Progressing Towards Open Textbooks Learning Analytics System

Abstract

Textbook prices have been soaring at an unprecedented pace for the last four decades with no signs that this trend will end anytime soon. Several studies have suggested that a solution to this problem comes in the form of open textbooks. As a result, the growth of open textbooks is rapid and sustained. However, though the advent of open textbooks is encouraging, whether, how, and to what extent students are using their open textbooks remains unclear. Learning analytics for open textbooks can provide answers to these questions plus many others, and thereby offers the potential for improving planning, development, monitoring, evaluation and revision of open textbooks. Learning analytics applied to open textbooks has received little attention to date. This on the horizon paper presents and describes developmental work of a method to collect data produced as a result of students’ online and offline interactions with their open textbooks, the first part of a three-step process of learning analytics (the remaining two being data processing and reporting functionalities). The paper concludes with a presentation of future work, in line with the nature of this paper, which is work-in-progress towards developing learning analytics system for open textbooks.

Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy

“…Perlmutter (1997) notes that the textbook "is influenced by a complex amalgam of industrial, commercial, and social domains of control related to the particular qualities and complexities of the targeted audience" (p. 70). Beyond the replication of traditional textbook copyright constraints, the industry trajectory towards platformization and datafication (Prasad et al, 2016;Thoutenhoofd, 2018) points to the potential for an increasingly inaccessible and proprietary future constrained by the evolution of these technologies. Hamilton (2003) argues that textbooks have been used to, "mediate the structure of knowledge on the one hand, and the performance of teaching and learning on the other....at the same time, however, textbooks contain a deep contradiction.…”

Computer Science Course eTextbook Initiative at a Historically Black Colleges and Universities

“…While other estimates of annual expenses on textbooks vary by the year and the type of institution attended, it is reasonable to conclude that per-student expenditures on textbooks can easily reach $1,200 annually (Koch, 2006). This is a concern for both students and administrators at institutions of higher education because many students are making the decision not to purchase a textbook (Prasad & Usagawa, 2016;Redden, 2011).…”

“…Many low and middle-income students receive grant money to support their college education; however, many students do not receive enough funds to cover the expense of their books and when they do, the checks from financial aid are often received late and when classes have begun (Advisory Committee on Student Financial Assistance, 2007). The rise in textbook price has increased for the last four decades with no signs of this trend ending soon (Prasad & Usagawa, 2016).…”

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação

“…Smith & Lee (2017) x x x x x Woodward (2017) x x Salem (2017) x 2017x x Kaatrakoski, Littlejohn, & Hood (2017) x x x J. Xu & Rees (2016) x x x x x Cinganotto & Cuccurullo (2016) x x Elizabeth & Peláez (2016) x x Juszczyk & Kim (2016) x x Falconer, Littlejohn, McGill, & Beetham (2013) x x Nascimbeni & Burgos (2016) x x x x Prasad, Totaram, & Usagawa (2016) x x x Jung & Hong 2017x x Massis (2016) x x Swirski & Baram-Tsabari (2015) x x Merkel & Cohen (2015) x x Farrow, de los Arcos, x x Caro & Lesko (2014) x Hemingway, & Hartwell (2011) x x x x Dhlamini (2011) x x x x Santally (2011) x x x Hemingway, Angell, Hartwell, & Heller (2011) x x x x x L. Anderson 2011x x Perks (2010) x x x F. J. M. Gutiérrez & de los Santos (2009) x x Schuwer & Mulder (2009) x x x x West & Daniel (2009) x x x Kanchanaraksa, Gooding, Klaas, & Yager (2009) x x x x x Keats (2009) x x Bissell (2009) x x Wiley & Gurell (2009) x x x Kumar (2009) x x x x Gourley & Lane (2009) x x x x Godwin, McAndrew, & Santos (2008) x x x Okada (2007) x x x x Koohang & Harman (2007) x x x Hassall & Lewis (2017) x x Mills (2016) x Leffa (2016) x x x …”

“…Usagawa (2016) que aborda o monitoramento, descrevendo a implantação de ferramentas de learning analytics para avaliar o uso de livros abertos digitais(Prasad et al, 2016).Outra atividade transversal, a avaliação da qualidade foi abordada em 11 artigos: uma revisão dos critérios técnicos de avaliação de qualidade em repositórios (Atenas-Rivera & Havemann, 2014); descrição do emprego de mecanismos de avaliação da qualidade técnica de REA repositórios(Amiel & Soares, 2016;Guedes et al, 2015) e da precisão de materiais de para avaliação de adequação ao propósito(Jung et al, 2016) e descrições do emprego da adequação ao propósito na identificação de cursos mais adequados para uso de REA (E Davis, Cochran, Fagerheim, & Thoms, 2016),. na busca de REA (Caeiro-Rodríguez,Rodríguez-Bermúdez, Nistal, & Santos- Gago, 2016;Sinclair et al, 2013) e no uso estratégico de REA para melhora de currículos de cursos(Armellini & Nie, 2013).Os modelos de negócios de REA são especialmente complexos, principalmente no que se refere ao fluxo de receitas, pois os recursos a serem oferecidos são gratuitos, por definição.Por isso, os modelos de negócio devem ir além do modelo Canvas e tratar da cadeia de valor (de Langen, 2013).…”