In
Rant I.2018 Eli explained that the root cause of unaffordable textbooks is that they are ordered by faculty and paid for by students. Teh textbook publishers know this and focus their attention on providing services for faculty not serving students needs.
Faculty have created a wide range of educational materials. Individuals, educational institutions, foundations and funding agencies have invested considerable time and resources to these projects. The INTERNET provides a global low cost distribution channel for educational materials but broad adoption of open on-line educational materials and software lags.
While many STEM faculty can and have created educational materials, marketing of the materials to others for the most part requires a skill set and resources that they do not have, nor for open Online Educational Resources (OER) is it clear what the rewards are. There has been a strong effort to create educational materials, but there has been no systematic effort to disseminate them.
While science is a gift culture where those who contribute the most are the most highly valued, this is not true for those who create open educational materials, especially at research universities. A key to establishing high quality OERs will be extending this ethic to educational resources so the effort of all who participate is rewarded. Such sponsorship will be important not only at teaching oriented institutions but also in traditional research centered departments to create and maintain a broad range of OERs,
The study of science education needs to be discipline based and it needs to be housed in university science departments. Research centered departments resist hiring tenure track faculty in
discipline based educational research (DBER) but such faculty are increasing, if not at all the best places, at least at some places and some fields, with
major conferences bringing practitioners together. There are well established DBER journals in the
geosciences,
chemistry,
physics,
engineering and more. Research on science education needs to be recognized as a major focus.
Faculty creating educational materials need support and rewards. Administrators should provide rewards for faculty, with increasing rewards as the OERs they create, and market are adopted nationally and globally. This will require measurable outcomes but can be as simple as crediting creation and marketing of first rate materials in annual evaluations and consideration for raises. For promising OERs, universities should consider hiring outside consultants and advertising experts. The contribution of a successful OOER to institutional reputation and recruiting can be significant.
Faculty seeking to disseminate materials needed to learn marketing skills that will influence adoption. They need to bring in marketing and advertising folk from the business school to help with this and to learn from them. This issue is obviously connected with the issue of climate or science communication in general. Getting the public to pay attention to scientific results without involving marketing and advertising expertise is a category error. Transforming scientists or content creators into communications experts to disseminate their ideas and materials is neither efficient nor likely successful. Working with people whose skill IS marketing is much more likely to succeed.
Moreover it is important for creators to work with the DBER folk to continually evaluate their materials and modify them to best meet student needs and business school colleague to identify and serve the market .
Finally, to compete with commercial publishers for the attention of faculty, an ecology of OERs is needed: texts, workbooks, videos, test banks, on line homework systems and more. OER can be integrated both within a field, and linking together related fields.