A New Model for Open Sharing Anne H. Margulies
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Transcript of A New Model for Open Sharing Anne H. Margulies
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A New Model for Open Sharing
Anne H. Margulies
November 5, 2003
EDUCAUSE Annual Conference
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“… to enlarge the boundaries of knowledge by undertaking voyages of discovery.”
President Thomas Jefferson requesting funding for the Corps of Discovery in a Jan. 18, 1803, letter to the Congress
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I. Vision
II. Implementation
III. Impact
Agenda
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Vision
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• Fall 1999 — Faculty committee appointed
• Fall 2000 — OCW concept recommended to MIT President Charles M. Vest
• April 2001 — MIT OCW announced in The New York Times
Vision
Institutional Decision-Making
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“OpenCourseWare looks counter-intuitive in a
market-driven world. But it really is consistent
with what I believe is the best about MIT. It is
innovative. It expresses our belief in the way
education can be advanced – by constantly
widening access to information and by
inspiring others to participate.”
– Charles M. Vest,President of MIT
Vision
Institutional Decision-Making
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• June 2001 — Funding partnership with the William and Flora Hewlett Foundation, and the Andrew W. Mellon Foundation
• September 2002 — MIT OCW Pilot site opened to the public
– 50 courses from 23 academic disciplines
• September 2003 — OCW officially launched
– 500 courses from all five MIT schools and 33 academic disciplines
Vision
Vision to Reality
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• An MIT education
• Intended to represent or replace the actual interactive classroom environment
• A distance education initiative
• A Web-based publication of virtually all MIT course content
• Open and available to the world
• A permanent MIT activity
MIT OpenCourseWare IS NOT:
MIT OpenCourseWare IS:
Vision
What Is MIT OCW?
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• Furthers MIT’s fundamental mission
• Embraces faculty values
– Teaching
– Contributing to their discipline
• Counters the privatization of knowledge and champions the movement toward greater openness
Vision
Why Is MIT Doing This?
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• Provide free access to MIT course materials for educators and learners
• Create a model other universities may use to publish their own course materials
MIT OCW success rests on four pillars:
• Responsive, professional organization
• Sensible policies and efficient processes
• Reliable, scalable technology infrastructure
• Communication with MIT community, external audiences
A foundation of continuous planning,evaluation, and feedback.
OCW
Org
an
iza
tio
n
Po
lic
ies
& P
roc
ess
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Co
mm
un
ica
tio
ns
Planning & Evaluation
Te
ch I
nfr
as
tru
ctu
re
Org
aniz
atio
n
Po
licie
s &
Pro
cess
Co
mm
un
icat
ion
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Planning & Evaluation
Tec
h In
fras
tru
ctu
re
Vision
Dual Mission
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9/07 Steady State
Phase I: Pilot
2002-03
• Publish hundreds of courses
• Offer complete curriculum tracks
• Work with like-minded institutions on “opencoursewares”
• Publish courses from five schools, 33 disciplines
• Publish 2,000 courses
• Foster consortium
9/02Proof-of-
Concept Pilot 50 courses
Phase II:Expansion
2004-07
9/03Launch
500 courses
Phase III: Steady State
2008-
Vision
Publication Timeline
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Implementation
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Implementation
Scaling Up to 500 Courses
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Managing a Course Through the OCW Process
Recruit faculty and
courses
Plan• Transcribe,
convert materials
• Identify IP
• Design layout
Publish• Test site
• Final QA
• Faculty signoff
• Stage for publish
Support• Edit/add
• Respond to inquiries
• Troubleshoot
Build • Input content
• Add metadata
• Scrub content
• Clear IP
• Initial QA
Implementation
Publication Process
OCW = Snapshot of Completed
Course
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OCW PublishingEnvironment
MIT Facilities
Content Distribution Network (Akamai)Thousands of servers around the world
deliver MIT OCW course materials
Implementation
Technology
Origin ServerSearch, Feedback
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• Technology
– Implemented Microsoft CMS 2002 with workflow, metadata, and reports
– Implemented Apache, Tomcat, Lucene Search Engine, Perl Publishing engine, and Akamai for content delivery
– Implemented FileMaker for pipeline management, Netraker for external user surveys, Akamai Sitewise for site statistics
Implementation
What It Took To Make It Happen
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PROGRAM Access Use Impact
Web analytics
Online intercept surveys
Supplemental surveys
Interviews
Site feedback analysis
PROCESS Efficiency Effectiveness
Financial reports
Level of effort tracking database
IP operations tracking database
Content audit
Faculty survey
Implementation
Planning and Evaluation
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Impact
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OCW Monthly Traffic - Launch 2002 to October 2003
0
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000
Laun
ch 2
002
Dec 2
002
Feb 2
003
April 2
003
June
200
3
Aug 2
003
Oct 20
03 (e
st.)
Pa
ge
s
Page Views
Impact
Data Over Time
OCW Monthly Traffic – Launch 2002 to October 2003
Page Views
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Top 15 User Countries Outsidethe United States *
*Web hits as of Sept. 30, 2003
Impact
Geographic DataNATION # OF HITS
1. Canada 6,495,090
2. United Kingdom 5,466,263
3. Germany 4,769,433
4. Brazil 3,929,334
5. Japan 3,870,805
6. South Korea 3,824,790
7. India 3,640,055
8. France 3,361,879
9. Hong Kong 2,960,400
10. China 2,193,580
11. Taiwan 2,143,839
12. Australia 2,074,719
13. Spain 1,825,894
14. Italy 1,816,695
15. Singapore 1,511,503
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• 9,500 emails to [email protected]
– Majority (60+ percent) are grateful or congratulatory
– Other inquiries
• How to register
• Technical questions
• Inquiries from other educators
• Vendors
– Negative responses (less than 3 percent)
• 17,000 subscribers to monthly email newsletter
Impact
User Feedback Data
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• 24 courses in Spanish and Portuguese site through Universia.net partnership
• Individual courses in 10 languages
Impact
Translations
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• Enables faculty to contribute to their discipline
– Providing a common repository of educational materials
– Making their materials visible to colleagues
• Leads to collaboration
– Extending relationships between MIT faculty, students and the world
– Stimulating interdisciplinary teaching and research
Impact
Benefits for MIT Faculty
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Impact
Benefits for MIT Faculty
Musical composition by Jonathan Foust, from “A Touch of Grace”
MIT Reaction: Faculty
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• Facilitates curriculum development
– Establish or revise course offerings
• Enables pedagogical development
– Develop or enhance methods for teaching a particular course
– Establish or revise course syllabi and calendars
• Contributes to course content development
– Integrate new materials into an existing course
– Add elements (e.g. simulations, problem sets, exams)
Impact
Benefits for Educators
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World Reaction: Educators
Impact
Benefits for Educators
Musical composition by Jonathan Foust, from “A Touch of Grace”
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• Offers reference material and learning activities
– Explore new areas and gaining new insights
– Stay current in a particular area of interest
– Review and update previous educational experiences
– Utilize reading lists, resource lists as research tool
Impact
Benefits for Learners
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Impact
Benefits for Learners
Musical composition by Jonathan Foust, from “A Touch of Grace”
World Reaction: Self-learners
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• Other OCWs are beginning to appear
• Some using the materials, some usingthe format, some using the idea
Impact
Emerging “OpenCourseWares”
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• Continues to be tremendous excitement
• The vision is achievable
• The impact of MIT OCW will be significant
Impact
What Does It Mean?
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• Share evaluation findings
• Develop and implement outreach “how to” Web site to assist other institutions
• Host an annual conference, workshops, and meetings
• Provide advice as needed and able
Impact
Extending OCW Beyond MIT
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“I trust that the discoveries we have made will not remain long unimproved… will promote the cause of liberty and the honour of America… and will relieve distressed humanity.”
Meriwether Lewis in a speech atCharlottesville, Va., on Nov. 15, 1806
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Thank You!
• Implementing “OpenCourseWare” on your CampusDiscussion Wednesday, November 5, 20031 to 2 p.m.Anaheim Convention Center, Room 208A
• MIT OpenCourseWare Poster SessionTeaching and Learning TrackThursday, November 6, 20034:55 p.m. to 6:10 p.m.Exhibit Hall B, Table 29