This presentation was provided by Mary Lou Forward of the OE Consortium during a NISO Virtual Conference, Opening Up Education, held on April 19, 2017

1. We Are Not Alone:
Situating OER in
Global Higher Ed
Mary Lou Forward
Executive Director
Open Education Consortium
mlforward@oeconsortium.org
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

2. THE OPEN EDUCATION CONSORTIUM
A little context

3. Who We Are
The Open Education Consortium is a
worldwide community of hundreds of
higher education institutions and
associated organizations committed to
advancing open education and its impact
on global education.

5. LET’S START WHERE WE ARE
Situating OER in Global Higher Ed

6. CC-BY-SA Quinn Dombrowski
https://www.flickr.com/photos/quinnanya/5489351117

7. What are OER?

8. What are Open Educational
Resources?
Teaching, learning, and research resources
that reside in the public domain or have been
released under an intellectual property license
that permits their free use or repurposing by
others.

9. Tangible, open things

10. OER
Not
OER

11. Why do you use OER?

12. Source: Boyoung Chae and Mark Jenkins, A Qualitative Investigation of Faculty OER
Usage in the Washington Community and Technical College System, State Board for
Community and Technical Colleges, January 2015 http://goo.gl/dERBtX

14. Source: Opening the Textbook, Babson group, 2016

15. Are OER any good?

16. 12 Peer Reviewed Studies of
Perceptions of OER Quality
http://openedgroup.org/

17. 5,201 Professors and Students
http://openedgroup.org/

18. 50%35%
Better
15%
Worse
http://openedgroup.org/

19. Babson OER survey
Source: Opening the Curriculum, Babson Group, 2014

20. 13 Peer Reviewed Studies of Efficacy
http://openedgroup.org/

21. 119,720 Students
http://openedgroup.org/

22. 95% Same or Better Outcomes
http://openedgroup.org/

23. Are OER any good?
85% Same or better quality
95% Same or better outcomes
Yes.

24. Let’s not forget cost.

28. LANDSCAPE OF OPEN EDUCATION
OER to Open Education

29. http://eol.jsc.nasa.gov/SearchPhotos/photo.pl?mission=ISS042&roll=E&frame=294940 Public Domain
You are here

31. Internal
Inputs
Institutional characteristics
• Policiessupporting OER
• Training and PD
• Course redesign support
• Librarian/ITcapacity
• Institutional culture
Instructorcharacteristics
• OER experience
• Attitudes toward OER
• Experience teaching and
with the course
• Comfort with technology
• Time spent on course
redesign and in training
• Status at the institution
Student characteristics
• Demographics
• Finances and
employment status
• Comfort with technology
• Access to technology
• Prior achievement
• Academic engagement
Program Activities &
Implementation
• Course pathway planning
• Collaborativecourse
(re)design
• Selecting and vetting OER
content
• Developingand adapting OER
course content
• Marketing to students and
advisors
• Communicationswith faculty
and other stakeholders
• Certifying courses as OER
• Greater institutional emphasis on
pedagogy and collaboration
• Increased OER degree availability
and sustainability
• Changed faculty perceptions of
OER
• Changed faculty teaching
practices
• Greater availabilityof certified
OER courses
• *Reduction in student debt
• *Increased certificateand degree
attainment
• *Increased rate of transfer to a 4-
year college
Long-term Outcomes
Logic Model – OER Degree Initiative
Intermediate Outcomes
• Impact on bookstore
revenue
• Impact on tuition and fee
revenue
• Recurringcosts for OER
course design and
maintenance
• More faculty teaching OER
courses
• More faculty participating
in OER course design and
content creation
• Students attempting more
credits
• Improved course outcomes
• Improved student retention
and degree progression
• Student cost savings
External
Inputs
• OER course content
• Technical assistance
(Lumen)
• Community of practice
(CCCOER)
Student Actions
& Behavior
• Use of OER course materials
• Consumption patterns (on/off
line)
* - these outcomes are likely outside
the timeframeof the study

32. Open Education Allows
Higher Education
to reconsider approaches
to teaching and learning

33. eResources at UMUC
Goal
Every course will use electronic resources that are of no cost to
the student.
Milestones
• By fall 2014, 50% of all undergrad courses have been through
the eResources revision process.
• By fall 2015, 100% of all undergrad courses will have been
through the process (974 courses)
• By fall 2016, 100% of all graduate courses will have been
through the process.

34. eResources Process

35. Evolution of educational
resources
OLD
• Adopt
• Link
• Insert Resources
• Treat eResources as a
special project
New
• Adapt and Build
• Embed
• Design around electronic
resources
• Integrate eResources into
ongoing course design and
development

36. The Cape Town Open Education Declaration:
Open education is not limited to just open educational resources. It also draws upon open
technologies that facilitate collaborative, flexible learning and the open sharing of teaching
practices that empower educators to benefit from the best ideas of their colleagues. It may
also grow to include new approaches to assessment, accreditation and collaborative learning.
Understanding and embracing innovations like these is critical to the long term vision of this
movement.
Source: http://www.capetowndeclaration.org/read-the-declaration
The Open Education Consortium:
Open education encompasses
resources, tools and practices
that employ a framework of
open sharing to improve
educational access and
effectiveness worldwide.
Source: http://www.oeconsortium.org/about-oec/
Opensource.com:
Open education is a philosophy about the
way people should produce, share, and
build on knowledge. Proponents of open
education believe everyone in the world
should have access to high-quality
educational experiences and resources,
and they work to eliminate barriers to this
goal. Such barriers might include high
monetary costs, outdated or obsolete
materials, and legal mechanisms that
prevent collaboration among scholars and
educators.
Source: https://opensource.com/resources/what-open-education

38. CC-BY-SA by Leffard
https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg
Redefinition = Open Educational Practices (Open Pedagogy)

40. Mike Caulfield https://hapgood.us/2016/10/

42. CREATING GLOBAL CHANGE
Planting the seeds

44. Commitment 9
Map existing digitally available educational resources at the Ministry of Education, Science, Research and Sport and its directly
managed organizations and identify those that can be released under the Creative Commons Attribution open license.
Responsible: Minister of Education, Science, Research and Sport
Deadline: June 30, 2015
Commitment 10
Map existing repositories at the Ministry of Education, Science, Research and Sport and its directly managed organizations. Define
what characteristics should be satisfied by the central repository for storing open educational resources. Determine which of the
existing repositories can be used for publishing open educational resources, including estimated necessary adjustments and anticipated
financial impacts.
Responsible: Minister of Education, Science, Research and Sport
Deadline: June 30, 2015
It appears that the current procurement process of educational resources does give the contracting authority sufficient flexibility to
release these resources under an open license. This process therefore needs to be revisited and adjusted. Also, considering that the
process of purchasing learning resources also affects issues of copyright and public procurement, it is appropriate for the Ministry of
Education, Science, Research and Sport to cooperate with the Ministry of Culture (Copyright Act) and the Office for Public
Procurement.

51. OPEN WORLD
We are not alone

52. http://earthobservatory.nasa.gov/IOTD/view.php?id=885 public domain
Open Education
is here

59. Source: Opening the Textbook, Babson group, 2016

60. CC-BY-NC-SA Katy Stoddard
https://www.flickr.com/photos/katy_bird/6798711830

62. CC-BY dvs
https://www.flickr.com/photos/dvs/11951382

63. Thank You!