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   Open Learning: Bridge to Success




Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
Today’s Webinar

• Introductions
   • Patrick McAndrew, The Open University (United Kingdom)
   • Brandon Muramatsu, Massachusetts Institute of Technology
   • Jean Runyon, Anne Arundel Community College
• Overview of the OER landscape
• Next Gen Learning Challenges grant, "Bridge to Success (B2S)"
Meet the Presenters



 Patrick           Jean     Brandon
McAndrew          Runyon   Muramatsu
Open University    AACC       MIT
Patrick McAndrew, The Open University, United Kingdom
The Open University
www.open.ac.uk




                      Understanding openness
The Open University

 • 253,075 students
 • 23% outside UK
 • 52% undergrads below standard UK HE entry level
 • 12,758 with declared disabilities
 • 5,119 direct staff 1286 academic
 • 7,743 associate lecturers
 • 7,512 students on most popular course (Intro to
  Social Sciences)
Institute of Educational
Technology
iet.open.ac.uk
MIT Office of Educational Innovation and Technology




                                     OEIT Areas
                                     • Linking Research
                                       and Curriculum
                                     • Linking Content
                                       and Curriculum
                                     • Spaces
                                     • Outreach
                                          oeit.mit.edu
Vijay Kumar, Senior Associate Dean and Director
Office of Educational Innovation and Technology, Massachusetts Institute of Technology
MIT OpenCourseWare




                     ocw.mit.edu
Anne Arundel Community College




                         www.aacc.edu
Comprehensive Community College
The OER Landscape
Open Educational Resources
Definition (OER)
OER are teaching, learning, and research resources that
reside in the public domain or have been released under an
intellectual property license that permits their free use or
re-purposing by others. Open educational resources include
full courses, course materials, modules, textbooks,
streaming videos, tests, software, and any other tools,
materials, or techniques used to support access to
knowledge.

Atkins, Daniel E.; John Seely Brown, Allen L. Hammond (2007-02). A Review of Open
Educational Resources (OER) Movement: Achievements, Challenges, and New
Opportunities.” Menlo Park, CA: The William and Flora Hewlett Foundation. p. 4.
U.S. Department of Education



Open Educational Resources (OER) are an important
element of an infrastructure for learning.


  http://www.ed.gov/technology/netp-2010/open-educational-resources
OER: l’innovation du jour?

• What are Open Educational Resources?
  • We’re going to talk about OER writ large.
  • We’re not going to bore you with definitions!
   (Well, we’ll try!)
  • We’re not going to get all religious about OERs!
Brandon Muramatsu, Senior IT Consultant
Office of educational Innovation and Technology, Massachusetts Institute of Technology
OER: l’innovation du jour?

• We’d like you to think about OER as an entrée to
 a conversation
  • A conversation about teaching, crafting courses, &
    sharing course materials
  • A conversation about collaborating with peers and
    even students
• And, you’re probably already using Open
 Educational Resources!
  • We’ll find out in a bit…
Poll: Do you (or your faculty)…

• Talk about courses with peers?
• Borrow course materials, teaching techniques,
 sources?
• Share materials back with your peers?
OER is all of these things!

• At it’s heart, OER is about doing these sorts of
 things!
• And, it’s about encouraging sharing of materials
 and practices…
• And, it’s clearly communicating what others are
 allowed to do with the materials…
Poll: When borrowing resources…

• Do you look at the license or terms of use?
• Do you provide attribution for those resources?
What are you allowed to do? What might you allow others?


• Instead of “All Rights Reserved”
  • Can someone else use the materials?
  • Can someone build upon or modify the materials?
  • Can they use those materials commercially?
  • Do they have to share any materials they develop
    the same way the materials were originally shared?
• Do these sound familiar?
Creative Commons Licenses               creativecommons.org

  • A “standard” way providing permissions to your work
  • The easiest way of communicating your resource is “open”
Have you used Flickr?

• Did you know that Flickr allows photo
 sharers to indicate a license?
• And that you can search for Creative
 Commons licensed photos?
Searching for Openly Licensed Photos at Flickr
Flickr Search Results
CC-Licensed Math Photo
Do you use course materials developed by others?

• How do you find out about them?
   • Talking to peers in your department?
   • Through ITC? Other professional societies?
   • Looking through digital repositories?
   • Google searches?
• What what make them easier to use?
• How do you incorporate them into your classes? Does
 “Open” make it easier?
   • <discussion>
Open Learning: Bridge to Success


Bridge to Success is made possible through a Next Generation Learning Challenge grant awarded to Anne Arundel
Community College, the Open University (UK), University of Maryland University College (UMUC) and Massachusetts
Institution of Technology (MIT). NGLC is led by EDUCAUSE in partnership with The League for Innovation in the
Community College, the International Association of K-12 Online Learning and the Council of Chief State School
Officers. The Bill and Melinda Gates Foundation and the William and Flora Hewlett Foundation helped design the
Next Generation Learning Challenges and fund the initiative.
Gary Elliott-Cirigottis, Business Improvement Manager
Open University, United Kingdom
American Graduation Initiative

       By 2020, this nation will once again have
       the highest proportion of college graduates
       in the world.”…

       “…We seek to help an additional 5 million
       Americans earn degrees and certificates in
       the next decade…”

                            President Barack Obama
                            American Graduation Initiative
                            July 14, 2009
College Readiness

“Among more than 250,000 students who required the
most mathematics remediation, only 16% completed
those requirements in 3 years”
                                                          —Achieving the Dream
                  http://www.achievingthedream.org/NEWSROOM/clips_archive.tp




                                                               1 in 8

          http://www.flickr.com/photos/o5com/4951006091
Jean Runyon, Dean – Virtual Campus
Anne Arundel Community College
Student Success 2020



                       More
                       Successful
                       Students
Bridge 2 Success
B2S Courses

• Learning to Learn (L2L)




• Succeed with Math (SWiM)
Learning to Learn (L2L)
Learning to Learn (L2L)
• Unit 1: Course overview provides the course description, the activities in the
  course and how to use the course to identify strengths and skills as a learner.
• Unit 2: You and Your Learning discusses the definition of learning, helps
  identify skills and abilities and allows an examination of personal learning
  style.
• Unit 3: Exploring Learning explores how learning helps to achieve personal
  and professional goals.
• Unit 4: Where Next focuses on setting future goals for learning and
  development.
• Unit 5: Reflecting Backward, Reflecting Forward examines the cycle of
  learning and reflection.
Kathy Warner, Associate Dean
Social, Behavior, Natural and Mathematical Sciences, University of Maryland University College
Succeed with Math (SWiM)
Succeed with Math (SWiM)
•   Unit 1: Math and You builds math confidence, develops problem-solving strategies, and explores study skills to
    be successful in mathematics.

•   Unit 2: Getting Down to the Basics addresses the following: the history of numbers, using a number line,
    decimals, rounding, estimating, basic operations, the order of operations, and using knowledge in real world
    scenarios.

•   Unit 3: Numbers Everywhere investigates units of measurement, signed numbers, and reading and writing
    mathematics.

•   Unit 4: Parts of the Whole focuses on writing and using fractions and reinforces strategies for what to do when
    you get stuck on a problem.

•   Unit 5: Relationships Among Numbers provides activities and addresses how numbers are used in daily life,
    connections between fractions, percentages and ratios.

•   Unit 6: Exploring Patterns and Formulas instructs students on visualizing problems using pictures and
    diagrams, interpreting and using notation for inequalities, and interpreting word formulas to solve problems.

•   Unit 7: Investigating Geometric Shapes and Sizes prepares students in understanding the key properties of
    geometry, and in interpreting and drawing scale diagrams.

•   Unit 8: Communicating with Data, Charts and Graphs teaches how to calculate means, medians, and ranges
    for data sets, and how to interpret and construct tables.
Succeed with Math Content Developers:
Heather Riordan and Sybille Clayton
Using Learning to Learn at UMUC




                                  Shelley
                                   Hintz
                                   UMUC
David Lascu, Project Manager
Anne Arundel Community College
B2S Pilot Implementation

• Recruitment Focused
• Retention Focused
• Underserved Populations
• Standalone/Online/Hybrid
• Different levels of Facilitator Interaction
• Developmental Students
• Adult Basic Education/GED Preparation Programs
• Student Service Programs (FYE, Orientation, Student Success
  Programs, Tutoring Programs, Library Resources, etc.)
• Jump Start and Pre-College Preparation Programs
• Vocational Training Programs
Pilot Experience and Outreach Examples
• University of Maryland University College – L2L

     • Enrollment to First Day of Class (online)

• Anne Arundel Community College

     • Freshman Year Experience (face to face) – First Time Students

     • Reading and Writing for Success (face to face) – ABE Program

     • Step Up To Success (face to face) – ABE Program

     • MTH SWM – Standalone Course (invited developmental math students - Hybrid)

     • ACA 100 courses – Student Success Courses (hybrid)

     • Student Orientation (online)

• Prince Georges Community College

     • Placement Test Preparation (online and face to face)

     • Student Orientation (online)

     • Team Builders Academy – CASIS Test Prep (face to face)

     • Online Student Support Services (online)
Pilot Experience and Outreach Continued
• Greenville Technical College

    • SWiM and L2L between Enrollment and First Day of Class (Hybrid)

• Shippensburg University
    • Introduction to Higher Education – L2L (Hybrid)

• Department of Labor, Licensing and Regulation

    • State Library System Access and Promotion

    • Workforce Development Programs(ABE, GED, and Vocational Training
      Programs)
• Baltimore City Mayor’s Office of Employment Development

    • Workforce Development Programs (Vocational Training Programs and
      GED Preparation Programs, Pre College Prepatory Programs)
Current Statistical Review – January 2012
10000                                                                                                                                     700

                         Pageviews (Google)                                                                                               9340
 9000                                                                                                                               8906 627
                         Unique Visitors (Google)
                                                                                                                                          600
                                                                                                                                    590
                         Registered Users (LabSpace)
 8000
                         Pre Survey Responses
                                                                                                                             515
                         Post Survey Responses                                                                                            500
 7000
                                                                                                                             6858
                                                                                                                     470
                                                                                                           458 462
                                                                                                     444
                                                                                                431 6088   6212 6224 6278
 6000                                                                                           5970
                                                                                         411
                                                                                         5639                                             400
                                                                                  390

 5000                                                                      357    5100
                                                                           4614
                                                                    311
                                                                                                                                          300
 4000                                                        284
                                                253    261          3682
                                                             3261
 3000
                                         200    2863 2919                                                                                  200
                                                                                                                                          187
                                         2458                                                                                       175
                                  157
 2000                             1994
                                                                                                                             129
                           102                                                                       101   106   106   109                 100
                           1414
                                                                                                90                                  85    89
                                                                                         80
 1000                                                                      64     70
                    833
                    56                                              55                                                       52
              636                                            36                                 36   40    41    41    41
        504   34                         27     32     33                                30                                               31
        21                 20     24                                       20     23                                                26
        11    13    17                                              16
    0   0     0     0      0      0      0      0      0     1
                                                             0      0      5      5      5      5    5     5     5     5     5            0
Adoption at your Institution
• Target Audience (High School, ABE/GED, returning adult learners, first year students,
  developmental students, traditional freshman, students in specified courses)
• Recruitment or retention focused (or a combination)

• Select Course Content(L2L, SWiM, or both)

     • Grant Stipends Available for Pilot Adopters (as funds remain available)

     • $1500 Learning to Learn Pilot

     • $2500 Succeed with Math

     • $4000 Piloting both L2L and SWiM

• Incorporate into already existing course, standalone or hybrid

• Face to face, online or hybrid

• Adding value to learning labs or tutoring resource programs

• Bridge between recruitment and enrollment

• How many projected participants

• Support provided by Bridge to Success Project Team Members
A parable … Stone Soup




   http://www.youtube.com/watch?v=xF8VgHb_HkI#t=2m53s (2:53 – 5:04)
For more information
about the grant visit
b2s.aacc.edu
Summary

• OER as a conversation: Sharing, materials,
 practice
• OER as a continuum
    Individual         Standalone    Course Bits /    Whole Courses
      Images            Modules     Open Textbooks


      Flickr                               Open Course Library
                                     OpenLearn           Saylor
                                                 B2S Courses
• Bridge to Success:
  Learning to Learn & Succeed with Math
Contacts

• Patrick McAndrew
  p.mcandrew@open.ac.uk
• Jean Runyon
  jmrunyon@aacc.edu
• Brandon Muramatsu
  mura@mit.edu

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Open Learning: Bridge to Success

  • 1. b2s.aacc.edu Open Learning: Bridge to Success Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
  • 2. Today’s Webinar • Introductions • Patrick McAndrew, The Open University (United Kingdom) • Brandon Muramatsu, Massachusetts Institute of Technology • Jean Runyon, Anne Arundel Community College • Overview of the OER landscape • Next Gen Learning Challenges grant, "Bridge to Success (B2S)"
  • 3. Meet the Presenters Patrick Jean Brandon McAndrew Runyon Muramatsu Open University AACC MIT
  • 4. Patrick McAndrew, The Open University, United Kingdom
  • 5. The Open University www.open.ac.uk Understanding openness
  • 6. The Open University • 253,075 students • 23% outside UK • 52% undergrads below standard UK HE entry level • 12,758 with declared disabilities • 5,119 direct staff 1286 academic • 7,743 associate lecturers • 7,512 students on most popular course (Intro to Social Sciences)
  • 8. MIT Office of Educational Innovation and Technology OEIT Areas • Linking Research and Curriculum • Linking Content and Curriculum • Spaces • Outreach oeit.mit.edu
  • 9. Vijay Kumar, Senior Associate Dean and Director Office of Educational Innovation and Technology, Massachusetts Institute of Technology
  • 10. MIT OpenCourseWare ocw.mit.edu
  • 11. Anne Arundel Community College www.aacc.edu
  • 13. The OER Landscape Open Educational Resources
  • 14. Definition (OER) OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. Atkins, Daniel E.; John Seely Brown, Allen L. Hammond (2007-02). A Review of Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities.” Menlo Park, CA: The William and Flora Hewlett Foundation. p. 4.
  • 15. U.S. Department of Education Open Educational Resources (OER) are an important element of an infrastructure for learning. http://www.ed.gov/technology/netp-2010/open-educational-resources
  • 16. OER: l’innovation du jour? • What are Open Educational Resources? • We’re going to talk about OER writ large. • We’re not going to bore you with definitions! (Well, we’ll try!) • We’re not going to get all religious about OERs!
  • 17. Brandon Muramatsu, Senior IT Consultant Office of educational Innovation and Technology, Massachusetts Institute of Technology
  • 18. OER: l’innovation du jour? • We’d like you to think about OER as an entrée to a conversation • A conversation about teaching, crafting courses, & sharing course materials • A conversation about collaborating with peers and even students • And, you’re probably already using Open Educational Resources! • We’ll find out in a bit…
  • 19. Poll: Do you (or your faculty)… • Talk about courses with peers? • Borrow course materials, teaching techniques, sources? • Share materials back with your peers?
  • 20. OER is all of these things! • At it’s heart, OER is about doing these sorts of things! • And, it’s about encouraging sharing of materials and practices… • And, it’s clearly communicating what others are allowed to do with the materials…
  • 21. Poll: When borrowing resources… • Do you look at the license or terms of use? • Do you provide attribution for those resources?
  • 22. What are you allowed to do? What might you allow others? • Instead of “All Rights Reserved” • Can someone else use the materials? • Can someone build upon or modify the materials? • Can they use those materials commercially? • Do they have to share any materials they develop the same way the materials were originally shared? • Do these sound familiar?
  • 23. Creative Commons Licenses creativecommons.org • A “standard” way providing permissions to your work • The easiest way of communicating your resource is “open”
  • 24. Have you used Flickr? • Did you know that Flickr allows photo sharers to indicate a license? • And that you can search for Creative Commons licensed photos?
  • 25. Searching for Openly Licensed Photos at Flickr
  • 28. Do you use course materials developed by others? • How do you find out about them? • Talking to peers in your department? • Through ITC? Other professional societies? • Looking through digital repositories? • Google searches? • What what make them easier to use? • How do you incorporate them into your classes? Does “Open” make it easier? • <discussion>
  • 29. Open Learning: Bridge to Success Bridge to Success is made possible through a Next Generation Learning Challenge grant awarded to Anne Arundel Community College, the Open University (UK), University of Maryland University College (UMUC) and Massachusetts Institution of Technology (MIT). NGLC is led by EDUCAUSE in partnership with The League for Innovation in the Community College, the International Association of K-12 Online Learning and the Council of Chief State School Officers. The Bill and Melinda Gates Foundation and the William and Flora Hewlett Foundation helped design the Next Generation Learning Challenges and fund the initiative.
  • 30. Gary Elliott-Cirigottis, Business Improvement Manager Open University, United Kingdom
  • 31. American Graduation Initiative By 2020, this nation will once again have the highest proportion of college graduates in the world.”… “…We seek to help an additional 5 million Americans earn degrees and certificates in the next decade…” President Barack Obama American Graduation Initiative July 14, 2009
  • 32. College Readiness “Among more than 250,000 students who required the most mathematics remediation, only 16% completed those requirements in 3 years” —Achieving the Dream http://www.achievingthedream.org/NEWSROOM/clips_archive.tp 1 in 8 http://www.flickr.com/photos/o5com/4951006091
  • 33. Jean Runyon, Dean – Virtual Campus Anne Arundel Community College
  • 34. Student Success 2020 More Successful Students
  • 36. B2S Courses • Learning to Learn (L2L) • Succeed with Math (SWiM)
  • 38. Learning to Learn (L2L) • Unit 1: Course overview provides the course description, the activities in the course and how to use the course to identify strengths and skills as a learner. • Unit 2: You and Your Learning discusses the definition of learning, helps identify skills and abilities and allows an examination of personal learning style. • Unit 3: Exploring Learning explores how learning helps to achieve personal and professional goals. • Unit 4: Where Next focuses on setting future goals for learning and development. • Unit 5: Reflecting Backward, Reflecting Forward examines the cycle of learning and reflection.
  • 39. Kathy Warner, Associate Dean Social, Behavior, Natural and Mathematical Sciences, University of Maryland University College
  • 41. Succeed with Math (SWiM) • Unit 1: Math and You builds math confidence, develops problem-solving strategies, and explores study skills to be successful in mathematics. • Unit 2: Getting Down to the Basics addresses the following: the history of numbers, using a number line, decimals, rounding, estimating, basic operations, the order of operations, and using knowledge in real world scenarios. • Unit 3: Numbers Everywhere investigates units of measurement, signed numbers, and reading and writing mathematics. • Unit 4: Parts of the Whole focuses on writing and using fractions and reinforces strategies for what to do when you get stuck on a problem. • Unit 5: Relationships Among Numbers provides activities and addresses how numbers are used in daily life, connections between fractions, percentages and ratios. • Unit 6: Exploring Patterns and Formulas instructs students on visualizing problems using pictures and diagrams, interpreting and using notation for inequalities, and interpreting word formulas to solve problems. • Unit 7: Investigating Geometric Shapes and Sizes prepares students in understanding the key properties of geometry, and in interpreting and drawing scale diagrams. • Unit 8: Communicating with Data, Charts and Graphs teaches how to calculate means, medians, and ranges for data sets, and how to interpret and construct tables.
  • 42. Succeed with Math Content Developers: Heather Riordan and Sybille Clayton
  • 43. Using Learning to Learn at UMUC Shelley Hintz UMUC
  • 44. David Lascu, Project Manager Anne Arundel Community College
  • 45. B2S Pilot Implementation • Recruitment Focused • Retention Focused • Underserved Populations • Standalone/Online/Hybrid • Different levels of Facilitator Interaction • Developmental Students • Adult Basic Education/GED Preparation Programs • Student Service Programs (FYE, Orientation, Student Success Programs, Tutoring Programs, Library Resources, etc.) • Jump Start and Pre-College Preparation Programs • Vocational Training Programs
  • 46. Pilot Experience and Outreach Examples • University of Maryland University College – L2L • Enrollment to First Day of Class (online) • Anne Arundel Community College • Freshman Year Experience (face to face) – First Time Students • Reading and Writing for Success (face to face) – ABE Program • Step Up To Success (face to face) – ABE Program • MTH SWM – Standalone Course (invited developmental math students - Hybrid) • ACA 100 courses – Student Success Courses (hybrid) • Student Orientation (online) • Prince Georges Community College • Placement Test Preparation (online and face to face) • Student Orientation (online) • Team Builders Academy – CASIS Test Prep (face to face) • Online Student Support Services (online)
  • 47. Pilot Experience and Outreach Continued • Greenville Technical College • SWiM and L2L between Enrollment and First Day of Class (Hybrid) • Shippensburg University • Introduction to Higher Education – L2L (Hybrid) • Department of Labor, Licensing and Regulation • State Library System Access and Promotion • Workforce Development Programs(ABE, GED, and Vocational Training Programs) • Baltimore City Mayor’s Office of Employment Development • Workforce Development Programs (Vocational Training Programs and GED Preparation Programs, Pre College Prepatory Programs)
  • 48. Current Statistical Review – January 2012 10000 700 Pageviews (Google) 9340 9000 8906 627 Unique Visitors (Google) 600 590 Registered Users (LabSpace) 8000 Pre Survey Responses 515 Post Survey Responses 500 7000 6858 470 458 462 444 431 6088 6212 6224 6278 6000 5970 411 5639 400 390 5000 357 5100 4614 311 300 4000 284 253 261 3682 3261 3000 200 2863 2919 200 187 2458 175 157 2000 1994 129 102 101 106 106 109 100 1414 90 85 89 80 1000 64 70 833 56 55 52 636 36 36 40 41 41 41 504 34 27 32 33 30 31 21 20 24 20 23 26 11 13 17 16 0 0 0 0 0 0 0 0 0 1 0 0 5 5 5 5 5 5 5 5 5 0
  • 49. Adoption at your Institution • Target Audience (High School, ABE/GED, returning adult learners, first year students, developmental students, traditional freshman, students in specified courses) • Recruitment or retention focused (or a combination) • Select Course Content(L2L, SWiM, or both) • Grant Stipends Available for Pilot Adopters (as funds remain available) • $1500 Learning to Learn Pilot • $2500 Succeed with Math • $4000 Piloting both L2L and SWiM • Incorporate into already existing course, standalone or hybrid • Face to face, online or hybrid • Adding value to learning labs or tutoring resource programs • Bridge between recruitment and enrollment • How many projected participants • Support provided by Bridge to Success Project Team Members
  • 50. A parable … Stone Soup http://www.youtube.com/watch?v=xF8VgHb_HkI#t=2m53s (2:53 – 5:04)
  • 51. For more information about the grant visit b2s.aacc.edu
  • 52. Summary • OER as a conversation: Sharing, materials, practice • OER as a continuum Individual Standalone Course Bits / Whole Courses Images Modules Open Textbooks Flickr Open Course Library OpenLearn Saylor B2S Courses • Bridge to Success: Learning to Learn & Succeed with Math
  • 53. Contacts • Patrick McAndrew p.mcandrew@open.ac.uk • Jean Runyon jmrunyon@aacc.edu • Brandon Muramatsu mura@mit.edu

Editor's Notes

  1. Citation: McAndrew, P., Muramatsu, B., Runyon, J. (2012). Open Learning: Bridge to Success.Presented at ELI: February 14, 2012.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
  2. The Open University was established just over 40 years ago – though someone recently said that was a great name for a start up.Open to people, places, methods and idea.Open entry.Now openness means so much more.
  3. Operation as a UniversityLarge by European standards in terms of people.Best satisfaction results of any University since they established National Student Survey
  4. I work in IET – research and support OU. Courses, labs
  5. Did you know that Flickr allows photo sharers to indicate a license?And that you can search for Creative Commons licensed
  6. Inspired by the goals set forth by President Obama in the American Graduation Initiative and compelled by the existing and future needs of our country for skilled workers in today’s knowledge-based society and economy, Anne Arundel Community College responded with Student Success 2020.
  7. Learning to Learn is a short course for individuals who are thinking about starting or returning to college. The course is designed to build confidence and to provide the tools and skills necessary to be successful in an academic setting and in the workplace. The course encourages a consideration of possible choices and the value of making plans for the future. In addition, it will increase awareness of an adult’s current qualities, knowledge and skills. Adults will be introduced to the cycle of learning and will develop a personal action plan. The course activities will help adults develop the essential college and life skills of communication, problem solving and self-management. Succeed with Math provides a review of key concepts and to apply these concepts to real world applications. Math and You is designed to build math confidence, to develop problem-solving strategies and skills, and to explore the many ways math impacts an adult’s daily life. Getting down to the Basics provides content and activities to address these key areas: decimals, rounding, estimating, units and measurements, signed numbers, basic operations (with signed numbers), reading and writing mathematics, and using knowledge in real world scenarios. Relationships among Numbersprovides content and activities to address these key areas: how numbers are used in daily life, fractions, percentages, ratios, connections between fractions, percentages, and ratios. The final three units include Exploring Patterns and Formulas, Investigating Geometric Shapes and Sizes, and Communicating with Data, Charts and Graphs.
  8. Learning to Learn is a short course for individuals who are thinking about starting or returning to college. The course is designed to build confidence and to provide the tools and skills necessary to be successful in an academic setting and in the workplace. The course encourages a consideration of possible choices and the value of making plans for the future. In addition, it will increase awareness of an adult’s current qualities, knowledge and skills. Adults will be introduced to the cycle of learning and will develop a personal action plan. The course activities will help adults develop the essential college and life skills of communication, problem solving and self-management.
  9. Learning to Learn is a short course for individuals who are thinking about starting or returning to college. The course is designed to build confidence and to provide the tools and skills necessary to be successful in an academic setting and in the workplace. The course encourages a consideration of possible choices and the value of making plans for the future. In addition, it will increase awareness of an adult’s current qualities, knowledge and skills. Adults will be introduced to the cycle of learning and will develop a personal action plan. The course activities will help adults develop the essential college and life skills of communication, problem solving and self-management.
  10. Succeed with Math provides a review of key concepts and to apply these concepts to real world applications. Math and You is designed to build math confidence, to develop problem-solving strategies and skills, and to explore the many ways math impacts an adult’s daily life. Getting down to the Basics provides content and activities to address these key areas: decimals, rounding, estimating, units and measurements, signed numbers, basic operations (with signed numbers), reading and writing mathematics, and using knowledge in real world scenarios. Relationships among Numbersprovides content and activities to address these key areas: how numbers are used in daily life, fractions, percentages, ratios, connections between fractions, percentages, and ratios. The final three units include Exploring Patterns and Formulas, Investigating Geometric Shapes and Sizes, and Communicating with Data, Charts and Graphs.
  11. Succeed with Math provides a review of key concepts and to apply these concepts to real world applications. Math and You is designed to build math confidence, to develop problem-solving strategies and skills, and to explore the many ways math impacts an adult’s daily life. Getting down to the Basics provides content and activities to address these key areas: decimals, rounding, estimating, units and measurements, signed numbers, basic operations (with signed numbers), reading and writing mathematics, and using knowledge in real world scenarios. Relationships among Numbersprovides content and activities to address these key areas: how numbers are used in daily life, fractions, percentages, ratios, connections between fractions, percentages, and ratios. The final three units include Exploring Patterns and Formulas, Investigating Geometric Shapes and Sizes, and Communicating with Data, Charts and Graphs.
  12. Stone soup. OER like it but in two ways!