Impact and Opportunity of OER - A DOL TAACCCT Case Study
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Impact and Opportunity of OER - A DOL TAACCCT Case Study

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Presentation given at League of Innovation Conference 12-Mar-2013 Dallas Texas

Presentation given at League of Innovation Conference 12-Mar-2013 Dallas Texas

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http://www.openeducationweek.org 202
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  • Dimensions of scale on the resource side Identify some resources available to support you, esp technology Take advantage of them
  • Conference has focused on higher level questions of scale; we’d like to get down in the weeds a little. Was looking for a example to let you know what we’d be delivering, and fate delivered. Especially important among the Open community. Based on questions I’ve been getting—what is open education? OR better, who is the communituy
  • OLI and CAST will offer three tiers of support to grantees: Information and support on effective course design and evaluation. Course delivery and data capture for 25 grantees via out Platform+ program. Three teams of grantees will be selected to participate with OLI in full Co-development efforts.
  • OLI and CAST will offer three tiers of support to grantees: Information and support on effective course design and evaluation. Course delivery and data capture for 25 grantees via out Platform+ program. Three teams of grantees will be selected to participate with OLI in full Co-development efforts.
  • OLI and CAST will offer three tiers of support to grantees: Information and support on effective course design and evaluation. Course delivery and data capture for 25 grantees via out Platform+ program. Three teams of grantees will be selected to participate with OLI in full Co-development efforts.
  • We are being asked to address the seemingly impossible challenge of making higher education less expensive and more accessible while also increasing its effectiveness. The difficulty is heightened by the fact that faculty and institutions must support not only an increase in the number of students but also greater variability in the student population's background knowledge, relevant skills and future goals.  OER can be a key component of success, but only if it leverages the results and methodologies of learning science to create transformational innovations that fundamentally change the way higher education is developed, delivered and improved year-after-year.
  • OLI and CAST will offer three tiers of support to grantees: Information and support on effective course design and evaluation. Course delivery and data capture for 25 grantees via out Platform+ program. Three teams of grantees will be selected to participate with OLI in full Co-development efforts.
  • Example from TAACCCT grantee National STEM consortium co-development effort - alternative representations of information. Critical for non-sited learners, but also for sited learners that need additional information.
  • Alt tags are letter of the law accessibility, foundational for UDL
  • Long descriptions are an example of UDL and there is an equally high representation of information through alternate means. This is not a costly or unattractive retrofit after the fact, because we haven ’ t anticipated variability, it is a design that plans for variability from the outset.
  • Example: STEM scenarios Representation principle does not stop at alternate representations of information, but alternate representations of how and where information and knowledge is used, and by whom.  
  • The use of cases in the STEM bridge course, provides a different representation of how math is used, and alters the meaning of math and understanding of its purpose for these learners. This contextualization of learning in turn opens up different pathways for thinking about action and expression (principle 2) and engagement (principle 3). Learning by doing, means something different if you have represented the knowledge to be gained in a contextualized fashion through stories, cases, videos of work in action, all possible with the use of media and OERs.

Impact and Opportunity of OER - A DOL TAACCCT Case Study Impact and Opportunity of OER - A DOL TAACCCT Case Study Presentation Transcript

  • IMPACT & OPPORTUNITY ofOPEN EDUCATIONAL RESOURCES (OER) Paul Stacey Case Study Except where otherwise noted these Innovations 2013 materials are licensed under a Creative Commons Attribution 3.0 Unported License (CC-BY)
  • http://www.openeducationweek.org/2
  • 1.Prepare TAA-eligible workers and otherDOL TAACCT Priorities adults for high-wage, high-skill employment or re-employment in growth industry sectors 2.Increase certifications, certificates, diplomas, and other industry-recognized credentials that meet industry needs 3.Introduce innovative & effective methods for curriculum development and delivery particularly around online & technology enabled learning 4.Demonstrate improved retention, completion, & employment outcomes as a result of the funded program. http://www.doleta.gov/taaccct/ 3
  • TAACCCT & OER•TAACCCT $2 billion over 4 years starting 2011•2011 $500K awarded via 49 grants•2012 $500K awarded via 79 grants•All TAACCCT deliverables must be openly licensedwith a Creative Commons CC-BY license•Biggest Open Educational Resource (OER) initiativeever•OER are teaching, learning, and research resourcesthat reside in the public domain or have beenreleased under an open license that permits theirfree use and re-purposing by others.•Open educational resources include full courses andsupplemental resources such as textbooks, images,videos, animations, simulations, assessments, …•OER are learning materials freely available under alicense that allows you to - Reuse, Revise, Remix &Redistribute 4
  • TAACCCT Wave 1 (2011) Grant Analysis•$ 500,000 in grants•All states got an award•Grants range from $2.5 million to $20 million•29 of 49 (59%) are multi-college state consortia.•5 of 49 (10%) are multi-college, multi-state consortia.•12 (24%) are pursuing national outcomes. 5
  • TAACCCT Wave 1 (2011) Grant Analysis•32 of 47 (68%) are developing Bridging programs/courses (especiallyfor Math, English literacy, & personal effectiveness)•24 of 47 (51%) are developing curricula for Health•21 of 47 (44%) are developing curricula for Manufacturing•19 of 47 (40%) are developing for Energy•13 of 47 (28%) are developing for Transportation•11 of 47 (23%) for Information Technology 6
  • http://creativecommons.org/Licenses for OER, Open Access andcultural work sharinghttp://opencourselibrary.org/Open Course Library, ream-based OERdevelopment, state level open policyhttp://oli.cmu.edu/Science-based online courses and platformwith data driven analytics and dashboardhttp://cast.org/Expand learning opportunities for all,especially those with disabilities, throughUniversal Design for Learning 7
  • Free support and technical assistance to all DOL TAACCCT grantees to helpmeet SGA requirements including support for:•licensing TAACCCT grant work with a Creative Commons Attribution 3.0License•incorporating principles of universal design•ensuring deliverables are readily accessible to qualified individuals withdisabilities•developing and implementing online and technology-enabled courses•supporting accelerated learning in a flexible manner that allows students tomaster concepts or course content more successfully in a shorter period of time•evaluation to ensure continuous improvement & data-based decision making 8
  • Services http://open4us.org/• Comprehensive (all projects): Support materials, webinars, open conferences, FAQs, e-mail/phone support, and web site to help grantees with; Licensing with CC, Accessibility & Universal Design for Learning, Strategies for finding, adapting, & using existing OER, Authoring OER, Open policy, Best practices for design and development of online learning• Platform+ (25 projects): deliver independently designed courses on OLI platform and collect data for continuous improvement.• Co-development (3 projects): co-design and develop courses with OLI for delivery on OLI platform with demonstrate increased completion rates for target population in courses. All courses will be fully accessible and reflect UDL principles which results in improved quality of learning design and greater adoption.
  • Services http://open4us.org/• Comprehensive (all projects): Support materials, webinars, open conferences, FAQs, e-mail/phone support, and web site to help grantees with; Licensing with CC, Accessibility & Universal Design for Learning, Strategies for finding, adapting, & using existing OER, Authoring OER, Open policy, Best practices for design and development of online learning
  • See Licenses at:http://www.creativecommons.org
  • Creative Commons License Features
  • Spectrum of OpennessTAACCCT license CC-BYWhich of these licenses are suitable for OER?
  • Creative Commons License Chooser http://creativecommons.org/choose/ http://youtu.be/iHDYenuFFtA
  • http://wiki.creativecommons.org/Markinghttp://openattribute.com
  • Find OERhttp://open4us.org/find-oer
  • Adaptations Collections http://wiki.creativecommons.org/Frequently_Asked_Questions
  • Services http://open4us.org/• Platform+ (25 projects): deliver independently designed courses on OLI platform and collect data for continuous improvement.• Co-development (3 projects): co-design and develop courses with OLI for delivery on OLI platform with demonstrate increased completion rates for target population in courses. All courses will be fully accessible and reflect UDL principles which results in improved quality of learning design and greater adoption.
  • Universal Design for Learning“All online and technology-enabled courses developedunder this SGA must incorporate the principles ofuniversal design in order to ensure that they are readilyaccessible to qualified individuals with disabilities in fullcompliance with the Americans with Disability Actand Sections 504 and 508 of the FederalRehabilitation Act of 1973, as amended. ”
  • Universal Design for Learning “Learner Variability”
  • Strengthen Online & Technology-Enabled Learning“TAACCCT will support institutions that are committed tousing data to continuously assess the effectiveness oftheir strategies in order to improve their program… andbuild evidence about effective practice.”
  • An approach to designing,developing, delivering andimproving learningexperiences
  • Platform+: Basic Authoring Tools
  • Services http://open4us.org/• Co-development (3 projects): co-design and develop courses with OLI for delivery on OLI platform with demonstrate increased completion rates for target population in courses. All courses will be fully accessible and reflect UDL principles which results in improved quality of learning design and greater adoption.
  • Co-Development Case Study – National STEM Consortium Cyber Composite Electric Vehicle EnvironmentalMechatronics Technology Materials Technology Technology Pathways STEM Bridge Fasttrack, Remediation http://www.nationalstem.org/ http://www.nationalstem.org/
  • STEM Readiness Core Skills Course This core skills course is intended for students in need of a refresher in basic math, communications and professionalism skills upon entering technical programs at community colleges. The course will not only cover basic skills in each topic area but there is a special focus paid to problem solving skills. Throughout each of the units, problem solving skills will be taught and reinforced.
  • STEM Course Development TeamSandy Raysor, Open Learning Initiative (Carnegie Mellon University)Rachel Currie-Rubin, CASTJanet Paulovich, Anne Arundel Community CollegeTed Stefaniak, Lake County Community CollegeMindy Ursino, South Seattle Community CollegeKaren Johns, Florida State College at JacksonvilleMelissa Ball, Ivy Tech Community CollegeA’Kena Long Benton, Macomb Community CollegeLaura Cates, Northwest Arkansas Community CollegeKathy Finn, Florida State College at JacksonvilleJack Parker, Roane State Community CollegeAnthony Farone, Cuyahoga Community College
  • 33
  • See the STEM Readiness course: http://oli.cmu.edu course key: stemof13s 34
  • OLI Team-based design and development
  • OLI Development Process
  • Data Drives Powerful Feedback Loops 37
  • oli.cmu.edu
  • Paul Stacey Q&ACreative Commonsweb site: http://creativecommons.orge-mail: pstacey@creativecommons.orgblog: http://edtechfrontier.compresentation slides: http://www.slideshare.net/Paul_Stacey