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On "Open" and Public Higher Education

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2017 University System of New Hampshire Academic Technology Institute Keynote

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On "Open" and Public Higher Education

  1. 1. Moving Forward: OPEN and the Public University System of NH @actualham #USNHshare
  2. 2. Go for the low-hanging fruit. Sarah Prescott ATI 2016 Ambassador
  3. 3. • Review an Open Textbook • Adopt an Open Textbook • Remix an Open Textbook • Revise an Open Textbook • Move multiple sections to an Open Textbook
  4. 4. • Review an Open Textbook • Adopt an Open Textbook • Remix an Open Textbook • Revise an Open Textbook • Move multiple sections to an Open Textbook
  5. 5. Openly license your: • Syllabus • Handouts • Assignments • Lectures • Videos Level up! Attach metadata! Use the Accessibility Toolkit!
  6. 6. Openly license your: • Syllabus • Handouts • Assignments • Lectures • Videos Level up! Attach metadata! Use the Accessibility Toolkit!
  7. 7. Co-create a course textbook with students. Mix your stuff, their stuff, OERs.
  8. 8. Co-create a course textbook with students. Mix your stuff, their stuff, OERs.
  9. 9. My Story
  10. 10. Constantly Evolving: Students & Teachers Add, Improve, Share
  11. 11. MultimediaContributions
  12. 12. An Open “Textbook” Can Be: • Interactive • Collaborative • Dialogic • Dynamic • Empowering • Contributory • Current • Accessible • Multimedia • Public • (Free)
  13. 13. Co-Creation: OERs, Knowledge, Higher Ed Interdisciplinary Studies: A Connected Learning Approach Opensem: A Student-Generated Handbook for the First Year of College
  14. 14. Collaboratively Built: Alums, Incoming Students, Professor
  15. 15. Rebus, Funded by Hewlett Foundation Managing Editor Tim Robbins @20 additional academic contributors so far
  16. 16. I don’t want to join a movement focused on replacing shitty expensive textbooks with shitty free textbooks.
  17. 17. For me, OPEN is about learning based on ACCESS and CONTRIBUTION
  18. 18. In which domains does your teaching engage?
  19. 19. The REAL Cost of College • (Tuition) • Transportation • Child Care • Food & Shelter • Opportunity Costs • COURSE MATERIALS
  20. 20. Digital Redlining Laptop Checkout Tech Mentors Universal Design ToS;DR Open is not the opposite of private. EdTech is selling something. Open is a process, not a panacea.
  21. 21. In which domains does your teaching engage?
  22. 22. Domain of One’s Own • Drag ’n Drop → Design • Digital consumer → Digital creator • Data mining → Data control • Audience of 1 → Public impact • Web as broadcast station → Web as open lab • Work attached to course → Work attached to student • ePortfolio → ePort http://kayleighbennett.com/
  23. 23. Twitter
  24. 24. IDS taught me to be responsible for my learning and growth. You learn to expand your returns. We do not post our “homework” to a hidden, school controlled website. We share our work for all of the world to see. This idea of owning your own domain allows you to be confident in your work and take responsibility for what you are learning, how you make connections in the world, and how you share your knowledge. To me, this style of learning and sharing is a good idea for Interdisciplinary Studies and all other majors. Academic settings need to work on sharing each other’s work, and being engaged in the world outside of classroom walls. madisongroberge.plymouthcreate.net from I’m not graduating “on time” & that is OK.
  25. 25. These ePorts are a way for us to really explain the type of future we want to lead. They express who we are, how we feel, how we learn and SO much more. Personally, I have found my ePort to be a way to cope with my illness. Before this school year, I was so lost, sad, angry and essentially broken. I was given six months to live and felt okay, why should I even try to further my life if it’s just going to end. Well, here I am, almost TWO years later doing great things with both my education and my life. Tiffanyrichards.plymouthcreate.net from IDS REALIZES $H!T HAPPENS!
  26. 26. Twitter was a way for us to expand our knowledge and let our voices be heard all throughout the country. We share our personal goals and share how we feel about certain issues going on in the world. We follow people who surround the field we are pursuing. I constantly have TweetDeck open on my laptop now, go figure. For example, I follow @PatientsRising. They advocate the importance of access to vital therapies and services for patients facing life-altering diseases. Get this, they followed me BACK. I just think it is so cool how PLN’s can build yourself a name. Tiffanyrichards.plymouthcreate.net from IDS REALIZES $H!T HAPPENS!
  27. 27. FRUIT LEVEL PAYOFF PEAR
  28. 28. “The state’s public research university is distinguished by a commitment to serving the public good” ~UNH “As a public institution, we provide educational opportunities for all qualified students” ~KSC “The Mission of Granite State College is to expand access to public higher education to adults of all ages throughout the state and beyond” ~GSC
  29. 29. • A generation ago, public colleges/unis got an average of 75% of budget from state. Today, it's about 50%. • 23% of low-income sophomores worked a job between the hours of 10pm-8am. • Survey at 10 community colleges (4312 students responding): 1 in 5 students was hungry, 13% were homeless. • 50-80% of sticker price comes from non-tuition costs. • More than 3 in 4 students attend colleges within 50 miles of their homes. Esp. true for low-income and minority students. • The average net price for a year at community college equals 40% of a low-income family's annual income. • A year at public university ranges from 16-25% of a middle-class family's annual income. • 60% of Americans ages 25-64 don't have a college credential, but 22% of them earned credits trying to get one.
  30. 30. • We now think of a college education as an individual good, rather than a collective good that benefits society. • When we offer more credentials in lieu of a stronger social contract, it is Lower Ed. • There's so much disdain for for-profit students/schools. And so little for labor markets that produce/sustain them. • We used to solve labor market crises with public responses. Now we push it onto individuals, who are pressured into credentialing.
  31. 31. Private sector “reforms” are not the cure for the college cost disease-- they are the college cost disease. They set up a devolutionary cycle that shifts resources away from education while raising rather than containing costs.
  32. 32. • Private market benefits of college degree: $31,174 per annum (2007 dollars) • NONmarket private benefits: $38,080 • Social benefits (direct and indirect): $31,180 The personal monetary benefit of a college degree is about 1/3 of the overall value. (Economist Walter W. McMahon)
  33. 33. • Increase ACCESS to Higher Ed • Engage our students with their communities of practice • Enable learners to CONTRIBUTE to the knowledge commons • Build a collaborative USNH Make a case for Higher Ed as a PUBLIC GOOD.
  34. 34. Q&A tweet thoughts, questions, ideas @actualham #USNHshare

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