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Putting oer into practice through a continuum of professional development
- 1. Putting OER into Practice Through a Continuum of Professional Development http://go.hawaii.edu/feh Wayde Oshiro Sunny Pai Leanne Riseley
- 2. University of Hawai’i Community Colleges ● 7 campuses ● part of University of Hawai’i 10 campus system
- 3. Textbook Cost: $0 ● Designation for a class that does not require students to purchase any course materials out-of-pocket. ● Applied by an instructor to a class. The designation appears in the course notes field on the class listing website. ● Started in AY 2015-2016
- 4. Textbook Cost: $0 Combined Approach Library Resources OER Professional Development 03 01 02
- 7. Question What key elements are necessary in our professional development to guide faculty through the steps of OER awareness to fully commit to adopting and creating OER?
- 8. PD Elements affecting OER adoption Time Focus Open Mindset
- 12. Everett Rogers’ Diffusion Model: Description of successful adoption in a system LCC KCC
- 13. Characteristics of Innovation Social system Communication and channels Time
- 14. 14 THANKS! Any questions? You may contact us at uhccoer@hawaii.edu
Editor's Notes
- Wayde - Sunny, Leanne and I are project leads for the University of Hawaii Community College OER initiative. We’ve been involved with OER and leading the initiative at our campuses since 2014. Since the beginning, professional development for faculty has been a vital component of our program and, we think, a key to our success in expanding interest in OER on our campuses and throughout our system. Today, we going to take you on the journey we’ve been on with OER, looking at our successes and challenges through the prism of two models of adoption.
- Wayde A seven-campus system of CC campuses that is part of the 10-campus UH system. 2015, OER started as pilot projects on two campuses: Kapiolani and Leeward. OER professional development began the same year. 2018, UHCC OER became a system initiative
- Wayde - When we talk about OER adoptions, we’ve taken a hybrid approach: OER when possible, no-cost where needed. Classes may use a variety of OERs, web resources, library resources, and faculty-authored materials to replace commercially-produced textbooks. Textbook Cost: $0 means that all course materials are no-cost including textbooks, online readings, quiz platforms, etc. Textbook Cost: $0 tag appears in a Banner notes field on the class availability lists. 3 campuses 2018; 5 campuses 2019
- Wayde - We use a combined approach to encourage faculty to consider, and hopefully, eventually join the OER movement. We offer professional development, push library resources along with OER. OER professional development for faculty ranges from hour-long informational sessions to week-long workshops. These workshops focus on raising awareness, conveying in-depth knowledge, exploration, and reflection. Librarians have an integral role in finding and recommending OER to faculty and as workshop facilitators. Library resources may be incorporated in faculty support efforts to bridge gaps in OER availability. Ultimately, OER is where we want our faculty to end up but we’ll meet them halfway in order to help them get started.
- Leanne - As we launched our OER/Textbook Cost: $0, even though Kapiolani and Leeward are both CC and are both within the same UH system, we did find there were differences between our campuses that impacted our OER adoptions. Differences included things like: organizational culture academic support infrastructure personnel resources disciplinary culture level of administrative engagement even individuals’ personalities These all played important roles in adoption behavior In particular, there were differences in the way we approached professional development which impacted faculty engagement. Let’s examine professional development more closely.
- Leanne The two campuses looked at our professional development offerings over the last four years. We found we could place the PD on a continuum from a one-hour informational session to a 1-week intensive in-person workshop. Both campuses offered one hour sessions focused on disseminating information on what OER is and why it is important for students. At the completion of the one-hour session participants knew who to contact for further assistance with OER. Kapiolani’s Collaborative Circles for Creative Change is a facilitated learning group. This resulted in general campus awareness of OER and “graduates” are advocating for and using OER. Biggest challenge: finding a common time for everyone to meet. Leeward delivered a flipped classroom series over a six week period designed so participants completed at-home reading and activities during the week prior to meeting in-person for 1.5 hours. During the in-person meetings, participants engaged in activities and discussions designed to reinforce the learning for the week. As a result of the flipped classroom, participants were able to adopt and/or adapt OER for inclusion in their course (or to teach others to do so). They became advocates of OER. Kapiolani ran a 4-day intensive session for faculty from 3 campuses and 3 Kapiolani faculty are producing OER and Textbook Cost $0 classes. Finally, the most intensive was Leeward’s 1-week in-person workshop which was designed so participants had no at-home readings, but all learning was done in a face-to-face settings through mini-lectures, videos, but mainly through highly interactive activities and discussions. The workshop was designed to give participants ample time to find OER materials for their own course. This was by far our most successful professional development in terms of the knowledge participants gained, their attitude toward OER, adoption and use of OER in their courses, and commitment to use OER in the next semester or year. Many of the participants in this 1-week training have become OER advocates within their Division and campus. So, this lead us to ask the question of ...
- Leanne
- Leanne When we stepped back and looked at the elements that made our training successful, by far, the biggest one was Time. It was very important to have enough time for instructors to have time to process through their questions about OER. One of the first things we did in the weeklong workshop was to ask everyone to share their questions and concerns with OER. Throughout the week, some questions were answered and some concerns were recognized, even though there may not have been a question. However, what the time did was allowed participants to work through their process to weigh the usefulness of incorporating OER in their course, shift their attitude (if needed) and actually take the jump and commitment to use OER. What went hand-in-hand with that was creating a safe environment and variety in activities. Most of you are educators and as such, you know how important it is to create a safe environment for students to learn. Instructors are no different so we intentionally created that safe environment to allow instructors to openly express their concerns and encourage each other. We did not rush from one topic to the next, but took time to allow the development of a positive community to develop. Built into the workshop were time for individuals to connect socially and to build relationships. We provided food (breakfast, lunch and snacks) and breaks throughout the 4.5 days to encourage those connections to develop. Focused Attention without other distractions (such as during the semester) and internalize it Mindset of people who choose to do PD Finally, one of the elements that I believe lead to good professional development as a whole is to clearly articulate the values (or the why also connecting it to their teaching philosophy and importance as educators) to OER and why it is important for their students and themselves as educators.
- Sunny -- Given our “in the trenches” experiences, we took time to reflect on our success and our differences. We used two well-known innovation adoption models, the Technology Acceptance Model and the Diffusion of Innovations theory. This is a brief discussion of these two frameworks as we look at instructional faculty adoption behavior. The Technology Acceptance Model was developed from the Theory of Reasoned Action and is most often used with information technology adoption decisions. Over time (CLICK) external variables have an impact on two factors, perceived usefulness and perceived ease of use. Ease of use makes a difference on level of perceived usefulness, and both have an influence on attitude and the behavioral intention to use. The professional development sessions helped to enhance perception of usefulness and ease of use, and the (CLICK) social connections built with time focusing (CLICK) together on OER training helped the user move toward actual system use.
- Sunny The diffusion of innovations theory depicts this procss in a similar fashion, with five stages of interacting with the innovation. Knowledge: Based on OER research by Boyoung Chae and a 2014 survey of faculty throughout the 10 campus UH system organized by Beth Tillinghast, we verified that 36% faculty of 354 respondents did not know about OER and 50% knew a little. 66% of 228 respondents familiar with OER found OER similar or higher in quality. Persuasion: Faculty were also concerned about institutional support (e.g. department approval) and support for activities such as finding materials and navigating copyright and licensing. Some innovator were already adopting and using OER. Faculty showed social norms that support open access and personal knowledge of students who were struggling with textbook costs Judging from this research (CLICK) we knew we needed to focus on knowledge and persuasion, especially as we were academic support faculty. Decision: The theory states that a top-down decision can diffuse rapidly through a system, but for Hawaii, OER is an instructional issue & it needs to be done one person by one person. Implementation: This is where instructional designers and librarians can assist. Confirmation: Confirmation could be an affirmation of a good adoption decision or it also mean deciding not to continue Confirmation is aided by a positive experience and the sharing of OER use experience among peers and from opinion leaders to others.
- Sunny The flow from knowledge to confirmation is affected by these factors. As more UHCC campuses pilot their OER projects, we see patterns of influence that can be described by these factors. These are charactstics of the innovation Relative advantage : is the perceived advantage of an innovation over traditional practice. Examples could include a desire to localize content, or frustration with publishers Compatibility : innovation is consistent with existing values, past experiences, & needs of potential adopters Complexity : this is the level of technology skill required to adopt. When Billy Meinke demonstrates Pressbooks, it looks attractive and easy to use. Another example is when a librarian helps an adopter navigate licensing questions. Trialability : An example is a Pressbooks sandbox. Observability : This could include discussion among peers, reviewing of textbooks. communication channels Is the information about OER coming just from academic support faculty or is it also coming from instructional faculty? Are students part of the communications environment? Mass media is the fastest channel for communications--now we have the web, social media, and emails Which channels are being used? Who are the target audiences? Are you briefing administrators, faculty senates, students? Are you using the Library FB page? College website? Student channels? Announcements to faculty and staff? I recently learned our textbook cost zero program was not reaching students. We were broadcasting the classes to faculty and academic advisers, but the students were not subscribed to that blogsite. What resulted was that Student Congress helped us reach out to students. social system Organizational norms: Open access, student success UH & UHCC strategic plans Personnel and academic support infrastructure matter Leeward CC had a well-staffed and experienced instructional design office and an outspoken faculty member already using OpenStax. They also had two librarians working part-time on OER. IDs know how to train faculty & help design courses. Librarians know how to find information resources and help with licensing. Leeward’s leads were both department heads with knowledge of budget and purchasing and the ability to suggest assignments to their staff. Kapiolani had a librarian whose job description was open enough to focus on a new project such as OER Informal and formal structures Informal: A monthly meeting of OER enthusiasts, at first librarians and then instructional designers. Campus opinion leaders & their networks (a program chair encourages his faculty to go zero cost) Formal: e.g. Faculty senates could be either helpful or not so helpful Time This is the time for an innovation to diffuse throughout a social system On the micro-level, it is time for each potential adopter to work through the adoption path: First knowledge → persuasion & decision to adopt or reject → implementation and use → confirmation The earliest adopters exhibit individual innovativeness. Adoption starts with innovators, then early adopters, early majority, late majority, then laggards Rate of adoption : can be fastest if a top-down decision Consequences can be anticipated vs unanticipated Unanticipated social system consequence: An example we experienced was a surprise issuance of a senate bill that made OER mandatory for all faculty. Changing the institutional culture Examining copyright policy Working across silos Exploring the concept of “award” Identifying the need for improving academic support infrastructure Expanding the definition of “librarianship” Increasing collaboration within academic support between instructional designers and librarians Growing professional skills Copyright & CC Teaching calendar Software Personnel & fiscal
- Sunny This is an illustration of successful adoption behavior over time. The blue curve shows a classic bell curve which illustrates, at each point on the curve, the number of people moving through the five steps of adoption to implementation. It begins with a very small group of innovators and ends with a very small group of very late adopters. The yellow curve shows the cumulative number of adopters. In this idealized diagram, it shows, at the end of the curve, that 100% of the population has adopted the innovation. At some point in the blue curve, it becomes almost inevitable that the majority of people will adopt. This point is referred to as “critical mass”. “The critical mass occurs at the point at which enough individuals in a system have adopted an innovation so that the innovation’s further rate of adoption becomes self-sustaining.” (344, 348). “Critical mass bears on the relationship between the behavior of individuals and the larger system of which they are part.” Called, by Malcom Gladwell, the “tipping point”, estimated to be about 10-20%. (CLICK) Where is the chasm defined? Geoffrey Moore, in “Crossing the Chasm”, estimates this to be around 15-18% (https://medium.com/@okhateeb/the-4-stages-to-adoption-inside-the-chasm-6c9c19e4375) where the adoption rate hits a “tipping point” and moves toward mass market status. https://johnmill.wordpress.com/archive-2/the-s-shaped-curve/ From the start we were counting classes offered TC$0 as a percentage of total classes offered because we were looking at growth among classes. This last year we asked about the % of faculty and lecturers teaching TC$0 because we are starting to look at adopter growth. Leeward’s data analysts estimated their adoption rate to be at 33% (CLICK). Kapiolani is at 17% (CLICK).
- Sunny Our main takeaways are: Knowledge and persuasion are key to starting the decision process. A professional development strategy that supports focused learning and fosters social commitment and support implementation is powerful at moving people through the stages of knowledge, persuasion, and implementation. The persuasion stage is where an instructor’s perception of OER is formed and is influenced by the characteristics of the innovation. Each campus is a unique social system with its own advantages and challenges in the knowledge, persuasion, decision, and implementation phases. We hope these frameworks may help the OER advocate analyze his or her unique challenges and leverage unique strengths and opportunities.