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OER in K-12
The document discusses the use of Open Educational Resources (OER) in K-12 education, emphasizing their importance for flexible and personalized learning. It highlights various initiatives and programs aimed at improving math instruction, particularly for Algebra 1, within different educational frameworks. Additionally, it presents the successes and challenges faced by institutions like the Open High School of Utah and Montana Digital Academy in implementing OER effectively.
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OER in K-12
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- 2. Karen Fasimpaur, K12Open Ed Jeff Mao, State of Maine Department of Education Ahrash Bissell, National Repository of Online Courses Delaina Tonks, Open High School of Utah Jason Neiffer, Montana Digital Academy
- 3. Open educational resources (OER)are materials, tools, and media used for teaching and learning that are licensed for anyone to use, modify, and redistribute.
- 4. Wise use ofpublic funds Ability to use content in different formats (legally and practically) = Differentiation Increases flexibility and professionalism of teachers Sharing is good!
- 5. Livebinder of K-12OER http://content.k12opened.com More resources on www.k12opened.com
- 6. Learning Technology PolicyDirector State of Maine Department of Education
- 7. Open Education Week OER in K12 8 Mar 2012 NROC & Hippocampus --- OER for K12 Needs Ahrash N Bissell, Ph.D. Special Projects Manager Monterey Institute for Technology and Education
- 8. Our motivations... •Enable free,personalized learning for every person. •Produce resources that are cutting edge and of demonstrable quality. •Build a community of educators and institutions who inform and are empowered by our work. •Sustain the enterprise in the face of changing technical and financial circumstances.
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- 10. OER can behard to navigate...
- 11. … and evenharder to use effectively. CC BY h
- 12. Our conclusions... •Resources needto work where teachers and learners actually use them: • Online → Hippocampus • At school → NROC Network •The resources should be modular → think of Legos. •The resources should support any form of instruction → online, offline, and hybrid.
- 13. We zeroed inon math... Project Goal: Increase the number of students that pass Algebra 1 (and developmental math) as a bridge to a college education Funding: The Bill & Melinda Gates Foundation The William & Flora Hewlett Foundation Project Audience: Algebra 1: Ages 13-16, first-time algebra students Dev Math: Ages 16-80, students have failed math at least once
- 14. Development Approach Development Approach Research Focus Groups Technology Product & Design Development Engineering Professional Curriculum Development
- 15. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 16. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 17. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 18. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 19. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 20. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 21. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 22. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: ●virtual tutor (interactive video, graphics, text) project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 23. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive animation, ● graphics)
- 24. The details... Instructional Elements Atthe topic level: warm-up (text) ● presentation (video, audio, animation, and ● graphics) worked examples (audio and graphics) ● problems (interactive text) ● review (text) ● text tab (online textbook) ● At the unit level: virtual tutor (interactive video, graphics, text) ● project (text and graphics) ● puzzles (game-based, interactive ● animation, graphics)
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- 26. Hippocampus – freefor everyone
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- 28. We are analyzingoutcomes... www.NROCmath.org
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- 30. The Impact ofOER in the Secondary Arena
- 31. DeLaina Tonks Director Open HighSchool of Utah
- 32. OHSU Mission Our mission is to facilitate lifelong success by meeting the needs of the 21st century learner through individualized, student-centered instruction, innovative technology, service learning, and personal responsibility.
- 33. OHSU Mission Unique to OHSU is our commitment to share the curriculum we have developed as an open educational resource usable by anyone at anytime
- 34. OER Curriculum: Curriculum Redesign Feedback Loop Data Data Supporting Curriculum Describing Strategic Use Curriculum Tutoring Performance Student Performance Data
- 35. OER Curriculum: Teachers Teachers are full-time 4 Office hours daily 4 hours grading, tweaking OER curriculum, & data analysis
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- 37. OER Curriculum: Data Immediatefeedback for teachers on success of specific test questions
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- 39. OER Curriculum: Effective Results • Each horizontal line is one student • Each segment in the line is a course • Column means nothing, just the first course a student is taking, the second course, etc. Segment color coding: Red = F Orange = D Yellow = C Green = B Blue = A
- 40. OER Curriculum: Effective Results
- 41. Effective Results • 80%of our students are passing the majority of their classes • CRT Scores are above the state average • Ranked 6th in state in science
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- 43. OER Around theWorld china africa south new zealand america montana california
- 44. OER Around theWorld ETHIOPIA
- 45. OER Around theWorld DARE to SHARE!
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- 47. OER at Montana DigitalAcademy OER in K-12 Education Webinar 2012 Open Education Week Jason Neiffer Curriculum Director Montana Digital Academy
- 48. About me… • 13 years in the social studies, speech, debate, computer science and journalism classroom • Long-time Moodle user • Part time blogger: http://www.techsavvyteacher.com • Professional development speaker • Doctoral student at the University of Montana • First Curriculum Director of Montana Digital Academy • Shameless self promotion: http://www.neiffer.com http://www.montanadigitalacademy.org
- 49. About MTDA ESTABLISHED IN Montana Digital Academy is Montana’s statewide virtual school with three progams: 2010 • Original credit courses • Credit recovery courses • Middle school world langauge workshops http://www.montanadigitalacademy.org
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- 52. Open Tools Moodle Joomla Word Press We use Moodle, the We use the very In Beta: Teacher premere open powerful Content blogging platform source learning Management replacing student management System Joomla to announcements. system. We use run our main We use EduBlogs MoodleRooms as website. We serve as our enterprise our enterprise 70,000 page view a WordPress system. Moodle host. month. http://www.montanadigitalacademy.org
- 53. Traditional Models Barter Buy Build Buddy http://www.montanadigitalacademy.org
- 54. Traditional Models Barter Buy Build Buddy http://www.montanadigitalacademy.org
- 55. Evolution to OER Financial Philosophy Flexibility Quality http://www.montanadigitalacademy.org
- 56. Our Libraries NROC Open High School OCW Open Course Library Connexions CK-12 Georgia Virtual Learning http://www.montanadigitalacademy.org
- 57. Results Majority of new courses use OER or repurposed free online resources Decrease in per-student costs Increase curricular flexibility Ability to share with partners http://www.montanadigitalacademy.org
- 58. Next steps… UseOER in Build staff Encourage regular capacity to partner face-to- Develop/release development adapt, modify face districts to our own OER cycle and use OER adopt OER http://www.montanadigitalacademy.org
- 59. Thank you! Websites: www.montanadigitalacademy.org www.techsavvyteacher.com www.neiffer.com Email: neiffer@gmail.com Twitter: @techsavvyteach Google Plus: gplus.to/techsavvyteacher http://www.montanadigitalacademy.org
- 60. Q&A Thank you! All materials will be posted online.
Editor's Notes
- #2 Howdy.
- #27 And media appears in the media window. If I want a larger image AND if I know I’m only going to be working with presentations from Algebra I, I can hide column 1 to get it out of the way…
- #28 Let’s look at how our playlist is shaping up. I click on the Playlist name in Column 1 to show the Playlist contents in Column 2.
- #30 We have three keystone projects at MITE,NROC, the National Repository for Online Courses,OCEP, the Online Course Evaluation Project, andthe MacArthur Series for Digital Media.Today, I’m going to tell you about NROC and OCEP
- #31 Welcome
- #32 Introduction
- #33 Mission is first and foremost at OHSUFounded by Dr. David Wiley in 2007Opened in 2009 with 125 9th gradersExpanded to 9-12 grades this year with 350 FT students and 50 PT students.
- #34 Creating, developing and sharing OER curriculum has served as a game-changer in the secondary education arena. Let me tell you a little bit about what that looks like for us at the Open High School of Utah:
- #35 First, before we even build anything, we audition our teacher candidates by giving them a list of potential resources, a list of tech tools we use, a standard from their content area and access to our LMS. They then have one week to build content. This process screens out those who aren’t serious, aren’t resourceful and persistent, aren’t tech-savvy, aren’t comfortable performing on camera and leaves us with the crème de la crème. Teachers then build courses from January through June the year before they teach the courses they build.
- #36 Our teaching model lends itself to a continual improvement process and a very tight feedback loop on curriculum adjustments. Teachers are full-time4 Office hours dailyAdditional 4 hours grading, tweaking OER curriculum, and data analysis
- #37 Teachers take one full year to teach through their courses prior to releasing them publicly.Teachers tinker. It’s what we do. But it is important that we tinker with the right pieces. That’s where the data comes in to give direction to the tinkering. This gives us the ability to work out any bugs in advance and allows us to release a better product. This process repeats year after year and results in multiple versions of our courses being released; all of which are customized to student needs.LMS collects/houses dataLeveraging tools for analyticsTailoring curriculum using data
- #38 Here is where we can get down to the nitty-gritty and examine the effectiveness of each question. This particular report gives measures that aid in analyzing and judging the performance of each question. In shows what percentage of the students selected each answer, how the highest scoring quiz takers answered the question compared to lowest scoring quiz takers and even takes the data and assigned an ‘overall difficulty level’ to the questions. And then there are other stats info, such as standard deviation, that most people (beyond proclaimed data geeks) will never be interested in!Teachers no longer just have a test grade to gauge effectiveness, they can now see which questions are most effective. If you see your highest scoring quiz takers miss the same question as your lowest scoring quiz question, you have to ask yourself: Do I need to revamp the question? Or do I need to revamp the curriculum? It gives you a starting point and suddenly we’re not just throwing darts in the dark.Tests not only gauge student comprehension but question and content effectiveness!
- #39 After we spend a year tinkering with and tailoring curriculum, Version 1.0 of all of our courses is publicly released each September. We rolled out ten semesters in September 2010 and an additional 20 semesters just last month. Version 2.0 of our 2010 courses will be released in January at www.ocw.openhighschool.org. These course shells are highly customizable and can serve as the backbone of any course you are interested in building. Go to site and review.
- #40 As you can see we go to extraordinary lengths to perfect our curriculum. So what? Is it effective? Take a look at the OHSU DNA chart, courtesy Dr. Wiley. 80% passing rate 2011, 76.3% 2010
- #41 In 2009 76.3 percent of our students were passing their classes. That percentage increased to 80% in 2010.
- #42 Above state average CRT scores, significant improvement in math: nine points in one year
- #43 Montana Digital/Whittier Union, sharing coursesOpen HS of CA
- #44 The objective behind creating open content is to create free and simple access to knowledge and information through collaboration and innovationNote to my faculty this fall illustrating the ripple effect of OER: You are all making a difference in more ways than you realize and I find myself more and more excited for our 10th grade curriculum release in September. I know making screencasts, combing through resources and putting it all together can be exhausting but keep it up and sleep well knowing that you are not only providing quality educational experiences for our Open High students but also for countless faces of many colors worldwide
- #45 I had a Principal from a school in Ethiopia stop by my office in August and thank me for all of the fabulous The Open High School of Utah curriculum that they were making good use of in Africa. It's humbling and gratifying at the same time.
- #46 When the Open High School of Utah was founded in 2008, we never imagined that our mission would spread across the globe as quickly as it has. Dare to share!