Originality can be driven by new perspectives. Not being able to take a photo of sunset because everyone is doing it is not going to help us appreciate sunset individually. This to me contradicts what modern photography is progressively evolving to. We only have one sun but the way we see it doesn’t have to be the same and originality with only the location as a variable is a broad stereotype. The photographer is ultimately responsible to define originality after time spent on understanding all existing solutions to given subject. The better photographer will see opportunity for originality despite of the clutters. I’m not convinced that camera won’t help us take more original photos, people will.
Timothy Moore on LinkedIn
Over the last 20 years, the major US higher educational publishers have abandoned publishing books and courseware for any but the top 200 courses offered in higher ed.
That leaves around 4,000 regularly taught, standard courses for which there are few or no textbooks available (Source: Market Data Retrieval, a D&B Company). Most, if not all, of these courses are taught in 4 year programs, so set aside the Community College market for this article. Some of these abandoned courses typically enroll large numbers of students, very often 100+ at state universities, for instance. In fact, it may be safe to estimate that more than 40% of total FTE enrollments are represented by these courses.
[—] Someone should fill this gap, whether a start up or some other publishing company. Here are some reasons why:
• The market opportunity.
• The revenue associated with upper level textbooks is predictable and budgetable; each year more or less the same number of students take Course X in the US, and an entrant would likely have the only text available for over 90% of those offerings, I would estimate;
• There is an eager and ready talent pool that will welcome the opportunity to write texts again;
• It will bring good will to that entrant from institutions and professors, and from students as well—particularly if the entrant’s pricing strategy undermines current pricing strategies;
• These texts have been traditionally relatively easy to market, and would be especially so in our current search-dominated world;
• There is currently virtually no competition; it is Blue Ocean;
• And because these markets are global, the entrant can sell the English language versions to third parties for international distribution and sell Foreign Language Rights as well.
• It will be highly profitable: upper level texts were enjoying 40%+ net profit margins.
All of which leads to a stable and highly profitable business. A legacy business with upside. Who wants to seize this opportunity? It is there for the taking.
I enjoyed your article. It provokes an additional way to address the issue of the abandonment of traditional textbook publishing in higher education. I would ask: why should students, academics and publishers continue to rely upon texts? And if they did, is it not time for one that picks up some uncommon common threads? The availability of traditional textbooks has been largely supplanted by other sources of information and services for students. And, unlike the texts, the courses have not been similarly abandoned: yet your note is silent on our understanding of how these (best) practices have changed in education and publishing. Perhaps it is the change in best practice, and the role of ideas in those changes where the real opportunity is to be found? For example, missing is an explanation of what links the four phenomena that you have mentioned: first, the apparent publisher ‘abandonment mystery’; second, the apparent survival of students without texts; third the apparent survival of courses and academics without texts; and fourth, the local, global and foreign language growth of the higher education market has moved on, largely with a reduction in texts. Maybe the opportunity is in the linkages?
Thanks for another thought-provoking article, Tim. I agree with much of what Dr Glenn Rothberg outlines below – the concept of a “national market” for advanced texts may have gone the way of the 8 Track tape. Or perhaps it’s just evolving, more like MTV – or even vinyl, which has made a comeback in recent years. So maybe there *is* an unserved market for limited print run advanced textbooks. Certainly friends like Bill Webber at Sloan Publishing continue to serve their disciplines with the same dedication and engagement as in the old “P-H” days.
The interconnected nature of academic scholarship and best practice for teaching is certainly a driver – and the publishing/media marketplace has responded with a wide and diverse range of alternative platforms that leverage those connections – from ebook and digital library programs to self-publishing (at any number of sites) to peer-to-peer exchange of course and lecture notes and supporting materials. And don’t forget competition from the de facto global information standard, wikipedia.
__Timothy, please offer your MDR source link supporting this info “[-]. . . That leaves around 4,000 regularly taught, standard courses for which there are few or no textbooks available (Source: Market Data Retrieval, a D&B Company).” Thanks, Don.
Likely will be found in this Education Market Research, Market Data Retrieval
__Am considering pos/neg effects to the market for Ontario Creative Sector Copyright work _ “Work that must be licensed under CC BY includes new content created using [U.S. Federal Grant] funds, modifications made to pre-existing, grantee-owned content using grant funds, and new works and modifications made to pre-existing works commissioned from third parties using grant funds.” _ https://lnkd.in/eFVTz8d
A Creative Commons Model of U.S. Federal Grant Open Policy Language
Intellectual Property Requirements
To ensure that the Federal investment of these funds has a significant multiplier effect, as broad an impact as possible, be cost-effective, and to encourage innovation in the development of new learning materials, as a condition of the receipt of a [insert grant name] grant, the grantee will be required to license to the public all work (except for computer software source code, discussed below) created with the support of the grant under the Creative Commons Attribution license, version 4.0 or later (CC BY). Work that must be licensed under CC BY includes new content created using grant funds, modifications made to pre-existing, grantee-owned content using grant funds, and new works and modifications made to pre-existing works commissioned from third parties using grant funds.
Outsell Inc. – The report looks at whether adaptive learning really is the holy grail for educational publishing, how it is being implemented successfully by key content providers such as Pearson (NYSE: PSO), Houghton Mifflin Harcourt (NASDAQ: HMHC), Cengage Learning (OTCMKTS: CNGO), and McGraw-Hill Education, what the challenges are to the successful deployment of an adaptive learning offering, and how the future of this marketplace will manifest. It also contains a market map of the key technology providers in this space – including Knewton, CogBooks, Smart Sparrow, Snapwiz, and Knowledge Factor – and lays out a set of three scenarios outlining the potential for adaptive learning’s adoption in the education market over the coming decade.
__Open Licensing Policy Toolkit. “Introduction – The American people deserve open access to federally funded digital educational, training, and informational materials because they paid for them with tax dollars.” _ I just started reading and see interesting questions in the opening premise if it’s assumed that the price paid = value of the copyright to the creators _ Ontario Creative Sector is my interest _ https://lnkd.in/e9dmvez
To support the education of government staff creating, adopting and implementing open licensing policies – we’ve created an Open Licensing Policy Toolkit. While this draft is tailored for U.S. government federal staff, it can easily be revised to meet the needs of any country. We share it here under a CC BY 4.0 license hoping others will take, improve, and modify it to meet regional, national and/or local needs. We look forward to seeing what you create… and we are happy to collaborate with you should you identify an opportunity to work with your government on broad open licensing requirements on publicly funded resources.
__David Wiley gives us a sense of his pitch to a potential client of Lumen Learning i.e. a Community College Provost _ https://lnkd.in/e-cgZ4y
__”So what are some of the personal attributes of open educators?” _ “a nice, rebellious, autonomous lap-dog who likes to adopt Guerilla tactics” says Viv Rolfe
What is in it for those willing to ‘go open’? Why invest even longer hours in supporting educational practice?
I would describe my practice as one of ‘guarded openness’. I haven’t thrown myself out there and revealed all, as I see some people doing. I find it disturbing when people seem to ‘wash their dirty linen’ in the open. Some things are not meant to be discussed in the open, but should be reserved for private communication between the parties concerned. I also find that group think, constant self-affirmation and self-validation, either individually or as a group, that fails to stand back and look critically at this online behaviour, makes me feel equally uncomfortable. In the past year I have seen so much of these behaviours online. When I joined CCK08, I was really excited by the altruistic sharing of knowledge and learning behind the idea of ‘openness’, but recently it has seemed to me to be more about narcissism than altruism – about getting noticed and building up ‘numbers’ of followers, tweets etc.
__Then justify your “academic”decisions in clear, convincing terms. “In short, work through the decision to assign a textbook as you would a research question: Gather information. Weigh competing options and opinions. Move beyond the obvious. Innovate wherever possible. Revise. Seek feedback from peers. Revise again. Then justify your conclusion in clear, convincing terms. __ https://lnkd.in/ecunY5m
m.chronicle.com – by Doug Ward an associate professor of journalism and associate director of the Center for Teaching Excellence at the University of Kansas.
I’m not arguing that textbooks are evil or that instructors who use them are remiss. But here’s what I would like to see teachers do: Before you assign a textbook, check the price. Ask yourself whether students really need it and will truly learn from reading it. Check to see whether an open-source alternative is available. Scour the web and enlist your college’s librarians to find articles and posts that provide the same — or even better — information as in the textbook. Have your students find and recommend readings for your class. Work with colleagues to create a shared pool of effective course materials. Work with your teaching center to improve your approach to using class materials and class time for learning.
In short, work through the decision to assign a textbook as you would a research question: Gather information. Weigh competing options and opinions. Move beyond the obvious. Innovate wherever possible. Revise. Seek feedback from peers. Revise again. Then justify your conclusion in clear, convincing terms.
That’s what you expect your students to do. It’s not easy. But then neither is paying hundreds of dollars a semester for unused textbooks.
Featuring an extraordinary selection of original Batman drawings assembled from the collection of award-winning Designer/Writer Chip Kidd.
In 2013, DC Comics released a brand-new six-issue revival of the legendary Batman: Black and White series. Based on the hugely-popular 1996 publication, each issue of Batman: Black and White features several short-stories written and drawn by top comic writers and artists. In the first Issue, released on September 4th of 2013, Chip Kidd’s short-story titled “Don’t Know Where, Don’t Know When” (co- written by Michael Cho) was featured, and the issue also included a blank variant cover. This blank cover overlap allowed fans to seek out original sketches by their favorite artists, and became a popular collectable.
Since the release of this Issue, Chip Kidd has amassed a diverse collection of covers. For the first time ever, the Society, in support of The Comic Book Legal Defense Fund, is proud to display this collection in our MoCCA Gallery.
__Batman. . . Chip Kidd. . . “The Society of Illustrators is hosting an exhibit called “Batman Black and White: The Sketch Covers.” The pieces came from the collection of famed book designer Chip Kidd. The opening reception will take place on Oct. 7. The closing date is Nov. 7.” __ https://lnkd.in/e-T22JW
The Society of Illustrators is hosting an exhibit called “Batman Black and White: The Sketch Covers.” The pieces came from the collection of famed book designer Chip Kidd.
The opening reception will take place on Oct. 7. The closing date is Nov. 7.
__I am reading the Ontario Chamber of Commerce (OCC) report – Harnessing-the-Power-of-the-Sharing-Economy.pdf _ https://lnkd.in/ezXWuH2 _ “In a true sharing economy, the reward is gratitude” _ It is interesting to note that Creative Commons paid its’ previous CEO, Catherine Casserly, $377,574 in 2012. That’s grateful, right?_ https://lnkd.in/egCwbMJ __ https://lnkd.in/eCevWrh
Ryan Merkley is CEO of Creative Commons, a global non-profit organization with chapters in 85 countries that enables the sharing and use of creativity and knowledge through free legal tools.
We need to talk about sharing.
Much has been written about the “sharing economy” – web-enabled services like Uber and Airbnb that allow people to provide rides or rent their homes to strangers. It’s creating new opportunities to make money, and new challenges for established sectors all around the world. Last month, the Ontario Chamber of Commerce released its own report, citing estimates that the global revenue from sharing economy companies in 2015 will be $15-billion.
The problem is that there’s no “sharing” in the sharing economy. The real sharing economy is one built around goodwill, gratitude and mutual benefit, not commerce – it may even be a fundamental element of human evolution.
Sharing shouldn’t require compensation. If you’re paying for it, it’s not actually sharing: It’s just a service. But sharing can still create benefits for those who share, and is vitally important to communities and society. It’s something we shouldn’t distort just because it sounds good in the marketing copy.
__It appears that the OER Strategy Development Drafting Committee has now resolved the outstanding issues. Those who earn their living creating copyright educational resources should take this opportunity to review and comment on the Document’s key purpose, to gain Government Funding through policy changes that redirect public funds from copyright materials to Creative Commons licensed materials __ https://lnkd.in/ecB3RMJ
Draft 1.2 Updated: 20 September, 2015
This document is a synthesis of discussions held during an initial strategy meeting and feedback received from the OER community through conferences, meetings and sharing this document on global and local OER lists. We invite the global OER community to share their feedback on any aspect of the document, and particularly welcome feedback on our assessment of the state of OER and the broad priorities of the open education movement. Our aim is to create a document and related activities that support the community to engage in conversations about effective strategies for the adoption of OER, and to promote better coordination between different segments of the community so that we can better support each other.
For the immediate future, we would like to focus the conversations within the OER community. We encourage you to share this document and hold conversations in your OER networks, conferences, seminars and meet-ups. Our goal is to end with a document that is a useful foundation for effective OER strategy development.
Don Gorges commented on this
__“many savvy students” research and shop online where sources offer students options to pay less for textbooks than a Campus Bookstore price. the example Reading List $587 reduced to less than $100 by “borrowing, renting and sourcing free versions online” __ https://lnkd.in/ephv3dm
College textbook prices are on the rise, but several new startups, websites and initiatives are helping students to hit the books without breaking the bank. Bloomberg’s Willem Marx has the story. (Source: Bloomberg)
__David Wiley’s company, Lumen Learning, is positioned against education institutions who wish to increase student retention and their college’s profitability by providing their students with access to free textbooks __ https://lnkd.in/ewqwkjs
opencontent.org David Wiley Blog:
The problem with talking about efficacy is that it completely misses the fact that so many students go without access to textbooks because of their cost:
__Andrew Marcinek will serve in the Office of Educational Technology (OET) Open Digital Resources Adviser __ new position created – a great gig! __ https://lnkd.in/eBuQnyV
U.S. Department of Education Announces First-Ever Adviser to Expand Access to Open Digital Resources in Schools
Andrew Marcinek will serve in the Office of Educational Technology (OET) – [he] “has worked on education technology and digital transitions in school districts in both Massachusetts and Pennsylvania, and he’s done extensive research on how to integrate technology at scale in school districts to create a system that is sustainable and equitable for all students.
Don Gorges commented on this
__I am excited for you, Karen. All the best.
__”Under Canadian copyright law, duration is determined by the life of the author, and not by the life of the owner of copyright. – This is also true where works are made during the course of employment – copyright is determined based on the life of the author.” __ https://lnkd.in/ew6YJ9W
The Canadian Copyright Act provides the general rule for the length of copyright protection for published works as:
the life of the author, the remainder of the calendar year in which the author dies, and a period of fifty years following the end of that calendar year.
Under this life-plus-fifty rule, an author has copyright in a work he creates throughout his lifetime, and his heirs or assignees have copyright for a period of fifty years until the calendar year end after the author’s death.
Under Canadian copyright law, duration is determined by the life of the author, and not by the life of the owner of copyright. Where an author sells his copyright and assigns the rights in his work to another person or entity, the duration of copyright is still calculated based on the life of the author . This is also true where works are made during the course of employment – copyright is determined based on the life of the author.
__George Siemens: “adios to technosolutionism that recreates people as agents within a programmed infrastructure – My framework for technologies in the edtech space now, those that I find empowering for learners and reflective of a human and creative-oriented future, includes five elements:” __ https://lnkd.in/ezmjCQA
__Publishers are repositioning themselves in the market and expanding their marketing efforts to include both Faculty and Students through on-campus events, social media, email blasts and student ambassadors, among other newer marketing strategies. [paraphrasing article] _ https://lnkd.in/eqWvAzH
Textbook publishers explore direct-to-student marketing and sales
Don’t be surprised if major publishers show up on campus this fall. In an effort to increase awareness — and sales — of digital course materials, publishers are pitching and selling their products directly to students.
The ongoing transition from print to digital in the textbook world is providing publishers an opportunity to learn more about students as consumers and, over time, gain greater control of how course materials are sold, analysts say. Several of the major textbook publishers, Cengage Learning and McGraw-Hill Education among them, have already begun that process by expanding the scope of their marketing.
In the golden era of the print textbook, publishers relied on a business-to-business marketing model. They targeted faculty members, who then assigned the books to students.
“Those days have changed,” said Dawn Keller, senior vice president of consumer and digital marketing at Cengage. The publisher created the position about eight months ago. Keller said the company recognized it needed to expand its marketing efforts to include its end users — students.
“We have to develop relationships and engage them and understand them as consumers as much as we engage with faculty,” Keller said. “It’s not an ‘or’ strategy. It’s an ‘and’ strategy.”
__Same predictable puff pieces each September – Let me know if you see an unbiased perspective from a Journalist that interviews Educational Publishers about their creative work, and analyzes the Publishers AR’s __ https://lnkd.in/efpHdhe
“When people say, ‘Oh look, textbook prices are going up seven or eight per cent and that’s three times as high as the CPI (consumer price index), that’s true,” Koch said. “But it’s increasingly deceptive, because of the larger importance of the rental and used markets.”
__Conservatives announced “To provide further support to families through RESPs, a re-elected Harper Government will enhance the Canada Education Savings Grants – the matching contribution to Registered Education Savings Plans – for low- and middle-income families _ An additional $100 in matching federal grants per year compounded for 15 years at, for example, a real annual rate of return of 5 percent, amounts to more than $2,200” __ https://lnkd.in/eTxJrjB
__Brock University Campus Store website offers Students an Amazon.ca comparison pricing option by adding metadata-based external search capabilities _ https://lnkd.in/epqkMXx _ certainly a positive step, but much more could be done to optimize the shopping experience _ https://lnkd.in/eYbX6eu
Brock University offering ‘dynamic pricing’ to match online charges for materials
At Brock, that has meant turning to new computer technology to allow the Campus Store to offer “dynamic pricing” and be more competitive with online vendors such as Amazon. The store’s website will show students a range of prices, including for new and used, e-book and rental costs, along with Amazon’s charge.
__Michael Feldstein and Phil Hill articles contribute so much to understanding technology-driven design iterations and Professional Development process _ https://lnkd.in/eXdBEFz
__I encourage taking a close look at BCcampus’ open textbook collection, despite questioning the validity of the savings claims made by Andrew Wilkinson – how do they compare with $125 textbooks? https://news.gov.bc.ca/factsheets/back-to-school-for-bc-post-secondary-students _ https://lnkd.in/eCfxrY7