Short Description:
This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. Content includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.

Long Description:
This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. It includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.

Contributors include: Karen Bjork, Head of Digital Initiatives, Portland State University Library. Caitie Finlayson, Assistant Professor, Department of Geography, University of Mary Washington. Dianna Fisher, Director of Open Oregon State. Linda Frederiksen, Head of Access Services, Washington State University, Vancouver. Ralph Morelli, Professor, Computer Science, Emeritus, Trinity College. Shane Nackerud, Technology Lead, Library Initiatives, University of Minnesota Libraries. Deb Quentel, Director of Curriculum Development & Associate Counsel, Center for Computer-Assisted Legal Instruction (CALI). Cody Taylor, Emerging Technologies Librarian, University of Oklahoma Libraries. Anita R. Walz, Open Education, Copyright & Scholarly Communications Librarian, Virginia Tech.

The authors invite the open textbook community to contribute their experience and knowledge for future editions of this guide. If you would like to offer additional case studies, frameworks and examples, please email open@umn.edu. Together we can create a flexible resource to support open textbook creation in a variety of contexts.

Word Count: 15985

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Differentiating open access and open educational resource can be a challenge in some contexts. Excellent resources such as "How Open Is It?: A Guide for Evaluating the Openness of Journals" (CC BY) https://sparcopen.org/our-work/howopenisit created by SPARC, PLOS, and OASPA greatly aid us in understanding the relative openness of journals. However, visual resources to conceptually differentiate open educational resources (OER) from resources disseminated using an open access approach do not currently exist. Until now.

This one page introductory guide differentiates OER and OA materials on the basis of purpose (teaching vs. research), method of access (analog and digital), and in terms of the relative freedoms offered by different levels of Creative Commons licenses, the most common open license. Many other open licenses, including open software licenses also exist.

A Collaboration Toolkit for Higher Education

Short Description:
NewParaThis toolkit is designed to address known gaps in knowledge and practice which limit the development of generative relationship-building processes between higher education faculty and PreK12 educators.NewParaHigher education and PreK12 are vastly different domains. Well-intended, collaborative relationships do not always result in hoped-for creation of useful and reusable learning materials for PreK12 classrooms, nor of effective partnerships.NewParaThe toolkit is part of the Scholarly Communication Notebook and is intended to prepare and position practicing and future academic librarians and interested higher education faculty, staff, and students consulting with librarians to address gaps related to outreach to PreK12. It aims to expand use and re-usability of learning resources through informed practices regarding copyright, open-licensing, and accessibility. Designed for use in formal graduate-level library and information science courses and relevant for self-study by academic librarians already in practice, this toolkit includes videos, presentations, transcripts, activities, guides, assignments, and assessment tools for learning and delivery by librarians to faculty and students in higher education, and for use by interested instructional designers, other faculty, staff, and graduate students seeking to improve their service to PreK12 educators.NewParaAre you a professor or academic librarian reviewing or using this toolkit? We would love to hear from you. CLICK HERE to leave your feedback.NewParaAdditional files for this resource are available at http://hdl.handle.net/10919/112264.

Word Count: 27147

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This is a five-step guide for faculty, and those who support faculty, who want to modify an open textbook. Step-by-step instructions for importing and editing common open textbook file and platform types are included.

Long Description:
Modifying an Open Textbook: What You Need to Know focuses on the technological aspects of editing open textbooks found in the Open Textbook Library or elsewhere, and will help you assess the effort, expertise, and technical tools needed. In addition, this guide includes step-by-step instructions for importing and editing common open textbook file and platform types. Finally, this guide provides a basic overview of accessibility considerations and general guidance on where to find additional help. Adapted from “6 Steps to modifying an Open Textbook” by Clint Lalonde, CC BY 4.0 International.

Word Count: 5862

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

An Introduction to Statistics

Short Description:
Significant Statistics: An Introduction to Statistics was adapted and original content added by John Morgan Russell. It is adapted from content published by OpenStax Introductory Statistics, OpenIntro Statistics, and Introductory Statistics for the Life and Biomedical Sciences. NewParaNote to instructors: This book is undergoing active peer review and copyediting. It may change. Please complete this form https://bit.ly/stat-interest to be notified of the status of the book.NewParaSignificant Statistics: An Introduction to Statistics is intended for the one-semester introduction to statistics course for students who are not mathematics or engineering majors. It focuses on the interpretation of statistical results, especially in real world settings, and assumes that students have an understanding of intermediate algebra. In addition to end of section practice and homework sets, examples of each topic are explained step-by-step throughout the text and followed by a 'Your Turn' problem that is designed as extra practice for students. NewParaInstructors reviewing, adopting, or adapting this textbook, please help us understand your use by filling out this form: https://bit.ly/stat-interest.

Long Description:
Significant Statistics: An Introduction to Statistics is intended for the one-semester introduction to statistics course for students who are not mathematics or engineering majors. It focuses on the interpretation of statistical results, especially in real world settings, and assumes that students have an understanding of intermediate algebra. In addition to end of section practice and homework sets, examples of each topic are explained step-by-step throughout the text and followed by a ‘Your Turn’ problem that is designed as extra practice for students.

Word Count: 275456

ISBN: 978-1-949373-37-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The Strategic Management Test Bank includes 782 peer-reviewed, multiple-choice questions which correspond to topics taught in undergraduate, capstone-level business open textbook, Strategic Management (2020), freely available (CC BY-NC-SA) at http://hdl.handle.net/10919/99282. Between 48-98 multiple-choice items are available for each chapter and cover: mastering strategy, assessing organizational performance, evaluating the external environment, evaluating the internal environment, synthesis of strategic issues and analysis, selecting business-level strategies, innovation strategies, selecting corporate-level strategies, completing in international markets, executing strategy through organizational design, and leading an ethical organization. Question items are also identified by subsection (e.g. 1.1, 1.2, etc.) of Strategic Management.

TEST BANK DEVELOPMENT
This peer-reviewed, copyedited test bank was made possible in part by the Open Education Initiative of the University Libraries at Virginia Tech and the Cleveland State University Affordable Learning @ CSU Initiative. It was developed and reviewed by students and faculty at Virginia Tech and Cleveland State University. For further information on our process, see "About_the_Test_Bank.pdf" located at http://hdl.handle.net/10919/104179 on the left-hand side.

INSTRUCTIONS FOR TEST BANK ACCESS
The test bank is available only to instructors who have adopted Strategic Management in their course and agree to the terms of use. Please complete the steps listed at http://hdl.handle.net/10919/104179.

The testbank includes 377 peer-reviewed, multiple-choice questions which correspond to topics taught in introductory-level business open textbook, "Fundamentals of Business." "Fundamentals of Business" is a freely available, openly licensed resource available at: http://hdl.handle.net/10919/84848 .

Between 11-29 multiple-choice items are available for each of the following topics: Teamwork in Business, Foundations of Business, Economics and Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Motivating Employees, Managing Human Resources, Union/Management Issues, Marketing: Providing Value to Customers, Pricing Strategy, Hospitality and Tourism, Accounting and Financial Information, and Personal Finances.

The testbank is available to any instructor who has adopted Fundamentals of Business in their course. Please complete the four steps listed at http://hdl.handle.net/10919/93404 to request access to the testbank.

1. View and test the "sample" files at http://hdl.handle.net/10919/93404 in the left hand column to determine which format works best for you. Additional information about each format type is available below under FORMATS.
2. Indicate requested files by clicking on any of the testbank files at http://hdl.handle.net/10919/93404 on the left (marked "permission required") add a note and press submit to request access.
3. Email a copy of the course syllabus to openeducation@vt.edu
4. Complete and submit the User Verification Process Form https://forms.gle/ueaihc96LgNrE9uf9. You will receive a copy of your request via email.

Requested files will be released via email when steps two through four have been completed and reviewed. Note that access approvals are processed only during regular business hours.

Please visit: http://hdl.handle.net/10919/93404 for Terms of Use, license information, and to view or report errata.

SAMPLE QUESTIONS
Sample questions are available for those who wish to test various formats and assess the suitability of the testbank as part of their course material adoption decision-making process. Sample questions are provided in the same formats (XLS, Canvas IMS QTI 1.1.3, XML QTI, and Blackboard formats) as the permission-only testbank files. Sample questions have been removed from the electronically secure testbank.

FORMATS
The testbank and portions thereof are available in multiple formats. Links to external sites regarding uploading different types of QTI files are here: Canvas | Blackboard or on the help pages for your respective learning management system by searching for "QTI". Files marked "IMS QTI 1.1.3" and have been tested to successfully import into Canvas but may work with other LMS/VLE systems. Please use the sample files to determine if one of the export formats will work for your specific situation. Please note that we are unable to provide additional file types, support for uploading, or assistance with reformatting files. Please contact your local learning management system (LMS) manager for additional support.

Distribution
The information in the testbank is of a proprietary nature, produced by or for faculty of public institutions of higher education as a result of collaborative study, research, and peer review. Because it is intended to be used in student assessment the information has not been publicly released or published.

If you become aware of public distribution of the testbank or portions thereof shared outside of a secure electronic environment, assessment context, or other security breach please inform us at: openeducation@vt.edu

LIABILITY
The testbank and testbank items are provided "as is." Users of this resource assume all risks and further agree to hold Virginia Tech, the Commonwealth of Virginia and their employees and agents, and project contributors harmless from any and all actions related to use of this program.