This document summarizes key points from a presentation on open education. It discusses how open education can promote social justice by improving affordability and access to education. Open educational resources (OER) allow students to retain, reuse, revise, remix and redistribute learning materials at low or no cost. Studies show that using OER can improve student outcomes like completion rates. The presenters encourage adopting OER to transform pedagogy and empower students as creators of knowledge. Open pedagogy positions students as producers, not just consumers, of educational resources through collaborative and connected learning.
Open Educational Resources: Implementation and Impact David Wiley
An introduction to open educational resources, including definition, examples, supporting research, and pedagogical implications. Presented at the ATD DREAM Conference, 23 Feb 2017, San Francisco, CA.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
Open Educational Resources: Implementation and Impact David Wiley
An introduction to open educational resources, including definition, examples, supporting research, and pedagogical implications. Presented at the ATD DREAM Conference, 23 Feb 2017, San Francisco, CA.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
Intro to OER for the University System of MarylandLumen Learning
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
A panel of Community College leaders from around the country shared their OER Projects at Lansing Community College's OER Summit Day, Sept 18, 015. Panel was moderated by Una Daly, Director of Community College Consortium for OER.
Speakers:
Jeff Janowick, Lansing Community College
Kari Richards, Lansing Community College
Tina Ulrich, Northwestern Michigan Community College
Preston Davis, Northern Virginia Community College
Quill West, Pierce Community College, WA
Lisa Young, Scottsdale Community College, AZ
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
Achieving the Dream: Promoting Your OER Degree Program to Students, Faculty,...Achieving the Dream
Communication is a crucial component of launching an OER degree program, especially effectively communicating with your institution’s primary stakeholders: faculty, staff, and students. Join Achieving the Dream this Thursday (Nov. 9th) at 1pm EST for “What’s an OER?” Promoting Your OER Degree Program to Students, Faculty, and Staff", the first in a series of webinars for community colleges that focus on successful approaches to implementing OER degree courses and programs.
During the first webinar, Joseph Mold, Director of Online Learning at Bay College, an ATD OER Degree Initiative college, and Allie McKay with communications firm +gmmb, will share successful strategies for promoting OER degree programs and courses to key campus stakeholders. Richard Sebastian, Director of Achieving the Dream's OER Degree Initiative, will moderate as well as highlight the communication strategies currently being used by several other OER Degree Initiative grantees. We hope this webinar will provide you with successful techniques and strategies to help you spread the word about your OER project and gain buy-in and support on your campus.
Academic Librarians and OER: Access, Advocacy, and Activism BCcampus
Presentation by Dr. Rajiv Jhangiani, Kwantlen Polytechic University; Caroline Daniels, Librarian, Kwantlen Polytechnic University; and Brenda Smith, Librarian, Thompson Rivers University at the BC Library Association Conference, May 2015 in Richmond BC
Intro to OER for the University System of MarylandLumen Learning
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
A panel of Community College leaders from around the country shared their OER Projects at Lansing Community College's OER Summit Day, Sept 18, 015. Panel was moderated by Una Daly, Director of Community College Consortium for OER.
Speakers:
Jeff Janowick, Lansing Community College
Kari Richards, Lansing Community College
Tina Ulrich, Northwestern Michigan Community College
Preston Davis, Northern Virginia Community College
Quill West, Pierce Community College, WA
Lisa Young, Scottsdale Community College, AZ
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Best Practices for Faculty Development to Promote Adoption of OERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on best practices for Faculty Development to promote OER adoption. Two librarians who are leading efforts in their states to inform and inspire faculty to adopt OER will be featured.
Open Oregon is a project of the Oregon’s community colleges focused on reducing textbooks costs and open education is gaining momentum as an innovative and long-term solution to the problem. Amy Hofer is the statewide coordinator of these efforts and works with all 17 community colleges in Oregon to help promote these efforts through faculty development and sharing resources centrally.
Lansing Community College held its first OER Summit in fall of 2015. With support from their Provost, Regina Gong and her team organized a statewide event for Michigan community college featuring OER thought leaders from many organizations including CCCOER and also faculty from Lansing Community College. It was an important event to inform and advocate for using open educational resources to reduce costs and expand faculty’s curriculum choices.
Date: Wed, February 10, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
• Regina Gong, Manager of Library Technical Services and Systems, Lansing Community College
Achieving the Dream: Promoting Your OER Degree Program to Students, Faculty,...Achieving the Dream
Communication is a crucial component of launching an OER degree program, especially effectively communicating with your institution’s primary stakeholders: faculty, staff, and students. Join Achieving the Dream this Thursday (Nov. 9th) at 1pm EST for “What’s an OER?” Promoting Your OER Degree Program to Students, Faculty, and Staff", the first in a series of webinars for community colleges that focus on successful approaches to implementing OER degree courses and programs.
During the first webinar, Joseph Mold, Director of Online Learning at Bay College, an ATD OER Degree Initiative college, and Allie McKay with communications firm +gmmb, will share successful strategies for promoting OER degree programs and courses to key campus stakeholders. Richard Sebastian, Director of Achieving the Dream's OER Degree Initiative, will moderate as well as highlight the communication strategies currently being used by several other OER Degree Initiative grantees. We hope this webinar will provide you with successful techniques and strategies to help you spread the word about your OER project and gain buy-in and support on your campus.
Academic Librarians and OER: Access, Advocacy, and Activism BCcampus
Presentation by Dr. Rajiv Jhangiani, Kwantlen Polytechic University; Caroline Daniels, Librarian, Kwantlen Polytechnic University; and Brenda Smith, Librarian, Thompson Rivers University at the BC Library Association Conference, May 2015 in Richmond BC
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
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1. Open Education:
Serving Social Justice &
Transforming Pedagogy
License: CC Attribution License
Adapted by Nidia Cerna for
McMaster University - CCE
Nidia’s
Notes
2. The 5 Rs of Open Education
Open doesn't just mean free. Open means free grant of permissions to
engage in:
• Retain: make and own a copy
• Reuse: use in a wide range of ways
• Revise: adapt, modify, and improve
• Remix: combine two or more
• Redistribute: share with others
OER examples:
•Full courses
•Textbooks
•Simulation
•Videos
•Assessments
Notes from keynote presentation David Wiley for the OEOSummit in Ontario, 2017.
3. OER Adoption
Replacing course required materials with OER. Benefits:
• Improves affordability
Disappearing strategies: buyback, rental, e-books, online subscriptions
(limited access and with expiration date)
Buying or leasing a textbook costs more than accessing thousands of movies (Netflix) or music (spotify)
• Invigorates pedagogy
copyrights restricts what we can do with the material
Disposable assignment are a missed opportunity: students want to do something that is meaningful. In
contrast to an open assignment, which will be tailored to creating something that will be shared openly
later. Example of Blogs vs. Wikis video.
• Improves student success
Studies are showing that OER might be improving completion & success (pass) student's rates on F2F
and online settings
• Does it at scale
A strategy: Faculty and students working together in creating open assignments
• Scale vertically. Ex. OER Degree (selecting only OER courses & materials to get a degree)
• Scale horizontally. Ex. open education pathway
Successful scaling requires strategic support
Quality of instructional material is defined by the extend to which it supports students learning.
Notes from keynote presentation David Wiley for the OEOSummit in Ontario, 2017.
4. Benefits for Institutions
• Cost savings
• Access
• Outcomes
• Adapt, update and remix
• Enrolment
• Persistence
• Completion
Notes from keynote presentation David Wiley for the OEOSummit in Ontario, 2017.
6. Open Education:
Serving Social Justice &
Transforming Pedagogy
Dr. Robin DeRosa
Plymouth State University
@actualham
Dr. Rajiv Jhangiani
Kwantlen Polytechnic University
@thatpsychprof
Selection of slides from the collaborative keynote for the OEOSummit in Ontario, 2017.
8. • ON Students now work 173% more
hours than they did in 1975 to pay
for PSE
• Half of Bachelor’s degree
graduates rely on student loans
• In 2012, Canadian student loan
debt surpassed $28 billion
• Average student debt in Canada is
$28,495The
• 3 years after graduating, only 21%
are debt free
• When debt reaches $10,000,
program completion rates drop
from 59% to 8%
• The cost of textbooks
There's a direct
correlation between
higher student debt
and increasing dropping
rates
12. What can YOU do?
• Survey your student body
• #textbookbroke campaign
• Presentations
• Utilize visuals, create displays
• Speak directly to faculty & admin
• Suggest that faculty review a textbook
• Showcase examples
• Form a student-led OER group
• Connect. Collaborate.
13. 66.5% Not purchase the required textbook
47.6% Take fewer courses
45.5% Not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.
Florida Student Textbook Survey (2016)
14. 46 15.5 22.7 7.8 8.1
0 10 20 30 40 50 60 70 80 90 100
Not purchased the required textbook
Percentage of Respondents
Never
Rarely
Sometimes
Often
Very Often
ACTUAL SPENDING ON TEXTBOOKS (PAST 12 MONTHS)
RANGE: $0-$3000; MEAN: $698; MEDIAN: $500
Jhangiani & Jhangiani (in press)
15. 54% Not purchase the required textbook
30% Earn a poor grade
27% Take fewer courses
26% Not register for a specific course
17% Drop or withdraw from a course
Jhangiani & Jhangiani (in press)
Survey of post-secondary students in BC
16. Buy used (if possible)
Buy online
Resell (if possible)
Rent
Shared purchase
(Inter)library loans
Photocopy
International edition
Old edition
Student’s strategies
to access textbooks
17. 0% 10% 20% 30% 40% 50% 60% 70%
Used interlibrary loan copies
Leased e-chapters
Rented e-textbooks
Rented print textbooks
Used library reserve copies
Leased e-textbook
Shared textbooks with classmates
Downloaded textbooks from the internet
Purchased used copies from the campus store
Sold used textbooks
Purchased textbooks from a source other than the campus store
Unaffected by the cost of textbooks
Jhangiani & Jhangiani (in press)
18. 13 Peer Reviewed Studies of Efficacy
http://openedgroup.org/
Research is being
done: Is learning
with a textbook
better than learning
with an
opentextbook?
19. 95% Same or Better Outcomes
http://openedgroup.org/
openedgroup.com/review
Research results is
showing that
students who use
opentextbooks
perform the same or
better.
20. The same applies in Canada…
Jhangiani, R. S., Dastur, F., LeGrand, R., & Penner, K. (under review). As good or better than
commercial textbooks: Students’ perceptions and outcomes from using open digital and
open print textbooks.
0
10
20
30
40
50
60
70
80
90
100
Exam 1 Exam 2 Exam 3
PercentCorrect
Traditional
Open Print
Open Digital
p < 0.05 ns ns
22. Student-Centered Learner-Driven
Learning Outcomes; Policies (Attendance, Late Work);
Procedures (Assessments, Grading);
Schedule of Work (Curated Reading); Assignments
COURSE LEVEL, PROGRAM LEVEL
CC0 Alan Levine
23. Content
↓
Community
Connected
CC0 Alan Levine
Communities evolve our
understanding. Content is always
changing and moving.
Content curation - top digital skill -
enable students to create lifelong
learning, to stay connected and
learn from the field
24. Open
Architectures
• Drag ’n Drop → Design
• Digital consumer →
Digital creator
• Data mining → Data control
• Audience of 1 →
Public impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• Locked down → Networked
• ePortfolio → ePort
http://kayleighbennett.com/
25. Open Pedagogy:
HOW
Deeper learning (Farzan & Kraut, 2013)
Evaluate and defend credibility of
sources (Marentette, 2014)
Write more concisely and think
more critically (Farzan & Kraut, 2013)
Collaborate with students from
around the world (Karney, 2012)
Provide and receive constructive
feedback (Ibrahim, 2012)
Enhance digital literacy (Silton, 2012)
Communicate ideas to a general
audience (APS, 2013)
Use of Wikipedia as
assignment
Examples of successful
projects positioning
students as creators
33. An Open
“Textbook”
Can Be:
• Interactive
• Collaborative
• Dialogic
• Dynamic
• Empowering
• Contributory
• Current
• Accessible
• Multimedia
• Public
• (Free)
CC0 Alan
For example:
involve students in
the conversation
about what needs
to be learned in the
course and the best
ways in which to
meet them
34. Open Ed: Growing Institutional Initiatives
• Grow Faculty Champions
• Compensate for Academic Labor
• Contextualize as an
Access Movement
• Team Approach:
• Academic Technology
(Connected Learning)
• Teaching & Learning Centers
(Learner-Driven Pedagogies)
• Librarians (OER Search)
Tuition fees began rising faster than the rate of inflation in the mid-1990s. Undergraduate students in Ontario ($8,114) paid the highest average tuition fees in 2016/2017.
The 2015 survey involved 36 universities and over 18,000 graduating university students from across Canada.
The Canada Student Loan Program says most students take about 10 years to pay off their federal debt.
Delays life milestones; Takes a toll on mental health
The cost of textbooks in Canada is often higher due to a 10-15% tariff that is imposed on imported books, a piece of legislation that costs students an estimated $130 million per year.
Even the financial consumer agency of Canada advises post-secondary students to “share some resources with roommates and friends in the same program” if doing so is practical!
https://pbs.twimg.com/media/CrxI3tDWYAEEqzF.jpg
Why the focus on textbook costs (versus tuition)? Parallels between what students and faculty have more and less control over
23% do not have sole control (NACS Faculty Watch, 2015)
Principal-agent dilemma
28% do not know the prices of assigned books (NY PIRG, 2008)
This is why students across the country have joined the social media campaign #textbookbroke
Disproportionately borne by 1st gen students, students of colour.
Just as we as faculty cannot control tuition but can control textbook costs, students cannot easily choose not to pay tuition, but they can choose not to buy textbooks. Or groceries.
Meme generated on https://imgflip.com/memegenerator
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
ccbyCogdog imge
Screenshot of https://wikiedu.org/blog/2016/10/20/wikipedia-career-skills/ (CC-BY-SA)
Source: http://wikiedu.org/changing/students/
Screenshot of http://nobaproject.com/student-video-award/winners
Screenshot of https://www.socialpsychology.org/action/2014winner.htm
Screenshot of https://pm4id.pressbooks.com/front-matter/about-this-book/
Screenshot of http://opentextbc.ca/socialpsychology (CC-BY-NC-SA)
