A Qualitative Investigation of Faculty Open Educational Resource Usage in the Washington Community and Technical College System: Models for Support and Implementation
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
CCCOER OTC Faculty Panel: The Benefits and Challenges of Adopting Open Educat...Una Daly
CCCOER Faculty Panel: The Benefits and Challenges of Adopting Open Educational Resources (OER)
Hear from faculty who have developed and adopted open textbooks, open courseware, and open resources to lower costs and improve teaching and learning. Topics include adopting and customizing a psychology open textbook, developing an open online course for administration of justice remediation, and collaborative development of a “how-to-learn-online” course utilizing only existing OER. Attendees will also find out how their college can become involved in the open education movement and participate in the Community College Consortium (CCCOER) at the OpenCourseWare Consortium to share lesson learned and find partners for collaboration.
Cynthia Alexander, Educational Technology Professor, Cerritos College
Michelle Pilati, Psychology Professor, Rio Hondo College
Lisa Storm, Administration of Justice Professor, Hartnell College
Una Daly, Community College Outreach Director, OpenCourseWare Consortium
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
Reducing Costs for ICT Majors with the California Affordability Textbook Act ...Una Daly
California community colleges may apply for up to $50,000 to promote use of open educational resources (OER) to replace expensive textbooks and lower costs for students. The Textbook Affordability Act of 2015 (AB 798) makes funds available for faculty and staff professional development and technology support to create awareness and promote adoption of OER.
The California Open Online Library (COOL4ed) was established to select open textbooks for the 50 highest enrolled college courses. It also contains faculty peer reviews and syllabi and sample activities used by faculty adopters.
Come to this session to learn how colleges can apply by June 30, 2016. COOL4ed and other open, online repositories will be demonstrated to find high-quality openly licensed materials for ICT courses.
Una Daly, Director of the Community College Consortium for Open Educational Resources.
OpenMOOCs: Using OER to Enhance Collaboration and Reduce CostsUna Daly
The Open Education Consortium pilots the power of openly licensed MOOCs to enhance collaboration and reduce costs.
The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of using openly licensed content in Massive Open Online Course (MOOC) development to enable more and better collaboration while significantly reducing costs. Partnering with edX, OEC member institutions were given the opportunity to develop MOOCs on a leading technology platform that offers multiple options for learners. Using existing open courseware and other open educational resources (OER), members have launched MOOCs that offer learners high-quality learning experiences for free but with the option to earn a completion certificate for a modest fee.
Member institutions participating in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. They are offering a wide variety of courses that range from the technology of energy, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation.
Panelists from the MOOC development team at University of Hokkaido, TU Delft, and the Open Education Consortium will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement will be shared.
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. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built.
EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.
Connecting College Faculty to Open Content Repositories: Challenges and Oppor...Tom Caswell
This presentation will describe the Open Course Library, an ongoing project to redesign Washington's 81 highest enrolling college courses as open educational resources. During this multi-‐year effort, faculty members from the Washington state colleges are creating openly licensed courses using their existing learning management system. These courses will be shared within the 34-‐college system using a Creative Commons CC-‐BY license. I will discuss opportunities and challenges we have faces in this ongoing effort. Participants will recognize the role of faculty technology resource centers in many university Open Courseware operations, will understand the need for a simpler, more sustainable approach to creating open educational resources in Washington's community college system, will learn how faculty are using their existing LMS tool to create open educational resources in the Open Course Library project, and will consider the implications of increased use and remixing of open learning resources and the need for tools that make this easier for faculty.
CCCOER OTC Faculty Panel: The Benefits and Challenges of Adopting Open Educat...Una Daly
CCCOER Faculty Panel: The Benefits and Challenges of Adopting Open Educational Resources (OER)
Hear from faculty who have developed and adopted open textbooks, open courseware, and open resources to lower costs and improve teaching and learning. Topics include adopting and customizing a psychology open textbook, developing an open online course for administration of justice remediation, and collaborative development of a “how-to-learn-online” course utilizing only existing OER. Attendees will also find out how their college can become involved in the open education movement and participate in the Community College Consortium (CCCOER) at the OpenCourseWare Consortium to share lesson learned and find partners for collaboration.
Cynthia Alexander, Educational Technology Professor, Cerritos College
Michelle Pilati, Psychology Professor, Rio Hondo College
Lisa Storm, Administration of Justice Professor, Hartnell College
Una Daly, Community College Outreach Director, OpenCourseWare Consortium
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
Reducing Costs for ICT Majors with the California Affordability Textbook Act ...Una Daly
California community colleges may apply for up to $50,000 to promote use of open educational resources (OER) to replace expensive textbooks and lower costs for students. The Textbook Affordability Act of 2015 (AB 798) makes funds available for faculty and staff professional development and technology support to create awareness and promote adoption of OER.
The California Open Online Library (COOL4ed) was established to select open textbooks for the 50 highest enrolled college courses. It also contains faculty peer reviews and syllabi and sample activities used by faculty adopters.
Come to this session to learn how colleges can apply by June 30, 2016. COOL4ed and other open, online repositories will be demonstrated to find high-quality openly licensed materials for ICT courses.
Una Daly, Director of the Community College Consortium for Open Educational Resources.
OpenMOOCs: Using OER to Enhance Collaboration and Reduce CostsUna Daly
The Open Education Consortium pilots the power of openly licensed MOOCs to enhance collaboration and reduce costs.
The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of using openly licensed content in Massive Open Online Course (MOOC) development to enable more and better collaboration while significantly reducing costs. Partnering with edX, OEC member institutions were given the opportunity to develop MOOCs on a leading technology platform that offers multiple options for learners. Using existing open courseware and other open educational resources (OER), members have launched MOOCs that offer learners high-quality learning experiences for free but with the option to earn a completion certificate for a modest fee.
Member institutions participating in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. They are offering a wide variety of courses that range from the technology of energy, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation.
Panelists from the MOOC development team at University of Hokkaido, TU Delft, and the Open Education Consortium will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement will be shared.
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. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built.
EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.
Connecting College Faculty to Open Content Repositories: Challenges and Oppor...Tom Caswell
This presentation will describe the Open Course Library, an ongoing project to redesign Washington's 81 highest enrolling college courses as open educational resources. During this multi-‐year effort, faculty members from the Washington state colleges are creating openly licensed courses using their existing learning management system. These courses will be shared within the 34-‐college system using a Creative Commons CC-‐BY license. I will discuss opportunities and challenges we have faces in this ongoing effort. Participants will recognize the role of faculty technology resource centers in many university Open Courseware operations, will understand the need for a simpler, more sustainable approach to creating open educational resources in Washington's community college system, will learn how faculty are using their existing LMS tool to create open educational resources in the Open Course Library project, and will consider the implications of increased use and remixing of open learning resources and the need for tools that make this easier for faculty.
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A Qualitative Investigation of Faculty Open Educational Resource Usage in the Washington Community and Technical College System: Models for Support and Implementation
1. A Qualitative Investigation of Faculty
Open Educational Resource Usage in
the Washington Community and
Technical College System: Models for
Support and Implementation
Boyoung Chae, Ph.D. & Mark Jenkins, Ph.D.
Washington State Board for Community and Technical Colleges
3. Purpose of the Study
• To investigate community and technical college
faculty’s OER usage and support needs.
– How do community and technical college faculty
members use OER?
– What are the benefits and challenges faculty
experienced in implementing OER?
– What types of support do faculty require to make OER
more usable and significant in their teaching practice?
4. Methodology
• Employed a qualitative interview study design.
• Preceded by a state-wide survey with 770 faculty
members.
• Conducted the follow-up phone interviews with
the survey participants.
• Used a criterion sampling method: Participants
are faculty members who teach regular quarter-
based classes in the Washington state community
or technical college.
5. Finding 1: Faculty’s Use of Open
Educational Resources
• Spectrum of using OER
– Supplementary use
• Supplementing the course with OER
unintentionally.
• Supplementing the course with OER intentionally.
– Primary use
• Using the open textbook as a replacement for
commercial textbooks.
• Using the open course materials. Complete
disassociation from the format of the textbook
6. Finding 1: Faculty’s Use of Open
Educational Resources
• Motivation (1).
– Faculty’s belief in more accessible education.
• Many faculty expressed their strong belief in
making education more accessible.
• Implementing alternatives to commercial
textbooks has been their long-term practice.
7. Finding 1: Faculty’s Use of Open
Educational Resources
• Motivation (2).
– Faculty’s pursuit in pedagogical freedom
• OER appealed to them because of their fluid
and flexible nature.
• To the question of what OER meant to them,
faculty mentioned the words “freedom” and
“liberation.”
8. Finding 2: Benefits in Using OER
Benefits faculty
experienced
Saving
Students
Money
Enhanced
Instructional
Responsiveness
Evolving
content
Active student
involvement
Increased
Collaboration
More Diverse
course
content
Increased
Reflection on
Teaching
Practice
Convenience
of Use
9. Finding 2: Benefits in Using OER
• Saving students money
– Students expressed gratitude and satisfaction to
the fact that they do not have to purchase
commercial textbooks.
– The faculty’s attitudes concerning students’
financial well-being helped them build a
connection with their students.
10. Finding 2: Benefits in Using OER
• Enhanced instructional responsiveness
– Evolving content
– Active student involvement
11. Finding 2: Benefits in Using OER
• More diverse course content
– OER helped faculty implement various learning
materials from some of the best educational
resources .
– Being able to access these resources enhanced
students’ learning experience.
12. Finding 2: Benefits in Using OER
• Increased reflection on teaching practice
– OER helped faculty reflect on their current teaching
practices and encouraged them to try different
teaching style.
13. Finding 2: Benefits in Using OER
• Convenience of use
– With the adoption of OER, faculty no longer
experienced a range of inconveniences associated
with commercial textbooks.
14. Finding 3: Challenges of Using OER
Challenges faculty
experienced
Lack of time
Uninviting
climate
Lack of
technology
and skills
Feeling of
uncertainty
Difficulty in
wading
through
Differences in
course
specificaitons
15. Finding 3: Challenges of Using OER
• Lack of time
– The most frequently mentioned challenge,
consistent through faculty at all levels of OER use.
– Faculty used their sabbatical years to restructure
the course.
– Adjunct faculty did not receive any relief time or
sabbatical leave to work on OER implementation.
16. Finding 3: Challenges of Using OER
• Uninviting climate
– Faculty concerned that their OER implementation
would not be welcomed in their department.
– This was mostly stated by adjunct faculty, who
were not participants in their department’s
textbook selection process.
17. Finding 3: Challenges of Using OER
• Lack of technology and skills
– Students struggled with technology issues with
OER.
– Returning adults experience discomfort with OER’s
technological requirements.
18. Finding 3: Challenges of Using OER
• Feeling of uncertainty
– OER requires a paradigm shift in the relationships
of the knowledge consumer and creator
– Both faculty and students experienced anxiety
with the increased flexibility and fluidity of OER
based class.
19. Finding 3: Challenges of Using OER
• Difficulty in wading through the information
– Faculty experience some initial difficulties with in
wading through the available OER.
20. Finding 3: Challenges of Using OER
• Differences in course specifications.
– Faculty expressed difficulty in finding the relevant
OER that exactly meets their needs and
expectations.
– Faculty prefer to develop their own materials using
various OER, instead of adopting an entire course
package.
22. Recommendations
• Recommendation for the Policy Makers
– Policies on copyright ownership,
– Policies on individual faculty’s use of OER, and
– Policies on the registration system.
• Recommendation for College Administrators.
• Recommendation for Researchers.
23. Contact
• Full report is available at
http://goo.gl/dERBtX.
• Contact authors with any questions:
Boyoung Chae (bchae@sbctc.edu) &
Mark Jenkins (mjenkins@sbctc.edu)