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CCCOER: Open Course Design and Development

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Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on emerging guidelines for the design and development of open courses to enhance teaching and learning. Open courses are designed and developed collaboratively by faculty and instructional specialists (designers, librarians, technologists) using open educational resources rather than traditional publisher materials to lower costs and improve outcomes for students. Speakers will share the process of designing open courses using competency-based methodology, adaptive learning, and other strategies.

Date: Wed, October 8
Time: 10 am PST, 1:00 pm EST

Featured Speakers:

Karen Vignare, Associate Provost, University of Maryland University College (UMUC), Maryland
sharing the lessons learned as UMUC has converted 50 percent of undergraduate courses to free and open electronic resources at no cost to the students by Fall 2014.
Kim Thanos, CEO and Co-Founder, Lumen Learning
sharing the process that Lumen Learning uses to develop Supported Open Courses, which compare with traditional publisher etexts, and Open Mastery Courses, which take advantage of adaptive delivery and competency-based course design.
Wm. Preston Davis, Director, Extended Learning Institute, Northern Virginia Community College
sharing the process that his unit used to design, develop and implement a successful OER program at NOVA. He will also share how the OER program is impacting NOVA, and influencing other community colleges in Virginia.

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CCCOER: Open Course Design and Development

  1. 1. Open Courses: Design and Development Wm Preston Davis, Northern Virginia Community College Karen Vignare: University of Maryland University College Kim Thanos, Lumen Learning Oct 8, 2014, 10:00 am PST
  2. 2. Collaborate Window Overview Audio & Video Participants Chat Tech Support available at: 1-760-744-1150 ext. 1537, 1554
  3. 3. Agenda • Introductions • CCCOER, Open Education Consortium • Northern Virginia Community College • University of Maryland University College • Lumen Learning • Next webinar is Nov 12, Open Pedagogy • Questions?
  4. 4. Welcome Please introduce yourself in the chat window Karen Vignare Vice Provost University of Maryland University College Wm. Preston Davis Director, Extended Learning Institute N. Virginia Community College Moderator: Una Daly Director of Community College Consortium Open Education Consortium Kim Thanos CEO and Co-Founder Lumen Learning
  5. 5. • Promote adoption of OER to enhance teaching and learning –Expanding access to education –Supporting professional development –Advancing the community college mission CCCOER Funded by the William & Flora Hewlett Foundation
  6. 6. 250+ Colleges in 18 States & Provinces
  7. 7. OER-based Course Design & Development • Students • Faculty • Pedagogy and Outcomes • Institutional Benefits and Challenges
  8. 8. OER-based General Education Wm. Preston Davis, EdD Director, Extended Learning Institute
  9. 9. Open Educational Resources at NOVA Wm. Preston Davis, Ed.D. wdavis@nvcc.edu
  10. 10. OER Open Course Ware Modules Textbooks Streaming Videos Open Journals Tutorials Learning Objects
  11. 11. Why are we using OER?  Increasing Access – Open Educational Resources allows for all students to have equal access to all course materials  Increasing Affordability – Open Educational Resources are free or very low cost, significantly reducing educational expenses for students  Increasing Student Success – Open Educational Resources are high quality educational materials available in a variety of engaging formats for all learners
  12. 12. How is NOVA addressing OER through ELI?  Faculty workshops and training on OER  OER Resource sites for faculty & students  Robust collections development program  Maximizing digital content delivered online  OER-based Certificate program & Associate Degree tracks open to all
  13. 13. NOVA’s OER-Based General Education Project at ELI  Developed 25 OER-based courses to date saving students over $200,000 in textbook costs per term.  Innovative broad-impact Gen Ed approach benefits more students and creates greater awareness of OER.  Helping faculty identify or develop free/OER materials increases faculty control of course content and improves teaching and learning outcomes.  Makes education more accessible and affordable for all learners at NOVA and throughout the VCCS by doing away with the requirement for
  14. 14. Current ELI OER Courses  English – ENG 111, 112, 125  College Math – MTH 151, 152  Science – PHY 201, 202  History – HIS 121, 122, 262  Humanities/Fine Arts – ART 101, 102  Physical/Health Education – PED 116  Student Development – SDV 100  Communications – CST 110  College Statistics – MTH 157  Information Technology – ITE 115  Economics – ECO 201, 202  Humanities/Fine Arts – REL 100, MUS 121  Social/Behavioral Sciences – PSY 200, SOC 200
  15. 15. Project Resources  NOVA Faculty were provided small grant funded stipends to redesign an online course using OER and free material instead of traditional textbooks.  ELI team resources (Librarians, Instructional Designers) were provided to assist in course design and development, and with OER curation.  NOVA’s Shared Services Distance Learning (SSDL) Program makes these OER courses potentially available at 21 community colleges
  16. 16. Faculty Collaboration Faculty invited to launch ELI’s OER project were carefully selected based on:  A history of providing high quality and innovative instruction;  A clear understanding and application of sound course design and online teaching pedagogy;  Demonstrated knowledge of and/or prior use of library collections and/or open course content;  Supporting the project goals of increasing access, affordability, and student success without textbooks.
  17. 17. Some Resources used for Implementing OER  Openstax  OER Commons  Saylor.org  Open Textbook Library  BC Campus  College Open Textbooks  Creative Commons  Lumen Learning  Howard Hughes Medical Institute  Library Collections Materials
  18. 18. Costs of Course Textbooks  ENG 111: $140  ENG 112 : $93  ENG 125: $89  MTH 151: $263  PHY 201: $269  PHY 202: $244  HIS 121: $109  HIS 122: $109  ART 101: $226  ART 102: $226  HIS 262: N/A (new course)  SDV 100: $77 Average cost of Textbooks = $185  CST 110: $140  ECO 201: $281.80  ECO 202: $281.80  ITE 115: $182.70  MTH 152: $161.80  MTH 157: $123.55  MUS 121: $141.45  PED 116: $92.85  PSY 200: $107.15  REL 100: $138.55  SOC 200: $114.65 Potential savings of $3600 per student
  19. 19. Outcomes  These online OER-based courses are more affordable and accessible to community college students.  Students can save thousands of dollars, and all students have equal access to all course materials.  Student Success rates have improved in almost all OER courses.  NOVA is participating in the Kaleidoscope Project and currently working on several campus-based OER courses to pilot in spring.  Other VCCS Schools have adopted NOVA’s OER model.  NOVA’s OER project received a prestigious national WCET Outstanding Work (WOW) Award.
  20. 20. Questions? Comments? wdavis@nvcc.edu Thank You!
  21. 21. Massive Open Adoption Resources Karen Vignare Vice Provost
  22. 22. UMUC: Massive Open Adoption Resources Karen Vignare, Ph.D. Sharon Brosch Karen.vignare@umuc.edu
  23. 23. • Pioneer in adult and distance education since 1947 • One of 11 accredited, degree-granting institutions in the University System of Maryland • Focus on the unique educational and professional development needs of adult students • More than 90,000 students enrolled worldwide About UMUC
  24. 24. E-Resources Project Goal: No cost materials for all students Maximize use of high quality Open Education Resources (OER)
  25. 25. OPEN COURSEWARE • Saylor.org Free Education • OpenCourseWare Consortium • MIT Open Courseware • Open Yale Courses • National Repository of Online Courses • Stanford Online • Notre Dame OpenCourseWare E-BOOKS • College Open Textbooks • Books 24x7 (subscription) • Community College Consortium for Open Educational Resources • Openstax College • Project Gutenberg LEARNING OBJECTS • MERLOT • OER Commons • iLumina Types of Sources
  26. 26. Web site for Eresource Teams
  27. 27. Targets • Fall 2014 – 50% of all undergraduate courses have free embedded electronic resources – DONE • Status – Currently, 538 of 745 (72%) stateside TUS courses have completed the eResources process. – By Spring 2015 (December), we should have an additional 11% complete. Timeline and Targets
  28. 28. Targets • Fall 2015 – 100% of undergraduate courses have free e-resources • Fall 2016 – 100% of graduate courses have free e-resources Timeline and Targets
  29. 29. Estimated Student Savings  From eResource implementation of $5 Million  Calculations based on previous textbook costs  These savings will be repeated as these courses are offered throughout the year!  Working on public facing website for documentation
  30. 30. Concerns • Curation of resources is very time consuming • As UMUC transforms its learning model to a personalized competency based tools and tools like adaptive do we have the right/enough resources • Can we improve our no cost materials to fully OER? 31
  31. 31. Questions 32 karen.vignare@umuc.edu
  32. 32. Lumen Learning Open Courses Kim Thanos CEO and Co-Founder
  33. 33. lumen lumenlearning.com Lumen Learning Course Development Process Kim Thanos, CEO, Lumen Learning kim.thanos@lumenlearning.com
  34. 34. 35 Lumen Learning’s mission to improve student success through the use of open educational resources and learning analytics. Create and share high-quality open courseware using OER (CC-BY license on all development work) Provide hosting, services and support to institutions for a per enrollment fee Provide unfettered access to students from day 1 1 2 3
  35. 35. 36WHAT IS COURSEWARE?
  36. 36. 37 Supported Open Courseware $5 per enrollment traditional textbook replacement Open Mastery Courseware $40 per enrollment competency-based, adaptive LUMEN’S PRODUCTS
  37. 37. 38 Step 1: Define and map outcomes SUPPORTED OPEN COURSEWARE
  38. 38. 39 Step 2: Build Master Course SUPPORTED OPEN COURSEWARE
  39. 39. 40 Step 2: Build Master Course SUPPORTED OPEN COURSEWARE
  40. 40. 41 Step 2: Build Master Course SUPPORTED OPEN COURSEWARE
  41. 41. 42 Step 2: Build Master Course SUPPORTED OPEN COURSEWARE
  42. 42. 43 Step 3: Complete Quality Review SUPPORTED OPEN COURSEWARE
  43. 43. 44 Step 4: Publish SUPPORTED OPEN COURSEWARE
  44. 44. 45 Step 5: Faculty Align, Refine and Adopt SUPPORTED OPEN COURSEWARE
  45. 45. 46 Step 5: Faculty Align, Refine and Adopt SUPPORTED OPEN COURSEWARE
  46. 46. 47 Supported Open Courses Design Goals Provide one click adoption of high-quality open courses Empower all faculty archetypes: build, adapt, adopt Fully enable ALL 5 R’s (retain, reuse, revise, remix, redistribute) Support a data-driven continuous improvement process for courses and OER 1 2 3 4
  47. 47. 48 Open Mastery Courses Design Goals Provide a cost-effective, OER solution for personalized learning Use a “1 size fits 1” approach to learning, enabled by derivative works and learning data Balance learning science-driven design and faculty need to revise and customize Generate new OER that can be used outside of Lumen courseware 1 2 3 4
  48. 48. 49 Mastery Learning: Solve for known pitfalls of competency-based learning Common Issues with Competency- based Learning • Break down competencies into tiny pieces • Students have trouble putting the pieces together • Mastery of complex, non-recurrent skills is elusive “Holistic” Mastery Learning Course Design 1 Relevance: What this is and why it matters 2 Context: Describing the sub-competencies and individual skills that comprise the competency 3 Diagnostic: How much do you already know? 4 Pathway: Align educational content with student needs 5 Skill-building: Content, exercises, and interactives that develop individual recurrent and non-recurrent skills 6 Integration Level 1: Explicit support for putting skills together into sub-competencies 7 Integration Level 2: Explicit support for putting sub- competencies together into competencies 8 Summative Assessment: Human-graded artifacts demonstrating workplace-caliber mastery Course workflow for each competency:
  49. 49. 50 Mastery Design: Competency Based OPEN MASTERY COURSEWARE
  50. 50. 51 Mastery Design: Relevance OPEN MASTERY COURSEWARE
  51. 51. 52 Mastery Design: Diagnostic OPEN MASTERY COURSEWARE
  52. 52. 53 Mastery Design: Context OPEN MASTERY COURSEWARE
  53. 53. 54 Mastery Design: Synthesis OPEN MASTERY COURSEWARE
  54. 54. 55 Questions, interest or feedback? nate.angell@lumenlearning.com
  55. 55. Next CCCOER Webinar Wed, Nov 12
  56. 56. Una Daly: unatdaly@oeconsortium.org Karen Vignare: karen.vignare@umuc.edu Kim Thanos: kim.thanos@lumenlearning.com William Preston Davis: wdavis@nvcc.edu Thank you for coming! Questions?

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