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Getting Started with OER (JIBC, November 2019)

Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available:

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Getting Started with OER (JIBC, November 2019)

  1. 1. Getting started with OER: What, Why, and Some Mythbusting Christina Hendricks, UBC Professor of Teaching Academic Director, Centre for Teaching, Learning & Technology JIBC Open Education Showcase, Nov. 2019 Except for elements licensed otherwise, these slides are licensed CC BY-SA 4.0
  2. 2. Slides available:
  3. 3. What does “open” mean?
  4. 4. Open as in Free of Cost Open as in cost Libros Libres, by Alan Levine, licensed CC BY 2.0, Flickr
  5. 5. Open like a museum Open like a museum A Day at the Museum 2, by Robert Couse-Baker, licensed CC BY 2.0, Flickr
  6. 6. 5 R’s of open content ◉ Reuse ◉ Revise ◉ Remix ◉ Redistribute ◉ Retain Open Content Definition by David Wiley; Creative Commons Logo from CC Downloads
  7. 7. Open Edu Resources “Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” (UNESCO) OER logo by Markus Büsges for Wikimedia Deutschland, licensed CC BY-SA 4.0, Wikimedia Commons
  8. 8. Other openness Adapted from Hodgkinson-Williams (2014) Technical Inclusive/Accessible Pedagogical/Open Edu Practices Open formats; technical skills needed Diverse ways of knowing Collaborative & experiential; connecting to wider community Availability, discovery Digital accessibility, Inclusive/Universal Design Contribution to knowledge, not just consumption
  9. 9. Why OER?
  10. 10. Rising cost of textbooks Source: US Bureau of Labor Statistics Textbook costs College tuition & fees Housing at school
  11. 11. BC students JIBC LESD (2019) 60% Didn’t buy a required textbook because of cost UBC (2018) 66% Have gone w/o required texts in a course b/c of cost (rarely, sometimes, often or frequently; 32%: often or frequently) BC (2015) 54% Didn’t purchase a required textbook at least once in the past 12 months because of cost JIBC: Daddey 2019; UBC: AMS Undergraduate Experience Survey 2018; BC: Jhangiani & Jhangiani (2017)
  12. 12. Equity ◉ Increased access financially ◉ Better learning, retention ◉ Accessibility of resources ○ E.g., OER accessibility toolkit ◉ Students contributing to public knowledge
  13. 13. Customizability Ability for faculty, staff and students to alter the materials ◉ Customize to context ◉ Update where needed
  14. 14. PHYS 100 at UBC 94% The readings were customized to this particular course: somewhat or very important 92% The textbook didn’t cost any money: somewhat or very important Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (2017)
  15. 15. Myths
  16. 16. Low Quality? Learning outcomes 25 studies (2002-2018) 184,658 students All but one: same or better outcomes Perceptions of quality 29 studies (2002-2018) 13,302 students, 2643 faculty Strong majority rate OER as good or better Hilton (2019)
  17. 17. This Sewer is Copyrighted, by Alan Levine, licensed CC BY 2.0, Flickr Give up copyright?
  18. 18. Resources ≠ education Research suggests better course completion, retention (Fischer et al. 2015; Wiley et al. 2016; Hilton et al. 2016) Lose students? Chemistry Building at UBC Vancouver, public domain, Wikimedia Commons
  19. 19. Open as in … ?
  20. 20. Slides: ◉ @clhendricksbc (Twitter) ◉ Thanks!
  21. 21. Useful resources ◉ Annotated bibliography of multiple studies showing the efficacy of open textbooks: the Open Ed Group Review Project ◉ College Libraries Ontario OER Toolkit ◉ BCcampus Faculty OER Toolkit ◉ BCcampus OER by Discipline Directory (frequently updated with new items) ◉ Rebus Community Guide to Making Open Textbooks with Students
  22. 22. References Fischer, L., Hilton III, J., Robinson, J., & Wiley, D. A. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students— Springer. Journal of Computing in Higher Education, 27(3), 159–172. Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (2017). The Adoption of an open textbook in a large physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Research in Open and Distributed Learning, 18(4). Retrieved from Hilton, J. (2019). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Educational Technology Research and Development.
  23. 23. References cont’d Hilton III, J. L., Fischer, L., Wiley, D., & William, L. (2016). Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate. The International Review of Research in Open and Distributed Learning, 17(6). Retrieved from Hodgkinson-Williams, C. (2014, June 25). Degrees of ease: Adoption of OER, open textbooks and MOOCs in the Global South. Presented at the OER Asia Symposium 2014. Retrieved from Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning, 18(4). Retrieved from Wiley, D., Williams, L., DeMarte, D., & Hilton, J. (2016). The Tidewater Z-Degree and the INTRO model for sustaining OER adoption. Education Policy Analysis Archives, 24(0), 41.
  24. 24. Credits Special thanks to the people who made and released these resources: ◉ Presentation template (Viola) by SlidesCarnival, licensed CC BY 4.0 ◉ Icons purchased with a subscription to The Noun Project