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Mashup slide deck of Chadron Open Education Summit breakout

Mashup slide deck of Chadron Open Education Summit breakout

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  • Welcome to Denver! Pleasure to see you again, and a honor to support the Chadron OER team! I’m Ronda Neugebauer, Lumen Learning’s Student Success Lead, a Kaleidoscope founding member, developer, adopter, and improver, and current instructor of CSC’s College Life, College Literacy, College Reading Strategies, and Introduction to College Writing courses with an affinity for technology and new found love of restoring old vehicles…such as my 73 VW beetle that probably has a flat tire right now in its Hotel Monaco parking space!
  • What is the role of Openness in Education?Education is SharingTeacher share knowledge and skills, feedback and criticism, encouragementStudents share questions, assignments, feedback
  • To give a book, you must give it away.Photo CC BY David Wiley
  • The same istrue with printnewspapers. If I want section B of the New York Times, and my colleagueisreadingit, we can’tsharethatsectionat the same time.CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
  • Because of the Internet, my colleague and I can view the same page simultaneously with millions of other people all over the world…and practically for free.
  • Not at an increase in cost, but at an increase in the ability to share.Digital expressions using the Internetmean we can share and thus educate as never before…right?
  • Copyright: regulates copying, distributing, editing, and adapting…what to do?
  • Like a fundamental of Judo: take opponents’ strengths and use it against them
  • With Creative Commons license, we can share and create like never beforehttp://www.lumenlearning.com/oer
  • just to clear up some potential confusion Open does *not equal digital, and *open does not equal free.  There are free materials online that are not open, and there are open materials that are not online. *
  • open source software - the idea is fascinating.  For the end user, * free is often the main driver, but for the techie, * the bigger driver is the ability to study and modify the code.  And for the big projects, * there was a community of developers, contributing to the creation of this product, often not because it was their job, but because they cared about the end product being better.  By pooling their skills, they could create a better product faster than any one person working alone.
  • To me, this is the promise of open.The obvious benefit is the cost.
  • Open materials in Education look like - * open educational resources, * open textbooks, and * open coursesParallels with* open source software
  • Textbook prices have been increasing much faster than inflation. *Source: From http://www.aei-ideas.org/2012/12/the-college-textbook-bubble-and-how-the-open-educational-resources-movement-is-going-up-against-the-textbook-cartel/
  • Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success…their behaviorsMore than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
  • Cable Green from Creative Commons puts it this way: Imagine that could produce food with a marginal cost near 0.  Should we invest the money to build that food machine?  Of course.  We have at our hands the ability to build learning materials that can be distributed with a marginal cost near zero – the question is whether we invest the money and time to turn on that learning machine on.CC-BY, http://www.flickr.com/photos/cvander/
  • But of course there’s more than cost.
  • First * there’s the practical matter of broken links. When you link to materials free online, you never know if they might suddenly disappear, or * if the owner might decide to change the material or start charging for it, or change editions on you. Most importantly, * Open gives you the right to make changesIn education, * open means:
  • In education, open means:- * free of cost - saves students money - * improved access to materials (since they’re usually online)- * flexibility for the instructor to customize/modify the content, * enabling continuous quality improvement- * ideally, can prompt conversation and collaboration around curriculum in a much richer way than is currently existing
  • From Open Textbooks (likely the most obvious OER) to Open Courseware somewhere around 150 million dollars have been poured into OER content development, adopting and sustainability are the challengeBut there is *more than that. OER can be as fine grained as individual worksheets and handouts, activities, and videos. Being open means we know we’re allowed to adapt and use the materials with our classes.Open Courseware are efforts to put entire course designs online under open licenses.  They typically include *syllabus, *reading assignments, *other learning materials, *homework, and *assessments.  These have been around for quite a while.Early open courseware projects, like MIT OCW, were created with the thought that teachers out in the world might use it, but it ended up being students who used it.  Honestly, as a teacher, I’ve watched a few videos, but nothing on MIT OCW made me think “gee, I think I’ll take this and start using it as my course.”  The Kaleidoscope project, however, takes a directly instructor-focused approach.Click the logo to access the site. Talk about OER. Talk about projects, and how much grant money has funded the content development…but challenge in adoption. The “if you build it they will come notion doesn’t necessarily in higher education.”
  • Kaleidoscope uses (OER) to improve student success. The project works by using the best of existing OER to reduce textbook costs to $0; use learning analytics analyze assessment, activity and success data to guide faculty members in continually improving the effectiveness of the open resources; supporting faculty within and across institutions to collaborate, share, and build community
  • http://www.project-kaleidoscope.org/Welcome to Denver! Pleasure to see many of you again, and a honor to support the Kaleidoscope math team! I’m Ronda Neugebauer, Lumen Learning’s Student Success Lead, a Kaleidoscope founding member, developer, adopter, and improver, and current instructor with Chadron State College in Chadron Nebraska in Student Success, Transitional Reading and Writing courses with an affinity for technology and new found love of restoring old vehicles…such as my 73 VW beetle that probably has a flat tire right now in its Hotel Monaco parking space!
  • Brief overview of the Kaleidoscope Open Course Initiative: for clarity, I’ll be talking about the Phase I experience and your work is in the Phase II experience
  • Back in the spring of 2011, I was working full-time The Kaleidoscope Project, funded by a Next Generation Learning Challenges grant, began in 2011Sources: http://nextgenlearning.org/nglc-overview
  • There were 8 founding institutions comprised of community colleges & open access 4-year schools from California to Nebraska to New York. The project’s members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant.
  • The project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team.
  • Challenge: Defining, understanding, mining OEReven though somewhere around 150 million dollars have been poured into OER content development, finding it to adopt was a challengespeaking from my discipline, there wasn’t much for dev reading, writing The “if you build it they will come notion doesn’t necessarily in higher education.”
  • Challenge: understanding licensing issues; it seems simple, but the implications may be grave…ignorance is bliss; functioning under fair-use is bliss; violating copyright was standard for me…make copies and distribute to students…all in the name of educationScreenshot course: Quality Matters Program Addressing Accessibility course https://www.qualitymatters.org/professional-development/courses/standard8 closed course when not enrolled
  • Collaborating was a challenge we only had 6 weeks for the turnaroundwho is the task master? how do we best communicate?outcomes and student populations differed greatlyconsensus was tough for my discipline
  • Challenge: skepticism from colleaguesIn my zeal of wanting to share, I encountered the naysayers:Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you.
  • Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you
  • Technology was a challenge: from Sakai CLE to Sakai OAE, Google Docs, Skype, embedding text, codes, accessibility issues, quality mattersData pulls with IR were difficult…people are busy, resources are limitedKnowledge of quality design was a challenge…but became a passionData driven decision making…wanted to do it, but never knew howBackwards Design Sourcehttps://www.google.com/search?q=backwards+design&tbm=isch&tbo=u&source=univ&sa=X&ei=IUKvUYTEMcS9qQHNjoDYBw&ved=0CFAQsAQ&biw=1570&bih=910#facrc=_&imgrc=zxjS4eg4KFXclM%3A%3BerT-086fGXtSgM%3Bhttp%253A%252F%252Ftechknowtools.files.wordpress.com%252F2012%252F04%252F3stages.gif%3Bhttp%253A%252F%252Ftechknowtools.wordpress.com%252F2012%252F05%252F01%252Fbackwards-design-with-ted-ed%252F%3B300%3B174
  • In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, therequired textbook cost dropped to $0, and the average change in student success (C or better in the course)reported was +10% some as high as +14%
  • Results
  • Financial Aid connection
  • Most meaningful impact was how Kaleidoscope impacted my teachingmy students had 100% free, digital access to all materials on the first day of the course.With this step alone, institutions have already boosted student success and retention simply by taking textbook costs out of the equation.   If that is the day 1 impact of OER, just think about the other ways we can move the needle on student success by designing, adopting, measuring success and improving OER-based courses.
  • Organic process of learning: most of us were starting with zero knowledge of OER, zero experience of OER, and some even had zero faith: Howard Miller “I reserve the right to be skeptical”…the newness of everything was overwhelming: OER, Creative Commons, Copyright, Licenses, Mining, Building, Time crunch…it was ugly, painful, and in the end exceedingly rewarding Much of the challenges for me were in understanding OERmining OERcollaborating cross-institutionallyskepticism from colleague, technology issues (LMS to LMS to LMS) and coordinating data pulls with IRlacking a fundamental understanding of quality course design learning how to leverage data to drive decision making with improving my courses
  • Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you.
  • Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you
  • Kaleidoscopeprojects are giving students 100% free, digital access to all materials on the first day of the course. With this step alone, institutions have already boosted student success and retention simply by taking textbook costs out of the equation.   If that is the day 1 impact of OER, just think about the other ways we can move the needle on student success by designing, adopting, measuring success and improving OER-based courses.Improve student success using OER-based courses that increase affordability, broaden access, and apply continuous quality improvement to course design
  • Add content: how does OER support/impact scholarship of teaching?
  • If there is no improvement in student success, it’s still a win because of reducing the costs of higher education
  • Math is theKscope Rock Star: why?Access to materials on Day 1 and the Financial Aid connection
  • The project’s institutional members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant. Collaborating, pooling resources, feedback, closing assessment loops, aligning outcomes to assessments to content across the spectrum of teaching.
  • The project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team. In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, therequired textbook cost dropped to $0, and the average change in student success (C or better in the course)reported was +14%
  • Continuous Improvement of OER via ImprovOER: students use materials, analyze the results, and informs improvements
  • Overall…end slide
  • Open source software community has itThere are broad global uses of CC outside of education as well(Click on hyperlink) Discuss 3 layers of licensing:Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up)Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages)Case against using CC NC for materials you create is removing the option to print materialsfor students

Denver Chadron Presentation Transcript

  • 1. www.lumenlearning.comKaleidoscope Open Course InitiativeChadron State College BreakoutOpen Education Understanding & ContextElizabeth LedbetterChadron State College Open Ed LeadRonda NeugebauerLumen Learning Student Success Lead & Kaleidoscope Member
  • 2. AgendaWhy Open?Open Educational ResourcesDiscussion: OER in Scholarship of Teaching
  • 3. Education is sharing
  • 4. Ideas are nonrivalrousPhysical expressions are not
  • 5. When expressions are digitalThey also become nonrivalrous
  • 6. Unprecedented capacityto share as never before
  • 7. Except we can’tWhat the Internet enables © forbidscopying, distributing, and editing
  • 8. use copyright to enforce sharing
  • 9. OER: The 4R PermissionsSharing and creativity are inherent in OER• Use the content in its unaltered formReuse• Adapt, adjust, modify, improve, or alter thecontentRevise• Combine the original or revised content withother OER to create something newRemix• Share copies of the original content, revisionsor remixes with othersRedistribute
  • 10. Open ≠ DigitalOpen ≠ FreeOPENDIGITALFREE
  • 11. “Open” in Open Source SoftwareFree as in “free scotch”Free as in “free speech”Collaboration
  • 12. The Promise of Open
  • 13. “Open” in EducationOpen Educational Resources (OER)Open TextbooksOpen Courses
  • 14. From http://www.aei-ideas.org/2012/12/the-college-textbook-bubble-and-how-the-open-educational-resources-movement-is-going-up-against-the-textbook-cartel/
  • 15. The Direct Relationship BetweenTextbook Costs and Student Success60%+ do not purchase textbooks atsome point due to cost35% take fewer courses due totextbook cost31% choose not to register for acourse due to textbook cost23% regularly go without textbooksdue to cost14% have dropped a course dueto textbook cost10% have withdrawn from a coursedue to textbook costSource: 2012 student surveyby Florida Virtual Campus
  • 16. Food MachineCC-BY, http://www.flickr.com/photos/cvander/
  • 17. Learning Machine
  • 18. Why “Open” (not cost)Copy = no broken linksCopy = no surprise changesOpen = right to make changes
  • 19. “Open” In EducationFree of costImproved accessCustomizationQuality improvementCollaboration
  • 20. Open CoursewareSyllabusReading assignmentsSometimes videos / notesHomework assignmentsAssessments
  • 21. Mining OERClick the Logo
  • 22. OER to Improve Student Success1. Eliminate textbook cost as a barrier2. Drive assessment-driven enhancement ofcourse designs and materials3. Connect to a global collaborativecommunity to share learning andinvestment
  • 23. Kaleidoscope Open Course Initiative• Rationale• Phase I Overview• Challenges & Impact
  • 24. NGLC grants target specificchallenges that address barriersto educational success.NGLC strives to dramaticallyimprove college readiness andcompletion, particularly forlow-income students andstudents of color, by identifyingpromising technology solutions.
  • 25. GoalUse open educational resources (OER) to improve thesuccess of at-risk studentsApproachCreate and adopt course designs for high-enrollmentcourses collaboratively, across multiple institutions, usingonly OERKaleidoscope Phase I
  • 26. DriverOER are a powerful tool to• eliminate textbook costs as a barrier to studentsuccess• improve course designs and materials based onstudent learning results• create a collaborative community that will sharelearning and investments to support and sustain thischangeKaleidoscope Phase I
  • 27. Mining OERClick the Logo
  • 28. What’s wrong with this screenshot?(*not Photoshop-ed)
  • 29. OER Common ConcernsIt’s too time-consuming to switch to OER.If anyone can create OER, then the quality mustnot be as good. Publisher materials are better.I want a cohesive set of materials – from PPTs, topractice sets, to textbooks – OER doesn’t offer this.
  • 30. OER require online delivery. That’s not my teachingstyle.If I’m creating materials, then I should reapthe financial reward, not give it away for free.If students can’t afford textbooks,then they shouldn’t be in college.OER Common Concerns
  • 31. Results• Reduced cost of required textbooks to $0 by replacingwith OER• Improved average student success rates 10%+compared to student performance in same courses bysame instructors in previous years• Developed 11 courses, impacted 9,000 studentsKaleidoscope Phase I
  • 32. Student Ratings of Quality of OpenTexts0 10 20 30 40 50 60 70 80Better qualitySame qualityWorse qualityNumber of Students“It was very concise and aligned with exactly what we wereworking on in the class.”“Having the textbook catered to us by our teacher was perfect.”3%56%41%Source: Bliss, Hilton, Wiley, Thanos (2012)
  • 33. Student Preference for KaleidoscopeCourses0 20 40 60 80 100Prefer KscopePrefer traditionalNo preferenceNumber of Students“I enjoy having online texts provided for me because Im poor. Ispend the money I have left after rent on school, so havingfree online texts provided for me benefits me very much.”“GREAT WAY TO DO ONLINE CLASSES!!!!”13%13%73%Source: Bliss, Hilton, Wiley, Thanos (2012)
  • 34. Student Success C or Better0102030405060708090Historical Success Kaleidoscope
  • 35. Impact on Teaching100% of students havefree, digital access to all materials on Day 1Improve student success using OER-based courses that increaseaffordability, broaden access, andapply continuous quality improvementto course design
  • 36. Challenges & Impact
  • 37. OER Common ConcernsIt’s too time-consuming to switch to OER.If anyone can create OER, then the quality mustnot be as good. Publisher materials are better.I want a cohesive set of materials – from PPTs, topractice sets, to textbooks – OER doesn’t offer this.
  • 38. OER require online delivery. That’s not my teachingstyle.If I’m creating materials, then I should reapthe financial reward, not give it away for free.If students can’t afford textbooks,then they shouldn’t be in college.OER Common Concerns
  • 39. Scholarship of Teachingand OER
  • 40. Day 1 Difference100% of students havefree, digital access to all materials on Day 1
  • 41. Active LearningProblem-based LearningCooperative Learning
  • 42. Student Ratings of Quality of OpenTexts0 10 20 30 40 50 60 70 80Better qualitySame qualityWorse qualityNumber of Students“It was very concise and aligned with exactly what we wereworking on in the class.”“Having the textbook catered to us by our teacher was perfect.”3%56%41%Source: Bliss, Hilton, Wiley, Thanos (2012)
  • 43. Student Success C or Better0102030405060708090Historical Success Kaleidoscope
  • 44. Students UseOER andAssessmentsImprove OER+ AssessmentDesignAssessmentandBehavioralStudentDataDetermineOEREffectivenessPredict andIntervene withAt-RiskStudentsImprovOERContinuousImprovement
  • 45. Kaleidoscope Phase II
  • 46. Kaleidoscope Phase II1. Support new institutions in pilots of opencourse frameworks– Micro-pilots– Realistic evaluation of approach2. Develop 20 additional course frameworks3. Grow and mature the project– Project governance– Faculty leadership
  • 47. Opportunities• Participate in pilots of existing frameworks• Engage in creating new open courseframeworks• Seek opportunities to use OER• Support open licensing of educationalmaterials with Creative Commonslicensing
  • 48. Kaleidoscope Phase II1. Support new institutions in pilots of opencourse frameworks– Micro-pilots– Realistic evaluation of approach2. Develop 20+ additional courseframeworks3. Grow and mature the project– Project governance– Faculty leadership
  • 49. • Reading (dev)• Writing (dev)• Composition• Beg. Algebra (dev)• Int. Algebra (dev)• Biology• Chemistry• Physical Geography• Psychology• Fundamentals ofBusinessDevelop• Full Math Sequence• Statistics• Chemistry for Majors• History• Composition II• Economics• Political Science• Art Appreciation• Music Appreciation• Business & Accounting• EducationTeach
  • 50. Opportunities• Participate in pilots of existing frameworks• Engage in creating new open courseframeworks• Seek opportunities to use OER• Support open licensing of educationalmaterials with Creative Commonslicensing
  • 51. It’s About Learninglowering costsimproving student successenabling and supporting faculty
  • 52. http://creativecommons.org
  • 53. www.lumenlearning.comKaleidoscope Phase IICourse Development ApproachRonda Neugebauer, Lumen Learning
  • 54. www.lumenlearning.comStep One: Identify CourseFinancial AccountingManagerial AccountingPrinciples of MarketingIntro to Information SystemsIntro to TeachingUS History to 1865US History from 1865Art Concepts/Art AppreciationMusic AppreciationEnglish Composition IISpeech CommunicationChemistry for majorsIntro to Earth ScienceIntro to Political ScienceIntro to SociologyPrinciples of Macro-economicsPrinciples of Micro-economicsUS Government and PoliticsIntro to Online Learning
  • 55. www.lumenlearning.comStep Two: Identify Module Outcomes• What students should know at the end of amodule/unit of the course• Typically 20-40 outcomes for a 3 credit course• Check professional organizations• Organize module layout for course
  • 56. www.lumenlearning.comStep Three: Identify Assessments• For each module outcome, identify at leastone assessment• Assessment = anything that is graded:quiz, discussion, assignment, activity, etc.• Develop simple rubric for eachassessment
  • 57. www.lumenlearning.comStep Four: Identify OER Content• For each assessment identify OERcontent to support the assessment andoutcome• Be sure to note OER source for attribution(ex. URL for digital materials)• Keep accessibility in mind
  • 58. www.lumenlearning.comStep Five: Open Course FrameworkRonda:• load materials in Lumen’s instance ofCanvas• map the course• attribute every course page• submit course to Lumen Team for QC• submit course to faculty developers forfinal review and apply necessary changes
  • 59. www.lumenlearning.comStep Six: Customize CourseFaculty:• Tailor course to personal preferences andinstitutional needs• Set due dates and arrange gradebook• Conduct a course walk-through in studentviewRonda:• Load roster• Assist Faculty & Students during live term