OER 101: Go Open, Go Free!

Welcome!

In this textbook you will be learning about Open Educational Resources and how to find, evaluate, modify, and adopt them for use in your classes.

Learning Outcomes

Upon completion of this textbook you will be able to:

1. Apply OER and Textbook Cost $0 (TXT0) principles to lower textbook costs for students.
2. Provide customized instructional materials that include indigenous, diverse and equity concepts and promote inclusiveness.
3. Apply basic concepts in copyright, fair use, public domain, and open licensing.
4. Search for and locate OER that support the learning outcomes of your course.
5. Evaluate and select high quality resources.
6. Modify or create resources.
7. Select accessible resources (or remediate/resolve compliance issues).
8. Share OER/free resources via Laulima or a public-facing platform.
9. Connect to OER communities within UH and outside of UH.

Table of Contents

Chapter 1: What is OER?

1. Define Open Educational Resources (OER) and the Textbook Cost $0 (TXT0) course designation. (LO1)
2. Articulate the benefits of using Open Educational Resources. (LO1,2)

Chapter 2: Copyright & OER

1. Understand copyright infringement and the fair use defense. (LO3)
2. Distinguish between openly licensed, public domain, and all rights reserved copyrighted materials. (LO3)
3. Distinguish between the different types and combinations of Creative Commons licenses. (LO3)
4. Ability to properly use and attribute copyrighted and Creative Commons licensed materials. (LO3)

Chapter 3: Prep & Planning Your Course for OER

1. Revisit course planning to identify content gaps that could be filled with OER. (LO4)
2. Create a project goal after looking at OER options. (LO4)

Chapter 4: Find, Evaluate, and Create Resources

1. Locate and search provided repositories for resources. (LO4,9)
2. Conduct searches on the internet to locate resources. (LO4)
3. Evaluate resources using a provided rubric. (LO5,7)
4. Connect with a national/global OER community. (LO9)

Chapter 5: Adapt OERs, Create and Share with your Students

1. Determine if adaptation is needed. (LO5,6,7)
2. Determine if adaptation is possible based on OER type and source. (LO3,5,6)
3. Adapt/modify and re-license a resource. (LO6)
4. Identify ways OER can be indigenized, localized and made more diverse, equitable, and inclusive. (LO2, 7)
5. Create and license a resource. (LO6)
6. Ability to share content via Laulima and other public-facing platforms. (LO8)
7. Ability to provide your students access to your resources. (LO8)

Chapter 6: Next Steps

1. Ability to designate a class as Textbook Cost: $0 following campus procedures. (LO1)
2. Provide feedback regarding OER training.

UHCC System OER Initiative

The High Performance Mission-Driven System (HPMS) Section of the UHCC 2015-2021 Strategic Directions explicitly lists the adoption of OERs as a strategy for reducing the cost of education for students (page 27). Tasked by our campus administrators to explore the opportunities presented by open educational resources in 2014, the UHCC OER campus advocates came together to share information and to develop common strategies and approaches where appropriate. In 2015, we were fortunate to receive funding from former Vice President Morton and the UHCC OER Initiative was born.

Campus Advocates

Individuals who have assumed or been assigned the responsibility to coordinate at the campus levels the following: implementing OER awareness campaigns; facilitating OER adoption and creation projects and related incentive programs; providing faculty support, training and OER-related workshops; coordinating campus TXT0 course marking program and associated data collection; managing expenditures; and submitting annual system-mandated reports. The campus advocates work to develop systemwide standards and guidelines and to coordinate training opportunities for faculty.

Attributions:

Photo "OER Logo", by University of Hawaiʻi OER, is used under a CC-BY 4.0 License.

Licensing Info

The University of Hawai‘i Community Colleges' (UHCC) Open Educational Resources (OER) Group created this textbook to provide on-going professional development to those who teach and those who support teaching.

This textbook is licensed under a Creative Commons Attribution 4.0 International License. unless otherwise noted.

Chapter 1. What is OER?

Welcome! We're excited to have you on this journey into Open Educational Resources (OER).

What Are Open Educational Resources?

So let's jump in. Watch the two videos below for a quick introduction to OER and why we should be using OER in our classes.

1. Watch: An Introduction to Open Educational Resources (3:47)
2. Watch: What is OER? (1:40)

Open Educational Resources (OER) are any kind of teaching, learning, and research materials that you may freely use and reuse at no cost without needing to ask permission. The creators retain copyright, however they determine in advance the licenses they grant the public, such as copying, sharing, and modifying.

OER is one of many movements inspired by openness to learning and knowledge. You may be familiar with terms such as open door, open access, GNU licensing, open source software, open courseware, open data, and open pedagogy.

Examples of OER include:

1. syllabi
2. lesson plans
3. presentations
4. assignments
5. exams
6. textbooks
7. videos
8. images

That means you can download a resource and share it with colleagues and students. In other cases you may download a resource, edit it, and then share it as a remixed work. How do you know your options? OER often have Creative Commons licenses or other stated permissions to let you know how the material may be used, reused, adapted, and shared. (Creative Commons licenses will be covered in more detail in Chapter 2.)

The worldwide OER movement is rooted in the human right to access high-quality education. This shift in educational practice is not just about cost savings and easy access to openly licensed content; it’s about participation and co-creation. Open Educational Resources (OER) offer opportunities for systemic change in teaching and learning content through engaging educators in new participatory processes and effective technologies for engaging with learning.

That means you can download a resource and share it with colleagues and students. In other cases you may download a resource, edit it, and then share it as a remixed work. How do you know your options? OER often have Creative Commons licenses or other stated permissions to let you know how the material may be used, reused, adapted, and shared. (Creative Commons licenses will be covered in more detail in Chapter 2.)

The worldwide OER movement is rooted in the human right to access high-quality education. This shift in educational practice is not just about cost savings and easy access to openly licensed content; it’s about participation and co-creation. Open Educational Resources (OER) offer opportunities for systemic change in teaching and learning content through engaging educators in new participatory processes and effective technologies for engaging with learning.

Defining "Open" in Open Content and Open Educational Resources:

The importance of the ethos of access to education is reflected in the fact that the expression "Open Educational Resources" was first used by the United Nations Educational, Scientific and Cultural Organization (UNESCO). OER are "teaching, learning or research materials that are in the public domain or released with intellectual property licenses that facilitate the free use, adaptation and distribution of resources." According to opencontent.org, the terms "open content" and "open educational resources" describe any copyrightable work (traditionally excluding software, which is described by other terms like "open source") that is licensed in a manner that provides the public with free and perpetual permission to engage in the 5R activities:

1. Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
2. Reuse - the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
3. Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
4. Remix - the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
5. Redistribute - the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

Definitions

Here are a few definitions from Open 101: An Action Plan for Affordable Textbooks (pdf) that we will use to guide our conversation:

1. Traditional textbook
   A printed text, peer-reviewed and faculty-written, that is published under closed copyright. This is the basic product that has dominated course materials lists for decades. In 2021 80% of textbooks are published by commercial publishers and the market is dominated by five publishing companies (2021, Business Insider).
2. Open textbook
   A peer-reviewed and faculty-written text that is published with an open license, is freely accessible online, and available in print at the cost of printing. The open license means that anyone can freely download, edit, and share the content with attribution to the original author. OpenStax, based at Rice University, is a popular publisher of open textbooks, and the Open Textbook Library contains a collection of nearly 900 open textbooks.
3. Open educational resource (OER)
   Hewlett Foundation, a long-standing advocate and benefactor of this effort, extended the definition of OER as “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”
4. E-textbook
   A digital version of a textbook. Typically, these are hosted on a secondary platform like VitalSource or RedShelf. While often available at a lower price point, these digital rentals come with limitations that students don’t like- such as copy-paste or print limitations. Additionally, many e-texts that are sold to students at the campus bookstore expire just like access codes do.
5. E-book
   UHCC libraries have large collections of e-books. Depending on the cost to the college, they may be able to order e-books for faculty so that students have free access to required reading.
6. Access code
   A string of letters or a login that grants a user semester-long access to various supplemental resources like homework, quizzes, and exams. Access codes can only be redeemed once, and often students cannot retain the coursework hosted online at the end of their course.
7. Bundling
   The act of combining a textbook (e-text or traditional) with an access code and/or other supplemental materials like a lab manual. The pervasiveness of bundled textbooks with access codes means that students cannot resell the book or will receive pennies on the dollar for the resale.
8. Custom edition
   A version of a textbook created by the publisher specifically for a school or professor, adding or rearranging content to suit their needs. These can only be bought and sold on-campus, reducing opportunities to cut costs by buying used versions online. In some cases, these are sold without a binding in loose-leaf (or “a la carte”) format that is impossible to resell. Custom editions can sometimes be conflated with bundles, since a book labeled “custom” may simply bundle with a “generic” textbook with a supplemental access code, rather than an actual custom edition of a book. Students report these arrangements leave them at a great disadvantage as they cannot resell these products to recoup their costs.
9. New edition
   An updated version of a textbook, typically every 2-4 years. Publishers claim this is to update facts, graphics, and other features, but our previous research found that these changes are merely nominal. The frequent revision of textbooks is a publisher tactic to undermine the used book market, since when faculty adopt a new edition, students cannot resell older editions at the end of the class. Sometimes, professors will assign an older edition of a textbook to help students find cheaper used versions, but after a few years the online used book market dries up and students must purchase higher-priced books from the campus bookstore.

In addition, here are a few more definitions used in our UH system:

1. IDAP (Interactive Digital Access Program)
   Interactive digital course materials at the lowest publisher price (negotiated by the bookstore). Prices vary depending on course materials chosen by instructors, but will be lower than what is listed on the publisher's website. IDAP materials are integrated into the Laulima system, are made available one week prior to the start of class, and last until the end of the term. IDAP rental charges are automatically added to students' MYUH accounts but it is up to the students to understand this if they wish to opt out. If a student opts out before the established deadline (ex. Spring 2018 deadline was January 29), the IDAP rental charges are refunded to the student's MyUH account. If a student needs to retake the class, they will need to re-purchase access to the materials. Learn more about IDAP and read through Leeward CC's OER Committee's OER vs. IDAP vs. Cengage chart.
2. Textbook Cost: $0 (TXT0)
   A designation indicating a class does not require the student to purchase textbooks or other course materials. Read more in the TXT0 section below.

Why Use OER?

There are many benefits to using OER in your classes.

Student point of view

How does the cost of textbooks impact students? For many years educators have noticed that commercial textbooks have become unaffordable for college students. In 2014 the U.S. Public Interest Research Group (PIRG) and the Student PIRGs published "Fixing the Broken Textbook Market," which revealed that about 65% of students did not buy the textbooks for their classes because they cannot afford them. A more recent 2018 study of 21,000 students shows that percentage at 64% (2018 Student Textbook and Course Materials Survey). Other effects of high costs include students taking fewer courses or deciding to drop courses.

1. 64.2% do not purchase the required textbook
2. 42.8% take fewer courses
3. 40.5% do not register for a specific course
4. 35.6% earn a poor grade
5. 22.9% drop a course
6. 18.1% withdraw from a course
7. 17.2% fail a course

Students on financial aid often do not get to buy their books until three weeks into the semester, making it almost impossible to catch up. And commercial publishers do not help. They issue new editions that do not have substantive improvements, forcing faculty to recommend new books for students and making it difficult for students to use second hand books. Books are published as loose-leaf materials so they cannot be resold back to bookstores. Publishers restrict libraries from purchasing copies of textbooks so that students are forced to buy them.

In the past few years, the nation and the University of Hawaiʻi have been paying close attention to the food insecurity issues for students. During the COVID pandemic, overall economic insecurity has further destabilized the lives of our students. A March 2019 study of California Community Colleges, California Community Colleges #Real Colleges Survey shows that out of almost 40,000 student respondents,

1. 60% were housing insecure in the last year
2. 19% were homeless in the last year
3. 50% were food insecure in the prior 30 days

Inflation and Textbook Cost

It was discovered, using US Board of Labor Statistics that from 1997 to 2018 commercial textbook prices had inflated by 200%, far exceeding the inflation rate of housing costs, which went up about 57%.

If we include data back to the 1970s, the inflation rate is over 1,000%. One of the main reasons for this trend is that, like patients and medications, students have no control over what textbooks to buy. Faculty make that decision, and if they are not aware of costs, textbook prices can inflate quickly. For a student with a loan, a $200 textbook, plus interest costs, would cost the student much more in five years. Student debt is a serious national problem and multiple generations of families are at risk.

Source: Fixing the Broken Textbook Market, U.S. PIRG Education Fund and the Student PIRGs. View text description

Student Views

Here is what some of our students are saying.

1. Watch: OER by Christina Kaleiwahea (2:00)

In spring 2019 Kapiʻolani CC students left these comments on an opinion whiteboard, which were then captured in the video below.

1. Watch: Kapiolani CC Whiteboard comments (2:01)

Faculty point of view

How can you help your students? Of the five key expenses for students listed below, Books and Supplies is the only factor that faculty have control over.

Expenses for students

1. Tuition and Fees
2. Room and Board
3. Books and Supplies
4. Personal Expenses
5. Transportation

In fact, when students were asked about their cost challenges, course materials ranked as the second most challenging cost.

Source: Student Watch: Attitudes & Behaviors toward Course Materials. 2017-18 Report

Benefits to Faculty

Faculty who work with OER have described many advantages. They are finding the materials just as good or better than the material found in commercial textbooks. Faculty have mentioned that they feel they need to use additional and unnecessary chapters in their classes to justify the expensive textbooks that students have to purchase. There is no requirement to change versions every few years and they can customize the material to match their course outcomes.

Additional benefits:

1. You can create materials that local students can relate to, replacing materials that are culturally insensitive with those that are relevant.
2. For example, an American history course in New York was developed to reflect the African American and Native American experience.
3. You can create materials WITH your students (donated assignments, reviewing quiz questions, editing course materials).
4. You can collaborate with other faculty on building textbooks that everyone shares,
5. And each faculty member can customize their own copy.
6. For example, there is a collaborative online international grant where faculty from different countries cooperate on developing OER with the help of their students.
7. You can design materials for co-requisite classes.
8. You can create customized assessments using Universal Design for Learning.

Faculty Views

Let's hear from a few faculty below.

1. Watch: My OER experience by Christie Fierro, Tacoma Community College (4:48)
2. Watch: Using Open Educational Resources - Jayne P. Bopp (5:52)

A recent AAC&U study shows a correlation between OER use, higher grade averages, and decreases in drop, fail, and withdraw rates. Underserved communities represented by PELL-eligible students and students of color show significant improvements. Cost reduction and customizing learning materials make learning equitably accessible for all students. The following discussion by Sheryl Shook, excerpted from a 2020 Kapiʻolani CC Summer Camp workshop, indicates how OER may help level the playing field in higher education.

1. Watch: Excerpt from OER: Be a Textbook Hero! (44:55)

And what are the overall benefits?

Research is showing that OER use is correlated with improved results in student success. When comparing open to commercial textbooks in classes with the same learning outcomes, there are no significant differences in effectiveness and user perceptions (Hilton III. “Open Educational Resources, Student Efficacy, and User Perceptions: A Synthesis of Research Published Between 2015 and 2018.” Education Tech Research Dev, 6 August, 2019. ). A recent study Achieving the Dream study posted in 2020 shows colleges are reporting enrollment and tuition benefits, positive teaching impacts, and the recouping of development costs. Community college students taking multiple OER courses earn more credits and get similar grades to students in traditional courses. A high level of student engagement is reported. Faculty reported that OER affects the way they present and use materials in courses and this makes the materials more relevant for their students. For institutions and budgets, estimates suggest a 3 percent institutional return on investment after the initial OER course development period and enrollment increases.

Studies are also showing that classes taught with OER are positively correlated with student success metrics. A study conducted by the University of Georgia and sponsored by the AAC&U (21,822 students) shows increases in grade point averages and decreases in drop, fail, and withdrawal rates.

Source: AAC&U, University of Georgia, The Impact of Open Educational Resources on Various Student Success Metrics, in International Journal of Teaching and Learning in Higher Education, 2018

Textbook Cost: $0

Now that you have a basic understanding about OER and how you have the power to help students afford college by using no cost instructional materials, let's now talk more about the Textbook Cost: $0 or TXT0 (the last character is a "zero") course designation. TXT0 is a designation used in Banner, STAR, and the Class Availability listing to inform students that a class has no costs for textbooks. All ten UH campuses have adopted the TXT0 designation agreed upon by members of the UH OER Committee and UH System. The following FAQs are taken and modified from Leeward CC's Go Open, Go Free Using Open Educational Resources website.

1. What is a Textbook Cost: $0 class?
   A TXT0 class is a designation for a class that does not require students to purchase any course materials out-of-pocket. Course materials include textbooks, readings, online tutorial and quiz platforms, software programs, etc. Classes may use a variety of Open Educational Resources (OERs), online resources, library resources, and faculty-authored materials to replace commercially-produced textbooks.
2. So, there is no textbook?
   Not necessarily.
3. A textbook may be required but the electronic version is free to the student. If a student wants a printed version they can print it for themselves or purchase a printed version for the cost of the printing.
4. The textbook may be an electronic book either freely accessible or available via the library.
5. Is Textbook Cost: $0 the same as OER?
   No. "Textbook Cost: $0" or TXT0 is a designation for classes that do not require students to pay for course materials. Materials in Textbook Cost: $0 classes can be entirely OER, include OER with other materials that are not OER but no cost to students, or use all no cost, non-OER materials. Essentially, students are not required to purchase course materials in TXT0 classes.
6. Where does the Textbook Cost: $0 designation appear?
7. The “Textbook Cost: $0” phrase and the TXT0 mark will appear on the UH System's class availability lists. You will often see the phrase in the Comments field for the class. You will also see the code (attribute) TXT0 in the class information. MOST importantly, your students will see this information in STAR when they register for classes. They will be able to search for TXT0 classes.
8. All TXT0 classes are listed at this UH System TXT0 website. You can search classes listed by campus and subject.
9. Would some of these Textbook Cost: $0 classes still require payment for Access Codes to online learning material like homework, exercises, additional reading, MyMathLab, MyWritingLab, etc.?
   No. TXT0 designated classes must use only course materials that are freely available to students from the first day of class.

Making your class TXT0

Now that you have some of the basics and common questions answered, let's get a little more specific. Up until now we've been focused on OER. As defined earlier, OER includes works with no copyright or works that allow open licensing in five ways, known as the "5 Rs." However, to meet the definition of TXT0, classes simply must not require students to purchase any course materials out-of-pocket. There is no rule requiring TXT0 classes to use OERs (or only OERs). Here are some non-OER materials that can be used and provided to students at no cost to them:

1. Instructor-created content. Whether or not the instructor chooses to openly license the copyright to the materials, the course can still be designated TXT0 as long as students are not required to purchase any of the content.
2. Videos, e-books. and journal articles provided by the college library.
3. Links to (copyrighted/restricted) materials, as this is an accepted practice by OER practitioners.

If you are looking to create a TXT0 class, you have several options. You could adopt an OER textbook to replace your current commercial textbook, you modify an OER textbook, you could choose to write your own content, you could curate and use free resources, or you could use a combination of OER and/or free resources. As stated above in the FAQs, the main thing is that students are not required to purchase any course materials out-of-pocket.

And now, for some additional FAQs for TXT0 at UHCC:

1. What if students want a printed copy of an Open Textbook?
   Students may choose to buy a print version of the textbook or print out any part of or all of the OER textbook, at their cost. While this may seem to conflict with the TXT0 designation, printing is a student's choice. The e-version of the OER textbook is available to all students on the first day of instruction, at no cost.
2. Can a class that uses instructional non-OER materials be designated TXT0?
   Yes. As long as there is no cost to students. Examples of non-OER (but free) materials could include copyrighted/licensed materials that are available through library subscription, in course reserves, e-versions purchased for multiple users by your library, or via links to copyrighted materials on the internet.
3. If a class has mandatory fees (for supplies), or an equipment list (e.g., tools for a trade program), can it still qualify for TXT0 designation if the course materials (textbooks, manuals, etc.) are all open/no cost?
   Yes. Supply and equipment fees do not prevent classes from being listed at Textbook Cost: $0.

Designating your class TXT0

Where can I get more information about TXT0 designations for my campus?

Refer to your campus’ TXT0 Designation Procedures.

Chapter 1 Attributions

Video: An Introduction to Open Educational Resources from Abbey Elder on YouTube is licensed under CC BY 4.0.

Video: What is OER? from The Council of Chief State School Officers on YouTube is licensed under CC BY 4.0.

"Open 101: An Action Plan for Affordable Textbooks" by Student PIRGs is licensed under CC BY 4.0.

"OER vs IDAP vs Cengage" by Leeward Community College OER Campus Committee is licensed under CC BY 4.0.

"Textbook Cost: $0 Frequently Asked Questions" by OER @ Leeward Community College is licensed under CC BY 4.0.

Video: OER by Christina Kaleiwahea, by EMC Leeward CC on YouTube is licensed under CC BY 3.0.

Video: Kapi‘olani CC Whiteboard comments by Kapi‘olani CC, hosted by Hawai‘i CC ITSO on YouTube is licensed under CC BY 3.0.

Video: My OER experience by Christie Fierro, Tacoma Community College from OpenWa on Vimeo is licensed under CC BY 3.0.

Video: "Using Open Educational Resources - Jane Bopp" by EMC Leeward CC is licensed under CC BY 3.0.

"Open Textbooks Access, Affordability, and Academic Success" by Open Education Network is licensed under CC BY 4.0.