BCcampus Award for Excellence in Open Education: Ali de Haan

This September, we are extending a warm congratulations to Ali de Haan, the latest recipient of the BCcampus Award for Excellence in Open Education!

Nominated by Lauri Aesoph, manager, open education, BCcampus

Ali de Haan wears the hats of manager of library and instructional services, Moodle administrator, and copyright and privacy officer at Acsenda School of Management. She earned her MLIS at the University of Hawaii at Manoa, where she was first introduced to open education. She has been a tireless advocate of the concept ever since. At Acsenda, she is the champion of all things open, whether it’s helping faculty identify relevant open educational resources (OER) for their classes, advising leadership on open software like BigBlueButton, WordPress/Pressbooks, and H5P, or supporting faculty as they adapt and create their own OER.

Ali’s current projects include a guide for faculty on finding, adopting, and adapting open textbooks, developing an H5P workshop for faculty, and creating a mechanism for sharing OER created at Acsenda. Ali is also an active member of the BC Open Education Librarians (BCOEL), which she finds invaluable for advice and support.

Ali has over 10 years of experience in academic, public, and special libraries. Ali has developed and taught classes and workshops on APA style, research skills, information literacy, library instruction, and HTML. Ali’s research interests are Romanesque pilgrimage art and history, information literacy, the cultural perceptions of librarians and how it impacts the profession, open pedagogy, and copyright.

Notable Quotes

“I started working with Ali on open education a couple of years ago, when she first began reporting faculty adoptions of open textbooks at Acsenda School of Management. Shortly after that, she became the key open education contact at Acsenda for BCcampus, as well as for instructors, staff, and students at her school who had questions. She has participated in conversations with other institutions about how international students — who make up a huge portion of the student body at Acsenda — fit into the world of open education and provided insight for the recently revised Print-on-Demand Guide.”

—Lauri Aesoph, manager, open education, BCcampus

“Ali is an outstanding colleague, always boosting the role of libraries and advocating for services and systems that serve students. She also offers help to new librarians and shares information openly and with great warmth. She is a community builder, and I feel lucky to have her in our corner.”

—Faith Jones, library director, Columbia College

Previous honourees

Jennifer Kirkey, Rajiv JhangianiCindy UnderhillMichael PaskeviciusMaja KrzicGrant PotterIrwin DeVriesTara RobertsonChristina HendricksTannis MorganInba KehoeDiane PurveyErin Fields, Arley CruthersChad Flinn, Aran ArmutluTerry BergWill EngleFlorence DaddeyBrenda SmithLindsay TrippMary ShierBrad BellDebra FlewellingMichelle Harrison and Sally Vinden

BCcampus Open Education Print-on-Demand Guide: Can Open Textbooks with a NonCommercial Licence Be Sold?

An excerpt from the Print-on-Demand Guide, by Lauri Aesoph

Many wonder if it’s permissible for an individual or service to sell printed open textbooks that include the NonCommercial feature as part of the Creative Commons licence.

The answer is yes. So why are so many people concerned that they are breaking the law by doing so?

Authors who are worried that their freely available work might be used for financial gain by an individual or company can add the NonCommercial (NC) option to a work with a CC BY licence. The NC component prohibits anyone from using “the material for commercial purposes.” Creative Commons defines “commercial purposes” as those that are “primarily intended for commercial advantage or monetary compensation.”[1]

The CC BY-NC licence and other NC variations have caused confusion and concern, as members within the open education community have grappled with how or if they are permitted to sell printed copies of NC-marked textbooks, especially in college or university bookstores.

If the price set for an NC-marked textbook is for cost recovery, and not for profit or “commercial purposes,” then selling is allowed. “Cost recovery” refers to setting the price of an item such that it recovers or recoups the costs of a given expense. The costs recovered for an on-campus print-on-demand service might include the price of materials needed to produce a printed textbook, such as paper and ink, or labour costs.

Third-party printing services

Some post-secondary institutions and faculty elect to use third-party copy services to print NC-licensed materials for the classroom.

Question: Is this allowed if the third-party service makes a profit from the printing job?

Two legal cases in the U.S. address this question.[2]

The first case involved Great Minds, a nonprofit that creates curricula for the prekindergarten through grade 12 sector. In 2016, Great Minds sued FedEx, arguing that, because FedEx made money from printing Great Minds’ NC-licensed OER for school districts, their use of the materials was commercial and thus violated the conditions of the licence. However, in 2018, the United States Court of Appeals for the Second Circuit ruled that a commercial copyshop may reproduce educational materials at the request of a school district that is using them under a CC BY-NC-SA licence.[3]

A second ruling in 2019, called Great Minds v. Office Depot, reached a similar conclusion. The United States Court of Appeals for the Ninth Circuit ruled that there “is no dispute that the school and school district licensees’ copying of Great Minds’ material is permitted under the License.”[4]

Answer: The user, or licensee, of a NonCommercial work (i.e., the person exercising the NC licence rights) is permitted to pay a third-party printing service to make copies of the NC-licensed work on their behalf, as the printing service would not be a licensee and therefore would not be barred from making a profit when printing NC-licensed materials.

What is not allowed is for licensees to print and sell NC-licensed works for commercial purposes.[5]

The Power of Copyright Ownership

Copyright is an asset, and those who own copyright have legal permission as the licensor to sell or distribute their work as they wish, including entering into more than one agreement about how that work can be used.

Authors who want to restrict others from commercializing their work without advance notice can do so by assigning a Creative Commons Attribution-NonCommercial licence to it. However, because CC licences are non-exclusive, the author or copyright holder may also engage in non-CC sharing agreements, such as personally selling their work for a profit or giving others permission to do so.

  1. “Attribution-NonCommercial 4.0 International — CC BY-NC 4.0,” Creative Commons, accessed March 11, 2020, https://creativecommons.org/licenses/by-nc/4.0/. 
  2. “Additional Resources,” Creative Commons Certificate for Educators and Librarians, Creative Commons, accessed March 11, 2020, https://certificates.creativecommons.org/cccertedu/chapter/additional-resources-4/. 
  3. Great Minds v. FedEx Office & Print Services, Inc., No. 17-808, Justia (2nd Cir. 2018), https://law.justia.com/cases/federal/appellate-courts/ca2/17-808/17-808-2018-03-21.html. 
  4. Great Minds v. Office Depot, Inc., No. 18-55331, Justia (9th Cir. 2019), https://law.justia.com/cases/federal/appellate-courts/ca9/18-55331/18-55331-2019-12-27.html, at *8. 
  5. Diane Peters, “Recent U.S. Legal Decision Reinforces Strength of CC Licenses,” Creative Commons, April 2, 2018, https://creativecommons.org/2018/04/02/recent-u-s-legal-decision-reinforces-strength-cc-licenses/. 

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$20 Million in 2020

In mid-September 2020, BCcampus Open Education hit a major milestone: realizing over $20 million in student savings since the program’s inception way back in the fall of 2012.

Post by BCcampus’ editorial team

If you’d told us back in 2012 that the B.C. Open Textbook Collection would save B.C. students over $20 million in less than a decade, we’d have laughed with you, then we’d put our heads down and get back to what we do best: finding ways to improve the teaching and learning space for students and educators across the province. We’re very good at bringing smart people together to find innovative, creative, and effective solutions to today’s concerns. We’re not very good at patting ourselves on the back. So today, we have 20 million reasons to celebrate, and tomorrow, we’ll get busy moving towards the next goal. As long as there are students interested in learning and faculty willing to teach, we’ll be developing ways to help them all succeed.

How Do We Measure Open Textbook Adoption?

When we’re tracking the adoption of open textbooks, it’d be tempting to include all OER, but we decided early on that open textbooks are our focus, so that’s what we measure — nothing else.

“There are many roads to Rome,” shared Lauri Aesoph, manager of open education operations at BCcampus, “and the same can be said for open adoptions. We rely on a self-reporting mechanism to track adoptions across the province, and while we have champions at each institution, we aren’t always notified of an adoption. We’ve developed resources to help faculty track and share adoption information for their particular institution, and we ask that they share the anonymous data with us, but it’s not mandatory.”

In 2015, we changed how we assign the assumed savings of open textbook adoptions. Clint Lalonde created an excellent post to explain why we switched and how we do the math.

Beyond Borders

When you’re as passionate as we are about saving money for students, you might find yourself Googling other adoptions and adaptations outside of the local community. Such was the case when Lauri stumbled across the Open Syllabus Project at The American Assembly, which is associated with Columbia University, where she discovered an adoption that was linked to SFU but hadn’t been recorded by their team.

Who Is Adopting Open Textbooks?

To date, we know of 41 institutions and 593 faculty in B.C. who have adopted an open textbook for some or all of their course. While every adoption story is phenomenal, there are a few teams that are doing an amazing job of recording and reporting their adoptions:

For privacy reasons, we report the savings accrued by the system as a whole, not by individual institutions.

It’s Not Just About Dollars

While saving students money on their post-secondary education is a good metric and something we can all easily identify with, the value goes far beyond the dollars saved. In many cases, students are choosing not to purchase a textbook for some of their courses, relying on libraries and book sharing to access the knowledge they’re looking for, but in other cases, they just go without. Open textbooks bring more value to the classroom, allowing students to focus on learning without worrying about how they’re going to pay for the learning resources they need to acquire the knowledge they deserve.

What Is an Open Textbook?

From the Open Textbooks page of open.bccampus.ca:

An open textbook is a textbook licensed under an open-copyright licence and made available online to be freely used by students, teachers, and members of the public. They are available for free as online versions and in a variety of file formats (e.g., for eReaders, editable files like XML and HTML), and as low-cost printed versions, should students or faculty opt for these. Open textbooks are a way to significantly reduce student textbook costs while giving instructors the flexibility to reformat and customize their course material. They are an affordable, flexible alternative to traditionally published textbooks.

Open textbooks can be found at BCcampus Open Education, as well as several other repositories and collections. Some open textbooks contain supplemental or ancillary materials (e.g., test banks, quizzes, PowerPoint slides, videos). Textbooks that include one or more ancillary resources are marked with an Ancillary Resources flag.

To learn more about open textbooks and how you can adopt or adapt a textbook in your classroom, please visit open.bccampus.ca.

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High-Quality Open Online Courses

Researching, planning, and developing a new course has always been costly and time-consuming, and with the increased pressure of delivering most or all courses online, there’s a level of demand and complexity like never before. The Open Online Courses Project from BCcampus is designed to help you assemble high-quality, peer-reviewed, post-secondary courses.

Post by BCcampus’ editorial team

We first announced the Open Online Courses Project in mid-June, with a goal of developing a compilation of open educational resources (OER) for the most transferrable and highest-enrolled courses in the province. Our internal teams and external partners have been working diligently to bring this collection together, at all times focusing on providing resources that meet your requirements and exceed your expectations as an instructor in B.C.

“It takes a village to create a project like this, with input and feedback from our folx in Open, Collaborative Projects, Learning + Teaching, and of course, our stakeholders,” explained Robynne Devine, project manager at BCcampus. “A ton of work has been done already, and we’ll continue to build on this framework over the next several months. A big thanks to our dev-ops team for making this a reality in a highly compressed timeframe.”

Removing Financial Barriers 

Creating a course is an expensive proposition for many institutions, so we’ve taken on the cost so you can focus on delivering a quality learning experience for students.

“This has been an ambitious and rewarding project for all of us,” said Tracy Roberts, director of Teaching + Learning at BCcampus. “We know it costs a lot of time and money to develop quality courses from scratch – upwards of $15,000, and months in development – even more with media.  This is a significant challenge, particularly for smaller institutions. We’ve created options that help fast track development time and slash course development costs. Educators can visit the collection, choose a course that best fits their instructional goals, tweak it as they see fit, and then focus on establishing and facilitating a supportive learning environment for all students…”

Course Design and Content 

The open courses and materials in the collection will go through multiple stages of quality control to ensure they are ready for prime time in your program. Our main goal was to deliver high-quality, high-value, highly curated resources. We’ve accomplished this by developing a multi-stage quality assurance program and by focusing on collecting the metadata required to ensure the content is easily findable, no matter how you’re searching for it. Everything in the collection will be labelled to indicate which reviews have been done to date.

Course design is ID-reviewed

The first step in the quality control process is a robust review by a skilled instructional designer to ensure the course “hangs together” from a design perspective. Learning goals, activities, and assessments are checked for alignment. Materials reviewed for Universal Design for Learning (UDL) features, representation, and accessibility.

Content is peer-reviewed

Once the OER has been reviewed and approved from a course design and accessibility perspective, the course content is peer-reviewed by a subject matter expert with experience and training in the relevant field. They review the materials to ensure it’s relevant, appropriate, and current for today’s learning environments.


An essential part of this project was ensuring that the course materials are easily transferable, as outlined by the B.C. Transfer Guide. Where possible, we’ve intentionally compiled content that will be recognized by all post-secondary institutions in the province.

Available Now

The Open Online Course new collection website is now available, featuring two courses that you can start tomorrow and more working their way through the approval and review process. 

Courses you will find in the collection today include:

  • Business Communications 
  • Business Communications 2

Visit Collection.BCcampus.ca to find everything available at this moment, as well as a list of courses working their way through the process.

User Testing

As part of this ongoing work, the software development team is seeking educators of all experiences to test and provide feedback on the new site. We welcome those who are familiar with online and open learning, as well as those who are new to the process. User testing is a critical step in the development of the new collection, where the project team will gain immediate feedback on whether findability has been improved or not and what improvements we can make to be successful.

Notable Quote

“The quality piece was the highest priority from the beginning for our provincial advisory group, and we’d like to give a special shout out to Beverlie Dietz (Okanagan College), Laura Mackay (Capilano University), and Paula Hayden (College of New Caledonia) for being champions of course design throughout the process. Also, BCcampus’ Josie Gray, Tannis Morgan, and Clint Lalonde were key thinkers and architects of the details of this process that strikes a good balance between speed and quality” – 

Tracy Roberts, director, Learning + Teaching, BCcampus

Learn More:

Opening up the Conversation with Trades Faculty in the North

Recently, BCcampus’ own Carolee Clyne and Tim Carson facilitated and hosted a series of conversations for the various trades faculties in the North. Specific trade instructors at Coast Mountain College, College of New Caledonia, Northern Lights College, and Yukon University were invited to participate and discuss some of the unique challenges they have been facing and their approaches to them. When asked about their experiences, the facilitators had this to say:

“Trades in the North conversations started to help reduce the sense of isolation during the initial stages of COVID-19 among instructors. The goal was to enable the trades programs within the North to develop a connection amongst themselves to share their challenges and the uniquely northern solutions. Dealing with issues of internet connectivity, community isolation plans, taking hands-on and making it virtual, and how to get there with peer stories were the aspirations behind these sessions. As I listened in each of the sessions, great ideas and solutions emerged. The spirit of innovative approaches and looking outside the box to improvise is part of what I so enjoy about being in the North.”

Carolee Clyne, open education advisor and regional representative, BCcampus

“Conducting the Trades in the North conversations was designed to bring vocational educators together from different institutions. The main connection point for these conversations was specific trades disciplines, as we had a desire to create a space where faculty could share what they were doing, what went well, and what did not work. Being a part of these conversations has highlighted once again some of the glaring disparities between regions with regard to the execution of vocational education, the most salient being connectivity, closely followed by device availability. These two challenges have had a minimal impact in the southern regions of the province, yet prove to be a significant issue facing faculty in the North.”

—Tim Carson, open education advisor, trades representative, BCcampus

The following is a list of the sessions that took place in the Trades in the North series, all done on the platforms desired by the hosting institution:

  • April 5 – Carpentry 
  • May 1 – Carpentry (follow-up) 
  • May 22 – Welding 
  • May 25 – Professional Cooks

If you wish to bring an Open 101 conversation to your institution, campus, or department, please contact Carolee Clyne for the North and Ross McKerlich for the Interior. For trades-specific conversations within B.C., please contact Tim Carson.

Learn more:

Update on the Health OER Project

Over the past few months, the BCcampus Health OER project has been working on ways to support health care faculty in B.C., and we’ve initiated a number of activities with that goal in mind.

In the spring, we evaluated a nursing open educational resource (OER) environmental scan completed by eCampusOntario (see Open at Scale – Nursing OER Project) and aligned the gathered resources with the B.C. nursing competencies.

Then, as part of the “pivot to online,” we offered space and support for nursing educators to connect, learn from each other, share ideas, and collaborate with each other during a synchronous workshop called Pivot to Online for Nursing Educators.

We also have an exciting new project underway: BCcampus is providing funding for an open textbook called Nursing Numeracy by Julia Langham from Selkirk College. This book will be published in fall 2021.

In July, we assembled the OER Nursing Group, which consists of individuals from nursing faculties across B.C. who are interested in promoting and creating OER for nursing. Together, this group identified nursing OER priorities for BCcampus to pursue.

One of those priorities was for B.C. faculty to review the newly released textbook Nursing Pharmacology, which was created out of the Open RN project in Wisconsin. This is the first of four textbooks that will be created by the project over the next two years.

Today, we are opening a call for expressions of interest (EOI) to evaluate and review the textbook Nursing Pharmacology. This EOI closes on October 5, 2020.

We have more projects and activities in the works, and we look forward to announcing some of these in the coming months!

Learn more:

The Need for a Culture of Care and Compassion

Through consultations and conversations across the sector, we learned that students, faculty, and staff are still struggling with COVID-19 at home and online. To help folx develop strategies to be resilient and effective during and after the pandemic, we have facilitated a series of supportive webinars, which have led to the spontaneous development of a powerful community of care and compassion.

Post by BCcampus’ editorial team

With the abrupt and immediate conversion to online instruction, the world of teaching and learning in B.C. was faced with a massive volume of decisions to make in a seriously condensed timeframe. Through conversations and consultation with students, student services providers, faculty, and staff across the system, we identified a need, and saw an opportunity, to facilitate a series of webinars to provide consistent support and guidance for faculty, students, and staff. To date, we’ve hosted 27 webinars focused on adapting to COVID-19.

“It has been such an inspiration,” shared Robynne Devine, project manager at BCcampus, “to see folx in the sector initially showing up as attendees to these webinars, and then actively contributing to the community as peer supporters. It’s been amazing to watch and makes me proud to be part of such a giving community.”

“One of the biggest challenges across the system,” explained Duane Seibel, principal consultant at DKS Consulting, with 30 years of experience in post-secondary institutions in B.C., “is that faculty didn’t sign up for this. Faculty, by and large, accepted positions so they could teach face to face with students on campus, and they have comfort and ease with that mode of education. Most were ill-prepared for the immediate shift to remote delivery of their courses.”

“Through these sessions, I’ve learned that there are faculty and staff across the province who care deeply about their students and want to do the best they can,” said Duane. “We’ve had participation and faculty from almost every institution across the province, willing to take information back to share with others. We’ve had visitors to our webinars from across the country and around the world, and we’ve learned that everyone is struggling with the same things.”

Creating a Culture of Care

“Nobody will remember the content from the first week of school, whether it’s online or in-person,” shared Brenna Clarke Gray, coordinator, educational technologies at Thompson Rivers University (TRU) and webinar facilitator. “In-person, we’re distracted by all kinds of things — a BBQ in the quad or a band playing at the student union — and when we’re online, we’re learning all these new systems, which causes a cognitive overload just to navigate the space. But what students will remember from this week is whether or not they felt they were being set up to learn. Whether they felt there was a community there, and that the instructor cares if they pass or fail. The social environment we build for students and the presence we bring to our classrooms, that’s what my co-facilitator Ian Linkletter and I were focused on bringing through these webinars.”

“Everyone feels like they’re in this alone,” continued Brenna. “Yes, we’re the first to ever do this in a pandemic, but we must recognize that there are over twenty years of research on teaching and learning online, and how to do it well, and there’s even more information on how to create community and how we enact care. Most of the information is the same, whether you’re digital or face to face. You don’t have to feel alone. There are great resources and support available. Our goal was to have people come into the webinars because they want to learn specifically about care and community, and from that, find some facet of learning online that fascinates them. If instructors can feel excited about the mode, then students don’t have to feel so scared of it.”

A Space for Dialogue

“I was really impressed with how everyone came with great questions,” said Brenna, “and my favourite moment in the series was during a multimedia session – how to incorporate audio, video, and H5P into your online course – where a participant shared that they weren’t able to get H5P working on their site, and someone else helped them sort it out, right there in the chat. To me, that really spoke to the spirit of the whole series of workshops. People coming together who are clearly very invested in their teaching, in their students, and wanting to do the best job possible.”

“I was pleasantly surprised by how willing people were to have some really hard conversations,” shared Brenna, “including some of the ethical ramifications of various educational technologies being used across the province at different institutions. It was nice to speak frankly about the use of proctoring services or plagiarism detection software, and what is troubling about those tools. I was surprised — and delighted — at how open people were to hearing about the ethical side of ed tech. I think it’s a conversation that gets forgotten a lot of the time, as we tend to focus on what tools are handy and accessible, and what they offer instructors, so the conversation tends to be about workflow and convenience. We don’t talk often enough, or publicly enough, about the costs. Having a place where people were receptive to that was nice.”

The webinars are now available through the BCcampus COVID-19 website. Also available is a document compiled by co-presenter Ian Linkletter from the University of British Columbia (UBC) filled with sources and resources shared by the participants in the webinar series.

Notable Quote

“Through sitting in on these webinars, I’ve learned that we need to adjust what we expect from students during COVID. Their lived reality — parenting from home, working from home, learning from home, sharing devices, sometimes with aged technology or a lack of access to bandwidth — means we have to think outside the box to ensure we’re giving everyone the same opportunity and access to education. Ian and Brenna did an admirable job of sharing tools and resources in their sessions while modelling care and compassion in their tone and delivery of the content.”

Duane Seibel, principal consultant, DKS Consulting

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Research Spotlight: Instructional Designers and Open Education Practices

The BCcampus Open Education Research Webinar series was a four-part showcase of research on open education featuring academics from the B.C. post-secondary sector. It took place between May and August 2020 and aimed to bring attention to important research conducted by B.C. post-secondary educators. The four sessions attracted over 344 registrants from all 25 public post-secondary institutions in B.C., as well as from over 60 institutions across Canada and 37 internationally. Additionally, there was a range of participants from the private sector.

Post by Tannis Morgan, researcher, Open Education at BCcampus

The fourth and final webinar in the series, called Instructional Designers and Open Education Practices, was conducted by Michelle Harrison and Irwin DeVries of Thompson Rivers University. Michelle and Irwin spoke about their recently published paper, called Open Educational Practices Advocacy: The Instructional Designer Experience.

Michelle and Irwin began with a discussion about the role of instructional designers (IDs) and the shift that was inherent or needed to happen with open educational practices. Specifically, they talked about designing for epistemological shifts and how we might envision ID roles in these or similar shifts. They underlined that IDs need to rethink epistemologies. Specifically, they must consider not just instructional techniques, but also recognize that it may be difficult to have this conversation with faculty around these questions.

“Open educational practices” carries several contested definitions, so they used an open-ended definition of OEP. They also noted large gaps in research around OEP and IDs.

Their research question asked: What strategies and practices are used by ID professionals in higher education institutions (HEI) to advocate for and implement OEP?

Their research survey was completed by 40 respondents from various parts of the world. Of the respondents, 42 per cent of the IDs have adopted OEP.

In the webinar, they discuss in detail some of the findings, which include:

  • There is a notable difference between what IDs can do in their role and what they value
  • IDs have limited institutional support: for 79 per cent of IDs, their learning relies on externally supported networks
  • Support and leadership can enable or inhibit their OEP efforts
  • 50 per cent view leadership support as crucial, but don’t necessarily feel this support
  • Things that assist IDs in OEP advocacy include:
    • When an institution has a direct mandate of openness
    • Supportive teaching and learning centres
    • Clear role definitions, good supports
    • ID time, as well as release time, for faculty

Importantly, there is some indication that engaging with OEP and open pedagogy approaches can change the ways IDs work and help with the development of critical awareness. Michelle and Irwin underlined the importance of moving toward social justice thinking in instructional design.

During this session, there were a lot of great resources shared. View the recording of Instructional Designers and Open Education Practices and the compilation of resources shared online.

Learn more:

OER Sustainability through Collaboration: Presenting the 2nd Edition of Introduction to Tourism and Hospitality in BC

Post by Melanie Myers, Business Open Education Project Manager, BCcampus

At a time when the tourism and hospitality industry has been facing one of its most significant challenges in history, the COVID-19 pandemic, a team of motivated tourism faculty members and industry specialists in B.C. rolled up their sleeves to make a difference for students. They accomplished this through cross-institutional, community, and industry collaboration, demonstrating a sustainability model in practice for open educational resources (OER). Without combining resources, time, and effort, a once indispensable resource could have been archived as just another textbook no longer relevant to the current needs of teaching and learning.

A Bit of Background

In 2015, a group of faculty and industry experts in partnership with BCcampus first set out to create an open textbook that would be relevant and localized for tourism and hospitality programs in B.C. The Introduction to Tourism and Hospitality in BC textbook was widely adopted and embraced by faculty across the province, resulting in significant savings for students already burdened with the high cost of their education. The open textbook provided a thorough overview of the tourism and hospitality industry in B.C. and featured sections on expected topics, including transportation, accommodation, services marketing, environmental stewardship, and Indigenous tourism.

How It Evolved

Flash forward five years to 2020, and it was clear that the textbook was due for a refresh and update, as the need for a quality, relevant, and B.C.-specific tourism and hospitality textbook was very much still a reality. Led by Wendy Anderson, Selkirk College instructor and tourism and hospitality articulation chair, a team of editorsfrom across B.C.’s post-secondary institutions undertook the task of updating the textbook to create Introduction to Hospitality and Tourism in BC – 2nd Edition. The project received support from BCcampus’ Zero Textbook Cost (ZTC) for Business programs project. Contributors to the project include representatives from the following institutions, organizations, and communities:

  • BCIT
  • Capilano University 
  • College of the Rockies
  • go2HR
  • Heiltsuk First Nation
  • North Island College
  • Royal Roads University
  • Selkirk College
  • Vancouver Island University

In the 2nd edition, all chapters have been revised with updated statistics, refreshed content, added references, and new end-of-chapter exercises and case studies, providing a more relevant and up-to-date reading experience. Several chapters were substantially rewritten to reflect how certain areas have transformed considerably over the last several years. Each team member took on the revisions or the re-writing of one to two chapters each. The sharing of effort meant the updates could be finished with a fast turnaround. Working together and collaborating ensured that there was a level of consistency to the content and approach across the fourteen chapters. If one author had taken on this project alone, it would have taken several more months to achieve the same result and would not have included the diversity of perspectives it currently does.

Student Savings

For just one class at Selkirk College with four sections in the fall semester (roughly 90 students), this textbook is responsible for more than $9,000 in student savings. It also means that all students have access to the resource they need for their learning, rather than having to make the difficult decision not to purchase the textbook for financial reasons, particularly in the midst of a pandemic.

“The Introduction to Tourism course is part of the core hospitality curriculum shared across B.C. post-secondary institutions, so this text has far-reaching implications to support so many students.”
—Wendy Anderson, project lead and instructor at Selkirk College

But Wait — There’s More!

Further enhancements to the book are underway, thanks to a BCcampus grant focused on developing activities for open homework systems using the platform H5P. The editing team is currently developing H5P activities to create formative learning opportunities in the textbook. To find out more about the H5P project, visit the H5P Pressbooks Kitchen and stay tuned for a new enhanced version of Introduction to Tourism and Hospitality – 2nd Edition, to be released early in 2021. This project is further evidence that OER can be sustained through a collaborative approach involving dedicated and passionate educators.


For more information, please contact Melanie Meyers, Business Open Education Project Manager, at mmeyers@bccampus.ca.

Stock photos focused around diversity, equity, and inclusion

Inclusivity can be demonstrated through diverse imagery as we strive to create welcoming experiences. Try to use photos and graphics that represent all people so everyone can feel that they belong. Here’s a list to help:

Important note:

The licenses vary per site so please be sure to check their agreements directly.