1. Open Ed: A “Simple” Introduction
David Wiley, PhD
CAO, Lumen Learning
Education Fellow, Creative Commons

2. #openls

3. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

4. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

5. Education is Sharing
Faculty with students
Students with teachers

6. Faculty Share With Students
Knowledge and skills
Feedback and criticism
Encouragement

7. Students Share With Faculty
Questions in Class
Assignments
Exams

8. Successful Educators
Share most compeltely
with the most students

9. 2008 Professor in Southern US
Claimed (c) of his class lectures,
declared student notes derivative works,
and asserted control over their use

10. “Demented with the mania of owning things”
Walt Whitman

11. If there is no sharing…
...there is no education.

12. Interlude: A Riddle
What can you give without giving it away?

13. Ideas are Magical (Non-rival)
Can be given without being given away

14. “He who receives
ideas from me,
receives instruction
himself without
lessening mine; as he
who lights his taper
at mine receives light
without darkening
me.”
Thomas Jefferson

15. Physical Expressions Are Not
To give a book you must give it away

16. Expressions Are Different
To give a book you must give it away

17. When Expressions Are Digital
They also become magical

20. Unprecedented Capacity
We can share (and educate)
as never before

21. Except We Can’t
© regulates copying, adapting,
and distributing those copies

22. Internet
Enables
What to do?
Copyright
Forbids

23. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

26. Incredible Financial Pressure
Incredible Financial Pressure

27. Tuition Changes...
Involve the State Legislature,
the State Board of Regents

28. Tuition Changes...
Involve the State Legislature,
the State Board of Regents
Extremely complex politically

31. $0
$200
$400
$600
$800
$1,000
$1,200
$1,400
$1,600
$1,800
Tuition Textbooks
Annual Costs
$1288
$1666

32. Textbook Pricing in Context
Provider Cost
Netflix – 20,000 Movies (and TV) $7.99 / month
Hulu Plus – 45,000 TV (and Movies) $7.99 / month
Spotify – 15M Songs $9.99 / month
CourseSmart – 1 Biology Textbook $20.25 / month

33. A Wizard of Earthsea
Studying from texts
written in
disappearing ink

34. “Disappearing Ink” Strategies
Buyback
Rental
E-books
Online subscriptions

35. Mixed Messages...
“This GE course is critically important”
“You’ll never need this book again”

36. The Access Compromise
Students trade ownership for access
As digital grows, this provides publishers
with perfect control

37. 60% Sometimes
23% Regularly
skip

38. Textbook Changes...
Involve individual faculty,
sometimes a department

39. Textbook Changes...
Involve individual faculty,
sometimes a department
Relatively straightforward

40. Internet
Enables
What to do?
Copyright
Forbids
Insane or Immoral Textbook Costs
plus

41. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

43. Use copyright to enable sharing

44. http://creativecommons.org/

45. Open Educational Resources

46. What are
Open Educational Resources (OER)?
Any kind of teaching materials –
textbooks, syllabi, lesson plans,
videos, readings, exams

47. What are
Open Educational Resources (OER)?
(1) Are free for anyone to access, and
(2) Include free copyright permission
to engage in the 5R activities

48. • Make and own copiesRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs

49. Internet
Enables
OER
Allows
Leveraging the full technical capability
of the internet

50. Over 500M OER in the World
Over half a billion pieces of content
use Creative Commons licenses

51. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

53. “You may not take any Online
Course offered by Coursera or use
any Statement of Accomplishment
as part of any tuition-based or for-
credit certification or program for
any college, university, or other
academic institution without the
express written permission from
Coursera.”

61. Open Educational Resources
Open
Course
Ware
Open
Courses
Open
Textbooks
Open
Course
Frame-
works

62. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

63. Two Stories

64. Developmental Math
From textbook and MyMathLab ($170)
To OER and MyOpenMath ($0 / $3)

65. % Completing with C or Better
48.4%
60.2%
0%
10%
20%
30%
40%
50%
60%
70%
Spring
2011
No OER
Spring
2013
All OER

66. “Golden Ratio”
48% / $170 = 0.28% succeeding per dollar
60% / $3 = 20% succeeding per dollar

67. Associates of Business
“Z Degree”
Graduate without ever buying a textbook
World’s first “all-OER” degree

68. % Dropping in Fall 2013
8.2%
2.3%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
Traditional
Sections
Z Degree
Sections

69. When a student drops, it..
Slows down their graduation
Costs the institution tuition dollars

70. Utah 7-12

71. Method
Quasi-experimental design with:
• Treatment and Control Group
• Pre and Post Test
• Dependent variable: Score on 2012
statewide standardized science exam
• Independent variable: Textbook condition
• 15 Covariates: including age, gender, special
education, English language proficiency,
2011 test data, 2011 GPA, and race

72. Propensity Score Matching
Increased group balance by 98%

73. Results
• IRT scaled scores increased with
open textbooks, p < .001
• Multiple r squared = .635
(variance in scores accounted for
in our model)

74. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

75. The World is Changing
How are our institutions responding?

76. Analog  Digital
Music, Phones, TV, Newspapers,
Movies, Journals, &c.

77. Tethered  Mobile
Phones, Internet Access,
Employment

78. Concealing  Sharing
Photos, Videos, Journal Entries

79. Isolated  Connected
People, Content, Systems

80. Generic  Personal
Cars, Computers, Mobile Phones

81. Consuming  Creating
Newspapers / Blogs
Movies & TV / YouTube

82. Closed  Open
Research (Articles, Journals)
Data (Government, Weather, GIS)
Content (Open Educational Resources)

83. Then vs Now
Analog  Digital
Tethered  Mobile
Concealing  Sharing
Isolated  Connected
Generic  Personal
Consuming  Creating
Closed  Open

84. Education vs Everyday
Analog  Digital
Tethered  Mobile
Concealing  Sharing
Isolated  Connected
Generic  Personal
Consuming  Creating
Closed  Open

85. “Daily Divide”
(As opposed to the digital divide)

86. “Academic”
(This is where the common usage derives)

87. “Academic”
(This is where the common usage derives)

88. What About Online Learning?

89. What About Online Learning?
Very innovative in 1993!

90. Online Learning
Analog or Digital
Tethered or Mobile
Concealing or Sharing
Isolated or Connected
Generic or Personal
Consuming or Creating
Closed or Open

91. What About MOOCs?

92. MOOCs
Analog or Digital
Tethered or Mobile
Concealing or Sharing(?)
Isolated or Connected
Generic or Personal
Consuming or Creating
Closed or Open

93. Open is Fundamental
Why?

94. • Make and own copiesRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs

95. Online Learning/MOOCs
Analog or Digital
Tethered or Mobile
Concealing or Sharing
Isolated or Connected
Generic or Personal
Consuming or Creating
Closed or Open

96. Connecting
It’s “hard” to connect to something if
you don't have access to it

97. Personalizing
It’s “hard” to personalize something
if you don't have permission to modify it

98. Creating and Sharing
It’s “hard” to make and share things when
you’re constantly worried about being sued

99. When You Can Assume “Open”
These problems disappear

100. OER-based Learning
Analog or Digital
Tethered or Mobile
Concealing or Sharing
Isolated or Connected
Generic or Personal
Consuming or Creating
Closed or Open

101. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

102. “Disposable Assignments”
Students hate doing them
You hate grading them
Huge waste of time and energy

103. Assignments that Contribute
Students see value in doing them
You see value in grading them
Contribute to the greater good

104. Open Pedagogy
What can we do differently
when all content is open?

105. What’s Effective?
Hattie’s “Visible Learning”

106. Scope of the Research
Over 800 meta-analyses
Over 50,000 studies
Over 80,000,000 learners

107. Effect Size
Measure of magnitude of impact
Independent of sample size
Popular for meta-analyses

108. Organizing and Transforming (0.85)
“Overt or covert rearrangement of
instructional materials to improve
learning. (e.g., making an outline
before writing a paper).... The types of
strategies included in this category
(such as summarizing and
paraphrasing) promote a more active
approach to learning tasks.”
Pp. 190-191

109. Reciprocal Teaching (0.74)
“The emphasis is on teachers enabling
their students to learn and use
cognitive strategies such as
summarizing, questioning, clarifying,
and predicting.... The effects were
highest when there was explicit
teaching of cognitive strategies before
beginning reciprocal teaching.” P. 204

110. Feedback (0.73)
“The major discriminator is whether
feedback is clearly directed to the
various levels of task, process, or
regulation, and not directed to the level
of ‘self.’”

111. Teacher Student Relationships (0.72)
“Developing relationships requires skills
by the teacher – such as the skills of
listening, empathy, caring, and having
positive regard for others.... Teachers
should learn to facilitate students’
development by demonstrating that
they care for the learning of each
student as a person and empathizing
with students.” Pp. 118-119

112. Worked Examples (0.57)
“Worked examples reduce the cognitive
load for students such that they
concentrate on the processes that lead
to the correct answer and not just
providing an answer.” P. 172

113. Formative Evaluation of Teaching (.9)
“When teachers were required to use
data and evidence-based models, effect
sizes were higher than when data were
evaluated by teacher judgment. In
addition, when the data was graft,
effect sizes were higher than when data
were simply recorded.” P. 181

114. 1. OER as Worked Example
Help students understand the design
of the OER you’ve assigned

115. 2. Remix OER
Assign students to organize and transform OER
to more teach effectively

116. 3. Provide Feedback on Remixes
Offer multiple types of feedback on student
remixes and require revisions

117. 4. Reciprocal Teaching
Have students teach each other
using their remixes

118. 5. Continuous Improvement
At end of term, engage in data-based
formative evaluation of the course. Incorporate
student work in new version as appropriate.

119. Simple Gifts
'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.
When true simplicity is gained,
To bow and to bend we shan't be ashamed,
To turn, turn will be our delight,
Till by turning, turning we come 'round right.

125. Each and Every Interaction
Recorded, stored, and analyzed
in order to get better

126. If Only We Could Get Data!
We could do analyses (aka research) too!

129. Canvas

131. Even the Grocer!
Almost every industry (1) gathers and
(2) uses data more effectively than we do

132. What Kind of Data?
Assessment data
Construct-relevant behavioral data

133. Assessment Data
Difficulty estimates
Discrimination estimates
Per standard expertise estimates
(Not just “grades”)

134. Behavioral Data
When they logged in, read, and worked
How long they logged in, read, and worked
Pathway information
Social network analysis
&c.

135. Analytics
Tell you what to change
But don’t give you permission to make changes

136. OER
Give you permission to make changes
But don’t tell you what to change

137. OER + Analytics
Continuous improvement

138. Instructional Design &
Learning Sciences
Tell you how to change it

140. Faculty Feedback
“I wish I had this for every class I
teach, for every module! The
feedback and recommendations are
positive, specific and are changes that
I can implement quickly with minimal
effort on my part.”

141. Coda

142. OER can dramatically
improve a range of
educational
outcomes
OER can drastically
reduce the cost of
education

143. We’re not “on the edge”
of this capability.
We’re doing it now.

144. More Discussion
#openls
@opencontent
david@lumenlearning.com