|This empty frame normally contains a rather good still life by Cezanne|
which hangs in the Musee d'Orsay
Photograph © Katherine Tyrrell (2009)
Let me say at the outset that I think there are some lessons for everybody - art schools, publishers, parents and students.
It's very apparent to me that the fact that a concerned parent went public and his network took the story viral around the world means there has been a fast response. It's to their credit that the College and the Publisher have responded quickly to the concerns being expressed. The College has listened to the concerns of the students and the publisher would now like to get the book out of circulation asap. Plus there are some proposals as to how the matter might be resolved for this year.
However I'm still left with the impression that people are still looking at the wrong problem - of which more in my analysis and comments at the end.
First the update on the situation - and then my analysis.
The OCAD Media Perspective
This is a comment I received on the previous post. Sarah misunderstands my comprehension of the copyright situation.
Hi Katherine,The Response from the Dean
If you've been continuing to follow this story you'll note that the solution that was arrived at prior to the start of the course was indeed an effort on the part of OCAD University to save students a significant amount of money.
OCAD University has accepted full responsibility for a flawed learning system, and is working with the students and publisher to make things right.
The publisher has accepted full responsibility for producing a flawed product (you can read an article that includes quotes from yesterday's forum, attended by the publisher, on the Toronto Star website, for example). This article also outlines the steps the publisher is taking to address the problem for students affected this term.
The copyright aspect is far more nuanced than your article relays. There is a good discussion of these nuances on Brent Ashley's blog, the father of the OCAD University student that originally broke this story on his blog.
Finally, while we appreciated students' suggestions to make the learning system entirely digital (related to your comment about saving trees), the reality is that about half of students surveyed have difficulty reading large amounts of text on a screen. While OCAD University is very committed to sustainability (as evidenced by itspolicies, task force, and sustainability office and the curricular focus, including the ability for students to minor in Sustainable Design) there is still a strong demand for printed materials, both for ease of use and for accessibility reasons.
We thank you for your interest in this story, and your engagement on these important issues.
Media & Communications Officer
OCAD UniversityToronto, ON
Wednesday, September 26, 2012
This is the content of the letter referenced in the above comment. I'm wondering why the above missive didn't reference the outcome of the second meeting with Pearson referenced below.
Friday, September 21, 2012The Commentary from Local Press
Update from Dean K. Shailer re LBST 1B04 Custom Text: Proposed Solutions
Thank you to all the students who came to the Open Discussion Session yesterday to express their deep concerns about the flawed course package (reader, two e-books) we provided for this course. I understand they were speaking on behalf of many other students who could not be there – as evidenced by the number of signatures on the online petition (which I have now read in total and am taking quite seriously).
Here's a summary of the chief concerns (and suggestions) I heard from students:
We also spent some time talking about copyright and the limitations we face with visual culture books – especially a small print run like this one. We need more discussion on this.
- All the blank blocks where images were meant to be was a waste of paper and poor design;
- Being expected to move between a print text and online images contained in an e-book was not a viable learning system (regardless of age or tech-savviness; also many students need a workable system to use when in transit)
- Although a number of students asked explicitly for a “more economical” e-book version of the
- reader, others asked simply for images and text to be in the same mode (digital or print-based)
- and in the same place;
- They felt like guinea pigs or beta testers for a new system that didn’t work and wanted compensation;
- They worried about resale value;
- Some students wanted to revert to the former art history courses.
- Were students with disabilities being accommodated with a special-format version of the custom text? This is being addressed - yes.
- A number of work-around solutions were thrown out (e.g., buy Stokstad and Drucker online at
- used prices and sell back at end of term).
To be clear: My first objective is to have the material (text and images) of this phenomenal new course in students' hands in a format they feel they can use, so they can get on with the course now.
Meeting with Pearson Learning Solutions
I met later in the afternoon with reps from Pearson – including the President of the Higher Education Division of Pearson Canada, Steve O’Hearn – and from the U of T/OCADU Bookstore, as well as a number of other OCAD U faculty and staff. We laid out the concerns and asked for solutions. Pearson was highly responsive and proposed offering:
For next semester (LBST 1B05), we will have two possible scenarios that we’d like to poll students on. In any case there will be NO EMPTY BLOCKS OF WHITE SPACE. And for future offerings (next year and beyond): we will wait until March and further feedback from all of you before making any decisions.
- Guaranteed end-of-term buy-back of the custom text (dollar amount to be announced next week); they want to take it out of circulation.
- Provision (free) of print copies of the Stokstad text (which contains the vast majority of missing images) to all students who have purchased the reader, to use as a print-based cross-reference; these would be the relevant volumes of the portable version of Stokstad (much easier to carry) – details on how this will roll out next week.
like to present all this to interested students as soon as possible and are scheduling a second meeting for next Tuesday afternoon. If you cannot attend, please get in touch and let me know your thoughts.
SECOND STUDENT MEETING WITH DEAN SHAILER AND PRESIDENT OF THE HIGHER EDUCATION DIVISION OF PEARSON CANADA
Tuesday, September 25, 2012
With best wishes,
Dean, Faculty of Liberal Arts & Scienceskshailer@ocadu.ca
This is the article published on Tuesday in The Toronto Star - Publisher offers free textbooks, buyback option for artless-art history textbook.
So now students will have an $180 textbook with no pictures plus, as of this Friday, a five-volume set of Stokstad art history textbooks for no extra charge plus $50 reimbursement when they return the volume without images to Pearson at the end of the academic course.
I don't think anybody has yet referenced "Custom Solutions facilitate student success" on the higher education part of the Pearson Publishing's website
In order to help progress some understanding of the situation in Ontario let's consider what it says. In essence it:
- offers to create customised learning materials
- indicates that customised learning materials lead to better levels of student engagement (they certainly succeeded on that one!)
- creates custom textbooks which are affordable (wrong - very wrong - when it comes to art!)
- a publisher who is trying hard to work out how it can create new products out of its existing asset base - in much the same way as many other publishers - in order to create new profit streams within the context of the collapse of the traditional business model for publishing (I've written about this previously in Art Books #2 - the economics of publishing (Jan. 2009) with respect to art instruction books and within the context of the changing nature of the publishing industry, the rise of ebooks and the potential to completely eliminate the publisher). In this instance they seem to have an idea which fails to deliver on the promises because of the particular expenses associated with images and copyright. One would have thought they'd have spelt this out at the commissioning stage.
- an enthusiastic but naive client (OCAD) who wanted to use this new process for creating new and customised learning materials for a new course. However they apparently proceeded without obtaining:
- any costing as to what price the student would have to pay for the customised materials
- or an estimate of what price the licence might be for copyright photos of images which are mainly in the public domain.
- an estimate of the print run assumed by the publisher