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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lumenlumenlearning.com
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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lumenlumenlearning.com
Implementing Open
Philosophy and Tools
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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
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Ideas are Non-rivalrouscan be given without being given away
Physical Expressions of Ideas are Not
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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
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http://creativecommons.org
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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
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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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lumenlumenlearning.com
Open Course Design
Adapting and Adopting
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lumenlumenlearning.com
What are the greatest obstacles to learning and success for your students?
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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
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http://bit.ly/USMOER