Open Educational Resources

This project seeks to evaluate the quality of open educational textbooks by soliciting reviews from Vanderbilt faculty members.

Open Textbooks Available for Review

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Exploring Open Educational Textbooks

Open Textbooks Initiative at Vanderbilt University

The primary goal of this program is to increase awareness of open textbooks among Vanderbilt University faculty members. Open textbooks are a subcategory of open educational resources, which are resources licensed (typically with a Creative Commons license) for use without fee by faculty, students, and staff. The open textbook initiative seeks to alleviate the high and growing costs of textbooks to students by producing openly licensed alternatives. In addition, the open textbook initiative encourages faculty to remix textbooks by combining multiple sources, adding original chapters, and altering textbook content to fit particular needs.

Write a Review

Write a Review of an OER Textbook

We invite members of the Vanderbilt faculty to review the growing list of open educational textbooks. Please consult this site for a list of open education textbooks in your field.

To review a textbook, please use this survey instrument. Reviews will be posted to the Open Textbook Library for use by educators and students who visit the site.

Payment of $200 will be made for every review of an open educational textbook satisfactorily completed by members of the Vanderbilt University faculty. Please contact David Weintraub before starting to review textbooks.

Please note: Any review you contribute will be made publicly available and redistributed under a CC-BY license.

Reviewer's Rubric

Open Textbooks Review Criteria:

 
1. Comprehensiveness - The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary.
 
2. Content Accuracy - Content is accurate, error-free and unbiased.
 
3. Relevance/Longevity - Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.
 
4. Clarity - The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used.
 
5. Consistency - The text is internally consistent in terms of terminology and framework.
 
6. Modularity - The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
 
7. Organization/Structure/Flow - The topics in the text are presented in a logical, clear fashion.
 
8. Interface - The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader.
 
9. Grammatical Errors - The text contains no grammatical errors.
 
10. Cultural Relevance - The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds.
 
This rubric was developed by BCcampus and can be found athttp://open.bccampus.ca/ It is a derivative of the Peer Review criteria used by Saylor.org, available at http://www.saylor.org/open-textbook-challenge-peer-review-criteria/, which is a derivative of the review rubric used by College Open Textbooks, available athttp://collegeopentextbooks.ning.com/page/review-2 which was adapted from the American Library Association Choice Selection Policy found athttp://www.ala.org/acrl/choice/selectionpolicy This work is licensed under a Creative Commons Attribution 3.0 Unported license.