Why the lower cost of Moocs will not lead to improved access
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This is a presentation I did at eLearn 2013. It presents evidence about the relative role of Moocs, Online Learning, and Traditional Face-to-Face education modes. Essentially, I'm trying to show that just decreasing the cost of education is not enough to get everyone equal access.
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The document discusses how adopting open educational resources (OER) at HCC can help reduce costs for students, improve student success rates, and increase engagement. It notes that many students currently struggle to pay high textbook costs, which can negatively impact their grades and course completion. The document outlines benefits seen at other institutions that have implemented OER, such as improved throughput rates and students developing a deeper appreciation for course material. It also discusses moving beyond traditional textbooks to embrace open pedagogy through collaboratively building open resources, incorporating multimedia, and making materials interactive and openly licensed. Workshops are proposed for faculty to learn tools to annotate readings, build ePortfolios, create open textbooks, and make syllabi more open.
Open Education at Keene State College
Keene State College is implementing an open education initiative to increase affordability, student engagement, and public impact. The initiative focuses on open educational resources (OER) to lower textbook costs, open pedagogy to connect students to communities, and open access to research. OER has saved students over $149,000 at UNH. KSC aims to position itself as a leader through faculty champions, an academic technology director, and department-level OER initiatives. The open education approach advances KSC's public mission by increasing access, engaging learners beyond the classroom, and maximizing scholarly impact.
OTC 2017: From OER Adoption to OER Degrees
From OER Adoption to OER Degree Pathways: Why, How, and What’s Next?
A panel of California Community College leaders will share their journey from early OER adoption to development of OER degree pathways. Awareness building, faculty and student engagement, and administrative support have been key success factors in OER adoption, but recent support from the state legislature and the Chancellor’s Office is enabling full Zero-textbook-cost degree pathways to maximize student savings.
Hear from the faculty and administrators leading these efforts: how they got started and successful strategies to grow and sustain OER usage at their campus to expand access and empower faculty to improve student engagement and success.
Claire Coyne, Faculty, Santa Ana College
Kats Gustafson, Dean, Online & Distributed Learning Instructional Services, San Diego Community College District
Jim Julius, Faculty Director Online Education, Mira Costa College
Nicole Major, Faculty, Saddleback College
Jennifer Pakula, Faculty, Saddleback College
Moderator: Una Daly, CCCOER Director
Tuesday, 3:20-4:10 pm
Open Textbook Network faculty workshop at Youngstown State University
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It summarizes that state funding for higher education has decreased while tuition costs have increased, pricing many students out of attending or completing college. The cost of textbooks has also risen dramatically, with the average student budgeting over $1,000 per year for textbooks alone. Open textbooks, which are freely available online under open licenses, are presented as a way to reduce costs for students while maintaining quality and academic outcomes equal to or better than traditional textbooks. The author advocates for the adoption of open textbooks and provides information on how to review and customize open textbooks for courses.
CCCOER Webinar: Marketing OER Degrees to Students
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
OpenEd2016: Student perceptions - Open Textbook
Presentation on research published in Open Praxis journal. Study on student perceptions of using an open textbook.
AASA AACC Dual Credit Webinar
This document summarizes the findings of a survey on dual enrollment programs conducted by AASA and Hobsons. Key findings include:
- Most respondents saw dual enrollment as benefiting students by giving them college experience and credits. However, barriers included requirements for instructor qualifications and difficulties transferring credits between institutions.
- The majority of respondents believed dual enrollment completion indicates college readiness and that the K-12 system should evolve into a K-14 system.
- Next steps discussed expanding dual enrollment opportunities and addressing challenges like credit transfer through partnerships between K-12 districts and community colleges. Two districts provided examples of how they deliver dual enrollment and early college programs.
OTC 2017: Improving Student Success with the California Zero Textbook Cost ...
Improving Student Success with California Zero-Textbook-Cost Degree Grant Program
In early 2017, the California Community College Chancellor’s Office (CCCCO) awarded 23 college districts funding to plan or create zero-textbook-cost (ZTC) degrees in the continuing effort to improve student access, success, and completion. ZTC degrees consist of an entire pathway of courses culminating in a degree or certificate that have been redesigned by faculty to use open educational resources or zero-cost materials.
Join us to hear from the Chancellor’s office on the vision behind the program and how to apply for the 2nd round of funding to develop additional ZTC degrees. We will also hear from the lead colleges providing statewide technical assistance to ZTC grantees and the work of the statewide Academic Senate OER Task Force to maximize the impact throughout all 113 California community colleges.
Panelists:
LeBaron Woodyard, Dean of Academic Affairs, California Community College Chancellor’s Office
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources & Distance Learning,
College of the Canyons
Ron Oxford, Librarian, West Hills College, Lemoore
Dave Dillon, Counselor/Professor Grossmont College;
Chair, OER Task Force of Academic Senate for California Community Colleges
Moderator: Una Daly, Director CCCOER
Ontario Ministry of Education: CCCOER Presentation
This document summarizes a presentation by Una Daly on opening up education through open educational resources (OER). It discusses the Open Education Consortium's efforts to promote OER adoption among higher education institutions. Key points include programs and grants to convert entire degrees and career certificates to use only OER, saving students thousands in textbook costs. Research shows OER lead to equivalent or better student outcomes and completion rates compared to traditional textbooks. The presentation provides an overview of national and statewide OER initiatives in places like California, New York, and through Achieving the Dream.
Destination anywhere - EAIE 2016
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
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Keynote at Holyoke Community College on OER and Open Pedagogy
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Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & Students
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Suceeding in STEM Recruitment and Retention_STEM Tech 2015
The document describes Bellevue College's STEM to Stern program, which uses a cohort model to support student recruitment and retention in STEM fields. The program provides academic courses, networking opportunities with STEM professionals, internships, project-based learning, and career advising over six academic quarters. Since starting in 2007 with NSF funding, the program has grown significantly, with over 200 students completing the first year and 91% remaining in STEM majors. Student feedback indicates the program helps make STEM career paths feel concrete and achievable. The program has been able to sustain itself using existing college resources.
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The Growing Community of College OER Projects May 2015
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
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MOOCs - how to live with them and love them
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Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
CCCOER webinar: OER Degrees Emerge in Maryland and Texas
Achieving the Dream launched an OER Degree Initiative in 2016 with 38 colleges in 13 states who are developing entire degree pathways where traditional textbooks have been replaced with open educational resources. Austin Community College and Montgomery Community College are two of the colleges who are participating in this transformation to enhance teaching and learning and share research on the impact on student success and cost.
Our speakers will share successes and challenges including topics such as the role of the library, faculty development, marketing oer courses to students, and working with your bookstore.
When: Wed, March 29, at 10am PT/ 1pm ET
Featured Speakers:
From Austin Community College, Texas
Dr. Gaye Lynn Scott, Associate Vice President, Academic Transfer Programs
Carrie Gits, Head Librarian/Associate Professor
From Montgomery College, Maryland:
Samantha Streamer Veneruso, Professor of English; Chair, General Studies Program
Michael A. Mills, Vice President, Office of E-Learning, Innovation, and Teaching Excellence (ELITE)
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Wake Tech's Introductory Algebra Review MOOC was launched May 1, 2013, and currently has over 8,000 students enrolled. This presentation details the details of creating the MOOC and shares some data about who is taking it and why.
Community of Practie for OER Degrees:
Presentation of OER Degrees and Zero Textbook Cost Degrees nationally including Achieving the Dream's OER Degree Initiative, California's ZTC degree, and Tidewater and Northern Virginia Community College in Virginia.
Montebello Counselors: They All Deserve To Go
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Pedagogy in Public: Open Education for Transformational Teaching
This document discusses how adopting open education practices can benefit Seminole State College. Open education can help drive down costs for students, improve student success rates, increase engagement, and connect students to their fields. It can also reinvigorate faculty teaching and allow collaboration with other institutions. Adopting open educational resources (OER) like open textbooks instead of expensive commercial textbooks could save students hundreds of dollars per semester. Studies show students perform better and are less likely to drop or fail courses when using OER. The document advocates treating education as a learner-driven process through open pedagogy, emphasizing community and collaboration over content. It discusses using open licenses, digital tools like Domain of One's Own, and publishing student
Open: Decreasing Costs, Improving Access, and Increasing Quality of Education
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
CCCOER Advisory May 2014
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South LA Counselors
This document provides information to help students find colleges that are a good match for them. It discusses different types of colleges, including those out of state which vary greatly in selectivity and cost. It recommends students identify match colleges based on their academic profile, extracurricular activities, and passions. Students can visit colleges in person or at college fairs, and can search online resources. The document also provides information on scholarships, affordability, and contacting the author for additional help with college planning.
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Faculty Development Grant Results Presentation
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Eye-Tracking in Instructional Videos
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
Textbooks for Responsible Data Analysis in Excel
With 27 million users, Excel (Microsoft Corporation, Seattle, WA) is the most common
business data analysis software. However, audits show that almost all complex spreadsheets
have errors. The author examined textbooks to understand why responsible data analysis is
taught. A purposeful sample of 10 textbooks was coded, and then compared against
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PowerPoint’s Impact on Conference Ratings and Social Media Likes
How can we best use PowerPoint? Three streams of research provide answers: (1) surveys provide student and faculty perceptions, (2) expert presenters give their opinion, and (3) cognitive scientists conduct focused perceptual experiments. I expand on this research by testing existing research findings against actual conference presentations. My C# software automatically analyzes 166 slide presentations to generate numeric slide characteristics. A regression analysis then correlates these characteristics with audience ratings and social media impact. The results generally support existing research, but have two surprising outcomes: (1) only certain types of images generate positive session ratings, (2) high words counts lead to improved social media impact.
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- 1. MOOCs: Why Low-Cost Will Not Create Equal Access Nathan Garrett Yesica Allaya eLearn 2013, Las Vegas, NV Wednesday, October 23rd, 1:30-2:00pm http://profgarrett.com
- 2. Moocs are… • “the biggest revolution in education since the printing press…”
- 3. Quality Access: What type of students are recruited? Pedagogy: What teaching techniques are used? Retention: How many students complete successfully? Cost: What does the overall educational experience cost?
- 6. Traditional Higher Ed • • • • • 5,599 colleges & universities 21m students 70% public >50% over 23 40% part-time
- 7. How many students graduate?
- 8. We have unequal success between ethnic groups White, Non- Hispanic Black Hispanic Asian/Pacific Islander 75% 67% 65% 60% 57% 46% 45% 39% 36% 28% 26% 16% Private Not-For-Profit Four-Year Public Four-Year Private For-Profit Four-Year
- 9. What students pay in tuition hasn’t significantly changed 92-93 97-98 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 $16,000 $14,000 $12,000 $10,000 $8,000 $6,000 $4,000 $2,000 $0 -$2,000 -$4,000 Public 2-year Public 4-year Private 4-year
- 10. What does it cost?
- 11. But, we educate more of the population U.S. Census Bureau, Current Population Survey and decennial census: Percentage of the Population 25 Years and Over Who Have Completed High School or College: Selected Year 19402009
- 12. Iron Triangle for Traditional Higher Education Cost Access Quality Pedagogy Retention
- 13. Online Learning • 32% of college students have taken at least one course • 9% yearly growth rate
- 14. Access • Requires – Prepared & motivated students • Minorities have lower levels of computer preparation & skills • Non-traditional also do worse – Heavy feedback • Perceived as harder – by all students
- 15. Cost
- 16. Outcomes • Perceptions v. reality – Perceptions? Employers rank lower – Reality? Outcomes similar
- 17. Iron Triangle for Online Learning Cost Access Quality Pedagogy Retention
- 18. Mooc • xMooc v. cMooc – Dave Cormier, Bryan Alexander, George Siemens, and Stephen Downes
- 19. Retention • Range: 25%, 12%, 5%... • Are these really serious completers? • Coursera: – – – – Overall: 7-9% Intend to complete: 23% Complete first assignment: 40% Signature Track: 70%
- 21. Cost per Completion • Free v. “Free” • Cost – Edinburgh, $46k – U Penn: $50k
- 22. Access • Who finishes a Mooc? – 70% has BA/BS, half graduate degree – Majority outside US – 60% of Coursera income <50k • San Jose – Developmental classes in Pilot • 29-51%, 20% lower than traditional
Editor's Notes
- But the blackboard, educational videos & TV, and computer-based tutorials have all been called the “most important development since Gutenberg’s printing press” (J. Daniel, 2012).