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November 7, 2013 – 11:30 a.m. Rutledge Room

What Content… Where? The art of selecting course content: tools, permissions, analysis,

and where librarians fit in

Bill Matthews!Dr. Joe Kelly! Franny Lee!Moderated by: Dr. James

Newhard!

Background

•  Review how tradi2onal course readers have changed

•  How do instructors choose which readings? Where does one even start?

•  Review an online course materials pla>orm (SIPX)

HighWire | Stanford University 2

Panelists

•  Dr. James Newhard Director of Archaeology at the College of Charleston, Associate Professor of Classics

•  Dr. Joe Kelly Professor, Department of English at the College of Charleston, Co-‐director of the President's Diversity Commission, Senator for the School of Humani2es and Social Sciences

•  Franny Lee Co-‐Founder and VP University Rela2ons and Product Development of SIPX, Inc.

•  Bill MaVhews Director of Business Development, HighWire | Stanford University

HighWire | Stanford University 3

James Newhard

Director of Archaeology

CLAS 104: Introduction to Classical Archaeology

•  Required course for Archaeology •  Elective for Classics •  History of

1.  the uses of the objects from the classical world 2.  the disciplines of Classics and Archaeology

•  80+ students •  (SHHH!!!! It’s a theory course)

CLAS 104: Introduction to Classical Archaeology

•  Materials 1.  Textbook 2.  Lectures 3.  Electronically-retrievable journal articles

1.  LMS-retrievable

Upper Level Courses in Classical Archaeology

•  Monographs/Edited Volumes on Reserve •  Articles in ‘the stacks’

Joe Kelly

Department of English

First-year writing “Real- Life” Content

•  Public policy controversies!

•  newspapers!

•  demographic sites, self-generated content!

•  meeting minutes, government documents!

•  Public debate!

•  letters to the editor, editorials, columns!

•  periodicals--!

•  Writing aids!

•  OWL website; etc.!

Upper-Division courses in the English Major

functional, clunky, and ugly !

clean, attractive, less functional !

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SIPX, Inc.A web service for managing and measuring digital course materials!

Franny Lee!Co-Founder, Vice President Business Development!

[email protected]!!

@SIPXCopyright!

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Observing Behaviors!

© 2013 SIPX, Inc.!November 8, 2013!

Educator Student

Librarian MOOC/LMS Provider

Copyright Agents Open Sources (HathiTrust,

Crea2ve Commons)

Schools and

Libraries What content do educators select? How is

it used? Do students engage?

What new methods will publishers try?

Publishers and

Creators

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End-to-end solution to manage, distribute and measure course materials for higher education!

What is SIPX?!

•  Cloud-based technology service that solves many copyright frustrations!

•  Networks together all stakeholders and critical data; combines open, licensed and publisher content options !

•  Can blend into campus systems like LMS’ and online education platforms like MOOCs!

•  Uniquely capable of meeting challenges of new online and multi-institution education models!


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Educator Student

Publishers and Creators

Public Domain

HathiTrust

#*¥?! Can’t figure out condi2ons of use

^*@#?! Can’t find the

owner!

#%&?! What can I use? Is there an open

version?

#%$?! Too expensive!

#@?? Where is my content going?

?&@? Can I put this

online?

#%&?! Permission denied!?

@?#$? Which

subscrip2ons maVer most?

@!#$? Legal liability?

Crea2ve Commons Copyright Agents

Librarian

Schools and Libraries

MOOC Provider

#*@?! Is this fair

use?

/%$&?! I have to pay for the whole

class!?

Today’s Copyright Maze!


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Educator Student

Publisher and Creator

Librarian

•  Too many data sources •  Complex & confusing

processes •  High cost & inefficiency •  Time delays •  Lower quality of

educa2on •  Risk and liability

Get convenient access at the lowest possible

cost?

Prepare quality and affordable readings easily?

Understand purchase and

use?

Grown Out of Unique Higher Ed Needs!Maximize use of

subscrip2ons, provide copyright educa2on, and

showcase value?

Solution must respect academic independence!© 2013 SIPX, Inc.!November 8, 2013!

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SIPX’s copyright-intelligent links give users contextually appropriate access and pricing, with

no re-training of faculty and students needed!

SIPX in LMS Use!


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Flexible SIPX links can be posted anywhere, ensuring each student

authenticated, easy access at the lowest price (MOOCs span >125 countries and

many school affiliations)!

• Professors assign what they want!• Save schools time and $ from

clearing readings!• Pay-per-use for students to buy

and access their own copies!• Students benefit from their

school’s library holdings!• Publishers experiment with pricing,

format!

SIPX in MOOCs and Online Education !


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Early Observations in Campus Courses !•  Content development insights for the school,

library and course creators are valuable!–  What content are instructors assigning? Where?!

•  Student engagement levels in course readings and reserves !–  # of students who actually retrieved readings!–  Most popular readings!

•  Instructors’ choice of readings influenced by cost, effort to clear…!–  An accessible market of viable options!


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Early Observations in MOOCs!

•  Generally…!–  Very big classes, high attrition rates, global reach!

•  Most MOOC students differ from campus students!–  Different motivations, desired outcomes and

commitment levels!–  There is a subset who engages in readings!–  Long tail of interest!


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Early Observations in MOOCs!•  Instructors assign combination of $0 and non-$0

readings!•  Publishers are experimenting – unbundled

options, context- and geography-based pricing!•  Instructors and schools are experimenting –

self-publishing, services for faculty!!

!


value we affix to these scenarios. In the logic of consequence model, we calculate the expected util-ity of each scenario. To do this, all we have to do is multiply the chance of rain (which is 40%) by the preference we have for the scenario of not bringing an umbrella and it rains (which is -10). That gives us the first value of -4.0. That’s the ex-pected utility of not bringing an umbrella and it rains on us. But say it does not rain and we do not bring an umbrella. Then we take the chains of no rain (%60) and multiply it by the value we affix to that outcome (+6). As such, the we have 0.6 times 6 = 3.6. That's the expected utility of not bringing umbrella if it doesn't rain. If we add the two to-gether – of not bringing an umbrella in both cases - then we get the net expected utility of not bring-ing an umbrella = -4.0 + 3.6 = -0.4.

If we go through the same kind of operation in the lower branch for bringing the umbrella, we will find the net expected utility to be 0.6. If we compare the two, then it is clear that bringing um-brella - given our preferences or our sense of costs and rewards for each outcome – is better than not bringing an umbrella because we really do not want to be wet. Now let’s do this for a more interesting case - dating! Many of you are single and perhaps look-ing for love. Say you are wondering whether to ask someone out. Let’s consider the scenarios. (i) You do not ask them out when they would have said no. That is good, right? You're not embar-rassed! (ii) You do not ask them out and they would have said “yes”. In that case, you miss out on someone quite interesting and wonderful. That is a downer. (iii) You do ask them out and they say “no”. That is kind of, mortifying, right? That may be terrible. (iv) And then, there is the last sce-nario which is you ask them out and they say “yes”. When that happens it is quite gratifying. How would you value each of these options from positive ten to negative ten? It all depends. Are you a high-interest, low-cost person? Meaning, you ask people out all the time and you do not see much cost to it. Or are you a low-interest, low-cost person? Meaning, you seldom ask people out and you do not worry

about it. Or are you a high cost person? Here you see it as risky no matter what happens. Let’s say you find it mortifying to be re-jected, and you are a high cost person. We can de-pict this in the table you see here. (i) Not asking someone else and them saying “no”, hey, that is good for us. It saved us the trouble, so it is a plus two. (ii) Not asking them out, and they would have said “yes” - that is a downer. Let’s give that a negative eight. Pretty bad, but not terrible. (iii) But then, asking them out, and them saying “no” is just awful. We feel miserable over that, so it is a negative ten. And last, (iv) us asking them out and them saying “yes” is a plus ten and that couldn't be better. Best of all worlds right there!

No#(90%)# Yes#(10%)# Net#Expected#U4lity#

Don’t&Ask&Out&+2& .8& (2*0.9)&–&(8*0.1)&=&1&

Ask&Out&.10& +10& (.10*0.9)+(10*0.1)&=&.8&

Don’t&As

k&Out&

Accept&(0

.1)&

Accept&(0.1)

&Ask&Out&

Reject&(0.9)&

Reject&(0.9)&

EU=&.0.8&

EU=&1.8&

EU=&1.0&

EU=&.9.0&

Net&Expected&UClity&=&1&

Net&Expected&UClity&=&.8&

Ambiguity)or)uncertainty)about)consequences)and)costs?))

Figure. Decision Tree for Asking Out

If we go through the decision tree again, we can predict the net utility of each option of asking someone out or not. Let’s even say they are very attractive so our chances are low at 10%. If we go through the math again like before where we don't ask them out and get a yes, that equals negative eight. Then we multiply that by the probability of yes at 0.10 (10% chance). As such, negative 8 times .1 = -0.8 expected utility. The opposite of not asking them out and they reject you has a posi-tive utility of 1.8. So, we have a net expected util-ity of not asking people out equal to one.

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Organizational Analysis

Daniel A. McFarland and Charles J. Gomez

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How Important is Understanding Usage?!•  Course development!•  Collections development!

–  What subscribed content is selected? !–  What non-subscribed content is selected?!

•  Student retention and completion rates!•  Efficient market pricing!

–  Cost tolerance across geography!

•  Content discovery and recommendations!–  Readings used in other astronomy courses?!

•  Predictive data – student success factor?!–  Inter-platform sharing of usage data necessary to fully

understand user behavior!© 2013 SIPX, Inc.!November 8, 2013!

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Worldwide View of 3 Fall 2013 SIPX MOOCs!

Interest by subject matter – !Early data for September 2013 courses: “Age of Globalization” (edX),

“Ideas of the 20th Century” (edX), and “Organizational Analysis” (Coursera)!© 2013 SIPX, Inc.!November 8, 2013!

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Subset of 127 countries represented in overall transaction data; !50% of transactions occur from users outside of US and Canada!

Transactions by Country!


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Similarly-situated cost comparables (per whole work, not per unit price above)!

Volume by Price!


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Open for Questions?

Bill MaVhews Director of Business Development HighWire | Stanford University