Open practices for institutional change
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Quill West Open Education Project Manager Pierce College @quill_west
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Open practices for institutional change
- 1. Quill West Open Education Project Manager Pierce College @quill_west OPEN PRACTICES FOR INSTITUTIONAL CHANGE
- 2. Pierce Open Pathways (POP): Transferrable Associate of Arts Degree, no textbooks Currently Pierce College at Joint Base Lewis- McChord offers the full POP. We are working on a second degree, and extending the POP to the full district.
- 3. “Hand” by Golan Levin is CC-BY 2.0 Modified by Quill West, CC-BY 4.0 Fall 2013: Build it, they will come.
- 4. “Revolving doors” by John is licensed under CC BY 2.0 Access equals opportunity.
- 5. “Door” by li.pan39 is licensed under CC BY 2.0 Access is not the same as success.
- 6. Fall 2014: We need to refocus. Open Education is bigger than resources.
- 8. “Doorways” by Tom Hilton is licensed under CC BY 2.0 Styles that match.
- 9. “Painted door” by Andy Maguire is licensed under CC BY 2.0 Invite students to help fill in the details.
- 10. Fall 2015: As we establish a new degree can we blend data, concepts of proven practice, and open practices to translate access to success?
- 11. The 7th Practice: Analyze Data
- 12. 82.5% Average Success Rate 61.4% Average Success Rate 72.4% Average Success Rate
- 13. Thank you for your time. This presentation by Quill West is licensed Creative Commons Attribution 4.0
Editor's Notes
- Today I want to talk a bit about an evolution of an open education project. Pierce College invested heavily in Open Education in 2013- both by hiring an OER Project Manager, and by incentivizing OER adoption for faculty. The goal was an OER Degree for students seeking a transferrable AA Degree. Through the process of establishing the Pierce open Pathway (POP) we meshed open practices with our initiatives to close the achievement gap. Recently we’ve begun an early initiative that I’m referring here to open practices.
- The first part of the POP was invested in the idea of growing enrollment and student opportunities through adopting open education. At this point our practice was really all about the resources and pedagogy. The concept was that OER could and would increase student success and persistence. Emphasis was placed on dollars saved, students served, and access granted.
- While we had a lot of success with this idea- however I think of it as a revolving door kind of process. Revolving doors are great design, as long as everyone knows how they work. A small change in the process (like someone stopping midway through) can harm the ability of the process to work. Then students have to find work-arounds (side doors and windows.) We also have to be concerned about faculty knowing the structure of the door (not all doors are created equal.)
- Education is about much more than just getting through the door. One you get through, you’ve got to journey on the other side. Many of our early students took POP classes for the lower costs- to save money- but the differing expectations in terms of study skills, use of web resources, and investment of time proved confusing. Anecdotally students complained of having to “click outside” our LMS, or they noticed that they were actually working harder than they might with a textbook. For the most part, early student reports were good, but we noted that some classes were getting better reviews than others.
- Into that realization comes the six open practices: Sharing (with the world or across the hall, supporting good ideas, responsible and helpful feedback, crediting great work, using the most open license possible, and putting students first.) We started a series of professional development conversations about these practices, and we focus on them as a professional practice as much as teaching is a practice.
- In order to make sharing easier, we also focused on building a stylistic match between texts and classes. Our goal was to make sharing between instructors easier, and to give students a sense of continuity between classes. (This isn’t true of all classes, but it is true of many at this point.)
- The most important part of this work has been adjusting pedagogy so that students are creating as much of the content as faculty are comfortable with. In many cases the work that the students help us to develop are better than anything we could have produced.
- Nutrition 101: A year’s worth of data- looking at success rates. This is an imperfect look at the data, but average success rates differ, drastically. Can we examine what is happening in these classes and decide, as a faculty, what should translate from class to class? We would also want to examine subsequent course completion, and persistence of students. This is a very early practice.