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Open Textbook Summit - Lumen Learning
The document discusses the significance of Open Educational Resources (OER) in education, highlighting their potential to reduce costs for students and improve access to learning materials. It outlines key lessons learned from adopting OER, emphasizing the importance of systemic change, institutional support, and collaborative faculty approaches. The document also advocates for continuous quality improvement and the engagement of students in meaningful assignments using OER.
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Open Textbook Summit - Lumen Learning
- 1. www.lumenlearnin g.com Lumen Learning Kim Thanos Co-founder& CEO kim@lumenlearning.com David Wiley Co-founder & Chief Academic Officer david@lumenlearning.com
- 2. Topics WHAT quick reviewof terms and meaning WHY issues and scope HOW lessons learned in adoption AND THEN the opportunities created
- 3. 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 and 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. William and Flora Hewlett Foundation
- 4. 5Rs: The PowerfulRights of Open • Make, own, and control your own copy of the contentRetain • Use the content in its unaltered formReuse • Adapt, adjust, modify, improve, or alter the contentRevise • Combine the original or revised content with other OER to create something newRemix • Share your copies of the original content, revisions, or remixes with othersRedistribute
- 5. www.lumenlearning.com A Problem WorthSolving • Costs escalate unchecked • No concomitant increase in quality • Impact on student… Learning Access Success Persistence Completion • Impact on faculty… Control Effectiveness Professionalism
- 8. There is adirect relationship between textbook costs and student success 60%+ do not purchase textbooks at some point due to cost 35% take fewer courses due to textbook cost 31% choose not to register for a course due to textbook cost 23% regularly go without textbooks due to cost 14% have dropped a course due to textbook cost 10% have withdrawn from a course due to textbook cost Source: 2012 student survey by Florida Virtual Campus
- 9. Curriculum Textbook adoption models Economic incentives Policy Institutional funding models Institutional contracts Facultyhabits Publisher-owned assessment processes Student fee structures Faculty support materials Financial aid processes Vendor economic models Faculty overloadAdjunct development
- 11. Lesson 1 Systemic changeis required
- 12. Source: Tidewater CommunityCollege Z degree project team
- 13. Lesson 2 An institutionalchampion is vital
- 14. www.lumenlearning.com Faculty Approaches BUILD ADAPTADOPT • Develop new materials • Aggregate materials from high-quality OER • Create tools and systems • Create media • Share or publish Similar in scope to writing a new textbook with many collaborators. • Identify high-quality course or resource • Create significant revision • Remix, aggregate • Share or publish Similar in scope to moving from traditional to fully online delivery. • Review open course • Refine for teaching approach • Align with syllabus • Assign and reference Similar in scope to using a new textbook or a major new edition.
- 15. Lesson 3 Faculty requirediverse approaches and supports
- 16. Source: Tidewater CommunityCollege Z degree project team
- 17. Lesson 4 The communitymust own the connection
- 19. So what? What canbe done only in the context of open?
- 20. 1. Continuous QualityImprovement 2. Open Pedagogy
- 21. Open 5Rs give youpermission to make changes, but... don’t tell you what needs changing.
- 22. Analytics Identify the weakerparts of your course, but... don’t give you permission to fix them.
- 23.
- 24. Open + Analytics identifyingthe weaker parts of your course + permissions to fix them continuous quality improvement
- 25. Open Pedagogy What kindof activities can students engage in with OER / open data / open access articles that they cannot do otherwise?
- 26. “Disposable Assignments” • Studentshate doing them • You hate grading them • Huge waste of time and energy • Students see value in doing them • You see value in grading them • Actually add value to the world “Valuable Assignments”
- 27. From Process toProduct In theory, all assignments have students engage in valuable processes. There’s no reason they shouldn’t result in valuable products.
- 28.
- 29.
- 30. You’re already using OER. Areyou taking advantage of all 5Rs? Are your classes better – not just cheaper – than before? Be the example.
- 31.
Editor's Notes
- #9 Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf