European Distance Learning Week: Open Education at the meso level: “Guidance for decision makers in developing a OER strategy”
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Presentation by Lisa Marie Blaschke, University of Oldenburg, Germany for the European Distance Learning Week's third day webinar on "Evolving Open Education: life beyond MOOCs" - 9 November 2016 Recording of the discussion is available here: https://eden-online.adobeconnect.com/p6ax1hqjijs/
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European Distance Learning Week: Open Education at the meso level: “Guidance for decision makers in developing a OER strategy”
- 1. Open Educational Resources (OER): Guidance for Institutional Decision Makers in Developing an OER Strategy Lisa Marie Blaschke, EDEN Vice President and Program Director at Carl von Ossietzky Universität Oldenburg Photo: https://www.flickr.com/photos/opensourceway/6555466069/
- 3. 3 Teams of learning designers, SMES, visual designers, and programmers to create OER; in- house champions and workshops Results: Increased number of OER; increased awareness; more use of open access publishing (OpenLibrary and AU Press) Goal: Lower costs and speed up course delivery Mission: …removal of barriers that restrict access to and success in university-level study and to increasing equality of educational opportunity for adult learners worldwide. Home of COL/UNESCO Chair of OER Benefits: More faculty collaboration (in and out of institution), less dependency on commercial publishers, more student-created OER
- 4. 4 Results: 700+ courses transitioned to OER; over 10 million USD in annual text-book cost savings Benefits: Cost savings for students; more learner- centered curriculum Team approach with instructional designers, library personnel, management, faculty. Mission: …improving the lives of adult learners; core values: Students first, accountability, diversity, integrity, excellence, innovation and respect Winner of OEC 2015 President’s Award Goal: Reduce textbook costs for over 84,000 students
- 5. 5 Mission: To be open to people, places, methods and ideas Results: Well-defined OER policy and positioning; 1,000+ learners converted annually; greater brand impact and increased income First place in Open Courseware Provider League Table Focus on adding value across the value chain; defining specific KPI measurements on conversion, brand impact, assets, and income Benefits: Increased access; growing use and re-use of media assets; new partnerships, business and process models; more academic and business research opportunities Goal: Expand OUUK market reach and OER production; opportunity for disruptive innovation Photo: By Chmee2 - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=25505876
- 7. Value Chain in Higher Education Pathak,V., & Pathak,K. (2010). Reconfiguring the higher education value chain. Management in Education, 24(4), 166-171. Inbound Logistics Operations Outbound Logistics Marketing/S ales Services
- 8. Best Practices for an OER Strategy Awareness Faculty Incentives Champions Design Teams Student- Centered Learning Mission and Strategy Institutional Strengths
- 9. 9 Photo: Alan Levine, https://flic.kr/p/i6cpkf
Editor's Notes
- These institutions are what one might call "Pockets of excellence” and "Islands of innovation”. What else did these institutions have in common? … None of them had a model to follow or strategy to use as guidance … Brave new world
- AU: Home of the COL UNESCO Chair of OER, introducing OER initiative on an ad-hoc basis to reduce influence of textbook publishers and in support of the ongoing awareness of OER. There is no official strategy per se, but leadership has put resources behind efforts to support the initiative. Textbook cost savings not a central issue. Canadian copyright laws allow for extensive reuse of commercial content, so faculty see little benefit. OER created by teams of learning designers, SMES, visual designers, and programmers OpenLibrary to store resources and promotes open access publishing through AU Press Benefits: more faculty collaboration (in and out of institution), less dependency on commercial publishers, more student-created OER
- UMUC: Winner of the 2015 OEC President’s Award for its initiative in adopting OER in order to reduce cost burden to students (currently estimated at over $10 million in annual savings for students) but then evolving into more learner-centered curriculum. US college students spend on average .... Annually on textbooks for their courses. In this OER initiative, UMUC set out to reduce costs for students by eliminating textbooks from courses in its undergraduate school. In the process of doing so, realized that there was no way to simply switch out textbooks from courses and replace with OER. What happened was a rethinking of the design process and a shift in focus from teaching to learning and creating more learner-centered environments. The 10 million USD saved in textbooks was a major bonus for students. Success of strategy is based on student satisfaction, student performance (grades and completion rates). became a curriculum redesign effort (“curriculum transformation”) toward more learner-centered curriculum Both of these results – textbook cost savings and more learner-centered curriculum -- are expected to help UMUC strengthen its competitive advantage.
- OUUK OpenLearn: Creating new business by using OER as a channel for transitioning non-OUUK students to becoming paying students Really LIKE what the OUUK has done: stellar model of how this can be done, based on metrics and KPIs, speaking in a language management understands. And will probably be a major key to its survival it with the recent news of the OUUK's decline student enrollments and 7 billion euro losses. Maybe. MOOCs have spearheaded adoption of an open culture with Europe having the largest number of attendees of MOOCs. (Reference??) Closely linked with the institutional mission of openness, the Open Media Unit’s strategy is to provide a portal to open educational resources (OpenLearn), while maximizing marketing and sales channels for increasing student registrations and enhancing awareness of the OU brand. Focus on adding value across the value chain from inbound logistics and operations, to outbound logistics, marketing and sales, and services; defining specific KPI measurements Specific KPIs aligned with institutional strategy and mission: conversion of informal to informal learners (1,000+ annually), brand impact (“digitally savvy”), assets, and income
- Results/FindingsEach institution had its own context, a focus on sustainability and flexibility, and considered where OER added value – all of which has contributed to the degree of openness chosen. In each of these institutional strategies, emerged elements of mission, sustainability, and value added. Initiative aligned with institutional mission Measurements of success varied OER adds value for each but through different means
- Most value chains focus on the course development value chain, or on the silos of the organization (a fragmented view), few focus on the entire picture and how different areas interact. In thinking about these examples, each OER initiative has added various degrees of value to the institution along the value chain, and, in the case, of the OUUK OpenLearn used hard measurements to show the value added. Where did OER add value for the OUUK? By using MOOCs to transition non-paying learners to enrolled OUUK students. (Numbers??) The OUUK with its OpenLearn initiative, is in an auspicious position for becoming a leader again in ODL, in establishing a model for other ODL institutions, much as it did many years ago in the development of the open university. UMUC is another model, recognizing the value of OER first in reducing the textbook cost burden on students, but also the opportunity to incorporate more learn-centered pedagogy. Moving to OER has also given them competitive advantage. AU is a bit more difficult to pinpoint except that they have added value by creating more awareness for OER and have reduced their dependency on publishing companies. The value added through these initiatives has helped contribute to their sustainability. AU and UMUC seem to be in the early stages of establishing sustainability, and the OUUK’s OpenLearn is in the process of strongly solidifying its sustainability. In all cases
- Promote awareness for OER within the organization, e.g., through testimonials Provide faculty incentives for adopting OER, e.g., by supporting attendance at OER conferences Install and support champions of OER within the organization Use design teams for identifying and incorporating OER – and involve faculty in the process Link the OER initiative to improving the student learning experience Align the project with overall institutional mission and strategy Identify institutional strengths that can contribute to the transition Utilize available resources such as existing frameworks and the library for evaluating OER content