openmoocs: using oer to enhance collaboration and reduce costs

OpenMOOCs: Using Open Licenses To Enhance Collaboration and Reduce Costs

Una DalyDirector Curriculum Design & College Outreach

Open Education Consortium

Katsusuke ShigetaAssociate Professor, Hokkaido University

Thursday, Nov 19, 2:45 pmUnless otherwise indicated, this presentation is licensed CC-BY 4.0

300+

Open Education Consortium

Community of hundreds of higher education institutions & organizations committed to advancing open education and its impact

globally.

Mathieu Plourde {(Mathplourde on Flickr) http://www.flickr.com/photos, licensed CC-BY-2.0

Rise of the MOOCs

Free no cost

OpenNo cost + permission to modify

By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/

By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/

What is an Open MOOC?

Why Open MOOCs?• Opportunity to leverage existing OER/OCW and

add benefits of interaction and data collection • Combine open enrollment with open content to

create a diverse array of Open MOOCs• Many members want to participate but don’t have

the opportunity, or want a test before committing fully

• Alignment with OEC membership to expand access to knowledge.

OEC + edX (OECx) Partnership Created

• Offer OEC members reduced cost platform to develop and test MOOCs

• edX is open source platform, fits with our mission

• Hokkaido University, Japan

• Anne Arundel Community College, USA

• Tufts University, USA• Tess-India, Open

University, UK• Universidad

Politécnica de Madrid, Spain• Spanish

• National Chiao Tung University, Taiwan• Mandarin

Eleven MOOCs:Three Languages

Pilot OpenMOOC Survey Questions

• Did using OER make it easier to develop a MOOC?– Time to develop– Cost to develop

• What benefits did making an Open MOOC bring to your institution?

Pilot OpenMOOC Survey

• Time commitment is significant:• > 40 hours Instructional Designers• > 40 hours faculty time• > 40 hours course facilitators• Didn’t redo video: 10-20 hours video editing• New video: >100 hours shooting and editing• Project managers 10 hours• High level administrators 10 hours

Pilot OpenMOOC Survey

• Re-use of OER varied• Range was 25% - 100% new content

• Lower costs = higher amount of OER used• New content was primarily new video made

specifically for edX MOOC format• All had to create at least some new content

to fit the platform and requirements

Pilot OpenMOOC Survey

• Cost depends on the extent of modification of materials

• Range was US $6,500 - $100,000• Inclusive of staff time & resources• Extensive video work was most expensive• Changing platform requirements has

increased some time and costs • Changing platform requirements has made

remix more challenging

Pilot OpenMOOC Survey

Examples of Institutional impact• Tufts, UPM have updated their OER with content

created for the MOOCs• Hokkaido created Japanese version for class first

and then English version for OECx• TESS-India reached hundreds of teachers in India,

scaled their mission & had a direct impact on teachers

• Anne Arundel instructors reported improving instructional design for blended courses using OER

Case Study: TESS-India MOOC, Open University

• Audience: Teacher Educators in India

• Goal: Raise achievement in elementary and secondary schools through improving quality of teaching

• Hypothesis: Through use of high-quality OER, teacher educators can close the gap

MOOC Learners by Country

• 3185 learners: 347 honor, 4 verified certificates• Median Age: 35, Females: 56%• Majority were teachers or teacher educators• First MOOC for many

Pre-course Motivations

• Survey taken by 22% enrolled learners– Improve professional learning (34%)– Improve teaching (19%)– Opportunity to collaborate with other

educators (13%)

Post-course Findings• Nominated participants were

majority of certificate recipients.• Connectivity challenges: videos, etc. • Improved digital information literacy• Greater level of familiarity with the

TESS-India OER repository and OER overall

Next Steps• TESS-India MOOC second run begins

Nov 23, 2015.• Translated (into regional language)

version of TESS-India MOOC tentatively scheduled for first half of 2016.

Case Study: Radiation MOOC – Hokkaido

UniversityAudience: Faculty and students to be interested in the field

Goals: -Opening up education from HU for internationalization-Promote advanced education program efforts at HU

Hypothesis: Opening MOOC materials as OER, faculty and students can use for various purposes

RADIO101x: Effects of Radiation

Title 　 : Effects of Radiation: An Introduction to Radiation and RadioactivityLength : July 14, 2015 – August 24, 2015Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%)Enrollments : 4,300 (About 400 enrollments obtained certificate)Instructors : Eight instructors from engineering/veterinary medicine department

Precondition at HU: University Consortium to introduce

OER• Create liberal arts courses for university-

wide consortium– 7 public universities at Hokkaido area– Utilize videoconferencing

• Develop education programs to utilize OER– Flipped classroom and active learning– Aim to Improve student outcomes

• Start credit bearing courses from 2015 spring

OER Repository

• Academic Commons For Education (ACE)– Open edX based platform– Develop “MOOC-type” OER

http://ace.iic.hokudai.ac.jp/　 (Required signing on）

Post-survey:Motives for taking the course

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Post-survey:What made them reach to the end?

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OECx:Learners Affected

• Total Enrollments: over 35,000– Average enrollment: 4000– Average Certificates: 8 %• Mostly Free Honor• Some Fee-based Verified

Preliminary conclusions• OER can provide a solid base for building

MOOCs• Format and license of the OER affect how

easily it can be incorporated as-is• MOOCs provides interactivity to OER• Chunking content in preparation for MOOCs is

good for OER as blended learning resource

• Openly licensed content for MOOCs can be more readily used by institutions and advances their mission

Thank you!