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OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the Textbook
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OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the Textbook

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Dr. Donna Gaudet …

Dr. Donna Gaudet
Scottsdale Community College (Arizona, USA)
John Hilton III
Brigham Young University (Utah, USA)

Published in Education , Technology
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  • 1. Open Educational Resources in Action:Beyond the TextbookDescription, results, and analysis of a study onthe use of an open learning system in acommunity college mathematics departmentDr. Donna Gaudet - Scottsdale Community College – Arizona, USAThis work is licensed under a Creative Commons Attribution 3.0 Unported License.John Hilton III – Brigham Young University – Utah, USA
  • 2. Image Source: Wolfram AlphaScottsdale, Arizona
  • 3. All images in the public domain
  • 4. Scottsdale Community CollegeImage Source: Donna Gaudet
  • 5. One of 10 Colleges – MaricopaCommunity College District
  • 6. SCC Statistics• 11,000 student enrollments each semester• Full time = 12 credits, Average = 7• Full-time students: 30%• Age range: 17 to 92, average = 29• Female (55%), Male (45%)• Tuition - $76 per credit hour (in countyresident)Source: http://www.scottsdalecc.edu/admissions/fast-facts
  • 7. SCC Statistics (cont).• Ethnicity– 4% American Indian, 10% Hispanic– 3% Black, non Hispanic, 3% Asian/Pacific Islander– 71% White, non-Hispanic, 9% Not specified• International Students– Almost 1000 students from nearly 100 countries– SCC students study abroad in Australia, NewZealand, Mexico, France, Italy, and other parts ofEuropeSource: http://www.scottsdalecc.edu/admissions/fast-facts
  • 8. Background and Need for OER
  • 9. Frustration with the Rising cost of education• According to the Consumer Price Index, from 2007to 2011– The cost for Educational Books and Supplies has risen 26%– The cost for Tuition has risen 21%• According to the National Center for EducationStatistics– Average earnings for college students have dropped by 3%
  • 10. Image Source: http://thethinkerblog.com Image attribution: TJ Bliss
  • 11. Attempts to contain costs of Textbooks• Containing textbooks costs is difficult.– New Editions are released with no significant added value.– Used books are often unavailable due to• Discontinuation by the bookstore• Design of the book itself• Need for an Online Software Package• Attempts to teach a course without a textbook– Limit the resources available to the student– Place a much greater workload on faculty– Increase printing costs for the college
  • 12. SCC’s Transition to OER
  • 13. SCC’s transition to Open Educational resources• The math faculty had increasingly been using components of OERto facilitate our classroom instruction.• We had also been developing our own OER’s for use in our hybridand online courses• New technologies such as LiveScribe Pens, SoftChalk, Screencast,MathAS and many more had been utilized.• In 2011-2012, these efforts were brought together to create acomplete learning environment for our Introductory,Intermediate and College Algebra courses.– Textbook– Online HW Software– Video Lessons– Video HW Assistance
  • 14. Text Book and Interactive LearningEnvironment Package provided byWiley and Pearson EducationIntermediateAlgebra1352 StudentsPublisher Learning ResourcesIntroductoryAlgebra1250 Students$110.26 per Student$182,086.76 per SemesterCollegeAlgebra701 Students
  • 15. Text Book and Interactive LearningEnvironment provided through OERIntroductoryAlgebra1250 StudentsCollegeAlgebra700 StudentsTraditionalCopyrightedMaterialTransitionOpenEducationalResourcesMaximum of$15 per StudentText Book and Interactive LearningEnvironment provided through OER86% decrease in costs
  • 16. SCC’s Open Learning System
  • 17. Learning ResourcesOpen EducationalResourcesVideoTutorialsOnlineHomeworkSoftwareTextbookWorkbook
  • 18. Locally created OER workbooks are the mainsupport for content delivery for each course.Workbooks contain video examples, You Tryproblems, practice problems, lesson assessments.CreatedInHouseWorkbook
  • 19. Videos Accompany Each Example
  • 20. Online Availability of Workbooks – Free Download
  • 21. Video Tutorials – primarily created in house by SCCfaculty – support the delivery of content throughthe MiniLessons in each workbook.CreatedInHouseVideoTutorials
  • 22. Video Sources• Created In-House by our Faculty– Livescribe pencasts– Screencasts to You Tube– http://sccmath.wordpress.com• Created by Faculty at other sister institutions– James Sousa – Phoenix College– mathispower4u.com– Math Instructor Releases 2600 videos under CreativeCommons Attribution
  • 23. SCC IMathAS is an open source web basedmathematics assessment and course managementplatform. This system provides delivery ofhomework, tests, and diagnostics with richmathematical content.SCCIMathASOnline HWSoftware
  • 24. Video Help Inside Problems
  • 25. CK-12 Foundation is a non-profit organizationwith a mission to reduce the cost of textbookmaterials for the K-12 market both in the U.S.and worldwide.CK-12Textbook
  • 26. One Learning System – Many Options
  • 27. Before Class Between ClassesDAY1DAY2VideoTutorialsOnlineHomeworkSoftwareTextbookWorkbookWorkbookMiniLessonYou TryPractice ProblemsOnlineHomeworkSoftwareAfter ClassesRegular Class Format –class twice a week
  • 28. Before ClassCLASSOnlineHomeworkSoftwareTextbookWorkbookWorkbookMiniLessonYou TryPractice ProblemsVideoTutorialsHybrid Format – class once a weekBefore Class
  • 29. OnlineHomeworkSoftwareTextbookWorkbookWorkbookMiniLessonYou TryPractice ProblemsVideoTutorialsOnline Format – No Class MeetingsINSTRUCTORFEEDBACK
  • 30. Fall 2012 – Implementation Results• Completely open source for IntroductoryAlgebra through PreCalculus (5 classes)• 42 instructors (full time and adjunct)• 65 sections (around 1820 students)• Roughly $182,000 student textbookdollars saved
  • 31. Success ResultsPercentage ofStudents Earning a CGrade or BetterFall 2010 Fall 2011 Fall 2012MAT 09x 62%(n=790)67%(n=704)51%(n=643)MAT 12x 60%(n=748)63%(n=721)62%(n=764)MAT 15x 65%(n=448)64%(n=388)65%(n=461)MAT 182 56%(n=106)61%(n=109)58% (n=95)MAT 187 53% (n=72) 48% (n=82) 55% (n=80)
  • 32. Completion ResultsCompletionRatesFall 2010 Fall 2011 Fall 2012MAT 09x 75% (n=790) 79% (n=704) 64% (n=643)MAT 12x 79% (n=748) 76% (n=721) 75% (n=764)MAT 15x 73% (n=448) 72% (n=388) 76% (n=461)MAT 182 58% (n=106) 72% (n=109) 72% (n=95)MAT 187 68% (n=72) 62% (n=82) 64% (n=80)
  • 33. So what do SCC students and facultythink about the OER materials?Fall 2012 paper-based surveys966 students20 faculty
  • 34. 1249126310528 11050100150200250300350400450500550No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagreeOverall, the materials adequatelysupported the work I did in class
  • 35. 94262851393417050100150200250300350400450No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagreeOverall, the materials adequatelysupported the work I did outside of class
  • 36. 264832101333325050100150200250300350400450500550No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagreeI would recommend the use of thesematerials to my classmates.
  • 37. “What additional comments do you haveregarding the quality of the open materials usedin your class?” (210/255 (82%) positive)• “They were good. Definitely worth nothaving a massed produced book for.”• “I never had an open materials class before.It made work less stressful and learning moreenjoyable – didn’t constantly feel frustratedand was able to look through notes when Igot stuck.”• “The quality was excellent. It really helpedmy understanding.”
  • 38. “What additional comments do you haveregarding the quality of the open materials usedin your class?” (210/255 (82%) positive)• “Buying textbooks is out of date and I thinkmaterials should be inexpensive.”• “I love saving money, I am poor.”• “I like the open materials, textbooks are soexpensive that it makes me not want to buythem.”Image Credit:http://commons.wikimedia.org/wiki/File:Dollar_sign_%28reflective_metallic%29.gif
  • 39. Faculty Responses“Do you feel that the OER materials adequatelysupported the work that was completed INSIDEthe classroom? Why or why not?”• 15 responses – 13 yes• “Yes, although I will rearrange some of the material next timearound. For example, I like to cover properties of exponentsBEFORE exponential and logarithmic functions as we use theseproperties at that time in my class”• “Yes, it is a complete resource.”• The “No” response comments• “Need more specific examples”• “Most of the time it was supported.”
  • 40. Faculty Responses“Do you feel that the OER materials adequatelysupported the work that was completed OUTSIDEthe classroom? Why or why not?”• 15 responses – 13 yes• “Yes, these materials provided the students useful resources”• “Yes. It focused in the lesson well.”• The “No” response comments• “Mostly - often students had online questions, which werediscussed through MathAS or in class”• “In Math 12x, the online HW contained questions that were notwritten in the style of the workbook questions. Some studentshad difficulty in transferring their skills to the online questions.”
  • 41. Thorns and Roses – A massivedepartment OER effortRoses Cost savings for students Department communitybuilding and support Energy of the new users Support of departmentand administration Introduction of creativeteaching approachesThorns Huge amount ofdevelopment time Maintenance and updates Distribution (bookstore!) Adjunct faculty buy-inImage Credits: http://upload.wikimedia.org/wikipedia/commons/8/8c/Rose-thorns.JPG, http://commons.wikimedia.org/wiki/File:Rose_red_on_white_background.jpg
  • 42. Where do We Go from Here?• Continue improving OER materials• Expand offerings (Arithmetic – Sp 2013)• Work with other campuses in our district (4other campuses are connected to this project)• Continue offering the OER survey and use theresults to make improvements
  • 43. Questions/Contact• Donna Gaudet– donna.gaudet@scottsdalecc.edu• John Hilton III– johnhiltoniii@byu.edu• Website: http://sccmath.wordpress.com