This document outlines a project at Chadron State College to transition courses to using open educational resources. The college president was convinced by a conference on open education to adopt a "Textbook Zero" model. A professor was tasked with leading the transition working with an education technology company. The project, called "Open Learning in Action", had students develop open education courses using instructional design methodology and publishing their work with Creative Commons licenses. It aimed to improve learning through collaborative design of open resources.

1. CSC’s SPED OER Project:
Open Learning in Action
Hank McCallum, CSC EDUC Faculty
Ronda Neugebauer, Lumen Faculty Support Guru
28 February 2012
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2. The Scenario: OpenEd 2012
CSC President Rhine attended the
OpenEd 2012 Conference.
He participated in several sessions from
leading experts speaking about Open
Educational Resources (OER).
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3. The Scenario: Kaleidoscope
The Kaleidoscope Project session was particularly
compelling because its model:
• Eliminates textbook costs as an obstacle to
student success
• Uses the best of existing OER
• Increases student success through assessment-
driven enhancement of OER curriculum
• Creates a community to collaboratively evaluate
and improve open course designs using learning
analytics
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4. The Scenario: Impact on Campus
President Rhine was convinced the
Kaleidoscope model could:
• Save college students money
• Reduce institutional budget constraints
• Improve instructional design in courses
• Allow for dynamic faculty collaboration
• Increase student success
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5. The Scenario: Textbook Zero
He decided to convert the institution into
a “Textbook Zero” campus.
The impact on students meant they were
no longer required to purchase
textbooks.
The impact on faculty meant embracing
the Kaleidoscope Model using OER.
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6. The Challenge
Professor McCallum, CSC Education Faculty, was
selected by administration to assist in the
transition to Textbook Zero.
Collaborating with Lumen, an ed tech company
aimed to assist institutions with OER adoption,
they facilitated an innovative project called
“Open Learning in Action.”
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7. Open Learning In Action: Vision
Fostering active learning and decreasing passive learning
Transitioning the instructor role from an “authority” directing
instruction to a “facilitator” supporting active learning
Increasing educational relevance
Improving the quality of student learning through
collaborative “real-world” opportunities
Assisting future educators with building marketable
knowledge, skills, and dispositions for excellence in teaching
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8. Open Learning in Action: Student Role
Upon completion of this project, students will:
• Establish Personal Learning Networks to create
connections, collaborate, and contribute to their
professional development and knowledge
• Understand the implications of open licensing in education
• Develop a SPED course using instructional design
methodology and OER
• Create a course in Instructure’s Canvas platform
• Publish their work with Creative Commons license to share
with the open community
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9. Open Learning in Action: Facilitator Roles
CSC’s Dr. McCallum
• SPED Subject Matter Expert (SME)
• Guide and assist students in learning
• Support students in self-assessment of learning
Lumen’s Ronda Neugebauer
• OER Specialist
• Instructional Design Project Advisor
• Canvas Administrator, Trainer and Tech Support
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10. Essential Knowledge
• OER & Copyright
• Outcome-Based Education & Backwards Design
• Multiple Measures of Assessment
• Instructure’s Canvas
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11. OER & Copyright
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12. What are Open Educational
Resources (OER)?
(1) Any kind of teaching materials –
textbooks, syllabi, lesson plans,
videos, readings, exams
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13. What are Open Educational
Resources (OER)?
(2) Free for anyone to access, and
(3) Include free permission
to engage in the 4R activities:
reuse, revise, remix, redistribute
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14. Internet OER
Enables Allows
Sharing and educating at
unprecedented scale
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15. Education is Sharing
Teachers with students
Students with teachers
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16. Teachers Share With Students
Knowledge and skills
Feedback and criticism
Encouragement
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17. Students Share With Teachers
Questions
Assignments
Tests
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18. Successful Educators
Share most completely
with the most students
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19. If there is no sharing…
there is no education.
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20. Knowledge is Magical
It can be given without being given away
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21. Physical Expressions Are Not
To give a book you must give it away
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22. When Expressions Are Digital
They also become magical
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23. Unprecedented Capacity
We can share as never before
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24. Except We Can’t with Copyright
© forbids copying, distributing, and editing
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25. © Cancels the Possibilities
Of digital media and the Internet
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26. Internet Copyright
Enables Forbids
What to do?
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27. Use copyright to enforce sharing
Watch the video at:
http://creativecommons.org/licenses/
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28. The 4Rs of OER
Reuse – copy verbatim
Revise – adapt and edit
Remix – combine with other OER
Redistribute – share with others
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29. Creative Commons Licenses
Scroll down link’s page to view:
http://creativecommons.org/licenses/
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30. Outcome-Based Education &
Backwards Design
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31. Outcome-Based Education
Aka Mastery Education, Performance-Based Education
Outcomes = skills and knowledge measured empirically
through observations/experimentation
Constructivist, student-centered learning philosophy
No requirements or specifications for any particular style
of teaching or learning; however, discourages
traditional model of direct instruction
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32. Instructional Design
Process of developing education and training materials
Includes “ADDIE” framework (below)
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33. Backwards Design
Founded by Wiggins & McTigue in
Understanding by Design
Begins with the end in mind: What do you want
students to know?
Effective method for teachers who think in
terms of what they wish to achieve
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34. Backwards Design Model
1. Identify Desired Results - Use Standards as Guide
What do you want students to know, understand, and be
able to do? (Outcomes)
2. Determine Acceptable Evidence
How will you know students have achieved results and
met standards? (Assessments)
3. Plan Learning Experiences & Instruction
Identify concepts, principles, processes (Content &
Learning Activities)
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35. Backwards Design Application
Course Learning Outcomes
CLO
What students know by the end of the course
MLO
Module Learning Outcomes
What students know by the end of the module
LA Learning Activities
Opportunities for students to demonstrate knowledge
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36. Course Mapping
Aligns Course Learning Outcomes, Module
Learning Outcomes, and Learning Activities
MLO LA MLO LA
MLO LA CLO
CLO
LA
LA LA LA MLO MLO
MLO
LA CLO MLO
MLO MLO LA
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37. Course Mapping
Mapping is a quality issue & assists in peer review. If we
cannot connect, there is no way to improve the course.
MLO LA LA LA
CLO MLO LA This area needs work.
MLO LA LA LA
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38. Mapping Example
READ 125 College Reading Strategies
Link to Google Doc:
https://docs.google.com/document/d/18nSdd1z762UpXAkLvxT4i-
H7V8UW8w_GrBEuISLURnY/edit
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39. Backwards Design: Evaluation
In course evaluation (during and at course
completion) teachers use data generated by
students to drive decision-making
This helps teachers improve the course overtime
Empirically, teachers know where students are
struggling and how best to improve the course
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40. Multiple Measures of Assessment
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41. Psychometrics
We can’t open our students’ brains to see what
they know, but we can give them
opportunities to tell us what they know
Assessment results yield both signal and noise
Rather than give one big assessment, use
multiple measures to tease out the signal
from the noise
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42. The Pixel Analogy
Why are multiple measures of assessment
important?
Watch this video:
http://www.pcworld.com/article/2027906/chromeboo
k-pixel-the-google-pc-weve-been-waiting-for-.html
Think of multiple measures of assessment like the
pixels that make up the entire digital picture. Aim to
see the whole picture of the student, instead of just
a few pixels.
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43. Multiple Measures of Assessment
Formative Examples
Assists in modifying teaching and • Muddiest Point
learning activities for student
success • Minute Paper
• Concept Test
Typically involves qualitative • Directed Paraphrase
feedback (rather than scores) for
both students and teacher • RSQC2 – Recall, Summarize,
focusing on details of content and Question, Comment, Connect
performance • Transfer and apply
• Anecdotal Records
Assessment FOR learning http://www.venturacollege.edu/assets/pdf/president_office/types_of_me
http://en.wikipedia.org/wiki/Formative_assessment asurements.pdf
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44. Multiple Measures of Assessment
Summative Examples
Refers to evaluation of learning • Unit Exams
and summarizes development of • Portfolios
learners after a period of time. • Discussions
• Case Studies
Seeks to monitor educational • Reflective Essay
outcomes often for purposes of
accountability
• Standardize Test
• Exit Interview
Assessment OF learning
• Capstone Project
http://www.venturacollege.edu/assets/pdf/president_office/types
http://en.wikipedia.org/wiki/Summative_assessment _of_measurements.pdf
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45. Instructure’s Canvas
Watch this video about Instructure’s
learning platform called Canvas,
open source software “built for users”
http://video.instructure.com/video/59242670
David Wiley is considered the
“Father of Open Education”
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46. Instructure’s
You will use Canvas to publish your course
Access your course invitation via your email
Demo in the Lab
– Building content pages
– Speedgrader
– Communication Settings
– Orientation Module with Canvas Videos
– Analytics: Class, Individual Student
– Import Content
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47. Questions?
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48. Sources & Credits
Slide 2 - CC BY OpenEd 2012 http://openedconference.org/2012/program/
Slide 3/4 - CC BY Kaleidoscope Project http://www.project-kaleidoscope.org/
Slide 5 - CC BY Lumen http://www.lumenlearning.com/textbook_zero
Slide 8 - CC BY Wikipedia http://en.wikipedia.org/wiki/Personal_learning_network
CC BY Creative Commons http://creativecommons.org/education
Council for Exceptional Children SPED Professional Ethical Principles
http://www.cec.sped.org/~/media/Files/Standards/Professional%20Ethics%20and%20Practice%20Standards/Ethics%20Translations/CEC_Ethics_English.pdf
Instructure http://www.instructure.com/
Slide 9 - Schreyer Institute, Penn State http://www.schreyerinstitute.psu.edu/pdf/alex/teacher_facilitator.pdf
Slide 10-28 - CC BY David Wiley http://www.slideshare.net/opencontent
Slide 27 - CC BY Creative Commons http://creativecommons.org/licenses/
Slide 29 - CC BY Creative Commons http://creativecommons.org/licenses/
Slide 31 - CC BY SA PrincetonUniversity http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Outcome-based_education.html
CC BY SA Wikipedia http://en.wikipedia.org/wiki/Empirical
Slide 32 - CCBY SA http://en.wikipedia.org/wiki/File:ADDIE_Model_of_Design.jpg
Slide 33 - Understanding By Design http://www.ubdexchange.org/web_resources/UbD_Overview/learn_more.cfm
Slides 33/34 - CC BY NC SA EduTech Wiki http://edutechwiki.unige.ch/en/Backwards_design
Slide 38 - CC BY Ronda Neugebauer Mapping Example https://docs.google.com/document/d/18nSdd1z762UpXAkLvxT4i-H7V8UW8w_GrBEuISLURnY/edit
Slide 42- PC World & Google http://www.pcworld.com/article/2027906/chromebook-pixel-the-google-pc-weve-been-waiting-for-.html
Slide 43/44- CC BY SA Wikipedia http://en.wikipedia.org/wiki/Formative_assessment
Ventura College http://www.venturacollege.edu/assets/pdf/president_office/types_of_measurements.pdf
Slide 45 - Instructure & Vimeo video http://video.instructure.com/video/59242670
CC BY Lumen http://www.lumenlearning.com/lumen
Slide 46 - Lumen’s Instance of Canvas: https://lumen.instructure.com/
Faculty Partner: Hank McCallum, Education Faculty, Chadron State College
Lumen: David Wiley, Kim Thanos, Ronda Neugebauer
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