Final Pressbook Edits

Before your chapter can be considered ready to publish, there are a few last revisions to attend to. Read through each of the steps below and make the required revisions and edits to your chapter.

Step 1 Make Your Improvements

Reading and interacting with all of your peers’ chapters in the last five weeks likely has sparked ideas of things you would like to add or remove from your chapter. You don’t have time to redo the whole thing, so don’t go crazy, but do pick a few things to improve and improve them.

Note: if you add images, infographics, or charts, they must have alt text and captions. If they are complex images, infographics, or charts, they must have image descriptions.

Step 2: Fix your Reference list

I have some bad news for you: When you paste in text to Pressbooks, the italics are automatically removed. This means that, for many of you, the italics in your reference lists are no longer following current APA format. Go back through your references, add italics where needed, and double check them one more time for APA compliance.

Note: You do not need to reference YouTube videos since they are embedded. Rather, follow the example in this Pressbook of stating and linking the title of the video and the creator. Example: Video 31.1. Creating H5P Content for Your Course – Lumi Desktop by UB Moodle 

Step 3: Fix your Image Descriptions

If you have used image descriptions in your chapter, they should be italicized.

Example:

Step 4: Fix Attribution Statement

You all included an attribution statement for your OER that shows how you reused or remixed OER in your chapter. However, not all of your OER attribution statements include links to the original OERs you used/remixed and the chosen licenses. Review your OER Attribution Statement and include these links.

Example:

A Note on Longer Attribution Statements

if you feel your Attribution Statement is to unwieldy or long, you can set it up like David (and few others) did in their chapter:

Step 5: Add AI Attributions

We used AI for several things in these chapters, and we want to be transparent about that use. If you haven’t already, include an attribution statement about your use of AI in the chapter. Use this AI Attribution builder [New Window] to make this easy. Place this under the OER Attribution Statement in your Licenses and Attributions textbox at the end of your chapter.

Example: 

Step 6: Copyedit

The current recommendation is for textbooks (even at the graduate level) to be written at a ninth-grade reading level (Flesch, 2020). Reread your chapter one last time to ensure

1. There are no grammatical errors, and
2. That it would be clear for even a 9th grader to understand. If not, change the wording to make it so.

Step 7: Add Explanatory Feedback in H5Ps

Instruction is information with opportunities to practice and receive feedback. The H5Ps each of you have built in your chapter provide your learners with formative assessments (practice) of your learning objectives. All of the H5P automatically include “correct” or “incorrect” responses to practice, however they should also have built-in, explanatory feedback in them.

Explanatory feedback offer corrective guidance while the learner is practicing.

Example:

You can write your own explanatory feedback, or you can co-create the explanatory feedback with your AI tool. Just remember you must always check it for accuracy!

To add your explanatory feedback to your H5P,

1. 1. 1. 1. Make the changes in Lumi to your H5P.
         2. Save and upload the new version of your H5P to our Pressbook.
         3. Place the H5P in your chapter.

Step 8: Save your chapter

References

Image Descriptions

Figure 33.1 This screenshot shows a Skinner box diagram displayed above a block of explanatory text on a webpage or digital document. The diagram labels parts of the box such as the air vent, speaker, stimulus light, food dispenser, lever, mouse, observation window, food tray, and grid floor. Beneath the image is a paragraph introducing the Skinner box as a device used in operant conditioning and explaining that the visible parts include a speaker, a stimulus light, a lever or response bar, a food dispenser, and a grid floor that may deliver a mild shock. The image description text appears to be part of an accessibility or instructional explanation embedded directly below the figure. [Return to Figure 33.1]

Figure 33.2 This image shows two side-by-side examples of attribution statements on a webpage. The left example is titled “Licenses and Attribution” and describes Computers, the Internet and Digital Literacy by Jennifer Walinga and Charles Stangor, noting that it was revised by L. M. Hales and adapted from a CC BY 4.0 source. The attribution has no colored links. The right example is identical to the first except that the author is colored blue indicating it is linked out to the author’s bio page, and the CC license is also colored blue indicating it is linked out to the deed page of that license. [Return to Figure 33.2]

Figure 33.3 This screenshot shows a section titled “License and Attribution” on a webpage. The text explains that “Ivan Pavlov and Classical Conditioning” by David Ludwig from Idaho State University was adapted from several sources, including a work on classical conditioning by Jennifer Walinga and Charles Stangor licensed under CC BY-NC-SA, The difference between classical and operant conditioning by Peggy Andover licensed under CC BY-NC-ND 4.0 International, and Classical Conditioning by Inna Kanevsky licensed under CC BY-NC-SA. It also cites Pavlov’s classical conditioning, a video by Sprouts, licensed under CC BY, and Ivan Pavlov from Wikipedia, licensed under CC BY-SA. A final sentence states that, to honor the license requirements of the sources, “Ivan Pavlov and Classical Conditioning” by David Ludwig is licensed under CC BY-SA-NC-ND. [Return to Figure 33.3]

Figure 33.4 This image shows two small side-by-side examples of attribution statements on a webpage. The left example is labeled “Licenses and Attribution,” and the right example is labeled “Licenses and Attribution” or a very similar heading. Both examples contain short blocks of text describing how a work titled “Computers, the Internet and Digital Literacy” or a similar title by Jennifer Walinga and Charles Stangor was adapted or revised, along with license information. The screenshots appear to demonstrate alternative ways of formatting attribution and licensing statements for educational content. [Return to Figure 33.4]

Figure 33.5 This screenshot shows an interactive quiz screen titled “Scenario 5B” with a section heading “Let’s Recap.” Below that, a prompt asks the viewer to answer questions to identify different ways of gaining attention in the introduction of a speech. The sample question states that “The average human transient attention span lasts about 1 minute.” A selected answer button shows True, and the interface marks it as incorrect with feedback underneath stating, “Actually, the average human transient attention span lasts only about 8 seconds.” Blue numbered annotations highlight key areas of the screen, with 1 placed near the selected answer and 2 placed near the feedback text. At the bottom are controls including Show solution, Retry, navigation dots, and a next arrow.[Return to Figure 33.5]