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.
Collaborate Window Overview
Audio & Video
Participants
Chat
Tech Support available at:
1-760-744-1150 ext. 1537, 1554

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.
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.
• 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.
250+ Colleges in 18 States
& Provinces

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OER-based Course Design &
Development
• Students
• Faculty
• Pedagogy and Outcomes
• Institutional Benefits and Challenges

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OER-based General Education
Wm. Preston Davis, EdD
Director, Extended Learning Institute

9.
Open Educational Resources at
NOVA
Wm. Preston Davis, Ed.D. wdavis@nvcc.edu

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OER
Open
Course
Ware
Modules
Textbooks
Streaming
Videos
Open
Journals
Tutorials
Learning
Objects

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.
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

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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

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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

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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.
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.

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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.
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

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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.
Questions?
Comments?
wdavis@nvcc.edu
Thank You!

21.
Massive Open Adoption
Resources
Karen Vignare
Vice Provost

22.
UMUC: Massive Open
Adoption Resources
Karen Vignare, Ph.D.
Sharon Brosch
Karen.vignare@umuc.edu

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• 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

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E-Resources Project
Goal:
No cost materials for all students
Maximize use of high quality Open
Education Resources (OER)

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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

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Web site for Eresource Teams

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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

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Targets
• Fall 2015
– 100% of undergraduate courses have free e-resources
• Fall 2016
– 100% of graduate courses have free e-resources
Timeline and Targets

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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.
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?
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Questions
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karen.vignare@umuc.edu

32.
Lumen Learning Open Courses
Kim Thanos
CEO and Co-Founder

33.
lumen
lumenlearning.com
Lumen Learning
Course Development Process
Kim Thanos, CEO, Lumen Learning
kim.thanos@lumenlearning.com

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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

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36WHAT IS COURSEWARE?

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Supported Open Courseware
$5 per enrollment
traditional textbook replacement
Open Mastery Courseware
$40 per enrollment
competency-based, adaptive
LUMEN’S PRODUCTS

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Step 1: Define and map outcomes
SUPPORTED OPEN COURSEWARE

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Step 2: Build Master Course
SUPPORTED OPEN COURSEWARE

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Step 2: Build Master Course
SUPPORTED OPEN COURSEWARE

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Step 2: Build Master Course
SUPPORTED OPEN COURSEWARE

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Step 2: Build Master Course
SUPPORTED OPEN COURSEWARE

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Step 3: Complete Quality Review
SUPPORTED OPEN COURSEWARE

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Step 4: Publish
SUPPORTED OPEN COURSEWARE

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Step 5: Faculty Align, Refine and Adopt
SUPPORTED OPEN COURSEWARE

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Step 5: Faculty Align, Refine and Adopt
SUPPORTED OPEN COURSEWARE

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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

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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

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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:

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Mastery Design: Competency Based
OPEN MASTERY COURSEWARE

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Mastery Design: Relevance
OPEN MASTERY COURSEWARE

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Mastery Design: Diagnostic
OPEN MASTERY COURSEWARE

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Mastery Design: Context
OPEN MASTERY COURSEWARE

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Mastery Design: Synthesis
OPEN MASTERY COURSEWARE

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Questions, interest or feedback?
nate.angell@lumenlearning.com

55.
Next CCCOER Webinar
Wed, Nov 12

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?