Infrastructure for digital_integration
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This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
Infrastructure for digital_integration
- 1. Harnessing a Disruptive Force: Towards an eTextbook Strategy WCET 2012" San Antonio, TX
- 2. Agenda • CSU Fullerton Strategy" • Some Top Trends and Methods" • Fullerton's Three Phase Pilots • Phase I: Instant Access" • Phase II: Summer Pilot" • Phase III: Fall Pilot • Towards an eTextbook Model • Roles to Consider • Items to consider in the fit for you
- 3. Chris Manriquez Associate Vice President, IT & Academic Technology Officer
- 5. Overview ! • Founded in 1957 • 237 Acres Located at North of Orange County (about 7.5 miles north of Disneyland) • 36,000 Students by Headcount • Largest Campus in the California State University System • Fourth largest university in California next to UCLA, USC, and UC Berkeley • Degree programs offered: 103 (54 undergraduate, 49 graduate, including a doctorate in education) " "
- 6. Integrated Technology Strategy “The Integrated Technology Strategies are a set of interrelated information technology strategies that are visionary, collaborative, and sustainable while maintaining compliance and security.”! ! These strategies are designed to meet the missions and goals of the University through campus-wide Information Technology Governance.
- 7. Integrated Technology Strategy CSUF Information Technology Governance Sustainable Collaborative Visionary Information Technology Accessible Security
- 8. Deployment Context COLLABORATION! • Faculty Instant Access Program" • Faculty Exposure (Phase I)" EDUCATION! • Summer Pilot (Phase II)" • Fall Pilot (Phase III)" TRANSFORMATION! • Spring 2013" • Enterpise Deployment Model"
- 9. CourseSmart Deployment Why CourseSmart: " – Industry Leader" " " – Breadth of publishers " " " – Innovation and Development of tools" " " – Accessibility Leader" " "
- 10. CourseSmart Deployment Phase I Phase I provides faculty enterprise Exposure to e-Textbooks! " CSUF Sponsored CourseSmart as an InCommon Partner • CSUF uses Shibboleth (Open-source, developed by Internet2) " CourseSmart desk-side copy available via the Faculty Portal • Authenticated access to desk side copy • Utilizes single page CourseSmart ID "
- 11. CSUF CourseSmart Portal Site
- 13. CourseSmart Phase I Findings Adoption continues to be slow, but a transition to e-textbook is NOT an overnight event Key elements to grow success include: • Demonstrate a value add for digital over print that isn't “paving a cow path.”" • Value adds in addition to a change in delivery type, such as; tools to enhance content, and collaborative features." • Cover the breadth of publishers currently in use on the campus." • If the same publishers are not available, demonstrate what content and feature changes are available.
- 14. CourseSmart Deployment Phase II Pilot classes over Summer Session 2012 with paid for e- textbooks • Special Education course (8 week)" • College of Education – Dr. Kristin Stang " • Instructional Design course (8 week)" • College of Education – Dr. Lynda Randall Summer Pilot Objectives ! • Eliminate the “cost question” from student evaluation, but also is confounding as students may not see tool as valuable. • Load LTI settings with new Moodle 2.2 implementation " • Pilot process for Fall 2012 e-textbook per college course (8 total)
- 15. CourseSmart Phase II Findings Student Survey Responses – Preferred Features! • 26 respondents of 52 total (statistically insignificant, but qualitatively insightful)! Overall level of satisfaction from students is favorable and students enjoy Course Smart features such as: " • Use table of contents" • Search by word or by page number " • Add notes " • List and view detailed notes " • Use highlight technology " • List all highlights made " • Download onto computer for offline use" "
- 16. CourseSmart Phase II Findings Student Survey Responses – Positive Comments! • I liked having the text embedded into my Titanium (Moodle) course because it was easy to access ! • It was great. I love the e-Textbook online. Everything is electronically online and available! • It (iPhone) looked clear and easy to read as the computer.! • I love my iPad and the e-textbook worked great with it.! • I loved it! I've never had a more convenient textbook.! " • Some students express the need for training; they did not know how to download the textbook or using highlighting, notes…features."
- 17. CourseSmart Phase II Findings Student Survey Responses – Neutral/Negative! • I liked the convenience of having the e-textbook but wouldn’t buy it. I still prefer having a tangible book in front of me. ! • I would buy it if it were cheaper than purchasing a paper text. ! • I did not prefer this method. I am a person who likes to write in my book and search around the book much easier than I was able to online. It was difficult to remember where things were and to get to where I wanted to go without losing my previous place. ! • This was my first time using eText and I was not very aware of all of the capabilities, such as note taking and highlighting (both of which I don't like to do in hard copies so it's not my first instinct to look for these features). Perhaps an option to point out features of e-text for new users would be beneficial.!
- 18. CourseSmart Phase II Findings Faculty Responses! • Helpful to have it integrated into Moodle site • Not dynamic for lectures, in that live pages or text images can’t be referenced within a discussion forum, or a PowerPoint presentation • Option exists to install the book multiple times, within Moodle blocks, and have it open to a specific page, but that doesn't seem to be an advantage as it is a reinstall each time • Instead I chose to leave the book on the student’s “bookshelf” with the syllabus and have them “open” to whatever section they needed • Students asked for a guide to help them use the text, but one was not available "
- 19. CourseSmart Deployment Phase III Pilot classes over Fall 2012 with paid for e-textbooks in each college (8 total) • E-Text is not required use, but a supplement to the class" ! Fall Pilot Objectives ! • Eliminate the “cost question” from student evaluation • Identify and pedagogical or structural use differences between colleges use of e-textbooks "
- 20. CourseSmart Phase III Thus Far Institutional Discoveries! • There continue to be issues with versioning of e-texts required by faculty. • As much as 80% of campuses text not available • Supplemental materials continue to be an issue, as in the pilot they could not be made available due to publisher restrictions • A need has been identified for a closer vendor-partner relationship at a program level that works along side the university team to examine an e-text replacement but faculty driven program requirements in classes. • This would parallel the increasing demands of accreditation requirements at the program level and provide structures for assessment. "
- 21. Towards an Adoption Model
- 22. Digital Text Deployment Roles Student Content Faculty Provider Successful Publisher University Program Deployment Bookstore Institution IT
- 23. Thank You!
- 24. For more information: CSU Fullerton www.fullerton.edu Chris Manriquez cmanriquez@fullerton.edu