peru state college kaleidoscope workshop
DESCRIPTION
Introduction slide deck of Kaleidoscope Open Course Initiative with Peru State CollegeTRANSCRIPT
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www.lumenlearning.com
Peru State CollegeKaleidoscope Open Course Initiative
Workshop ~ 7-8 May 2013
David LippmanLumen Learning Math Lead & MyOpenMath Founder
Ronda NeugebauerLumen Learning Student Success Lead & Kaleidoscope Member
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Agenda
• Introductions• Why Open?• Open Educational Resources• Kaleidoscope Approach• Discussion
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Education is Sharing
teachers with studentsstudents with teachers
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Successful Educators
share most completelywith the most students
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If There Is No Sharing
then there is no education
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Interlude Riddle
What can be given without being given away?
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Knowledge is Magical
can be given without being given away
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Physical Expressions Are Not
to give a book, you must
give it away
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When Expressions Are Digital
they also become magical
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Unprecedented Capacity
we can share as never before
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Unprecedented Capacity
we can educate as never before
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Except We Can’t
© forbids copying, distributing, and editing
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© Cancels the Possibilities
of digital media and the internet
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InternetEnables
what to do?
CopyrightForbids
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use copyright to enforce sharing
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Makes It Easy to Share: 4Rs
reuse - use content in its unaltered form
revise - adapt, adjust, modify, improve, or alter content
remix - combine original or revised content with other CC content to create something new
redistribute - share copies of original content, revisions or remixes with others
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http://creativecommons.org
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What are Open Educational Resources (OER)?
(1) Any kind of teaching materials – textbooks, syllabi,
lesson plans, videos, readings, exams
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What are Open Educational Resources
(OER)?(2) Are free for anyone to
access, and(3) Include free permission to
engage in the 4R activities
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Internet
EnablesSharing and educating at
unprecedented scale
OERAllows
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What do OER look like?
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Mining OERClick the Logo
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OER Common Concerns
It’s too time-consuming to switch to OER.
If anyone can create OER, then the quality must not be as good. Publisher materials are
better.
I want a cohesive set of materials – from PPTs, to practice sets, to textbooks – OER
doesn’t offer this.
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OER require online delivery. That’s not my teaching style.
If I’m creating materials, then I should reap the financial reward, not give it away for free.
If students can’t afford textbooks, then they shouldn’t be in college.
OER Common Concerns
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How does OER benefit students?
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OER to Improve Student Success
1. Eliminate textbook cost as a barrier2. Drive assessment-driven
enhancement of course designs and materials
3. Connect to a global collaborative community to share learning and investment
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Average Cost per Credit Hour
One Partner’s Data
Busin
ess
Compo
sitio
n
Human
ities
Scie
nce
and
Mat
h
Socia
l Scie
nce
$0.00
$20.00
$40.00
$60.00
$80.00
$100.00
$120.00
$49.94
$23.05 $30.14
$70.57
$37.66 $37.46
$18.46 $22.64
$52.19
$27.73
NewUsedTuition+Fees
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The Direct Relationship Between
Textbook Costs and Student 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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The Vision
100% of students have
free, digital access to all materials on Day 1
Improve student success using OER-based courses that increase affordability, broaden access, and apply continuous quality improvement to course design
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Students Use OER and
Assessments
Improve OER + Assessment
Design
Assessment and
Behavioral Student
Data
Determine OER
Effectiveness
Predict and Intervene with
At-Risk Students
ImprovOER Continuous Improvement
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Open Course Framework (OCF)
For each student learning outcome:
1. Complete set of open materials2. Summative assessments3. Formative assessments4. Supplemental and support resources
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Student Ratings of Quality of Open Texts
Better quality
Same quality
Worse quality
0 10 20 30 40 50 60 70 80
Number of Students
“It was very concise and aligned with exactly what we were working on in the class.”
“Having the textbook catered to us by our teacher was perfect.”
3%
56%
41%
Source: Bliss, Hilton, Wiley, Thanos (2012)
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Student Preference for Kaleidoscope Courses
Prefer Kscope
Prefer traditional
No preference
0 10 20 30 40 50 60 70 80 90 100
Number of Students
“I enjoy having online texts provided for me because I'm poor. I spend the money I have left after rent on school, so having free online texts provided for me benefits me very much.”
“GREAT WAY TO DO ONLINE CLASSES!!!!”
13%
13%
73%
Source: Bliss, Hilton, Wiley, Thanos (2012)
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Student Success C or Better
Busin
ess Fu
ndam
enta
ls
Busin
ess Man
agem
ent
Biolo
gy
Geogr
aphy
Begin
ning
Alg
ebra
Inte
rmed
iate
Alg
ebra
Psyc
holo
gy
Devel
opm
enta
l Rea
ding
Devel
opm
enta
l Writ
ing
Engl
ish C
ompo
sitio
n0
10
20
30
40
50
60
70
80
90
Historical Success Kaleidoscope
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Kaleidoscope Phase II
1. Support new institutions in pilots of open course frameworks– Micro-pilots– Realistic evaluation of approach
2. Develop 20 additional course frameworks
3. Grow and mature the project– Project governance– Faculty leadership
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• Reading (dev)• Writing (dev)• Composition• Beg. Algebra (dev)• Int. Algebra (dev)• Biology• Chemistry• Physical Geography• Psychology• Fundamentals of Business
Develop• Full math sequence• Statistics• Chemistry for majors• History• Composition II• Economics• Political Science• Art appreciation• Music appreciation• Business & Accounting• Education
Teach
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Opportunities• Participate in pilots of existing
frameworks• Engage in creating new open course
frameworks• Seek opportunities to use OER• Support open licensing of
educational materials with Creative Commons licensing
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It’s About Learning
Increasing learning by:lowering costs
enabling and supporting faculty
David [email protected]
Ronda [email protected]