intro to oer for the university system of maryland
DESCRIPTION
Morning and afternoon track A for faculty presentation conducted by Kim Thanos from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.TRANSCRIPT
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Introduction to OER for Open Courses
Kim Thanos, CEO, [email protected] Angell, Doorman, [email protected] 21, 2014
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Agenda
• Introductions Lumen Learning Open Education
• Keys to Open Education Licensing Adoption approaches Examples
• “Designing” Open Courses Mapping to learning outcomes Material review Addressing gaps and needs
• Next Steps and Support Resources
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About Lumen Learning
• Founders: David Wiley and Kim Thanos
• Mission: Scale effective use of OER and analytics Improve access and quality Impact disadvantaged learners Fix a broken market
• Approach: Model openness Respect and build community Continuous improvement Openly license
Facts:• .com company• partially owned by a
charitable foundation• formed in 2012• based in Portland, OR• 40+ institutional
clients
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Symptoms of a Broken Market
Outcomes
Six-year graduation rate for open access institutions
33%
Avg. annual textbook cost per college
student
$1,200
Costs growing
3x inflation
Cost
students go without textbooks due to cost
6 in 10
take fewer courses due to textbook cost
35%
Access
of community college students achieve credential goals
<50%
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How do we work with institutions?
• Goals: Ease transition. Scale and sustain impact.• Step 1: Get programs started right
Guide institutional leaders Guide and support faculty members
• Step 2: Ease scale Use our work without our help (institutional cost: $0 per student) User our work with our tools and support (institutional cost: $5 per
student)
• Step 3: Invest in continuous improvement based on learning results
• Step 4: Support and build community.
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Implementing Open
Philosophy and Tools
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
Ideas are Non-rivalrouscan be given without being given away
Physical Expressions of Ideas are Not
CC licensed photo http://www.flickr.com/photos/62693815@N03/6277209256/
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use copyright to enforce sharing
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Makes It Easy to Share: 5Rs
• Make, own, and control your own copy of the contentRetain
• Use the content in its unaltered form
Retain
• Adapt, adjust, modify, improve, or alter the contentRevise
• Combine the original or revised content with other OER to create something newRemix
• Share your copies of the original content, revisions, or remixes with othersRedistribute
Reuse
http://creativecommons.org
Attribution = literally by whom
Share Alike = publish, same license
Non-commercial = no gain
No Derivatives = no changes
A remix nightmare
A tiny bit open
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For most authors the greatest
risk is not piracy
but obscurity.
Why ?
- Tim O’Reilly
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And in the end
the love you takeis equal to
the love you make.
Why ?
- John Lennon
What are Open Educational Resources (OER)?
(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 5R activities: retain, reuse, revise, remix, redistribute
What are Open Educational Resources (OER)?
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Why Use OER?• Eliminate textbook cost as a barrier to student success
Access Level playing field Time = money
• Increase faculty control of learning materials Revise and remix for the best collection Target to learning goals and student needs
• Community-based approach to teaching materials
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Direct connection between cost and 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
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Why NOT Use OER?• Concerns about quality
Do high-quality resources exist in my discipline? Where do I find them?
• Time I don’t have time to write an open textbook or aggregate
resources.
• Sustainability How do I know that two years from now the resources will still
exist and will be current?
• Preference for current textbook
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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.
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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
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Maryland Open-Source Textbook (MOST) Initiative
If you are using social media today, we have started to use a new hashtag for MOST:
#MDOpenTxts
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Institutional Approaches
Opportunistic
Kaleidoscope Pilots
Individual faculty interest• Led by dept. chair• Training and support each
term• Models defined for
broader adoption
+ Faculty support- Systemic change
Department
Salt Lake Community College
Emphasis on math adoption• Led by dept. chair• Training and support each
term (new FT + adjuncts)• Models defined for
broader adoption
+ Managed change- “We’re not like math”
Full Program
Tidewater Community College
Full AS degree in business• Led by dept. provost• 23 courses• Acad/admin/student
support participation
+ Systemic change- Dependent on strong leadership
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College Project Results
8%
11%
48%2%
9%
60%
Drops Withdraws C or Better
Tidewater Community College
Mercy College
Over $475,000 in Textbook Savings
Lumen Open Supported Courses Traditional Textbooks
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Cross-institutional Results
A C or Better F Withdrawal0%
10%20%30%40%50%60%70%80%90%
44%
80%
11%5%
23%
65%
13% 11%
Kaleidoscope Traditional
Preliminary Results
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Open Course Design
Adapting and Adopting
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What are the greatest obstacles to learning and success for your students?
Outcomes
identify desired results
Assessments determine acceptable evidence
Content plan learning experiences and instruction
Backward Design“begin with the end”
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Process
1. Student learning outcomes2. Assessments3. Content and activities
4. Technology for delivery5. Connection to LMS
http://bit.ly/USMOER