OER Advocacy: DOL C3T Grant (5-16-11)


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  • Want audience to use boilerplate language from Creative Commons website for application to align with DOL design principles.
  • CC offers free tools that allow artists, musicians, journalists, educators and others share content on more flexible terms than default all rights reserved copyright CC is “Some Rights Reserved” Our mission is to make sharing easy, legal, and scalable
  • does this by offering licenses and public domain tools that are an easy, standardized way to communicate to others how they can use your work it’s important to note that CC Licenses are not a substitute for copyright; they’re built on top of copyright law there’s 2 steps to applying a creative commons license to your work
  • 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.
  • This slide should highlight two of the loops (science of learning and course design) and the previous slide the instructor and student. And this brings us to the “killer app”. The data collect on student performance allows us to drive very powerful feedback loops for continuous improvement. We have discussed the feedback to the student and the instructor, the other two loops are to the science of learning so we can better understand human learning and to the course design team. While the instructor only sees the data for his/her course, the design team sees the data for all classes and uses that data to target the next round of course development/refinement.
  • The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is also the mastery of the learning process. Education should aim to turn novice learners into expert learners—individuals who want to learn, who know how to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this challenging goal by providing a framework for understanding how to create high-performance curricula that meets the needs of all learners by design and from the start.   Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. Drawing upon current research from learning sciences and leveraging multimedia technology, UDL provides a framework for creating instructional goals, methods, materials, and assessments that work for everyone—not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.   Research from the modern learning sciences has demonstrated that learners are incredibly variable. Not only do we find massive natural individual differences between learners, modern learning science has also discovered that individuals differ dramatically moment-to-moment depending on the context. These two ideas—variability and context—have become the backbone of a new learning science that focuses primarily on the interaction between natural learning variability and the environment in which learning takes place. The shift toward an interaction perspective has powerful implications for both the way students are taught and the way curricula are designed. From this perspective, learning design is largely about creating high-performance learning environments flexible enough to be responsive to the reality of the variability that exists in those environments. UDL provides a framework for understanding critical dimensions of learning variability in a way that allows non-experts to design environments that reflect the current state of knowledge in the learning sciences.   Universal Design for Learning is defined in the Higher Education Opportunity Act of 2008 as a scientifically valid framework for guiding educational practice that: a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. In setting a vision for transforming American education powered by technology, The National Education Technology Plan (2010) calls for state of the art technology and Universal Design for Learning concepts to enable, motivate and inspire all students to achieve, regardless of background, language or disabilities.   In addition to this definition, the framework of UDL has been elaborated by CAST in Teaching Every Student in the Digital Age (Rose & Meyer; ASCD, 2002), The Universally Designed Classroom (Rose, Meyer, & Hitchcock, Eds.; Harvard Education Press, 2005), and A Practical Reader in Universal Design for Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006). UDL has three core principles and a set of guidelines that support curriculum design: For further information, please visit the National Center on Universal Design for Learning, UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines/changes   Accessibility as a Necessary Foundation The first level of UDL guidelines address issues of accessibility to the learning materials for individuals with physical or sensory disabilities. We recommend that course developers adhere to at least the base level accessibility standard stipulated by the Federal Government in Section 508 (Section 508 of the Rehab Act Electronic and Information Technology Accessibility for Persons with Disabilities). Section 508 implementation requires agencies to make information technology accessible for people with disabilities. Section 508 implementation is guided by IT Accessibility & Workforce Division, in the U.S. General Services Administration’s Office of Governmentwide Policy, who has been charged with the task of educating federal employees and building the infrastructure necessary to support Section 508 implementation. Accessibility considerations are best dealt with during design, not as a retrofit after a product has been developed and therefore, involves coordination of individuals responsible for design, development and ultimately those involved in procurement, or use of electronic and information technology (EIT).
  • * Director of e-Learning and open education
  • * No one wants $2B of poorly designed digital content
  • *OLI Example – completion rates
  • Want audience to use boilerplate language from Creative Commons website for application to align with DOL design principles.
  • thanks so much! pleased to answer any questions you might have
  • OER Advocacy: DOL C3T Grant (5-16-11)

    1. 1. Succeeding with DoL C3T Grant Program: Support for Successful Applications
    2. 2. “ OPEN” Consortia will Support ALL Successful C3T DOL Grantees
    3. 4. A simple, standardized way to grant copyright permissions to your creative work.
    4. 5. TAACCCT & Creative Commons “… as a condition of the receipt of a Trade Adjustment Assistance Community College and Career Training Grant (“Grant”), the Grantee will be required to license to the public (not including the Federal Government) all work created with the support of the grant (“Work”) under a Creative Commons Attribution 3.0 License (“License”).”
    5. 7. <ul><li>“ TAACCCT will support institutions that are committed to using data to continuously assess the effectiveness of their strategies in order to improve their program… and build evidence about effective practice..” </li></ul>Strengthen Online and Technology-Enabled Learning
    6. 8. “ The Killer App” Feedback Loops for Continuous Improvement
    7. 9. OLI Supported Development: <ul><li>Apply learning science research and scientific method to OER development, implementation and evaluation </li></ul><ul><li>Develop OER collaboratively: Teams of TAACCCT grantee SMEs with OLI learning scientists, human computer interaction experts & software engineers. </li></ul><ul><li>Use rich data gathered from student interactions to drive multiple feedback loops for continuous improvement. </li></ul>
    8. 11. Universal Design for Learning “ All online and technology-enabled courses developed under this SGA must incorporate the principles of universal design in order to ensure that they are readily accessible to qualified individuals with disabilities in full compliance with the Americans with Disability Act and Sections 504 and 508 of the Federal Rehabilitation Act of 1973, as amended. ”
    9. 14. Community and Technical Colleges <ul><li>Producers (grantees) and consumers </li></ul><ul><li>Consumers want quality </li></ul>
    10. 15. <ul><li>We’ll all need adoption, professional development plans — adoption will not happen without planning and leadership </li></ul><ul><li>Opportunity to tie adoption to “performance based funding policies” </li></ul>
    11. 16. <ul><li>We should commend the Federal Government for this landmark (CC BY) requirement — request this be a requirement in all federal grants </li></ul>
    12. 17. creativecommons.org/government creativecommons.org/taa-grant-program For more information