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E-Textbooks Summary PowerPoint

E-Textbooks Summary PowerPoint. UB Libraries. Introduction: Fall 2012 – Spring 2013 Pilots. a course-based pilot administered by Internet2/ EDUCAUSE ( Courseload ) 840 students in 5 classes a site license targeted to introductory biology courses (Nature Publishing Group)

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E-Textbooks Summary PowerPoint

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  1. E-Textbooks Summary PowerPoint UB Libraries

  2. Introduction:Fall 2012 – Spring 2013 Pilots • a course-based pilot administered by Internet2/EDUCAUSE (Courseload) • 840 students in 5 classes • a site license targeted to introductory biology courses (Nature Publishing Group) • a multi-campus SUNY pilot (CourseSmart) • 443 students in 6 classes across three campuses (UB, SUNY Brockport and SUNY Delhi) • a student-based pilot administered by Internet2/EDUCAUSE (CourseSmart) • 314 students

  3. Initial StepsWhat is our scope? • The scope of the pilot • Course-based e-textbook implementation • Student-based e-textbook implementation • Site license • Student opt-in

  4. Initial Steps • Content acquisition • Partnership with the University Bookstore • Content Aggregators (CourseLoad, CourseSmart, Vital Source) • Individual Publishers (Cengage Brain, McGraw-Hill) • Academic collaborations (I2/Educause, SUNY)

  5. Initial StepsExclusivity Agreements • Exclusivity agreements with bookstores

  6. Initial StepsExclusivity Agreements • Many content providers—such as publishers, platform providers, and most commonly, campus bookstores being run by large national bookstores (e.g., Barnes & Noble or Follett)—are offering improved terms, rebates, student support services, and many other "perks" in exchange for contracts with digital exclusivity or an extension of existing exclusivities. In some cases, institutions have signed extensions to their bookstore contracts without noticing the addition of exclusivity language for e-content. One institution, for example, recently signed a contract that provided its bookstore with exclusivity for fifteen years. These contracts are often signed by people who may not be familiar with the pace of technology or the risks involved in long-term contracts. A coordinated discussion of the various aspects of e-content will help reduce the likelihood that a clause in the bookstore agreement will cause problems for the institution at a later date. • http://www.educause.edu/ero/article/e-content-opportunity-and-risk

  7. Initial StepsBookstore • Not interested in partnering. • Bookstore on the org chart • The bookstore’s prices equaled a 28% discount • Card issuance • LMS integration? • Bookstore runs HEOA database (E-Follett) for Registrar • Faculty do have an option to manually enter textbook info to get books from another provider

  8. HEOA To the maximum extent practicable, a school must post verified textbook pricing information for both required and recommended materials for each class on the schedule of classes that the school has posted online. This pricing information must include the International Standard Book Number (ISBN) and retail price for all required and recommended textbooks and supplemental materials for each course listed in the institution’s course schedule.

  9. Initial Steps What we considered • Content delivery • Integration into UBLearns (Blackboard) • Provision from Libraries’ website (site license) • Issuing credentials to students on an individual basis • Length of time: Semester rentals, annual rentals, academic career rentals, access in perpetuity • Accessibility issues • FERPA, privacy and identity management issues • UI considerations

  10. Accessibility Met with Office of Accessibility Resources before each pilot Consulted with university counsel Consulted with Office of Equity, Diversity and Inclusion (EDI) Talked with platforms about their compliance with Read & Write Gold Have not had any requests

  11. Accessibility Schools must provide accommodations or modifications to ensure that the benefits of their educational program are provided to these students in an equally effective and equally integrated manner.

  12. Initial StepsWhat we considered • Business models • negotiating discounted individual licenses on behalf of our students (opt-in e-textbook marketplace) • implementing course based fees (payment based on units purchased) • implementing a universal flat rate e-textbook fee (payment based on students participating) • implementing pay-per-use payment model • providing e-textbooks as part of financial aid packages • supporting the creation and use of open educational resources

  13. Initial Steps Library negotiates for lowest price • Negotiating discounted individual licenses on behalf of our students (opt-in e-textbook marketplace) • Cal State CSU Rent Digital Program page • Leveraging large student populations for an opt-in program

  14. Initial StepsPay per Use • Library pays publisher/platform amount equal to the number of e-textbooks used by enrolled student multiplied by the list price.

  15. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Implementation plan – How do we achieve the highest impact? 1. Targeted high enrollment courses 2. Targeted SUNY General Education requirements 3. Targeted course with expensive textbooks

  16. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Implementation plan – How do we achieve the highest impact? 4. Used library liaison structure to gather textbook information 5. Multidisciplinary focus: access to textbooks is not an isolated problem.

  17. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Impediments to Implementation 6. We had problems locating campus list of textbooks and costs for each course. 7. At the time, McGraw Hill sales reps were not familiar with the pilot, felt it was competition to their business, so they did not help in identifying classes.

  18. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Implementation plan – How did we identify select courses/faculty to participate? • Used library liaison structure to communicate our pilot to faculty via departmental listservs and meetings • Emailed and called faculty teaching highly enrolled courses, SUNY GER courses and liaison identified courses • With faculty, we discussed the terms of the pilot, Fall 2012 course information, interest level, textbook information, experience with e-textbooks, and next steps.

  19. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Implementation • Almost 50% of faculty expressed interest and requested a follow-up. • The majority of interested faculty did not use McGraw-Hill. • In the Fall 2012, the main difficulty in recruiting faculty was due to only one publisher (McGraw Hill) participating. • Prioritized courses by textbook (had to be McGraw-Hill), instructor enthusiasm, size of class, textbook cost and diversity of classes

  20. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Despite the e-textbook being provided free of charge, over 50% of instructors were dismissive or reluctant. Reasons include: • Unfamiliarity with the technology • Familiar but felt print is better for learning • Familiar but wanted to use a custom version of the textbook

  21. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload • In the Fall 2012, we had a lot of interest but the I2/EDUCAUSE pilot only had a deal in place for McGraw Hill. We strategically pick out courses that had expensive textbooks ($144-$233)

  22. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Classes and books • World Civilization – UGC 111 – Nancy Anderson • Bentley and Ziegler. Traditions & Encounters, Volume 1 From the Beginning to 1500 - 5th edition (2011). • World Civilization – UGC 112 – Jennifer Gaynor • Bentley and Ziegler. Traditions & Encounters, Volume 2 1500 to the Present - 5th edition (2011). • Circuit Analysis I – EE 202 – Ed Furlani • Hayt, Kemmerly, and Durbin. Engineering Circuit Analysis - 8th edition (2012). • Principles of Marketing - MGM 301 – Alan Dick • Kerin, Hartley, and Rudelius. Marketing - 10th edition (2011). • Discrete Structures – CSE 191 – Xin He • Rosen. Discrete Mathematics and Its Applications - 7th edition (2012).

  23. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Books used • Bentley and Ziegler. Traditions & Encounters, Volume 1 From the Beginning to 1500 - 5th edition(2011) • Bentley and Ziegler. Traditions & Encounters, Volume 2 1500 to the Present - 5th edition (2011) • Hayt, Kemmerly, and Durbin. Engineering Circuit Analysis - 8th edition (2012) • Kerin, Hartley, and Rudelius. Marketing - 10th edition(2011) • Rosen. Discrete Mathematics and Its Applications - 7th edition (2012)

  24. Courseload – Fall 2012Faculty engagement • QR codes did not work off the screen – Dr. Dick provided URLs – hence 40 engagements. • Integrate sharing with Facebook and Twitter. Don’t make students check yet another place for updates.

  25. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadTerms and UB Participation • $20000 for 800 students • We had 840 • 50 student leeway above your Tier • 370 valid survey responses?

  26. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial • Cost per student was $23.81

  27. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial • Pilot versus new print textbook • Savings off of new print: 87% discount • New print textbook prices ranged from $144 to $233 • Scope of savings from print: Up to $129,381 or $150/student

  28. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial • Pilot versus CourseSmart e-textbook rental (a competitor) • Savings off of CourseSmart e-textbook rental price: 75% discount • Semester rentals from CourseSmart ranged $75.50 to $122.50 • Scope of savings from e-textbooks: $58,245 or $68/student

  29. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial Traditions & Encounters, Volume 1 From the Beginning to 1500 - 5th edition $143.67 Print $75.50 CS $23.81 CL 83% savings off of print 68% savings off of open market competitor Traditions & Encounters, Volume 2 1500 to the Present $143.67 Print $75.50 CS $23.81 CL 83% savings off of print  68% savings off of open market competitor

  30. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial Engineering Circuit Analysis - 8th edition $233 Print $122.50 CS $23.81 CL 89% savings off of print  81% savings off of open market competitor

  31. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial Marketing- 10th edition $180 Print $94.50CS $23.81 CL 87% savings off of print  75% savings off of open market competitor

  32. Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial Discrete Mathematics and Its Applications - 7th edition (2012) $223.33 Print $117.25 CS $23.81 CL 89% savings off of print  80% savings off of open market competitor

  33. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed • 840 students • Pages viewed: 69071 • Average pages viewed per student: 82

  34. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book • Discrete Mathematics • 128 students • 10113 pages read • 79 pages per student • Power users (top 10%) read 26% of pages (2660) • Book has 1072 pages

  35. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book • Engineering Circuit Analysis, 8e 90 students • 3157 pages read • 35 pages per student • Power users (top 10%) read XX% of pages (1263) • Book has 880 pages

  36. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book • Marketing • 222 students • 18637 pages read • 84 pages per student • Power users (top 10%) read 33% of pages (6091) • Book has 746 pages

  37. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book • Traditions & Encounters, Volume 1 From the Beginning to 1500, 5e • 202 students • 25806 pages read • 128 pages per student • Power users (top 10%) read X% of pages (7403) • Book has 416 pages

  38. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book • Traditions & Encounters, Vol. 2 From 1500 to Present, 5e • 218 students • 11358 pages read • 52 pages per student • Power users (top 10%) read X% of pages (3626) • Book has 528 pages

  39. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage - Printing • 175 students printed (20%) • 28831 pages printed • For those that printed, the average was 165 pages. • Including all students, the average was 33 pages. • The top 10% of printing students printed 46% of the printing (13393) • High printer was 1828 pages.

  40. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage - Printing • Discrete Math – 26 printing students, average 198 pages • Circuit Engineering – 6 students, average 42 pages • Marketing – 40 students, average 142 pages • World Civ Vol. 1 – 45 students, average 225 pages • World Civ Vol. 2 – 58 students, average 132 pages

  41. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement • Total engagements 55642 by 386 students (45% of participating students) • Power users (top 10% of engaged students) accounted for 77% of the engagements

  42. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by course • Discrete Math had 714 engagements • Circuit Engineering had 53 engagements • Marketing had 12897 engagements • UGC 111 had 34090 engagements • UGC 112 had 7888 engagements

  43. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by date • 4524 in August (August 21-31) = 411/day • 19881 in September = 666/day • 17438 in October = 563/day • 9615 in November = 321/day • 4184 in December (Dec 1-14) = 279/day

  44. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by activity • 430 bookmarks • 766 notes • 54446 selections

  45. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Discrete Mathematics Annotations(25 annotations)

  46. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Marketing annotations(214 annotations)

  47. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload World Civilization 1500-present annotations (98 annotations)

  48. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload World Civilization From the beginning to 1500 annotations (1207 annotations)

  49. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Faculty Engagement • 40 notes by Alan Dick • 1 notes by Gaynor • No other faculty

  50. Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student survey • 417 responses or 370 valid responses (?) • 4 out of 5 classes responded • Paper survey in class • Nationally, UB accounted for 10% of the pilot’s response • Comparison with national stats?

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