OPEN EDUCATION
leadership summit
2014
Welcome  
Kim  Thanos,  kim.thanos@lumenlearning.com  
David  Wiley,  david.wiley@lu...
2
2
Seed,  inform  and  create  ac>on  
that  improves  student  success.  
3
3
OER  are  teaching,  learning,  and  research  
resources  that  reside  in  the  public  domain  or  
have  been  rel...
4
4
5Rs:  The  Powerful  Rights  of  Open  
•  Make,  own,  and  control  your  own  copy  of  
the  content  Retain  
•  ...
5
A  Problem  Worth  Solving  
•  Costs  escalate  unchecked  
•  No  concomitant  increase  in  quality  
•  Impact  on  ...
8
8
There  is  a  direct  rela>onship  between  
textbook  costs  and  student  success  






60%+  ...
9
9
Curriculum  
Textbook  adop>on  
models  
Economic  incen>ves  Policy  
Ins>tu>onal  funding  
models  
Ins>tu>onal  
...
OPEN EDUCATION
leadership summit
2014
Lesson  1  
Systemic  change  is  required  
12
12
Source: Tidewater Community College Z degree project team
OPEN EDUCATION
leadership summit
2014
Lesson  2  
An  ins>tu>onal  champion  is  vital  
14
14
Faculty  Approaches  
BUILD   ADAPT   ADOPT  
•  Develop  new  OER  
•  Aggregate  high-­‐
quality    materials  
• ...
OPEN EDUCATION
leadership summit
2014
Lesson  3  
Faculty  require  diverse  
approaches  and  supports  
16
16
Source: Tidewater Community College Z degree project team
OPEN EDUCATION
leadership summit
2014
Lesson  4  
The  community  must  own  the  
connec>on  
18
Cau>ons  (perhaps  consider  not)  
  
•  Building  the  Taj  Mahal  
•  Replica>ng  Quill  (or  Linda  or  Jason  or) ...
19
Agenda  
•  Ins>tu>onal  Policy  –  Daniel  and  Julie,  Kent  
(mezzanine)  
•  Faculty  support  and  incen>ves  –  M...
OpenEd Leader Summit: Effective OER Projects
OpenEd Leader Summit: Effective OER Projects
OpenEd Leader Summit: Effective OER Projects
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OpenEd Leader Summit: Effective OER Projects

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Recommendations for planning a successful OER project.

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OpenEd Leader Summit: Effective OER Projects

  1. 1. OPEN EDUCATION leadership summit 2014 Welcome   Kim  Thanos,  kim.thanos@lumenlearning.com   David  Wiley,  david.wiley@lumenlearning.com    
  2. 2. 2 2 Seed,  inform  and  create  ac>on   that  improves  student  success.  
  3. 3. 3 3 OER  are  teaching,  learning,  and  research   resources  that  reside  in  the  public  domain  or   have  been  released  under  an  intellectual   property  license  that  permits  their       free  use  and  re-­‐purposing  by  others.       Open  educa>onal  resources  include  full  courses,  course   materials,  modules,  textbooks,  streaming  videos,  tests,   soFware,  and  any  other  tools,  materials,  or  techniques   used  to  support  access  to  knowledge.     William  and  Flora  HewleJ  Founda>on  
  4. 4. 4 4 5Rs:  The  Powerful  Rights  of  Open   •  Make,  own,  and  control  your  own  copy  of   the  content  Retain   •  Use  the  content  in  its  unaltered  form   Reuse   •  Adapt,  adjust,  modify,  improve,  or  alter   the  content  Revise   •  Combine  the  original  or  revised  content   with  other  OER  to  create  something  new  Remix   •  Share  your  copies  of  the  original  content,   revisions,  or  remixes  with  others  Redistribute   Revise  
  5. 5. 5 A  Problem  Worth  Solving   •  Costs  escalate  unchecked   •  No  concomitant  increase  in  quality   •  Impact  on  student…   §  Learning   §  Access   §  Success   §  Persistence   §  Comple>on   •  Impact  on  faculty…   §  Control   §  Effec>veness   §  Professionalism    
  6. 6. 8 8 There  is  a  direct  rela>onship  between   textbook  costs  and  student  success         60%+  do  not  purchase  textbooks  at   some  point  due  to  cost     35%  take  fewer  courses  due  to   textbook  cost     31%  choose  not  to  register  for  a   course  due  to  textbook  cost   23%  regularly  go  without   textbooks  due  to  cost   14%  have  dropped  a  course   due  to  textbook  cost   10%  have  withdrawn  from  a   course  due  to  textbook  cost   Source: 2012 student survey by Florida Virtual Campus
  7. 7. 9 9 Curriculum   Textbook  adop>on   models   Economic  incen>ves  Policy   Ins>tu>onal  funding   models   Ins>tu>onal   contracts   Faculty  habits   Publisher-­‐owned   assessment  processes   Student  fee  structures   Faculty  support   materials   Financial  aid  processes   Vendor  economic  models   Faculty  overload  Adjunct  development   Iner>a  
  8. 8. OPEN EDUCATION leadership summit 2014 Lesson  1   Systemic  change  is  required  
  9. 9. 12 12 Source: Tidewater Community College Z degree project team
  10. 10. OPEN EDUCATION leadership summit 2014 Lesson  2   An  ins>tu>onal  champion  is  vital  
  11. 11. 14 14 Faculty  Approaches   BUILD   ADAPT   ADOPT   •  Develop  new  OER   •  Aggregate  high-­‐ quality    materials   •  Create  tools  and   systems   •  Create  media   •  Share  or  publish     Similar  in  scope  to   wri>ng  a  new  textbook   with  collaborators.   •  Iden>fy  high-­‐quality   course  or  resource   •  Create  significant   revision   •  Remix,  aggregate   •  Share  or  publish       Similar  in  scope  to   moving  from  tradi>onal   to  fully  online  delivery.   •  Review  open  course   •  Refine  for  teaching   approach   •  Align  with  syllabus   •  Assign  and  reference         Similar  in  scope  to  using   a  new  textbook  or  a   major  new  edi>on.  
  12. 12. OPEN EDUCATION leadership summit 2014 Lesson  3   Faculty  require  diverse   approaches  and  supports  
  13. 13. 16 16 Source: Tidewater Community College Z degree project team
  14. 14. OPEN EDUCATION leadership summit 2014 Lesson  4   The  community  must  own  the   connec>on  
  15. 15. 18 Cau>ons  (perhaps  consider  not)     •  Building  the  Taj  Mahal   •  Replica>ng  Quill  (or  Linda  or  Jason  or)   •  Assuming  magic   •  Adop>ng  another  ins>tu>on’s  goals   •  Crea>ng  a  hand-­‐craFed  OER  project      
  16. 16. 19 Agenda   •  Ins>tu>onal  Policy  –  Daniel  and  Julie,  Kent   (mezzanine)   •  Faculty  support  and  incen>ves  –  Marty  and   Ronda  (here  back  of  room)   •  Library  engagement  and  roles  –  Marilyn  and   David  Lippman  (here  front  of  room)   •  Economic  models  –  Jason  and  Nate,  227  

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