University Senior  Open  Education  Advocacy  &  Research  Fellow,  BCcampus Faculty  Workshop  Facilitator,  Open  Textbook  Network Rajiv  Jhangiani,  Ph.D. @thatpsychprof
  2. 2. “higher education   shall  be  equally   accessible  to  all”
  3. 3. The  cost  barrier  kept 2.4  million low  and  moderate-­‐income  college-­‐qualified   high  school  graduates  from  completing  college   in  the  previous  decade The Advisory Committee on StudentFinancial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
  4. 4. $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 US  Higher  Education  Funding  -­‐ $/FTE State Funding Tuition Revenue http://www.sheeo.org
  5. 5. 0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Hours  @  Minimum  Wage Hours  of  Work  Required  to  Afford  Tuition (University  of  Minnesota)
  6. 6. 1 Access  codes • Eliminate  no-­‐cost   alternatives • Eliminate  low-­‐cost   alternatives • Create  a  direct  link   between  the  ability   to  pay  and  ability   to  get  good  grades
  7. 7. What  can  YOU  do? • Survey  your  student  body • #textbookbroke campaign • Presentations   • Utilize  visuals,  create  displays • Speak  directly  to  faculty  &  admin • Suggest  that  faculty  review  a  textbook • Showcase  examples • Form  a  student-­led  OER  group • Connect.  Collaborate.
  8. 8. #TextbookBroke
  9. 9. #TextbookBroke
  10. 10. #TextbookBroke
  11. 11. Buy  used  (if  possible) Buy  online Resell  (if  possible) Rent Shared  purchase (Inter)library  loans Photocopy International  edition Old  edition
  12. 12. – University of  Minnesota student “I  figured  French  hadn't   changed  that  much”
  13. 13. 2012 2016 63.6% 66.5% Not  purchase  the  required   textbook 49.2% 47.6% Take  fewer  courses 45.1% 45.5% Not  register  for  a  specific  course 33.9% 37.6% Earn  a  poor  grade 26.7% 26.1% Drop  a  course 17.0% 19.8% Fail  a  course Florida  Student  Textbook  Survey 26
  14. 14. Revise Remix Retain Redistribute Reuse Source:  David  Wiley,    http://opencontent.org/blog/archives/3221 March  5,  2014,  CC-­‐BY open =  free  +  permissions
  15. 15. Source:  Creative  Commons,  2015  State  of  the  Commons  report
  16. 16. rijksmuseum.nl
  17. 17. ted.com ed.ted.com
  18. 18. rpsychologist.com
  19. 19. Not  just free  or  low-­‐cost  textbooks Not  just digital  textbooks
  20. 20. 32% faculty  assigning  OER 15% faculty  using  OER  in  their  classes 5.3% courses  using  an  open  textbook
  21. 21. Cengage  Learning  (2016).  Open  educational  resources  (OER)  and  the  evolving  higher  education  landscape.
  22. 22. 26% plan  to  use  OER  within  the  next  year 33% think  OER  will  replace  commercial   texts  in  general  education  courses
  23. 23. openstax.org
  24. 24. open.bccampus.ca
  25. 25. nobaproject.com
  26. 26. open.umn.edu
  27. 27. "Opening  the  Curriculum:  Open  Education  Resources  in  U.S.  Higher  Education,  2014"by I.  Elaine  Allen  &  Jeff  Seaman,   Babson  Survey  Research  Group is  licensed  under CC  BY  4.0 80% 75%
  28. 28. I  would  not  have  bought  the  text  book  for   this  course  because  it's  an  elective.  I   would  have  possibly  walked  away  with  a   C,  now  I  might  actually  get  an  A-­‐ It  is  easily  accessible   and  convenient.   Material  is  easy  to  understand   and  follow I  personally  really  like  the  convenience   of  having  the   complete  set  of  chapters  on  my  computer  and  even   accessible   from  my  phone  if  I  need  it.  I  like  that  I  don't   have  to  lug  around  another   text  book It's  free  and  it's  a  great  money  saver
  29. 29. Below  average 3% Average 20% Above  average 34% Excellent 43% HOW  WOULD  YOU  RATE  THE  QUALITY  OF  YOUR   OPEN  TEXTBOOK? Strongly  agree 6% Slightly  agree 12% Neither 17% Slightly  disagree 15% Strongly   disagree 50% WOULD  YOU  HAVE  PREFERRED  A  TRADITIONAL   TEXTBOOK? Jhangiani  &  Jhangiani  (2017)
  30. 30. 13 Peer  Reviewed  Studies  of  Efficacy http://openedgroup.org/  
  31. 31. 119,720 Students http://openedgroup.org/  
  32. 32. 95%  Same  or  Better Outcomes http://openedgroup.org/   openedgroup.com/review
  33. 33. Fischer  et  al.  (2015) • Quasi-­‐experimental  design • Propensity-­‐score  matched  groups • 16,727  students  taking  15  courses  at  10  institutions • OER  students: • Lower  withdrawal  rates • More  likely  to  pass  with  a  C-­‐ or  better • Higher  course  grades • Enrolled  in  more  courses  (current  &  subsequent  semesters) Fischer,  L.,  Hilton,  J.,  Robinson  T.  J.,  &  Wiley,  D.  (2015).  A  multi-­‐institutional   study  of  the   impact  of  open  textbook  adoption  on  the  learning  outcomes  of  post-­‐secondary  students.   Journal  of  Computing  in  Higher  Education,  27(3),  159-­‐172. doi:10.1007/s12528-­‐015-­‐9101-­‐x
  34. 34. Commercial  vs.  OER Hilton,  J.,  Fischer,  L.,  Wiley,  D.,  &  Williams,  L.  (2016).  Maintaining   momentum   toward  graduation:   OER  and  the   course  throughput  rate.  International   Review  of  Research  in  Open  and  Distributed  Learning.
  35. 35. “Mad” “Glad” “Sad” “Rad” Cost Completing  with  C  or  Better Student  Success  per  Dollar 0 100% $400
  36. 36. “Mad” “Glad” “Sad” “Rad” Cost Completing  with  C  or  Better Commercial Student  Success  per  Dollar 0 100% $400
  37. 37. “Mad” “Glad” “Sad” “Rad” Cost Completing  with  C  or  Better Commercial OER Student  Success  per  Dollar 0 100% $400
  38. 38. Fig  3.  Percentage  of  papers  published  by  the  five  major  publishers,  by  discipline  in  the  Natural  and  Medical   Sciences,  1973–2013. Larivière  V,  Haustein  S,  Mongeon  P  (2015)  The  Oligopoly  of  Academic  Publishers  in  the  Digital  Era.  PLOS  ONE  10(6):  e0127502.   doi:10.1371/journal.pone.0127502 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0127502
  39. 39. Fig  7.  Operating  profits  (million  USD)  and  profit  margin  of  Reed-­‐Elsevier  as  a  whole  (A)  and  of  its  Scientific,   Technical  &  Medical  division  (B),  1991–2013. Larivière  V,  Haustein  S,  Mongeon  P  (2015)  The  Oligopoly  of  Academic  Publishers  in  the  Digital  Era.  PLOS  ONE  10(6):  e0127502.   doi:10.1371/journal.pone.0127502 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0127502
  40. 40. Researchers in developing countries can see your work More exposure for your work Practitioners can apply your findings Higher citation rates Your research can Influence policy The public can access your findings Compliant with grant rules Taxpayers get value for money CC-BY Danny Kingsley & Sarah Brown
  41. 41. Campus  Stores  and  OER
  42. 42. OpenStax OER Print Textbooks Now Available through ! Support students with a print option through your store. • 10 -15% of students prefer a print edition • 15 Titles Available – Expanding to 25 titles covering multiple disciplines & the best-attended U.S. courses • OpenStax titles qualify for free freight (normal minimums apply) and can be placed into Bin & Hold orders with other titles. – Non-returnable – Supports Textbook Affordability – No minimum order, ships same day to re-stock • Current Title List: o Support textbook affordability with this Open Source alternative o Students order free digital text directly through OpenStaxcollege.org “What Is OpenStax?” OpenStax is one of the nation's fastest growing textbook publishers. It launched in 2012 with the goal of making college more affordable by publishing free, high-quality textbooks for 25 of the nation's most-attended college courses. Based at Rice University, OpenStax uses philanthropic gifts from major foundations to produce "open educational resources" (OER) – free, full-color, peer- reviewed textbooks that have the same look and feel as books that cost $100 or more. Order through your NACSCORP Account Manager, online or through Customer Service. Read the original OpenStax press release E-mail sales@nacscorp.com Web www.nacscorp.com Phone 800.622.7498 Fax 800.344.5059 Need a free online account? ISBN-13 Title Suggested List Store Cost 3-2016 9781938168376 Algebra & Trigonometry $58.00 $46.40 9781938168130 Anatomy and Physiology $52.00 $41.60 9781938168093 Biology $52.00 $41.60 9781938168390 Chemistry $55.00 $44.00 9781938168383 College Algebra $52.00 $41.60 9781938168000 College Physics $48.50 $38.80 9781938168116 Concepts of Biology $29.00 $23.20 9781938168413 Introduction to Sociology 2e $29.00 $23.20 9781938168208 Introductory Statistics $33.50 $26.80 9781938168253 Macroeconomics $33.50 $26.80 9781938168246 Microeconomics $33.50 $26.80 9781938168345 Precalculus $58.00 $46.40 9781938168239 Principles of Economics $38.50 $30.80 9781938168352 Psychology $38.50 $30.80 9781938168369 U.S. History $52.00 $41.60 Read 3/2016 customization press release
  43. 43. Working  with  the
  44. 44. One  model Commercial  textbooks • Publisher:  $77.4 • Freight:  $1.0 • Store  personnel:  $10.7 • Store  operations:  $7.2 • Store  income:  $3.7  (3.7%) • Cost  to  student:  $100 OER  print  on  demand • Print  on  demand:  $10 • Freight:  $0 • Store  personnel:  $10.7 • Store  operations:  $7.2 • Store  income:  $3.7  (11.7%) • Cost  to  student:  $31.6
  45. 45. What  is  the  institutional   impact  of  OER   adoption?
  46. 46. An  opportunity  to  forge   closer  relationships  with   faculty,  libraries,  and   teaching  &  learning  centres
  47. 47. • Rewrote  an  open   Art  textbook • Added  work  of  local   artists • Sold  for  $18 • 91%  sell  through
  48. 48. PM4ID
  49. 49. The Z-Degree REMOVING TEXTBOOK COSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM Decreased  cost  to   graduate  by  25% Increased   pedagogical  flexibility
  50. 50. • 700  courses • 84,000  students • >$10M/year  in  student  savings • Impact  on  learning
  51. 51. Textbook Costs and Opportunity Lost: What price-driven decisions are costing students Research has shown a positive correlation between access to course materials and completion rates and grades.1–5 And yet, one survey of more than 22,000 college students found, as many as As the survey uncovered, the decisions students make in light of the price of textbooks may cost them opportunity in the long run.6 of students opt out of buying required course materials for the first day of class.64% report dropping a course 27% of students 1 report taking fewer courses per semester 49% of students report not registering for a course 45% of students 1 2 3 4 report failing a course 17% of students
  52. 52. @thatpsychprof Rajiv@kpu.ca slideshare.net/thatpsychprofWWW

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