Open Educational Resources (OER) at UVA

We're committed to providing on-going workshops and information sessions on a variety of topics.  We record these sessions and invite you to view previous sessions.  All workshops and 'Lunch and Learn' sessions will be posted on the Library Learning Calendar. If these times don't work for you, feel free to contact us to schedule an individual session. 

Previous Recordings

Using Libra & ORCID for OER 

Presented by Winston Barham, Open Access Librarian

Libra is UVA's institutional repository for scholarship.  Depositing your work in Libra makes it available to the world while providing safe and secure storage.  In this session, Winston Barham, Open Access Librarian, will provide the foundations for getting started in Libra with an eye towards OER deposits of text and media.  In addition, he will introduce you to ORCID, a unique researcher identifier that you may use to connect your scholarship throughout your professional life.  You will leave the session with concrete knowledge of how both Libra and ORCID can impact the sharing of your OER scholarship.

Copyright I: Overview for OER  

Presented by Brandon Butler and hosted by Judy Thomas and Bethany Mickel

Understanding the nuances of intellectual property is key to effective use, remixing, and creation of open educational resources (OER).  In this workshop, learn about Creative Commons licenses and how to fairly incorporate copyright content, including student work, in OER.  Bring your questions as we engage in a thoughtful conversation about this important topic.  This session is recommended for those embarking on OER work and those curious to learn more.   

Planning an OER Project  

Presented by Judy Thomas and Bethany Mickel

Creating a roadmap for your OER project work is a foundational step towards a well-structured project. In this session, we will discuss best practices for planning your OER project, how to set realistic and achievable goals, and ways to manage your workflow and communicate with collaborators in a streamlined and effective manner.  This session is recommended for all those embarking on the creation of OER materials. 

Copyright II: Media Use in OER  

Presented by Brandon Butler and hosted by Judy Thomas and Bethany Mickel

Join us for a conversation about navigating copyright when you create and use audio and audio-visual materials in OER. This is not a lecture, so please bring your questions and let’s talk!

Video Considerations for OER Creation  

Presented by Jessica Weaver-Kenney and hosted by Judy Thomas and Bethany Mickel

Video integration is an effective way to take OER creation to the next level. Creating videos in a manner that allows for reuse and remixing requires a mindful approach to planning, recording, and distribution. In this session, Learning Design & Technology’s Jessica Weaver-Kenney will discuss actionable steps to create reusable and adaptable video.  This session is recommended for individuals interested in creating open video content. 

Multimedia Accessibility for OER  

Presented by Jack Kelly and hosted by Judy Thomas and Bethany Mickel

Creation of accessible materials is essential to compliance with UVA's standards and guidelines; moreover, it is critical to creating an inclusive and engaged learning environment for all students.  Join us for this workshop, led by UVA Library's Accessibility Designer, Jack Kelly. He'll discuss guidelines and best practices for multimedia accessibility that will guide your OER project development.  This session is recommended for those embarking on the creation of open instructional resources. 

HSP for OER 

Presented by Hope Fitzgerald and hosted by Judy Thomas and Bethany Mickel

H5P is a digital toolset for authoring content online.  Content creators can design interactive videos, presentations, quizzes, and much more.  H5P is used for interactive content creation in OER, and this workshop will introduce instructors to H5P and provide examples of how it is being used to engage students.  This session serves as an excellent starting point for those new to the technology and those who need a refresher on some of the key functionalities. 

Library staff and UVA instructors see the impact of the costs of course materials every day. The Library works to support OER to increase student access, improve academic performance, and create a more inclusive education at UVA.

Benefits for Instructors

• Academic freedom: Open licenses make it far easier to adapt, update, and tailor existing OER quickly and with the full protection of the law—something NOT possible with textbooks.
• Inclusive Pedagogy: Open educational practices empower faculty to create a safe, inclusive, and respectful learning environment that embraces all learners and provides equal access to opportunities and information.
• Better learning outcomes: research shows "students achieve the same or better learning outcomes…while saving money”  (2019 OER Report)

Benefits for Students

• Improved access: Open Educational Resources enable students to engage with your content before, during, and after your course. Unlike with many commercial resources, access does not expire at the end of the course.
• Academic success: Many studies show that students are doing as well or better with OER, across different fields. (2023 Study)
• Cost savings: The 2022 SERU survey showed that the majority of UVA students have concerns about the cost of their education; the Library’s 2019 Student Survey further confirmed that 3 out of 4 UVA students find alternatives or choose to not purchase required materials at all. VIVA's 2021 Course Materials Survey revealed that students feel that the cost of course materials negatively affects their schoolwork and their personal lives. 

Surveying Virginia's Students

The 2021 VIVA Course Materials Survey asked students about impacts of the costs of course material on their experiences. UVA was among the institutions represented by student responses in the survey. Some key takeaways include:

• Cost of course materials cause student stress
  • Most survey respondents expressed some level of worry about meeting their costs for course materials.
• Students’ academic careers are affected by the cost of course materials
  • Students indicated that costs might lead them to take fewer courses, not register for a course, or perform poorly once enrolled. Some students report this happening frequently.
  • Many respondents reported that the cost of course materials was a factor in choosing their institution, their major, and their classes.
• Student challenges compound each other and amplify negative effects
  • For example, students who are disabled, first generation, or low income are more likely to be “extremely worried” about costs.
  • Cost of academic materials can exacerbate mental health challenges, affect access to basic necessities like food and housing, and feed distrust of educational systems.
• Variety matters - students use different methods to alleviate cost pressure
  • Nearly all survey respondents reported attempting to reduce the costs of course materials.
  • Some students rent materials, buy used, find free online versions, or share with classmates.

Read more about the survey, review the executive summary (PDF), or see the UVA results

Measuring costs at UVA

In 2020, the Library's Open Educational Resources team, with the help of Library Student Council, collected more than 650 responses to the question, "How much money did/will you spend on textbooks this semester?" The data gathering effort was conducted alongside a survey to better understand the impact of costs on student academic success and personal wellbeing. 

How are UVA students managing the cost of course materials?

When asked what they have done to manage their spending on course materials, over half of respondents opted not to purchase required materials or to use of those available through the Library. Another 20% either registered for a different course, dropped a class, earned a poor grade, or took fewer courses. Two students reported failing a course. Nearly a quarter resorted to renting, sharing, borrowing, and/or procuring illegal PDFs of their required texts.

How do UVA students feel about these costs?

Many students are grateful for faculty who take measures to reduce costs: uploading materials to Collab; placing books on reserve; providing video lectures or free online resources; allowing older editions. And yet, the cost is viewed largely as excessive, with the strongest complains reserved for pricey online access codes, overlapping subscription services, and materials that are barely referenced during a course.

 “we pay so much tuition already, this really shrunk my grocery budget”

 “There needs to be a better way and better resources for low income students that are VISIBLE so we are not left behind like we always are.”

 “when I was taking language and intro courses such as biology, I would say that the cost was extreme, ridiculous, and downright infuriating. I spent hundreds on textbooks because we were told to get new editions, and there were access codes that we needed for online assignments that you cannot resell.”

How can I get help finding appropriate resources?

If you are considering including open educational materials among your course requirements, contact lib-oer@virginia.edu or your subject liaison at the Library for support.

We are actively working toward creating a Community of Practice of faculty and staff at UVA who have an interest in OER and Open Pedagogy.  

As we build this community, we invite you to join us.  We have created a Microsoft Teams space that you may access at the following link:

https://bit.ly/UVA_OER

In order to join, you will need to enter the following access code: eck7odm

Inclusive Access (IA) Basics

Q: What is inclusive access?

A: It’s a content-delivery program (often managed by campus stores; sometimes by academic affairs, information technology, or libraries) that provides students with day-one access to digital course materials from publishers and vendors at a reduced cost. The service goes by a variety of different names: inclusive access (McGraw-Hill, Wiley, Pearson, VitalSource, RedShelf), Macmillan Learning, Follett ACCESS, First Day (Barnes & Noble College), Equitable Access (University of California Davis), and Immediate Access (San Diego State), just to name a few.

Q: How do IA programs work?

A: Exact details may vary, but they generally work like this: Students get access to digital course materials on or before the first day of class. Content is usually linked in the campus learning management system (LMS). Access for enrolled students is free during a brief opt-out period at the beginning of the course. If students opt out of buying the IA content by the deadline, their access disappears. If they don’t opt out, access continues and they’re automatically charged for the content. Because opt-out rates tend to be low, publishers say they can afford to offer volume discounts. Some publishers advertise discounts up to 70%, but there is little pricing transparency. 

Q: How does IA differ from OER?

A: OER are customizable; free for users to read online or download; offer perpetual access; and allow unlimited printing, copying, and sharing. While some OER content is available through IA programs (OpenStax is a prime example), most IA content is copyrighted with all rights reserved and can’t be revised by students or instructors. IA content also isn’t free, it’s usually only accessible for a limited time (and continued access means higher prices), and it often has copy/paste and printing restrictions. Students aren’t allowed to share or resell IA content (access codes and digital rights management [DRM] may be used to ensure this).

Inclusive Access.org

InclusiveAccess.org was developed by the Scholarly Publishing and Academic Resources Coalition (SPARC) with partnership with AAC&U, Academic Senate for California Community Colleges, Creative Commons, DigiTex, Student PIRGS, Open Education Global, and OpenStax.

It's a one-stop-shop for information, tools, and other resources to help administrators, faculty, students, and policymakers make informed decisions about Inclusive Access and its implications for the campus community.

Considerations

1. Understand the pricing involved. Regulations only require publishers to offer IA materials “below competitive market rates” so savings can be minimal, especially compared to rentals and used textbooks (the latter of which students may be able to resell). Pricing associated with IA isn’t always transparent. Many faculty don’t know that they even have an option to negotiate for better pricing. IA discounts may depend on the negotiating ability of the campus entities involved in the process. Pricing models should also be viewed with some skepticism. Even if discounts are available now, there is certainly potential to see price increases as more institutions become reliant on IA programs. Publishers should be continually discouraged from reverting to their former methods of pricing print textbooks.
2. Some products have tiered pricing. There is often a different pricing scheme for textbooks and for ancillary content.  Students may have to pay extra for features like homework or review systems. 
3. Beware of IA packages with online testing or homework system requirements. Using the online system may be the only way for students to submit their homework or take tests. In those cases, opting out of inclusive access isn’t truly an option for students. They can’t pass the class without the full package.
4. Students and instructors need to be clear about the length of access to IA content. Access terms may vary by title. If access beyond the course term is negotiated, students will likely have to find the IA content on the publishers’ and vendors’ proprietary platforms rather than in the LMS.
5. Consider the impact on faculty's academic freedom in course material selection involved in IA programs. Narrow or restrictive agreements can limit the number of choices available to support curricular content.  
6. Consider issues of privacy. The digital platforms associated with IA gather a great deal of student data. Publishers say the analytics enable instructors to monitor class progress and follow up with students who aren’t doing the readings or engaging with the materials. In reality, instructors may not have easy access to the analytics or use them. Institutions need to investigate what information is being collected, the reason it’s being collected, and who owns and retains that information. The privacy of our stakeholders is dependent on the sensible collection, protection, and security of any data collected through IA.  
7. Consider who is getting a good deal with IA. Inclusive access is definitely a good deal for publishers. Opt-out rates tend to be low so they sell more books. With the use of digital course materials, publishers earn revenue on every inclusive access sale. Rental and used print textbooks may be more affordable options for students, but inclusive access reduces the availability of those in the marketplace. Publishers and vendors also gain valuable market research and usage statistics from the student data collected by their analytics systems. Administrators should know how student data is being collected, used, and possibly sold. 
8. Inclusive access may benefit students. OER and library-licensed materials offer greater advantages and cost savings, but if those are unavailable and inclusive access content is offered at a significantly reduced price, that’s preferable to paying full price for a new hardcover textbook (or trying to pass the class without the course materials). 

Source: Open Education Network All-Access Working Group, Inclusive Access Talking Points

What others are saying

• SPARC (the Scholarly Publishing and Academic Resource Coalition) - Decoding "Inclusive Access"
• U.S. PIRG (part of the Public Interest Network) - Automatic Textbook Billing: An Offer Students Can't Refuse?
• The Evolution of Affordable Content Efforts in The Higher Education Environment: Programs, Case Studies, and Examples (Univ. of MN)
• Rajiv Jhangiani, PhD - Just how inclusive are "inclusive access" e-textbook programs?
• Cindy Domaika, former college bookstore manager - Inclusive Access: Friend of Foe? Digging into the Details the Publishers Leave Out