UBC Wiki - User contributions [en]

Documentation:Open Textbook Publishing Guide

2021-07-29T17:57:42Z

AmandaGrey: Updated Attribution

__NOTOC__

The Open Textbook Publishing Guide was created to assist UBC faculty and staff engaging in an open textbook publishing project. This guide is arranged into phases of the publishing process from planning to creating content to collecting data about the impact of the publication. This guide provides you with sample project planning templates; workflows for text design and structure; communication and networking practices for your project; and the supports available to you at UBC for your project.

== Project Phases ==
 
 
{| class="projectphases"
| style="width: 360px;" | [[File:OTPG_Phase_1_-_Planning.png|link=https://open.ubc.ca/open-publishing-guide/phase-1/|350x350px]][[File:OTPG_Phase_2_-_Learning_Design.png|link=https://open.ubc.ca/open-publishing-guide/phase-2/|350x350px]][[File:OTPG_Phase_3_-_Creating_Content.png|link=https://open.ubc.ca/open-publishing-guide/phase-3/|350x350px]][[File:OTPG_Phase_4_-_Textbook_Design.png|link=https://open.ubc.ca/open-publishing-guide/phase-4/|428x428px]][[File:OTPG_Phase_5_-_Release.png|link=https://open.ubc.ca/open-publishing-guide/phase-5/|350x350px]][[File:OTPG_Phase_6_-_Post-Release.png|link=https://open.ubc.ca/open-publishing-guide/phase-6/|350x350px]]
|
== [https://open.ubc.ca/open-publishing-guide/phase-1/ Phase 1 - Planning Your Project] ==

==== Determine the Project Scope ====
Gathering information and framing your project is important for understanding what you are working toward for yourself and anyone else involved. [https://open-2019.sites.olt.ubc.ca/open-publishing-guide/project-scope/ Learn More ...]

==== Develop a Project Plan ====
Taking the time to plan in the beginning will save a lot of stress and time in the end. Work out a rough timeline for your project, create a budget, and identify who to recruit. [https://open.ubc.ca/open-publishing-guide/project-plan/ Learn More ...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-2/ Phase 2 - Learning Design] ==

==== Develop Student Engagement Plan ====
When engaging in creating an open textbook you may also want to include students in the creation process. [https://open.ubc.ca/open-publishing-guide/student-engagement-plan/ Learn More...]

==== Develop an Accessibility, Diversity, and Inclusion Plan ====
Developing versatile materials that are inclusive and accessible for all students is a cornerstone to open educational resources. [https://open.ubc.ca/open-publishing-guide/accessibility-diversity-and-inclusion/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-3/ Phase 3 - Creating Content] ==

==== Identify Existing Resources ====
Creating a process for identifying resources for your text to re-use or modify. [https://open.ubc.ca/open-publishing-guide/identify-existing-resources/ Learn More...]

==== Develop Textbook Outline ====
Before you begin writing, create an outline that details the topics to be covered in your textbook and how they will be organized in a table of contents. [https://open.ubc.ca/open-publishing-guide/develop-textbook-outline/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-4/ Phase 4 - Textbook Design] ==

==== Select a Tool ====
Selecting the tool most appropriate for your text design needs is important for a successful project. [https://open.ubc.ca/open-publishing-guide/publishing-tools/ Learn More...]

==== Consider Textbook Design Rules ====
Textbook design incorporates structured parts, chapters, sections, and subsections that are organized in a way that facilitates understanding. [https://open.ubc.ca/open-publishing-guide/textbook-design-rules/ Learn More...]

==== Develop Style Sheet ====
Making decisions about the final style and design of your textbook at the beginning of your project will help save you time and extra work. [https://open.ubc.ca/open-publishing-guide/style-sheets/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-5/ Phase 5 - Release] ==

==== Consider Peer Review ====
Developing a peer-review strategy for your open textbook will help to ensure quality and adoption. [https://open.ubc.ca/open-publishing-guide/peer-review/ Learn More...]

==== Develop a Release Plan ====
A lot of work has gone into the creation of your open textbook. Developing a marketing and promotion plan to share your textbook will ensure your work is used broadly. [https://open.ubc.ca/open-publishing-guide/release-plan/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-6/ Phase 6 - Post-Release] ==

==== Collect Impact Data ====
Making decisions on how you want to show impact of your textbook is part of the post-release process. [https://open.ubc.ca/open-publishing-guide/impact-data/ Learn More...]

==== Consider Revisions ====
Investigate ways to gather feedback to improve and upgrade your textbook after it's initial release. [https://open.ubc.ca/open-publishing-guide/revisions/ Learn More...]
|}
----
The [https://open.ubc.ca/open-publishing-guide/ Open Textbook Publishing Guide] created by [https://directory.library.ubc.ca/people/view/798 Erin Fields] and Amanda Grey, is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.

[[Category:Open Textbook Publishing Guide]]

Documentation:Open Textbook Publishing Guide

2021-04-08T18:55:20Z

AmandaGrey:

__NOTOC__

The Open Textbook Publishing Guide was created to assist UBC faculty and staff engaging in an open textbook publishing project. This guide is arranged into phases of the publishing process from planning to creating content to collecting data about the impact of the publication. This guide provides you with sample project planning templates; workflows for text design and structure; communication and networking practices for your project; and the supports available to you at UBC for your project.

== Project Phases ==
 
 
{| class="projectphases"
| style="width: 360px;" | [[File:OTPG_Phase_1_-_Planning.png|link=https://open.ubc.ca/open-publishing-guide/phase-1/|350x350px]][[File:OTPG_Phase_2_-_Learning_Design.png|link=https://open.ubc.ca/open-publishing-guide/phase-2/|350x350px]][[File:OTPG_Phase_3_-_Creating_Content.png|link=https://open.ubc.ca/open-publishing-guide/phase-3/|350x350px]][[File:OTPG_Phase_4_-_Textbook_Design.png|link=https://open.ubc.ca/open-publishing-guide/phase-4/|428x428px]][[File:OTPG_Phase_5_-_Release.png|link=https://open.ubc.ca/open-publishing-guide/phase-5/|350x350px]][[File:OTPG_Phase_6_-_Post-Release.png|link=https://open.ubc.ca/open-publishing-guide/phase-6/|350x350px]]
|
== [https://open.ubc.ca/open-publishing-guide/phase-1/ Phase 1 - Planning Your Project] ==

==== Determine the Project Scope ====
Gathering information and framing your project is important for understanding what you are working toward for yourself and anyone else involved. [https://open-2019.sites.olt.ubc.ca/open-publishing-guide/project-scope/ Learn More ...]

==== Develop a Project Plan ====
Taking the time to plan in the beginning will save a lot of stress and time in the end. Work out a rough timeline for your project, create a budget, and identify who to recruit. [https://open.ubc.ca/open-publishing-guide/project-plan/ Learn More ...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-2/ Phase 2 - Learning Design] ==

==== Develop Student Engagement Plan ====
When engaging in creating an open textbook you may also want to include students in the creation process. [https://open.ubc.ca/open-publishing-guide/student-engagement-plan/ Learn More...]

==== Develop an Accessibility, Diversity, and Inclusion Plan ====
Developing versatile materials that are inclusive and accessible for all students is a cornerstone to open educational resources. [https://open.ubc.ca/open-publishing-guide/accessibility-diversity-and-inclusion/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-3/ Phase 3 - Creating Content] ==

==== Identify Existing Resources ====
Creating a process for identifying resources for your text to re-use or modify. [https://open.ubc.ca/open-publishing-guide/identify-existing-resources/ Learn More...]

==== Develop Textbook Outline ====
Before you begin writing, create an outline that details the topics to be covered in your textbook and how they will be organized in a table of contents. [https://open.ubc.ca/open-publishing-guide/develop-textbook-outline/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-4/ Phase 4 - Textbook Design] ==

==== Select a Tool ====
Selecting the tool most appropriate for your text design needs is important for a successful project. [https://open.ubc.ca/open-publishing-guide/publishing-tools/ Learn More...]

==== Consider Textbook Design Rules ====
Textbook design incorporates structured parts, chapters, sections, and subsections that are organized in a way that facilitates understanding. [https://open.ubc.ca/open-publishing-guide/textbook-design-rules/ Learn More...]

==== Develop Style Sheet ====
Making decisions about the final style and design of your textbook at the beginning of your project will help save you time and extra work. [https://open.ubc.ca/open-publishing-guide/style-sheets/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-5/ Phase 5 - Release] ==

==== Consider Peer Review ====
Developing a peer-review strategy for your open textbook will help to ensure quality and adoption. [https://open.ubc.ca/open-publishing-guide/peer-review/ Learn More...]

==== Develop a Release Plan ====
A lot of work has gone into the creation of your open textbook. Developing a marketing and promotion plan to share your textbook will ensure your work is used broadly. [https://open.ubc.ca/open-publishing-guide/release-plan/ Learn More...]
 
== [https://open.ubc.ca/open-publishing-guide/phase-6/ Phase 6 - Post-Release] ==

==== Collect Impact Data ====
Making decisions on how you want to show impact of your textbook is part of the post-release process. [https://open.ubc.ca/open-publishing-guide/impact-data/ Learn More...]

==== Consider Revisions ====
Investigate ways to gather feedback to improve and upgrade your textbook after it's initial release. [https://open.ubc.ca/open-publishing-guide/revisions/ Learn More...]
|}
----
The UBC Publishing Guide Toolkit created by [https://directory.library.ubc.ca/people/view/798 Erin Fields], Amanda Grey, and [https://ctlt.ubc.ca/about/contact-us/teaching-learning-professional-development/ Lucas Wright] is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.

[[Category:Open Textbook Publishing Guide]]

Talk:Open Textbook Publishing Guide/Textbook Outline

2021-04-08T18:38:28Z

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Talk:Open Textbook Publishing Guide/Style Sheet

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Talk:Open Textbook Publishing Guide/Release Plan

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Talk:Open Textbook Publishing Guide/Impact Data

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Talk:Open Textbook Publishing Guide/Formats

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Talk:Open Textbook Publishing Guide/Accessibility, Diversity, and Inclusion

2021-04-08T18:38:27Z

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Open Textbook Publishing Guide/Textbook Outline

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Textbook Outline to Documentation:Open Textbook Publishing Guide/Textbook Outline over redirect

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Documentation:Open Textbook Publishing Guide/Textbook Outline

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Textbook Outline to Documentation:Open Textbook Publishing Guide/Textbook Outline over redirect

__NOTOC__

Before you begin writing, create an outline that details the topics to be covered in your textbook and how they will be organized in a table of contents. Consider the type of students who will use your textbook and the course level and program for which the textbook is intended. Taking time to consider the audience and classroom will direct the tone and complexity of your writing. As such, it should be scheduled in your project timeline. This vital step will save time and money, reduce mistakes, and hopefully result in a more useful, engaging textbook.
 
== Front matter ==
The front matter is the introductory section of your textbook and the first thing readers see. If you’re using an authoring platform such as Pressbooks, the system will set up some of these sections for you, including a copyright page and a table of contents. While most open textbooks will have many of these elements, very few will have all of them so only include the sections relevant to your textbook.

{| class=projectphases cellpadding="9" style="border: 3px solid #ffb82b;"
|-
| style="width: 150pt;background-color:#9e721b;" ! |'''<big>Page</big>'''
| style="background-color:#9e721b;" ! |'''<big>Purpose</big>'''
|-
|'''About this book'''
|This page is often used to define open textbooks and other OER, and any other unique features for this type of book. Funding provided by the author’s institution, a public body, or philanthropic organization can also be noted.
|-
|style="background: #ffedca;" |'''Abstract'''
|style="background: #ffedca;" |An abstract is a brief summary of a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's purpose.
|-
|'''Accessibility statement'''
|If the book has been written and designed to be accessible, provide a description of how this was done and various options people have when accessing the book. Indicate the standards that have been followed, and provide contact information for where people can report any accessibility issues.
|-
|style="background: #ffedca;" |'''Acknowledgements'''
|style="background: #ffedca;" |Sometimes part of the preface rather than a separate section in its own right, or sometimes placed in the back matter rather than the front, it acknowledges those who contributed to the creation of the book.
|-
|'''Copyright / Licensing'''
|This page includes:
* open-licence information (type, definition, where to obtain free copy of book)
* if an adaptation, the changes made
* attribution for cover image
* copyright notice
Technical information such as edition dates, copyrights, typefaces and translations used, and the name and address of the publisher or printer. In some books this is placed at the end (see Back matter, Colophon). Lengthy colophons for books collecting material from multiple copyrighted works may continue onto pages in the back matter if it will not fit on a single page.

You may want to consider including the "recommended citation" because often open textbooks can be confusing for students to know how to cite.
|-
|style="background: #ffedca;" |'''Dedication'''
|style="background: #ffedca;" |A dedication page is a page in a book that precedes the text, in which the author names the person or people for whom he/she has written the book. These can appear on the colophon or separately after the title page.
|-
|'''Foreword'''
|The foreward is typically written by an outside expert in the field at the request of the primary author. The foreword author’s name, place, and date are included at the end of the statement. Often a foreword will tell of some interaction between the writer of the foreword and the writer of the story, or a personal reaction and significance the story elicited. A foreword to later editions of a work often describes the work's historical context and explains in what respects the current edition differs from previous ones.
|-
|style="background: #ffedca;" |'''Introduction'''
|style="background: #ffedca;" |A beginning section which states the purpose and goals of the following writing. This introduction describes the book contents as a whole. The book’s theme, layout, special features, and how instructors can make the best use of it, can also be included. The author may also create a “How to Use This Book” section if more fitting.
|-
|'''Lists'''
|Some common list pages to include are:
* Abbreviations
* Characters
* Illustrqations
* Tables
Having these available can help students be able to find content more quickly and be used as a reference while reading.
|-
|style="background: #ffedca;" |'''Preface'''
|style="background: #ffedca;" |A preface is generally the author recounting the story of how the book came into being, or how the idea for the book was developed. This is often followed by thanks and acknowledgments to people who were helpful to the author during the time of writing.
|-
|'''Table of contents'''
|This is a list of chapter headings and sometimes nested subheadings, together with their respective page numbers. This includes all front-matter items listed below, together with chapters in the body matter and back matter. The number of levels of subheadings shown should be limited, so as to keep the contents list short, ideally one page, or possibly a double-page spread. Technical books may include a list of figures and a list of tables.
|}
 
== Body ==
As you shape the content of your textbook’s main body, ask yourself these questions:
{| class=projectphases cellpadding="9" style="border: 3px solid #ffb82b;"
|-
| style="width: 150pt;background-color:#9e721b;" ! |'''<big>Question</big>'''
| style="background-color:#9e721b;" ! |'''<big>Action</big>'''
|-
|'''How will the content be structured?'''
|Decide if parts or units will be used, how many sections there will be in each chapter, etc.
|-
|style="background: #ffedca;" |'''Will each chapter include chapter sections?'''
|style="background: #ffedca;" |If chapter sections are included in the table of contents, it is easier for students and other instructors who might use your textbook to see at a glance the textbook’s content and navigate through the book.
|-
|'''Will numbering and/or titles be used to identify parts, units, chapters, and chapter sections?'''
|If possible, include these in the outline. Titles and numbering can be changed in the final draft, but establishing working titles helps during the organizational phase.
|-
|style="background: #ffedca;" |'''How long will the book be?'''
|style="background: #ffedca;" |Estimate the word count for the entire book, and then break this number down into individual chapters.
|}

Also consider the layout, style, and length for each chapter and chapter section. Decide what elements to incorporate such as:
* '''Learning objectives or outcomes''' that align with the textbook content, typically identified at the beginning of each unit, chapter, or chapter section.
* '''Chapter introduction'''
* '''Exercises, essay questions, practice quizzes''', or other methods for the student to self-test during reading.
* '''Key terms''', highlighted and defined throughout the textbook; some authors summarize these in a Glossary placed in the back matter.
* '''Chapter-end summary''' or list of key points or key takeaways.
* '''Suggested/additional reading lists''' at the end of each chapter or in the back matter.
* '''Resources''' (photos, illustrations, diagrams, graphs, charts, tables).
* '''Multimedia''' (videos and audio clips)
 
== Back matter ==
Items at the end, or as part of the back matter, of a textbook are typically supplements to the main text. While most open textbooks will have many of these elements, very few will have all of them so only include the sections relevant to your textbook.

{| class=projectphases cellpadding="9" style="border: 3px solid #ffb82b;"
|-
| style="width: 150pt;background-color:#9e721b;" ! |'''<big>Item</big>'''
| style="background-color:#9e721b;" ! |'''<big>Purpose</big>'''
|-
|'''About the author / Bio'''
|This page has author’s biography followed by the biographies of any contributing authors listed in alphabetical order. This description is professional in nature and describes the author’s expertise, experience, and training in the textbook’s subject matter. A photo can be included.
|-
|style="background: #ffedca;" |'''Appendix / appendices'''
|style="background: #ffedca;" |This supplemental addition to a given main work may correct errors, explain inconsistencies or otherwise detail or update the information found in the main work. Often they contain supplementary material to information found in the main work. In cases where there are more than one appendices, they can be numbered and described for easier reference.
|-
|'''Bibliography / Reference list'''
|A reference list notes all resources cited within a textbook and lists them alphabetically by the author’s last name. Typically, a bibliography refers to all works used as references within a textbook, both cited and read as background in preparation for writing. Note: A bibliography is not used by all style guides, so consult your [[Sandbox:Open Resource Working Group/Publishing Guide/Style Sheet|style sheet]] about what your bibliography will look like.
|-
|style="background: #ffedca;" |'''Call for reviews'''
|style="background: #ffedca;" |This page can be included if the author is posting the textbook outside of a collection that provides for [[Sandbox:Open Resource Working Group/Publishing Guide/Peer Review|book reviews]].
|-
|'''Glossary'''
|The glossary consists of a set of definitions of words of importance to the work. They are normally alphabetized. The entries may consist of places and characters, which is common for longer works of fiction. Many authors will high-light key terms when first defined in-text using bold or italics. In Pressbooks, this page can be auto-generated.
|-
|style="background: #ffedca;" |'''Index'''
|style="background: #ffedca;" |This list of keywords and terms is laid out alphabetically and includes the page numbers of where they can be found. Indexes are often left out of open textbooks, especially those available online, because keywords and terms can be easily found using the search field. In addition, because open textbooks are often available in a number of formats, it’s difficult to provide an index that will be useful in all formats.
|-
|'''Suggested readings / Resources'''
|A list of additional helpful resources, such as other books, videos and tools can be included here for students. Some authors choose to add suggested-reading lists, targeted at the subject covered in a chapter, at the end of each chapter.
|-
|style="background: #ffedca;" |'''Versioning history'''
|style="background: #ffedca;" |As open textbooks are often digital and available online, there is a certain expectation that minor corrections and updates be made as necessary, even after the book is live and completed. BCcampus has dedicated “Versioning History” pages to the back matter of its books for this purpose. This page provides information about how to report an error in the textbook, as well as a record of any updates and changes made in the textbook and the date of those changes.
|}
 
----
----
==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://en.wikipedia.org/wiki/Book_design Book Design] article on Wikipedia licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Textbook Design Rules

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Textbook Design Rules to Documentation:Open Textbook Publishing Guide/Textbook Design Rules over redirect

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Documentation:Open Textbook Publishing Guide/Textbook Design Rules

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Textbook Design Rules to Documentation:Open Textbook Publishing Guide/Textbook Design Rules over redirect

__NOTOC__

A textbook is an organized body of material useful for the formal study of a subject area. A good textbook is distinguished by the following pedagogical features:
* A discrete, well-bounded scope: all the material should relate to a solid understanding of the subject, usually mixing theory and practice for each topic as it covers the subject domain.

* Use of examples and problems: the student should be able to better grasp each presented concept by following examples, and then applying the concept in structured exercises or problems.
* An internally consistent style: after the first few sections, there should be little or no surprises for the student in terms of layout and presentation of material. The texts user can get comfortable with the layout, the tempo of presentation, and the pattern of figures, illustrations, examples and exercises.
* Utility for future reference: once reviewed, the textbook should isolate material that is useful to the future application of subject knowledge in well organized appendices and tables.
* A structure that makes sense: the textbook is not just a collection of useful material, it is a guide to the student for an order of review which will aid in mastering the subject area.
Topics are presented in major parts, chapters, sections and subsections that are organized in a way that facilitates understanding. This means that the text's organization is based on the intersection of two requirements. The first of these are the requirements of the subject domain. Since most textbooks are developed by, or based on the contributions of subject matter experts, this requirement is usually well attended to.

The second requirement is defined by the limits of the student's mind. Cognition is a common human ability, but its needs and limits are frequently ignored by those who have already mastered a subject area. To make the best use of the student's abilities, some rules can be spelled out for the structuring and presentation of ideas, concepts, and material. The following rules will help you create the best text possible for student learning.

== Rule of Frameworks ==
[[File:Rules_of_Open_Textbook_Development_Framework.png|right|350x350px]]
Memory and understanding are promoted by the use of a structure that mimics the structures we all use within our minds to store information. Before we can use or master a subject, we have to have a mental road map that allows us to navigate within and through the subject domain. The text can best aid understanding by making this framework visible early on within each section or topic. The extent to which the student understands that they are using a framework, and knows what that framework is, is important as they internalize and make use of the material presented.

:'''<big>In practice:</big>'''

:Maintain a consistent structure. The structure acts as a mental roadmap that allows learners to navigate within and through the subject domain. To best aid in understanding, the structure should be visible early on. This can be achieved by establishing a consistent organization structure (including individual chapters), format and design elements (textboxes and colour choices). If your textbook includes many different textboxes or colour choices, having a front matter section dedicated to explaining this is extremely useful.
{| style="border: 3px dotted #26a65b; padding: .5em"
|'''<big>Example:</big>''' 

[https://cnx.org/contents/kUrGbuHs@5.1:KCyr9xii@3/Introduction '''Business Ethics (OpenStax)''']

Frameworks can be seen in this textbook both in the overall organization and the individual chapters. Each section consistently starts with an introduction and ends with a summary, list of key terms used in that section, assessment questions, and the end notes.

[https://pressbooks.library.ryerson.ca/dabp/chapter/getting-the-most-out-of-this-book/ '''Digital Accessibility as a Business Practice''']

This textbook uses differently coloured textboxes according to what information they contain. By clearly explaining to readers how the colours are used, readers can navigate through the content with familiarity.
|}
== Rule of Meaningful Names ==
[[File:Rules_of_Open_Textbook_Development_Meaningful_Names.png|right|350x350px]]
Everything we know is tagged with an index or a title. These indices are critical to the ability to recall or retrieve the things we know and remember. Each concept, process, technique or fact presented should aid the student to assign a meaningful name for it in their own mental organization of the material. To be most useful, these names shouldn’t have to be relearned at higher levels of study. The names assigned by the text should be useful in that they support some future activities: communication with other practitioners, reference within the text to earlier mastered material, and conformity to the framework used for the subject. Each unique element of the subject domain should have a unique name, and each name should be used for only one element.

:'''<big>In practice:</big>'''

:Create and use consistent titles and terminologies. Use terminology that is common in your discipline. These names are critical to the ability to recall or retrieve the things we know and remember. This can be achieved by including glossary/key term pages, planning your content structure, and reviewing for consistency.
{| style="border: 3px dotted #26a65b; padding: .5em"
|'''<big>Example:</big>''' 

'''[https://opentextbc.ca/mediastudies101/ Media Studies 101]'''

The first section in this textbook is spent explaining and defining key concepts and terms that are used for later discussion of larger concepts and theories.
|}
== Rule of Manageable Numbers ==
[[File:Rules_of_Open_Textbook_Development_Manageable_Numbers.png|right|396x396px]]
When we learn from an outline, an illustration, or an example, most of us are limited in our ability to absorb new material. As we become familiar with part of a subject domain this number expands, but for new material four to six new elements is a reasonable limit. If a chapter outline contains twelve items, the student will have forgotten the outline before getting to the last item. When a text fails to support this rule, it requires even a diligent student to needlessly repeat material.
:'''<big>In practice:</big>'''
:Limit the amount of information introduced at one time. Most of us are limited in our ability to absorb new material. As we become familiar with part of a subject domain, this number expands. This can be achieved by breaking your chapters into smaller sections, focusing on learning objectives at a higher concept level, and planning your content structure.
{| style="border: 3px dotted #26a65b; padding: .5em"
|'''<big>Example:</big>''' [https://openoregon.pressbooks.pub/wrd/ '''The Word on College Reading and Writing''']

This textbook keeps their lists and concepts within the four to six range.
|}
== Rule of Hierarchy ==
[[File:Rules_of_Open_Textbook_Development_Hierarchy.png|right|352x352px]]
Our mental frameworks are hierarchical. Learning is aided by using the student’s ability to couple or link new material with concepts that they have already mastered. When presenting new domains for hierarchical understanding, the rules for meaningful names and manageable numbers have increased importance and more limited application. A maximum of three levels of hierarchy should be presented at one time. The root should be already mastered, the current element under consideration clearly examined, and lower levels outlined only to the extent that they help the student understand the scope or importance of the current element.

This area is supplemented by two more rules within this rule: those of Connectivity and Cohesion. Connectivity requires consideration of what the student likely knows at this point. The more already mastered elements that one can connect with a new element, the easier it is to retain. Cohesion requires that the characteristics of new elements as they are presented be tightly coupled.

:'''<big>In practice:</big>'''
:New knowledge builds on learned knowledge. When introducing new material, only refer to foundational material if it is relevant to the new material. The student needs to understand the foundational knowledge before being introduced to a new concept. When new concepts are introduced they should be explicitly connected to the foundational material. This can be achieved by planning your content structure, reviewing for connectivity, and have beta readers who are not experts in the subject.
{| style="border: 3px dotted #26a65b; padding: .5em"
|'''<big>Example:</big>''' [https://bus206.pressbooks.com/ '''Information Systems for Business and Beyond''']

This textbooks spends the first section explaining core concepts so that readers will be able to discuss the later concepts with more familiarity. Each section builds off of what was previously learned and new information is learned with background and context already established.
|}
== Rule of Repetition ==
[[File:Rules_of_Open_Textbook_Development_Repetition.png|right|350x350px]]Repetition and patterns support short-term and long-term memory. Constructing your textbook with this in mind can support learners in the process of retaining the information delivered to them.

:'''<big>In practice:</big>'''
:Repeat important concepts. There is a pattern of repetition that aids in promoting the elements of a subject from short-term to long-term memory. This can be achieved by reviewing your content to determine which information should be repeated and how often.

{| style="border: 3px dotted #26a65b; padding: .5em"
|'''<big>Example:</big>'''''' [https://pressbooks.library.ryerson.ca/vitalsign/ Vital Sign Measurement Across the Lifespan]'''

This textbook repeats concepts taught within the chapter through a series of activities and self-testing exercises.
|}
 
----
----
==== Adaption Statements ====
* Adapted from [https://open.bccampus.ca/2014/06/10/the-5-rules-of-textbook-development/ "The 5 Rules of Textbook Development"] by Amanda Coolidge at BCCampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International Licence] except where otherwise noted.
* Adapted from [https://en.wikibooks.org/wiki/Wikibooks:Textbook_considerations "Textbook Considerations"] at Wikibooks licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike License] except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Style Sheet

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Style Sheet to Documentation:Open Textbook Publishing Guide/Style Sheet over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Style Sheet]]

Documentation:Open Textbook Publishing Guide/Style Sheet

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Style Sheet to Documentation:Open Textbook Publishing Guide/Style Sheet over redirect

__NOTOC__

In this guide, you may have come across the terms "style guide" and "style sheet" without understanding the different ways that we have been using those terms.

A style sheet is a record of the styling and formatting expectations for your textbook, such as spelling choices, selection and placement of learning objects, and differences in punctuation, layout. Frequently used style elements can also be noted on the style sheet for easy reference, especially during the copy editing and proofreading stages. Style sheets are useful when collaborating with others on a textbook, or when solo to maintain consistency. During the editing phase, a style sheet can be given to an editor who can use it as a guide for what to look for.

A style guide is a set of '''prescribed''' standards for the writing, formatting and design of documents. The standards can be applied either for general use, or be required usage for an individual publication, a particular organization, or a specific field. For example, APA, MLA, and Chicago are all style guides used within specific disciplines.

== Create a Style Sheet ==
 
:::{| class="ambox" style=" border-left-color: #26a65b;background: #c9e9d6"
|-
| class="mbox-image" | [[File:Green_Download.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
Here is a Pressbooks [https://wiki.ubc.ca/images/1/13/Style_Sheet_Template.docx <nowiki>Style Sheet Template [Word file]</nowiki>] that you can use to create your own Style Sheet, as well as an example of what [https://wiki.ubc.ca/images/0/0b/Style_Sheet_Example.docx <nowiki>a filled-out style sheet [Word file]</nowiki>] looks like. Keep in mind what [[Documentation:Open Resource Working Group/Publishing Guide/Formats|export formats]] you will be using as they may alter or restrict your design options.

''This style sheet was adapted from the BCcampus Open Education Self-Publishing Guide [https://opentextbc.ca/selfpublishguide/back-matter/appendix-2/ Appendix 2: Style Guide].''
|}
 
# Download the above style sheet template and fill out as much information as possible, including book title, author, copy editor, and proofreader.
# Add or remove items as they pertain to your book. These might include:
## Exercises (and how to format them)
## Back matter and/or appendix information and how to label each
## Key terms: how and when to highlight them in the text body and if they should be summarized in an end-of-book glossary
# In addition to different or additional styles and formatting, you can list:
## Styling issues included in the style guide, but repeated in the style sheet for easy reference
## The correct usage of grammar and spellings that are often inaccurate
# Change and update the style sheet throughout textbook production. Update the style sheet each time you make changes or add to it and share it with your team.
# When the book is finished, date the style sheet and mark it as the “final copy.” This reference document can be shared as part of your textbook when it’s published.
The Pressbooks Style Sheet was designed to use the basic Pressbooks design elements, which are recommended for most textbooks. However, if there is something about the basic design that you would like changed, you can customize the design further by editing the CSS code for whichever theme you are using.

== Style Sheet - Overall Considerations ==
A style sheet can get very complicated very quickly, so here are some terms which might need some clarification. They are presented in the same order that they appear in the style sheet template found above. The style sheet was created to be used with the Pressbooks publishing platform, but can be adapted to fit other platforms easily by deleting or replacing elements that aren't needed.

==== <big>Style Guide</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [[:File:APA Guide Example.png|Screenshot of APA Guidelines]]
|}Style guides are usually discipline-specific. Commonly used style guides include,
* '''[http://www.apastyle.org/ APA Style].''' APA (American Psychological Association) style is typically used to cite and style works in the social sciences and education.
* '''[http://www.chicagomanualofstyle.org/home.html Chicago Manual of Style]'''. Chicago style is most often used to cite and style works in the humanities. This style was developed by the Chicago University Press in 1906.
* '''[https://style.mla.org/ MLA Style]'''. MLA (Modern Language Association of America) style is most frequently used to cite and style works in the literary and humanities fields.
* '''[https://www.thecanadianpress.com/writing-guide/stylebook/ Canadian Press Stylebook]'''. The Canadian Press style is the standard for style guide for those working in the media and communications.
::: '''<big>In the Style Sheet</big>''' 
:::Fill in the sections of the style sheet that are influenced by the Style Guide that you chose like citations, references, and [https://open.ubc.ca/open-publishing-guide/develop-textbook-outline/ front and back matter]. Style guides can also prescribe a specific date system, figure numbering, and sometimes spelling. Any deviations from the style guide should be noted.
 
 
==== <big>Abbreviation List</big> ====

{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [[:File:Abbreviation Example.png|''Screenshot of an abbreviation table, taken from the Conservation Biology in Sub-Saharan Africa open textbook.'']]
|}
A specific list of abbreviations that will be used throughout the textbook will help keep the writing consistent through the writing process and collaboration.

::: '''<big>In the Style Sheet</big>''' 
:::Create a chart listing all of the words that you will be abbreviating and what their abbreviations are. You may want to consider including this abbreviation list as a part of your front matter. 
 
 
==== <big>Chapter Notes (Footnotes vs. End notes)</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [https://press.rebus.community/blueprint2/ Blueprint for Success in College and Career: v 1.3] by Dave Dillon contains footnotes.

[https://opentextbc.ca/introductiontopsychology/ Introduction to Psychology][https://opentextbc.ca/introductiontopsychology/ – 1st Canadian Edition] by Charles Stangor and Jennifer Walinga contains end notes.
|}
Footnotes are found at the bottom of the page of content which they refer to. End notes collect all notes at the end of the chapter in one place.

Pressbooks only allows for footnotes in web versions of textbooks, but has an option to have end notes in the PDF export of the textbook.

::: '''<big>In the Style Sheet</big>''' 
:::Decide whether you will be using footnotes or end notes in your textbook.

== Style Sheet - Textual Style Considerations ==

==== <big>Block Quotes</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [[:File:Difference Between Block Quotes and Pull Quotes.png|Screenshot demonstrating Block Quotes and Pull Quotes]]
|}
Block quotes refer to when a quote appears as its own block of regular text (on a new line, indented, sometimes marked with a line). These are used for long quotes and rules for block quotes are usually found in style guides.

::: '''<big>In the Style Sheet</big>''' 
:::Determine how many lines before a quote should turn into a block quote, how they will be formatted, etc.

== Style Sheet - Visual Style Considerations ==

==== <big>Headings and Labels</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [[:File:Heading Levels Example.png|Screenshot depicting different Heading levels and styles]]
|}
Headings and labels are useful in breaking up the content so that it is easier to digest by the reader. Most online visual text editors have default Heading styles which can be chosen from a drop-down list, but it is usually possible to alter these.
 
:::'''<big>In the Style Sheet</big>''' 
:::Consider things like what case titles Headings, Sections, and Labels will be in (title-case, upper-case, sentence-case, etc.), or what style will be used for each different type of headings.
 

==== <big>Pull Quotes</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>''' [[:File:Difference Between Block Quotes and Pull Quotes.png|Screenshot demonstrating Block Quotes and Pull Quotes]]
|}
Pull quotes refer to when a quote appears on its own as special text within the paragraph in a white box, appearing on a particular side, usually larger than the paragraph text and in a different font. These are usually used to make the quote stand out from its surroundings and be a more visual element. 
:::'''<big>In the Style Sheet</big>''' 
:::Determine how many pull quotes will be used within a chapter, what side they will pull to, etc.
 

==== <big>Textboxes</big> ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Example:</big>'''

''[[:File:Learning Objectives Example.png|Screenshot of a Pressbooks Learning Objectives regular textbox]]''

[[:File:Textbox Example.png|''Screenshot of a Pressbooks side textbox'']]
|}
Textbooks are supplementary pieces of information that appear next to the text but are not considered a part of the text itself. For example, boxes containing activities or exercises, key takeaways, or examples. We recommend keeping the number of different types of boxes limited and consistent.

One common use for textboxes is for Learning Objectives. Learning Objectives appear at the beginning of each chapter (or chapter section) and outline what the reader should expect to learn in this section. 
:::'''<big>In the Style Sheet</big>''' 
:::Make rules for each different type of box separately. Some potential rules could be about how the box will look, where they will appear in relation to the text, how much content there will be or what wording will be used.
 

== Pressbooks Style Considerations ==

==== ''<big>Part & Chapter Numbers</big>'' ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''''<big>Example:</big>''''' ''[[:File:Part and Chapter Numbers.png|Screenshot comparing the option to show Part and Chapter numbers or not.]]''
|}
By default, Pressbooks automatically generates part and chapter numbers for your book. These are visible in all book formats. These numbers display on part and chapter title pages as well as on the table of contents ([https://guide.pressbooks.com/chapter/automatic-pages/ "Automatic Pages and Content"], Pressbooks User Guide). You can choose whether or not to have Part and Chapter numbers automatically appear in the list of contents and index.
 
==== ''<big>Collapse Sections</big>'' ====
{| style="border: 3px dotted #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''''<big>Example:</big>''''' ''[[:File:Collapsed Section.png|Screenshot showing what a collapsed section looks like.]]''
|}
In order to navigate content more easily, Pressbooks gives you the option of collapsing content by using the H1 Heading. Whenever a H1 heading is used, all content underneath it (until the next H1 heading is found) will be hidden.
 
----
----
==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.

* Adapted from the [https://en.wikipedia.org/wiki/Style_guide Style Guide] article on Wikipedia licensed under a [https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Student Engagement

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Student Engagement to Documentation:Open Textbook Publishing Guide/Student Engagement over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Student Engagement]]

Documentation:Open Textbook Publishing Guide/Student Engagement

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Student Engagement to Documentation:Open Textbook Publishing Guide/Student Engagement over redirect

__NOTOC__

When embarking on an open textbook project, you may also want to include students in the writing process. It's important to discuss with students the benefits, barriers, and potential risks associated to publishing their work openly. First and foremost it is important for students to recognize their rights as knowledge creators and for you to know the limits of what can be required in an open assignment.

=== Students & Intellectual Property ===
According to UBC's [https://www.grad.ubc.ca/intellectual-property-guide/ubcs-intellectual-property-policies Intellectual Property Rights Policies], students own the copyright of their work. This means any work created as a part of their coursework can only be published with the consent of the student creator. For open assignments this will require a great deal of communication about the intended purpose for sharing their work as well as an option to not take part in the open resource being created. The following are some best practices when engaging in this discussion with your students:
# Discuss with students the benefits and risks of engaging in open educational resources creation, and why you are asking them to publish their work openly.
# Engage in a discussion about intellectual property. Consider offering a workshop with UBC Library for students to understand Copyright, open copyright licenses, intellectual property, and working in the open. Contact your [http://directory.library.ubc.ca/subjectlibrarians/ subject librarian to learn more].
# Discuss the various options they have for choosing a license for their work.
# If you are publishing students' work on a course site, ask for students' permission regarding how long they would like their work to be posted publicly. Some may not mind having it posted indefinitely, but some may wish to have their work taken down as soon as the class is finished. At the very least, let them know that if they later decide they would like it taken down, they can contact you.
# Provide students with a variety of options to share or not share their work publicly. These options could include:
#* publishing with a pseudonym
#* publishing in a way that only other people in that class can see their work
#* submitting only to the instructor or T.A.
#* publishing publicly with or without an open license

=== Memorandum of Understanding for Student & Faculty Partnerships ===
Developing a statement of agreement that lays out clearly the rights of the students when participating in open resource development can be useful to help students both understand their role in the project and licensing implications. This will allow you to be more certain that the students have understood their rights when agreeing to be a part of it.
 
 
:::{| class="ambox" style=" border-left-color: #ee7a01;background: #fbdebf"
|-
| class="mbox-image" | [[File:Orange_Download.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
[https://wiki.ubc.ca/images/a/ac/Student-Faculty_MOU_Template.docx <nowiki>Memorandum of Understanding for Student & Faculty Partnerships [Word]</nowiki>]
|}
 
 
== Non-UBC Hosted Sites ==
{| style="background: #fbdebf; border: solid 3px #EE7A01; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Sample Communications to Students About Platforms</big>'''

''In this course, students will be using '''(specify tool or platform)''', which is '''(specify what the tool is)'''. This tool will help us ('''specify how students will be using the tool)'''. During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in '''(specify where)'''. By using this service, you are consenting to storage of your information in '''(the location)'''. If you choose not to provide your consent, see the instructor for alternate arrangements.''
|}If students create videos or presentation slides that you and they would like to make into open educational resources, you might be wondering about asking them to post their work to sites such as YouTube, Vimeo, Slideshare, or similar sites. It is important to be aware of and comply with [http://www.bclaws.ca/civix/document/id/complete/statreg/96165_00 BC FIPPA] regulations (Freedom of Information and Protection of Privacy Act) about identifying information for students being stored outside of Canada.

Of course students may choose to use applications or tools that are hosted outside of the country, but they just cannot be '''required''' to use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however, have options for users to remain anonymous through the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

According to [http://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf this fact sheet from the University Counsel office on disclosing personal information outside of Canada,] at UBC, Cloud-based tools may be used under the following conditions:
* In the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* Make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address
You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| style="background: #fbdebf; padding: .5em; border: solid 3px #EE7A01;"
|
=== CTLT Privacy and Consent Guidelines ===
CTLT has developed a set of guidelines and tools to support informed and ethical engagement around student privacy with non-UBC hosted technologies:
* [[Documentation:Student Privacy and Consent Guidelines|Student Privacy and Consent Guidelines - Overview]]
* [[Documentation:Student Privacy and Consent Guidelines/Instructor Use|Student Privacy and Consent Guidelines for Instructors]]
|}

== Privacy and Risks ==
When working in the open, a concern that comes up for both students and professors is privacy. Aspects of learning can feel like a private endeavour and working in the open can require deliberate decision-making about how to best manage privacy and online identity.

When sharing work openly, questions to reflect upon include:
* What agency do I have in deciding to work in the open?
* Who will see my work?
* What control do I have over it?
* Who owns my data?
* Whose voices are heard online and whose are left out and why?
* What support do I have?

=== Resources for Students ===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]
See [http://wiki.ubc.ca/Sandbox:Student_Privacy_and_Consent_Guidelines/Instructor_Use this page on Student Privacy and Consent] for more information on student privacy and storing of identifying information outside of Canada.
 
 
{|style="background: #fbdebf; padding: .5em; border: solid 3px #EE7A01;
|'''<big>Digital Tattoo Privacy Resources</big>'''
What do you know about connecting and working online? What do you need to learn? The Digital Tattoo Project has created resources for understanding and protecting your online identity:
* [https://digitaltattoo.ubc.ca/protect/ Digital Tattoo: Protect!]
|}
 
----
----
==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Revisions

2021-04-08T18:38:27Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Revisions to Documentation:Open Textbook Publishing Guide/Revisions over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Revisions]]

Documentation:Open Textbook Publishing Guide/Revisions

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Revisions to Documentation:Open Textbook Publishing Guide/Revisions over redirect

__NOTOC__

Textbooks can always be improved upon on and upgraded after their initial release. The following outlines the ways you can gather feedback to improve your open textbook.

Think about how you will process feedback. The treatment for each item will depend on what has been reported: an error, new information, a potential resource to add, or suggestion on the structure of the textbook. It is also good practice to respond to recommendations by thanking your colleague for taking the time to write to you. If you have information about how to use your textbook or ideas about supplementary materials, include these in your response.

=== Feedback/Contact Page ===
{| class="projectphases" style="background: #ffffff; border: dotted 3px #7a5586; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|
'''<big>Example - Hypothes.is for Open Textbook Feedback</big>'''
|-
|
* [https://crumplab.github.io/ResearchMethods/ Research Methods for Psychology] - Brooklyn College Edition by Paul C. Price, Rajiv Jhangiani, I-Chant A. Chiang, Dana C. Leighton, & Matthew J. C. Crump
To learn more about using [https://web.hypothes.is/ Hypothes.is] in [https://pressbooks.bccampus.ca/ Pressbooks], go to [https://guide.pressbooks.com/chapter/hypothesis-for-webbook-annotation-comments/ Using Hypothes.is in Pressbooks].
|}

You can provide your contact information such as an email or create a feedback page to be added to the front or back section of the textbook. This feedback page should contain details about the kind of feedback you’re looking for and how the reader can submit comments. If the textbook is housed in an online platform that doesn’t use page numbers, it can be difficult for readers to clearly describe what section of the text they want to comment on. In your call for feedback, encourage readers to be as specific as possible in their description of the location of their comments. Alternatively, some online platforms have a comments feature that can be enabled. Another option would be to use an external (and open source) annotation system, such as [https://web.hypothes.is/ Hypothes.is], which allows users to leave comments directly on a web page.

=== Textbook Reviews ===
{| class="projectphases" style="background: #ffffff; border: dotted 3px #7a5586; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|
''''<big>Example - Open Textbook Review</big>'''
|-
|
* [https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=236b49b5-8d02-4ba5-a0b4-c9179a52aa89 Chemistry (OpenStax)] by Paul Flowers, Klaus Theopold and Richard Langley shows a review at the bottom of the landing page.
|}
Another way to collect feedback on your textbook is to give instructors the opportunity to submit a review of your textbook. Textbook reviews are an important way to not only provide feedback on its improvement for the writer but also a way for others interested in adopting the textbook to see recommendations by a neutral expert. There are a number of textbook review processes that have been developed by open textbook publishers. A few examples include [https://open.bccampus.ca/use-open-textbooks/review-an-open-textbook/ BCcampus] and [https://openedmb.ca/review-a-textbook/ Open Ed Manitoba]. The base level criteria for a review includes faculty who have expertise in the subject area and have taught content included in the specific textbook.

== Errors ==
{| class="projectphases" style="background: #ffffff; border: dotted 3px #7a5586; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|
'''<big>Example - Errata List for an Open Textbook</big>'''
|-
|
* [https://openstax.org/books/astronomy/pages/1-introduction Astronomy] (2016) by Andrew Fraknoi, David Morrison, Sidney C. Wolff. Houston, Texas.
|-
|'''<big>Examples - Bug Bounties</big>'''
|-
|
* [https://www.openbugbounty.org/bugbounty/CisoUbc/ UBC Security Bug Bounty]
* [http://www.math.ubc.ca/~CLP/Bounty/ UBC CLP Calculus Textbook Bug Bounty]
|}

Regardless of how carefully a book is copy edited and proofread, it will probably contain errors after publication. Your job is to create a system that allows readers to report errors to you and develop a means to correct these errors. A feedback form that invites error reporting might be sufficient for you, or you can just provide an email where people can contact you.

Think about who will make the corrections. This can be you or someone else, like a student assistant or copy editor. This will often depend on who has access to the book’s source files after publication. Also, how often will corrections be made? Will you fix them immediately? Monthly? Quarterly? And how will you respond to the individual reporting the mistake? A simple thank you with a description of how and when the error will be addressed is one way.

Develop a means to track and record corrected errors for your readers’ reference. You can use an erratum — a record of errors and their corrections for a book or other publication — that is added to your book. Or, like BCcampus, record adjustments on a [https://pressbooks.bccampus.ca/facultyoertoolkit/back-matter/versioning-history/ versioning history page]. If there is more than one format or file type for which the textbook is available, remember to update these and note the date on the erratum or Versioning History page.

In the classroom, several authors have found success by offering [https://en.wikipedia.org/wiki/Bug_bounty_program "bug bounties"] to their students: a reward system where teachers offer rewards to students for finding errors which had not already been found in the textbook.

== Revisions ==
Many authors are already thinking about the next edition of their textbook before the first edition is published. They realize that their textbook is a snapshot of information and that this information will continue to evolve after the book is published, so they plan for the next edition immediately. Remember: ''Writing a book will never feel finished. There is always something that can be changed, improved, or added. At some point you will need to stop and say “good enough.”''

Some authors prepare by collecting notes about what they’d like to change, and material and resources they want to add to the next edition. Others create a duplicate copy of their book — easy to do in [https://pressbooks.bccampus.ca/ Pressbooks], for example — and use it as a template for the next edition. If you want to plan ahead for the next edition, decide how much new and changed information warrants a new edition, and how often this might occur.

== Maintenance Schedule ==
The maintenance schedule for your book can and should include all tasks that will keep your book relevant and current. Develop a timetable and process for each of the following:
* Responding to, reviewing, and incorporating feedback
* Checking and fixing links and embedded multimedia in online books
* Correcting reported/detected errors
* Adding minor updates to keep the content current
* Creating a new edition
Don’t forget to inform colleagues and collections that use and host your textbook about significant changes.
 
----
----
==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Release Plan

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Release Plan to Documentation:Open Textbook Publishing Guide/Release Plan over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Release Plan]]

Documentation:Open Textbook Publishing Guide/Release Plan

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Release Plan to Documentation:Open Textbook Publishing Guide/Release Plan over redirect

__NOTOC__

Promoting your open textbook will require you to develop a plan of activity. Unlike traditional publishing models, where marketing and promotion are completed for authors, engaging in open education activities requires some effort from practitioners in getting the word out there about their resources. Books benefit from a range of marketing practices and many of these apply equally whether a book is being published open access or commercially.
 
:::{| class="ambox" style="border-left-color: #42B3CE;background: #ccf2f2;"
| class="mbox-image" |[[File:Blue_Download.png|link=|40x40px]]
| class="mbox-text" |'''<big>Downloadable Templates</big>'''
The [https://wiki.ubc.ca/File:Textbook_Release_Plan_Template.docx <nowiki>Release Plan Template [Word]</nowiki>] will give you a road map and checklist of how to prepare for the publication of your textbook.
|}
 
== Marketing Plan Considerations ==
The following are a few things to consider when developing your marketing plan.

=== Audience ===
{| style="background: #ccf2f2; border: solid 3px #42B3CE; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Spaces to Share your Open Textbook</big>'''

* Use communications support at your institution.

* Provide accessible feedback tools (e.g. survey, contact form, etc.), so that communication can be two-way.
* Notify your professional association and related organizations.
* Get the word out early and often, using different channels:
** blog posts
** social media (Twitter, Facebook, Instagram, etc.)
** listservs (in your discipline and across communities)
** email signatures
** conferences
** webinars
|}As with any marketing plan, identifying your key audiences is crucial for developing a marketing plan; this is particularly important for textbooks where those who select the book for course use (e.g. course directors, lecturers, faculty members) are not those who use the book during the course. You may develop separate marketing plans or different messages depending on the audience.

=== Timelines ===
Work backwards from your target release date to distribute workload and allocate time for tasks.

=== Message ===
You do not have to wait until your textbook is complete to send out messages about the upcoming resource. There are several different milestones you can share along the way to your final product. You can share content updates (e.g. completed chapters, sections, etc.); information about team members behind the work; aspects of inclusivity, accessibility, and diversity in your concept, content, and design; and engage with new ideas and opinions to connect with relevant, current discourse. The important part of your messaging is to tell your story honestly and transparently.
 

=== Promotional Spaces ===
Once you have shared your open textbook in an online environment (e.g. open education repository, catalogue, etc.) you will need to promote the textbook. Word of mouth is always a good place to begin as a grassroots method has the potential to gain authentic use of your textbook. Additional promotional spaces, such as social media and listervs, can bring an international community to your work. 
== Distribution Channels ==
Ensuring your textbook reaches the intended audience is a crucial part of the publishing process, and your institution and your team will expect this as part of a good publishing plan. Indeed, if your institution or a granting organization is funding your activity, they may want to see that their investment is justified via extensive usage of the books by the intended audience. This section outlines potential open access distribution channels to support usage of your textbook.

=== Metadata ===
{| class=projectphases style="background: #ccf2f2; border: solid 3px #42B3CE; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Standard Minimum Metadata for Open Textbooks</big>'''
|-
|
* Book title and subtitle
* Author/editor name
* Book description (blurb)
* Author bio
* Format (paperback/hardback/ebook)
* Subject Areas Covered
* Specifications (e.g. trim page size, number of pages)
* ISBN – a separate one for each format
* DOI for OA books
* Licence details (for open access publications)
* Publisher name
|-
|
'''<big> Example of Open Textbook Metadata </big>'''
*[https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=ab58c7f7-41a4-479d-8359-b97b495352dc&contributor=&keyword=&subject= British Columbia in a Global Context] - Review the [http://solr.bccampus.ca:8001/bcc/items/ab58c7f7-41a4-479d-8359-b97b495352dc/1/?attachment.uuid=0d0868ce-6959-46f3-b4d6-954b3167926e Table of Contents]for author bios
*[http://hdl.handle.net/2429/56935 Teaching in a Digital Age] - Review the Item Metadata fields
|}Before distributing your textbook you will need to develop a standard metadata structure. Metadata is structured descriptive information that describes your information object. This information will be used when you uploaded and share your textbook in different platforms.

=== Projects, Organizations, and Catalogues ===
Ask open textbook projects and OER organizations to spread the word about your book. It is common practice for these groups to monitor communication channels for new open textbooks so they can let their networks know. Below are a number of OER organizations in Canada in the United States. In addition, you can reach out to open-education organizations in English-speaking countries outside of North America, such as the United Kingdom, Australia, New Zealand, and South Africa.

Sharing your resource in a catalogue provides you with greater visibility for your work. With traditional publication processes materials are entered into a database or catalogue by either publishers or libraries as a part of the process of making materials accessible. Making open texts and resources accessible is often dependent upon the creator of the material. Working with open textbook publishers and organizations (e.g. [https://open.bccampus.ca/browse-our-collection/ BCcampus], [https://openstax.org/ OpenStax]) may provide you with an avenue for sharing your resources.

==== Canada ====
* [https://open.bccampus.ca/ BCcampus Open Education]
* [https://www.campusmanitoba.ca/ Campus Manitoba] (OpenEd Manitoba)
* [https://www.ecampusontario.ca/ ecampus Ontario]
* [https://open.bccampus.ca/open-textbooks-canada/ Canadian Open Education Initiatives]

==== United States ====
* [https://www.openwa.org/ Open Washington]
* [https://openoregon.org/ Open Oregon Educational Resources]
* [https://oer.suny.edu/ Open SUNY OER Services]
* [https://www.cccoer.org/ CCCOER]
* [https://www.affordablelearninggeorgia.org/ Affordable Learning Georgia]
* [https://open.umn.edu/opentextbooks/ Open Textbook Library] (part of the Open Textbook Network)

==== Additional Spaces ====
* [http://www.oapen.org/home OAPEN]
* [https://books.google.com/ Google Books*]
* [https://archive.org/ Internet Archive]
* [https://unglue.it/ Unglue.it]
* [https://www.jstor.org/ JSTOR*]
* [http://www.ingenta.com/products/content-management/ingenta-open/ Ingenta Open*]
* [https://muse.jhu.edu/ Project MUSE*]
* [https://www.doabooks.org/ Directory of Open Access Books (DOAB)]
'''*'''''Some of these make a small charge for inclusion, others are free; some require publishers to meet minimum requirements, and others may not. Most of these will also provide you with download and usage statistics, so that you can assess whether your books are being found by your target audience.''

=== '''UBC Library ISBN''' ===
The International Standard Book Number (ISBN) is a system of unique identification numbers for books, pamphlets, educational kits, CD-ROMs and other forms of print, digital and electronic publications. Once an ISBN has been assigned, it acts as a unique, internationally recognized identifier.

UBC Library can issue an ISBN for the text if you are not associated to one the [https://techserv.library.ubc.ca/divisions/cataloguing/cataloguing-forms/isbn-international-standard-book-number-request/ departments listed]. If you are associated to one of the listed departments, contact your department to secure your ISBN. For all other request, fill in the [https://techserv.library.ubc.ca/divisions/cataloguing/cataloguing-forms/isbn-international-standard-book-number-request/ request form].

=== Digital Object Identifiers (DOI) ===
A [https://www.doi.org/ Digital Object Identifier (DOI)] is a unique identifier associated with an electronic object and contains metadata that makes the object significantly easier to find and track how it has been cited. DOIs can be assigned to any entity for use on the Web. Digital objects may include:
* images
* data and data sets
* books
* book chapters
* research reports
* dissertations
DOIs help level the playing field between prestigious journal articles and other research outputs, artifacts and resources by:
# Making your research more '''discoverable'''. DOIs are widely used in scholarly publishing to cite journal articles and research data. They contain metadata that speaks to Google, ORCID, Datacite. Crossref, VIVO, DataOne and many more, making it way more visible online.
# Providing a '''persistent''' home. A DOI is a persistent identifier that is available and managed over time; this means it will not change if the item or object is moved or renamed.
# Helping you track your scholarly '''impact'''. The DOI standard (ISO 26324:2012) is the foundation of Datacite/Crossref linking service, which allows location and tracking of both cited and citing references in the scholarly record. DOIs are widely used in scholarly publishing to cite journal articles and research data.
UBC Library provides automatic DOIs to objects deposited into the following UBC Library repositories:
* [https://circle.ubc.ca/?login cIRcle] (for text, PDFs, audio and video resources)
* [http://dvn.library.ubc.ca/dvn/ UBC Dataverse] @Scholars Portal (for research datasets)
* CONTENTdm (for digitized images)
{| style="background: #ccf2f2; border: 3px solid #42B3CE; padding: .5em;"
|
=== Assign a DOI to an Open Text ===
For an open textbook DOI, a deposit in [https://circle.ubc.ca/?login UBC Library cIRcle] is the suggested approach.

For all other questions about DOIs and the DOI service at UBC, please email – doi.library@ubc.ca or visit https://doi.library.ubc.ca/
|}

=== Open Educational Resource Repositories ===
While there are several ways to share your Open Educational Resources once you have created and licensed them, posting them to an Open Educational Resource Repository is a great way to increase the accessibility and audience for your materials. Many repositories will also archive your materials to ensure they are available long-term. By submitting your book in multiple repositories, it increases the chances that your book will be discovered by educators and researchers looking for openly licensed content in your field.

Many open textbook collections allow authors to submit requests for their book to be included. Some repositories require that a new textbook meet certain criteria, such as an evaluation by a subject-matter expert. Here are a few examples of where you can apply:
*[https://www.merlot.org/merlot/index.htm?action=contribute MERLOT: Add to Collection]. (You will need to create an account to submit)
*[https://www.oercommons.org/login?next=/courses/add OER Commons: Submit a Resource]. (You will need to create an account to submit)
 

{| style="background: #ccf2f2; border: 3px solid #42B3CE; padding: .5em;"
|'''<big>UBC Library Open Education Guide</big>'''
Additional high-quality, peer reviewed Open Educational Resource Repositories can be found in the [https://guides.library.ubc.ca/open-education/sharing-repositories UBC Library Open Education Guide].
|-
|}
 
== UBC Release Support ==
{{anchor}}=== UBC Institutional Repository cIRcle ===
UBC Library has an institutional repository, [http://circle.ubc.ca/ cIRcle],which is UBC’s open access digital repository for published and unpublished material created by the UBC community and its partners, including faculty, students, and staff. Its aim is to showcase and preserve UBC’s unique intellectual output by making the content freely available to anyone, anywhere via the web.

Sharing your work in cIRcle provides the following benefits:
* Support for submitting and indexing to make your content easily find-able.
* Indexing in high-profile search engines such as Google as well as academically focused search engines and collections such as Google Scholar and OAIster, making it quick and easy for scholars and others to find your work.
* Archiving of your work for the long term. cIRcle provides permanent URLs so the links to your materials will remain the same over time.

=== UBC Library Systems ===
One of the easiest ways to share your open textbook is to have it made available through library systems. UBC Library will work with you to get your textbook added to our [http://www.library.ubc.ca/ General Search (Summon)] and/or our [http://webcat2.library.ubc.ca/vwebv/searchBasic catalogue (Books & Media)].

==== BCcampus Open Textbook Collection ====
If your textbook is catalogued through the [https://open.bccampus.ca/browse-our-collection/suggestion-for-the-collection/ BCcampus Open Textbook Collection], the records are created and loaded through the British Columbia Electronic Library Network quarterly and will be pulled into UBC Library through the [http://www.library.ubc.ca/ General Search (Summon)] and the [http://webcat2.library.ubc.ca/vwebv/searchBasic catalogue (Books & Media)]. If your textbook is in Summon, all libraries using [https://www.exlibrisgroup.com/products/summon-library-discovery/ ExLibris Summon] will have the record available to them as well. For the textbook to be included in the BCcampus catalogue, the textbook must pass the SME Evaluation Rubric for the B.C. Open Textbook Collection to be included in the collection. '''Access Points - Available through [https://www.exlibrisgroup.com/products/summon-library-discovery/ ExLibris Summon] and [https://ubc.summon.serialssolutions.com/advanced#!/advanced UBC Library General Search (Summon)]| Available through the [http://webcat2.library.ubc.ca/vwebv/searchBasic UBC Library Catalogue]'''

==== UBC cIRcle ====
If the text is loaded into cIRcle, the textbook will be available through Open Collections and through the UBC Library General Search (Summon).

All content loaded into cIRcle are automatically assigned an Digital Object Identifier (DOI). A DOI is a persistent identifier use to standardize and identify objects. Assigning a DOI assists readers in easily finding the object.

For example: Tony Bates, Teaching in a Digital Age: https://dx.doi.org/10.14288/1.0224023

'''Access Points - Available through [https://ubc.summon.serialssolutions.com/advanced#!/advanced UBC Library General Search (Summon)]| Available through [https://open.library.ubc.ca/ Open Collections]'''

==== Other ====
If the textbooks is not catalogued through BCcampus or loaded into cIRcle, UBC Library will need to create a catalogue record for your open textbook. For the library to create a catalogue record, your textbook must have a [https://en.wikipedia.org/wiki/Permalink permanent, stable URL] (such as a DOI). '''Access Points - Available through [https://ubc.summon.serialssolutions.com/advanced#!/advanced UBC Library General Search (Summon)]| Available through [http://webcat2.library.ubc.ca/vwebv/searchBasic UBC Library Catalogue]'''

==== UBC Library ISBN ====
The [https://www.bac-lac.gc.ca/eng/services/isbn-canada/Pages/isbn-canada.aspx International Standard Book Number (ISBN)] is a system of unique identification numbers for books, pamphlets, educational kits, CD-ROMs and other forms of print, digital and electronic publications. Once an ISBN has been assigned, it acts as a unique, internationally recognized identifier.
UBC Library can issue an ISBN for the text if you are not associated to one the [https://techserv.library.ubc.ca/divisions/cataloguing/cataloguing-forms/isbn-international-standard-book-number-request/ departments listed]. If you are associated to one of the listed departments, contact your department to secure your ISBN. For all other request, fill in the [https://techserv.library.ubc.ca/divisions/cataloguing/cataloguing-forms/isbn-international-standard-book-number-request/ request form].
==== <big>For all UBC Library Release Support, [mailto:erin.fields@ubc.ca?Subject=Open%20Textbook%20Release%20Support contact Erin Fields]</big> ====
----
----
==== Adaption Statements ====
* Adapted from the [https://etextbook.jiscinvolve.org/wp/6-marketing-and-distribution/ Marketing and Promotion] section in [https://etextbook.jiscinvolve.org/wp/1-introduction/ Institution as e-Textbook Publishers] by [https://www.jisc.ac.uk/ JISC] licensed under a [https://creativecommons.org/licenses/by/4.0/ CC BY licence.]
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Publishing Tools

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Publishing Tools to Documentation:Open Textbook Publishing Guide/Publishing Tools over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Publishing Tools]]

Documentation:Open Textbook Publishing Guide/Publishing Tools

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Publishing Tools to Documentation:Open Textbook Publishing Guide/Publishing Tools over redirect

__NOTOC__

== Pressbooks ==
{| style="background: #c9e9d6; border: solid 3px #26a65b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Other Textbook Publishing Tools</big>'''

Pressbooks isn't always the right choice for your project. For example, textbooks in the maths and sciences often use textbook publishing platforms that support formulas and mathematical equations better like [https://pretextbook.org/ PreTeXt].

Here are some other textbook publishing tools that are used by faculty and staff at UBC:
* [https://jupyter.org/ Jupyter Notebooks]
* [https://www.gitbook.com/ GitBook]
|}
For creating open textbooks, UBC supports the use of [https://pressbooks.bccampus.ca/ BCcampus Pressbooks.] Using Pressbooks, you can create your own online textbook with options for downloading online and printable PDF versions so that students can choose which format best fits their needs. Additionally, you are able to use Pressbooks [https://h5p.org/ H5P content plugins] to create timelines, learning checks, and other (limited) interactive content in order to increase engagement while reading. Pressbooks also supports [https://web.hypothes.is/ Hypothes.is] for note-taking and discussion, and [https://quicklatex.com/ QuickLaTeX] for writing formulas.

UBC Library and CTLT are able to provide [https://ubc.ca1.qualtrics.com/jfe/form/SV_1BoABrtEpIRsca9 direct support for your project] during all phases of textbook development (except writing). They have also created an infographic showing the different [[:File:Pressbooks-Project-Timeline.jpg|project phases for creating a Pressbook]].
{| style="background: #c9e9d6; border: solid 3px #26a65b; padding: .5em; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Examples of Pressbooks</big>'''
Check out the [https://pressbooks.bccampus.ca/catalog/openubc|Open UBC Pressbook Catalogue] to see Pressbooks projects that have been supported by UBC Library and CTLT.
|}

== Other Tools ==
UBC provides and supports many different tools that can be used to create or supplement Open Textbooks. While other Open tools may be used, these are the ones that UBC provides direct support for.

{| class=projectphases cellpadding="9" style="border: 3px solid #26a65b;"
|-
| style="width: 150pt;background-color:#186738;" ! |'''<big>Resource</big>'''
| style="background-color:#186738;" ! |'''<big>Tool</big>'''
|-
|'''Journals'''
|
=== [https://ojs.library.ubc.ca/ Open Journal Systems] ===
UBC uses the Open Journal System (OJS) which allows you to collect articles, essays, or other content and create your own journal. Open Journal Systems is an open-source journal management and publishing software developed, supported, and freely distributed by the [https://pkp.sfu.ca/ojs/ Public Knowledge Project] (PKP) under the GNU General Public License.

The UBC library [https://ubc.ca1.qualtrics.com/jfe/form/SV_1BoABrtEpIRsca9 can assist you] with setting up and hosting your journal using OJS.
|-
|style="background: #c9e9d6;" |'''Quiz Banks'''
|style="background: #c9e9d6;" |
=== [https://webwork.elearning.ubc.ca/webwork2/ Webwork] ===
Webwork is an online assignment and quiz application for mathematics and science, where students receive instant feedback on answers to problems and instructors can allow for multiple attempts until a student finds the correct solution. For more information, visit UBC's [[Documentation:WeBWorK|Webwork Wiki pages]].

Support is provided by the [http://lthub.ubc.ca/support/lt-hub/ Learning Technology Hub] and individual instructional support units.
|-
|'''Student Work,'''
'''Course Content, and more.'''
|
=== [https://blogs.ubc.ca/ UBC Blogs] ===
UBC Blogs provide an interactive website platform where instructors and students can create content individually or collaboratively, resulting in outcomes like a course website, a group blog, a peer review space, or a personal portfolio or blog—all built on a flexible WordPress foundation.

UBC Blogs has been developed by UBC's Centre for Teaching, Learning and Technology. Contact blog.support@ubc.ca with questions. Drop-in support is provided by the [http://lthub.ubc.ca/support/lt-hub/ Learning Technology Hub]. Additional expertise is available during CTLT’s weekly WordPress and Wiki Clinic, generally held on Thursdays. Check the events calendar for upcoming clinic times.

=== [[Main Page|UBC Wiki]] ===
The UBC Wiki is a campus-wide online platform for collaborative writing, where content can be created, viewed, and edited by any person who logs in with a CWL. Wiki content can also be embedded easily on UBC Blogs and UBC CMS sites. Anyone with CWL, including faculty members, students and staff, have access to the Wiki. You can log in with your CWL to start and edit your wiki article and/or invite students to do the same. UBC Wiki has its own [[Help:Contents|help page]], which has detailed documentation on getting up and running with wiki.

Contact wiki.support@ubc.ca with questions. Support is provided by the [http://lthub.ubc.ca/support/lt-hub/ Learning Technology Hub]. Additional expertise is available during CTLT’s weekly “WordPress and Wiki Clinic”, generally held on Thursdays. Check the events calendar for upcoming clinic times.

|}
 
----
----
==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Project Scope

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Project Scope to Documentation:Open Textbook Publishing Guide/Project Scope over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Project Scope]]

Documentation:Open Textbook Publishing Guide/Project Scope

2021-04-08T18:38:26Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Project Scope to Documentation:Open Textbook Publishing Guide/Project Scope over redirect

__NOTOC__
==Determining Your Project's Scope==
Defining your project is important not only because it helps you understand what you’re working towards, but also because it helps provide vital information and framing about the project to those participating.

At this stage of your project, you will need to make some high-level decisions about your project. For instance, you will need to decide what license to apply to your book, what audience you would like the book to target, and at what reading level content should be aimed. In cases where projects are receiving grants or funding from organizations, you may need to adhere to the requirements of grant agreements. As you finalize this information, make sure it’s clearly recorded and shared with everyone on the team.

Before developing a project plan, you need to consider some of the following issues when scoping your project.

=== Set Expectations ===
Open textbook or open educational resource (OER) projects can quickly grow to become quite large as volunteers and collaborators see the potential impact of the book being created. In addition to deciding the scope for the content of your book, it’s important that you define your project’s scope – what are you hoping to achieve in the first edition? What tasks and materials have already been set aside as future work? Whenever possible, remind your team about the project’s workload and timeline. Letting others know that there is a clear plan of action towards publication will help allay stress and anxiety. And if needed, revisit your project’s timelines so they are attainable, instead of just aspirational. As you work through these details you will need to create a project plan to outline the expectations and objectives of your project. To learn more about developing a project plan, review [https://open.ubc.ca/open-publishing-guide/project-plan/ Developing a Project Plan].

===Gather Tools===
Consider what software you will use for authoring, editing, formatting, and publishing your book. We recommend editing and revising your book's content in MS Word, Google Docs, or Pages, and after the book has been written using an [https://pkp.sfu.ca/omp/ open monograph publisher] (e.g. [https://pressbooks.bccampus.ca/ Pressbooks]) for formatting and publishing. Some formatting softwares, such as InDesign, don’t always produce a [[Sandbox:Open Resource Working Group/Publishing Guide/Formats|range of formats]], which can impact on how well a text can be accessed by students and by others who wish to reuse & remix your content. Selecting your tools at the start lets you focus on refining content at every stage, instead having to make process decisions as you go. We recommend using the [https://open.ubc.ca/open-publishing-guide/publishing-tools/ tools that UBC provides support for] so that you can easily find help during your project.

===Sustainability===
This is the time to think about the future of your project once the work has been completed. Consider potential future revisions (by yourself or by others) and what will be needed. For example, providing transcripts and editable files so that work doesn't need to be duplicated. Additionally, think about where your project will finally be living or hosted once the project is complete, and whether or not that place will be available long-term (archived) or has the potential to be taken down or become inaccessible. To learn more about sustainability, review [https://open.ubc.ca/open-publishing-guide/peer-review/ Consider Reviews].
 
----
----
==== Adaption Statements ====
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Project Plan

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Project Plan to Documentation:Open Textbook Publishing Guide/Project Plan over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Project Plan]]

Documentation:Open Textbook Publishing Guide/Project Plan

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Project Plan to Documentation:Open Textbook Publishing Guide/Project Plan over redirect

__NOTOC__

== Developing a Project Plan ==
Creating an open textbook is about more than just writing the content. There’s a lot that goes into making a book, from planning, editing, review, formatting, marketing, and more. If you have decided to create an open textbook project, you might be wondering where to begin. To get started, begin by developing high level details about your project, setting goals, drafting timelines, and building your project team.

{| class=projectphases cellpadding="9" style="border: 3px solid #C74A4D;"
|-
| style="width: 150pt; background-color:#7b2e30;" |'''<big>Plan Element</big>'''
| style="background-color:#7b2e30; padding: 2px;" |'''<big>Description</big>'''
|-
|'''Project Overview'''
|Provide an overview of the project.
|-
|style="background: #f1d2d2;" |'''Team Members'''
|style="background: #f1d2d2;" |Identify the project partners for the project. This may include: sponsor, authors, editors, etc. The partners section needs to consider all the roles you may need to include in successfully completing the project. For a list of roles and responsibilities, review [[Documentation:Open Resource Working Group/Publishing Guide/Building Teams|Open Textbook Publishing Roles]]
|-
|
'''Scope'''
|Include a statement(s) that clearly defines the scope of the project.
|-
|style="background: #f1d2d2;" |'''Budget'''
|style="background: #f1d2d2;" |Identify parts of the project that will require a budget as well as in-kind support that may be available to you. For a list of possible budget needs, review [[Documentation:Open Resource Working Group/Publishing Guide/Building Teams|Open Textbook Publishing Roles]]. For information about costs, review the [https://tlef.ubc.ca/application/application-process/ TLEF Budget Considerations] as a guide.
|-
|
'''Risks and Constraints'''
|Identify any risks and constraints that may impact the project, including potential contingency plans, should an issue arise.
|-
|style="background: #f1d2d2;" |'''Goals'''
|style="background: #f1d2d2;" |Include the high-level goals that this project is aiming to support. These may come from existing documents, such as the grant proposal or the contract.
|-
|
'''Deliverables'''
|Include each deliverable with a short description. Consider “open” when constructing these statements.
|-
|style="background: #f1d2d2;" |'''Audience'''
|style="background: #f1d2d2;" |Describe the primary and secondary audiences for the project. Primary audiences will include faculty and students integrating the text into their course. Secondary audiences could include, additional post-secondary institutions, communities, government, and entire sectors that are may be contributing to and benefiting from the project deliverables.
|-
|
'''Milestones'''
|Include milestones that support your path to meet the deliverables.
|-
|style="background: #f1d2d2;" |'''Measurements of Success'''
|style="background: #f1d2d2;" |Identify what constitutes success, and how you will measure it. Consider things like students impacted, cost savings, diversity of perspectives (geographic, cultural, social, etc.), completed peer review process, number of adoptions outside of your specific uses, etc. These don’t have to be comprehensive but they can help to clarify what success means to your project, beyond just writing a text. For more details about impacts, review [https://open.ubc.ca/open-publishing-guide/impact-data/ Collect Impact Data].
|-
|
'''Licensing'''
|Identify the open copyright license (e.g. CC BY) your book will carry. You may want to link to external resources where readers can go for more information on the CC BY license, such as the [https://creativecommons.org/licenses/ Creative Commons] website.
|}
 
:::{| class="ambox" style=" padding: 25px; border-left-color: #c74a4d;background: #f1d2d2"
|-
| class="mbox-image" | [[File:Download_Item.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
[https://wiki.ubc.ca/images/0/02/Project_Plan_Template.docx <nowiki>Project Plan [Word file]</nowiki>] template

[https://tlef2.sites.olt.ubc.ca/files/2019/05/2020-TLEF-SP-Budget-Template.xls <nowiki>TLEF Fund Budget [Excel]</nowiki>] and the [https://open-2019.sites.olt.ubc.ca/files/2019/08/OER-Fund-Implmenation-Grant-Budget-Template.xls <nowiki>OER Fund Budget [Excel]</nowiki>]
|}
 
== Developing a Project Timeline ==
There are many steps to producing a textbook, and each of those steps involve multiple responsibilities. While your project plan will ensure the goals and scope of your project are maintained, the actual work of completing your project in a timely manner requires a well-planned timeline that outlines how long it will take to complete each part and to build in time should issues arise.

People work and write at different paces. Even the same people work and write at different paces, depending on internal and external variables that can change at any time. That said, developing a timeline is an important process for clarifying expectations and ensuring optimal team work. Typical timelines are 3-12 months.

Often the best timelines are created together, between authors and project mangers, working backwards from a deadline. The deadline may be personally set, or determined by the academic calendar, a grant or other external organization. It’s also useful to consult with others you’re working with — freelance editors or proofreaders, for example — to see what their schedules are like and what kind of turn-around time they need.

The following are key elements to consider when building at timeline:
* '''Research''' - Requires your team to track all references carefully as would be done for any academic work. If you are using openly licensed text, images, or other resources, place close attention to the legal requirements for the licence.
* '''Gather or Create Resources''' - Resources may include photos, illustrations, graphs, tables, figures, videos, audio files, or spreadsheets. If you are using someone else’s work, it must be openly licensed or in the public domain.
* '''Write the Book Outline''' - This includes chapters, chapter sections, front and back matter, learning objectives, exercises, key terms and takeaways, and the glossary. Outline how chapters and chapter sections will be laid out.
* '''Find Supplemental Resources -''' Not all textbook authors or publishers create ancillary resources, such as test banks, for their books. However, many instructors and students find them helpful, and textbooks with ancillary resources are often highly adopted.
* '''Plan Each Chapter -''' Determine the structure for each chapter in addition to the research and resources required to write it. Record these in your timeline beside the designated author. Use this information to calculate how long each chapter will take to complete. Remember to build in extra time for the beginning phase of the project, as this is when you and your team are learning to work together and with the textbook, and for any unanticipated delays.
* '''Peer Review''' - Schedule time for the peer review of your textbook by subject-matter experts.
* '''Copy Edit''' - Have the book copy edited.
* '''Proofread''' - Have the book proofread.
* '''Prepare for Publication''' - Conduct a final check of your book and set up print-on-demand copies.
* '''Promote''' - Launch and communicate about your new book.
 
:::{| class="ambox" style=" border-left-color: #c74a4d;background: #f1d2d2"
|-
| class="mbox-image" | [[File:Download_Item.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
[https://opentextbc.ca/selfpublishguide/wp-content/uploads/sites/194/2017/07/BCcampus-Open-Ed-Self-Publishing-Project-Timeline-template.docx <nowiki>BCcampus Project Timeline [Google Document]</nowiki>]
|}
 
== Additional Project Plan Considerations ==

=== Memorandum of Understanding ===
If you are working on a project that has a large team, a Memorandum of Understanding (MOU) may be a helpful tool. An MOU helps team members understand their role and involvement in the project at the outset. The MOU clarifies team roles and responsibilities and supports members in setting the same expectations and standards that apply equally to all members.
 
:::{| class="ambox" style=" border-left-color: #c74a4d;background: #f1d2d2"
|-
| class="mbox-image" | [[File:Download_Item.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
[https://docs.google.com/document/d/19zJq_kzmlZ3GzbxCpXtYN37yDGlhDTXz83giOzm_Yls/edit# <nowiki>The Rebus Guide to Publishing Open Textbooks (So Far) Memorandum of Understanding [Google Document]</nowiki>]
|}
 
----
----

==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/authoropen Authoring Open Textbooks] by Open Textbook Network under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Peer Review

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Peer Review to Documentation:Open Textbook Publishing Guide/Peer Review over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Peer Review]]

Documentation:Open Textbook Publishing Guide/Peer Review

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Peer Review to Documentation:Open Textbook Publishing Guide/Peer Review over redirect

__NOTOC__

Identifying where to get your textbook peer reviewed can be a challenge for open textbooks because they are published outside of the traditional publishing framework. Peer reviewers are most often established scholars with relevant expertise. Scholars who have already published at least one scholarly book (or have a book forthcoming) are preferred, although an extensive record of journal publications on relevant topics is acceptable.

== Why Peer Review ==
Open educational resources have often been criticized for lacking "quality." While the issue of quality has been debated in a number of articles that have analyzed open textbooks, peer review is one way to address the issue of quality while gaining important feedback for improvement of your textbook.

==== Further Reading ====
* [https://doi.org/10.5206/cjsotl-rcacea.2018.1.5 As Good or Better than Commercial Textbooks: Students' Perceptions and Outcomes from Using Open Digital and Open Print Textbooks]
* [https://doi.org/10.1177/1475725718811300 Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments]

== Peer Review Options ==
=== Ask Your Colleagues ===
Invite a colleague to serve as subject-matter experts (SME) and conduct a peer review of your work before it goes to copy editing. It is best to choose a peer reviewer without any existing personal connections to you (e.g. dissertation advisor, etc.). To avoid any potential question around impartiality, avoid colleagues and close collaborators. For additional guidance review the [http://www.aupresses.org/resources/for-members/handbooks-and-toolkits/peer-review-best-practices AAUP Handbook: Best Practices for Peer Review].
{| style="background: #ccf2f2; border: solid 3px #42B3CE; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Questions for Peer Review</big>'''
#Can you suggest study questions or exercises that will help the student learn this information?
#What information is inaccurate? Please offer corrections.
#Is there any information missing? Please provide a list.
#Are there learning objects that could be used to enhance the information, such as case studies, historical examples, graphs, tables, and images?
#Do you have a list of suggested readings for students?
|}
Like other textbook tasks, providing your SME with clear expectations will make this phase of the writing project smoother. It will also save your SME time and you frustration. Here are some suggestions.
* Only give the SME text that needs their input, not the whole textbook (unless it helps with the assessment).
* Identify the course level and subject matter for which the textbook is intended.
* Use a rubric that informs the SME about required feedback.
* Clarify that you are seeking the SME’s expertise on the ''content'', but do not need help with grammar, spelling, layout, or other aspects of the textbook.
* Give the SME adequate time to conduct the review and set a deadline.
==== Develop a Peer Review Rubric ====
When asking colleagues to peer review your work you want to be specific in the feedback you are hoping to receive. Are you seeking editorial feedback or conceptual feedback? Developing a rubric to may be useful in both getting feedback that is specific to your needs and saving the time of your peer reviewers. Here are some possible questions you can ask to help steer feedback and make sure all areas are covered.
=== Submit your Textbook to BCcampus ===
The BCcampus [https://open.bccampus.ca/ Open Textbook Collection] offers a process for peer review before the textbook is made available through their collection. If you submit your textbook to BCcampus your text will be listed as an option for peer review. Your textbook must meet the collection standards for BCcampus. To learn more about BCcampus's selection process, review [https://open.bccampus.ca/browse-our-collection/suggestion-for-the-collection/ the Suggestion for Collection Guidelines].
 
 
:::{| class="ambox" style=" border-left-color: #42b3ce;background: #ccf2f2"
|-
| class="mbox-image" | [[File:Blue_Download.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''

[https://opentextbc.ca/selfpublishguide/wp-content/uploads/sites/194/2017/08/BCcampus-Open-Ed-Self-Publishing-Guide-Review-Rubric.docx <nowiki>Peer Review Rubric [Word file]</nowiki>] from BCcampus
|}

== Honorariums ==
Presses generally offer readers an honorarium in return for their evaluations of projects. That the compensation is an honorarium, not a fee, is important. First, using the term "honorarium" highlights the fact that peer review is a responsibility academics bear as members of the scholarly community. Second, the term points to the fact that a press is not buying an expert opinion in the way that, say, a defense attorney may pay an expert to offer a particular reading of evidence. A peer reviewer is expected to provide an unbiased, candid, well-supported evaluation of a project’s merits.

Honoraria amounts vary widely. The amounts should reflect the scope of the work the reviewer is being asked to do; honoraria are typically larger for full textbooks than for individual chapters or parts. In addition, asking a peer reviewer to evaluate a particularly long manuscript or to provide a report in an unusually short amount of time often warrants increasing the amount of an honorarium.
 
 
{| style="border: 3px dotted #42B3CE; padding: .5em
|'''<big>Examples of Honorarium for Open Textbooks</big>'''
* [https://bccampus.ca/grants-calls-for-proposals/review-open-textbooks/ BCcampus] - $250 honorarium as a token of our gratitude for evaluating and improving the materials being created.
* [https://www.openedmb.ca/review-a-textbook/ Open Ed Manitoba] - $250 honorarium is available to Manitoba instructors for reviewing open textbooks.
* [https://langara.libguides.com/open-education/open-langara BCcampus & Langara College] - BCcampus offers a $250 honorarium with a matching $250 from Open Langara for Langara faculty engaging in peer review of open textbooks.
|}
 
----
----

==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/selfpublishguide/chapter/peer-review/ Self-Publishing Guide by BCcampus] is licensed under a [http://creativecommons.org/licenses/by-nc-sa/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted [http://www.aupresses.org/policy-areas/peer-review/ Best Practices for Peer Review] by the Association of American University Presses licensed under the [http://creativecommons.org/licenses/by-nc-sa/4.0/ Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License].
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Impact Data

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Impact Data to Documentation:Open Textbook Publishing Guide/Impact Data over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Impact Data]]

Documentation:Open Textbook Publishing Guide/Impact Data

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Impact Data to Documentation:Open Textbook Publishing Guide/Impact Data over redirect

__NOTOC__

Developing strategies and approaches to measuring the success of your open textbook project should be developed during the Project Plan stages. Collecting and analyzing this data will help you maintain accountability to the goals of your project and to understand whether your project is successful. Measuring success will depend on a few factors:
# What constitutes success for your project and how will it be measured? Pedagogical innovation? Surveys, Interviews?
# Who do you need to report to about the open textbook project? Funders, your institution, department?
# What data is needed to indicate "success"? Adoption numbers, students impacted?
# How do you need to use the data for your own portfolio? Tenure and promotion, merit?
Working through these questions will assist you in collecting the right metrics to report fully about the success of your project. This guide outlines the kinds of data that you can collect to frame discussions about your open textbook project and to ensure you have reached your goals.

== Collecting Metrics ==
{| class="projectphases" style="background: #ffffff; border: dotted 3px #7a5586; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|
'''<big>Example - [https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=eb09279d-7658-48d9-a661-8b191eb9deda&contributor=&keyword=&subject= Calculus Volume 3 Adoption]</big>'''
|-
|
* [https://open.bccampus.ca/use-open-textbooks/tell-us-youre-using-an-open-textbook/ BCcampus Open Textbook Collection] - Data collected for textbook adoption includes the institutions and courses where the textbook is used as well as the cost savings for students.
* [https://openstax.org/adoption?Calculus Open Stax] - Data collected by use rather than adoption. The form is broken down into students, faculty, homeschooler, administrator, librarians, instructional designer, adjunct faculty, and other to create a more tailored data collection process.
|}
One of the side benefits of self-publishing an open textbook is an automatic membership in the open education community for which it is written. As the author of an open textbook, you are in a unique position that not only allows you to pinpoint members of this community — by tracking instructors who use or adopt your book in the classroom — but also establishes you as an OER contributor. This section provides you with some strategies when collecting data about your textbook's use.

=== Adoption Data ===
Collecting adoption data can be a difficult process as it requires adopters to identify that they are using the text in their courses or instructional practices. Developing a feedback mechanism for your textbook that requests that adopters identify their use of the textbook is the easiest way to gather this data.

To begin, decide how you will track adoptions and what statistics you’ll collect. For instance, you might want track adoption trends by course level, type, term or semester.
{| class="projectphases" style="background: #ffffff; border: dotted 3px #7a5586; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
| colspan="2" |
'''<big>Examples - Open Education Repository Data Collection</big>'''
|-
|'''Open Education Repository'''
|'''Data Collected by Object'''
|-
|UBC [https://circle.ubc.ca/ cIRcle]
|
* Views and downloads by country; Views and downloads by month and year; Total views and downloads
|-
|[https://www.oercommons.org/ OER Commons]
|
* Numbers of times a resource is viewed; Number of times a resource is saved; Ratings out of 5 stars; Comments
* If you have a paid [https://help.oercommons.org/support/solutions/articles/42000060693-hubs-analytics-dashboard-dimension OER Commons Hub], there are additional metrics available.
|-
|[https://www.merlot.org/merlot/ Merlot]
|
* User ratings; Comments; [http://info.merlot.org/merlothelp/topic.htm#t=MERLOT_Peer_Review_Information.htm%23merlot-awards Merlot Awards System];
* If you use the [http://info.merlot.org/merlothelp/topic.htm#t=Content_Builder_Main_Menu.htm&rhsearch=analytics Content builder] you can add [https://marketingplatform.google.com/about/analytics/ Google Analytics] for additional metrics.
|}
Then identify the tool you will use to gather this data. For example, you can develop a [https://it.ubc.ca/services/teaching-learning-tools/survey-tool Qualtrics] form located as a link on the homepage of your textbook, in the front matter of the textbook, or in a metadata field of your open textbook record to encourage self-reporting.

=== Open Education Repository Data ===
Depending where you decide to host your open textbook you may be able to take advantage of the platform to gather analytics about your textbook's use. The data you can collect includes views (by year/month), downloads (by year/month), and user ratings and comments. While there may be many data options for you, you need to decide how you will use it and select what is most useful to your success measures.

=== Catalogue Data ===
If you have made your open textbook available through [https://circle.ubc.ca/ cIRcle], [http://www.library.ubc.ca/ Summon (General Search)], and/through the UBC Library [http://webcat1.library.ubc.ca/vwebv/searchBasic catalogue (Books & Media)], there may be some circulation and usage data that UBC Library can collect. To learn more about adding your textbook to UBC Library systems, review [https://open.ubc.ca/open-publishing-guide/release-plan/ Developing a Release Plan].

=== Open Monograph Publisher Data ===
If you are using [https://pressbooks.bccampus.ca/ Pressbooks], there are metrics available for the web version of your textbook. You can find metrics in the dashboard menu labelled "WP-Piwik". The [https://piwik.pro/web-analytics/?utm_campaign=search_RSA_Piwik-Brand_us&utm_medium=cpc&utm_source=google&utm_term=piwik&utm_campaign=%5BUS%5D%5Bsearch%5D%5Bbrand%5D+Piwik&utm_source=adwords&utm_medium=ppc&hsa_tgt=kwd-17630746456&hsa_grp=52217794725&hsa_sr Piwik Analytics] can tell you how many users have visited your book over the last 30 days, which pages were viewed, and many other pieces of information.
 
 
:::{| class="ambox" style=" border-left-color: #7a5586;background: #ded4e1"
|-
| class="mbox-image" | [[File:Purple_Download.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
* You can use this [https://opentextbc.ca/selfpublishguide/wp-content/uploads/sites/194/2017/08/BCcampus-Open-Ed-Self-Publishing-Guide-Adoptions.xlsx <nowiki>Adoptions Spreadsheet template [Excel file]</nowiki>] from BCCampus to track Adoptions of your textbook.
* This [https://wiki.ubc.ca/images/f/fd/Metrics_Tracking_Template.xlsx <nowiki>Metrics Tracking Template [Excel file]</nowiki>] can be used to track metrics from a variety of sources.

|}
 
 
== Evaluation Metrics ==
While usage and adoption statistics provide part of the story of your open textbooks success, understanding the impact on students beyond cost savings can provide broader insights on the value of tailoring an open textbook for pedagogical purposes. This kind of evaluation may include the following questions:
* What does ‘impact’ look like if considering innovation in teaching and learning?
** A rise in grades
** Greater understanding of complex topic areas
** Increased engagement with the textbook and course content

For support in developing an evaluation plan that addresses the pedagogical value of your open textbook project, contact [mailto:lucas.wright@ubc.ca?Subject=Open%20Textbook%20Evaluation%20Plan%20Request contact Lucas Wright], Senior Educational Strategist, CTLT.

== Put your stats to work ==
=== UBC Tenure and Promotion ===
In 2017 UBC included language recognizing creation and adaptation of open educational resources (OER) in the institution's [http://www.hr.ubc.ca/faculty-relations/files/SAC-Guide.pdf Guide to Reappointment, Promotion and Tenure Procedures at UBC.] The guide lists the following among several examples of evidence of educational leadership:<blockquote>''Contributions to the practice and theory of teaching and learning literature, including publications in peer-reviewed and professional journals, conference publications, book chapters, textbooks and open education repositories/resources'' (p. 14).</blockquote>In the [http://www.hr.ubc.ca/faculty-relations/collective-agreements/ UBC/UBC Faculty Association Collective Agreement], "educational leadership" is one of the areas (along with teaching and service) in which candidates in the educational leadership faculty stream are evaluated for appointment, reappointment, tenure, promotion, and merit. It is defined in that agreement as:

<blockquote>''Activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom'' (Part 4.04).</blockquote>

When considering how to talk about OER creation or adaptation as part of your annual report or dossier for reappointment, tenure, promotion or merit, given the definition of educational leadership above you should work to show the impact of such work "beyond your classroom," whether at UBC or elsewhere.

Possible ways to report your open education activity in your annual report:
* Reporting adoption statistics;

* Keep records of personal communications that give praise for the work or talk about how it's being used;
* Note any adaptations of the work by others;
* Solicit feedback from peers or students on their perceptions of the quality and usefulness of the work;
* Or other ways to show that the OER is being used and considered a valuable resource by others.
 
----
----
==== Adaption Statements ====
* Adapted from the [https://etextbook.jiscinvolve.org/wp/7-measures-of-success/#3 Measure of Success] section in [https://etextbook.jiscinvolve.org/wp/1-introduction/ Institution as e-Textbook Publishers] by [https://www.jisc.ac.uk/ JISC] licensed under a [https://creativecommons.org/licenses/by/4.0/ CC BY licence.]
* Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Formats

2021-04-08T18:38:25Z

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#REDIRECT [[Documentation:Open Textbook Publishing Guide/Formats]]

Documentation:Open Textbook Publishing Guide/Formats

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Formats to Documentation:Open Textbook Publishing Guide/Formats over redirect

__NOTOC__
= Open Textbook Formats =
You will notice that open textbooks are available in a number of different technical formats, some of which may not be familiar to you. The reason for this is because research into student preferences around textbook formats shows that students want flexibility and options. Some students, prefer physical textbooks, some want their textbook delivered to their favourite eReader device, and others prefer the familiarity of a PDF or a website. <ref>Clint Lalonde, "Open Textbook Formats Explained," BCcampus OpenEd, August 30, 2013, https://open.bccampus.ca/2013/08/30/open-textbook-formats-explained/ (accessed January 24, 2018).</ref>

Here is a brief guide to the different types of document formats that open textbooks are most often available in.

=== EPUB ===
EPUB is a standard format for ebooks. Students will need an eReader to use EPUB files. eReaders are available as stand-alone devices (such as a Nook or Kobo reader) and as software packages that students can install on their PC, Mac, tablet, or mobile phone.

There are a number of eReaders available for free, and many have features such as cloud syncing, which allows users to read their book on their tablet, PC, and phone and keep the book in sync. Many also offer annotation and highlighting capabilities.

EPUB is superior to PDF in that the text in EPUB files can shift to fit the size of the device being used to read the book, giving the user a smooth side-to-side reading experience. eReaders also often provide options to resize the text, change the font, or change the colour of the text.

Those who have a Nook, Kobo, or other dedicated eReading device or have downloaded and installed eReader software on their tablet, PC, or mobile device will want to use an EPUB file. Note that Kindle does not support EPUB. Instead Kindle users will want to use the MOBI format (see below).
{| class="wikitable"
|+eReader Software and Devices Compatible with EPUB:
!Software
!Supported Platforms
!eReader Device Available
!Registration
!Open Source
|-
![https://www.adobe.com/ca/solutions/ebook/digital-editions.html Adobe Digital Editions]
|PC, Mac, Android, iOS
|No
|No
|No
|-
![http://store.kobobooks.com/en-ca/ Kobo]
|PC, Mac, Android, iOS
|Yes
|Yes
|No
|-
![https://www.barnesandnoble.com/b/nook/_/N-1pbl?st=SEM&sid=NOK_DRS_NOOK+General+-+Ex_00000000&2sid=Google_e&sourceId=SEGoS71257 Nook]
|PC, Mac, Android, iOS
|Yes
|Yes
|No
|-
![https://play.google.com/store/books Google Play Books]
|Android
|No
|Yes – Google
|No
|-
![https://itunes.apple.com/ca/app/ibooks/id364709193?mt=8 iBooks]
|iOS
|No
|Yes
|No
|-
![https://calibre-ebook.com/ Calibre]
|PC, Mac, Android, iOS
|No
|No
|Yes
|}
These are just a few of the many EPUB readers available. Wikipedia [[wikipedia:Comparison_of_e-book_readers|has an extensive comparison list of eReaders.]]

===MOBI===
Students should choose the MOBI format if they have an Amazon Kindle or use the Amazon Kindle software, which anyone can download. [http://www.amazon.com/gp/feature.html/ref=amb_link_361458882_3?ie=UTF8&docId=1000493771&pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-9&pf_rd_r=0V61VKB4E3Q9ZC6C2E57&pf_rd_t=1401&pf_rd_p=1354791522&pf_rd_i=1000426311 Kindle apps and software] are available for download on Mac, PC, Android, BlackBerry, Windows OS, and iOS.

===Website/HTML===
An HTML website is a good format to use to distribute your textbook to students as it is a universal format that does not require any additional software beyond a web browser. HTML is also a good format to distribute your textbook in if you want others to be able to edit or customize your book. If possible, you can create a zip file of your HTML documents and make those available for other instructors to download, edit and host on their own websites.

===PDF===
PDF is a common file format that requires a PDF reader. Free PDF readers include [http://get.adobe.com/reader/ Adobe Reader], [http://www.foxitsoftware.com/Secure_PDF_Reader/ Foxit], and [http://www.nitroreader.com/ Nitro]. PDF is a good format to make available to students because it is common and most students will know how to work with a PDF document. However, PDFs are difficult to edit, so if you plan to openly license your textbook, you should also make your source files available so other instructors can edit the book.

===Word/OpenOffice===
Some open textbooks are available as Word/OpenOffice documents. These file formats will be have the .docx or .odt file extensions. You will need [http://office.microsoft.com/en-ca/ Microsoft Word] or [http://www.openoffice.org/ OpenOffice] to view these files. Word/OpenOffice documents can be used to distribute a textbook to students as it is a common file format. However, it is more common that you would convert the Word/OpenOffice document to a PDF, EPUB or HTML file for distribution to students and provide Word/OpenOffice as a source file for others who may want to edit or adapt the textbook.

===LaTeX===
LaTeX is a document format often used when complex scientific or mathematical equations and notations are required. [http://latex-project.org/intro.html LaTeX] requires [http://www.ualberta.ca/dept/chemeng/control/downloads/latex.htm special software] to read and edit. These files are not recommended for students and are primarily provided as source files for instructors who wish to modify or customize a textbook.

== Pressbooks Outputs ==
Pressbooks supports exporting your book as a '''PDF''' (digital and print), '''EPUB''', and '''MOBI'''.

These formats are available for export, but are not supported by Pressbooks. If issues arise during the use of these formats, Pressbooks will be unable to help.
* EPUB 3
* XHTML
* HTMLBook
* OpenDocument
* Pressbooks XML
* WordPress XML
* Common Cartridge 1.1 (Web Links)

== References ==
<references />

====== Adaption Statements ======
The UBC Open Publishing Guide was adapted from:
* The [https://opentextbc.ca/selfpublishguide/ BC Open Self-Publishing Guide] by Lauri M. Aesoph
* The [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks/ Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Existing Resources

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AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Existing Resources to Documentation:Open Textbook Publishing Guide/Existing Resources over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide/Existing Resources]]

Documentation:Open Textbook Publishing Guide/Existing Resources

2021-04-08T18:38:25Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide/Existing Resources to Documentation:Open Textbook Publishing Guide/Existing Resources over redirect

__NOTOC__

Open doesn't just apply to the finished resource, it applies to all of the elements within the resource. All of the images, tables, and other content within the resource need to be open or free of copyright protection. While the [https://copyright.ubc.ca/fair-dealing/ Fair Dealing] exception allows the use of copyrighted and other third party materials in the classroom, these exceptions do not apply when publishing an open textbook.
 
:::{| class="ambox" style="border-left-color: #ffb82b;background: #ffedca;"
| class="mbox-image" |[[File:Yellow_Download.png|link=|40x40px]]
| class="mbox-text" |'''<big>Downloadable Templates</big>'''
Use the [https://wiki.ubc.ca/images/9/92/Attribution_Tracking_Template.docx <nowiki>Attribution Tracking Template [Word]</nowiki>] for tracking information needed to properly attribute the media items you use (according to the [https://wiki.creativecommons.org/wiki/best_practices_for_attribution TASL best practices for attribution]).
|}
 

== Licenses and Permissions ==
If you are looking for content to add to your textbook, you should look for and use Creative Commons (or similar) licensed material or items that are in the Public Domain. If you want to use materials that are not released in the public domain or under a Creative Commons license, you can do so by obtaining written permission from the copyright holder to use this material in your textbook. However, this process limits how others can use or reuse that material, meaning that your textbook will not be truly open. If obtaining special permissions, clearly note in the textbook license and on the specific material that the items are copyrighted so that other adapting the book in the future know they cannot reuse that material without permission.
 
{| style="background: #ffedca; padding: .5em; border: solid 3px #ffb82b;"
|'''<big>Using and Finding Third Party Materials</big>'''

* [https://copyright.ubc.ca/ Copyright at UBC] has put together some [https://copyright.ubc.ca/copyright-guidelines/ Copyright Guidelines] for faculty, staff, and students to help you navigate Copyright. They also provide [mailto:copyright.services@ubc.ca consultation services] if you have further questions.
* The [https://guides.library.ubc.ca/open-education/material-repositories#s-lib-ctab-15956039-2 Open Education LibGuide] and the [[Library:OERR/User Guides|Open Educational Resource Repositories User Guide]] give suggestions about where to start looking for openly usable materials to use in your textbook.
* [https://wiki.creativecommons.org/wiki/best_practices_for_attribution Best practice for attribution] is to follow the TASL format (Title, Author, Source, License), providing links to all where available.
|-
|}

=== Copyright ===
When adopting a resource, you need to be aware of how the resource can be used. It's important to remember that just because an item is available online, it does not give an individual the right to use the work however they choose. The way that copyright works means that by default any work that is "fixed" (writes it down, records it, etc.) has automatic copyright. Therefore, assume that everything that you come across is protected by copyright. Because you can't rely on the Fair Dealing exceptions in the way that educators usually can, you will need to look for the rights and permissions information about the piece that you want to use. Rights and permissions outline how a work can be used, including produced, copied, performed, published, adapted, translated or telecommunicated.
{| style="background: #ffedca; border: solid 3px #ffb82b; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Determining Copyright Rights and Permissions</big>'''

* The [https://guides.library.ubc.ca/ld.php?content_id=34110913 First Level Analysis Flowchart] takes you through the steps of determining if a work can be uploaded to a Learning Management System (LMS, e.g. Canvas, Entrada, Connect, MEDICOL) without first seeking permission.
* The [https://guides.library.ubc.ca/ld.php?content_id=34110941 Digital Licenses Flowchart] picks up where the First Level Analysis leaves off, guiding you through the specifics of the reuse of digital works in a learning environment.
* The [https://librarycopyright.net/resources/digitalslider/index.html Digital Copyright Slider] is tool that can be used to establish if works first published in the U.S. are still protected by copyright (in the U.S.) or in the public domain.
|}

=== Creative Commons (CC) ===
[https://creativecommons.org/ Creative Commons] is a non-profit organization whose mandate is to make it easier for creators to share their work and/or build upon the works of others consistent with the rules of copyright. They have created standard, easy to use and understand copyright licenses that anybody can apply to their work to allow others to share, remix, or use the work without having to contact the copyright owner to ask for permission. There are several Creative Commons licenses, each with a [https://guides.library.ubc.ca/open-education/creative-commons different level of use restrictions].

=== Public Domain ===
Public Domain does not refer to just anything found publicly online; just because something is on the internet does not mean that it is "in the public domain." The standard copyright term in Canada is until the author's death plus an additional fifty years. For more information, visit Copyright @ UBC.

From Stanford University Library's [https://fairuse.stanford.edu/overview/public-domain/welcome/ Welcome to the Public Domain]:<blockquote>The term “public domain” refers to creative materials that are not protected by intellectual property laws such as copyright, trademark, or patent laws. The public owns these works, not an individual author or artist. Anyone can use a public domain work without obtaining permission, but no one can ever own it.</blockquote><blockquote>An important wrinkle to understand about public domain material is that, while each work belongs to the public, collections of public domain works may be protected by copyright. If, for example, someone has collected public domain images in a book or on a website, the collection as a whole may be protectable even though individual images are not. You are free to copy and use individual images but copying and distributing the complete collection may infringe what is known as the “collective works” copyright. Collections of public domain material will be protected if the person who created it has used creativity in the choices and organization of the public domain material. This usually involves some unique selection process, for example, a poetry scholar compiling a book—''The Greatest Poems of e.e. cummings''.
</blockquote>

==== Public Domain in Canada ====
In Canada copyright expires 50 years after the death of the creator, at the end of the relevant calendar year. Public domain material then is free for you to use any way you choose. That means there are no restrictions on copying and adapting, and there is no need to seek permission to use the content. To learn more about public domain, go to the [https://copyright.ubc.ca/public-domain/ UBC Copyright website].

== Images ==
In creating open educational resources, the most commonly used third party materials are photos and images. Rather than doing a copyright check at the end of your project, save yourself some time by choosing openly licensed content during the initial creation of your textbook. There are many different [https://guides.library.ubc.ca/open-education/material-repositories#s-lib-ctab-15956039-2 places where you can search] for Open images to use in your textbook. Additionally, Google Image Search allows you to filter results by license if you click on Tools and then Usage Rights.

When gathering photos, keep track of attribution information to make creating [[Documentation:Open Resource Working Group/Publishing Guide/Textbook Outline|front and back matter]] pages easier.

== Music ==
From Creative Commons [https://creativecommons.org/about/program-areas/arts-culture/arts-culture-resources/legalmusicforvideos/ Legal Music For Videos]: 
::'''Can I use any song with a CC license on it?'''
::Almost — you need to make sure that what you want to do with the music is OK under the terms of the particular Creative Commons license it’s under. CC-licensed music isn’t free for all uses, only some — so make sure to check out the terms (you can find these by clicking on each song’s license icon).
::Most importantly, you need to use music that is '''not''' licensed under a No Derivative Works license. This means that the musician doesn’t want you to change, transform, or make a derivative work using their music. Under CC licenses, synching the music to images amounts to transforming the music, so you can’t legally use a song under a CC No Derivative Works license in your video.<blockquote>Also, make sure to properly credit the musician and the track, as well as express the CC license the track is under.

== Video ==
The easiest way to make sure that you are using open videos is to search specifically for them. For example, you can filter your Youtube search to include videos with a Creative Commons license or [https://guides.library.ubc.ca/open-education/finding search within specific open educational resource repositories]. Before using a video, you need to review the content for potential infringement. Similar to the Copyright Office guidelines on [[Library:Copyright Resources/draft/Videos in the Classroom|Using Videos in the Classroom]], you are free to include online streaming videos provided that the videos satisfy the following criteria:
* You do not break or circumvent a Digital Lock to access or obtain a copy of the work.
* There is no clear and visible notice on the website or on the work itself that prohibits the use or reproduction of the work (more than just a copyright symbol).
* The website is not questionable, infringing or clearly using the works without the copyright owner’s consent.
* You identify the source of the work and, if available and applicable, the author, performer, maker or broadcaster of the work.

This means if the content is infringing on copyright (e.g. A YouTube user has uploaded the movie, "The Conjuring") you cannot include that video. If you cannot find the "Terms of Use" or "License" for an item, contact the Scholarly Communications and Copyright Office for assistance. When in doubt, provide a link to the original video instead of embedding it directly into the textbook.
 
----
----
==== Adaption Statements ====
* Adapted from the [https://guides.library.ubc.ca/open-education/home Open Education Libguide] by UBC Library licensed under a [http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License] except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide/Accessibility, Diversity, and Inclusion

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#REDIRECT [[Documentation:Open Textbook Publishing Guide/Accessibility, Diversity, and Inclusion]]

Documentation:Open Textbook Publishing Guide/Accessibility, Diversity, and Inclusion

2021-04-08T18:38:25Z

__NOTOC__
== Universal Design ==
Universal Design is the process of creating products (devices, environments, systems, and processes) that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations (environments, conditions, and circumstances). Universal Design emerged from the slightly earlier concept of being barrier-free, the broader accessibility movement, and adaptive technology and assistive technology. It also seeks to blend aesthetics into these core considerations.

{| style="background: #fbdebf; border: solid 3px #EE7A01; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
| '''<big>Inclusive Design Survey</big>'''
* Survey your syllabus and course design with the [https://drive.google.com/file/d/0B0ulz5eHbyjYdmY0eF9ablRRcHM/view Inclusive by Design survey]
|-
|}When we consider designing learning resources that are accessible UDL is a good place to start as it moves beyond the notion of accessible resource design as a checklist that we go through when we develop resources, but instead asks us to consider how the resource we are developing can be as usable as possible by all users. In our description below we look at accessibility in the broadest terms possible in-line with UDL Principles.

We frame the practice of using Universal Design in a holistic and manageable way and begin by addressing the barriers that are easy to anticipate and proactively remediate. This toolkit, therefore, will provide guidance if the answer to any of the following questions is “yes.”
* Do I have visual materials that present core concepts that not all students may be able to see or understand?
* Do I have multimedia materials (e.g., audio, video) that present core concepts that not all students may be able to be hear, see, or otherwise access?
* Do I have documents that present core concepts in a format that not all students may be able to access?

==Accessibility==
One of the basic premises of open education is access. The United Nations Educational, Scientific and Cultural Organization (UNESCO) believes:<blockquote>"…that universal access to high quality education is key to the building of peace, sustainable social and economic development, and intercultural dialogue. Open Educational Resources (OER) provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing and capacity building" ([http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/ Open Educational Resources, UNESCO])</blockquote>
{| style="background: #fbdebf; border: solid 3px #EE7A01; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
|'''<big>Accessibility Toolkits and Guides</big>'''
*For help making your textbook accessible, Open UBC has put together an [https://open.ubc.ca/teach/oer-accessibility-toolkit/ Accessibility Toolkit.]

[https://opentextbc.ca/adaptopentextbook/chapter/getting-started/ Reasons to Adapt an Open Textbook] in the BCcampus Open Education Adaptation Guide.
|-
|}
'''Access''' in this context refers to the ability for students, instructors, and others to obtain access to education. Releasing textbooks and other educational resources with open-copyright licenses is a big step toward removing barriers, as it makes these materials free of cost and free to use, distribute, and change. But there is more that goes into accessing a resource than it just being free and online. For a textbook to be truly accessible, people of all abilities need to be able to access the content. This means designing a textbook that accommodates people with diverse needs and ensuring the content can be accessed by all, regardless of ability. It also means creating materials that include diverse viewpoints and voices.

== Barriers to Access ==
Listed below are some of the barriers students face during their education, as well as some solutions and examples of how to overcome these barriers in the resources you create.
 
{| class=projectphases cellpadding="15" style="border: 3px solid #EE7A01;"
!style="width: 150pt;background-color:#934c01;" ! |<big>Barrier Type</big>
!style="width: 150pt;background-color:#934c01;" ! |<big>Challenge</big>
!style="width: 150pt;background-color:#934c01;" ! |<big>Solution</big>
!style="width: 150pt;background-color:#934c01;" ! |<big>Example</big>
|-
| rowspan="3" |'''Physical Impairments'''
|Low vision or blindness
|Use alternative text (alt-text) to describe an image’s content or function that can be read by a screen reader.
|All images in [https://open.bccampus.ca/find-open-textbooks/?uuid=8390d51e-0efe-493c-881c-cf86852a612f&contributor=&keyword=&subject=Psychology ''Introduction to Psychology – 1st Canadian Edition''] have alt-text.
|-
|Hearing impairment or deafness
|Add transcripts and captions to all audio content.
|The [https://www.youtube.com/playlist?list=PLi8sJ5jarQsyUiIn4rUA71ecODy3o9Md5 <nowiki>instructional videos [YouTube – New Tab]</nowiki>] created for [https://open.bccampus.ca/find-open-textbooks/?uuid=a2086095-a679-4e33-b0dd-f5b96192fba1&contributor=&keyword=&subject=Biology ''Concepts of Biology-1st Canadian Edition''] are all captioned.
|-
|Motor-skill impairment, immobility
|Provide file formats that can be uploaded into a variety of mobile devices.
|[https://open.bccampus.ca/find-open-textbooks/?uuid=fdb68dba-0709-4778-a2f7-af8bafd84fa9&contributor=&keyword=&subject=Hospitality/Tourism%20-%20General ''Introduction to Tourism and Hospitality in BC''] has a number of file types available.
|-
| style="background: #fbdebf;" |'''Learning Disabilities'''
|style="background: #fbdebf;" |Difficulty absorbing information via reading or difficulty concentrating (ADHD)
|style="background: #fbdebf;" |Add audio clips to printed text that student can listen to while reading along.
|style="background: #fbdebf;" |[https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?search=Line&filter=&contributor=&subject=Trades+-+General Common Core Trade series] (23 books) has audio files that accompany the text content.
|-
|'''Language Comprehension'''
|Low literacy: adult basic education (ABE) student or English language learners (ELL)
|Provide a print copy with increased font size or provide formats that allow the font size to be adjusted.
|The PDF of [https://open.bccampus.ca/find-open-textbooks/?uuid=8079bf98-beab-46cf-8968-d664f825e9c7&contributor=Academic/Basic%20Upgrading&keyword=&subject=Academic/Basic%20Upgrading ''BC Reads: Adult Literacy Fundamental English – Reader 1''] uses large text.
|-
| rowspan="2" style="background: #fbdebf;" |'''Limitations of Time and Place'''
|style="background: #fbdebf;" |Working, parenting, or live far from a college or university
|style="background: #fbdebf;" |Provide a version of the textbook that can be accessed from anywhere online.
|style="background: #fbdebf;" |All books in the [https://open.bccampus.ca/find-open-textbooks/ B.C. Open Textbook Collection] can be accessed online.
|-
|style="background: #fbdebf;" |Unreliable or no access to the Internet
|style="background: #fbdebf;" |Set up a service that can supply a print-on-demand copy.
|style="background: #fbdebf;" |See the print-on-demand option for [http://opentextbook.docsol.sfu.ca/store/product/otb025-02/ ''Principles of Social Psychology – 1st International Edition''].
|}
 

== Tips for accessibility ==
Here are some tips that can help making the textbook more accessible:
* Use clear, straightforward language. Make the content understandable.
* Provide multiple formats whenever possible. This will allow different users to access the resource in different ways.
* Use a clear organizational structure to guide readers through the resource.
* Provide proper information and resources to make the content readable and understandable for users (ie. Glossary, Abbreviation list).
* Use personas to 'test' out draft resources for different users.
* Develop an accessibility statement to show ways that the resource has been made more accessible and way for users to contact you with suggestions to improve accessibility.
* When requesting peer reviewers, make sure to highlight the importance of accessibility, diversity, and inclusion. 
:::{| class="ambox" style=" border-left-color: #ee7a01;background: #fbdebf"
|-
| class="mbox-image" | [[File:Orange Download.png|40px]]
| class="mbox-text" | '''<big>Downloadable Templates</big>'''
* BCcampus Open Education [https://opentextbc.ca/selfpublishguide/wp-content/uploads/sites/194/2018/01/BCcampus-Open-Ed-Self-Publishing-Guide-Review-Rubric.docx Review Rubric [Word file<nowiki>]</nowiki>] addresses the issue of diversity and inclusion.
* [https://opentextbc.ca/accessibilitytoolkit/back-matter/appendix-checklist-for-accessibility-toolkit/ Checklist for Accessibility] from [https://opentextbc.ca/accessibilitytoolkit Accessibility Toolkit - 2nd Edition] by BCcampus
|}

==Diversity and Inclusion==

{| style="background: #ffffff; border: dotted 3px #EE7A01; padding: .5em; float:right; width: 350pt; margin: .48em; vertical-align: top;"
| '''<big>UBC Example - Psychology</big>'''
 
[https://psych.ubc.ca/profile/benjamin-cheung/ Dr. Benjamin Cheung] has been working on adapting [https://pressbooks.bccampus.ca/socialpsychben/ Principles of Social Psychology] by Dr. Charles Stangor in order to replace the images with ones that show more diversity. This reflects the current diversity of the average classroom. His current revisions are focused on replacing gender pronouns to be neutral.
|}In the context of writing an open textbook, diversity means including a wide range of perspectives in your textbook. This can help ensure that more readers identify with and relate to the material. Some benefits are:
* Engaging more students because they recognize themselves or their life experiences in the material

* Appealing to instructors in a variety of educational settings
* Creating a more interesting reading and learning experience
===Ethnocentrism===
Whether intentional or not, '''ethnocentrism''' (“a tendency to view alien groups or cultures from the perspective of one’s own” - [http://www.dictionary.com/browse/ethnocentrism ethnocentrism, Dictionary.com]) can creep into the content and presentation of a textbook, and it is something all authors should be aware of. This doesn’t mean you must write a book that fits every culture and perspective, only that you are respectful.
 
----
----
==== Adaptation Statements ====
*Adapted from the [https://opentextbc.ca/selfpublishguide Self-Publishing Guide] by BCcampus licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
*Adapted from the [https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks The Rebus Guide to Publishing Open Textbooks (So Far)] by Apurva Ashok and Zoe Wake Hyde is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
[[Category:Open Textbook Publishing Guide]]

Open Textbook Publishing Guide

2021-04-08T18:38:25Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide to Documentation:Open Textbook Publishing Guide over redirect

#REDIRECT [[Documentation:Open Textbook Publishing Guide]]

Documentation:Open Textbook Publishing Guide

2021-04-08T18:38:25Z

AmandaGrey: AmandaGrey moved page Open Textbook Publishing Guide to Documentation:Open Textbook Publishing Guide over redirect

__NOTOC__

The Open Textbook Publishing Guide was created to assist UBC faculty and staff engaging in an open textbook publishing project. This guide is arranged into phases of the publishing process from planning to creating content to collecting data about the impact of the publication. This guide provides you with sample project planning templates; workflows for text design and structure; communication and networking practices for your project; and the supports available to you at UBC for your project.

== Project Phases ==
 
 
{| class="projectphases"
| style="width: 360px;" | [[File:OTPG_Phase_1_-_Planning.png|350x350px]][[File:OTPG_Phase_2_-_Learning_Design.png|350x350px]][[File:OTPG_Phase_3_-_Creating_Content.png|350x350px]][[File:OTPG_Phase_4_-_Textbook_Design.png|428x428px]][[File:OTPG_Phase_5_-_Release.png|350x350px]][[File:OTPG_Phase_6_-_Post-Release.png|350x350px]]
|
== Phase 1 - Planning Your Project ==

==== Determine the Project Scope ====
Gathering information and framing your project is important to understanding what you are working toward for yourself and anyone else involved. [https://open-2019.sites.olt.ubc.ca/open-publishing-guide/project-scope/ Learn More ...]

==== Develop a Project Plan ====
Taking the time to plan in the beginning will save a lot of stress and time in the end. Work out a rough timeline for your project, create a budget, and identify who to recruit. [https://open.ubc.ca/open-publishing-guide/project-plan/ Learn More ...]
 
== Phase 2 - Learning Design ==

==== Develop Student Engagement Plan ====
When engaging in creating an open textbook you may also want to include students in the creation process. [https://open.ubc.ca/open-publishing-guide/student-engagement-plan/ Learn More...]

==== Develop an Accessibility, Diversity, and Inclusion Plan ====
Developing versatile materials that are inclusive and accessible for all students is a cornerstone to open educational resources. [https://open.ubc.ca/open-publishing-guide/accessibility-diversity-and-inclusion/ Learn More...]
 
== Phase 3 - Creating Content ==

==== Identify Existing Resources ====
Creating a process for identifying resources for your text to re-use or modify. [https://open.ubc.ca/open-publishing-guide/identify-existing-resources/ Learn More...]

==== Develop Textbook Outline ====
Before you begin writing, create an outline that details the topics to be covered in your textbook and how they will be organized in a table of contents. [https://open.ubc.ca/open-publishing-guide/develop-textbook-outline/ Learn More...]
 
== Phase 4 - Textbook Design ==

==== Select a Tool ====
Selecting the tool most appropriate for your text design needs is important for a successful project. [https://open.ubc.ca/open-publishing-guide/publishing-tools/ Learn More...]

==== Consider Textbook Design Rules ====
Textbook design incorporates structured parts, chapters, sections and subsections that are organized in a way that facilitates understanding. [https://open.ubc.ca/open-publishing-guide/textbook-design-rules/ Learn More...]

==== Develop Style Sheet ====
Making decisions about the final style and design of your textbook at the beginning of your project will help save you time and extra work. [https://open.ubc.ca/open-publishing-guide/style-sheets/ Learn More...]
 
== Phase 5 - Release ==

==== Consider Peer Review ====
Developing a peer review strategy for your open textbook will help ensuring quality and adoption. [https://open.ubc.ca/open-publishing-guide/peer-review/ Learn More...]

==== Develop a Release Plan ====
A lot of work has gone into the creation of your open textbook. Developing a marketing and promotion plan to share your textbook will ensure your work is used broadly. [https://open.ubc.ca/open-publishing-guide/release-plan/ Learn More...]
 
== Phase 6 - Post-Release ==

==== Collect Impact Data ====
Making decisions on how you want to show impact of your textbook is part of the post-release process. [https://open.ubc.ca/open-publishing-guide/impact-data/ Learn More...]

==== Consider Revisions ====
Investigate ways to gather feedback to improve and upgrade your textbook after it's initial release. [https://open.ubc.ca/open-publishing-guide/revisions/ Learn More...]
|}
----
The UBC Publishing Guide Toolkit created by [https://directory.library.ubc.ca/people/view/798 Erin Fields], Amanda Grey, and [https://ctlt.ubc.ca/about/contact-us/teaching-learning-professional-development/ Lucas Wright] is licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.

[[Category:Open Textbook Publishing Guide]]

Open UBC/Using LaTeX

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Documentation:Open UBC/Using LaTeX

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LaTeX is a method best known for typesetting mathematical equations but it can also be used to typeset an entire document. Its plain text commands allow authors to write a variety of symbols quickly and allow authors control over formatting and alignment. Additionally, LaTeX is free, has good documentation, and has a large active community which has developed a range of freely available modifications called "packages".

LaTeX can be used to create:
{| style="margin-left: auto; margin-right: auto;text-align:center; "
| style="border: 5px solid transparent;" |[[File:Latex Math.png|center|203x203px]]
| style="border: 5px solid transparent;" |[[File:Latex Chemistry Example.png|center|203x203px]]
| style="border: 5px solid transparent;" |[[File:Latex Phonetic Example.png|center|203x203px]]
| style="border: 5px solid transparent;" |[[File:Latex Music Example.png|center|203x203px]]
| style="border: 5px solid transparent;" |[[File:Latex Plots.png|center|203x203px]]
|-
| style="border: 5px solid transparent;" |'''Mathematics'''
| style="border: 5px solid transparent;" |'''Chemistry'''
| style="border: 5px solid transparent;" |'''Phonology'''
| style="border: 5px solid transparent;" |'''Music'''
| style="border: 5px solid transparent;" |'''Plots'''
|-
| style="border: 5px solid transparent;" |The default distribution of LaTeX offers over 10,000 symbols which allows for typesetting most equations.
| style="border: 5px solid transparent;" |LaTeX is capable of handling basic chemical equations easily, but for more complex notation there are several packages.
''[https://www.overleaf.com/learn/latex/chemistry_formulae chemfig, ochem, streetex, and xymtex.]''
| style="border: 5px solid transparent;" |There are many packages available for phonologists looking to create phonetic transcription, vowel charts, syntactic trees, and more.
''[https://guilhermegarcia.github.io/latex_phonology.html tipa, vowel, tikz]''
| style="border: 5px solid transparent;" |Written music has a distinctive appearance, very unlike written text. LaTeX provides a way to describe music by what we are able to type and the output resembles printed music closely enough that we can see the correspondence.
''[https://tex.stackexchange.com/questions/855/can-i-create-music-sheets-with-latex wasysym, harmony, musixtex, lilypond]''
| style="border: 5px solid transparent;" |LaTeX allows for programming plots and graphs into documents. You provide the input data/formula and the packages do the rest.
[https://www.overleaf.com/learn/latex/pgfplots_package ''tikz'' with ''pfgplots''.]
|}

Jump to a section: [[#example|Faculty Example]] | [[#start|Get Started]] | [[#support|Support]] | [[#FAQ|FAQ]]
<hr class="clear" />


=Faculty examples How are faculty using this tool? =
{| style="border-collapse: separate; border-spacing: 6; border-width: 0px; border-style: solid; border-color: #000; padding: 5"
|[[File:Monga.png|left|frameless|250x250px]]

=== Vishakha Monga created ''Inorganic Chemistry for Chemical Engineers'' ===
This Pressbook introduces students to the basic principles of inorganic chemistry and links them with current applications relevant to a chemical engineer. [https://pressbooks.bccampus.ca/inorganicchemistrychem250/ Read More...] ''External''
|-
|[[File:Ichikawa.png|left|frameless|250x250px]]
=== Jonathan Ichikawa adapted ''forall x: UBC edition'' ===
This book is an introductory logic textbook specifically adapted for use in UBC classes. [http://jichikawa.net/forall-x-ubc-edition Read More...]''External''
|-
|
[[File:Math Department Logo.png|left|frameless|250x250px]]
=== Joel Feldman, Andrew Rechnitzer, and Elyse Yeager created ''CLP Calculus Textbooks'' ===
The CLP calculus textbooks and problem books were written for standard university Calculus 1, 2, 3 and 4 courses at the Department of Mathematics, UBC. [https://www.math.ubc.ca/~CLP/ Read More...]
|}

<hr class="clear" />


=Getting started How do I get started? =

== Overleaf ==
Similar to other markup languages like [https://www.w3schools.com/html/html_intro.asp HTML], the styles, contents and layout in a LaTeX document are written using tags or commands. If you want to use LaTeX to create an entire document or project, you will need to use a program or platform which will recognize and interpret LaTeX tags and commands into a readable document. We recommend the website [https://www.overleaf.com/ Overleaf] which provides a platform for you to begin creating your LaTeX document. Overleaf provides many different templates to get your started with your project, as well as in-depth guides on how to write and use LaTeX. If you do not want to use Overleaf, they provide a list of [https://www.overleaf.com/learn/latex/Choosing_a_LaTeX_Compiler alternate options.]

Here is a brief video on how to get started with LaTeX in Overleaf:

{{#widget:YouTube|id=rLWT0z6yvrk|height=316|width=560}}

== Pressbooks ==
If you don't want to create your whole document using LaTeX, or want a more intuitive or familiar interface for creating a text, we recommend using [https://pressbooks.bccampus.ca/ Pressbooks]. Pressbooks is an online platform for creating and publishing open textbooks available at UBC [https://open.bccampus.ca/create-open-textbooks/using-pressbooks/ through BCcampus]. Pressbooks has an optional plugin called [https://quicklatex.com/ QuickLaTeX] which enables the use of LaTeX within the editor. Once QuickLaTeX has been enabled, there are several ways you can mark out LaTeX code within the chapter. One way is to:

# At the top of the page write '''[latex]''' to let Pressbooks know that there is LaTeX code on this page
# Add a a dollar sign '''($)''' before and after the LaTeX or,
# Put the formula on a new line by adding the following to the beginning and end of you our LaTex equation:
\begin{equation}

\end{equation}
For an in-depth explanation and examples, read [https://eduguide.pressbooks.com/chapter/equations-and-formulas/ Equations and Formulas: How to Use LaTeX]

Here is a brief video on another way to use LaTeX in Pressbooks:

{{#widget:YouTube|id=d9vNRQRnFPk|height=316|width=560}}

== Jupyter Notebooks ==
Another textbook creation platform used at UBC is [https://ubc.syzygy.ca/ Jupyter Notebooks], which allows you to create and share documents that contain live code, equations, visualizations, and narrative text. To add LaTeX to your Jupyter Notebook, [https://www.math.ubc.ca/~pwalls/math-python/jupyter/latex/ put a dollar sign '''($)''' before and after the LaTeX text].

Here is a brief video on how to use LaTeX in Jupyter Notebooks:

{{#widget:YouTube|id=ZOgoMbt26BU|height=316|width=560}}

== Training ==
Here is a list of various LaTeX tutorials and guides that can help you get started learning how to write LaTeX
* [https://www.overleaf.com/learn/latex/Free_online_introduction_to_LaTeX_(part_1) Free Online Introduction to LaTeX (Overleaf)]
*[https://www.overleaf.com/learn/latex/Learn_LaTeX_in_30_minutes Learn LaTeX in 30 mins (Overleaf)]
* [https://www.andy-roberts.net/writing/latex LaTeX Tutorials]
* [http://www.docs.is.ed.ac.uk/skills/documents/3722/3722-2014.pdf <nowiki>LaTeX For Beginners Workbook [PDF]</nowiki>]
* [https://tobi.oetiker.ch/lshort/lshort.pdf <nowiki>The Not So Short Introduction to LaTeX 2e (Or LaTeX 2e in 139 minutes) [PDF]</nowiki>]

== LaTeX Packages ==
While the basic symbols available in LaTeX cover most of the bases for math equations, you may find that you need a symbol or need to write something that isn't included in basic LaTeX. This is where packages come in. Packages are add-on features for LaTeX that contain extra LaTeX commands and programming which add new styling features or modify those already existing.

To add a package to your LaTeX project, you will need to insert the code in [https://latex.wikia.org/wiki/LaTeX_preamble the preamble].
\usepackage{name-of-package}
The preamble is the first section of an input file, before the text of the document itself, in which you tell LaTeX the type of document, and other information LaTeX will need to format the document correctly. [https://pressbooks.bccampus.ca/pressbookslatex/part/more-advanced-documents/ Adding packages in Pressbooks] can be done through the settings menu. Jupyter Notebooks uses MathJax to render LaTeX and cannot use packages.

* [https://www.ctan.org/pkg CTAN Packages Archive]
* [https://www.ctan.org/topics/highscore CTAN Packages by topic]

=''Available support'' What support is available? =
UBC Library is able to provide [https://ubc.ca1.qualtrics.com/jfe/form/SV_3NUphWoiyrtOLVb consults and support] for Pressbooks projects which involve LaTeX.

BCcampus offers monthly [https://bccampus.ca/?s=%22latex+learning+community%22 LaTeX Learning Community] sessions for B.C. and Yukon post-secondary institutions where you can bring your LaTeX questions and problems to consult with experts.

=== Resources ===
Here is a list of resources for writing in LaTeX that you might find helpful
* Symbol Lists
**[https://artofproblemsolving.com/wiki/index.php/LaTeX:Symbols Commonly used LaTeX symbols]
**[http://cs.brown.edu/about/system/managed/latex/doc/symbols.pdf <nowiki>Symbols in LaTeX (6-page list) [PDF]</nowiki>]
**[http://tug.ctan.org/tex-archive/info/symbols/comprehensive/symbols-a4.pdf <nowiki>Comprehensive LaTeX symbol list [PDF]</nowiki>] which includes symbols available through various packages
* Guides and Templates
**[https://pressbooks.bccampus.ca/pressbookslatex/ Using LaTeX in Pressbooks]
** [https://www.grad.ubc.ca/current-students/dissertation-thesis-preparation/style-guides-computer-tools Formatting your UBC thesis using LaTeX]
** [https://guides.library.ubc.ca/bibtex/guides LaTeX Guides in the UBC Library Collection]
** [https://www.overleaf.com/latex/templates Templates (from Overleaf)]


=Frequently asked questions FAQ =
[https://en.wikibooks.org/wiki/LaTeX/FAQ Wikibooks LaTeX FAQ]
----
----

= Attribution =

* Adapted from [https://pressbooks.bccampus.ca/pressbookslatex/ Using LaTeX in Pressbooks] by Laura Greenstreet ([https://creativecommons.org/licenses/by-sa/4.0/ CC-BY-SA])
* Adapted from [https://latex.wikia.org/wiki/LaTeX_preamble LaTeX preamble] on [https://latex.wikia.org/ LaTeX Wiki] ([https://creativecommons.org/licenses/by-sa/4.0/ CC-BY-SA])
* Description of music was adapted from [https://www.overleaf.com/latex/examples/polyphonic-or-instrumental-music-with-m-tx-and-musixtex-on-overleaf/whwddhhnggnx Polyphonic or Instrumental Music with M-Tx and MusixTeX] on Overleaf ([https://creativecommons.org/licenses/by/4.0/ CC-BY])
* Description of plots was adapted from [https://www.overleaf.com/learn/latex/pgfplots_package Pgfplots package] on Overleaf

[[Category:Open UBC]]
[[Category:Open Education]]
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__NOINDEX__

Open UBC/Creating Resources with Pressbooks

2021-04-08T18:36:23Z

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#REDIRECT [[Documentation:Open UBC/Creating Resources with Pressbooks]]

Documentation:Open UBC/Creating Resources with Pressbooks

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[https://pressbooks.bccampus.ca/ Pressbooks] is an online platform for creating and publishing open textbooks. Students can choose to read the textbook online, download a PDF, read the textbook on their e-reader, or they could even request a print copy of the textbook, paying only the printing fees.
===Setup===
{|style="margin-left: auto; margin-right: auto;text-align:center; "
|style="border: 20px solid transparent;"|[[File:NP_global_network.png|203x203px|center]]
|style="border: 20px solid transparent;"|[[File:NP_stationery_tools.png|203x203px|center]]
|style="border: 20px solid transparent;"|[[File:NP_business_presentation.png|203x203px|center]]
|style="border: 20px solid transparent;"|[[File:NP_ebook.png|203x203px|center]]

|-
|style="border: 20px solid transparent;"|'''Create an Account'''
|style="border: 20px solid transparent;"|'''Write'''
|style="border: 20px solid transparent;"|'''Enhance'''
|style="border: 20px solid transparent;"|'''Publish'''

|
|-
|style="border: 20px solid transparent;"|Create a [https://pressbooks.bccampus.ca/wp-signup.php BCcampus Pressbooks] account using your UBC email account.
|style="border: 20px solid transparent;"|Import or copy+paste pre-written content, or write your textbook directly in Pressbooks.
|style="border: 20px solid transparent;"|Develop out your textbook to give it a more professional feel by adding textboxes, images, and videos.
|style="border: 20px solid transparent;"|Make your textbook visible to the public, and share your work with the world.

|
|}
BCcampus hosts a version of Pressbooks which is available to all faculty at B.C. and Yukon educational institutions.

'''For your students:'''
Students can create accounts using a UBC email account.

Jump to a section: [[#example|Faculty Example]] | [[#start|Get Started]] | [[#support|Support]] | [[#FAQ|FAQ]]
<hr class="clear" />


== Faculty examples How are faculty using this tool? ==
{|style="border-collapse: separate; border-spacing: 6; border-width: 0px; border-style: solid; border-color: #000; padding: 5"
|-
|[[File:McElduff.png|left|250px]]

=== Siobhán McElduff in CNERS created "Spectacles in the Roman World: A Sourcebook" ===

This is a collection of primary sources on Roman games and spectacles in their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome at the University of British Columbia. Siobhán's book uses large sections of primary-source text and uses the Glossary and Footnotes tools to enhance the content.
[https://pressbooks.bccampus.ca/spectaclesintheromanworldsourcebook/ Read More... External link]
|-
| [[File:Kamranian.png|left|250px]]

=== Somayeh Kamranian in FHIS created "Let's Read French Books" ===

This project aims to make reading literary books easier for the students by creating an open textbook reader using Public Domain 19th century French literature. Along with the text, there are activities for students to engage with and discover the text. Somayeh's book includes audio recordings of how to pronounce words in the glossary and H5P activities for students to explore the texts.
[https://pressbooks.bccampus.ca/letsreadfrenchbooks/ Read More...]
|-
| [[File:MacKinnon.png|left|250px]]

=== Stuart MacKinnon in EEGS (UBCO) edited "Laboratory Manual for Introduction to Physical Geography, First British Columbia Edition" ===

This lab manual is a cross-institutional project from various institutions across BC that provides 22 labs for first year post-secondary physical geography courses. The labs have been developed to be easily adapted for various course structures, durations, and differing laboratory learning objectives set out by instructors. Instructor notes are provided for each lab that outline the instructional intent of the lab author, along with some suggestions for modification. This book uses textboxes and heading styles to break up and identify content as well as to create a consistent style across chapters written by contributing authors.
[https://pressbooks.bccampus.ca/geoglabs2020/ Read More...]
|}

<hr class="clear" />


== Getting started How do I get started? ==
Drafting a project plan and timeline for your open textbook project is an important step in creating a resource using Pressbooks. Whether you are working in a project team or hiring students, a plan will provide you with guidance during the entirety of your project. There are a number of resources to help you develop out your project plan:
* [https://open.ubc.ca/open-publishing-guide/project-plan/ Open Textbook Publishing Guide - Project Plan]
* [[:File:Project Plan Template.docx|Project Plan [Word]]] template
* [https://tlef2.sites.olt.ubc.ca/files/2019/05/2020-TLEF-SP-Budget-Template.xls <nowiki>TLEF Fund Budget [Excel]</nowiki>] and the [https://open-2019.sites.olt.ubc.ca/files/2019/08/OER-Fund-Implmenation-Grant-Budget-Template.xls <nowiki>OER Fund Budget [Excel]</nowiki>]

===Timeline===
Taking the time to draft out a timeline will give you some guidance on how much work each part of the project will take up. This will also help you in the budgeting process if you are going to be hiring other people to help you with this project. We've compiled some [https://open-2019.sites.olt.ubc.ca/files/2020/09/OER-Fund-Library-Support_Budget.pdf <nowiki>time estimations [PDF]</nowiki>] based off of past Pressbooks projects (use the UBC Library [https://wiki.ubc.ca/images/1/13/Style_Sheet_Template.docx <nowiki>Style Sheet [Word]</nowiki>] and [https://wiki.ubc.ca/images/9/92/Attribution_Tracking_Template.docx <nowiki>Attribution Tracking [Word]</nowiki>] templates to save time). UBC Library has created a [https://pressbooks.bccampus.ca/ubclibrarytemplate/ Pressbooks Template] that provides a general structure to help you get a head start on creating your text. To import the template, in your Pressbook menu go to Tools > Import.

Here is an example of what a Project Timeline looks like:
* [https://opentextbc.ca/selfpublishguide/wp-content/uploads/sites/194/2017/07/BCcampus-Open-Ed-Self-Publishing-Project-Timeline-template.docx <nowiki>BCcampus Project Timeline [Word]</nowiki>]

=== Functionality ===
Pressbooks has several features and options that you can use to enhance your textbook. ''NOTE: H5P and Hypthes.is are not FIPPA compliant, and should be used to encourage student engagement but not as required assignments.''

==== Glossary ====
The Glossary feature allows you to mark and define words within a chapter. Readers can click on the word and the definition comes up in a tool-tip. If you want to create a Glossary page in your back matter, Pressbooks will use the definitions you have already created to auto-generate this page for you.

An example of a Pressbooks Glossary can be found in [https://pressbooks.bccampus.ca/spectaclesintheromanworldsourcebook/back-matter/appendix-i-glossary/ Spectacles in the Roman World].

==== H5P ====
With [https://h5p.org/content-types-and-applications H5P] you can embed interactive elements into the textbook such as quizzes, clickable timelines, and flash cards. Through H5P's iframe embedder, you can embed Google Slides presentations into your textbook, as well as record audio.

An example of H5P can be found in [https://pressbooks.bccampus.ca/letsreadfrenchbooks/chapter/activites-pour-decouvrir-le-texte/ Let's Read French Books].

==== Hypothes.is ====
[https://web.hypothes.is/ Hypothes.is] is a browser plugin that can be used for students to highlight, annotate, comment on the text and engage in discussions with other students. You can create an [https://web.hypothes.is/help/annotating-with-groups/ annotating group] for your class that students can sign up to join, and consult [[Documentation:Student Privacy and Consent Guidelines|Student Privacy and Consent Guidelines]] for how to go about doing this.

An example of Hypothes.is in Pressbooks can be found in [https://pressbooks.bccampus.ca/pressbooksvisualguide/chapter/hypothes-is/#chapter-350-section-1 Publishing with Pressbooks: A Visual Guide].

==== Media Attributions ====
Pressbooks has an option to include at the end of every chapter an automatically generated list of media attributions (using the [https://wiki.creativecommons.org/wiki/best_practices_for_attribution TASL] format). The information for attribution will be drawn from the licensing information attached to each photo.

An example of Pressbooks Media Attribution can be found in [https://pressbooks.bccampus.ca/geoglabs2020/chapter/lab-03-atmospheric-structure-and-pressure-systems/ Laboratory Manual for Introduction to Physical Geography, First British Columbia Edition].
== Available support What support is available? ==
UBC Library is able to provide [https://ubc.ca1.qualtrics.com/jfe/form/SV_3NUphWoiyrtOLVb consults and support] for you as you work on your Pressbooks project.
* Open Textbook Publishing Guide: https://open.ubc.ca/open-publishing-guide/
* Publishing with Pressbooks: A Visual Guide: https://pressbooks.bccampus.ca/pressbooksvisualguide/
* BCcampus Pressbooks Guide: https://opentextbc.ca/pressbooks/
* Video Tutorials: https://video.bccampus.ca/channel/Pressbooks%2BTutorials/66388<hr />


== Frequently asked questions FAQ ==
BCcampus has put together a [https://opentextbc.ca/faqs/ Pressbooks Support FAQ].
-----
-----
== Image Attribution ==
* [https://thenounproject.com/term/business-presentation/2671718/ business presentation] by [https://thenounproject.com/vectorspoint Vectors Point] from the [https://thenounproject.com/ Noun Project], adapted by UBC Library
* [https://thenounproject.com/term/ebook/2671705/ ebook] by [https://thenounproject.com/vectorspoint Vectors Point] from the [https://thenounproject.com/ Noun Project], adapted by UBC Library
* [https://thenounproject.com/term/global-network/2671704/ Global Network] by [https://thenounproject.com/vectorspoint Vectors Point] from the [https://thenounproject.com/ Noun Project], adapted by UBC Library
* [https://thenounproject.com/term/stationery-tools/2671723/ stationery tools] by [https://thenounproject.com/vectorspoint Vectors Point] from the [https://thenounproject.com/ Noun Project], adapted by UBC Library
[[Category:Open Education]]
[[Category:Open UBC]]
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Open UBC/Adapting an Open Textbook

2021-04-08T18:36:13Z

AmandaGrey: AmandaGrey moved page Open UBC/Adapting an Open Textbook to Documentation:Open UBC/Adapting an Open Textbook over redirect

#REDIRECT [[Documentation:Open UBC/Adapting an Open Textbook]]

Documentation:Open UBC/Adapting an Open Textbook

2021-04-08T18:36:13Z

AmandaGrey: AmandaGrey moved page Open UBC/Adapting an Open Textbook to Documentation:Open UBC/Adapting an Open Textbook over redirect

__NOTOC__

The idea of creating an entire textbook can be overwhelming. Textbooks require time for writing, editing, and publishing, resulting in a lot of investment. However, open textbooks are often created with licenses that allow for adaption and modification which can be a starting place to developing your own unique text. The term “adaptation” is commonly used to describe the process of making changes to an existing work. Though we can also replace “adapt” with revise, modify, alter, customize, or other synonym that describes the act of making a change. Rather than starting off on your own textbook from scratch, you can use an existing textbook as the basis for your project.

When it comes to working with open textbooks (and open educational resources (OER) in general), one of the conceptual hurdles faced by most people is around the notion of adapting or changing someone’s work. Changing someone’s work can feel uncomfortable. But rest assured that, if the author of the textbook has released their textbook under a Creative Commons license (except a Creative Commons No Derivative (ND) license) that allows for revision of their texts providing that you give them the proper attribution. Anything and everything in an open textbook can be changed as long as the conditions of the open license are met. The modifications or changes you make can be fairly minor or major depending on what you need to do to make the book work for you. That is the beauty and power of open textbooks. You are in charge of the resource. You have been given permission to change it ahead of time by the original author.

== Ideas for Adaptation ==
There are many different ways of adapting a textbook. For example, maybe you find a textbook that is pretty good, but could be stronger with the addition of case studies, or maybe the case studies could use a Canadian perspective. Those would make great open textbook adaptations. Here are some commons forms of adaptation:

=== Adding ===
* Material contributed by students or material suggested by students
* Media or links to other resources
* Textboxes with learning objectives, exercises, key takeaways, or supplemental information
For example, not only did [https://ecampusontario.pressbooks.pub/businessfuncdn/ Fundamentals of Business: Canadian Edition] modify the content for the Canadian context, but they also went through and added H5P interactivity throughout by adding learning check quizzes at the end of every chapter, and updating the Learning Objectives.

=== Editing ===
* Correcting errors or inaccuracies
* Updating the book with current information
For example, T[https://pressbooks.bccampus.ca/teachinginadigitalagev2/ eaching in a Digital Age - Second Edition] has not only been updated to add and expand more content, A.W. (Tony) Bates has also made additions which examines three emerging technologies (artificial intelligence, virtual/augmented reality, and serious/educational games).

=== Modifying ===
* Adjusting for a different grade or course level
* Translating the material into another language
* Meeting a cultural, regional, or national preference
For example, the first edition of [https://opentextbc.ca/introductiontosociology2ndedition/ Introduction to Sociology - 2nd Canadian edition] focused on replacing the American data in the original textbook with Canadian data. The second edition has made even more changes by adding many new sections as well as correcting errors such as broken links and figure numbers.

=== Improving Learning, Accessibility & Inclusivity ===
* Addressing a particular teaching style or learning style
* Addressing diversity needs
* Making the material more accessible for people with disabilities
For example, [https://psych.ubc.ca/profile/benjamin-cheung/ Dr. Benjamin Cheung] has been working on adapting [https://pressbooks.bccampus.ca/socialpsychben/ Principles of Social Psychology] by Dr. Charles Stangor in order to replace the images with ones that show more diversity. This reflects the current diversity of the average classroom. His current revisions are focused on replacing gender pronouns to be neutral.

== Before You Begin ==
While it may be tempting to make a number of major changes to a textbook before releasing it to your students, think of the textbook as a living resource that you can improve incrementally over time. There are four steps you should take before beginning your adaptation project.

=== Step 1: Find a potential resource to adapt ===
If you don't already have a project in mind, you will first need to find a resource that you want to adapt. The best way to find OERs is to search through OER-specific repositories. The [https://guides.library.ubc.ca/open-education/finding Finding section of UBC's Open Education subject guide] will give you a list of suggestions for where you can start searching with both a list of the [https://guides.library.ubc.ca/open-education/finding#s-lg-box-15956037 general repositories] and a list of [https://guides.library.ubc.ca/open-education/material-repositories#s-lib-ctab-15956039-5 textbook-specific repositories].

When choosing which textbook you want to adapt, go through steps 2 and 3 to check whether or not the textbook will be easy or difficult to adapt.

=== Step 2: Check the licence ===
Check the licence to make sure you have the permission to modify the contents. As long as the Creative Commons licence does not have a No Derivative (ND) attribute, you are able to change the contents of the book. Some licenses may include exceptions for particular elements. For example, [https://pressbooks.bccampus.ca/missionmessagemedium/front-matter/licensing/ this textbook] contains a statement about some comic images that are not covered under the CC license for the book, and [https://www.timemaps.com/terms-and-conditions/ TimeMaps] allows non-commercial use as long as specific accreditation is given. If you are using content with specific licenses like these, note these exceptions in the Licensing page of your adaptation.

=== Step 3: Check the file format ===
If you want to adapt an open textbook, you will need it in a workable technical format, i.e. an editable file type. This usually means the original source files used to create the textbook, and the availability of these source files can vary widely, even from the same hosting service. For example, LibreTexts sometime offer a downloadable PDF, but no editable files. This means that you will need to manually copy and paste the contents of the textbook that you want to use, and spend time cleaning up the formatting. This will greatly impact the amount of time spent on your textbook. Editable file formats include:
* Pressbooks or WordPress files (.xml or .wxr)
* HTML files (webpages)
* Word document (.docx) or OpenDocument Text (.odt)
* Simple text files (.txt)
* EPUB (see “Export Google Docs as ePub Files“)
* LaTeX files (if the original book includes math or science formulas and equations)

==== Problems with PDF Files ====
It is common that open textbooks may only be available as a PDF document. PDF documents are great formats to distribute the final version of the textbook to students but isn't a useful version to offer for editing or adapting because the content of PDF files isn't editable. Some editing can be done if you own Acrobat DC (a paid program), but even then editing options are limited. If you want to adapt an open textbook that is only available in PDF format, you will need to convert the PDF document to one of the formats above. However, converting a PDF document to an editable format can be difficult, time consuming and an imprecise process.

If you are interested in using a document that is only available in PDF, try to contact the original author and ask for a copy of the textbook source files. This may save you time when dealing with formatting.

=== Step 4: Choose your tools ===
What tools you will use to create your version of the textbook will depend greatly on the format of the original textbook, tool you are most comfortable using, and the tool with the functionality options that suits your project.

==== Pressbooks ====
[https://pressbooks.bccampus.ca/ Pressbooks] is a commonly used publishing and editing tool which gives you the flexibility to import a number of different formats for editing. Pressbooks is an authoring platform built on top of WordPress Multisites (web and blogging), and makes significant changes to the admin interface, web presentation layer and export routines of the regular WordPress install. Pressbooks allows you to create content once and publish it in many formats including a website, PDF document, EPUB (usable in most eReaders), MOBI (for Kindle readers), and various editable files. During the creation process, Pressbooks is able to import or clone existing textbooks for adaptation. These don’t always come over perfectly and some cleanup has to be done, but it can save you a lot of time and effort to start your project based off something already created so you aren’t duplicating work. Pressbooks also has a feature that will do automatic Media Attribution; if you enter information about the picture when you first upload it, Pressbooks will automatically generate Media Attributions at the end of each chapter if you have enabled that setting in the theme options. Using H5P, you can embed interactive content into the textbook such as quizzes, clickable timelines, flash cards, and Hypothes.is is a browser plugin that can be used for students to highlight, annotate, and comment on the text.

UBC uses a Pressbooks instance hosted by [https://bccampus.ca/ BCcampus], and directly supports Pressbooks through the UBC Library. If you would like help with your project, [https://ubc.ca1.qualtrics.com/jfe/form/SV_1BoABrtEpIRsca9 book a consult with us].

==== Editing Tools ====
{| class="wikitable"
!Original Format
!Possible Editing Tools (Web-based)
!Possible Editing Tools (Desktop)
|-
|Word or OpenOffice
|Google Docs, PressBooks
|Microsoft Word, OpenOffice
|-
|ePub
|PressBooks
|Sigil,Calibre
|-
|Text
|Google Docs, PressBooks
|Word, OpenOffice
|-
|LaTex (CONFUSED - CAN't YOU JUST USE LaTEXT TO EDIT)
|ScribeTex
|TeXworks, Texmaker
|-
|HTML
|Google Docs, PressBooks, MediaWiki
|Dreamweaver, MS Expression Web
|-
|OpenStax College
|Connexions
|n/a
|}
A number of these platforms are free and can be used to modify existing open textbooks, or convert documents from one format to another. Here are some other tools that you might find useful when working with open textbooks:
* Calibre(Windows & Mac) an ePub reader & document conversion tool.
* Sigil– Open Source tool for creating and/or editing ePub books
* eCub– Another Open Source tool for creating and/or editing ePub books
* pandoc– powerful universal document conversion tool (LaTeX, Word, ePub, HTML & more)
* Adobe Acrobat Pro– Not free, but useful for converting PDF to other formats. PDF conversion is a tricky process and chances are you will have to do significant manual clean-up. But this is the best tool to get you started cponverting PDF documents.
* PDFtoHTML– Open source utility to convert PDF to HTML
* TeXworks(Win/Mac/Linux) – Open Source TeX editor
== Releasing Your Adaptation ==
Releasing an adapted textbook is the same as releasing any other textbook. More detailed information can be found in our [https://open.ubc.ca/open-publishing-guide/release-plan/ Open Textbook Publishing Guide].

=== Licensing ===
Once you have finished creating your own version of the textbook, you should decide on which Creative Commons license you will use to license your book. This will depend a great deal on [https://guides.library.ubc.ca/c.php?g=698822&p=4961441 how the original textbook was licensed]. For example, if the original textbook was licensed with SA (ShareAlike) license, then you must release your book with the same license as the original source material to ensure it is fully compliant with the original CC terms of use.

To learn more about licensing and to get support for licensing of your text, contact the UBC [https://scholcomm.ubc.ca/ Scholarly Communications and Copyright Office].

=== Attribution ===
All of the Creative Commons license require attributing the original source. This is a no-brainer for academics since we are used to the practice of citing our sources. However, citing open educational resources can be complicated, since they often do not contain typical information required for standard citation styles. Instead, follow [https://wiki.creativecommons.org/wiki/best_practices_for_attribution best practices for attribution] by using the TASL method:

'''Title''' - What is the name of the material?
: If a title was provided for the material, include it. Sometimes a title is not provided; in that case, don't worry about it.
'''Author''' - Who owns the material?
: Name the author or authors of the material in question. Sometimes, the licensor may want you to give credit to some other entity, like a company or pseudonym. In rare cases, the licensor may not want to be attributed at all. In all of these cases, just do what they request. If possible, link to the author's profile page.
'''Source''' - Where can I find it?
: Since you somehow accessed the material, you know where to find it. Provide the source of the material and make sure there is a URL or hyperlink to where the material resides.
'''License''' - How can I use it?
: You are obviously using the material for free thanks to the CC license, so make note of it. Don't just say the material is Creative Commons, because that says nothing about how the material can actually be used. Remember that there are six different CC licenses; which one is the material under? Name and provide a link to it, eg. <nowiki>http://creativecommons.org/licenses/by/4.0/</nowiki> for CC BY. If the licensor included a license notice with more information, include that as well.

=== Output ===
Students like flexibility when it comes to their textbooks. Some may prefer printed versions of the textbook, others will prefer using a website. Still others will like to use an e-reader or e-reading software. To make your book as accessible as possible, consider making your textbook available in multiple formats so students have the ability to choose the format that works for them.

=== Hosting ===
Once you have adapted your version of the textbook, you will need a place to put your textbook where your students can access it. If you have used Pressbooks to create your textbook, simply direct your students to the URL for your book and let them choose which format is most convenient for them. Another option is to upload your textbook to an OER repository which allows hosting, or use an alternative to the traditional publishing book format such as the UBC Wiki.

==== UBC Institutional Repository cIRcle ====
UBC Library has an institutional repository, cIRcle,which is UBC’s open access digital repository for published and unpublished material created by the UBC community and its partners, including faculty, students, and staff. Its aim is to showcase and preserve UBC’s unique intellectual output by making the content freely available to anyone, anywhere via the web.

Sharing your work in cIRcle provides the following benefits:
* Support for submitting and indexing to make your content easily find-able.
* Indexing in high-profile search engines such as Google as well as academically focused search engines and collections such as Google Scholar and OAIster, making it quick and easy for scholars and others to find your work.
* Archiving of your work for the long term. cIRcle provides permanent URLs so the links to your materials will remain the same over time.
----
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==== Adaption Statements ====
* Adapted from the [https://opentextbc.ca/adaptopentextbook/ Adaption Guide] by Lauri M. Aesoph licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://pressbooks.bccampus.ca/facultyoertoolkit/ Faculty OER Toolkit] by Shannon Moist licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License], except where otherwise noted.
* Adapted from the [https://wiki.creativecommons.org/wiki/best_practices_for_attribution Best practices for attribution] wiki licensed under a [https://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International License].
[[Category:Open UBC]]