 Welcome to our webinar on open textbook and open access library research. This is from the community college consortium at the open educational consortium. This is our December webinar for our open community. It is my pleasure to have Bec Pitt from the OER research hub at the open university and Nicole Allen from spark joining us today. For those of you who might be new to our blackboard collaborate system, first I like to thank the California community college system that allows us to provide technical support. The only thing that you really might want to be aware of is that on the left hand side of your window you will see a list of participants. If you scroll up and down you should be able to find yourself in there as well. There is a little chat window that will be above the participants list or below. You can use that to find yourself. We will be doing our best to answer those as we go along but we will save some of the bigger questions for the end. Now I would like to ask you where you are from. There are a couple of ways that you can do this. You can either pick up the little star icon. It is in the toolbar that runs along the middle of your screen. You can pick up one of those and drag it over to where you are located on the globe or you can type in to the chat window. Yes, thank you Robin for sharing in the chat window that you are from Georgia. I know that usually most of our participants are from North America but in fact one of our speakers is from Europe. She is from the North America and we have a smiley face there. Occasionally we do get folks from a little further field as well. Wonderful. Thanks for sharing everyone. It looks like it is North America and Europe today. To let you know these webinars are recorded and they will be posted on YouTube within the week. We will be sharing more widely with colleagues that you have at your institution and around the world. Today, after a brief overview on the community college consortium for OER, we will get right into our research findings with Beck Pitt on open textbooks and librarians. We have Nicole Allen talking about open access and open education and how really intertwined these are and the important role that libraries play in providing open educational resources. I want to give my speakers a chance to say hi to the audience and tell us just a little bit about the work that they do. I'm going to start with Beck Pitt. She is a senior researcher at the OER Research Hub at Open University in the United Kingdom. The OER Research Hub has been underway for several years now and has done some really amazing research. Beck, can you tell us a little bit about the work that you do here? Hi everyone. It's great to be here. Thanks so much for inviting me to participate in today's webinar. I'm a research assistant on the OER Research Hub project. I will tell you a little bit about the project shortly. We are looking at the impact of open educational resources across different sectors in a wide variety of contexts. I'm responsible for a lot of the work we do around informal learning and open textbooks. I was also responsible for the delivery of our open research course a few months ago with peer-to-peer university. I previously worked on a project called Bridge to Success, which was about creating a whole course OER to help students transition into community colleges. Those courses were around maths and personal development. I'll tell you a little bit about me. I'm based here at the Open University in the Institute of Educational Technology. Great. Thank you, Beck. Beck has been not only working with formal learning institutions, as she mentioned, but also with informal learning institutions such as the peer-to-peer university. Interesting different aspects of OER. Next, Nicole Allen, who is the Open Education Director at Spark. Tell us a little bit about the work that you're doing, Nicole. Sure thing. Hi, Luna. It's a pleasure to be back on another one of the CCC OER webinars. So my work at Spark focuses on engaging and supporting the academic and research library community on open educational resources and related issues. For those of you who aren't familiar with Spark, it's an advocacy organization that's comprised of member libraries and works for more open systems for sharing the results of scholarly research. So I joined Spark about a year and a half ago. Many of you may know me from my previous work with the student orgs working with students to advocate for OER. And with Spark, I've kind of shifted my focus to working with libraries. And also, I put a lot of emphasis on public policy advocacy at the state and national level here in Washington, D.C. Great. Thank you so much, Nicole and Bec. We're really thrilled to have you. I just had a couple of comments in the chat window that it's a little muffled on some of the audio. So I'm going to ask both Bec and Nicole to speak just a little bit slower when we get to their presentations because I think that helps a little bit with the muffling. So thanks for your patience, everybody, the technology gods that they either frown or smile. And I hope they'll smile today. All right. For those of you who are new to the Community College Consortium for OER, we are an associate consortium at the Open Ed Consortium. And our primary goal is expanding access to high quality materials at the community college. And we do this through supporting faculty choice around materials and providing faculty development opportunities. And these webinars are part of that faculty development outreach that we do. We have experts such as Bec and Nicole come and talk about their work and trends in the field. And at the bottom of all of our goals is improving student success and providing more access for students. And so we do this through outreach to faculty primarily. We're continuing to grow. Over 250 colleges soon to be in 19 states and provinces. And we'd love to fill in the middle of this map a little bit more. So if you're located in those areas, please contact us about our membership. It's very affordable. And now I just want to briefly introduce the topic today. So Bec is going to share with us the impact on teaching practice of using OER. And so she has interviewed and surveyed both faculty and librarians. And many, of course, many of our librarians at the community college are faculty as well on the impact of their teaching practice of using Open Textbooks. She's also going to share a little bit about some of the student survey responses and how Open Textbooks have impacted students' experience of learning. And then we're going to hear about how Open Educational Resources really include open access journals. And I think we're all aware of that. But Spark has been making a really conscious effort to link these two together so that it's really clear when we're advocating for open access, we're also advocating for open education. And Nicole will also go into a little more detail on how the important role of libraries in the curation of resources and access to open research in OER. Both libraries at institutions, educational institutions, but also some of the public libraries that exist as well. And I think specifically she's going to highlight the Public Library of Science, which is a wonderful institution that does a lot of open access, high quality science journals. And I'd like to turn it over now to Beck Pitt to tell us about her work. Great. Thank you so much. Again, it's great to be here. So just to brief you guys about what I'm going to be talking with you guys about today, I'll just give you a little bit of an introduction about what we do here at the OER Research Hub. We're going to go on and explore some of our findings to do those in textbooks. And we'll work with OpenStacks College before going on to look at some of our survey findings and work that we did with librarians around the world, kind of based on previous presentations. So apologies if some of you guys are familiar with the material, if you're interested. Okay, so just to start things off, for those of you who are familiar with the OER Research Hub, we're a unit funded research project, we're an open research project. And we're looking at the impact of open educational resources around the world in all sectors. We work, as was mentioned in the introduction, with organizations and projects and initiatives in institutional learning, K-12 community colleges and higher education as well. Our research is structured by 11 hypotheses. Two of these are kind of central to all the research that we do with our collaborations and that's to do with student performance and satisfaction. And then also whether or not the open part of OER makes a difference in what ways does it make a difference and how the people, if and how people, use OER differently from other online materials. And as you can see from the other hypotheses that are here, we also look at the kind of range of other research questions, including whether or not OER brings financial benefits to institutions and students and whether it widens participation. And these hypotheses enable us to frame our research so that we can conduct comparative research across different contexts. Okay, great. As I mentioned, we're an open research project, so we make all of our research available in the open and you can go to our website and there's a lot of our research that's been blocked, but we also curate OER research and include our own OER impact map, which you can go and check out on the link below. OERmap.org. And just quickly to show you some of the collaborations that we work with, we have an open collaboration model, so we've built up a range of different relationships with people, amazing people doing great work around the world, including Ciavola who provide open textbooks in South Africa, the Flip Learning Network, Role4D, Solar Foundation, and others. Okay, so that's great. What I'm going to do, I'm going to talk about some of these findings from our work with OpenStacks College to begin with, so I'll start off with a bit of an overview of OpenStacks College. Then we want to talk about some of the findings. I'm also going to throw in some of our, thanks, Luna, for putting that in the chat box. That's great. That will take you to our website and we'll be able to check out more about what we do there and some of our research. I'm also going to throw in some of our overall findings. We've been working on running up surveys with our collaborators and we've kind of created a monster data set which gives kind of findings about OER use around the world. I'll be throwing those in as we go along through this presentation. Okay, so just very briefly, to give you an overview of OpenStacks, I'll start off with OpenStacks as I'm sure some of you are familiar with OpenStacks College. They published their first textbook in June 2012. There's at least 10 now, actually 10 open textbooks have been published today. They're planning a third or four OpenStacks books in 2015 and in August they're going to be producing textbooks specifically for K-12 as well. And OpenStacks has got about 21 textbooks planned by 2017 and to date they've saved students over $30 million. And there's a wonderful video that's just come out a holiday video where you can see some of the educators talking about the impact that OpenStacks has had on cost savings. As I'm sure many of you know, the impact of, on average, total textbook costs are around $1,200 and the impact of the cost of textbooks. I know that Barbara's here today when I haven't been fortunate enough to spend time talking with her. And as Barbara pointed out, the textbooks actually cost more than the tuition for most students and 63% of respondents in the 2012 Florida Student Textbook Survey reported not having purchased the required textbook because of the high cost. So OpenTextbook providers like OpenStacks provide online free resources that people choose are incredibly important within this context. Okay, so just to give you a brief idea of, this is a survey, basically the survey that I'm going to be talking about briefly. We ran a survey both with adopters of OpenStacks materials directly targeting that group and also a newsletter that OpenStacks produced. We kind of just let people know about the survey through that. We have nearly 100 responses in the end, 77 of which were people who told us that they were using OpenStacks materials. So this gives you a bit of an idea of this group of respondents that we spoke to. And over 90% of respondents told us that they had adopted Open Educational Resources to fit their needs, which is an amazingly high number when you think about people who... Excuse me. When you think that there's often maybe a perception that people don't adopt and remix OER, we found there's an incredibly high number of people, particularly in this group of respondents, that do adopt Open Educational Resources. Overall, our findings to date with educators indicate about 86% of educators that we spoke to as part of this project have adopted OER in some way. And we're kind of looking now more at what we mean by that question of that idea of adapting. Just also briefly to note that with this group of respondents, with our OpenStacks educators, when we surveyed them last year, we found that finding resources with sufficiently high quality was the top challenge most spaceport educators were using OER. That was also one of the top three challenges across the board for educators that we surveyed as part of this project. Okay, so just briefly to move on to talk about the impact on educators and students. We asked educators a range of different questions about what kind of Open Educational Resources they used, but then also about the financial benefits, whether they were financial benefits for themselves and their students, and also whether they questions about student performance and satisfaction. So I'm going to include some of those in that, but you can read the results in more depth in a series of blog posts that we published. I think it was end of June, early July time. We had a kind of open textbook research week, and there's a lot of the posts and interviews available on our website there. Okay, so just very quickly. One of the questions that we were kind of interested in asking people was whether or not using open-stucked college textbooks have impacted on their own teaching practice. So here's a range of kind of thoughts and people's experiences that we gathered as part of the survey. So you can see that people talk about, for example, the quote on the left-hand side, this respondent is talking about the kind of collective approach to compiling additional resources. Others kind of talk about the fact that using a resource and OER like open-stucked textbooks enables them to kind of be more creative and create more material that's tailored to their own students. And this kind of relates, is illustrated further by the fact that we also asked people in the survey about to what extent they agreed with a number of different statements about using OER such as open-stucked in the classroom. And over 67% of the people that we surveyed told us that this allowed them to better accommodate diverse learners' needs. It's also worth noting here that the top four responses here to this question are the same as for the overall educators that we surveyed as part of our research. So around 44% of educators that we surveyed as part of this project told us that OER allowed them to better accommodate diverse learners' needs. That's around 800 different people. Okay, to move on just quickly, just to briefly remark on the ways in which open-stacks has impacted on people's students. There was a range of responses to this question. This gives you a snapshot. Of course, one of the key impacts on students that we picked up on was that a number of people kind of talked about students being able to access resources before and after a class. They don't have to sell the textbook on when they finish their class. They don't need to wait for funding, financial aid to kind of come through, or wait for students to purchase textbooks. As somebody says on the top left-hand corner here, it's a great excuse to find students have access wherever and whenever they need it. Others kind of told us about student cost savings that were made. On average, there was about savings of about $208 per student. We also carried out a survey of students at the same time as surveying educators last year. Students that told us how much they were saving with open-stacks, on average, it was about $208. Just to give you an idea of cost savings from a student perspective, but I think that quite on the top left there kind of puts into perspective a student having to work 15 hours for each book that they had to buy. As also you can see, there's other educators reported their enrollment increasing, so they say they're not sure what it means to do with a textbook, but also others saying, actually, we've got a great up-to-date text, whereas otherwise we would be forced to purchase older kind of textbooks. And there's quite an interesting paper that I was reading about, eBooks. There's a great piece in educational research by David Wiley, John Hilton, and others, which talks about the need to kind of purchase online books each year, so the cost ends up being more over the same period of use that you would have had of a hard copy book I think it's around a seven-year period, so it's very interesting kind of to think about the cost and the patience as well. Okay, here's some books from our students as well. So we had feedback on the ways in which open-sex textbooks have impacted on students. People kind of remarked on a number of different things, including not having to carry so many books, but also their grades increasing, and the ability to kind of participate and access the education that they needed. As one student says on the right, they enabled them to develop knowledge because easily in areas where they wouldn't have otherwise been able to because they wouldn't have been able to afford to purchase a textbook. And almost 80% of the students that we surveyed last year thought they'd save money by using open-stacked materials. And these are students using materials in different contexts. So some of them were informal learners and more formal learners in different contexts. Okay, great. And just to finish with the open-stacked section of this presentation, I just wanted to end on a kind of reflecting on... We asked people about, as a result of using open-stacked materials, whether they were more or likely to do a number of different things. And I just wanted to pick up on four things here. The first is that just over 96% of people said they were more likely to recommend open-stacked textbooks to fellow educators as a result of using them. So there's a kind of sense in which people are spreading the word about or are more willing to kind of talk and engage with people and talk with them about open education resources. I think this is particularly the case when you look at the fact that 80% of people told us that they're more likely to discuss using open-stacked materials than their institution's administrators. And I think that kind of bodes very well in terms of spreading the word about OER and perhaps kind of indicating more advocacy approach. It's also interesting that nearly 80% of people have also told us that we're more likely to use other OER for teaching. So it kind of seems to be that once you start using OER, this positive experience or the experiences that people are having makes it more likely that they're going to use this type of resource in the future. Okay, great. So I don't know if there are any questions. I'm going to move on just... Okay, I don't think there's anything in the chat box to pick up at this moment, but there'll be time for some at the end. So just moving on to talk about the work that we did with another collaboration. This project, this collaboration kind of came about because we have an open collaboration model and I met Alaini and Nancy who worked with me on the slide that you're about to see on the survey that we ran. Once you know that Alaini work are involved in project co-pilot which are a group of librarians seeking to promote and share a number of OERs which were created as part of the Delilah project. I worked with co-pilot concentrated on a number of different questions but they had particular interest in the creation and sharing of OER and closing training gaps as well. So some of our questions were kind of around this and we're kind of building on some of the previous research that's been done on librarians and OER, for example, the Taylor and Sanchez work from 2013. So we had around just over 300 responses to these surveys. We ran one with co-pilot people who were connected to the co-pilot project in some way, but we also had a survey that kind of went out was kind of in the wild as it were out on email and Twitter and so on. So out of our respondents about kind of we put it down to around 218 co-pilot responses. Over 80% of our respondents were female and most of them came from the US and the UK and around 85% of respondents reported having a postgraduate qualification just to give you an idea of this group of respondents. Okay, so I'm very conscious of time. I'll just, again, this kind of gives you nearly 40% of our respondents told us they'd adapted OER to fit their needs and just nearly a third of respondents were created earlier after studying and teaching. Again, as you can see in the bottom left-hand box, the top three challenges faced by people include finding resources that's sufficiently high quality and the relevance of resources to people's needs. It's also worth noting that just to clear that people would be more likely to select a particular resource if it's being created or loaded by a trusted institution or person, which is particularly interesting. Also interesting is the fact that this group of people also said that CC licensing was very important when they were searching for resources. So we had, in our overall kind of monster survey, monster data sets where we've kind of put together all of our sort of findings. Just over a third of educators we surveyed told us that a resource having created comments licensing was important, whereas just under 70% of the librarians that we surveyed or this group of librarians told us that that was important. I just want to bravely say to talk a bit about the findings that we had around CC licensing. So just to put that into context, just over 70% of the people we surveyed into research had seen the Creative Commons license and knew what it means. So what we did is we showed people the license that you can see in the middle of the screen and told them to kind of tell us whether or not it was familiar to them. Around 55% of the educators we surveyed as part of the project told us they were familiar with the CC logo, whereas a much higher percentage of librarians that we surveyed are familiar. And it's kind of interesting to look at that. This slide is kind of examining that in relation to people who publish resources on an open license. So you can see that nearly 90, just under 90% of people told us they've seen the CC license. And obviously it's quite a small number of people. We need to do some more research around this. But I kind of think looking at the relationship between things called practices and familiarity with things like personal licensing is a kind of interesting thing to look at here. OK. Thanks for posting that, Mia. That's great. OK. So just very quickly to look here. Again, we kind of asked people to tell us a bit more about, as a result of using open educational resources, if it had any impact on a range of different behaviors. And as you can see, almost 70% of librarians that we surveyed make use of a wider range of multimedia. People were telling us that they had improved ICT skills. And a more up-to-date knowledge of their subject area. So it seems that with OER, you could kind of claim, or look to claim in, or building up a claim around that OER is helping people to enhance their skills. And that there's a kind of difference in which the OER that people are encountering is not sure of a high quality in order to have this kind of impact on people's understanding and knowledge of the subject area that they're working. So just to end. OK. I'm conscious of time. Should I wrap up shortly? Yeah. We should finish up in the next couple of minutes. Thanks, Bec. OK. That's great. OK. So I'm just going to skip over these sites very quickly. Because they're available on the OER Research Hub side share. And obviously the presentation will be available afterwards as well. So these sites are kind of talking a bit about if respondents have kind of created OER, we kind of ask them how they shared the OER, they create and measure impact. So the next couple of slides are kind of talking about that. And the difficulties of people understanding what, and as somebody says at the bottom, an adequate measure of impact is. So we kind of look at where some people are sharing open educational resources. And then also how people measure the impact. They told us that they're measuring the impact of those resources. Finally, this is just to kind of reflect on policies that people thought they were, that they thought would help to kind of make people help them to become more open. Some people talked about recognition for the kind of OERs that they were creating. Other people talked about the skills that they felt that they needed in order to be able to create and remix open educational resources. And then others talked about the need for policies around licensing and policies in their institutions. So just to conclude, there's obviously some questions about measuring impact and understanding quality in work that we're doing with the librarians. My colleagues are collaborators, kind of reflecting on the way in which a lot of the librarians that we talk to in the work, in our survey work, you know, people aren't necessarily, people are kind of working in silos and that's kind of reflective as well in the situation for many, many educators. So this is our work on open textbooks. We're doing further work with open-specs colleges and case studies at the moment. And then also surveying people again so we should have more data around uses of open textbooks. Shortly, we're also doing a great survey with BC Campus Open Textbook Project at the moment in British Columbia. And there's also some work that we've been doing, in South Africa as well. So those results are available. There's a series of blog posts I wrote with Mevin around that which contextualize those findings if you're particularly interested in that. So yeah, just to end on that, if you wanted to check out our overall findings, that's wonderful. Thanks, Ian. There's a link in the chat box to our evidence report. And yeah, we'd love to hear from you and your examples and impact on what you think about our work. Thank you over so much. Great. Thank you so much, Beck. We really appreciate you joining us. Beck is joining us from England today. And of course, we've taken up her evening of time. So really appreciate that. And the overview that you gave us about those students, faculty, and librarians, and also institutions, and how they're feeling about OER. So grab the links in the chat window if you want further information. And now I would like to turn this over to Nicole Allen. Thanks so much, Ina. And thank you, Beck. It was a really stimulating presentation. I'm a little excited about the work that you guys have been doing. So my talk here today is going to focus on connecting the dots between open access to research and open education. So just sort of taking a step back to talk about research more broadly and how that's important in the context of open education and how access to the results of cutting-edge research can be an important educational tool. So the open access movements and the open educational research movement are really kind of operating and seeing as two distinct movements. And actually Spark originally started out focusing only on open access to the results of scholarly research for over a decade. That was our focus. But recently we branched out to include open access to all outputs of the research process, which includes both the data that underlies the research that gets published and also the educational materials and tools that arise from that research and actually communicate the findings of it, the findings of centuries of human knowledge and discovery to the next generation of scholars and researchers through textbooks and courses and everything we teach with. So we're starting to see these two movements kind of converge in a way. So my goal here today is to give you a brief introduction to the open access movement and hopefully explain how this can be relevant to the work you're doing on campus to advance open educational resources. So we see the graph a lot. I know for those of you who have seen me present on OER, you see the graph showing the rising cost of textbooks. And this is actually not that graph, but it's a graph about the cost of serials, which the word used to refer to scholarly journals, that library pay. As you can see over just a couple of decades, how much money libraries were spending on access to journals that published the latest research increased over 400%, which is a similar problem to what we're seeing in the textbook market. And when you look at the cost of even just individual journals, you'll see in some fields the average cost of a journal like in chemistry is $4,000 to subscribe to that journal for one year. These journals contain papers about the latest research being conducted in chemistry. So it's an important theme for students and faculty to have access to on campus. And this is especially important when you hear about it a lot in the context of research institutions like Harvard and the UCs because the faculty and students that are conducting research absolutely have access to this information. But it's also really important for students more broadly to have access to the latest information in their fields to make sure that they can enrich their own educational experience and keep their knowledge up to date. But it's gotten to the point where even the wealthiest institutions like Harvard can't afford to purchase subscriptions to all of the journals that their faculty want. And I don't have any specifics on this, but my sense is that when we're talking about community colleges and really teaching-focused institutions, large teaching-focused institutions, it's just not possible to afford access to journals. So it's something that we're really missing out on in a lot of places. So I think that covers the cost of researching a library perspective. But this is also something that students and individual educators experience in their own lives. Of course, we all know what's happening with the price of textbooks. I actually just came across this is the most popular calculus textbook in the country. The price has risen to over $300 for a bundle containing this book of some institutions. And we're familiar with talking about the burden of instructional material costs in terms of textbooks, but it's actually the case that the cost of research articles impact individual students as well. This is just one example of a course pack that a faculty member assembled out of research articles and published in these journals. And the price of these course packs can get up to over $100. In some cases, I've seen prices as high as $400, because each of the individual articles, the publisher of that article, is going to charge a fee. So there is a parallel issue that impacts students. And then just taking a step even farther back is something that everybody in the audience has probably experienced at some point. I know I remember experiencing this when I was a student, but you go to Google and you Google a topic that you're researching. Whether you're writing a paper about it or just interested in it. And some links will pop up to articles that seem to talk just about what you're looking for in this case. This is an article that was just published about open textbooks in Utah that I tried to get access to about a month ago, but couldn't because when I went to the website, I clicked to download the article. I got hit with a paint wall. That says that I have to pay $30 to read this one article. And that's crazy because it's just one article and I don't even know if the information in the article is what I'm looking for. So what I did was move on, because I knew the authors were actually going to make this article open access, but think about this. This is what your students are experiencing. They suddenly find information that could be useful for their education, but they can't get access to it because it's really expensive. So I think one of the interesting things that's happened is with textbooks, students are buying and selling these books and sharing copies with their friends or just not buying the textbook because it's so expensive. One of the interesting things that has happened in the journal and article space is that there's actually a hashtag on Twitter where students can and researchers post a link to the article they're looking for and use this hashtag and somebody who has access to that is another institution that can subscribe to the journal, send the copy to them. Probably not the most legal way to do it, but it's just really a signal that the system is that broken, that students and researchers are forced to go through alternate means to get access to materials. So I think that just when you look at what's happening with course materials and what's happening with research, a message I often talk about is that students can't learn from materials. They can't afford. And I think that's what's happening in both of these spaces. And that's why those open educational resources and open access have kind of converged into this idea of openness as a solution. So in the research space, when you think about the opportunity here, so the research that's being conducted right now is incredibly valuable. But the question is, does our system for distributing it share our values as educational institutions? And the answer is no. I mean, right now the authors of these articles write them for free. The peer reviewers peer review them for free. And then the traditional journal publishers package up all of these great articles without research and then sell them back to the institutions where a lot of that research has been conducted to leave an entire swath of the educational community and the entire world without access to the information. And that's not even to mention that about 80% of research out there is publicly funded. So we the taxpayers are actually paying for this research. And yet we don't have access to them. We invest heavily in public institutions of higher education to make sure that those students get an up-to-date education, but they don't have access to the research and all of the newest information that our taxpayers' dollars have funded. So that's where we come to this idea of open access, which we define as the free, immediate, online access to scientific and scholarly articles with the right to fully use those articles in the digital environment. So those of you that are familiar with the Hewlett Foundation's definition of open educational resources as either in the public domain or released under an open intellectual property license that allows for free use and repurposing by others. It has those two elements. So one is free, meaning no cost and no barriers. And the second component is those reuse rights or open license. And in the open education space, we typically refer to the five-hour framework, reuse, revise, remix, redistribute, retain to define what is OER, what permissions make something OER. And in open access, we actually take a stricter definition. It's actually the Creative Commons Attribution Only license is the only true open access license. And it's really the only, since there's no expectation of payment for authors, really we want to set the bar really high that attribution be the only requirement attached to research articles. So there are two pathways for making material open access. So the first is to simply publish a research article in a journal that allows the article to be open access. So release under a Creative Commons Attribution license. And there are actually over 10,000 journals out there right now that allow that for their authors, which has exploded just over a decade ago. They're virtually gone. So one great example is CLOS, the Public Library of Science. And actually the last time that TCC OER invited me to speak on one of your webinars, somebody from CLOS was one of the co-speakers. But you can go online right now to CLOS and download and read hundreds of thousands of scientific papers that are all under Creative Commons Attribution license. And all of that material is available for use in the classroom. And then the second, so the first class is publishing articles as open access. And then the second pathway is to publish a paper in basically any journal and then archive a copy of it to take a copy of it and either post it on your own website or put it into a repository at a library that makes it available to the public. And there are actually over 2,000 repositories that support sharing research articles. And it's interesting, actually a lot of publishers now allow authors of research articles to do this. So it's not always that they can share the final copy but they're pre-printed copies of what they submitted to the publisher. About 72% of publishers right now actually allow some form of self-archiving to sharing the paper you published. And this is something where there's a lot of action in the policy space. So there are over 200 institutions where the faculty members have agreed that when we publish research we need to have the right to post that publicly. And the University of California actually just adopted one of those policies which is really, really exciting and groundbreaking. And then also in the public policy space I said before that about 80% of research is publicly funded and we just get the people that are funding research to make open publication of the results, a condition of the funding. It takes out some of the questions about sustainability and how to support open access publishing. And in the US the National Institute of Health actually already has a policy that requires researchers to share the results. And that's something that Spark is working very hard to expand. So many institutions actually have those repositories for their faculty members to share research. But there are also for faculty members or researchers at institutions about that. There are subject specific repositories. Online one example for physics is archive.org where you can put copies of your article and make them available for people to find. Of course you can just post it on your website but it's best to put it in a place where other people can find it. So I want to wrap up from the rest of the time I have given a couple of illustrations a bit kind of compact that open access to research results can have. So some of you may have heard on the news the story of Jack Andraka who was a 16 year old kid who won the Intel Science Fair because he invented a really revolutionary test diagnostic for pancreatic cancer. A 16 year old high school kid who was doing high level scientific research basically out of his bedroom. And he says that the way that he was able to get access to that information was through Google. And because a lot of the information from the national research funded from the National Institutes of Health is available open access he was able to get enough information to put together this really revolutionary peer. And of course we're talking about a high school student but this is the level of access that community college students have in students of institutions where the library can afford subscriptions to these journals. So expanding the amount of knowledge that is out there and making that available to the entire world, how many more Jack Andrakas are out there, how many are sitting in your classroom if they had access to more research. So another illustration is actually the benefits for authors. So this is of course something we talk about a lot with OER so why would an author want to publish open educational resources. And in the open access space, really the driving force behind publishing is this idea of citation and making sure that your scholarship is widely read and seen. And this graph shows actually an institution that adopted a policy, an open access policy, the citation rate of a mid-career researcher actually shot up after they adopted the policy because more people could read their research. And it only dropped off at the end because it's partially your data. And then the final illustration is the University of Minnesota. They have a really cool project and a couple of other institutions are doing this too. But it's a digital course pack pilot where they actually use the library's results to create course packs. And they significantly reduce the cost for students because students aren't paying to do the bookstore and through the library. And it's given them an opportunity to work with faculty to actually identify open access articles that students don't have to pay for to get access to. So you don't get those $400 course packs. And just by the way of closing on it, just mention that the idea of connecting all of these movements, so open access, open education, open data, is something that is really intuitive to the next generation, so students and early career researchers. And this is past month, Star Coast to the Navy in Washington, D.C., called OpenCom, where we brought in about 150 students and early career researchers from over 40 countries. And it just became really apparent that even though these movements have kind of evolved separately and have their separate messages, at the end of the day, they have so many similarities. And we can think about how to make the work that we're doing consistent with each other and communicate similar messages and use the opportunities that we have every day when advocating for OER to also advocate for open access and vice versa. We can advance the movements as they're connected all together. So I think I'll just leave it at that. I think the takeaway from here is just think about how we can, how can we advance our systems of sharing knowledge towards openness and all of its parts? So we're back to you. All right, great. Thank you so much, Nicole, for sharing that and giving us that wide overview of what's happened in the last 10 or 15 years around open access and how it's such a key piece to those of us who are involved in open educational resources as well. At this time, I want to say happy holidays from all of us at CCCOER to you. And we'll see you in January. And I want to open this up to questions. And if you have access to a microphone, you can click on the top button and ask a question, or you can pop a question into the chat window. And so far, I haven't seen any questions. So please do take this opportunity to ask both back in Nicole questions. Well, I haven't seen any questions thus far. Oh, Harriet's asked a question for you, Nicole, there. Will OpenCon be a yearly event? It will indeed. We haven't announced the date-care location of OpenCon 2015, but it's definitely in the planning stage. And the one thing to just think about is that one option that we make available primarily to Scott members but to all institutions is to actually sponsor a student to go. There's an application process. Of course, we actually had over 2,000 students from across the world apply to come to OpenCon, and we're only ultimately able to select about 4% of them to come. But we do have sponsorship opportunities where if you want to spend a student from your institution, you may consider doing that. Great. Wonderful. And Nicole, you do a fair amount of advocacy work as well. In fact, I think today you may be doing some advocacy work because I know that Nicole told me earlier that she was leaving from an all-day meeting on Capitol Hill just to come and talk with us. So we really appreciate that. So in terms of advocacy around OER and open access, anything coming up in the short term that we should be aware of? Well, so here in the US, as you all know, we just had an election. Congress is going to look really different next year. But I think one of the really interesting things is that on open access, we've been able to get a lot of bipartisan traction, which is a good thing because it's an issue that appeals to everybody on the more conservative side of things. It's about taxpayer access to taxpayer funding materials. On the more liberal side of things, it's about justice and access to information. So I think that we are going to see in kind of the tense policy environment that we're likely to have. This is an issue that one of the rare issues where both sides of the aisle can work together. And then I'll also just say that all eyes are going to be on the 2016 presidential election. And the idea of college affordability is going to be a big one. So I think we do have an opportunity there to make sure that OER and open access and open issues in general are put on the table. And that's certainly something that we all should be thinking about as presidential candidates to come to your campuses. Great. Thank you for that. Nicole, Jean has a question here, and I'm going to direct this to Beck. She asks, do you know of any work being done to have OER count towards tenure and promotion for faculty? And I wonder, Beck, if you have run into any of that in your surveying of faculty or administrators. Thanks for the question. That's great. That's very interesting. No, we haven't at present. I've been looking at an interesting question. I think I'm making a note of it as something that maybe would be something that we can look at in our future research. But no, unfortunately at present, we haven't, as far as I'm aware, looked into that in any depth, so sorry, Jean. But thanks for the question. Yes. Yeah, thanks for the question, Jean. I hear it talked about quite a bit. I haven't heard of any official policy in this area, but it has been identified as an issue. Nicole, do you have anything you'd like to share in that area? We may have lost Nicole. I know that she has to get back to her meeting. So thank you for the question, Jean, and it's a great one. I think we're going to close with the last question here from Constance. And she asks, which ones of the academic institutions have made the most progress as far as open textbooks? And I'm assuming you mean adopting and using open textbooks, Constance, so that it has the maximum impact for students as well as faculty. And actually, that would be a great number to ask Nicole as well to know she's done a lot of numbers in this area. While we're waiting for Nicole if she's coming back, I will let you know that in working on a California open textbook project this year, which we call the Library Cool for Ed, we have found that colleges have adopted at a higher rate. And actually, I'm not absolutely sure that it's a higher rate. But simply within California, we have many more community colleges, the two-year colleges, and we have universities and state universities. And so overall, we see more adoptions at the community colleges. Of course, we have many more students there as well, and so the impact is higher. And so I'm certainly open to anyone else who would like to share what's happening outside of the colleges on open textbook adoption. Go ahead. I'm going to ask Nicole, do you want me to jump in? Sure. Yeah, please do. Yeah, so just a couple of things from my perspective. So when we look at savings numbers and who's actually saved students the most money on textbooks, I booked a Washington State, their open course library program across those, I think, 34 community and people colleges there. There are some of the leaders. I think Kitewater Community College in Virginia with the Z degree, their project hasn't been in effect for very long, but as with anything, the savings will grow over time. And then another trend that we're seeing in some of the most successful programs that is advancing OER adoption are actually based in the library. So I just want to point to UMass Amherst Open Education Initiative students over $1.5 million by working with faculty to replace expensive textbooks with OER and other library based materials. Okay. Yeah, thanks. High level. All right. A couple of examples. Yeah, yeah. And we certainly have seen lots of savings, particularly in the math and statistics area with open textbooks of long standing, such as collaborative statistics and the wonderful work that's being done in the Maricopa District around open math curriculum. And they're using that throughout their district. And it's being used elsewhere now as well. So, yeah, lots of exciting stuff. And I guess we do need a real report on that sometime that's written up. So thank you, everyone, for joining us today. And thank you once again to our wonderful presenters, Beck Pitt and Nicole Allen. And we're looking forward to seeing you guys in January when we're back with another set of webinars. Happy holidays, everyone. And thanks so much, Ena. Yes.