OPEN Partners Round 1 Service Introduction
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May, 2012 (archived presentation)
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OPEN Partners Round 1 Service Introduction
- 1. Open Professionals Education Network Helping you meet your grant deliverables
- 2. “OPEN” Consortia will Support ALL DOL TAACCCT Grantees
- 4. Open4us.org
- 6. Support for open licensing
- 7. “…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”).”
- 9. 9
- 10. A simple, standardized way to grant copyright permissions to your creative work.
- 13. Machine Readable Metadata <span xmlns:cc="http://creativecommons.org/ns#" xmlns:dc="http://purl.org/dc/elements/1.1/"> <span rel="dc:type" href=" http://purl.org/dc/dcmitype/Text" property="dc:title">My Photo</span> by <a rel="cc:attributionURL" property="cc:attributionName" href="http://joi.ito.com/my_photo">Joi Ito</a> is licensed under a <a rel="license" href="http://creativecommons.org/licenses /by/3.0/">Creative Commons Attribution 3.0 License</a>. <span rel="dc:source" href=" http://fredbenenson.com/photo"/>Permissions beyond the scope of this license may be available at <a rel="cc:morePermissions" href="http://ozmo.com/revenue_sharing_ agreement">OZMO</a>.</span> </span> <span xmlns:cc="http://creativecommons.org/ns#" xmlns:dc="http://purl.org/dc/elements/1.1/"> <span rel="dc:type" href=" http://purl.org/dc/dcmitype/Text" property="dc:title">My Photo</span> by <a rel="cc:attributionURL" property="cc:attributionName" href="http://joi.ito.com/my_photo">Joi Ito</a> is licensed under a <a rel="license" href="http://creativecommons.org/licenses /by/3.0/">Creative Commons Attribution 3.0 License</a>. <span rel="dc:source" href=" http://fredbenenson.com/photo"/>Permissions beyond the scope of this license may be available at <a rel="cc:morePermissions" href="http://ozmo.com/revenue_sharing_ agreement">OZMO</a>.</span> </span>
- 15. Support for learning design and accessibility
- 17. • 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..” • Develop, use, and evaluate learning environments collaboratively. (teams of content experts and novices, learning scientists, HCI specialists, software engineers) • Apply learning science research and scientific method to course development, implementation and evaluation • Feedback loops for adaptive learning and continuous improvement Strengthen Online and Technology-Enabled Learning
- 19. 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. ”
- 22. Supported Development: • Apply learning science research and scientific method to OER development, implementation and evaluation. • Platform+ (25 projects): Use rich data gathered from student interactions to drive multiple feedback loops for continuous improvement. • Co-development (3 teams): Develop OER collaboratively: Teams of TAACCCT grantee SMEs with OLI & CAST learning scientists, human computer interaction experts & software engineers.
- 24. For More Information Visit the OPEN website to learn more about this and our other services: http://open4us.org/. CAST Todd Rose, Ed.D. trose@cast.org 781-245-2212 x.295 Sam Johnston, Ed.D. sjohnston@cast.org 781-245-2212 x.259 Open Learning Initiative Norman Bier nbier@cmu.edu 412-923-3977 John Rinderle jar2@cmu.edu 412-268-7238
- 25. Support for development of best practices and policies
- 26. Assistance with open policy, performance-based funding, and open content development and sharing
- 27. SBCTC Open Policy—an example All digital software, educational resources and knowledge produced through competitive grants, offered through and/or managed by the SBCTC, will carry a Creative Commons Attribution License. – http://www.sbctc.edu/general/admin/Tab_9_Open _Licensing_Policy.pdf
- 28. SBCTC Open Course Library • SBCTC is developing open content for the 81 most common courses offered at Washington state’s 34 community and technical colleges. • Both the content and the processes are OPEN Credit: Timothy Valentine & Leo Reynolds CC-BY-NC-SA http://opencourselibrary.org
- 29. Professional Development Opportunities • For college leadership and trustees – How to create and support open and performance-based funding policies – How to encourage adoption of open content • For faculty – How to find and create open content • For staff – How to support and manage open content
- 31. 1) Register for Open Kick-off: May 30-31 Minneapolis, Depot Hotel 2) Content leads: Take the OPEN survey 3) Questions?
- 32. 32
Editor's Notes
- CC, CAST, OLI, SBCTC OPEN Consortium
- All new material produced must be licensed with a Creative Commons BY license - This License allows subsequent users to copy, distribute, transmit and adapt the copyrighted work and requires such users to attribute the work in the manner specified by the Grantee. Baked into the grant solicitation. If you want the money, you need to promise to share what you create with other colleges, and with the world extremely exciting; first large scale inclusion of CC at the US federal level the program is a giant leap forward in how grant funds are managed this provides public access to publicly funded educational materials CC BY maximizes the public benefit of the funding dollars expended Innovative use of these materials may be made by any teacher, parent, and school district, nationwide and beyond materials will be available for reuse and value-add by creative entrepreneurs, education start-ups, and traditional commercial businesses.
- 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
- the program is a giant leap forward in how grant funds are managed this provides public access to publicly funded educational materials CC BY maximizes the public benefit of the funding dollars expended Innovative use of these materials may be made by any teacher, parent, and school district, nationwide and beyond materials will be available for reuse and value-add by creative entrepreneurs, education start-ups, and traditional commercial businesses.
- 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
- CC licensed works are represented in three ways first, there ’s a human readable deed that simplifies the terms of each license into a few universal icons and non-technical language you may recognize the CC icons and logo on the internet
- second, there ’s the lawyer-readable legal text, which has been vetted by a global team of legal experts CC licenses are enforceable in a court
- third, there ’s a machine-readable code that enables search and discovery via search engines like Google
- An example of implementation/mark-up on a website! (What we would help you with)
- Todd will do CAST intro
- 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. The Open Learning Initiative combines leading research in learning science with state-of-the-art technology to create scientifically-designed courses that enact instruction for independent learners and support instructors to improve effectiveness in traditional classrooms. Extensive evaluations have validated this approach; OLI students have shown increased productivity, improved success rates, higher completion rates and equal retention in comparison with students in traditional classes.
- Community-based development brings together expertise in learning science, technology, instructional design and and subject matter for a team-based approach to course design and implementation. UDL experts from CAST have experience in how to plan for learner variability through course and platform design. We see this as critical to your design process. Our expectation is that UDL needs to be aligned with your own design processes, and the work we do to plan for variability through design may help you think through your design processes in new ways, and we expect that your context may help us reinterpret the way UDL is applied for the variability in populations you deal with. We expect this to be a feedback loop.
- 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 Government wide 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).
- By capturing and evaluating learner data, OLI is able to drive powerful feedback loops that assist learners and educators, improve courses and contribute our larger understanding of how humans learn.
- OLI & CAST will offer three tiers of support to grantees: Information and support on effective course design and evaluation. Course delivery and data capture for 25 grantees via out Platform+ program. Three teams of grantees will be selected to participate with OLI & CAST in full Co-development efforts.
- Co-development is a collaborative, community based approach to course design involving faculty from multiple institutions. The process will leverage the principles of UDL, learning science research, and technology to create an online course which active in its support of learners. The co-development teams will plan for the variability of learners in the community college setting and apply proven methods to address their wide variety of learning needs. Courses will be built around student centered learning outcomes, provide ample opportunities for practice, and use data to provide feedback to instructors and drive on-going improvement. Co-development projects are large scale, intensive collaborations which last a year or more. For this more intensive collaboration, OLI will lead teams composed of multiple subject matter experts, CAST experts, course developers, learning scientists, human computer interaction experts and software engineers to develop and deliver OER in accordance with current learning research CAST and OLI have begun to contact possible consortium partners. If you have not heard from us and feel that this development process is right for you, please contact us ASAP.
- * Director of e-Learning and open education
- * No one wants $2B of poorly designed digital content
- thanks so much! pleased to answer any questions you might have