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Making Teaching and Learning Awesome with "Open"
This presentation discusses how open educational resources (OER) can leverage the full capabilities of the internet for teaching and learning. OER are freely accessible, irrevocably licensed materials that allow users to retain, reuse, revise, remix and redistribute content. Studies have found OER lead to equivalent or better student outcomes compared to traditional resources at a much lower cost. When instructors remix OER to align with learning objectives or rethink assessment strategies, even greater learning gains can be achieved. Open education infrastructure promotes innovation through reduced costs and broad permissions for experimentation.
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Making Teaching and Learning Awesome with "Open"
- 1. Making Teaching andLearning Awesome with Open David Wiley, PhD
- 2. This presentation islicensed CC BY unless indicated otherwise in notes
- 4. Goal: leverage thefull technical capability of the internet for teaching and learning
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- 19. Handwriting Printing PressInternet Make a copy of a book $1000s per copy $1s per copy $0.0001s per copy Distribute a book $1000s per copy $1s per copy $0.0001s per copy
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- 28. Copyright Regulates Handwriting Printing PressInternet Copying of a book $1000s per copy $1s per copy $0.0001s per copy Distributing a book $1000s per copy $1s per copy $0.0001s per copy
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- 38. open = free+ permissions
- 39. • Make andown copiesRetain • Use in a wide range of waysReuse • Adapt, modify, and improveRevise • Combine two or moreRemix • Share with othersRedistribute The 5Rs
- 41. Open 1. Free andunfettered access 2. Perpetual, irrevocable copyright permissions
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- 43. Not “Affordable” –Open Cost Permissions Textbooks Expensive None Library Resources Free to Use None OER Free to Use 5Rs
- 44. traditionally © materials +internet
- 46. openly licensed materials +internet
- 48. Open enables youto leverage the full technical capability of the internet for teaching and learning
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- 50. Infrastructure is “resourcesthat create benefits for society primarily through the facilitation of downstream productive activities.” -- Brett Frischmann
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- 52. Permissionless Innovation Adam Thierer DemocratizingInnovation Eric Von Hippel
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- 55. If Broadband Cost… $500/ month? $5000 / month? Does Amazon or Google exist? Do online courses exist?
- 56. If Broadcast Licenses… werenecessary to publish video? were necessary to publish text? Does YouTube or blogging exist? Do online courses exist?
- 57. thrives when thecosts and obstacles to experimenting are low
- 58. “Don't EVER makethe mistake that you can design something better than what you get from ruthless massively parallel trial-and-error with a feedback cycle. That's giving your intelligence _much_ too much credit.” -- Linus Torvalds
- 59. Outcomes Assessments Textbooks IntellectualInfrastructure of Ed
- 60. Outcomes Assessments Textbooks Relativelyexpensive Very narrow permissions
- 61. Relatively Expensive Only thosewith significant capital can afford to experiment and innovate
- 63. Textbook Pricing inContext One Month Access to… Costs… Netflix – 10k Movies / TV Episodes $7.99 / month Spotify – 15M Songs $9.99 / month CourseSmart – 1 Biology Textbook $19.67 / month
- 64. “Disappearing Ink” Strategies Buyback,rental, e-books online subscriptions
- 66. Very Narrow Permissions ALLRights Reserved
- 68. Relatively expensive Very narrowpermissions
- 69. “Don't EVER makethe mistake that you can design something better than what you get from ruthless massively parallel trial-and-error with a feedback cycle. That's giving your intelligence _much_ too much credit.” -- Linus Torvalds
- 70. “Don't EVER makethe mistake that you can design something better than what you get from ruthless massively parallel trial-and-error with a feedback cycle. That's giving your intelligence _much_ too much credit.” -- Linus Torvalds
- 71. Trouble with Costsand Permissions?
- 72. Open 1. Free andunfettered access 2. Perpetual, irrevocable copyright permissions
- 74. The Impact ofOpen Textbooks on Secondary Science Learning Outcomes Robinson, Fischer, Hilton, and Wiley Published in Ed Researcher
- 75. Participants • Nebo SchoolDistrict • 4183 students • 43 teachers • Earth Science, Biology, Chemistry
- 76. Method Quasi-experimental design with: •Treatment and Control Group • Pre and Post Test • Dependent variable: Score on 2012 statewide standardized science exam • Independent variable: Textbook condition • 15 Covariates: including age, gender, special education, English language proficiency, 2011 test data, 2011 GPA, and race
- 77. Outcome: State StandardizedTest • IRT scaled scores increased with open textbooks, p < .001 • Multiple r squared = .635 (variance in scores accounted for in our model)
- 78. A Multi-Institutional Studyof the Impact of Open Textbook Adoption on the Learning Outcomes of Post- secondary Students Fischer, Hilton, Robinson, and Wiley Accepted in JCHE
- 79. Participants • 4909 treatment •11,818 control • 50 different undergraduate courses • 130 teachers • 10 institutions
- 80. Method Quasi-experimental design with: •Propensity Score Matching • Post Test Only • Dependent variables: Completion; C or Better; Credits Enrolled This Term; Next Term • Independent variable: Textbook condition • 3 covariates: including age, gender, and race
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- 82. Credits Taken Semester TreatmentControl Result Fall 13.29 11.14 t (8101) = 27.81 p < .01 Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01)
- 83. Mad, Glad, Sad,Rad: A Framework for Evaluating the Academic Return on Investment in Textbooks and Other Educational Materials Wiley, Hilton, Fischer, and Puente Submitted
- 84. “Mad” “Glad” “Sad” “Rad” Cost Completingwith C or Better Student Success per Dollar 0 100% $200
- 85. “Mad” “Glad” “Sad” “Rad” Cost Completingwith C or Better Commercial Student Success per Dollar 0 100% $200
- 86. “Mad” “Glad” “Sad” “Rad” Cost Completingwith C or Better Commercial OER Student Success per Dollar 0 100% $200
- 87. Completing with Cor Better Student Success per Dollar 0 100% 0 50 100 150 200 250 0 20 40 60 80 100 120 Cost $250 $0
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- 89. 11 Peer ReviewedStudies http://openedgroup.org/
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- 91. 93% Same orBetter Outcomes http://openedgroup.org/
- 92. 9 Peer ReviewedStudies of Perceptions of OER Quality http://openedgroup.org/
- 93. 4,510 Professors andStudents http://openedgroup.org/
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- 96. But Why? The RemixHypothesis
- 97. The Remix Hypothesis Typeof OER Adoption Replace “As-is” adopt an open textbook Realign Remix OER with learning objs / compentencies as TOC Rethink Realign (as above) and reconsider assessment strategy
- 98. The Remix Hypothesis Changein Student Learning Replace Small Realign Moderate Rethink Large
- 99. Remix and theKragle-verse The LEGO Movie and permissions
- 100. Lord Business andthe Kragle
- 101. Emmett and thePiece of Resistance
- 102. Emmett and thePiece of Resistance
- 104. Rethinking Assessment In situformative assessment Delete disposable assessments Design renewable assessments
- 105. Disposable Assignments Students hatedoing them You hate grading them Huge waste of time and energy
- 106. Renewable Assignments Students seevalue in doing them You see value in grading them The world is a better place at the end
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- 110. Renewable Assignments Are enabledby the open nature of activities and resources
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- 114. Open Outcomes Open Activities Open Educational Resources Downstream Productive Activities OpenPedagogy Open Business Models Open Credentialing Models
- 115. The Z-Degree REMOVING TEXTBOOKCOSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM Decreased cost to graduate by 25% Increased pedagogical flexibility Improved course completion rates
- 116. In Summary • Don’tsettle for “affordable” • Improve student outcomes • Improve affordability • Improve design / academic freedom By using open educational resources
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