open education: building the future of higher ed

Open Education:

Building the future of education

Mary Lou Forward

Executive Director

Open Education Consortium

www.oeconsortium.org

mlforward@oeconsortium.org

Unless otherwise indicated, this presentation is licensed CC-BY 4.0

What, why & how of Open Education

• Changing needs & trends in Higher Education

• Importance of open education in addressing these needs

• Copyright and Creative Commons licenses

• Impact of Open Education

• Using OER

• Getting started with OER projects

• Strategies for success

Why Open Education?

Education Is Sharing

The basics

Teachers Share With Students

knowledge and skills

feedback

motivation

Students Share With Teachers

questions

assignments & assessments

discussions

If There Is No Sharing

there is no education

Slides 2-5 adapted from David Wiley www.opencontent.org

Education is a renewable resource

It can enrich both those who receive it and those who give it

It can be shared multiple times without being depleted

New generations can build on it and increase its value

Trends & Realities

in Global Higher Education

Technology

&

The Information Age

By OER Africa (CCBY)

By thelampnyc (CCBY-NC-ND)

By Ed Yourdon (CCBY-SA)

The Internet is a powerful tool for sharing

The Internet is a powerful tool for education

When these people were teaching, information was scarce

By Luther College Photos http://www.flickr.com/photos/luthercollegearchives/1485877774/ CC-BY-NC-ND

Now information is at your fingertips

By Matt from London (CCBY)

Role of teachers changing from someone who provides information

to someone who helps make sense of information

Globalization

evikdpriagung.wordpress.com cc-by-nc-sa

By Nathan Matias //www.flickr.com/photos/natematias/7182242996 CC-BY-SA 2.0

Increasing Costs

for Learners

Source http://www.gao.gov/products/GAO-13-368

Page 6 GAO-13-368 College Textbooks

course materials may also be limited given their uniqueness to a particular course on a particular campus.

In 2005, based on data from the Bureau of Labor Statistics, we reported that new college textbook prices had risen at twice the rate of annual inflation over the course of nearly two decades, increasing at an average of 6 percent per year and following close behind increases in tuition and fees.8

Figure 1: Estimated Increases in New College Textbook Prices, College Tuition and Fees, and Overall Consumer Price Inflation, 2002 to 2012

More recent data show that textbook prices continued to rise from

2002 to 2012 at an average of 6 percent per year, while tuition and fees increased at an average of 7 percent and overall prices increased at an average of 2 percent per year. As reflected in figure 1 below, new textbook prices increased by a total of 82 percent over this time period, while tuition and fees increased by 89 percent and overall consumer prices grew by 28 percent.

8These price increases occurred from December 1986 to December 2004. See GAO-05-806.

Pricing and Spending

$1,207Average student budget for books and

supplies 2013-2014 academic year

Source http://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2013-14

Macroeconomics (5th Edition) by Stephen D. Williamson

Source http://www.ucsbstuff.com

Source http://www.coursesmart.com/macroeconomics-fifth-edition/stephen-d-williamson/dp/9780132992787

Image © from http://www.cnn.com/2013/06/28/showbiz/heat-director-buddy-cop/

2 in 3Students say they didn’t buy the

textbook because the cost is too high

Source http://www.uspirg.org/reports/usp/fixing-broken-textbook-market

1 in 2Students say they have taken fewer

courses due to the cost of textbooks

Source http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf

Students can’t learn from materials

they can’t afford

Slides 20-29 adapted from Nicole Allen, SPARC

Preparing for the future

Source: http://www.tomorrowtoday.co.za copyright unknown

Coyright unkown

Source: https://kent.ac.uk copyright unknown

By USAID_IMAGES (CCBY-NC)

Interconnectedness, changing economies, rapid development =

Education is a necessity, not a luxury

Demand & Access

18.120.0

22.524.0

25.9 27.1

0

10

20

30

40

50

60

1999 2001 2003 2005 2007 2009

Gro

ss E

nro

lme

nt

Rat

e. T

ert

iary

(IS

CED

5 &

6).

To

tal (

%)

Source: UNESCO Institute for Statistics in EdStats, July 2011Note: SAS 2009 is 2008 data.

EAP ECA LAC MNA SAS SSA WLD

World Bank, The State of Education, 2011

Percentage of population <15

http://library.umassmed.edu/omha/american_archives2009/more_photos.html

Q. How many large universities can we build

in the next 5-10 years?

Worldwide Participation in Higher Education is

Expected to Grow ~60% by 2025…

2011 2025

Worldwide Participants in Tertiary Education, 2011 and 2025 Projected

Source: http://www.timeshighereducation.co.uk/features/a-different-world/2001128.article; OECD indicators Education

at a Glance 2012 and Trends in Global Higher Education: Tracking an Academic Revolution, UNESCO 2009

165M

263M

http://library.umassmed.edu/omha/american_archives2009/more_photos.html

Q. How many large universities can we build

in the next 5-10 years?

http://library.umassmed.edu/omha/american_archives2009/more_photos.html

Q. How many large universities can we build

in the next 5-10 years?

A. Not enough

The time is right for new approaches

What is Open Education?

Open Education encompasses resources, tools and

practices that employ a framework of open sharing to

improve educational access and effectiveness worldwide.

Open Education combines the traditions of knowledge

sharing and creation with 21st century technology to

create a vast pool of openly shared educational resources

while harnessing today’s collaborative spirit to develop

educational approaches that are more responsive to

learner’s needs.

Open Education Allows

Higher Education

to reconsider approaches

to teaching and learning

OER are teaching, learning, and

research materials that permit

their free use and re-purposing by

others

Open Educational Resources (OER)

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/

InternetEnables

OERAllows

sharing and educating at unprecedented scale

Open Licensing & copyright

Conditions CC licenses

Attribution

ShareAlike

NonCommercial

NoDerivatives

most free

Most restrictive

Slides 50-53 by Creative Commons, CC-BY 3.0

What does OER look like?

http://ocw.metu.edu.tr/

http://phet.colorado.edu/

http://sccmath.wordpress.com/mat12x-fall-2014/

MOOCs

MOOCs offer fully online courses to anyone without cost to the learner.

These courses are generally large scale, up to thousands of students.

They offer interactivity through frequent, built in assessments and

sometimes peer discussion and guidance from teaching assistants.

Users tend to be already highly educated (surveys indicate +/- 70% already

have at least one post-secondary degree)

Data gathered from users allow interesting research into online learning

habits and preferences.

Content is almost always fully copyrighted.

Most MOOCs offer free access, but do not grant permission to modify,

translate, broadcast or re-distribute; they are free, but not open.

Example, Coursera terms of serviceYou may access the course for personal use only, you may not modify or reuse without permission. Anything you contribute to the course can be used, modified, distributed

by Coursera without notification or further permission from you.

This may be fine if what you want is to follow a free course. However, if you

want to make any modification, use it in a classroom, show content to a

group, etc. you need to get permission as you would with any fully

copyrighted work.

Some impacts of OER

Source: Boyoung Chae and Mark Jenkins, A Qualitative Investigation of Faculty OER

Usage in the Washington Community and Technical College System, State Board for

Community and Technical Colleges, January 2015 http://goo.gl/dERBtX

Goal: Save students $5 Million in 5 Years

https://www2.maricopa.edu/welcome-to-the-maricopa-millions-oer-project

Promoting OER with Students

Getting Started

Remote Marathon, Marines, CC-BY-NC 2.0

Berlin Marathon, akiwitz, CC-BY 2.0

Shared Values

Express the goals as shared values

• Increase international reputation

• Promote faculty collaboration

• Support faculty creativity and flexibility

• Increase student access

Identify Stakeholders

• Chairs and Deans

• Curriculum Committee

• Librarians

• Technologists

• Bookstore

• Students

Understand Stakeholders

How do faculty and students

• Create content?

• Find content?

• Share content?

• Interact with content?

• Interact with each other?

Create Community

• Start with Stakeholders and shared values

• Work with those who will be champions

• Find their motivations:

“My decision to redesign my course using OER was what I would call an educational

emergency. I was teaching a summer communication class and discovered that only

three students in the course had the textbook. In Tacoma, 70% of the people in the

area are living in extreme poverty. I had to find alternatives for my students to carry

this class”

“OER to me is freedom, freedom from this push towards the norm. I am not a big fan

of having things in locked steps. As the quarter goes on, I am feeling my class, how it

is going and I change on the fly. I always felt constrained by the textbook. I also felt

constrained by certain pedagogy based on the traditional view of what mathematics

classroom is. This freedom from OER gives me new energy, like what can't I do?”

Source: Boyoung Chae and Mark Jenkins, A Qualitative Investigation of Faculty OER Usage

in the Washington Community and Technical College System, January 2015

Save Technology Discussions for Laterfocus on people & goals

http://www.flickr.com/photos/dou_ble_you/3907358672/

Plan for Results

Define and plan to measure your results

• Lower cost for students?

• Greater academic freedom for faculty?

• Increased recognition of the institution?

• Improved learning?

• More collaboration between institutions?

Develop Processes

• Include open practices

in professional

development

• Promote open practices

in your department

• Get student input

• Higher administration

support

• Share results

Steep Steps, elycefeliz, CC-BY-NC-ND 2.0

Be the Change You Wish to See in the World

Do you:

• Share ideas with your colleagues?

• Openly license your teaching

materials?

• Publish your research in open

access journals?

• Reuse materials created by others?

• Encourage students to gain digital

literacy?Luis Fernando Reis, CC-BY

https://www.flickr.com/photos/7477245@N0

5/5112393040

CC-BY Relay Race by Akademgorodok

Slides 75-84 Adapted from James Glapa-Grossklag, College of the Canyons

Who We Are

The Open Education Consortium is a

worldwide community of hundreds of

higher education institutions and

associated organizations committed to

advancing open education and its impact

on global education.

What We Do

By Opensourceway http://www.flickr.com/photos/opensourceway/4812651268

Thank you!