CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
just to clear up some potential confusion Open does *not equal digital, and *open does not equal free. Perhaps * a Venn diagram would helpThere are free materials online that are not open, and there are open materials that are not online. *
Open materials in Education look like - * open educational resources, * open textbooks, and * open coursesMy interest in open began with * open source software …
open source software - the idea is fascinating. For the end user, * free is often the main driver, but for the techie, * the bigger driver is the ability to study and modify the code. And for the big projects, * there was a community of developers, contributing to the creation of this product, often not because it was their job, but because they cared about the end product being better. By pooling their skills, they could create a better product faster than any one person working alone. To me, this is * the promise of open.
To me, this is the promise of open.The obvious benefit is the cost.
Textbook prices have been increasing much faster than inflation. *
David: Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
Cable Green from Creative Commons puts it this way: Imagine that could produce food with a marginal cost near 0. Should we invest the money to build that food machine? Of course. We have at our hands the ability to build learning materials that can be distributed with a marginal cost near zero – the question is whether we invest the money and time to turn on that learning machine on.
But of course there’s more than cost.
First * there’s the practical matter of broken links. When you link to materials free online, you never know if they might suddenly disappear, or * if the owner might decide to change the material or start charging for it, or change editions on you. Most importantly, * Open gives you the right to make changesIn education, * open means:
In education, open means:- * free of cost - saves students money - * improved access to materials (since they’re usually online)- * flexiblity for the instructor to customize/modify the content, * enabling continuous quality improvement- * ideally, can prompt conversation and collaboration around curriculum in a much richer way than is currently existing
The most obviously useful example of OER is, I suppose, an *open textbook. But there is *more than that. OER can be as fine grained as individual worksheets and handouts, activities, and videos. Being open means we know we’re allowed to adapt and use the materials with our classes.
Open Courseware are efforts to put entire course designs online under open licenses. They typically include *syllabus, *reading assignments, *other learning materials, *homework, and *assessments. These have been around for quite a while.Early open courseware projects, like MIT OCW, were created with the thought that teachers out in the world might use it, but it ended up being students who used it. Honestly, as a teacher, I’ve watched a few videos, but nothing on MIT OCW made me think “gee, I think I’ll take this and start using it as my course.” The Kaleidoscope project, however, takes a directly instructor-focused approach.
Kaleidoscope uses (OER) to improve student success. The project works by using the best of existing OER to reduce textbook costs to $0; use learning analytics analyze assessment, activity and success data to guide faculty members in continually improving the effectiveness of the open resources; supporting faculty within and across institutions to collaborate, share, and build community
ImprovOER: students use materials, analyze the results, and informs improvements
Which allows the creators to explicitly state the permissions they were allowing, The idea of “some rights reserved”You’ll notice a collection of licenses – each provides a different set of permissions. The Attribution license simply requires that attribution to the original creator is retained. The Sharealike license requires any adaptations be shared under the same license – it can’t be made more restrictive. This one is most similar to the “copyleft” license used on a lot of open source software, so I really like this one. The Non-commercial licenses prohibit commercial use, though that can get messy with things like printing books, so I steer clear of that one if I can.These licenses allowed the author to easily indicate that they were OK with others using and adapting their materials without needing to ask permission.
www.lumenlearning.comKaleidoscope Math CourseDevelopment WorkshopDavid LippmanMath Lead & MyOpenMath FounderRonda NeugebauerStudent Success Leadwww.lumenlearning.com
www.lumenlearning.comUse copyright to enforce sharing
www.lumenlearning.comOER: The 4R PermissionsSharing and creativity are inherent in OER:• Use the content in its unaltered formReuse• Adapt, adjust, modify, improve, or alter thecontentRevise• Combine the original or revised content withother OER to create something newRemix• Share copies of the original content, revisionsor remixes with othersRedistribute
www.lumenlearning.comThe Direct Relationship BetweenTextbook Costs and Student Success60%+ do not purchase textbooks atsome point due to cost35% take fewer courses due totextbook cost31% choose not to register for acourse due to textbook cost23% regularly go without textbooksdue to cost14% have dropped a course dueto textbook cost10% have withdrawn from a coursedue to textbook costSource: 2012 student surveyby Florida Virtual Campus
www.lumenlearning.comOER to Improve Student Success1. Eliminate textbook cost as a barrier2. Drive assessment-driven enhancement ofcourse designs and materials3. Connect to a global collaborative communityto share learning and investment
www.lumenlearning.comArithmeticScottsdale CC Workbook + Minilessons- Workbook aligned with video mini-lessons- MyOpenMath assignmentsNROC Text, original version- Text, some videosNROC Text, as remixed by David- Text and daily handouts/worksheets- MyOpenMath assignments with embedded videos
www.lumenlearning.comCourse is set up as 12 Lessons
www.lumenlearning.comPrintable handout and worksheet
www.lumenlearning.comHomework, most with videosMix of Sousa and Khan
www.lumenlearning.comPre-AlgebraCollege of Redwoods, course built by James Sousa- Text. Creators are not willing to provide source.- MyOpenMath assignments with embedded videosand addition video lessons
www.lumenlearning.comBeginning and Intermediate AlgebraWallace course (also Kaleidoscope phase 1)- Very skills-focused approach- Video lessons with connected questions, separatepractice assignmentsSousa / CK12 courses- Somewhat more conceptual text- Overview videos and videos embedded inMyOpenMath homework
www.lumenlearning.comPrecalc / College Algebra / TrigLippman/Rasmussen Text- Text, worksheets/handouts, instructors notes, sampleassessments- MyOpenMath assignments with embedded videos- More contextually motivated approach.- Covers minimal topics currently.Stitz/Zeager Text- Text that covers more topics. More mathy approach.- MyOpenMath assignments in-developmentUW Text: Good source of multi-step problems
www.lumenlearning.comCalculusGuichard (Whitman)- More mathy approachHoffman- More conceptual approach- MyOpenMath assignments and a prettier formattingare in developmentBoth- Existing MyOpenMath materials aligned withcommercial texts. Some video embedded questions.
www.lumenlearning.comQuantitative ReasoningMath in Society- Topics approach, similar to Tannenbaum & COMAP- Video playlists for each chapter- MyOpenMath exercises, quizzes, writingassignments- Some in-class activities, quizzes
www.lumenlearning.comVideo playlist for each chapter
www.lumenlearning.comOnline and paper exercises
www.lumenlearning.comStatisticsOLI- Well researched and tested- Conceptual focus- Embedded interactive questions in text; online only- Requires using OLI’s platform - may have a $25 cost- Supplemental MyOpenMath materials
www.lumenlearning.comStatisticsCollaborative Stats (Connexions)- Traditional ordering and approach. Very lacking inconceptual development.OpenIntro- Straightforward approach. Reasonable conceptualdevelopment. Some odd choices (e.g. using z formeans test when n>30 even when sigma unknown)Onlinestatbook (Rice)- Very good conceptual development. Videopresentations. No proportions tests. Light onexamples.