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Bridging the Gap: Mixing approaches, content and tools to help college students
 

Bridging the Gap: Mixing approaches, content and tools to help college students

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The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy ...

The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.

The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.

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  • Citation: Muramatsu, B., Elliot-Cirigottis, G. (2011). Bridging the Gap: Mixing approaches, content and tools to help college students.\nPresented at OpenEd 2011: October 25, 2011.\nUnless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.\n\nWelcome every one. Good afternoon and thank for choosing this presentation. We’ll try and skip right to the meat in the sandwich so that we spend as much time reviewing the project and its relevance to Open Education community. Introduction! Brandon ...... Gary ...... \n\nQuestions: We’ll have 10 minutes that the end to take and discuss questions. \n\nNext Gen Learning Challenges\n“expand the use of proven and emerging learning technologies, \ncollecting and sharing evidence of what works, \nand fostering a community of innovators and adopters”\n\nWaves of innovation, Wave I:\n“Deployment of open core courseware, \nscaling of blended learning programs, \nencouragement of deeper learner engagement and \nmobilization of learning analytics”\n\nNGLC is led by EDUCAUSE in partnership with The League for Innovation in the Community College, the International Association of K-12 Online Learning and the Council of Chief State School Officers. The Bill and Melinda Gates Foundation and the William and Flora Hewlett Foundation helped design the Next Generation Learning Challenges.\n \n
  • \nSome adults may be apprehensive about the transition to a college environment while others may simply need a quick refresher to prepare for a placement exam or for their first course.\nBridge to Success courses are designed to enable you to identify strengths and skills as a learner and to think about ways to use those skills to accomplish personal, professional and academic goals.\nIt's not uncommon for adults to return to college after many years to pursue a new career, retrain, or earn a certificate, degree or professional certification. Others may return to college for personal enrichment. Recent high school graduates may want to assess their readiness for post-secondary education.\n\n
  • \nSome adults may be apprehensive about the transition to a college environment while others may simply need a quick refresher to prepare for a placement exam or for their first course.\nBridge to Success courses are designed to enable you to identify strengths and skills as a learner and to think about ways to use those skills to accomplish personal, professional and academic goals.\nIt's not uncommon for adults to return to college after many years to pursue a new career, retrain, or earn a certificate, degree or professional certification. Others may return to college for personal enrichment. Recent high school graduates may want to assess their readiness for post-secondary education.\n\n
  • \nSome adults may be apprehensive about the transition to a college environment while others may simply need a quick refresher to prepare for a placement exam or for their first course.\nBridge to Success courses are designed to enable you to identify strengths and skills as a learner and to think about ways to use those skills to accomplish personal, professional and academic goals.\nIt's not uncommon for adults to return to college after many years to pursue a new career, retrain, or earn a certificate, degree or professional certification. Others may return to college for personal enrichment. Recent high school graduates may want to assess their readiness for post-secondary education.\n\n
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  • Shelley Hintz is a current facilitator for Learning to Learn at the University of Maryland University College and Coordinator of Student Engagement in the Center for Student Success in the school of Undergraduate Studies.\nShe talks about the value of the B2S approach.\n\n\n
  • Shelley Hintz is a current facilitator for Learning to Learn at the University of Maryland University College and Coordinator of Student Engagement in the Center for Student Success in the school of Undergraduate Studies.\nShe talks about the value of the B2S approach.\n\n\n
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  • \nCourse production Process. Focused and development\n\nWe have a different starting point. Because the OU is Open no entry point all are welcome! Strength of QA & QE processes, mean that we build back in that student voice. So our material is a lot softer so that you arrive and get into the world of study.\n\nThe Open University materials provides a Softer Landing for students in its approach, there’s no final exam, introductory-level courses have been specially designed to help you find out what it’s like to study with the OU, get a taste of a subject area, develop your learning skills, and build your confidence.\n\nPlus give you the content skills you need to succeed.\n
  • \nCourse production Process. Focused and development\n\nWe have a different starting point. Because the OU is Open no entry point all are welcome! Strength of QA & QE processes, mean that we build back in that student voice. So our material is a lot softer so that you arrive and get into the world of study.\n\nThe Open University materials provides a Softer Landing for students in its approach, there’s no final exam, introductory-level courses have been specially designed to help you find out what it’s like to study with the OU, get a taste of a subject area, develop your learning skills, and build your confidence.\n\nPlus give you the content skills you need to succeed.\n
  • \nCourse production Process. Focused and development\n\nWe have a different starting point. Because the OU is Open no entry point all are welcome! Strength of QA & QE processes, mean that we build back in that student voice. So our material is a lot softer so that you arrive and get into the world of study.\n\nThe Open University materials provides a Softer Landing for students in its approach, there’s no final exam, introductory-level courses have been specially designed to help you find out what it’s like to study with the OU, get a taste of a subject area, develop your learning skills, and build your confidence.\n\nPlus give you the content skills you need to succeed.\n
  • You say Zucchini I say Courgette. Changes to the US content and the changes felt within each institution (authors). How will it fit in terms of context for their students. We’ve provided the Courgette (courses) but community wanted it in such a way that it can be to slice mixed with other types of teaching in different contexts. the material in different ways to suit their needs and their students. \n\nThis has provide difficulties with research evaluation.\n
  • You say Zucchini I say Courgette. Changes to the US content and the changes felt within each institution (authors). How will it fit in terms of context for their students. We’ve provided the Courgette (courses) but community wanted it in such a way that it can be to slice mixed with other types of teaching in different contexts. the material in different ways to suit their needs and their students. \n\nThis has provide difficulties with research evaluation.\n
  • You say Zucchini I say Courgette. Changes to the US content and the changes felt within each institution (authors). How will it fit in terms of context for their students. We’ve provided the Courgette (courses) but community wanted it in such a way that it can be to slice mixed with other types of teaching in different contexts. the material in different ways to suit their needs and their students. \n\nThis has provide difficulties with research evaluation.\n
  • You say Zucchini I say Courgette. Changes to the US content and the changes felt within each institution (authors). How will it fit in terms of context for their students. We’ve provided the Courgette (courses) but community wanted it in such a way that it can be to slice mixed with other types of teaching in different contexts. the material in different ways to suit their needs and their students. \n\nThis has provide difficulties with research evaluation.\n
  • It’s all interwoven... mind that GAP to learn from the bridge that we are making. All the choices and issues from the interaction that we have having and the way that we are implementing this project. \n\nAction Research: The process that we are going through and the people involved in that (Academic authors, production teams, project management, \nStudents and faculty member inter-actions \nStudent Outcomes\nDifferent experiences depending on different uses etc. That is a challenges frame work.\n
  • It’s all interwoven... mind that GAP to learn from the bridge that we are making. All the choices and issues from the interaction that we have having and the way that we are implementing this project. \n\nAction Research: The process that we are going through and the people involved in that (Academic authors, production teams, project management, \nStudents and faculty member inter-actions \nStudent Outcomes\nDifferent experiences depending on different uses etc. That is a challenges frame work.\n
  • Use of the evidence hub and the placing of this research into the hub. For debate and as resources.\n
  • The are the key challenges facing Open Education, as outlined in the evidence hub from the OLNET project, we details of that later. B2S is encountered and working round some of these challenges but the context of real student situations.\n\nHow are we addressing them, and what can others learn. <-- to be added on Tuesday :)\n
  • Citation: Muramatsu, B., Elliot-Cirigottis, G. (2011). Bridging the Gap: Mixing approaches, content and tools to help college students.\nPresented at OpenEd 2011: October 25, 2011.\nUnless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.\n

Bridging the Gap: Mixing approaches, content and tools to help college students Bridging the Gap: Mixing approaches, content and tools to help college students Presentation Transcript

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