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David Porter
Executive Director – BCcampus.ca
KPU Open Education Week Event – March 10, 2014
Slides adapted and remixed from original slides by Clint Lalonde - BCcampus.ca
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
Feel free to use, modify or distribute any or all of this presentation with attribution.
BeyondFreeBC Open Education Projects
Page |
2
“Connect the expertise, programs, and
resources of all BC post-secondary
institutions under a collaborative service
delivery framework”
1
2
3
Open Education
Student Data Exchange
Collaborative Educational Services
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3
“Connect the expertise, programs, and
resources of all BC post-secondary
institutions under a collaborative service
delivery framework”
OER Global Logo by Jonathas Mello is licensed under a Creative Commons Attribution Unported 3.0 License
1
Open Education
Support and promote the development and use of Open Educational
Resources (OER)
Support instructors who want to use technology in their teaching practice
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Why OPEN?
Image by Craig Garner
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Open (free) Culture
“social movement that promotes the freedom to
distribute and modify creative works in the form of free
content by using the Internet and other forms of media.
Free Culture Movement Wikipedia
Page |
“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.”
6
What are open educational resources (OER)?
William & Flora Hewlett Foundation
http://www.hewlett.org/programs/education-program/open-educational-resources
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“Open Educational Resources (OERs) are any type of
educational materials that are in the public domain or
introduced with an open license. The nature of these
open materials means that anyone can legally and
freely copy, use, adapt and re-share them.”
7
What are OER?
UNESCO
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-
resources/what-are-open-educational-resources-oers/
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8
Beyond Free Benefit #1
Faculty have full legal control to
customize and contextualize
learning resources
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9
The more context
a learning object
has, the more (and
the more easily) a
learner can learn
from it.
To make learning
objects maximally
reusable, learning
objects should
contain as little
context as possible.
The Reusability Paradox image by Wayne Mackintosh used under a Creative Commons Attribution License (CC-BY 3.0) Retrieved from
http://wikieducator.org/File:Reusability_paradox.svg#filelinks
Reusability Paradox
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10
Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license.
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11
Sharks are a group of fish characterized by a
cartilaginous skeleton, five to seven gill slits on the
sides of the head, and pectoral fins that are not fused to
the head.
This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license. Shark
text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 license
This modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
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12
Symbiosis is the close
and often long-term
interaction between two
or more different
biological species
This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license.
Symbiosis text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 license
This modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
Page |
“Therefore, pedagogical
effectiveness and potential for reuse
are completely at odds with one
another, unless the end user is
permitted to edit the learning object.”
13
Source: The Reusability Paradox, David Wiley, Connexions. http://cnx.org/content/m11898/latest/
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A simple,
standardized
way to grant
copyright
permissions to your
creative work.
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Some Rights Reserved
Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
Page |
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17
Image from Copyright in Education & Internet in South African Law
http://education-copyright.org/creative-commons/
Used under Creative Commons Attribution 2.5 South Africa license
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2003-2012
$9 million invested
153 grants awarded
100% participation across system
83% partnerships
47 credentials developed in whole or part via OPDF
355 courses, 12 workshops, 19 web sites/tools and 396
course components (learning objects, labs, textbooks,
manuals, videos)
100% open license for free and open sharing and reuse
by all BC post-secondary institutions and instructors
18
Online Program Development Fund (OPDF)
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solr.bccampus.ca
19
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solr.bccampus.ca
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A textbook licensed under an open
copyright license, and made available to be
freely used by students, teachers and
members of the public.
What is an Open Textbook?
Page |
Where do they come from?
Page |
23
Visual notes of John Yap announcement, Giulia Forsythe http://www.flickr.com/photos/gforsythe/8094691691/
Used under Creative Commons attribution share-alike license
40 free and open textbooks
available for the highest
enrolled 1st & 2nd year post-
secondary subjects in BC
First province in Canada
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24
Images from Oxfam.org CC-BY and
http://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012
/How_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC-BY
Why are we doing this project?
To increase access to higher education by reducing student costs
To improve student learning by removing barriers to resources
To give faculty more control over their instructional resources
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Students spend $1200/yr on textbooks
4x rate of inflation over past 20 years
70% students have not purchased textbook for a
course because of price
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26
Free is more than just a good deal
Page |
27
There is a direct relationship 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
Slide: CC-BY Cable Green, Creative
Commons via http://www.project-
kaleidoscope.org/
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28
“My textbook is…
…back-ordered
…in the mail
…out of stock
…the wrong edition
…on hold until my student loan arrives
…unnecessary until I decide I want this course”
How often do students start the term
without the resources they need?
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29
Source: http://thesheaf.com/2013/10/20/an-open-textbook-policy-is-a-must/
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30
Source: http://www.wmnf.org/news_stories/usf-student-shows-his-peers-how-to-download-textbooks-online-for-free
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31
Beyond Free Benefit #2
Day 1 access to customized
resources improves learning
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32
Open Textbooks in 9 courses (Flat World Knowledge FWK)
“Students in courses that used FWK textbooks tended to have
higher grades and lower failing and withdrawal rates than those
in courses that did not use FWK texts.”
Virginia State University School of Business
Andrew Feldstein, Mirta Martin, Amy Hudson, John Hilton III, & David Wiley. Open Textbooks
and Increased Student Access and Outcomes. Retrieved April 28, 2013, from
http://www.eurodl.org/?p=current&article=533
Page |
33
Psychology Department modifies an existing open
textbook to create custom textbook
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman,
Open Learning: The Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
“During the fall semester 2011, 690 students used this book.
Compared with students using a traditional text in the spring of
2011, students who used the free online textbook scored higher
on departmental final examinations, had higher grade point
averages in the class and had higher retention rates.
Houston Community College
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34
Beyond Free Benefit #3
Opportunities for
authentic learning activities
Page |
35
http://chemwiki.ucdavis.edu/
launched in 2008 on a shoestring budget, now nets over
2 million visitors a month, making it the most visited
domain among the university's websites.
ChemWiki recently received its first major funding — a grant
of $250,000 from the National Science Foundation
Delmar Larsen now offers extra credit to students who submit entries, occasionally
holding pizza parties to bring in volunteers to write or review pages. He assigns a
rating system to new articles based on the author's expertise and experience, with
articles moving up as they are edited and vetted.
Source: http://www.news.ucdavis.edu/search/news_detail.lasso?id=10748
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36
Beyond Free Benefit #4
Collegial collaboration
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37
“We are a group of two dozen mathematicians who wrote a
600 page book in less than half a year. This is quite amazing,
since mathematicians do not normally work together in large
groups. “
“..the spirit of collaboration that pervaded our group at the
Institute for Advanced Study was truly amazing.
We did not fragment. We talked, shared ideas, explained things
to each other, and completely forgot who did what.
If we can get mathematicians to share half-baked ideas, not to
worry who contributed what to a paper, or even who the authors
are, then we will reach a new and unimagined level of
productivity. Progress is made by those who dear (sic) the
break rules.”
Andrej Bauer, University of Ljubljana
Source: The HoTT book, Mathematics and Computation http://math.andrej.com/2013/06/20/the-hott-book/
The HoTT book
Page |
38
Source: Open Textbook Publishing, Joe Moxley, World.edu http://world.edu/open-textbook-publishing/
“Rather than working as employees on by-the-piece rates
for global companies like Pearson, faculty members can
assume the role of publishers.
Using free content-management systems like Joomla,
Drupal, or WordPress in conjunction with inexpensive web
hosting packages, we can build communities around our
educational materials.”
“We need to realize our power as authors and publishers.
Working collaboratively, we can create dynamic teaching
and learning environments.”
Joe Moxley, University of South Florida, http://writingcommons.org/
Page |
39
Beyond Free Benefits
1. Faculty have full legal control to customize
and contextualize learning resources
2. Improved learning: Day 1 access and
customized resources
3. Opportunities for authentic learning
4. Collegial collaboration
Page |
40
open.bccampus.ca
Page |
Project Phases
41
1
Phase One: Launch (March -August 2013)
3
Phase Three: Create (January 2014-Sept 2014)
2
Phase Two: Adapt (Sept 2013-Sept 2014 underway)
Page |
Students: 60
Previous Textbook: $187
OpenStax Textbook: $0
Student savings: $11,200
College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License.
1
Phase One: Launch (March -August 2013)
Early Adopter: Dr. Takashi Sato Physics KPU
Page |
Students: 60
Previous Textbook: $187
OpenStax Textbook: $0
Student savings: $11,200
College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License.
1
Phase One: Launch (March -August 2013)
Early Adopter: Dr. Takashi Sato Physics KPU
1 class 1 institution 1 term
Page |
44
Page |
45
Image: Don’t reinvent it by Andrea Hernendez used under CC-NC-SA license
Page |
Slides adapted and remixed from original slides by Clint Lalonde - BCcampus.ca
Released under Creative Commons Attribution 3.0 license, except where otherwise noted
Thank you
and be Open!
David Porter

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Beyond free v2

  • 1. Page | David Porter Executive Director – BCcampus.ca KPU Open Education Week Event – March 10, 2014 Slides adapted and remixed from original slides by Clint Lalonde - BCcampus.ca Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License. Feel free to use, modify or distribute any or all of this presentation with attribution. BeyondFreeBC Open Education Projects
  • 2. Page | 2 “Connect the expertise, programs, and resources of all BC post-secondary institutions under a collaborative service delivery framework” 1 2 3 Open Education Student Data Exchange Collaborative Educational Services
  • 3. Page | 3 “Connect the expertise, programs, and resources of all BC post-secondary institutions under a collaborative service delivery framework” OER Global Logo by Jonathas Mello is licensed under a Creative Commons Attribution Unported 3.0 License 1 Open Education Support and promote the development and use of Open Educational Resources (OER) Support instructors who want to use technology in their teaching practice
  • 4. Page | Why OPEN? Image by Craig Garner
  • 5. Page | Open (free) Culture “social movement that promotes the freedom to distribute and modify creative works in the form of free content by using the Internet and other forms of media. Free Culture Movement Wikipedia
  • 6. Page | “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.” 6 What are open educational resources (OER)? William & Flora Hewlett Foundation http://www.hewlett.org/programs/education-program/open-educational-resources
  • 7. Page | “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.” 7 What are OER? UNESCO http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational- resources/what-are-open-educational-resources-oers/
  • 8. Page | 8 Beyond Free Benefit #1 Faculty have full legal control to customize and contextualize learning resources
  • 9. Page | 9 The more context a learning object has, the more (and the more easily) a learner can learn from it. To make learning objects maximally reusable, learning objects should contain as little context as possible. The Reusability Paradox image by Wayne Mackintosh used under a Creative Commons Attribution License (CC-BY 3.0) Retrieved from http://wikieducator.org/File:Reusability_paradox.svg#filelinks Reusability Paradox
  • 10. Page | 10 Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license.
  • 11. Page | 11 Sharks are a group of fish characterized by a cartilaginous skeleton, five to seven gill slits on the sides of the head, and pectoral fins that are not fused to the head. This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license. Shark text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 license This modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
  • 12. Page | 12 Symbiosis is the close and often long-term interaction between two or more different biological species This is a modified image based on Shark! by guitarfish used under Creative Commons Attribution Non-Commercial 2.0 Generic license. Symbiosis text from Wikipedia and used under a Creative Commons Attribution Share-Alike 3.0 license This modified image is released under a Creative Commons Attribution Non-Commercial 2.0 Generic license.
  • 13. Page | “Therefore, pedagogical effectiveness and potential for reuse are completely at odds with one another, unless the end user is permitted to edit the learning object.” 13 Source: The Reusability Paradox, David Wiley, Connexions. http://cnx.org/content/m11898/latest/
  • 14. Page | A simple, standardized way to grant copyright permissions to your creative work.
  • 15. Page | Some Rights Reserved Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
  • 17. Page | 17 Image from Copyright in Education & Internet in South African Law http://education-copyright.org/creative-commons/ Used under Creative Commons Attribution 2.5 South Africa license
  • 18. Page | 2003-2012 $9 million invested 153 grants awarded 100% participation across system 83% partnerships 47 credentials developed in whole or part via OPDF 355 courses, 12 workshops, 19 web sites/tools and 396 course components (learning objects, labs, textbooks, manuals, videos) 100% open license for free and open sharing and reuse by all BC post-secondary institutions and instructors 18 Online Program Development Fund (OPDF)
  • 21. Page | A textbook licensed under an open copyright license, and made available to be freely used by students, teachers and members of the public. What is an Open Textbook?
  • 22. Page | Where do they come from?
  • 23. Page | 23 Visual notes of John Yap announcement, Giulia Forsythe http://www.flickr.com/photos/gforsythe/8094691691/ Used under Creative Commons attribution share-alike license 40 free and open textbooks available for the highest enrolled 1st & 2nd year post- secondary subjects in BC First province in Canada
  • 24. Page | 24 Images from Oxfam.org CC-BY and http://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012 /How_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC-BY Why are we doing this project? To increase access to higher education by reducing student costs To improve student learning by removing barriers to resources To give faculty more control over their instructional resources
  • 25. Page | Students spend $1200/yr on textbooks 4x rate of inflation over past 20 years 70% students have not purchased textbook for a course because of price
  • 26. Page | 26 Free is more than just a good deal
  • 27. Page | 27 There is a direct relationship 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 Slide: CC-BY Cable Green, Creative Commons via http://www.project- kaleidoscope.org/
  • 28. Page | 28 “My textbook is… …back-ordered …in the mail …out of stock …the wrong edition …on hold until my student loan arrives …unnecessary until I decide I want this course” How often do students start the term without the resources they need?
  • 31. Page | 31 Beyond Free Benefit #2 Day 1 access to customized resources improves learning
  • 32. Page | 32 Open Textbooks in 9 courses (Flat World Knowledge FWK) “Students in courses that used FWK textbooks tended to have higher grades and lower failing and withdrawal rates than those in courses that did not use FWK texts.” Virginia State University School of Business Andrew Feldstein, Mirta Martin, Amy Hudson, John Hilton III, & David Wiley. Open Textbooks and Increased Student Access and Outcomes. Retrieved April 28, 2013, from http://www.eurodl.org/?p=current&article=533
  • 33. Page | 33 Psychology Department modifies an existing open textbook to create custom textbook Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012 “During the fall semester 2011, 690 students used this book. Compared with students using a traditional text in the spring of 2011, students who used the free online textbook scored higher on departmental final examinations, had higher grade point averages in the class and had higher retention rates. Houston Community College
  • 34. Page | 34 Beyond Free Benefit #3 Opportunities for authentic learning activities
  • 35. Page | 35 http://chemwiki.ucdavis.edu/ launched in 2008 on a shoestring budget, now nets over 2 million visitors a month, making it the most visited domain among the university's websites. ChemWiki recently received its first major funding — a grant of $250,000 from the National Science Foundation Delmar Larsen now offers extra credit to students who submit entries, occasionally holding pizza parties to bring in volunteers to write or review pages. He assigns a rating system to new articles based on the author's expertise and experience, with articles moving up as they are edited and vetted. Source: http://www.news.ucdavis.edu/search/news_detail.lasso?id=10748
  • 36. Page | 36 Beyond Free Benefit #4 Collegial collaboration
  • 37. Page | 37 “We are a group of two dozen mathematicians who wrote a 600 page book in less than half a year. This is quite amazing, since mathematicians do not normally work together in large groups. “ “..the spirit of collaboration that pervaded our group at the Institute for Advanced Study was truly amazing. We did not fragment. We talked, shared ideas, explained things to each other, and completely forgot who did what. If we can get mathematicians to share half-baked ideas, not to worry who contributed what to a paper, or even who the authors are, then we will reach a new and unimagined level of productivity. Progress is made by those who dear (sic) the break rules.” Andrej Bauer, University of Ljubljana Source: The HoTT book, Mathematics and Computation http://math.andrej.com/2013/06/20/the-hott-book/ The HoTT book
  • 38. Page | 38 Source: Open Textbook Publishing, Joe Moxley, World.edu http://world.edu/open-textbook-publishing/ “Rather than working as employees on by-the-piece rates for global companies like Pearson, faculty members can assume the role of publishers. Using free content-management systems like Joomla, Drupal, or WordPress in conjunction with inexpensive web hosting packages, we can build communities around our educational materials.” “We need to realize our power as authors and publishers. Working collaboratively, we can create dynamic teaching and learning environments.” Joe Moxley, University of South Florida, http://writingcommons.org/
  • 39. Page | 39 Beyond Free Benefits 1. Faculty have full legal control to customize and contextualize learning resources 2. Improved learning: Day 1 access and customized resources 3. Opportunities for authentic learning 4. Collegial collaboration
  • 41. Page | Project Phases 41 1 Phase One: Launch (March -August 2013) 3 Phase Three: Create (January 2014-Sept 2014) 2 Phase Two: Adapt (Sept 2013-Sept 2014 underway)
  • 42. Page | Students: 60 Previous Textbook: $187 OpenStax Textbook: $0 Student savings: $11,200 College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License. 1 Phase One: Launch (March -August 2013) Early Adopter: Dr. Takashi Sato Physics KPU
  • 43. Page | Students: 60 Previous Textbook: $187 OpenStax Textbook: $0 Student savings: $11,200 College Physics textbook cover image by OpenStax College is licensed under a Creative Commons Attribution 3.0 Unported License. 1 Phase One: Launch (March -August 2013) Early Adopter: Dr. Takashi Sato Physics KPU 1 class 1 institution 1 term
  • 45. Page | 45 Image: Don’t reinvent it by Andrea Hernendez used under CC-NC-SA license
  • 46. Page | Slides adapted and remixed from original slides by Clint Lalonde - BCcampus.ca Released under Creative Commons Attribution 3.0 license, except where otherwise noted Thank you and be Open! David Porter