ATD OER Degree Initiative | Lumen Learning Services

The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals. This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.

Altc12 v mcgarveyv1.1

Vicki McGarvey

This document discusses challenges and solutions for providing technology enhanced learning and teaching (TELT) support with depleted resources. It outlines how the university has restructured its eLearning support services, including moving from an eLearning helpdesk to strategic project support and using the virtual learning environment (VLE) as its new web presence. It then presents the TELT resource production process and evaluation feedback on the resource, which identifies areas for improvement such as simplifying the structure, improving signposting and access to tool guides, and including more multimedia content.

Learning design and learning analytics

This document discusses the relationship between learning design and learning analytics. It argues that learning design provides context that helps frame analytics questions and identify appropriate analysis. A MOOC planner is presented that prompts designers to plan different activity types like delivered content, reflection, collaboration, and assessment. Analytics can then provide insight into how learners engaged with those different activities. The document also discusses clustering analysis of learner engagement patterns in MOOCs, like samplers, strong starters, mid-way dropouts, and keen completers. Engagement patterns can vary based on pedagogy and learning design.

CCCOER: the Community of Practice for OER Degrees

The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.

Summit on College Affordability: OER

This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.

ATD OER Degree Initiative | SRI-rpkGROUP Services

This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.

Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions implementing OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on topics like instructional design and sustainability. Lumen Learning has supported over 70 institutions and its OER adoptions have consistently shown significant learning gains for students.

Austin Community College Open Pedagogy Workshop

Kim Thanos

Rethinking education

Altc12 v mcgarveyv1.1

Vicki McGarvey

Learning design and learning analytics

CCCOER: the Community of Practice for OER Degrees

Summit on College Affordability: OER

ATD OER Degree Initiative | SRI-rpkGROUP Services

Getting Started with OER? Lumen Can Help!

From Theory to Practice: can openness improve the quality of OER research?

Beck Pitt

Qualitative Investigation of Faculty Usage of OERs in Wachington Community an...

This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.

Teachers time is valuable (OE global2015)

This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.

Higher Education Technology Outlook in Africa

Greig Krull

Intro to OER for the University System of Maryland

California Community College Faculty Motivation and Reflection on Open Textbo...

University College Dublin

Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders. Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried. In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process. Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.

Tqfe discodays 2012

AileenMcG

TQFE-Tutor is an innovative online tutoring system developed by the TQ(FE) team that integrates email, blogs, and microblogs to promote communication between tutors and learners. It brings together a large team of tutors to provide high-quality, individualized support that enhances learning for all participants. Learners benefit from quick tutor responses, independent and self-directed learning, and the sharing of advice and resources between participants.

Supporting research software community through training

anpawlik

May 28 Presentation

brittleighandersen

This document outlines a presentation on wikis and collaborative learning. It discusses key points from Van Dijck on Wikipedia's collaborative environment. It reviews research on wikis and collaborative learning that found wikis can facilitate collaboration, provide different perspectives, and support constructivist and connectivist learning theories. However, some students were hesitant to edit others' work. Overall, studies show wikis are useful collaborative tools that can promote learning.

Collaborating across borders: OER use and open educational practices within t...

Leigh-Anne Perryman

STEM tech presentation TriC MATH MOOC

Cheryl Thomas Knight

Exploring eTextbooks with Talis - Keji Adedeji | Talis Insight Europe 2016

Talis

The document discusses challenges universities face in selecting and providing core eTextbooks and how Talis can help. It outlines the current manual process for identifying textbooks, managing academic preferences, and lengthy negotiations with publishers. Talis can help by providing a workflow to simplify the selection process, identify digital availability and costs, and seamlessly provision content for students. This would help improve the student experience and support data-driven acquisition decisions. Plymouth University is working with Talis to develop additional functionality for core textbook selection and acquisition workflows.

Teams, time & tools – a case study of the design & implementation of two moo ...

This document compares two Massive Open Online Courses (MOOCs) on learning design called OLDS and DNLE. Some key points: 1. OLDS had over 18,000 registrations while DNLE had around 2,420. OLDS saw more active participation with around 1,800 mid-course compared to just 30 for DNLE. 2. The courses used different online tools - OLDS used a course website, Google platforms and Twitter while DNLE used its own platform and was more asynchronous. 3. Team projects were a major part of OLDS with over 5,300 teams formed, while they were less significant in DNLE with just 102 teams and 864 submitted projects out

What if...? school

Matthew Murrie

The What If...? School facilitates conversations and workshops to discover innovative solutions in education. They offer a Community Event, Professional Development for educators, and assistance for individual schools. Their approach helps communities, educators, and students shape their educational future through questioning current systems and connecting ideas. Pricing ranges from $5,000 per individual service to a complete package for $15,000.

Aect 2013 in search of quality mooc presentation

Patrick Lowenthal

This document summarizes a study that analyzed the course structure and design of 6 MOOCs using the Quality Matters rubric. The researchers found that most MOOCs did not meet the standards to pass the rubric, though a few came close. Standards around clearly stated learning objectives and institutional support services were never met. Removing those standards resulted in two courses passing. The researchers conclude that with some updates, MOOCs could meet quality standards, and that the study has implications for rethinking online course design and sparking technological innovation, though the sample size was small.

Ascilite2018 heather lamond

jisc_digital_insights

OER in Technical Vocational Education and Training (TVET)

Robert Schuwer

Journey to OZ: Somewhere over the Rainbow of optimum accessibility – an Ally ...

Claire Gardener

OER Authoring Platforms with CCCOER

Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured. When: Wed, February 8, at 10am PT/ 1pm ET Featured Speakers: Nathan Battle, Academic Success Director, Odigia OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation. Alyson Indrunas, Professional Development Director, Lumen Learning Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success. Cyrus Helf, Multi-media specialist at Western Los Angeles College Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.

PloneEdu.org: New Opportunities, New Frontiers

T. Kim Nguyen

TESS 2017: Launching a Z Cred

What's hot

Getting Started with OER? Lumen Can Help!

From Theory to Practice: can openness improve the quality of OER research?

Beck Pitt

Qualitative Investigation of Faculty Usage of OERs in Wachington Community an...

Teachers time is valuable (OE global2015)

Higher Education Technology Outlook in Africa

Greig Krull

Intro to OER for the University System of Maryland

California Community College Faculty Motivation and Reflection on Open Textbo...

University College Dublin

Tqfe discodays 2012

AileenMcG

Supporting research software community through training

anpawlik

May 28 Presentation

brittleighandersen

Collaborating across borders: OER use and open educational practices within t...

Leigh-Anne Perryman

STEM tech presentation TriC MATH MOOC

Cheryl Thomas Knight

Exploring eTextbooks with Talis - Keji Adedeji | Talis Insight Europe 2016

Talis

Teams, time & tools – a case study of the design & implementation of two moo ...

What if...? school

Matthew Murrie

Aect 2013 in search of quality mooc presentation

Patrick Lowenthal

Ascilite2018 heather lamond

jisc_digital_insights

OER in Technical Vocational Education and Training (TVET)

Robert Schuwer

Journey to OZ: Somewhere over the Rainbow of optimum accessibility – an Ally ...

Claire Gardener

What's hot (19)

Getting Started with OER? Lumen Can Help!

From Theory to Practice: can openness improve the quality of OER research?

Qualitative Investigation of Faculty Usage of OERs in Wachington Community an...

Teachers time is valuable (OE global2015)

Higher Education Technology Outlook in Africa

Intro to OER for the University System of Maryland

California Community College Faculty Motivation and Reflection on Open Textbo...

Tqfe discodays 2012

Supporting research software community through training

May 28 Presentation

Collaborating across borders: OER use and open educational practices within t...

STEM tech presentation TriC MATH MOOC

Exploring eTextbooks with Talis - Keji Adedeji | Talis Insight Europe 2016

Teams, time & tools – a case study of the design & implementation of two moo ...

What if...? school

Aect 2013 in search of quality mooc presentation

Ascilite2018 heather lamond

OER in Technical Vocational Education and Training (TVET)

Journey to OZ: Somewhere over the Rainbow of optimum accessibility – an Ally ...

Similar to ATD OER Degree Initiative | Lumen Learning Services

OER Authoring Platforms with CCCOER

PloneEdu.org: New Opportunities, New Frontiers

T. Kim Nguyen

TESS 2017: Launching a Z Cred

Relationship Management in HE Libraries Group

Jenny Coombs: A community of practice approach to delivering research support...

This document discusses the implementation of a Community of Practice approach for delivering research support services at De Montfort University. A Community of Practice is a group of people who share a passion for something they do and learn how to do it better by regularly interacting. At DMU, a Community of Practice was formed among library staff, research officers, and others to provide holistic research support across organizational boundaries. The benefits of this approach include encouraging creativity, crossing boundaries, developing a broader understanding among members, and raising the library's profile. Challenges include reliance on goodwill among members and knowledge loss over time. Going forward, the Community of Practice will continue to support research and potentially expand to other areas.

Zero Textbook Cost Degrees

High impact oer courses frame

Open Education Global (OEGlobal)

Lumen Learning provides open educational resources (OER) courses to institutions to reduce costs and improve student success. They curate existing OER materials into full courses that are integrated into learning management systems. Their natural science courses include biology, anatomy & physiology, and chemistry. Institutions pay a small fee per student enrollment for Lumen to maintain and update the courses.

Colin Heron Sue Horder Jane Richardson Claire Taylor

SEDA

The document outlines the distributed educational development team at a university. It describes how educational development is distributed across four schools, with each school having its own associate director of teaching who leads educational development efforts within that school. It also describes how the associate directors of teaching work together as an extended group to coordinate institutional efforts and ensure alignment with the university's overall strategy. The goal of this distributed model is to enhance learning, teaching, and assessment through communities of practice within each school.

The role of educational developers in supporting open educational practices

The document discusses the role of educational developers in supporting open educational practices. It outlines that educational developers can help promote openness through supporting open learning outcomes, teaching strategies, and assessment. Developers can act as change agents by developing strategies for infusing open practices in these instructional elements. The document provides examples of open practices and discusses some of the challenges and benefits of increased open teaching practices. It frames open educational practices as a reimagining of high-impact teaching that incorporates openness.

Introduction to the Assessment for Learning Project

Next Generation Learning Challenges

The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.

Florida Memorial University On Campus Training April 2014

Ronda Dorsey

Community Colleges of Spokane: Open Ed Landscape, Open Course Design, and I...

Ronda Dorsey

ResearchED Cambridge slides: E4F

carolinecreaby

DREAM 2017 | Faculty as Drivers of College Reform Efforts

Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts. During this workshop, participants: * Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda. * Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work * Developed a draft plan for engaging more faculty in reform efforts at their campuses

The role of educational developers in supporting open educational practices

Michael Paskevicius

Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.

Principles of Learning

Forum Corporation

This document outlines Forum's Principles of Learning presentation from 2011. It discusses trends impacting workplace learning effectiveness and strategies for success. The 6 principles of workplace learning are outlined as linking learning to individual and organizational value, connecting action and reflection in a continuous cycle, addressing learners' attitudes and behaviors, providing a balance of challenge and support, creating opportunities for participants to teach, and designing learning communities and media. The presentation also discusses developing leaders and a shifting role for learning and development in enabling knowledge sharing and building learning solutions to address strategic issues.

Denver Chadron

Ronda Dorsey

This document summarizes a presentation about open educational resources (OER). It discusses the Kaleidoscope Open Course Initiative which aims to improve student success using OER-based courses. The initiative replaces textbooks with free OER to eliminate costs as a barrier. It also improves course designs and materials based on student learning data. The initiative developed 11 courses impacting 9,000 students, and saw improved average student success rates of over 10% compared to previous years. It also allowed 100% of students to have free, digital access to materials on day 1. The presentation outlines challenges to adopting OER and the benefits it provides for teaching and learning. It proposes expanding the initiative in a second phase by piloting more courses and frameworks

The Democratization Of Information

Phi Theta Kappa

This document outlines an honors study topic on the "Democratization of Information" for the 2010/2011 academic year. It discusses key issues related to how technology, education, business, government and other areas have influenced and been influenced by the spread of information. The document provides definitions of key terms, lists 10 issues for further examination, and notes resources like films and websites that could aid research. It also provides guidance on conducting research into an issue, developing an honors in action project, and criteria for awards recognizing chapters' and individuals' work.

Students First 2020 - Creating a comprehensive student support ecosystem

Studiosity.com

ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include: - A whole-of-institution approach guided by values of integrity, respect, rational inquiry, and personal excellence. - Intentional partnerships between academic and professional staff to provide evidence-based learning support. - Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support. - Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard. - Data shows learning support programs have a significant positive impact, such as 12.7% higher pass rates for PASS attendees.

Aspiring National Teaching Fellows webinar 2

debbieholley1

The Association for National Teaching Fellows (ANTF) and AdvanceHE collaborated to run this national webinar for aspiring National Teaching Fellows. This session offered a brief re-cap of the scheme and highlighted updates; the AdvanceHE pages have the forms, links to great videos and lots more. This time we concentrated on what the evidence can be for the three main criterion; and explored this through the lens of our two panel guests, and with Debbie and Wendy. A) individual excellence B) raising the profile of excellence C) developing excellence

Benefits and challenges of OER for higher education institutions

Michael Paskevicius

The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’. That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of sharing.

Similar to ATD OER Degree Initiative | Lumen Learning Services (20)

OER Authoring Platforms with CCCOER

PloneEdu.org: New Opportunities, New Frontiers

TESS 2017: Launching a Z Cred

Jenny Coombs: A community of practice approach to delivering research support...

Zero Textbook Cost Degrees

High impact oer courses frame

Colin Heron Sue Horder Jane Richardson Claire Taylor

The role of educational developers in supporting open educational practices

Introduction to the Assessment for Learning Project

Florida Memorial University On Campus Training April 2014

Community Colleges of Spokane: Open Ed Landscape, Open Course Design, and I...

ResearchED Cambridge slides: E4F

DREAM 2017 | Faculty as Drivers of College Reform Efforts

The role of educational developers in supporting open educational practices

Principles of Learning

Denver Chadron

The Democratization Of Information

Students First 2020 - Creating a comprehensive student support ecosystem

Aspiring National Teaching Fellows webinar 2

Benefits and challenges of OER for higher education institutions

More from Achieving the Dream

Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...

ATD OER Degree Initiative | CCCOER Services

ATD OER Degree Initiative | Kickoff | OER 101

This presentation discusses Open Educational Resources (OER) and high impact OER adoption. It defines OER as resources with free access and permission for users to retain, reuse, revise, remix, and redistribute. Studies show OER improves affordability and student success compared to commercial textbooks. High impact adoption invigorates pedagogy through reusable assignments and entire OER-based degree programs. The open nature of OER allows new opportunities to enhance teaching and learning.

Distance Learning Peer Group | ECAR Survey Results | 2015

New Faculty Seminar | VCCS | 2015

VSU | The Portable Z

The Virginia Community College System launched the Zx23 Project to scale open educational resources (OER) across its 23 colleges. Through the project, six degree programs containing over 100 OER courses were created. Over 400 faculty members participated in developing the courses. Initial results showed cost savings of over $1 million for enrolled students in the first year. The project aims to eventually offer OER-based Z-degrees at all 23 colleges to reduce textbook costs for over 50,000 students annually.

The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...

One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success. In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure. A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots. The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.

Parallel Trajectories: Distance Learning, OER, and Scaling Innovation

This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.

Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015

This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to: 1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges. 2) Establish a sustainable model for supporting open educational resources (OER) infrastructure. 3) Create a roadmap for other institutions to scale and sustain OER on a statewide level. It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.

Scaling Open | Reducing Textbook Costs Across Virginia’s Community Colleges

VCCS | New Faculty Seminar | EdTech Tour | 2014

VCCS | ASAC | May 2014 | Google Drive

AACC 2014: VCCS & OER

From a 2014 American Association of Community Colleges presentation with Dr. Jack Lewis, President of New River Community College, Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services for the VCCS, and Dr. Dan DeMarte, Vice President of Academic Affairs of Tidewater Community College. Faculty have a wealth of new digital resources available to them that, when integrated effectively,can offer students an enhanced educational experience. Colliding with the promise of these transformative technologies is the decades-old problem of textbook affordability. Four innovative projects highlight Virginia’s community colleges’ efforts to address textbook affordability: a multi-college committee investigating strategies for reducing textbook costs; the first OER degree in the nation; a college-developed site for sharing OER; and an incentive grant to encourage faculty of high enrollment courses to adopt and integrate OER.

VCCS | Academic Services & Research Supporting Student Success Thru Innovation

OpenEd 2013: Opening the VCCS

The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.

RETFII | Textbook Costs & Digital Learning Resources Committee | Interim Report

Dr. Sebastian's EdTech-pocalypse

VCCS Six Year Plan Presentation

This document outlines a six-year plan for Virginia's community colleges with the goals of: 1) increasing participation in postsecondary education by raising awareness of opportunities, 2) increasing award completion rates, and 3) preparing the workforce for high-demand jobs. It proposes strategies such as expanding access for underserved populations, enhancing student support services, developing technology solutions to improve student success, and incentivizing colleges to increase credentials for in-demand fields. The plan also calls for increased funding for capital projects, faculty and staff salaries, and workforce training programs.

Tablets, smartphones, and mobile apps

Bb World 2012 | Increasing Access & Engagement with Mobile Apps at New River ...