Except where otherwise noted these materials are licensed Creative Commons Attribution 4.0 (CC BY)

OPEN Support of TAACCCT

Community Colleges

10-Feb-2014Bill & Melinda Gates Foundation

Presentation Agenda

• TAACCCT purpose/framework & grantee needs (10 min)• OPEN Comprehensive Services (30 min)• OPEN +Platform & Co-development Services (30 min)• OPEN's Impact (10 min)• Proposed services for rounds 3 & 4 TAACCCT grantees

(10 min)• Discussion Q&A (30 min)

Global Economy

• Foreign trade• Offshore outsourcing• Imports

Positives• lower prices• higher efficiency• more jobs• quality

Negatives• displaced workers• unemployment• lower wages• low & obsolescent skills• personal & family hardship

EconomicAdjustments

Required

Economic Adjustment – Grant Program

• $2 billion grant funding over 4 years starting 2011• Grants provided to community colleges• Expand education and career training programs that can be

completed in two years or less • Help TAA-eligible workers and other adults acquire skills,

degrees, and credentials needed for high-wage, high-skill employment while also meeting the needs of employers

• Grant requires all newly developed materials be CC BY

Largest OER initiative in the world.

Labour market demand - high growth industry sectors

Employers & Industry

Design & delivery of employer sponsored work-based training

models

Community Colleges(Consortia – in state &

interstate)

1. Evidence Based Design

• use evidence to design program strategies

• base program design on a level of evidence

• use data for continuous improvement of programs

2. Stacked & Latticed

Credentials• post-secondary

credentials that have labor market value

• certificates, certifications, diplomas, and degrees

• competency-based educational programs

3. Transferability & Articulation

• career pathways that transfer and articulate

• within and across state lines & within consortia

• bridge from non-credit to credit

• build on previously funded courses & credentials

4. Online & Tech-Enabled Learning

• hybrid and blended learning strategies

• open enrollment, modularize content, accelerate course delivery, interactive simulations, gaming, digital tutors, synchronous & asynchronous, …

• OER & UDL

5. StrategicAlignment

• outreach to community - employers and industry, public workforce system, non-profit organizations, philanthropies …

• leverage supports & do not duplicate existing programs

Six Core Elements

Local workforce investmentboard

Public Workforce System

Job centers, adult education agencies, career and technical

education agencies

Partnerships

6. Align with Previously-Funded TAACCCT Projects

• “Grantees are required to license to the public all work created with the support of the grant under a Creative Commons Attribution 3.0 License.”

• “TAACCCT will support institutions that are committed to using data to continuously assess the effectiveness of their strategies in order to improve their program… and build evidence about effective practice.”

• “All online and technology-enabled courses developed under this SGA must incorporate the principles of universal design in order to ensure that they are readily accessible to qualified individuals with disabilities in full compliance with the Americans with Disability Act and Sections 504 and 508 of the Federal Rehabilitation Act of 1973, as amended. ”

SGA Requirements

Public Workforce SystemEmployers & Industry Community Colleges

Comprehensive

Platform

Co-Development

OPEN

http://www.open4us.org

accessibility-1200 by questo sonio CC BY-NC

OPEN POLICYOPEN PRACTICES

HOW TO

Global EconomyPositives• lower prices• higher efficiency• more jobs• quality

Positives• employed workers• higher skills• higher wages• thriving growth

industries

TAACCCTEconomic

Adjustments

Negatives

OPEN Comprehensive Services For All Grantees

CC BY licensing requirement & ancillary benefits (Cable 7 min)

Learner Variability - Accessibility and Universal Design for Learning (Sam 7 min)

OER best practices - finding OER, reusing OER, designing/developing OER, managing OER process (Connie/Paul 7 min)

Evidence based course design - Quick tip sheets, interactive modules, OLI resources, for comprehensive (Kim/Norman 7 min)

• All successful applicants must allow broad access for others to use and enhance project products and offerings, including authorizing for-profit derivative uses of the courses and associated learning materials by licensing newly developed materials produced with grant funds with a Creative Commons Attribution License (CC BY).

• This license allows subsequent users to copy, distribute, transmit and adapt the copyrighted work and requires such users to attribute the work in the manner specified by the Grantee.

• The purpose of the CCBY licensing requirement is to ensure that materials developed with funds provided by these grants result in Work that can be freely reused and improved by others.

CC BY Requirements – specific language

• Work that must be licensed under the CC BY includes both new content created with the grant funds and modifications made to pre-existing, grantee-owned content using grant funds.

• Only work that is developed by the grantee with the grant funds is required to be licensed under the CC BY license. Pre-existing copyrighted materials licensed to, or purchased by the grantee from third parties, including modifications of such materials, remain subject to the intellectual property rights the grantee receives under the terms of the particular license or purchase. In addition, works created by the grantee without grant funds do not fall under the CC BY license requirement.

• Requirements for open file formats, Open Source Software

CC BY Requirements – specific language

http://bit.ly/1iw1sTf

http://open4us.org/

• Confidential: US DOL considering adding CC BY requirement to other grants - full day of meetings with all stakeholders + Undersecretary of ETA (bought in)

• Confidential: US State Department - working on CC BY license requirement on all discretionary grants and contracts.

• Confidential: OSTP and USAID - OER for Grand Challenges - all CC BY - with TA provided by CC (in process) ... following Gates' TA model.

• NSF grantee: http://www.windtechtv.org - moved to CC BY - so TAACCCT grantees will use the content / videos.

• VA Legislature learns of OER through VA DOL grantees – proposed $500K + $750K in new OER funding for VA Community College system.

• US DOE launches grant to curate OER from TAACCCT and other OER for Career and Tech Education (CTE) students & faculty.

• OECD: OER research – leading to Open Policy recommendations

CC BY & OPEN: Broad Open Policy Impact

Learner Variability

When it comes to learning, natural variability is the

rule, not the exception.

Source: Meyer, A., Rose, D.H., & Gordon, D. (in press). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST.

Representation

Action and Expression

Engagement

Learner Variability

Three Learning Networks

Differentiate the ways that students can express what they know

Stimulate interest and motivation for learning

Present information and content in different ways

Recognitionwhat

Strategichow

Affectivewhy

On CourseUniversal Design for Learning

in Higher Education

Home Page

Text to speech, search

Social sharing

Domain Landing Page

Resource: Executive Function

Domain: Selecting Media and Technology

OPEN Comprehensive Services

SBCTC Comprehensive Services

• How to Use OER• How to Manage an OER Project• Institutional Open Policy Project

How to Use OER

• Training in the use of OER– How to Use OER training class

• Two weeks, online, instructor facilitated

– 20 TAACCCT grant staff and faculty from 15 states completed the training in January

How to Use OER participants say…

• How to Use OER is a great introduction to this amazing development in education. This will establish a good foundation for understanding the various components of open resources or fill in gaps that you might have. I am grateful the course will remain open after completion so that the materials and discussions can be revisited

-Cathy Clary from Columbia Basin College

• I really enjoyed your class and felt I learned a great deal. Will you be offering more online classes from the State Board? This has been one of the most practical and helpful quick classes I have taken. Thanks for being there for us.

–Theresa Allyn from Edmonds Community College.

How to Manage an Open Project

Training and resources to help manage an open project• Seven Practices for Managing an Open

Development Project: Practical Tips and Examples– A webinar offered March 6 and as needed

Institutional Open Policy Project

How have TAACCCT grantees approached open policies at their institutions to address the open requirement of their grant?

• Survey grantees on their experience with open policy• Discover barriers to open policy development• Share or crowd source successful practices for open

development

Institutional Open Policy Project

SBCTC will offer webinars in October and November of 2014.

• The Top Five Issues in OER Policy Development—findings from a policy survey of the TAACCCT grantees

• Policy Futures: Next Wave Thinking in OER Policy (panel)• TAACCCT Policy Responses to the Open Requirement

(Panel)

Strengthening Online, Technology-Enhanced and Evidence-Based Course Design

Strengthen Online and Technology-Enabled Learning

“…present innovative and sophisticated applications of technology, including online, hybrid and/or technology-enabled strategies. These strategies should effectively teach content to students, enable students to teach themselves… • Providing continuous feedback

to the learner and instructor… • Incorporating mechanisms to

provide feedback to course designers and instructors…”

“TAACCCT will support institutions that are committed to using data to continuously assess the effectiveness of their strategies in order to improve their program… and build evidence about effective practice.”

Comprehensive

Scientifically-based, data-driven approach to learning design:• Webinars• Conferences• Online materials• Publications• Consultations

Comprehensive

Platform

Co-Development

Platform

Tools for creating and delivering online instruction that embeds practice and feedback throughout for a complete, supported learning experience. • Design activities for practice

and feedback• Variability through UDL• Data on learning and

behaviors• Continuously Improve• Measure Effectiveness

Comprehensive

Platform

Co-Development

Co-Development

Collaborative, community based approach to course design involving faculty from multiple institutions. The process will leverage the principles of UDL, learning science research, and technology to create an online course, which is active in its support of learners. • 3 Projects• Cross-Consortia

Comprehensive

Platform

Co-Development

An approach to designing, developing, delivering and improving learning experiences

Team-based design and development

Data drives powerful Feedback Loops

Project Selection

• Applicable, re-usable, multiple projects• Suitability for this type of approach• Grantee interest and commitment• Consortium Structure• Platform+ Tie-ins• Program and Track Potential

Co-Development ProjectsHealth Care Information & Management Systems (HIMS) STEM Readiness

February 2014

Dianne Lee, MoHealthWINsKim Larson, OLISam Catherine Johnston, CAST

Open Professionals Education Network

Healthcare Information Management Systems

Co-Development

Health eWorkforce Consortium

•Bellevue College•Bellingham Technical College•Clark College•Clover Park Technical College•Northern Virginia Community College•Pierce College•Renton Technical College•Spokane Community College•Whatcom Community College

MoHealthWINs Consortium

• Crowder College• East Central College• Jefferson College• Linn State Technical College• Metropolitan Community College• Mineral Area College• Moberly Area Community College• North Central Missouri College• Ozarks Technical Community

College• St. Charles Community College• St. Louis Community College• State Fair Community College• Three Rivers College

Round 1 Grantee

Round 2 Grantee

Workforce need

Source: Burning Glass Technologies 2012, - Funding from the Lumina and Joyce Foundations

Source: College of Healthcare Information Management Executives 2012

CHIME’s most recent IT staffing survey found that 67 percent of respondents are experiencing shortages.

Healthcare Information and Management Systems

•Training for entry into the high-demand Health Information Technology field

•Aligned with a new entry-level industry certification—Certified Associate in Healthcare Information and Management Systems (CAHIMS)

•Career pathway for students with IT or healthcare experience

•Modularized approach

Leveraging Prior Federal Grants

•Curricular Resources created with funding from the HHS through the Office of the National Coordinator of Health Information Technology (ONC)

•Health IT Industry Certification Exam and Curriculum--CAHIMS

February 2014

Dianne Lee, MoHealthWINsKim Larson, OLISam Catherine Johnston, CAST

Open Professionals Education Network

Healthcare Information Management Systems

Co-DevelopmentLive Demo

Norman Bier, DirectorOpen Learning Initiative, CMU

Sam Catherine Johnston Ed.D., Research Scientist, CASTCAST Project Director for Project Open

Janet M. PaulovichSTEM Bridge Team Lead, National STEM Consortium

Director, English Language Learning and Adult Education, AACC

NATIONAL STEM CONSORTIUM

What is the National STEM Consortium?

• Anne Arundel Community College in Maryland• College of Lake County in Illinois• Clover Park Technical College in Washington State• Cuyahoga Community College in Ohio• Florida State College at Jacksonville• Ivy Tech Community College in Indiana• Macomb Community College in Michigan• Northwest Arkansas Community College• Roane State Community College in Tennessee• South Seattle Community College in Washington State

What is the Role of the NSC?

Design and deliver Science, Technology, Engineering, and Mathematics (STEM) programs that are:

•Nationally portable

•High-quality certificate-level

•Responsive to labor market needs

•Embed contextualized remediation – “STEM Bridge”

•Build a national model for multi-college cooperation

NSC Industries

• Composite Materials

• Cyber Technology

• Electric Vehicle Development and Repair

• Environmental Technology

• Mechatronics

WHAT IS THE STEM BRIDGE?

Anne Arundel Community College National STEM Consortium Technical Proposal (Page 13)“Each of the STEM pathways will include a STEM Bridge. The STEM Bridge will be programmatically consistent across the five fields and transferable to other colleges, and will integrate basic skills, workforce skills, computer skills, and job readiness training, contextualized within the pathway.”

CO-DEVELOPMENT PARTNERS

• National STEM Consortium – STEM Bridge Team• Carnegie Mellon’s Open Learning Initiative (OLI)• CAST – addresses learner variability through Universal

Design for Learning and accessibility. • Industry partners

• Offered assistance in developing realistic scenarios and provided company name and images – ARINC

• Industry experts offered experience in developing realistic scenarios but company names are fictitious.

LEARNING OUTCOMES BASED CURRICULUM

The STEM Bridge Team surveyed all five technical teams to determine what key skills were needed in each of the five pathways.

The team developed a master set of learning outcomes that were common to most of the technical pathways:

ESSENTIAL SKILLS

Math

Critical Thinking and Workplace Communication

Professional Skills (Customer Service, Teamwork etc.)

WHAT IS THE STEM BRIDGE?

STEM Bridge is a two-part strategy to provide support to learners in the STEM certificate programs

Part 1: “STEM Readiness” Course• Embedded contextualized online course built in OLI’s Platform+ system that

quickly refreshes key skills for learners entering the credit certificates directly.

Part 2: FAST TRACKS: “STEM Foundations” Course• Modularized set of curriculum “bundles” that can be adapted and inserted

by colleges wherever needed to provide support for lower level learners who need to build foundational skills in Math and Workplace Communication before entering the credit certificates.

Industry Partners Helped Develop Scenario Based Learning

• Tell a story of a workplace that can be visualized

• Richly model a context for learning

• Provide a step before learning-by-doing

• Help learners problem-solve issues

• Encourage reflection on work practices

Provide Options for Sustaining Effort and Persistence

Activate or supply background knowledge

Highlight patterns, critical features, big ideas, and relationships

Unit 2 - Critical Thinking and Workplace Communications

http://youtu.be/nFMRaG4p8mM http://youtu.be/S0OOlThhU90

Present introductory story Present contextualized challenges

Video Scenario

Integrated Instructional

Activities

STEM BRIDGE STRATEGY

STEM Readiness Component is FLEXIBLE and can be delivered in a variety of ways:

• Hybrid format with face to face instruction to support.• Online only in class or in attached lab.• Delivered up front in first term or spread across multiple

terms as needed by each team.• Inserted into key points in the technical curriculum.• Delivered as credit or (0 credit) credit equivalent modules.

ADAPTABLE FOR OTHER PROGGRAMS

• Modularized units can be inserted as needed to support credit, non-credit or technical curriculum.

• NSC schools are now talking about embedding the various modules of the STEM Readiness course directly into the credit courses where they are needed.

• Some AACC faculty have expressed interest in inserting particular modules into existing credit programs to strengthen them: Teamwork module might help students learn how to collaborate more effectively in labs.

ADAPTABLE FOR OTHER PROGRAMS

AACC totally re-designed a WIA Youth program curriculum designed to prepare students for the GED Test in fall 2013.

• The STEM Readiness course served as the foundation of the re-design. Various modules were threaded into the Career, Business Communication, GED Math and Customer Service courses.

• 14 of 14 students in the program passed the GED at the end of the semester! Historic success!

SUSTAINABILITY AND SCALING

• January 2014: Over 3,700 users across the nation

• Over 2,600 on OLI site

• All 10 NSC Community colleges

• At least one High school

• At least one Middle School

Two NSC presentations delivered to Adult Education providers in Minnesota and Maryland. High level of interest.

STEM READINESS

• The course can be adapted and contextualized for other career pathways using the same learning outcomes:

• Analyze information from multiple sources and determine appropriate actions for a given situation.

• Listen to a conversation and compose an effective summary of the information.

• ARINC Air Operations Center• Hospital Emergency Room • Police Emergency Dispatch

STEM FAST TRACKS: STEM Foundations

Twenty two short modules focusing on the development of key skills that are lacking in lower level learners will be

built in the Platform+ system.Examples:

• Identify main idea and supporting ideas and summarize.• Build a paragraph and write a short essay.• Prepare and deliver an effective presentation.• Apply Order of Operations in math• Explain concept of a variable

STEM Pathways

Additional short, modular courses, focused on areas of known student challenge and difficulty. These courses are

being created in the Platform+• Cyber Technology (10 courses)• Electric and Hybrid Vehicles (17 courses)• Environmental Technology (15 courses)• Mechatronics (13 Courses)• Composite Materials (28 Courses)

STEM Foundations

Sustainability – Beyond the Grant

• Create a national repository of materials available at no cost to all community colleges.

• Creative Commons Attribution License.

• Open Learning Initiative.

Impact

• Higher education

• New nationally-portable programs.

• Contextualized remediation.

• Open education resources.

• Changing the culture of higher education.

OPEN Impact Summary

OPEN’s services have positively impacted:1. Department Of Labor, by helping provide technical assistance to

all round 1 and 2 TAACCCT grantees

2. College grantees, by helping them innovate and meet DOL TAACCCT SGA requirements

3. Students by supporting access to high quality stackable and latticed credentials that lead to jobs in high growth industry sectors

In addition, OPEN’s work is advancing three main higher education innovations:

4. OER understanding, adoption, and reuse

5. Universal Design for Learning and better understanding of learner variability, and

6. High quality, scaleable, evidence-based, technology enabled learning

Comprehensive

Platform

Co-Development

Q and A yellow by Libby Levi CC BY-SA