Post on 29-Jun-2015
description
Open EducationAdoption and Impact Strategies
April 23, 2014
www.lumenlearning.com
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
Lumen Learning
• Support effective use of OER at scale Efficacy data Free AND better
• Model openness Respect, support and build the
community Remain truly open
• Diversify the ecosystem Focus where scale and aggregation
provide benefit
.com partially owned by a charitable foundation
Lumen Learning
OER PilotsGuide institutions
through the transition process
• Inform leadership• Train and support
initial faculty• Guide evaluation• Support scaling
plans
$5,000 - $10,000Incl. travel
Supported Open Courses
Textbook replacement for high-enrollment
courses
• Content and assessments
• Effective design• Analytics-driven
enhancements
$5 per enrollment(paid by institution)
Adaptive Open Courses
Textbook replacement for high-enrollment
courses
• Full personalization of pathways
• Cross-course remediation
• Self-paced study
$40 per enrollment(paid by institution)
Introduction to Open EducationPhilosophyDefinitions
Practical ApplicationsBenefits
Education is Sharing
teachers with studentsstudents with teachers
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
can be given without being given away
Ideas are Non-rivalrous
Physical Expressions Are Not
to give a book, you must
give it away
When Expressions Are Digital
they also become non-rivalrous
www.lumenlearning.comCC licensed photo http://www.flickr.com/photos/62693815@N03/6277209256/
www.lumenlearning.com
© Cancels the Possibilities
of digital media and the internet
InternetEnables
what to do?
CopyrightForbids
www.lumenlearning.com
use copyright to enforce sharing
5Rs: The Powerful Rights 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 new
Remix• Share your copies of the original
content, revisions, or remixes with others
Redistribute
Open LicensesCreative Commons
Obscurityis a far greater threat to
authors than
piracy .
Why ?
- Tim O’Reilly
Because in the end
the love you takeis equal to
the love you make.
Why ?
- John Lennon
www.lumenlearning.com
What are Open Educational Resources?
(1)Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams
(2) Are free for anyone to access, and(3) Include free permission to engage
in the 4R activities: reuse, revise, remix, redistribute
What are Open Educational Resources?
Adoption Methodologies and Frameworks
Pilot ApproachesProgram Approaches
System/Community Approaches
www.lumenlearning.com
The Kaleidoscope Pilot
• At least 120 students Four sections, ideally 2 different
disciplines Courses selected from those with
mature solutions
• Institutional leadership participation• Training for faculty and support
through term (two 3-hour sessions)• Evaluation: success data and surveys
www.lumenlearning.com
The Z Degree
• An entire Associate’s degree with a $0 textbook cost and only OER
• Twenty-two courses• Z designation in the class schedule
Trained faculty Fully open licensing Continuous improvement cycle
• Student orientation prior to registration
Source: Tidewater Community College Z degree project team
www.lumenlearning.com
VCCS/Kaleidoscope Model
• Collaborative faculty teams review, align, refine and augment a “course”
• Emphasis on use of high-quality existing materials
• New work licensed CC-BY• Packaged for adapting and adopting• Training and support for adapters
and adopters
Engaging Faculty Members
Changing BehaviorFaculty Archetypes
Course Redesign Process +http://bit.ly/1hopUCV
www.lumenlearning.com
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
www.lumenlearning.com
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.
Supporting Discovery of OER
SearchingOER Sources +
Course Options +
Common Questions and Challenges
Faculty IncentivesIP Policies +
Bookstores and Economics +Administrative Processes
Union Negotiations +
www.lumenlearning.com
Faculty Incentives
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.
www.lumenlearning.com
Faculty Incentives
• Time• Financial appreciation ($500 -
$2,000)• Recognition• Student impact data• Support
Don’t push on weight-bearing walls.
There is a direct 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
www.lumenlearning.com
Economics
• No textbook required, or partner with bookstore for print fulfillment
• Lost tuition from drop/add activity• Lost bookstore revenue• Increased persistence and enrollment• Open course material fees
90% cost reduction Predictable fee with greater success
New Possibilities
Open Pedagogical ApproachesBeyond the Textbook
www.lumenlearning.com
The True Opportunities
1. Cognitive science-based enhancements to learning materials (Jeffrey Karpicke retrieval over re-reading)
2. Contextualization created and shared by faculty or…
3. Student engagement in creation of learning materials (David Wiley open pedagogy)
Open Pedagogy
What kind of activities can students engage in with OER / open data / open access articles that they cannot do otherwise?
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
“Disposable Assignments”Students hate doing them
You hate grading themHuge 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”
From Process to Product
In theory, all assignments have students engage in valuable processes.
There’s no reason they shouldn’t result in valuable products.
http://bit.ly/wikisblogs
http://pm4id.org/
There is a direct 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
There is a direct relationship between textbook costs and student success
100% have access to learning materials on day 1
100% own educational materials for lifelong learning
100% use all educational funding to complete
100% stay in courses for which they register
100% succeed in courses for which they register
100% persist to complete educational goals