simplifying copyright in online education: understanding new behaviors (180329188)

7/27/2019 Simplifying Copyright in Online Education: Understanding New Behaviors (180329188)

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OCTOBER 16, 10:30 a.m., Meeting Room 208A/B

Anaheim, California

Simplifying Copyright in Online Education:Understanding New Behaviors

R. J. Clougherty, Jr., PhD Acting Vice Provost for Research,Innovation, and Open Education

Robert.Clougherty.esc.edu

Franny Lee Co-Founder, Vice President

Business Development [email protected]



SIPX and Empire State CollegeEmpire State College is a part of the State

University of New York (SUNY)

We serve 20,000 students annually

We have 40 physical locations across the state

We have a Center for Distance Learning

(online), School for Graduate Studies (blended),

and the Van Arsdale Center for Labor Studies

Roughly half of our students study at ourphysical locations; the remainder in the other

three programs. 3 October 16, 2013



Our ChallengesBecause we are decentralized physically as well as

online, we do not have a physical library—we have

an online library only;

Faculty are not always fully aware of all potentialresources for students;

Students have individualized degree programs so

library needs are various;

We are implementing new copyright policies at the

College;

We don’t have the data we need for effective

decisions. 4 October 16, 2013



Why SIPX?We were first connected via an introduction by

the Gates Foundation;

Began with a phone call;

Followed by face-to-face meeting;

We set up a “jam session” for faculty with an

interest to establish a pilot;

Overwhelmingly positive response by facultywho saw incredible value;

Early stage of pilot – we are trained and

targeting a larger ramp for January.5 October 16, 2013



ESC and SIPX—Shared ValuesWe recognize copyright and its legal validity;

We do not deny the reality of costs for

educational materials, we simply want to reducethem for students by using existing resources;

We do not wish to impose on academic freedom;

We want to give faculty more options, not fewer;

Bottom line: Any learning material resource

should support faculty in doing the most effective

job in the most efficient manner.

6 October 16, 2013



The Advantages We SeeIncreasing faculty usage of existing resources;

Lowering TCO for students;

Empowers our new work in developing MOOCs; Allows us to be compliant within copyright

policies;

Supporting our online programs which is ourarea of greatest growth;

We can have data for more effective resourceallocation.

7 October 16, 2013



8

SIPX, Inc.

A web service for managing and measuring digital course materials



9

Observing Behaviors

© 2013 SIPX, Inc. October 16, 2013

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End-to-end solution to manage, distribute andmeasure course materials for higher education

What is SIPX?

• Cloud-based technology service that solves manycopyright frustrations

• Networks together all stakeholders and critical data;combines open, licensed and publisher content options

• Can blend into campus systems like LMS’ and onlineeducation platforms like MOOCs

• Uniquely capable of meeting challenges of new onlineand multi-institution education models




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Today’s Copyright Maze




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Solution must respect academic independence



13 © 2013 SIPX, Inc. October 16, 2013

SIPX’s copyright-intelligent links give userscontextually appropriate access and pricing, with

no re-training of faculty and students needed

SIPX in LMS Use



14 © 2013 SIPX, Inc. October 16, 2013

Flexible SIPX links can be postedanywhere, ensuring each student

authenticated, easy access at the lowestprice (MOOCs span <90 countries and

many school affiliations) • Professors assign what they want • Save schools time and $ from

clearing readings • Pay-per-use for students to buy

and access their own copies • Students benefit from their

school’s library holdings • Publishers experiment with pricing,

format

SIPX in MOOCs and Online Education



15

Early Observations in Campus Courses

• Instructors’ choice of readings influenced by cost,

effort to clear, ability to add mid-stream course… – An accessible market of viable options

• Student engagement levels in course readings

and reserves – # of students who actually retrieved readings – Most popular readings

• Content development insights for the school,library and course creators are valuable – What content are instructors assigning? Where?




16

Early Observations in MOOCs • Generally…

– Very big classes, high attrition rates, global reach • Most MOOC students differ from campus students

– Different motivations, desired outcomes andcommitment levels – Long tail of interest – There is a subset who engages in readings




17

Early Observations in MOOCs • Instructors assign combination of $0 and non-$0

readings; from all sorts of sources

• Publishers are experimenting – unbundledoptions, context- and geography-based pricing

• Instructors and schools are experimenting –self-publishing, services for faculty


valueweaffix to thesescenarios. In thelogicof consequencemodel, wecalculatethe expected util-ityof each scenario. To do this, allwe haveto dois multiply thechanceof rain (whichis 40%)byt hepreferencew e have fort hescenari oof not bringing an umbrella and itrains (which is -10).Thatgives us thefirstvalueof-4.0. That’s theexpected utility of not bringing an umbrella and itrains on us. Butsay itdoes notrainandwedo not bring anumbrella. Then wetake thechains of norain (%60)and multiply itbythevalueweaffixtothatoutcome (+6). As such, thewe have0.6 times6 = 3.6. That's theexpected utilityof notbringingumbrellaif itdoesn'train. Ifwe add thetwoto-gether– of notbringingan umbrellainbothcases-then we getthenetexpected util ity of notbring-

ingan umbrella= -4.0 + 3.6 = -0.4.Ifwe gothrough thesamekind ofoperationin the lowerbranchfor bringing theumbrella, wewillfindthenetexpected util i ty to be0.6. Ifwecomparethe two, then itis clearthatbringing umbrella- given ourpreferences or oursense ofcostsand rewards foreach outcome– is betterthan not bringing an umbrella because we really do notwanttobewet. Now let’s dothis foramore interesting case-dating!Many ofyou aresingleand perhaps look-ingfor love. Say you arewonderingwhethertoasksomeone out. Let’s considerthe scenarios. (i)Youdo notask themoutwhen they would havesaidno. Thatis good, right? You'renotembar-rassed!(ii) You do notask themout andtheywould havesaid “yes”. In that case, you miss outonsomeone quiteinteresting and wonderful. Thatis adowner. (i i i)You do ask themoutand theysay“no”. Thatis kind of, mortifying, right? Thatmay beterrible. (iv)And then, thereis thelast sce-nariowhichis you askthem outand theysay“yes”. When thathappens itis quitegratifying.How wouldyou valueeachof theseoptions from positiveten to negativeten? Itall depends. Areyou ahigh-interest, low-costperson? Meaning, you askpeopleoutallthetimeand you do notseemuch costto it . Or areyou a low-interest, low-costperson? Meaning,you seldomask peopleoutand you donotworry

aboutit . Orareyou a highcostperson? Hereyouseeit as risky no matterwhathappens. Let’s say you find it mortifying to be re- jected, and you area highcost person. We cande- pictthis in the tableyou see here. (i)Not askingsomeoneelse and themsaying“no”, hey, thatisgoodforus. Itsaved us thetrouble, soitis aplustwo. (i i)Notasking themout, and they wouldhavesaid“yes”-thatis a downer. Let’s givethatanegative eight. Pretty bad, butnotterrible. (iii)Butthen, askingthem out, andthem saying“no” is justawful. Wefeel miserableover that, so itis anegativeten. And last, (iv)us askingthem outandthemsaying “yes”is a plus ten and thatcouldn'tbe better. Bestof allworlds rightthere!

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Figure. Decision Tree forAsking Out

Ifwe go throughthedecision treeagain, wecanpredictthenetutil ityofeach option ofaskingsomeoneoutor not. Let’s even saytheyareveryattractivesoourchances arelow at10%. Ifwegothroughthemathagain likebeforewherewedon'task themoutand geta yes, thatequals negativeeight. Then wemultiply thatbythe probabilityof yes at0.10 (10%chance). As such, negative 8times .1 = -0.8expected utility. Theopposite of notaskingthemoutandthey rejectyou has aposi-tiveutili tyof1.8. So, wehavea netexpected util-ity ofnotasking peopleoutequal to one.

19

OrganizationalAnalysis

Daniel A. McFarland and Charles J. Gomez



18

How Important is Understanding Usage? • Course development • Collections development – What subscribed content and non-subscribed content is

selected? • Student retention and completion rates • Efficient market pricing

– Cost tolerance across geography • Content discovery and recommendations

– Readings used in other astronomy courses? • Predictive data – student success factor?

– Inter-vendor sharing of usage data necessary to fullyunderstand user behavior




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Worldwide View of 3 Fall 2013 SIPX MOOCs

Interest by subject matter –

Early data for September 2013 courses: “Age of Globalization” (edX),“Ideas of the 20th Century” (edX), and “Organizational Analysis” (Coursera)




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Subset of 127 countries represented in overall transaction data;

50% of transactions occur from users outside of US and Canada © 2013 SIPX, Inc. October 16, 2013

Transactions by Country



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Similarly-situated cost comparables (per whole work, not per unit price above) © 2013 SIPX, Inc. October 16, 2013

Volume by Price



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simplifying copyright in online education: understanding new behaviors (180329188)

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