An alternative publishing model for academic textbook authors: Open education and writing commons
Alternate title | Writing commons, peer production, and the future of open textbooks |
Published | April 2012 |
Conference | Cambridge 2012, April 16-18: Innovation and Impact - Openly Collaborating to Enhance Education Pages 1-6 |
Country | United Kingdom |
ABSTRACT
Rather than assigning copyright to traditional or even nontraditional publishers for 5 to 15% of royalties, faculty can be their own publishers and own all of their materials – subject to institutional copyright restrictions. Teachers can now play the role of textbook authors, primarily because the Internet provides them with access to an unprecedented global reach. Textbook authors no longer need to work through a major publisher and their extensive networks of sales people. Unlike the past, when materials conditions required textbook authors to find publishers to print and publicize their work, they can now publish their work online and reach significant numbers of readers worldwide. Genres differ, from blogs and vlogs to social websites.Faculty can enjoy very positive benefits from publishing their work at their own websites or other open-education spaces. Writing Commons
Even before its “launch date,” Writing Commons received between 150 to 200 distinct users a day, thereby demonstrating successful “impact”—one of the traditional measures of the academic reward system. Based on Joomla, an open-source Content Management Tool, Writing Commons can provide analytical information regarding the number of readers for each article.
Keywords | academic publishing · academic reward system · copyright · Creative Commons · webtexts |
Published at | Cambridge |
Language | en |
Refereed | Yes |
Rights | by/3.0 |
URL | http://www.ucel.ac.uk/oer12/abstracts/240.html |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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