Alapadatok
Év, oldalszám:2013, 86 oldal
Nyelv:angol
Letöltések száma:2
Feltöltve:2023. szeptember 04.
Méret:8 MB
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Megjegyzés:
Cleveland State University
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Open Physics Books: A Personal Reflec6on from an Author Ulrich Zurcher Cleveland State University Tradi6onal Texts Halliday, Resnick, and Walker Serway Kesten-‐Tauck Commercial Publishers • Commercial publishers [Pearson, Wiley,.] provide peer-‐ review and veNng of texts. • Some uniformity: necessary for transfer of credits. • (Part-‐) 6me instructor can quite easily teach a standard course by “relying” on a standard text. • Online grading. This is costly – they recoup costs by selling 1000+ page books, oYen in frequent new edi6ons [with liZle changes]. • Books unwieldy. Do not
serve our students What comes next? Many players trying to get in. CK-‐12 Introductory Physics Text Problems: Student • Problems with wri6ng • No quan6ta6ve descrip6on of poten6al energy • No illustra6ve problem(s) how poten6al energy is used to solve problems • When students first hear about poten6al energy, is it helpful to include chemical and nuclear energy? Problems: Author • Crea6on of artwork is extremely 6me-‐ consuming [e.g, finding “free” pictures in Crea6ve Commons] • Not clear who the targeted audience is: college students, high-‐, or middle school
students Problems: • Is the Standard Model part of Introductory Physics; or more specifically the phenomena it fails to explain? • Does a (part-‐6me) instructor know what topics should be covered in an introductory course? Connexions/Openstax Chapter 13: Heat Problems: Student • very long: en6re text 1250 pages long • students read perhaps 10-‐15% of text Problems: Teacher • No online grading available [?] • No self-‐assessment for students What is the difference to a used book? Bookboon.com Ra6onale
for Text • Keep it short and simple! • Make a selec6on of topics: difficult but necessary • Two illustra6ve examples: one `easy’ and one `difficult.’ • Essen6ally, a fleshed-‐out version of my lecture notes. Open Access • Open access books offer the opportunity to provide texts tailored to a specific targeted audience. • Lack of standard – what organiza6on(s) to replace the role now held by publishers • Not easy to create a course based on a wide-‐range of sources – not easy to create a course • Assessment [homework,
quizzes, etc] remains barrier for wider adop6on Transforma6onal Change? In music: singles, to LP, to CD,to iTunes, to Pandora In educa6onal publishing: who figures out how to make a profit What should be done? • Create more open-‐access books! • Create a veNng process, perhaps similar to peer-‐review • Homework [assessment] in a collabora6ve effort. Crea%ng Online [interac%ve] homework assessment remains very challenging
serve our students What comes next? Many players trying to get in. CK-‐12 Introductory Physics Text Problems: Student • Problems with wri6ng • No quan6ta6ve descrip6on of poten6al energy • No illustra6ve problem(s) how poten6al energy is used to solve problems • When students first hear about poten6al energy, is it helpful to include chemical and nuclear energy? Problems: Author • Crea6on of artwork is extremely 6me-‐ consuming [e.g, finding “free” pictures in Crea6ve Commons] • Not clear who the targeted audience is: college students, high-‐, or middle school
students Problems: • Is the Standard Model part of Introductory Physics; or more specifically the phenomena it fails to explain? • Does a (part-‐6me) instructor know what topics should be covered in an introductory course? Connexions/Openstax Chapter 13: Heat Problems: Student • very long: en6re text 1250 pages long • students read perhaps 10-‐15% of text Problems: Teacher • No online grading available [?] • No self-‐assessment for students What is the difference to a used book? Bookboon.com Ra6onale
for Text • Keep it short and simple! • Make a selec6on of topics: difficult but necessary • Two illustra6ve examples: one `easy’ and one `difficult.’ • Essen6ally, a fleshed-‐out version of my lecture notes. Open Access • Open access books offer the opportunity to provide texts tailored to a specific targeted audience. • Lack of standard – what organiza6on(s) to replace the role now held by publishers • Not easy to create a course based on a wide-‐range of sources – not easy to create a course • Assessment [homework,
quizzes, etc] remains barrier for wider adop6on Transforma6onal Change? In music: singles, to LP, to CD,to iTunes, to Pandora In educa6onal publishing: who figures out how to make a profit What should be done? • Create more open-‐access books! • Create a veNng process, perhaps similar to peer-‐review • Homework [assessment] in a collabora6ve effort. Crea%ng Online [interac%ve] homework assessment remains very challenging
