Intro to OER for the University System of Maryland
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Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
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Intro to OER for the University System of Maryland
- 1. Introduction to OER for Open Courses lumen lumenlearning.com Kim Thanos, CEO, kim.thanos@lumenlearning.com Nate Angell, Doorman, nate@lumenlearning.com October 21, 2014
- 2. 2 Agenda • Introductions Lumen Learning Open Education • Keys to Open Education Licensing Adoption approaches Examples • “Designing” Open Courses Mapping to learning outcomes Material review Addressing gaps and needs • Next Steps and Support Resources
- 3. 3 About Lumen Learning • Founders: David Wiley and Kim Thanos • Mission: Scale effective use of OER and analytics Improve access and quality Impact disadvantaged learners Fix a broken market • Approach: Model openness Respect and build community Continuous improvement Openly license Facts: • .com company • partially owned by a charitable foundation • formed in 2012 • based in Portland, OR • 40+ institutional clients
- 4. 4 Symptoms of a Broken Market Outcomes Six-year graduation rate for open access institutions 33% Cost Costs growing 3x inflation $1,200 Avg. annual textbook cost per college student Access 6 in 10 students go without textbooks due to cost take fewer courses due to textbook cost 35% <50% of community college students achieve credential goals
- 5. 5 How do we work with institutions? • Goals: Ease transition. Scale and sustain impact. • Step 1: Get programs started right Guide institutional leaders Guide and support faculty members • Step 2: Ease scale Use our work without our help (institutional cost: $0 per student) User our work with our tools and support (institutional cost: $5 per student) • Step 3: Invest in continuous improvement based on learning results • Step 4: Support and build community.
- 6. lumen lumenlearning.com Implementing Open Philosophy and Tools
- 7. Orientation to Open Education • I’m just learning about open education • I have a strong understanding • I feel strong philosophical alignment • I’m pragmatic about its applications • I’m skeptical but listening • I’m not sure what to do next • I have a vision and a plan www.lumenlearning.com
- 9. Ideas are Non-rivalrous can be given without being given away Physical Expressions of Ideas are Not
- 10. CC licensed photo http://www.flickr.com/photos/62693815@N03/6277209256/
- 12. 12 use copyright to enforce sharing
- 13. 13 Makes It Easy to Share: 5Rs • Make, own, and control your own copy of the content • Use the content in its unaltered form Retain Reuse • Adapt, adjust, modify, improve, or alter the content Revise • Combine the original or revised content with other OER to create something new Remix • Share your copies of the original content, revisions, or remixes with others Redistribute
- 14. Creative Commons licenses provide a simple, standardized way to grant copyright permissions to creative work. Attribute? Commercial Permission: use? Share alike? http://creativecommons.org
- 15. Attribution = literally by whom Share Alike = publish, same license Non-commercial = no gain No Derivatives = no changes A remix nightmare A tiny bit open
- 16. 16 Why ? For most authors the greatest risk is not piracy but obscurity. - Tim O’Reilly
- 17. 17 Why ? And in the end the love you take is equal to the love you make. - John Lennon
- 18. What are Open Educational Resources (OER)? (1) Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams What are Open Educational Resources (OER)? (2) Are free for anyone to access, and (3) Include free permission to engage in the 5R activities: retain, reuse, revise, remix, redistribute
- 19. 19 Why Use OER? • Eliminate textbook cost as a barrier to student success Access Level playing field Time = money • Increase faculty control of learning materials Revise and remix for the best collection Target to learning goals and student needs • Community-based approach to teaching materials
- 20. Direct connection between cost and success 20 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
- 21. 21 Why NOT Use OER? • Concerns about quality Do high-quality resources exist in my discipline? Where do I find them? • Time I don’t have time to write an open textbook or aggregate resources. • Sustainability How do I know that two years from now the resources will still exist and will be current? • Preference for current textbook
- 22. 22 Faculty Approaches BUILD ADAPT ADOPT • 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.
- 23. 23 Shifting Faculty Engagement with OER • REUSE – This is MY content • REVISE – This is a starting point for improvement • REMIX – This is the best collection of materials for each concept or outcome • REDISTRIBUTION – This exists in a community of collaborators
- 24. 24 Maryland Open-Source Textbook (MOST) Initiative If you are using social media today, we have started to use a new hashtag for MOST: #MDOpenTxts
- 25. 25 Institutional Approaches Opportunistic Kaleidoscope Pilots Individual faculty interest • Led by dept. chair • Training and support each term • Models defined for broader adoption + Faculty support - Systemic change Department Salt Lake Community College Emphasis on math adoption • Led by dept. chair • Training and support each term (new FT + adjuncts) • Models defined for broader adoption + Managed change - “We’re not like math” Full Program Tidewater Community College Full AS degree in business • Led by dept. provost • 23 courses • Acad/admin/student support participation + Systemic change - Dependent on strong leadership
- 26. 26 College Project Results Over $475,000 in Textbook Savings Tidewater Community College 8% 11% Mercy College 48% 2% 9% 60% Drops Withdraws C or Better Lumen Open Supported Courses Traditional Textbooks
- 27. 27 Cross-institutional Results 44% Preliminary Results 80% 11% 5% 23% 65% 13% 11% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% A C or Better F Withdrawal Kaleidoscope Traditional
- 28. lumen lumenlearning.com Open Course Design Adapting and Adopting
- 29. lumen lumenlearning.com What are the greatest obstacles to learning and success for your students?
- 30. Backward Design “begin with the end” Outcomes identify desired results Assessments determine acceptable evidence Content plan learning experiences and instruction
- 31. 31 Process 1. Student learning outcomes 2. Assessments 3. Content and activities 4. Technology for delivery 5. Connection to LMS
Editor's Notes
- PRESENTER: Kim – Open and do introductions
- PRESENTER: Kim
- PRESENTER: Kim
- PRESENTER: Kim
- What is the same about these? (Discussion) Point: both are covered under the full protection of the law; have full protection of copyright law, anything I create has the same protection as the most expensive movie ever created, all copyright is pervasive...what is the impact of this? It impacts the way we share, the way we teach, the way we learn.
- CC licensed photo http://www.flickr.com/photos/62693815@N03/6277209256/
- Use copyright to enforce sharing with a Creative Commons license
- At its core, open materials are 4Rs First three are what impact teaching and learning Bundling multiple texts is expensive: Focused on return of investment of textbook Revise: reduce the amount of materials Opportunity for students to engage in materials…engaging students to revise and add to the textbook for their course Free is awesome…but its just a part of what this is about
- Open source software community has it There are broad global uses of CC outside of education as well (Click on hyperlink) Discuss 3 layers of licensing: Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up) Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages) Case against using CC NC for materials you create is removing the option to print materials for students CC button says it gives permission CCBY means attribute it to the original author Creates professional network Personal connections Commerical Use: can someone use the material Sharealike: revise but keep the same license NC License hurts when printing: need to have a sustainable process; CK 12 agreement under $5 per book; extra piece; we are still living in a world where we need print materials If Kscope is funding faculty time, materials created must be CCBY
- Openly sharing materials is powerful
- 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 cost Nearly a quarter (23%) of students regularly go without textbooks due to their cost Due to the high cost of textbooks: 35% of students report taking fewer courses 31% report not registering for a course 14% have dropped a course 10% have withdrawn from a course Link to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
- We have absolutely no stake in the existing model, and that frees us to focus on the learner. Over 17,000 at 21 institutions. Controlled for institution, race, and gender.
- We have absolutely no stake in the existing model, and that frees us to focus on the learner. Over 17,000 at 21 institutions. Controlled for institution, race, and gender.
- We have absolutely no stake in the existing model, and that frees us to focus on the learner. Over 17,000 at 21 institutions. Controlled for institution, race, and gender.
- Many instructors begin with textbook, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards – “backward” from conventional habits. This approach can be thought of as purposeful task-analysis. The results are a more sharply defined teaching and learning target so that students perform better knowing their goal. There is greater coherence among desired results, key performances, and teaching and learning experiences which leads to better students performance – the purpose of instructional design. http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_wiggins_mctighe.pdf