Open Textbook Network & Rebus Community Host Office Hours
Beta Testing Open Textbooks
Oct. 25, 4 p.m. EST
Guest Speakers:Michael Laughy, Assistant Professor of Classics, Washington & Lee University; Dianna Fisher, Director of Open Oregon State; Elizabeth Mays, Rebus & Arizona State University; and others TBD
The ability to beta-test open textbooks with students and faculty in order to improve them quickly and repeatedly based on feedback, is one of open textbooks’ competitive advantages. What are the logistics of beta-testing an open textbook? Is the process different depending on whether the testing happens in the author’s or a colleague’s classroom? When and how can publishers of OER market a new work to benefit from beta testers? What are the best mechanisms for collecting and integrating feedback? How do you decide which suggestions should be implemented, and when?
Are you an author, librarian, or staff member creating or using Open Textbooks at your institution? Learn more about the metadata that helps make these books discoverable in this month’s Office Hours session! Scroll down to read a recap, or watch the video recording.
This month’s Office Hours event, hosted by the Open Textbook Network and the Rebus Community, covered a technical but important topic in the growing world of Open Textbooks – metadata. To help us understand how metadata works, we invited special guests Naomi Eichenlaub (Ryerson University), Sarah Cohen (Open Textbook Network), and Hugh McGuire (Rebus). Laura Dawson (Numerical Gurus) was unfortunately unable to attend the event, but you can read what she has said about metadata in the past.
Watch a recap of the session below, or continue reading for the complete summary. Metadata is a complex topic, and there were a lot of acronyms thrown around during this call. Scroll down to get some clarification on the technical terms mentioned during this event!
Rebus Foundation co-founder Hugh McGuire started the session by introducing the Rebus Community, which is building a new, collaborative model for open textbook publishing. Next, Sarah Cohen introduced the Open Textbook Network, which is active in over 600 campuses and promotes access, affordability, and student success through the use of open textbooks. She said there were currently 425 books in their Open Textbook Library, and that number was growing.
As the universe of Open Textbooks expands, Hugh said, it is more important than ever that we think of how these resources are categorized, and how they can be discovered by faculty and other users: which means using metadata.
Metadata is a bit of a buzzword, but what does it mean? According to the Government of Canada Records Management Metadata Standard, metadata is “structured information about the characteristics of an analog or digital resource which helps identify and manage that resource.” In the context of Open Textbooks, metadata is information about a book, attached to a book file, including the usual things like title, author(s), subject, license, and ISBNs, as well as potentially more complex data around versioning and accessibility.
Okay… but why should I care about it? Because metadata:
provides everyone with useful information about a book and its content;
can be both machine- and human-readable;
makes a book you create discoverable in different repositories, libraries, and catalogues; and
helps people in their search for the right book to adopt.
You may not be involved in determining how information about a book is being shared with different softwares (like libraries or repositories), but it’s important to know that information is being sent and received! Without it, books would be all but impossible to find and collections impossible to navigate, meaning that valuable resources couldn’t reach the people who benefit from them.
Naomi Eichenlaub, a catalogue librarian at Ryerson University, first came into contact with metadata while working on an Open Publishing Infrastructure Project to extend BCcampus’ Open Textbook collection and migrate it to eCampus Ontario’s new Open Textbook Library. During the course of this project, Naomi looked at trends in metadata, trying to find the best schema (a schema is a “framework that specifies and describes a standard set of metadata elements and their interrelationships” (ISO)) that would help integrate BCcampus’ repository. Naomi said they looked at various schemas, and settled with Dublin Core for this prototype. She hopes that this project will allow them to integrate other schemas, allowing them to submit content to different repositories, and in so doing, expand access to all kinds of content (not just books).
Sarah Cohen, managing director at the Open Textbook Network, said that they used Machine-Readable Cataloging (MARC records) in the Open Textbook Library, which can be downloaded by users if needed. The library does not host materials itself, but rather refers to other repositories, so OTN wanted a schema that worked well with Open Public Access Catalogs (OPAC) that most universities have. Sarah said that the challenge was to point to the right location for the content that was being searched, and allow for easy correction of any broken links. They are working with Colorado State University and the Online Computer Library Center to clean these records.
Hugh McGuire, co-founder of the Rebus Foundation, described the World Wide Web Consortium’s (W3C) initiative to create web-native standards for web publications. While this process is a lengthy one, it involves first determining which metadata fields are mandatory (like author, title, license), and which can be optional. Next, the web publication working group will look at ways to link this standardized metadata file to existing schemas. Hugh says that Open Textbooks will be the first use-case for this new specification.
Melinda Boland, a guest at Office Hours from OER Commons, explained that they host and link to over 60,000 pieces of OER in their digital public library. Michelle Brennan, their information services manager, said that they follow the IEEE standard for Learning Object Metadata as a guiding profile to make it easy for content to be searchable and for users to find these resources. Their approach is to build different modules on top of this core that map to different metadata standards in the field.
Thanks to Naomi for sharing this comic on Standards by Randall Munroe (xkcd.com). This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 License.
After speakers discussed the importance of metadata, and their different approaches, participants had some questions. Some wondered what kinds of accessibility metadata were being used. Michelle Brennan, information services manager at OER Commons, explained that they use A11-Y, which is a community-driven effort to improve web accessibility.
Others had questions about versioning, and its implications on a book’s metadata. Hugh said that this was something to think about as we work to build a formalized means of handling metadata for books on the web. Melinda Boland, also from OER Commons, said that including a Version History to each book (or web object) is good practice. Participants also wondered how different versions of a book would be indicated to users searching in repositories or catalogues. Jonathan Poritz, professor at Colorado State University, pointed to versioning systems like GitHub and Wikipedia to help track the lineage of an Open Textbook as it undergoes revisions or remixing. Another participant suggested the GITenburg project as an example.
This session revealed that we still have a long way to go in working out best practices for metadata in the Open Textbook arena, and that many conversations need to take place to best lay out a universal standard for all kinds of web-native open content. However, metadata is a fundamental (if complex) building block for Open Education, and we hope to have more discussions about them down the line!
To keep the conversation going, head over to the Rebus Community Forum, or join us at another Office Hours event.
Co-led by the Association of Educational Publishers and Creative Commons to build a common metadata vocabulary for educational resources. It is for learning objects only, and was recently accepted to schema.org.
Guest Speakers Maha Bali, Tara Robertson, Susan Doner, and others TBD
We have an opportunity to leverage open educational values to create a vibrant publishing culture. How do we increase diversity, equity and inclusion in OER publishing? How can we work together to ensure that diverse voices are equally valued? What barriers may exist in open textbook publishing that inhibit this vision? Join us for a discussion about how we can best move forward.
Are you an instructor, staff member, or librarian using Open Textbooks at your institution? Do you want to know how you can keep this resource updated over the years? This month’s Office Hours session on keeping open textbooks relevant will help you do just that! Watch the video recording, or read a recap.
During this session of the monthly Office Hours event organized by the Open Textbook Network and the Rebus Community, special guests Lauri Aesoph, BCcampus; Shane Nackerud, University of Minnesota Libraries; and Kristen Munger, SUNY Oswego discussed the challenges of keeping Open Textbooks up to date.
Watch a recap of the session, or read the full summary below.
For host Karen Lauritsen, of the Open Textbook Network, the topic of updating Open Textbooks is especially pertinent to their Open Textbook Library initiative – which acts as a database for reviewed and published Open Textbooks. Hugh McGuire, founder of the Rebus Community, also emphasized the importance of revising open textbooks to ensure that they remain a relevant resource in the post-publication years.
Following a quick introduction to Rebus from Hugh, Karen invited our special guests to describe their experiences.
Lauri Aesoph, manager of Open Education at BCcampus, explained some procedures that they perform, beginning with a comprehensive record of their collection in an internal document. This document includes date of creation, the type of license, and more, and is accompanied by a versioning history page for each book. Next, Lauri says that each book is updated for minor corrections and revisions. At BCcampus, they keep a static copy of the book available for use, while also giving individuals access to different editions (American and Canadian, for instance). The original edition of the book is always available for reference if needed. Similarly, Karen said that the Open Textbook Library has a dark archive in DSpace. Lauri ended by describing how BCcampus regularly polls faculty and staff to find out gaps and areas of improvement in certain books, and use this feedback to move forward with other updates.
Shane Nackerud, technology lead at University of Minnesota Libraries, discussed the process of taking Open Textbooks and revising them in Pressbooks. UMN has published three new open textbooks in-house, and is currently working on five more books. Their decision to republish a book, and update it in the process, is based on the hit count or the popularity of the book in the Open Textbook Library database. They also check to see whether the content of the book, such as images, is openly licensed. Another means by which they have been able to build the robustness of the Open Textbook is to ask institutions for supplementary or ancillary materials, and make this available to instructors. So far, responses to these calls have been limited, with only one institution providing supplementary material, but Shane hopes this will pick up as OER becomes more popular. Shane explained that these materials are placed in a restricted Google Drive, and are only shared with a faculty once their affiliation is confirmed. Since this process might get cumbersome with time, Karen suggested Proola as an alternative tool.
Kristen Munger, associate dean in the School of Education at SUNY Oswego, brought the author and editor perspective to this process. In her work with other authors using the SUNY system, she has found that even the most minor things in an Open Textbook require maintenance – for example, hyperlinks. Dead links are not helpful to students or faculty using the textbook, and need to be checked regularly. Any errors that are also flagged once the textbook has been adapted is helpful for updating the book. Kristen acknowledged that the Open Textbook provides a lot of flexibility to preserve its lifespan, meaning that it can be updated more easily than a traditional print textbook. However, at the same time, this poses certain challenges: How do you label a new edition of an Open Textbook? How is a new edition different from a revision of the book? Can you easily identify where you are in the process of updating the book?
Karen directed some of Kristen’s questions to the other participants. Alina Slavik from OpenStax jumped in, saying that for them, revisions refer to errata changes, while major content changes warrant a new edition. Alina pointed to an errata tool, allows people to submit suggestions for correction, displays a public list of errata that have been spotted, and allows individuals to see how errors have been dealt with. OpenStax also provide release notes accompanying each PDF that documents the changes made to that revision or edition.
Another participant wondered how best to deal with dead links, and how often these need to be checked. Alina suggested a program called Spider, that crawls through links monthly and notifies them when it catches a 404 error. Further, she says that OpenStax uses a redirect to an external link (eg.: http://www.openstaxcollege.org/l/24detplaceval), which means that they can update the link internally when needed without having to update the content. Regarding frequency, Alina added that the subject matter of a textbook is a good indicator of how often it needs checking. Kristen brought up the idea of having the author involved to care for the book, and implement changes like these, over a span of 5 years after the book’s release. Lauri said that BCcampus doesn’t have a system in place as yet, but just corrects the dead links as they are reported.
Other questions from participants included: How does an instructor ensure that students are using the most up-to-date version? Kristen said that instructors who are adapting the book can update it for their course, and in this manner, would be using the most “up-to-date” version. Lauri agreed, saying that it is up to the faculty member who adapts the book and in fact, this is a useful skill for an instructor to have. Participants asked if there are built-in versioning systems to track the life of an Open Textbook. Shane mentioned that an easier method of versioning is needed, and Hugh responded saying that a version control mechanism is in the works at Pressbooks, where the book’s metadata would capture and reflect information about its particular version.
The session concluded with the agreement that the driving force behind both the creation and upkeep of Open Textbooks are groups of willing and motivated people. It is critical to ensure the survival of Open Textbooks by working together, and thus ensure that OER creation is scalable in the long term. If you have any thoughts or resources you would like to share, please post them in the Rebus Forum.
Open Textbook Network & Rebus Community Host Office Hours
Wednesday Aug. 30, 2 p.m. EST
Guest Speakers: Laura Dawson and Naomi Eichenlaub
What are best practices for open textbook metadata, in order to maximize discoverability and account for the utility and remixability of openly licensed materials? How might we standardize metadata across open textbooks? What attributes should be included? How should metadata be handled across multiple versions of textbooks?
RSVP for the session. (Note that the session will be recorded.)
If you have any questions, or have difficulty entering the call, email us at firstname.lastname@example.org.
Are you a professor, librarian, or staff member looking for ways to prioritize accessibility in OER? This month’s Office Hours session on best practices for accessibility in open textbooks will help you do just that! Watch the video recording, or read a recap.
Accessibility in Open Textbooks was the subject of this month’s Office Hours, organized by Rebus Community and the Open Textbook Network.
Watch the video, or read a recap of this session below.
Hugh McGuire of Rebus Community introduced the guest speakers, who included Josie Gray, BCcampus; Krista Greear, University of Washington; Jess Mitchell, OCAD University; and Michelle Reed, University of Texas at Arlington Libraries. Each speaker presented a five-minute perspective on accessibility that included how they make open content accessible at their institution.
Josie Gray is an Open Textbook accessibility editor with BCcampus. She performs post-publication edits to open textbooks to ensure the content conforms to Web accessibility guidelines. Josie uses a screen reader, which uses markup of a web page to make things accessible to non-sighted users, to test the accessibility of the textbooks. She stresses that fluency in HTML is not needed to make open content accessible, especially in Pressbooks. She mentioned some accessibility best practices for markup, including adding link text, using table headers, adding captions and alt tags for images, and including long descriptions for images that would need this detail to understand if you weren’t able to see them. Josie advised authors to avoid conveying information through colour. She suggested BCcampus’ Accessibility Toolkit as a good starting point for those new to thinking about basic best practices to implement for accessibility.
Jess Mitchell, senior manager of research and design at IDRC, OCAD University, said there are a number of ways to make content accessible, including the best practices Josie mentioned. Jess pushed participants to go beyond checklists, and also think about the ecosystem that is required to make a piece of content accessible. “We want to start to think about pedagogically, how do you think about presenting materials in a way that can make them accessible.” She also talked about creating not just accessible materials, but accessible materials that “create an opportunity of discovery for the learner.”
Michelle Reed is an open education librarian from University of Texas at Arlington Libraries. She encouraged attendees to think of ways to prioritize accessibility in their institutions. Michelle said she aspires to limit or eliminate the need for commercial textbook remediation by making high-quality OER alternatives that are innately accessible. She mentioned that the use of materials remediated to be accessible is limited to students with a registered disability, when in fact making content more accessible and multi-modal could benefit all students.
Krista Greear is the assistant director for disability resources for students at the University of Washington. She has been working to make course materials accessible for the past five years. Krista works mainly with the remediation side of things, and manages a unit that provides closed captioning for course videos and other support for students with disabilities. “Accessibility is really giving students with disabilities the same right to succeed or fail as any other student,” she said. She talked about creating materials or retrofitting materials to be device agnostic, ability agnostic, and access to technology agnostic–or at least materials that can be easily turned into something that is readily usable by anyone. Krista reminded us about the various contexts in which students might use open textbooks, such as reading a textbook on the bus, or on a mobile device, and how these environments should be taken into consideration during their production. She said she believes the line between video and document content formats will blur further as textbooks become more interactive. Krista also advocated for accessibility practitioners to work alongside faculty and content creators in order to make accessibility possible as materials are created, not after the fact.
Karen Lauritsen of the Open Textbook Network mentioned that OTN had accessibility resources available in the recently released Authoring Open Textbooks Guide.
Hugh invited participants to join the Rebus Community Working Group on Accessibility to collectively build both checklists for accessibility and ways to integrate best practices into the authoring process.
Participants wanted to know whether speakers had a sample intake form with accessibility questions that professors/instructional designers could use when authoring an open textbook–something that would help authors think about accessibility considerations as they create content. Karen shared the intake form from the Authoring Guide, but cautioned that it may need revising for individual circumstances.
Participants talked about accessibility and interactive STEM content, especially for translating interactive visual models from an HTML5 canvas to a tactile learning experience. Jess pointed towards PhET, and Krista suggested the ITACCESS group and the ATHEN listserv as additional resources. Other questions were about accessible design in Google Docs – Grackle came up as a popular resource – and the community response to efforts to make OERs accessible. Our special guests agreed unanimously that response was positive, while they mentioned that convincing professors to devote time to remediating documents or recruiting volunteers was challenging.
Hugh inquired how much time our guests spent remediating textbooks. Michelle ran some numbers, and found that from April 1 to date, she and her students had spent 1,800 hours remediating 109 textbooks and 100 hours captioning videos. She said that it takes them 100 pages/hr to remediate non-STEM materials, while it takes 10 pages/hr to remediate STEM content. Michelle also stressed that due to copyright and funding restrictions, their work is not shareable with other universities. (So if another student needs the same textbook remediated, their institution would have to start from scratch, a key reason why she said accessibility should be built into textbooks from the get-go.)
The Rebus Working Group will continue the conversation around accessibility. Front of mind will be ways to make open textbooks accessible in the creation process and educate authors/faculty and institutions about why this matters. Interested in taking part? Join the Working Group on Accessibility.
Technology enables open textbooks to become living documents with longer lifespans than traditionally published textbooks. With that in mind, how do we care for open textbooks in the long term? How do we systematically ensure that new editions are created and that instructors know up-to-date versions are available? This session will discuss some of the challenges and opportunities of maintaining open textbooks.
In this month’s Office Hours, organized by Rebus Community and the Open Textbook Network, special guests and participants discussed their experiences with OER workflows.
Watch the video or read a recap of the session below.
Guests included Allison Brown, SUNY Geneseo; Rebel Cummings-Sauls, Kansas State University; Billy Meinke, University of Hawaii; and Anthony Palmiotto, OpenStax.
Karen Lauritsen of the Open Textbook Network introduced this month’s guests, asking them to briefly describe the processes they use when making open textbooks.
Billy Meinke, an OER technologist at UHawaii, works with faculty at his institution to shepherd them through the process of creating OERs. He shared an OER workflow diagramthathecreated, which provides a high-level view of the major steps involved in adopting and adapting an OER: priming, pre-production, design, development, and publishing. In order to make for more efficient workflows, Billy said, OER training at all UHawaii campuses also now includes Pressbooks training, to make individuals comfortable with the software they use for book production.
Rebel Cummings-Sauls is the director for the Centre for Advancement of Digital Scholarship at Kansas State University and specializes in copyright and Open Access. KSU provides grant funding for faculty to create open access textbooks and resources. Rebel said KSU prefers faculty to complete the resources commissioned within a year, though projects can take longer. Payment is one incentive she uses to keep projects on track. Rebel mentioned that one factor that can cause delays is that faculty members often want more rounds of private feedback on their textbook before it goes public.
Anthony Palmiotto is the editorial director at OpenStax, which creates open textbooks that are competitive with market-leading texts for specific college courses and makes them available free on the OpenStax website, generally under CC BY licenses. The OpenStax workflow begins with preparation: collecting market research, competitive benchmarking, educational research, length requirements, and so on. OpenStax involves faculty in this process, reaching out to them via surveys and at conferences. Often those who get involved in this way will continue to work on the project in later stages. OpenStax selects a team of faculty to work on the book as authors and reviewers. Later stages of production include revisions, originality checking, art rendering, fact checking and accessibility checks, and XML production. Anthony said OpenStax books typically take 18 months to 2 years to reach completion.
Allison Brown joined us from OpenSUNY, and described the production process for SUNY’s open textbooks. After a manuscript has been received, the workflow includes peer review, author revisions, copy editing, typesetting, proofreading, and finally publication. She said pain points included transitions (when a manuscript moves between collaborators such as writers and editors; or across platforms, such as from Word to Pressbooks) and copy editing. She said it’s important to forewarn authors of the expectations of them post-copy editing. To make the workflow more manageable, OpenSUNY conducts a thorough needs assessment of each manuscript prior to production. Allison says one common thread that ensures successful book projects is healthy communication with authors. She is transparent with authors, staff and freelancers, and clearly outlines expectations at various stages of the production process. She also mentioned the importance of someone acting as project manager to ensure projects stay on track.
The ensuing discussion touched upon a number of topics. Among these, the group discussed how to involve students in beta use and testing of books post-publication. Rebel said her institution obtains feedback on the books through several methods–evaluations, surveys, quizzes and forms from students whose faculty use the text in their class–and that they receive the bulk of student feedback and input in the first semester of a book’s use. Participants asked how OpenStax operationalizes originality checks and incorporates ancillary resources. Anthony said they use iThenticate and conduct spot checks of sections of copy with Google. Participants asked whether proofreading, copy editing, and design is assigned to freelancers or done in-house. Allison and Rebel both said that it varies with project, with Allison adding that she sometimes outsources cover design to students. One of the major themes that came out of this discussion was the importance of educating faculty and students about CC licenses and their implications, as well as copyright and fair use guidelines. New Prairie Press’ Permission to Publish was shared as a resource.
Guest Speakers: Josie Gray, BCcampus; Jess Mitchell, OCAD University; Michelle Reed, University of Texas at Arlington Libraries; Krista Greear, University of Washington
What are the best practices to ensure accessibility in open textbooks? In this session, we will talk about methods to ensure accessibility during authoring and post-authoring processes. We’ll also discuss how to audit the accessibility of existing open textbooks.
At the Rebus Community, we see peer review as a critical part of publishing open textbooks. In particular, it plays an important role in encouraging adoptions – both by assuring those looking to adopt a book that the material is of high quality, and also by building an engaged pool of reviewers who are themselves potential adopters.
Recognising this importance, we are working to develop – with community input – a clear, robust peer review process that can be applied to all open textbooks produced with Rebus (and potentially beyond).
Our recent Office Hours session on Peer Review for Open Textbooks surfaced some of the issues we will seek to address with the working group. These include:
What should pre- & post-production review processes for open textbooks look like?
How can we enable faculty adopters & students to provide feedback directly to authors?
How can we leverage the peer review process to market the book to potential adopters?
How do we manage the concerns and uncertainty around any non-traditional aspects of the review process?
How might reviewers be compensated for their contributions?
What tools do we need to support the process?
If you would like to be part of this group, please visit the project page and let us know you’re interested!