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Individualized Education: Technology + OER = Improved Student Success
- 1. Individualized Education: Technology + OER = Improved Student Success SUNY-CUNY OER Showcase Event March 23, 2018
- 2. Presenter Introductions Josh Baron Executive Director (NE) Lumen Learning Dave Usinski Associate Professor of Mathematics Erie Community College (SUNY) Sarah Hoiland Assistant Professor of Sociology Hostos Community College (CUNY) Miriam Rodriquez Student Hostos Community College (CUNY)
- 3. our mission: enable unprecedented learning for all students Bryan Minear: Unsplash: CC0 Over 150 active institutional partners 170,000 students and $15 million in savings in 2017 Many at-risk students are passing courses and earning higher grades
- 4. WAYMAKER “Physics is Phun” (goo.gl/Qg9cfF) by ShashiBellamkonda is licensed under CC BY 2.0l = {OER} + {Next Generation Courseware}
- 5. Waymaker’s Learning Design Principles… Day 1 access; a fraction of the cost of traditional textbooks Open Educational Resources (OER) Personalization: coach students on where to focus; learn how to learn Assessment as a learning activity; frequent feedback; strong alignment to learning outcome Individualized Feedback for Students Mastery Learning Nurturing the learning process; individualized outreach and intervention Analytics-based Faculty Tools
- 7. Bill and Melinda Gates Foundation Research Findings
- 8. Waymaker courses show increased persistence and passing rates Learning Impact
- 9. Learning Impact Waymaker can erase performance gaps for disadvantaged learners
- 11. Before Static Example Add: screenshot of econ course BEFORE targeted improvements 11 Add: screenshot of econ course AFTER targeted improvements After Interactive Case Study
- 12. Waymaker in Concepts in Statistics Dave Usinski 12
- 13. My Student Success using OERs
- 15. Saving Students Money! • Low estimate: $120 per student • 723 students * $120 = $86,760 • High estimate: $220 per student • 723 students * $220 = $159,060
- 20. Embedding WayMaker Into BlackBoard
- 25. Waymaker in SOC 101 at Hostos Community College Sarah Hoiland & Miriam Rodriguez 25
- 26. Preliminary Comparative Data for Hybrids 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Course Completion D/F B/C A 86% 38% 50% 13% 53% 46% 50% 4% 76% 26% 53% 7% Fall '16 & 17 Sp. '16 & '17 Fall '17 OER
- 27. A Closer Look at Hybrid Course Completion 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Course Completion 86% 53% 76% Fall '16 & 17 Sp. '16 & '17 Fall '17 OER
- 28. WD/WU/WN/W/ and INC 1 OER Hybrid Section N = 28 7% 7% 86% 0% OER WDR WU Completed INC 4 Textbook-Based Hybrid Sections N = 108 9% 24% 65% 0% Textbook WDR WU/ W Completed INC
- 29. Preliminary Comparative Data for ESL Sections 0% 20% 40% 60% 80% 100% Course Completion A's B's and C's D's and F's 92% 18% 45% 36% 85% 9% 57% 34% ESL Textbook ESL OER
- 30. The Heart of Waymaker • Instantaneous access to all course materials • Content is on par w/ textbooks and more student-friendly • Provides a clear road map for students to read, check for understanding, and review • Helps address the problem of “losing” students after VOA and before final exams • Allows faculty to regularly connect w/ students through automated messaging • More flexibility in class—students read before class CHALLENGE: requires a culture shift in how units and departments view course materials and assessment
- 31. Student Perspective—Miriam Rodriguez • About me • Background • How I learn • My impression of Waymaker • Cost • Study skills • Professor feedback
- 32. QUESTIONS?
Editor's Notes
- Thanks for the introductions Laura….and I’d also like to thank you, Ann and everyone who has worked on this event… I’m going to just take a few minutes up front to set some context and provide some background and will then turn things over to my colleagues who will speak more specifically about how they are combining OER and technology to provide a more individualized education for their students… We’ll end with about 15 minutes for Q&A so be sure to jot down your questions as we go….
- All share this common mission…which we accomplish by leveraging the benefits of OER combined with powerful instructional technology platforms…through this approach we save students funds and impact on success NOTES: All of us at Lumen share this common mission of “enabling unprecedented learning for ALL students” which we accomplish by leveraging the benefits of OER combined with powerful instructional technology platforms…through this approach we’ve been able to save students over $15 million just in 2017 along while as the same time having a significant impact on student success, particularly among at-risk students. Now I’ve already mentioned the term OER a few times so before I move on let me pause for a moment to share a definition just to make sure we are all on the same page… We like to introduce Lumen by talking about our mission: To enable unprecedented learning for all students. That’s our overarching goal, and of course central to this mission is the work we do around effective adoption of open educational resources to help fulfill this mission. Today we work with more than 150 institutional partners. During 2017 alone, 170,000 students saved over $15 million using Lumen-supported course materials.
- The Waymaker project, which Dave and Sarah will be sharing some specific examples of, really embodies this concept of combining OER and Next Gen Courseware to both reduce cost to student and improve student outcomes by supporting a more individualized learning experience… The project got started in 2013 through a NGDCW grant funded by the Bill and Melinda Gates Foundation that Lumen lead along with 8 other institutions…after developing the first version of the Waymaker platform, we then deployed it at scale to research the impact of this approach on student success…I’ll share some of those findings in just a moment…..
- It was also informed by learning science research. Our goal with the Waymaker courses is to make it easier for faculty members to use the practices that show greatest promise of increasing students success. We chose 4 primary focus areas to inform the design. OER: We know well, from our work, that OER provide important opportunities for day 1 access to materials and reduced textbook costs. They also provide immense flexibility in revising and remixing the materials to take advantage of new pedagogy and technologies. Mastery Learning allows students to master key concepts before they move ahead. In this implementation we have not focused on gating student progress, as our faculty partners told us this made it too difficult for them to stay connected to students who are moving all over the course. Instead, we have focused on giving students constant feedback into their level of mastery so they know exactly how much effort is needed to achieve the student learning outcome. Initially, we had planned to implement a highly adaptive delivery of the content, but based on input from students and faculty, as well as learning research, we changed course. We are not using the student learning data to help the system get smarter about what the student needs. Instead, we are using providing that information back to the student so that the student is becoming a better learner. The system coaches the student on where to focus, and provides the faculty member with information to easily participate in that coaching. Throughout the design we have placed an emphasis on the personal, human connection between the learner and the teacher. We are seeking to help faculty members make the most efficient use of their time, helping them answer the question, “If I have one hour to spend to help my students perform better, where will it make the biggest difference.”
- When these interventions come together effectively - as they do in our Waymaker courses - these are the kinds of results we see: In this research, we found significantly fewer students drop courses - a difference of 24%. About the same number withdraw and pass with a C or better. This means Waymaker courses are keeping more students in class who would otherwise have dropped the course. We can assume many of those probably would earn somewhat lower grades, which explains the comparable passing rates between using or not using Waymaker. With Waymaker we’re keeping more students in the course and they’re getting through it successfully.
- What kind of results are we seeing when all these learning design elements come together? In Waymaker courses we’ve been able to close the gap between needy Pell-eligible students and their wealthier peers. Pell eligibility denotes students who are financially needy. This is often a proxy for students who are disadvantaged, underprepared, and most at risk. It’s not easy to find interventions that make a statistically significant difference for this population of students so we feel we’re really onto something here.
- Here you can see an example of the types of improvements that come out of this process. Over time, Lumen invests significantly to improve “vanilla” OER with data-driven learning design focused expressly on how to strengthen learning. You can see here the early version is straight text, asking students to learn only by reading. While that may work for some learners and concepts, it doesn’t work everywhere. Here you see the before/after treatment of the concept of changes in equilibrium. After introducing a four-step process for determining changes in equilibrium, the original (OpenStax) text provided a static example to explaining the steps. After learning data analysis indicated this is a problem spot in our economics courses, we added an interactive, step-by-step walkthrough inviting students to apply the concepts and practice determining the change in equilibrium. This interactive provides feedback to students as they go, giving them the opportunity to learn by doing and refine their understanding with feedback as they progress through the material. Note: To illustrate pages in the Waymaker Macroeconomics course where these examples occur, go to these pages: Before: https://courses.lumenlearning.com/macroeconomics/chapter/reading-changes-in-equilibrium/ After: https://courses.lumenlearning.com/wm-macroeconomics/chapter/changes-in-equilibrium/
- Fall ’16 N = 55 students enrolled in 2 sections Spring ‘16 and Spring ‘17 N = 53 students enrolled in 2 sections Fall ‘17 OER N = 28 students enrolled in 1 section
- One of the biggest challenges in a hybrid course is keeping the “butts in the seats” and completing the course with enough work to be able to asses a grade.