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Transitioning Textbook Strategies: Lessons from an Early Adopter in Language Education

This analysis explores the journey of adopting an Open Access (OA) textbook for German language instruction at the School of Language, Culture, and Society. Initial adoption in 2009 aimed to combat outdated and overpriced resources, with student input emphasizing digital access. However, by 2010, the initiative was abandoned due to insufficient teaching materials and content structure issues. Recently, in 2014, a renewed interest in OA resources surfaced, driven by the evolution of learner styles, professional development needs, and the growth of Ecampus programs in international education.

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Transitioning Textbook Strategies: Lessons from an Early Adopter in Language Education

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  1. Tales from an Early Adopter Sebastian Heiduschke World Languages and Cultures (German) School of Language, Culture, and Society College of Liberal Arts

  2. What we adopted

  3. Why we adopted an OA Textbook (in 2009) • Outdated, overpriced textbook ($200 – no return possible) • Expensive alternatives ($200) • Student input • Digital pre-natives (in 2009): multiple ways to access (laptop, tablet, print-on-demand: $30)

  4. Why we abandoned OA (in 2010) • Content • Insufficient teaching materials for instructors • insufficient companion materials for students • Structure • Non-linearity of grammar companion website

  5. Why we are (gradually) changing back to OA (in 2014) • Learner/ learning styles: digital natives • Professional development (flipped classroom) • Growth of Ecampus degree on international scale (textbook purchasing from abroad; easy embedding) • German for STEM (OA textbook as “backup” resource instead of content delivery)

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