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- The document discusses the "Remix Hypothesis" which suggests that improvements in student outcomes from using open educational resources (OER) are positively correlated with the extent faculty remix or adapt the resources. - It provides examples of OER adoption at BCcampus including funding amounts for OER over time and estimated student savings. - It also summarizes survey results that found most faculty, administrators, and students have used OER, though barriers to adoption include time and effort required.
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OEGlobal Slides
- 1. Exploring the Remix Hypothesis Colin Madland Coordinator for Educational Technologies, OER Research Fellow
- 3. 2012 – funding for 40 highest enrolment courses 2013 - +80 courses 2015 – $500,000 for ancillary materials $1.2-1.6 million in student savings BCcampus Open.bccampus.ca
- 4. 4THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal COUP Framework Cost Outcomes Use (5R) Perceptions Bliss, T. J., Robinson, T., Hilton, J., III, & Wiley, D. (2013). An oer coup: College teacher and student perceptions of open education resources. Journal of Interactive Media in Education, 2013(1). doi:http://doi.org/10.5334/2013-04
- 5. 5 Remix Hypothesis "changes in students outcomes occurring in conjunction with OER adoption correlate positively with faculty remixing activities.” ~Wiley THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal Wiley, D. (2015). The Remix Hypothesis. Retrieved from http://opencontent.org/blog/archives/3813
- 6. 6 Level 1 – Realign – Minimal Impact THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal Level 2 – Rethink – Modest to Large Impact Level 0 – Replace – 0 Impact
- 7. 7 In which of these ways, if any, have you used or created Open Educational Resources? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 8. 8 Faculty (N=4) Administrators (N=8) Instructional Designers (N=5) Students (N=29) N % Used 4 50 Adapted 2 25 Created 2 25 N % Used 4 50 Adapted 2 25 Created 2 25 N % Used 4 100 Adapted 4 100 Created 3 75 N % Used 20 80 Adapted 7 28 Created 4 16 THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 9. 9 In general, how often do you purchase the required textbooks for the courses you take? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 10. 10THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 11. 11 How much do you typically spend on textbooks each semester? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 12. 12THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 13. 13 For a typical course, how often do you use the required texts? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 14. 14THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 15. 15 Did you spend any money on textbooks for this course? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 16. 16THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 17. 17 Why did you not spend any money on textbooks for this course? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 18. 18THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 19. 19 How often did you use the textbooks for this course? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 20. 20THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 21. 21 In relation to textbooks used in other courses, how would you rate the quality of the textbook used for this course? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 22. 22THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 23. 23 For which of the following purposes have you used OER in the context of studying at TRU? THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 24. 24THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 25. 25THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 26. 26 My experience has been very good. I do not have a lot of experience, mainly just using the BC open textbook for my course. Using this resource has saved me a lot of time and money, allowing me to help pay for insurance for my car. [The] open textbook has been nice because it saved me money, only drawback is not being able to highlight text while studying I have enjoyed it. It helps me explore my lectures further, and really helps with my understanding of the topic. THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 27. 27 The use of OER in the classroom leads to improved grades. THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 28. 28 Faculty (N=4) Administrators (N=8) Instructional Designers (N=5) Students (N=29) N % A or SA 0 0 Neutral 7 100 D or SD 0 0 N % A or SA 4 58 Neutral 3 42 D or SD 0 0 N % A or SA 1 33 Neutral 1 34 D or SD 1 33 N % A or SA 14 56 Neutral 9 36 D or SD 1 4 THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 29. 29 What are the most significant barriers to OER adoption? *Bccampus Faculty Survey THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 30. 30 Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal
- 31. 31THOMPSON RIVERS UNIVERSITY | JANUARY 2015
- 32. 32THOMPSON RIVERS UNIVERSITY | JANUARY 2015 What does adoption COST?
- 33. NOTHING MONEY TIME 33 Faculty Administrators Instructional Designers Students THOMPSON RIVERS UNIVERSITY | APRIL 2016 | #OEGlobal EFFORT
- 34. 34THOMPSON RIVERS UNIVERSITY | JANUARY 2015 Thank you! cmadland@tru.ca @colinmadland
Editor's Notes
- Level 0 – Replace At this level faculty engage in no remixing whatsoever. They simply adopt OER (most often an open textbook) in place of a commercial textbook and preserve other aspects of the course as they taught it previously. I hypothesize no changes in student outcomes when faculty Replace – except possibly in one special case. In the case of students who are particularly financially disadvantaged, where faculty were previously assigning very expensive textbooks, there may be a small positive effect attributable to the increased percentage of students who can access the core instructional materials of the course. Level 1 – Realign At this level faculty remix their open course materials. In my work to date, this has most often involved faculty stripping a course’s content down to its bare learning outcomes, and then selecting the OER from multiple sources that they feel will best support student learning of specific course learning outcomes. I hypothesize small to modest positive changes in student outcomes when faculty Realign. Level 2 – Rethink At this level faculty remix both course materials and pedagogy. In conjunction with the Realign activities described above, faculty create or select new learning activities and assessments – possibly inviting students to co-create and openly share them – often leveraging the unique pedagogical possibilities provided by the 5R permissions of OER. (This is what I refer to as open pedagogy.) I hypothesize modest to large positive changes in student outcomes when faculty Rethink.