Introduction

Textbooks are much more complex than most other publications. Not only do they need to cover a body of knowledge in a structured and logical way, but they also utilize design elements to help the learner better understand the subject. A textbook is not a monograph.


Monograph	Textbook ("Biology" by OpenStax is licensed under CC BY 4.0)

In this section, we will highlight some basic textbook design concepts. So, what makes a good textbook?

Textbook Structure

The Tree Structure

Textbook can be thought of as having content divided into a tree structure. The terms used to name these structures could be different from book to book, but the author will need to determine the terms used and the number of sub-levels in the tree. Think of it as the highest level outline for the structure of the book. For instance, a textbook could have the following tree structure:

Book $⟹$ Chapter $⟹$ Section

Book $⟹$ Chapter $⟹$ Section $⟹$ Subsection

Book $⟹$ Unit $⟹$ Chapter $⟹$ Section $⟹$ Sub-section

The "Book" is always the trunk of the tree, with the next level usually being "Chapter" or "Unit". Determining this structure will eventually lead to the full book structure. For example, if the author decides to structure the book with Book $⟹$ Chapter $⟹$ Section, the completed book structure could look like this (showing chapter one sections only):

Book Structure

Structural Elements

Each element in the tree consists of structural elements that are designed to aid in learning. Some of these elements are what set textbooks apart from other books. They provide structure, context, overview, motivation, review, and other functions that are useful for learning. Dividing these elements into categories can be helpful when helping authors think about the elements they might want to use. Three of the element types help structure the textbooks content: Openers, Closers, and Integrated Pedagogical Devices¹ (Schneider, 2008).

Openers

Openers are structural elements that come before the main content of a tree level. Openers help lead the learner into the content. They could provide motivation, an understanding of the structure of the content, or a summary of what is to come. For example chapter Openers could include

a banner image
learning objectives
introduction
focus questions
chapter summary

See a list of common Openers.

Closers

Closers are structural elements that typically help learners review or reinforce their learning. Closers are typically found after the main content of a tree level. They often help students summarize, review, or practice what they've learned. Some example chapter Closers are:

review problems
chapter summary
links to external resources

See a list of common Closers.

For example, each chapter in a textbook could have the following standard structure that utilizes opener and closer elements:

open - content - closer

Note that Openers and Closers can happen at each level of the tree, including the book, chapter, section, etc. nested opener closer

Integrated Pedagogical Devices

Integrated Pedagogical Devices are strategies and elements used in the main content of a tree element to assist in learning. Often, these devices use design to differentiate each element, which separates them from the rest of the content, and makes the element recognizable through consistent use in each chapter, section, etc.

For example, each chapter in a mathematics textbook might have

a "Biography" element that highlights the biography and accomplishments of a famous mathematician
a "Case Study" element that illustrates the concepts by describing a real-world application
vocabulary words in bold
illustration of geometric figures
graphs

See a list of common Integrated Pedagogical Devices.

In summary, structural elements aid in learning. They provide context and structure, and can play a role in motivating learners, helping them reflect, and extending their understanding. Structural elements should be used consistently throughout the text so that all instances of a tree element are structured the same. This lessens the cognitive load on students by making the content more easily recognizable.

Working with Authors

Building out the structure of the textbook is a good first step when working with authors. This includes determining the tree structure and the structural elements. This can be fairly easily accomplished with some simple sticky with a number of structural elements written on them.

First, start by asking the author what they would like to call the tree elements of the textbook. Write each element on a sticky note. Be sure to include "Book" as the trunk of the tree structure.

Next, starting at the "Book" level, ask the authors what structural elements will be included at the book level.

Tree Book Level

In this example, "Cover Page" and "TOC" are Openers at the book level, and "Index" and "Glossary" are Closers. The main content will be in the form of Chapters, which will be the next level of content that we will help structure.

Repeat this process at the "Chapter" level.

Tree Chapter Level

For each chapter, an "Introduction", "Chapter Outline", "Objectives", and "Key Terms" are the Openers, and "Discussion Questions" and "Case Studies" are the Closers, with "Sections" as the main content.

Repeat this process for each tree level. When you're finished, you will have defined what each level of the tree structure looks like, and will have taken a huge step in helping the author consitently structure the textbook in ways that help the learner use the textbook effectively.

Keep in mind that this structure might change during the next step - defining the content structure - and this is perfectly acceptable.

Content Structure

Note that the textbook structure defined above makes no mention of the course content. This next step involves asking the author to build an outline of content topics for the textbook.

Careful consideration should be given to both the scope of the content in the textbook (what is covered, and what is not covered), and the sequence in which the content is covered.

Scope

By scope, we are referring to the depth and breadth of the content to be taught. In order to be most useful, the scope should contain the content typically covered in a course or series of courses in a field of study. If possible it could be very helpful for the author to get input from peers about the anticipated scope of the textbook before writing begins.

Sequence

The sequence of the content is the order in which the content should be taught for the best learning. In any given subject, there are likely multiple theories about which sequence is best (e.g., the OpenStax Chemistry textbook has been revised into a version called "Chemistry: Atoms First" because some instructors believe that it makes more sense to students to teach about atoms before teaching about other chemistry concepts).

The Content Outline

The author will need to create an outline that matches the number of levels in the tree structure. For instance, if the tree structure is Book $⟹$ Unit $⟹$ Chapter $⟹$ Section, then the outline will need to provide content for each level (below book). Here is an example of a portion of a content outline:

...
Unit 2. The Cell
   Chapter 4. Cell Structure
      Section 4.1 Studying Cells
      Section 4.2 Prokaryotic Cells
      Section 4.3 Eukaryotic Cells
      Section 4.4 The Endomembrane System and Proteins
      Section 4.5 The Cytoskeleton
      Section 4.6 Connections between Cells and Cellular Activities
   Chapter 5. Structure and Function of Plasma Membranes
      Section 5.1 Components and Structure
      Section 5.2 Passive Transport
      Section 5.3 Active Transport
      Section 5.4 Bulk Transport
...
Unit 3. Genetics
   Chapter 11. Meiosis and Sexual Reproduction
      Section 11.1 The Process of Meiosis
      Section 11.2 Sexual Reproduction
   Chapter 12. Mendel's Experiments and Heredity
      Section 12.1 Mendel’s Experiments and the Laws of Probability
      Section 12.2 Characteristics and Traits
      Section 12.3 Laws of Inheritance
...
("Biology" (Links to an external site.)Links to an external site. by OpenStax (Links to an external site.)Links to an external site. is licensed under CC BY 4.0 (Links to an external site.)Links to an external site.)

It's possible that the process of mapping out the content will make the author realize that the textbook structure needs to be adjusted. This is perfectly normal as the two structures are interrelated.

Note: When completing this outline, be aware that in 2012, open textbook publisher Boundless was sued by three publishers - partially because Boundless copied the structure of their textbooks. The actual content of the Boundless books was openly licensed, but the structure was mapped from the publishers' commercial books. The case was settled out of court, so it is still not clear whether this is a violation of copyright law, but the author should be aware that it could be a legal risk to blantantly copy a commercial textbook's structure.

Once complete, the Content Structure and Textbook Structure can be combined to create a complete outline of the textbooks. For example, consider a textbook with this tree structure:

Book Structure

Now, let's look at two chapters of the content outline:

   Chapter 11. Meiosis and Sexual Reproduction
      Section 11.1 The Process of Meiosis
      Section 11.2 Sexual Reproduction
   Chapter 12. Mendel's Experiments and Heredity
      Section 12.1 Mendel’s Experiments and the Laws of Probability
      Section 12.2 Characteristics and Traits
      Section 12.3 Laws of Inheritance

Combining these structures, we get the full outline of the two chapters:

Cover Page
Table of Contents
...   
   Chapter 11. Meiosis and Sexual Reproduction
      Introduction
      Objectives
      Key Terms
      Section 11.1 The Process of Meiosis
         Main Content
         Review Questions
      Section 11.2 Sexual Reproduction
         Main Content
         Review Questions
      Discussion Questions
   Chapter 12. Mendel's Experiments and Heredity
      Introduction
      Objectives
      Key Terms
      Section 12.1 Mendel’s Experiments and the Laws of Probability
         Main Content
         Review Questions
      Section 12.2 Characteristics and Traits
         Main Content
         Review Questions
      Section 12.3 Laws of Inheritance
         Main Content
         Review Questions
...
Index
Glossary

Creating such an outline and asking the author to "fill in" the outline structure with content will make it much more likely that the author will end up with a textbook that is useful to students. It will be contain consistent elements that will become familiar to students, giving them useful structure and scaffolding. The process of creating this outline encourages authors to think through pedagogical tools that they might not have otherwise considered.

Additional Resources

Listen to Dave Ernst, Executive Director of the Open Textbook Network, talk through this module:

Textbook Development Techniques and Elements by Open Textbook Network on YouTube (CC BY)

¹For simplicity, Integrated Pedagogical Devices and Interior Feature Strands - as defined by Schneider - have been combined into one broad category we're calling Integrated Pedagogical Devices.

Sources

Schneider, D. K. (2008, September 3). Textbook writing tutorial. Retrieved March 04, 2018, from http://edutechwiki.unige.ch/en/Textbook_writing_tutorial