Florida Memorial University On Campus Training April 2014
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FMU Open Course Initiative Approach to Effective Online Learning On Campus Workshop~ 28-29 April 2014
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Florida Memorial University On Campus Training April 2014
- 1. www.lumenlearning.com FMU Open Course Initiative Approach to Effective Online Learning On Campus Workshop~ 28-29 April 2014 Kim Thanos - CEO Ronda Neugebauer - Faculty Success Lead
- 2. www.lumenlearning.com Agenda • Welcome & Introductions • Why Open? • OER Defined • Open Course Design • Approaches in Online Engagement
- 3. Why Open? Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 5. Education is sharing teachers with students students with teachers
- 6. Successful educators share the most completely with the most students
- 7. If there is no sharing there is no education
- 8. What can be given without being given away?
- 9. What can be given without being given away? knowledge
- 10. Ideas are non-rivalrous can be given without being given away
- 11. Physical expressions are not to give a book, you must give it away
- 12. When expressions are digital they also become non-rivalrous
- 13. Unprecedented capacity to share and educate as never before
- 14. Except we can’t © regulates copying, adapting, distributing
- 15. © cancels the possibilities of digital media and the internet
- 16. U.S. Bureau of Labor Statistics
- 18. Tuition is political textbook adoptions are less political
- 19. Textbook costs for students $1200 per year = 39% of tuition uspirg.org openaccesstextbooks.org
- 20. Impact of Textbook Costs 60%+ do not purchase textbooks 35% take fewer courses 31% choose not to register 23% regularly go without textbooks 14% dropped course 10% withdrawn from course 2012 student survey by Florida Virtual Campus
- 21. What to do? Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 23. Shared by David Wiley under a Creative Commons Attribution 3.0 license. Collaborate and leverage open educational resources (OER) to eliminate the textbook cost barrier and improve academic success + Institutional Partners
- 24. Sharing and educating at unprecedented scale
- 25. OER Defined Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 26. What are Open Educational Resources (OER)? (1)Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams (2) Are free for anyone to access, and (3) Include free permission to engage in “5Rs” What are Open Educational Resources (OER)? Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 27. • Make and own copiesRetain • Use in a wide range of waysReuse • Adapt, modify, improveRevise • Combine two or moreRemix • Share with othersRedistribute Shared by David Wiley under a Creative Commons Attribution 4.0 license. The 5Rs
- 28. creativecommons.org Commons licenses provide a simple, standardized rant copyright permissions to creative work. Attribute? Commercial use? Share alike?on: 500+ million items Licenses provide simple, standardized, legally robust way to grant copyright permissions Open Licenses Make Sharing Easy
- 32. OER
- 33. Open ≠ Digital Open ≠ Free OPEN DIGITAL FREE
- 36. The Vision 100% of students have free, digital access to all materials on Day 1 Improve student success using OER- based courses that increase affordability, broaden access, and apply continuous quality improvement to course design
- 37. Open Course Design Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 38. Instructional Design process based on theoretical and practical research in areas of educational psychology, cognition, and problem solving
- 40. Teachers are designers. As with other design professions, standards inform and shape our work. Wiggins & McTighe Understanding by Design Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 41. Outcomes identify desired results Assessments determine acceptable evidence Content plan learning experiences and instruction Backward Design “begin with the end”
- 42. Defining the Roles Collaborative Relationship Faculty Serve as Subject Matter Expert Select acceptable OER Collaborate in Open Course Design process Lumen Mine best of existing OER Support Faculty throughout Ensure Accessibility Share with Community
- 43. Institutional Discipline Teams Accounting Art Biology Business Chemistry Earth Science Economics Education English Comp Geography Information Systems Marketing Math Music Online Learning Political Science Psychology Sociology Speech US History
- 44. Open Course Design “freedom from the expensive textbook” utilize best of existing OER employ backward design process openly license with faculty attribution share with open community
- 45. Mercy College Results (Wallace/Algebra) Percentage passing with C or better 63.60% 68.90% 48.40% 60.18% 55.91% 64.50% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% Fall 2011 No OER Fall 2012 OER Spring 2011 No OER Spring 2013 OER Total No OER Total OER n=2,842 including pilot
- 46. Approaches in Online Engagement Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 47. HBCU Historical Mission • provide access to higher educational opportunities • prepare students for graduate study, careers, and leadership roles in society Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3).
- 48. Importance of HBCU Educator • central to fulfillment of HBCU mission • view role as multifaceted beyond scope of classroom • accept they will advise, mentor, and council students Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3).
- 49. Student Engagement degree of attention, curiosity, interest, optimism and passion shown when actively learning
- 50. Online Student Engagement Challenges • students choose level of communication • greater opportunities for distractions exist • students direct how to spend their time
- 51. Engagement Relationship a high degree of faculty engagement positively influences student satisfaction and retention in online learning Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
- 52. Easy Ways to Increase Engagement Post a video introduction Ask students to post video introductions Customize LMS profile Create and share blogs
- 53. Easy Ways to Increase Engagement Post screencasts Use RSS feeds Utilize social networking tools Host synchronous meetings
- 54. Qualities of Online Teaching Success Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 55. Aim to be Prompt Return work within a week of submission Respond to communication within 24 hours • “Chunk” grading on a daily basis • Schedule weekly work day to record grades and return assignments • Keep digital files for answers to common problems to copy, paste, and personalize • Receive and respond to assessments electronically
- 56. Show you are Human You are not an avatar! • Online learners need to know you are a real person • Encourage dialogue in responses • Use a conversational style in comments • Provide as much professional and personal information as you are comfortable
- 57. Reflect a Positive Demeanor Praise begets interest • Choose words judiciously • Humor can be refreshing • Recognize strengths first then offer specific suggestions for improvement • Include reference links if needed
- 58. Support Pragmatism over Zeal Good evaluation leads to improvement • Offer suggestions for completing the course on time • Encourage time management early on by having students communicate their plans for meeting course benchmarks
- 59. Find Patience in the Process The ability continuum is wide • Expect a wide range from hi to low of tech knowledge, skills, dispositions • Be prepared to support students in troubleshooting • In the beginning, consider using more flexible criteria for evaluation
Editor's Notes
- Good morning! It’s a pleasure to here in Miami Gardens! I’m excited to be here and share with you one of the most profound experiences of my professional career, Kaleidoscope, and one of the coolest learning systems - ever. I’m Ronda Neugebauer, Lumen Learning’s Faculty Success Lead, a Kaleidoscope founding member, and current instructor at a northwestern Nebraska in Developmental Reading and Writing, Student Success, and Digital Literacy studies. Take the pulse: how many faculty are here today? how many administrators? support staff? how many of you are currently using Canvas? how many of you have heard of OER? how many of you are or have used open materials? Great…so let’s start with considering the role of Openness in Education…
- Introductions: Name, Title, Discipline Online Teaching Experience Blackboard Experience Open Experience
- What is the same about these? (Discussion) Point: both are covered under the full protection of the law; have full protection of copyright law, anything I create has the same protection as the most expensive movie ever created, all copyright is pervasive...what is the impact of this? It impacts the way we share, the way we teach, the way we learn.
- What is the role of Openness in Education? Education is Sharing Teacher share knowledge and skills, feedback and criticism, encouragement Students share questions, assignments, feedback
- What is the role of Openness in Education? Education is Sharing Teacher share knowledge and skills, feedback and criticism, encouragement Students share questions, assignments, feedback
- What is the role of Openness in Education? Education is Sharing Teacher share knowledge and skills, feedback and criticism, encouragement Students share questions, assignments, feedback
- To give a book, you must give it away. Photo CC BY David Wiley
- Because of the Internet, my colleague and I can view the same page simultaneously with millions of other people all over the world…and practically for free. Fundamental shift…we can share pervasively
- Not at an increase in cost, but at an increase in the ability to share.
- Copyright: regulates copying, distributing, editing, and adapting
- Copyright: regulates copying, distributing, editing, and adapting
- College Tuition Has Outpaced Inflation by 237% Since 1978 Graph Source: http://dvschroeder.blogspot.com/2013/08/college-tuition-has-outpaced-inflation.html Bloomberg: http://www.bloomberg.com/news/2013-08-26/college-costs-surge-500-in-u-s-since-1985-chart-of-the-day.html The “skyrocketing” increases exacerbate income inequality by depriving those of less means of the schooling they need to advance and may also derail the “prestige and status” of U.S. higher education, said Michelle Cooper, president of the Washington-based Institute for Higher Education Policy. While U.S. schools have remained competitive globally in the face of declining state subsidies and rising tuition costs, it’s fair to ask whether students are getting what they pay for, she said.
- While U.S. schools have remained competitive globally in the face of declining state subsidies and rising tuition costs, it’s fair to ask whether students are getting what they pay for Bloomberg: http://www.bloomberg.com/news/2013-08-26/college-costs-surge-500-in-u-s-since-1985-chart-of-the-day.html
- Copyright: regulates copying, distributing, editing, and adapting
- Copyright: regulates copying, distributing, editing, and adapting
- Bottom line: when students don’t have access to content – especially those most at-risk – they are not prepared for academic success
- Like a fundamental of Judo: take opponents’ strengths and use it against them
- Grants target barriers to educational success Strives to improve college readiness and completion by identifying promising technology solutions Initial funding for the project was 2011 from a Next Generation Learning Challenges Wave I grant focused on improving college completion for at-risk students using technology solutions. Won Campus Technology award in summer of 2012 and received follow-on funding in fall 2012 Screenshot: http://nextgenlearning.org/nglc-overview Kaleidoscope’s goal is to improve the academic success of at-risk students by: using the best of existing open educational resources, also known as OER improving student success eliminating textbook costs as a barrier improving learning materials using a continuous, assessment driven enhancement process, and creating a collaborative community to share learning, investment, and faculty development Quote: http://oli.cmu.edu
- Potential to positively disrupt what’s happening in higher education
- Openly sharing materials is powerful
- At its core, open materials are 5Rs First four are what impact teaching and learning Bundling multiple texts is expensive: Focused on return of investment of textbook Revise: reduce the amount of materials Opportunity for students to engage in materials…engaging students to revise and add to the textbook for their course
- Creative Commons makes it easy to share Open source software community has it There are broad global uses of CC outside of education as well (Click on hyperlink) Discuss 3 layers of licensing: Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up) Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages) Case against using CC NC for materials you create is removing the option to print materials for students CC button says it gives permission CCBY means attribute it to the original author Creates professional network Personal connections Commerical Use: can someone use the material Sharealike: revise but keep the same license NC License hurts when printing: need to have a sustainable process; CK 12 agreement under $5 per book; extra piece; we are still living in a world where we need print materials If Kscope is funding faculty time, materials created must be CCBY
- What do OER look like? Biology textbook OpenStax texts costs between $250,000 - $500,000 to produce
- Videos, interactives, simulations
- Courses…OER can be almost anything!
- and there’s even more… Although millions of philanthropic dollars have been poured into OER development, the idea that “if you build it, they will adopt it” has not necessarily applied in OER adoption. OER is available, but mining can be painful. Contact support@lumenlearning with questions, concerns, comments. Images: MyOpenMath - https://www.myopenmath.com/ OpenTextBookStore - http://www.opentextbookstore.com/catalog.php Lumen Learning - http://www.lumenlearning.com/courses Google Advanced Search - http://www.google.com/advanced_search BC Campus Open Ed - http://open.bccampus.ca/find-open-textbooks/?subject= Creative Commons Search - http://search.creativecommons.org/ CK-12 - http://www.ck12.org/teacher/ Siyavula - http://everythingscience.co.za/@@textbook-catalogue Saylor Foundation - http://www.saylor.org/ Open Courseware Consortium - http://www.ocwconsortium.org/ Mathispower4u - http://mathispower4u.yolasite.com/ OER Commons - http://www.oercommons.org/ OER Commons - http://www.oercommons.org/ Public Library of Science - http://www.plos.org/ Open Professionals Education Network - http://open4us.org/find-oer/ Federal Resources for Educational Excellence - http://free.ed.gov/ Writing Spaces – http://writingspaces.org/ OpenStax - http://openstaxcollege.org/ Open Course Library - http://opencourselibrary.org/ Andy Schmitz’s 2012 Book Archive - http://2012books.lardbucket.org/ Boundless - https://www.boundless.com/ Academic Earth - http://academicearth.org/ UMN Open Academics - https://open.umn.edu/opentextbooks/ College Open Textbooks - http://www.collegeopentextbooks.org/ CMU Open Learning Initiative - http://oli.cmu.edu/ Connexions - http://cnx.org/ Merlot - http://www.merlot.org/merlot/index.htm
- just to clear up some potential confusion Open does * not equal digital, and * open does not equal free. Open materials in Education look like - * open educational resources, * open textbooks, and * open courses My interest in open began with * open source software … Perhaps * a Venn diagram would help There are free materials online that are not open, and there are open materials that are not online. *
- Collaboration of OER Leaders and Experts Top row: how to be smart Middle: Technology and content providers larger project and match Last: Funding ____ Given that faculty collaborators in the initial phase of the project (myself included) had little or no knowledge or experience with OER, including open licensing, mining the wealth of existing OER, and identifying quality OER were unsure of how to effectively collaborate across institutions were not strong instructional designers or educational technologists nor knew how to utilize learning analytics for continuous improvement it was imperative that the project included OER experts in advisory roles from different organizations. These advisors continue to support the project through the current iteration of our work and beyond. Images: http://www.lumenlearning.com/ http://home.byu.edu/home/ http://creativecommons.org/ http://www.cmu.edu/index.shtml http://www.mit.edu/ http://www.aacu.org/ http://openstaxcollege.org/ http://www.saylor.org/ http://www.instructure.com/ http://opencourselibrary.org/ http://www.ck12.org/teacher/ http://nextgenlearning.org/ http://www.gatesfoundation.org/ http://www.shuttleworthfoundation.org/
- with Faculty Collaborators ____ In 2011, Kaleidoscope’s founding 8 members consisted of community colleges and open access, 4-year schools ranging from California across to New York. I represented Chadron State College, a four-year open enrollment institution in Nebraska, as a Faculty Collaborator in developmental reading, writing, and college success courses Today 3 years later, the next phase of this growing project – one that has and continues to be one of the most profound experiences of my career.
- All with a shared vision: students have 100% free, digital access to all materials on the first day of the course. With this step alone, institutions have already boosted student success and retention simply by taking textbook costs out of the equation. If that is the day 1 impact of OER, just think about the other ways we can move the needle on student success by designing, adopting, measuring success and improving OER-based courses.
- http://en.wikipedia.org/wiki/ADDIE_Model
- http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_wiggins_mctighe.pdf
- Many instructors begin with textbook, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards – “backward” from conventional habits. This approach can be thought of as purposeful task-analysis. The results are a more sharply defined teaching and learning target so that students perform better knowing their goal. There is greater coherence among desired results, key performances, and teaching and learning experiences which leads to better students performance – the purpose of instructional design. http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_wiggins_mctighe.pdf
- Serve as SME – Subject Matter Expert Collaborate in course development Identify content and assessments Align outcomes, content, and assessments Identify and fill gaps in OER Supplement existing content if necessary Any original content licensed CCBY Teach 2+ sections of course Offer feedback for continuous improvement Identify and fill gaps in OER Supplement existing content if necessary Any original content licensed CCBY Course Adopter Teach sections of course Offer Feedback
- Current teams collaborating in the development and adoption in these disciplines. Some courses have iterated several times over, others are just beginning to pave the way
- Math results Overall, In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, the required textbook cost dropped to $0, and the average change in student success (C or better in the course) reported was +10% some as high as +14%
- Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3). https://www.nyu.edu/frn/publications/defining.success/Butler.Harris.html
- Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3). https://www.nyu.edu/frn/publications/defining.success/Butler.Harris.html
- http://edglossary.org/student-engagement/ extends to motivation to learn, persist, and attainment circles back to meeting the President Obama’s 2012 goal for America to become No. 1 in the world for college graduates which includes increasing attainment for certificates and degrees by 50% by 2020 http://www.ed.gov/news/press-releases/new-state-state-college-attainment-numbers-show-progress-toward-2020-goal
- traditional classroom, students are sequestered in the same place (generally) free from outside distraction, must follow along with activities faculty have chosen whether online, friends, family, work may choose to focus only on assignments and ignore lectures and discussions http://www.deltak-innovation.com/sites/deltak/files/Faculty-Engagement-in-Online-Learning_0.pdf
- http://www.deltak-innovation.com/sites/deltak/files/Faculty-Engagement-in-Online-Learning_0.pdf
- On the continuum
- factors are suggestions based on research for increasing the completion rate of online courses.
- http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html According to research, prompt evaluation and return of assignments and assessments is the single most significant factor in increasing the completion rate of online courses.
- http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html
- http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html
- http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html
- http://www.outreach.washington.edu/teaching/online_instructor_training/instr-training/guidelines.html