|Timestamp||Your Name (Optional)||Your Question|
|10/9/2019 10:29:52||Robert Cummings|
Cengage, Macmillan, and McGraw-Hill are all implementing subscription models. May we expect the same from OER textbook publishers?
|10/9/2019 10:31:57||Jenny Parks|
How is your organization working to ensure web accessibility compliance (Section 508)? Many resources claim they are web accessibility compliant, but, in fact, are not. Institutions are liable if they use non-compliant resources and materials. It is a huge effort to ensure compliance. How is your organization working to ensure that your learning materials are fully web accessibility compliant?
|10/9/2019 10:41:07||Dr. Ann O'Connor|
With an energetic move towards OER's, will institutions be able to affordably develop and maintain support materials, example demonstration videos, interactive exams, and games, in an on-going basis? Do you feel institutions will need to create an IT team just for OER management?
|10/9/2019 10:47:08||Verena Roberts|
How can we collaboratively co-design open content to support student learning? What the open pedagogical strengths and weaknesses of building open content together as opposed to developing textbooks/content to teach "at" students?
In my work with those who advocate strongly for OER, textbook publishers are often seen as the enemy of open education and all it stands for. In this new model, what is the role of for-profit publishers and is it possible for publishers to work together with other organizations to make low-cost, quality materials available for students?
|10/9/2019 10:51:55||Rebel Cummings-Sauls|
It appears based on my recent research that many publishers are violating federal and state laws as they enter into OER, How do you review federal and state laws as a publisher and what steps do you take to ensure that you are meeting requirements set by our governing bodies?
|10/9/2019 10:52:22||Josie Gray|
With learning materials becoming increasingly digital and interactive, how do you ensure that the resources you produce are accessible? Where does accessibility fit into your workflow? Who is responsible for accessibility?
|10/9/2019 10:59:22||Alex Wathen|
Many of us teach at institutions that do not value academic freedom and require a specific textbook to be used in a class. Do you have any suggestions for how the OER movement can become an advocate for academic freedom?
|10/9/2019 11:13:42||Curt Bonk|
What can we learn from the Global South to leverage learning materials like MOOCs and OER for sustainable development (rather than always asking the opposite question; i.e, what they can learning from the Global North)?
|10/9/2019 11:15:05||TJ Bliss|
Now and in the near-to-mid term, what should be the role of philanthropy in supporting the creation, maintenance and improvement of OER?
One issue we are experiencing today with our OER materials is the lack of seamless portability among different platforms and publishing venues. What do you see as a solution to this problem?
|10/9/2019 11:27:39||Christina Trunnell|
What models are being developed to more consistently integrate culture, social, racial, and gender inclusive materials across disciplines within your publishing practices?
|10/9/2019 11:41:32||David Ellis|
Is anyone currently examining or working with military training manuals for use in CTE fields?
Annonymous for what will be obvious reasons.
I'm less concerned about what the prompt asks and more concerned with the intellectual, time, and emotional labor that goes in to creating OER materials by faculty. For example, we have an international award-winning faculty member at SLCC who hasn't been paid one dime for their OER textbook work. (And counting travel for conferences is not the same as paying faculty for all of their labor.) In short, what about labor and treating faculty as content experts, creators, and innovators as they develop OER that saves students around the world millions of dollars? This goes beyond service, professional development, and teaching while at the same time connecting all three.
How will various content providers such as Lumen, OpenStax, BC Open, etc. identify materials that are accessible? For example, video captioning, alt-text on images, and other formatting for screen readers.
|10/9/2019 11:59:52||Mick Davis|
I teach science at a small community college in a rural county. Roughly a quarter of my students don't have reliable internet access at home. I make heavy use of online homework, quizzes, and simulations because they provide early-and-often feedback to students. However, that course structure creates a new disadvantage for some students, and in the past I have worked individually with students to make accommodations. Whether open or proprietary, are there technological solutions that could allow students to bulk-download activities when on campus, engage in the activities from home without network access, and allow transfer of activity data back to the instructor when the student returns to campus?
For the for-profit publishers: What are you doing to ensure student data is protected as you continue to move toward mainly digital platforms? Do you intend to sell that data now or in the future?
|10/9/2019 12:56:48||joey merritt|
We are facing an increasing push from our state to bring our most impacted courses online so that students have a better chance to complete these courses - especially ENGL composition and MATH (college algebra). We do not yet know which college will get the FTES for these courses so we don't have an FTES to use for create a contract with the publishers. How can we make publisher resources (similar to REVEL) available free to students who may not be enrolled in our college but are taking our classes?
What methods or strategies are you using to make sure new and diverse voices are being included in OER you are publishing? New and diverse include those traditionally marginalized in the textbook industry (i.e., people of color, Native people, women, LGBTQ). Thank you.
|10/9/2019 15:11:38||Jeanette Westfall|
Is there any communication or partnership in the works with The CollegeBoard to accept your content as acceptable/recommended "text" for AP classes?
Ever since librarians began purchasing electronic journal subscriptions from publishers, libraries have seen a definitive end goal for each of the for-profit publishers of these packages: start out affordable, then have institutions depend on a company for a product, then raise the price each year until even cuts to the budget cannot sustain the price anymore or costs on both the student and taxpayer increase.
For-profit educational resource companies are clearly shifting their models in the same direction - institutional subscriptions and package deals that prioritize volume over per-item cost. How can they avoid creating the same cost increases down the line?
What are the available vetting tools (similar to IMET, etc) that are used to qualify and categorize OER as useful and by type? This would be useful for school districts or departments when selecting curricula for adoption.
Commercial collaboration with Open Education is growing - including from the traditional academic publishers - through OER-based homework systems, discovery systems, and ancillary support. Although this may help with sustainability, how do we support faculty who are worried that their openly available materials will be taken and resold by commercial entities?
|10/10/2019 10:29:40||Matt Ruen|
Why should Open Education advocates and OER publishers listen to the opinions of the commercial publishers whose greed has directly caused the current textbook cost crisis?
|10/10/2019 10:33:20||Matt Ruen|
Why do the representatives from Cengage, McMillan, and McGraw-Hill believe they belong on this stage, when their employers' programs are actively re-enclosing OER within paywalled platforms, rather than producing genuinely open content?
|10/10/2019 10:34:18||Matt Ruen|
Does Open Education require Open content? Can you have open educational resources that are behind paywalls or other access barriers? Can you engage in open pedagogy without using open materials?
How do you intend to ensure that Open Educational Resources stay 'Open' to remixing, reworking and redistributing in the future?
How do you reconcile the not-so-subtle "packaging" of OER with the Non-Commercial license?
Kartik Arora (Edvanta Technologies)
A video/blog with 1000+ views is now comparable to a research paper, in a way that people refer to it, and accept it's authenticity. This enables misinformation, disinformation, etc.
The way content creation and content publishing is democratized, this effect will only magnify.
I would like to ask the panel how as a community we can address this issue and not contribute to it's very existence.
|10/10/2019 15:13:40||Jack Cooney|
Printed books as objects can inspire awe as they are opened and paged though. Have we identified any particular OER materials that prompt awe in the students accessing them?
How are publishers identifying laws that impact them as publishers (or are they)? What process did they or do they take to review the laws and how they must comply? Channels for identifying laws? Is this left to one lawyer? A Team? Shared responsibility among units? Which units? How often do they review? No one? As it comes up? Not it? (Finger to nose first)
Second, what infrastructure is in place to follow laws? Do they have systems for ADA compliance? Do they do a full review? At what stages? How do they ensure they are not violating copyright? Trademark? Patent? License/Agreements? How do they work with they HE community? Are they identifying their content correctly? Are they claiming to be OER when really they are selling an integrated textbook as defined by federal law? Are you providing payment or a service to faculty in exchange for the use of your content or platform?
|10/11/2019 3:31:18||Kelly Butler|
There is a five year recency expectation for material used in nursing courses. How is this issue addressed with no textbooks.
How are citation issues addressed with no textbooks.
|10/11/2019 10:36:33||Linda S. Williams|
For the commercial publishers: In the past, when commercial publishers have integrated OER into their offerings the content became outdated very quickly, thereby making it less effective. How do you anticipate handling the continuous improvement and curation of the OER content that you will be providing instructors and students?
|10/11/2019 11:03:59||Sheri Edwards|
How will you ensure peer review for OER is a rigorous process similar to that for subscription journals?
Why are Cengage, Macmillan, McGraw Hill, and other commercial publishers trying to convince legislators and others that "inclusive access," licensed homework systems, and other non-open and not free to students materials are somehow akin to actually open materials? Fine, sell your stuff, make your profits, but call it what it is -- commercial products -- and please stay away from the language and values of open because it confuses people who are new to this and don't yet know that your emperor has no clothes.
How do you square the “free” nature of OER with the obligation you have to maximize value for your shareholders?
|10/12/2019 13:12:52||Amy Tan|
Thinking about the different variations and complications of subscription models, how do you see them as part of the solution to sustainability (or not)?
|10/12/2019 13:15:12||Tina Ulrich|
What percentage of your projected earnings will come from the sale of student data collected from your digital textbooks and homework systems?
|10/12/2019 14:32:03||Nate Otto|
If the members of this panel have listened to the voices of the Open Educational Resources movement at any of the time since the first Open Education Conference in 2004, they would surely be deeply familiar with the pain and suffering that for-profit course materials publishers have caused to students, including to those students who must make the awful choice to forgo either access to those course materials or to life essentials such as proper nutrition. How can each of you justify your seat on a panel structured around discerning "how learning materials will be created, maintained, improved, licensed, sustained, and distributed in the future" when your companies have participated in the brutality of this market, unless your purpose for being here is to roundly renounce the practices of the for-profit sector in this market in favor of dramatically lower-cost options?
Which Creative Commons license do you apply to your educational resources?
Is you CC licensed OER simple to download in editable file formats?
If inclusive access models become widely successful, how will market forces will shape future pricing: up or down?
|10/13/2019 19:47:45||Kyle Mackie|
What we’ve seen in Ontario in the past 2 years is a new conservative provincial government who have acted in ways that most will agree is relatively unfriendly to education. Since being elected to office, they have discontinued funding to a number of open education initiatives. I’m assuming that this is partially a result of pressure from book publishers that open textbooks might be seen as competition. Can you comment on this, and provide some input on what you are planning on doing to ensure that open education continues to be recognized as important?
|10/13/2019 21:29:51||Geoff Cain|
I am concerned that in the quest for business profits that student access is going to get left behind. What kind of processes will commercial businesses put in place to ensure that all the learning materials, the text, tests, and ancillary materials will remain open and accessible to faculty and students?
|10/13/2019 21:42:07||Geoff Cain|
I often hear that businesses such as Lumen Learning are primarily concerned with student learning. Doesn't the business model undermine the credibility of such claims? This is not hyperbole or vitriol, but a genuine concern for what the ultimate concern for a corporation might be. Companies are beholden to investors and stockholders, why would faculty trust that the needs of the students would come first? What problem does incorporating as a business solve that incorporating as a non-profit would not?
Why isn't open education better represented here? So many voices not being heard.... again...
In a world of MOOCs, the internet, and where ever increasing amounts of knowledge are available for free online, what do you see as the value in students paying for educational content?
How do you currently use faculty in developing OER content in your platform? Do you attribute their work? If so, how? Do you compensate them? If so, how?
|10/15/2019 12:09:59||Matt Connell|
Many colleges have noted $50 as the max reasonable cost for course materials. How do publishers anticipate supporting OER with low cost ($50 or lower) options?
|10/15/2019 12:49:34||Lee Miller|
We know that many publishers have presented moving toward digital platforms and moving away from print. What are the goals of publishers moving to this platform and in what ways are you going to be able to support OER with these materials?
Many students today are using and/ or in need of effective and affordable educational software as a central learning tool, a need which has not been the primary objective of the traditional publishing industry. With the rising availability of open content taking on that publishing role, how will the best educational software for our students and instructors be developed , supported and sustained?
With a few major foundations funding the core of the main OER projects, what will happen when these funds run out?
What are the major considerations for developing and sustaining an open online homework software?
Akanksha Bhatnagar (University of Alberta Students' Union President)
How we can make our advocacy for open education more intersectional - particularly, how can we better integrate the voices marginalized folks in our learning materials and respond to our current world climate crisis?
|10/20/2019 9:25:44||Kathy Essmiller|
You gather learning analytics related our students' use of your platform and materials. From what review board or entities do you receive oversight regarding your company's collection, analysis, and retention of this data? Thank you. Most interested in hearing from fully commercial publishers.
|10/20/2019 9:30:03||Kathy Essmiller|
Would you identify the current state of #open (if more specificity is needed, OER) as a traditional commercial or an emerging commons? Would love to have fully commercial publishers share an understanding before others on the stage. I would like to hear about commercial publishers view of the commons independent of what the other providers have to share, without being able to 'echo' their answers. But also would very much welcome the insight if the others on the platform after that. Thank you!