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.
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.
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
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
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
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
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.
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
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
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
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...Achieving the Dream
One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success.
In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure.
A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots.
The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.
Keynote from AECT 2013 in Anaheim, CA.
Unless otherwise indicated in the notes, the contents of this presentation are licensed under a Creative Commons Attribution License.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
15. Handwriting Printing Press Internet
Copying
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
24. Handwriting Printing Press Internet
Copying
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
25. Copyright
Regulates
Handwriting Printing Press Internet
Copying
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
32. • Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs
33. 1. retain + redistribute =
download and share for free
2. revise + remix =
edit, improve, customize, collaborate
3. reuse = class, lab, study group, etc.
Implications of the 5Rs
34.
35. • Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs
38. Cost to
Students
Permissions
for Faculty
and Students
Commercial
Textbooks
Expensive Restrictive
“The Web”
MOOCs
Library Resources
“Free” Restrictive
Open Educational
Resources
Free 5Rs
61. Open Pedagogy
• People learn through the things they do
• Copyright restricts what we’re
allowed to do
• Copyright restricts how we can learn
• Open permits us to learn in new ways
74. A Multi-Institutional Study of the
Impact of Open Textbook Adoption
on the Learning Outcomes of Post-
secondary Students
Fischer, Hilton, Robinson, and Wiley
Journal of Computing in
Higher Education (2015)
75. Research Context
• 4,909 treatment
• 11,818 control
• 50 different undergraduate courses
• 130 teachers
• 10 US institutions
76. Methodology
Quasi-experimental design with:
• Propensity score matched groups
• Dependent variables: Completion; C or Better;
Credits Enrolled This Term; Credits Enrolled
Next Term
• Independent variable: Textbook condition
• 3 covariates: age, gender, and race
78. Credits Taken
Semester OER Users Others Result
Fall 13.29 11.14 t (8101) = 27.81 p < .01
Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01
Journal of Computing in Higher Education (2015)
79. Improving Course Throughput Rates
and Open Educational Resources:
Results from the Z Degree Program
at Tidewater Community College
Hilton, Fischer, Wiley, and Williams
International Review
of Research in Open and
Distance Learning (2016)
81. Commercial vs OER
2.3% | 1.8%
9.9% | 8.1%
68% | 74%
(Face to Face)
60% | 66%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
82. Commercial vs OER
4.0% | 1.4%
13.7% | 13.1%
66% | 70%
(Online)
54% | 60%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
83. A Preliminary Exploration
of the Relationships Between
Student-Created OER, Sustainability,
and Students Success
Wiley, Tonks, Webb, and Weston
International Review
of Research in Open and
Distance Learning (in press)
84. Research Context
• 181 middle and high school students
• Online, public, charter school with a
commitment to OER
• Course on Digital Photography
IRRODL (in press)
85. Methodology
• Students were invited to create / remix
open tutorials, study guides, and games
• Extra credit or TA credit
• From no to 5-10% student-created OER over
four years
• Compare student grades on course
assignments
IRRODL (in press)
88. Cost-Savings Achieved in Two
Semesters Through the Adoption
of Open Educational Resources
Hilton, Robinson, Wiley and Ackerman
International Review
of Research in Open and
Distance Learning (2014)
89. Research Context
• 256 faculty at eight US colleges
• 194 taught using only TPM
• 48 taught using only OER
• 14 taught some courses using TPM,
others using OER
90. Methodology
• Review college bookstore website for
each course
• Select the cheapest new print or new
digital price from the bookstore,
Amazon, and other options
91. Results
• On average, required TPM for a course
cost US $90.61 per student
• Faculty received services supporting OER
adoption valued at US $5 per student
• OER were 94% less expensive than TPM
92. The Tidewater Z-Degree and the
INTRO Model for Sustaining OER
Adoption
Wiley, Hilton, Williams, and DeMarte
Educational Policy Analysis
Archives (2016)
111. Lumen is Open
• All content we create is licensed CC BY
• Our contracts require all joint work to be CC BY
• Our platform for managing and integrating OER
with the LMS is open source
• Our platform for delivering formative and
summative assessments and sending grades to
the LMS is open source
• Our math homework platform is open source