ICT Role in 21st Century Education & its Challenges.pptx
Why Open with Ian Ronda 10 Nov 2014
1. Open Ed Landscape, Open Course
Design and
Increasing Student Engagement
10 November 2014
Dr. Ian O’Byrne @wiobyrne
Professor, University of New Haven
wiobyrne@gmail.com
Ronda Neugebauer @openarian
Open Instructional Systems Technologist
rd@rondadorsey.com
Slide content created by Lumen Learning http://lumenlearning.com/and reused under a Creative Commons
Attribution CC BY License https://creativecommons.org/licenses/by/4.0/
2. Why Open?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
17. 82% increase
in last decade
http://dealnews.com/features/The-Cost-of-Textbooks-Is-Rising-Faster-Than-the-Price-of-College-Tuition-/1037184.html
18. Average annual textbook costs
$1200
14% of tuition state-run public college
39% of tuition community college
uspirg.org
openaccesstextbooks.org
19. Impact of textbook costs
60%+ do not purchase textbooks
35% take fewer courses
31% choose not to register
23% regularly go without textbooks
14% dropped course
10% withdrawn from course
2012 student survey by
Florida Virtual Campus
20. Impact of textbook costs
• 65% do not buy texts due to
high costs
• 94% believe they suffer
academically not buying texts
• 48% register for fewer
classes/choose other classes
• 82% say they would perform
better if text was free online
and printed copy was optional
RELEASE DATE: MONDAY, JANUARY 27, 2014
http://uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf
21. What to do?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
23. + Institutional
Partners
Collaborate and leverage
open educational resources (OER)
to eliminate the textbook cost barrier
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
25. OER Defined
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
26. What are Open Educational
Resources (OER)?
(1) Any kind of teaching materials – textbooks,
syllabi, lesson plans, videos, readings,
exams
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
27. What are Open Educational
Resources (OER)?
(1) Any kind of teaching materials – textbooks,
syllabi, lesson plans, videos, readings,
exams
What are Open Educational
Resources (OER)?
(2) Are free for anyone to access, and
(3) Include free permission to engage in
“5Rs”
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
28. The 5Rs
Retain • Make and own copies
Reuse • Use in a wide range of ways
Revise • Adapt, modify, improve
Remix • Combine two or more
Redistribute • Share with others
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
29. Open licenses make sharing easy
simple, standardized, legally robust
way to grant copyright permissions
Commons licenses provide a simple, standardized
grant copyright permissions to creative work.
500+ million items
creativecommons.org
30. OpenStax Biology Text
http://cnx.org/contents/185cbf87-c72e-48f5-b51e-f14f21b5eabd@9.17:16
37. Mercy College Results (Wallace/Algebra)
Percentage passing with C or better
68.90%
63.60%
60.18%
48.40%
64.50%
55.91%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Fall 2011
No OER
Fall 2012
OER
Spring 2011
No OER
Spring 2013
OER
Total
No OER
Total
OER
n=2,842 including pilot
39. The Vision
Improve student success by using OER
• increase affordability
• broaden access to college and content
• apply continuous quality improvement to
courses
41. Designing for Engagement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
42. Instructional Design
process based on
theoretical and practical research
in areas of educational psychology,
cognition, and problem solving
43.
44. Teachers are designers.
As with other design professions,
standards
inform and shape our work.
Wiggins & McTighe Understanding by Design
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
45. Backward Design
“begin with the end”
Outcomes
identify desired
results
Assessments
determine
acceptable
evidence
Content
plan learning
experiences and
instruction
46. Defining the Roles
Collaborative Relationship
Faculty
Serve as Subject Matter Expert
Select acceptable OER
Collaborate in Open Course Design process
Lumen
Mine best of existing OER
Support Faculty throughout
Ensure Accessibility
Share with Community
47. Institutional Discipline Teams
Accounting
Art
Biology
Business
Chemistry
Earth Science
Economics
Education
English Comp
Geography
Information Systems
Marketing
Math
Music
Online Learning
Political Science
Psychology
Sociology
Speech
US History
48. Open Course Design
“freedom from the expensive textbook”
utilize best of existing OER
employ backward design process
openly license with faculty attribution
share with open community
49. Approaches in
Online Engagement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
50. Student Engagement
degree of attention, curiosity,
interest, optimism and passion
shown when actively learning
51. Online Student Engagement
Challenges
• choose level of communication
• direct how they spend their time
• greater opportunities for distractions
52. Engagement Relationship
a high degree of faculty engagement
positively influences student
satisfaction and retention in online
learning
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive and teaching
presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
54. Easy Ways to Increase
Engagement
Post a video introduction
Ask students to post video introductions
Customize LMS profile
Create and share blogs
55. Easy Ways to Increase
Engagement
Post screencasts
Use RSS feeds
Utilize social networking tools
Host synchronous meetings
Ask for feedback
56. Qualities of Online Teaching
Success
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
57. Aim to be Prompt
Return work within a week of submission
Respond to communication within 24 hours
• “Chunk” grading on a daily basis
• Schedule weekly work day to record
grades and return assignments
• Keep digital files for answers to common
problems to copy, paste, and personalize
• Receive and respond to assessments
electronically
58. Show you are Human
You are not an avatar!
• Online learners need to know you are a
real person
• Encourage dialogue in responses
• Use a conversational style in comments
• Provide as much professional and
personal information as you are
comfortable
59. Reflect a Positive Demeanor
Praise begets interest
• Choose words judiciously
• Humor can be refreshing
• Recognize strengths first then offer
specific suggestions for improvement
• Include reference links if needed
60. Support Pragmatism over Zeal
Good evaluation leads to improvement
• Offer suggestions for completing the
course on time
• Encourage time management early on
by having students communicate their
plans for meeting course benchmarks
61. Find Patience in the Process
The ability continuum is wide
• Expect a wide range from hi to low of
tech knowledge, skills, dispositions
• Be prepared to support students in
troubleshooting
• In the beginning, consider using more
flexible criteria for evaluation
Editor's Notes
Slide content created Lumen Learning http://lumenlearning.com/and reused under a Creative Commons Attribution CC BY License https://creativecommons.org/licenses/by/4.0/
Let’s talk about openness and its role in education
What is the same about these? (Discussion)
Point: both are covered under the full protection of the law; have full protection of copyright law, anything I create has the same protection as the most expensive movie ever created, all copyright is pervasive...what is the impact of this? It impacts the way we share, the way we teach, the way we learn.
Education is sharing
Teacher share knowledge and skills, feedback and criticism, encouragement
Students share questions, assignments, feedback
even president’s selfies with Social Work graduates
If there is no sharing, then there is no education
What can be given, shared -
To give a book, you must give it away.
Photo CC BY David Wiley
Because of the Internet, my colleague and I can view the same page simultaneously with millions of other people all over the world…and practically for free.
Fundamental shift…we can share pervasively
Not at an increase in cost, but at an increase in the ability to share.
Copyright: regulates copying, distributing, editing, and adapting
Copyright: regulates copying, distributing, editing, and adapting
College Tuition Has Outpaced Inflation by 237% Since 1978
Result exacerbates income inequality by depriving those of less means of the schooling they need to advance
Graph Source: http://dvschroeder.blogspot.com/2013/08/college-tuition-has-outpaced-inflation.html
Bloomberg: http://www.bloomberg.com/news/2013-08-26/college-costs-surge-500-in-u-s-since-1985-chart-of-the-day.html
exacerbate income inequality by depriving those of less means of the schooling they need to advance and may also derail the “prestige and status” of U.S. higher education, said Michelle Cooper, president of the Washington-based Institute for Higher Education Policy. While U.S. schools have remained competitive globally in the face of declining state subsidies and rising tuition costs, it’s fair to ask whether students are getting what they pay for, she said.
While U.S. schools have remained competitive globally in the face of declining state subsidies and rising tuition costs, it’s fair to ask whether students are getting what they pay for
Copyright: regulates copying, distributing, editing, and adapting
Most of us have the power to choose our textbooks- with that said, we have the power to choose how much students must pay for the textbook required for class
Textbooks have risen over 82% in the last ten years
Copyright: regulates copying, distributing, editing, and adapting
Bottom line: when students don’t have access to content – especially those most at-risk – they are not prepared for academic success
Bottom line: when students don’t have access to content – especially those most at-risk – they are not prepared for academic success
survey of over 2000 students at 163 colleges in US
Like a fundamental of Judo: take opponents’ strengths and use it against them
Potential to positively disrupt the textbook divide in higher education
Openly sharing materials is powerful
Openly sharing materials is powerful
At its core, open materials are 5Rs
First four are what impact teaching and learning
Bundling multiple texts is expensive:
Focused on return of investment of textbook
Revise: reduce the amount of materials
Opportunity for students to engage in materials…engaging students to revise and add to the textbook for their course
Creative Commons makes it easy to share
Open source software community has it
There are broad global uses of CC outside of education as well
(Click on hyperlink) Discuss 3 layers of licensing: Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up)
Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages)
Case against using CC NC for materials you create is removing the option to print materials for students
CC button says it gives permission
CCBY means attribute it to the original author
Creates professional network
Personal connections
Commerical Use: can someone use the material
Sharealike: revise but keep the same license
NC License hurts when printing: need to have a sustainable process; CK 12 agreement under $5 per book; extra piece; we are still living in a world where we need print materials
If Kscope is funding faculty time, materials created must be CCBY
What do OER look like?
Biology textbook
Videos, interactives, simulations
Courses…OER can be almost anything!
and there’s even more…
Although millions of philanthropic dollars have been poured into OER development, the idea that “if you build it, they will adopt it” has not necessarily applied in OER adoption. OER is available, but mining can be painful. Contact support@lumenlearning with questions, concerns, comments.
Images:
MyOpenMath - https://www.myopenmath.com/
OpenTextBookStore - http://www.opentextbookstore.com/catalog.php
Lumen Learning - http://www.lumenlearning.com/courses
Google Advanced Search - http://www.google.com/advanced_search
BC Campus Open Ed - http://open.bccampus.ca/find-open-textbooks/?subject=
Creative Commons Search - http://search.creativecommons.org/
CK-12 - http://www.ck12.org/teacher/
Siyavula - http://everythingscience.co.za/@@textbook-catalogue
Saylor Foundation - http://www.saylor.org/
Open Courseware Consortium - http://www.ocwconsortium.org/
Mathispower4u - http://mathispower4u.yolasite.com/
OER Commons - http://www.oercommons.org/
OER Commons - http://www.oercommons.org/
Public Library of Science - http://www.plos.org/
Open Professionals Education Network - http://open4us.org/find-oer/
Federal Resources for Educational Excellence - http://free.ed.gov/
Writing Spaces – http://writingspaces.org/
OpenStax - http://openstaxcollege.org/
Open Course Library - http://opencourselibrary.org/
Andy Schmitz’s 2012 Book Archive - http://2012books.lardbucket.org/
Boundless - https://www.boundless.com/
Academic Earth - http://academicearth.org/
UMN Open Academics - https://open.umn.edu/opentextbooks/
College Open Textbooks - http://www.collegeopentextbooks.org/
CMU Open Learning Initiative - http://oli.cmu.edu/
Connexions - http://cnx.org/
Merlot - http://www.merlot.org/merlot/index.htm
just to clear up some potential confusion
There are free materials online that are not open, and there are open materials that are not online. *
“open content” began with the idea of “open” from open source software
Collaboration of OER Leaders and Experts
Top row: how to be smart
Middle: Technology and content providers larger project and match
Last: Funding
____
Given that faculty collaborators in the initial phase of the project (myself included)
had little or no knowledge or experience with OER, including open licensing, mining the wealth of existing OER, and identifying quality OER
were unsure of how to effectively collaborate across institutions
were not strong instructional designers or educational technologists nor
knew how to utilize learning analytics for continuous improvement
it was imperative that the project included OER experts in advisory roles from different organizations. These advisors continue to support the project through the current iteration of our work and beyond.
Images:
http://www.lumenlearning.com/
http://home.byu.edu/home/
http://creativecommons.org/
http://www.cmu.edu/index.shtml
http://www.mit.edu/
http://www.aacu.org/
http://openstaxcollege.org/
http://www.saylor.org/
http://www.instructure.com/
http://opencourselibrary.org/
http://www.ck12.org/teacher/
http://nextgenlearning.org/
http://www.gatesfoundation.org/
http://www.shuttleworthfoundation.org/
In the first phase of Kaleidoscope Open Course Initiative, 11 Gen Ed courses were developed, over 9,000 students participated, the required textbook cost dropped to $0, and the average change in student success (C or better in the course) reported was +10% some as high as +14%
with Faculty Collaborators
____
In 2011, Kaleidoscope’s founding 8 members consisted of community colleges and open access, 4-year schools ranging from California across to New York.
I represented Chadron State College, a four-year open enrollment institution in Nebraska, as a Faculty Collaborator in developmental reading, writing, and college success courses
Today 3 years later, the next phase of this growing project – one that has and continues to be one of the most profound experiences of my career.
taking textbook costs out of the equation
Case studies at both Houston Community College (2012) and Virginia State University (2010)
suggest that classes using open textbooks have higher grades and better course completion rates
http://creativecommons.org/tag/open-textbooks
All with a shared vision: students have 100% free, digital access to all materials on the first day of the course.
With this step alone, institutions have already boosted student success and retention simply by taking textbook costs out of the equation.
If that is the day 1 impact of OER, just think about the other ways we can move the needle on student success by designing, adopting, measuring success and improving OER-based courses.
Many instructors begin with textbook, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards – “backward” from conventional habits. This approach can be thought of as purposeful task-analysis.
The results are a more sharply defined teaching and learning target so that students perform better knowing their goal.
There is greater coherence among desired results, key performances, and teaching and learning experiences which leads to better students performance – the purpose of instructional design.
http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_wiggins_mctighe.pdf
Serve as SME – Subject Matter Expert
Collaborate in course development
Identify content and assessments
Align outcomes, content, and assessments
Identify and fill gaps in OER
Supplement existing content if necessary
Any original content licensed CCBY
Teach 2+ sections of course
Offer feedback for continuous improvement
Identify and fill gaps in OER
Supplement existing content if necessary
Any original content licensed CCBY
Course Adopter
Teach sections of course
Offer Feedback
Current teams collaborating in the development and adoption in these disciplines. Some courses have iterated several times over, others are just beginning to pave the way
Open Course Template to download http://goo.gl/zEHUDZ
http://edglossary.org/student-engagement/
extends to motivation to learn, persist, and attainment
circles back to meeting the President Obama’s 2012 goal for America to become No. 1 in the world for college graduates which includes increasing attainment for certificates and degrees by 50% by 2020
http://www.ed.gov/news/press-releases/new-state-state-college-attainment-numbers-show-progress-toward-2020-goal
traditional classroom, students are sequestered in the same place generally free from outside distraction, must follow along with activities faculty have chosen
may choose to focus only on assignments and ignore lectures and discussions
whether online, friends, family, work
http://www.deltak-innovation.com/sites/deltak/files/Faculty-Engagement-in-Online-Learning_0.pdf
Video Intro Example: https://www.youtube.com/watch?v=YZvFUhqpdzg
Blog: http://openforsuccess.org/page/2/
factors are suggestions based on research for increasing the completion rate of online courses.
http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html
According to research, prompt evaluation and return of assignments and assessments is the single most significant factor in increasing the completion rate of online courses.