Vss Online Courses Go Open Sourcev4

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Virtual School Symposium 2009 Presentation: Online Courses Go Open Source. Rob Darrow, David Wiley, Joshua Marks.

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Vss Online Courses Go Open Sourcev4

  1. 1. Online Courses Go Open Source<br />Virtual School Symposium 2009<br />http://vss2009.wikispaces.com/darrow<br />David Wiley, Utah Open High School (http://openhighschool.org/) <br />Rob Darrow, Clovis Online School, Central California (www.clovisonlineschool.com) <br />Joshua Marks, Chief Technology Officer, Curriki (www.curriki.org) <br />
  2. 2. Who we are and how we got connected. <br /><ul><li>Rob
  3. 3. David
  4. 4. Joshua</li></ul>David<br />Rob<br />Joshua<br />
  5. 5. Open Online School of Utah- David Wiley<br />A Moonshot for Bloom’s 2 Sigma Challenge<br />
  6. 6. Bloom’s 2 Sigma Challenge<br />Bloom, 1984<br />CC BY<br />
  7. 7. One-to-One Tutoring<br />And other methods compared to 30 students in the classroom<br />CC BY<br />
  8. 8. Average Tutored Student by 2 SD<br />In other words, the average student is capable of much more<br />CC BY<br />
  9. 9. Tutoring is Expensive<br />So we teach class instead!<br />CC BY<br />
  10. 10. If the research on the 2 sigma problem yields practiced methods (methods that the average teacheror school faculty can learn in a brief period of time and use with little more cost or timethan conventional instruction), it would be an educational contribution of the greatest magnitude. (p. 5)<br />Bloom, 1984<br />CC BY<br />
  11. 11. To Tutor Or Not to Tutor?<br />That is the (false) question<br />CC BY<br />
  12. 12. “Strategic Tutoring”<br />What if we could do just-in-time, just-on-topic, one-on-one tutoring?<br />CC BY<br />
  13. 13. Obs. 1 - Requires Great Insight<br />We’d have to know who needs help, when, and what they need help with<br />CC BY<br />
  14. 14. Obs. 2 - Requires Great Curriculum<br />The more the student can learn from the materials, the less tutoring is required<br />CC BY<br />
  15. 15. Obs. 3 - Data Is the Key<br />You’d need live, fine-grained data about student, assessment, and curriculum performance<br />CC BY<br />
  16. 16. Simultaneous Continuous Improvement<br />Working in a way that constantly improves both student learning and the curriculum<br />CC BY<br />
  17. 17. The Loop<br />Curriculum Redesign<br />Curriculum Use<br />Data Describing Curriculum Performance<br />Data Supporting Strategic Tutoring<br />Student<br />Performance<br />Data<br />CC BY<br />
  18. 18. OHSU Teaching Model<br />Create and aggregate great curriculum, let it do as much instructing as possible,follow-up with “strategic tutoring”<br />CC BY<br />
  19. 19. How Do You Improve Curriculum?<br />Performance data alone aren’t sufficient –you need permission<br />CC BY<br />
  20. 20. Open Educational Resources<br />Give OHSU the permissions it needs to engage in continuous improvement<br />CC BY<br />
  21. 21. OHSU Charter Requires OER<br />Founders’ way of “burning the ships”<br />CC BY<br />
  22. 22. Two Quick Screenshots<br />From the AgilixBrainHoney system<br />CC BY<br />
  23. 23. State Standards As Skeleton<br />Standards provide the framework for content aggregation and assessment<br />CC BY<br />
  24. 24. Restricting Access to the Bible<br />Zealously and passionately<br />CC BY<br />
  25. 25. Supporting Strategic Tutoring<br />Data visualized in an easy to use manner<br />CC BY<br />
  26. 26. When Tech and Policy Collide<br />A story from history: 1000 - 1600<br />CC BY<br />
  27. 27. Watch Out Bloom, Here We Come!<br />OHSU is only a few weeks but the model is already proving terrifically effective<br />CC BY<br />
  28. 28. Lots of Research to be Done<br />We would love more research partners!<br />CC BY<br />
  29. 29. Clovis Online School Background - Rob Darrow <br /><ul><li>A California charter school
  30. 30. Grades 9 and 10.
  31. 31. Will grow grades 11 and 12.
  32. 32. Serving students of Central California
  33. 33. Currently 65 students with 12 part time teachers
  34. 34. Full time staff: principal, secretary and technology specialist</li></li></ul><li>Course Development<br /><ul><li>Goal: content should be sharable
  35. 35. Content Development
  36. 36. Teachers complete written outline
  37. 37. Organized by modules and lessons
  38. 38. Each lesson (objective, introduction, lesson, assignment/assessment)
  39. 39. Text first, then add multimedia elements
  40. 40. Integrates into Moodle
  41. 41. Starting place: clovisonlineschool.pbworks.com</li></li></ul><li>Collaboration is the key<br /><ul><li>For content
  42. 42. For teaching online
  43. 43. For sharing ideas
  44. 44. For providing best online instruction for all students
  45. 45. Collaboration = better final product
  46. 46. Courses always being improved</li></li></ul><li>Content Collaboration<br /><ul><li>Content to go on Curriki
  47. 47. Have teachers from two places collaborate with course development
  48. 48. Looking for partners</li></li></ul><li>Curriki background - Joshua Marks <br /><ul><li>Curriki Background
  49. 49. Find, Contribute and Connect
  50. 50. Any Resource Type
  51. 51. Using Curriki Resources
  52. 52. Aligning to Standards
  53. 53. Groups Overview
  54. 54. Open Source Curriculum and licensing </li></li></ul><li>
  55. 55. Open Educational Resources<br />The Briefest Possible Introduction<br />David Wiley<br />
  56. 56. The Gutenberg Difference<br />From slow, expensive copies <br />to fast, inexpensive copies<br />
  57. 57.
  58. 58. The Internet Difference<br />From fast, inexpensive copies <br />to instantaneous, free copies<br />
  59. 59.
  60. 60. If...<br />education blesses people’s lives,<br />and<br />we can make instant, free copies of materials,<br />then<br />what kind of ethical obligation do we have?<br />
  61. 61. Small (c) Problems<br />Just because you can copy <br />doesn’t mean you’re allowed to<br />
  62. 62. Open Educational Resources<br />Hacking (c) to leverage the nonrivalrous nature of digital educational materials<br />
  63. 63. Open, adj.<br />Providing users a collection of rights called “the four R’s” - for free<br />
  64. 64. The 4Rs<br />Reuse - verbatim copies<br />Redistribute - share copies <br />Revise - make adaptations<br />Remix - combinations / mashups<br />
  65. 65. Communicate 4R Permissions<br />Since this overrides default copyright,only a copyright license can grant<br />
  66. 66. Offers easy to use 4Rs licenses<br />
  67. 67.
  68. 68. Free = Open<br />Check the “Copyright Statement” or “Terms of Use”! Without a CC license you will (likely) not have 4R permissions. <br />
  69. 69. CC Licensed Items Online (Millions)<br />250<br />200<br />150<br />100<br />50<br />2008<br />2009<br />2003<br />
  70. 70.
  71. 71.
  72. 72.
  73. 73.
  74. 74.
  75. 75.
  76. 76.
  77. 77.
  78. 78.
  79. 79.
  80. 80.
  81. 81.
  82. 82.
  83. 83.
  84. 84.
  85. 85. Declining Budgets and No Bail Out<br />More and more institutions are sharing and reusing OERs<br />
  86. 86. Challenges and Opportunities<br />
  87. 87. Questions/Contact Information<br /><ul><li>Rob Darrow: Robdarrow@cusd.com. 559-327-4400, (www.clovisonlineschool.com)
  88. 88. Joshua Marks: jmarks@curriki.org. 831-685-3511 (www.curriki.org)
  89. 89. David Wiley: david.wiley@byu.edu801-422-7071, http://davidwiley.org/ </li></ul>Presentation Website:<br />http://vss2009.wikispaces.com/darrow<br />

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