Introduction to OER for Open Courses Nate Angell, Doorman, nate@lumenlearning.com

Agenda Introductions Keys to Open Education “Designing” Open Courses 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

About Lumen Learning Facts 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

Symptoms of a Broken Market Cost Access Outcomes Costs growing 3x inflation students go without textbooks due to cost 6 in 10 Six-year graduation rate for open access institutions 33% Avg. annual textbook cost per college student $1,200 take fewer courses due to textbook cost 35% of community college students achieve credential goals <50%

How does Lumen 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.

Implementing Open Philosophy and Tools

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

What is the same about these? (Discussion) Point: both are covered under the full protection of the law; have full protection of copyright law, anything I create has the same protection as the most expensive movie ever created, all copyright is pervasive...what is the impact of this? It impacts the way we share, the way we teach, the way we learn.

Education is Sharing Teachers with students Students with teachers Students with students What is the role of Openness in Education? Education is Sharing Teacher share knowledge and skills, feedback and criticism, encouragement Students share questions, assignments, feedback Students study collaboratively

Ideas are Non-rivalrous can be given without being given away Physical Expressions of Ideas are Not

When physical expressions of ideas become digital…

Even with print newspapers, if I want section B of the of the Wall Street Journal, and my colleague is reading it, we can’t share that section at the same time. Photo licensed CC-BY: https://flic.kr/p/ayGkBN Photo licensed CC-BY: https://flic.kr/p/ayGkBN

Because of the Internet, my colleague and I can view the same page simultaneously with millions of other people all over the world…and practically for free. Fundamental shift…we can share pervasively

Internet Enables Copyright Forbids What the Internet enables, copyright forbids. We can’t share. The tension this creates is a common part of the academic life we live.

Use copyright to enforce sharing Use copyright to enforce sharing with a Creative Commons license

Makes It Easy to Share: 5Rs Make, own, and control your own copy of the content Retain Use the content in its unaltered form Adapt, adjust, modify, improve, or alter the content Revise Combine the original or revised content with other OER to create something new Remix Share your copies of the original content, revisions, or remixes with others Redistribute Reuse At its core, open materials are 5Rs First three are what impact teaching and learning Bundling multiple texts is expensive: Focused on return of investment of textbook Revise: reduce the amount of materials Opportunity for students to engage in materials…engaging students to revise and add to the textbook for their course Free is awesome…but its just a part of what this is about

http://creativecommons.org Open source software community has it There are broad global uses of CC outside of education as well (Click on hyperlink) Discuss 3 layers of licensing: Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up) Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages) Case against using CC NC for materials you create is removing the option to print materials for students CC button says it gives permission CC-BY means attribute it to the original author Creates professional network Personal connections Commerical Use: can someone use the material NC License hurts when printing: need to have a sustainable process; extra piece; we are still living in a world where we need print materials Sharealike: revise but keep the same license 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

For most authors the greatest Why ? For most authors the greatest risk is not piracy but obscurity. - Tim O’Reilly

Why ? the love you take is equal to the love you make. And in the end - John Lennon

What are Open Educational Resources? Any kind of teaching or learning materials, eg: Textbooks Syllabi Lesson plans Videos Graphics Readings Exams, tests or quizzes

What are Open Educational Resources? Are free for anyone to access, and Include free permission to engage in the 5R activities: Retain Reuse Revise Remix Redistribute

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

Direct connection between cost & 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 Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the cost Nearly a quarter (23%) of students regularly go without textbooks due to their cost Due to the high cost of textbooks: 35% of students report taking fewer courses 31% report not registering for a course 14% have dropped a course 10% have withdrawn from a course Link to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf 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

Why NOT Use OER? Concerns about quality Time Sustainability 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

Faculty Approaches Review open course Refine for teaching approach ADOPT ADAPT BUILD 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. 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. Develop new materials Aggregate materials from high-quality OER Create tools and systems Create media Similar in scope to writing a new textbook with many collaborators.

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

Institutional Approaches Opportunistic Kaleidoscope Pilots Individual faculty interest Coalition of the willing 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

Institutional OER Adoption Results Over $475,000 in Textbook Savings Mercy College 60% Tidewater Community College 11% 9% 8% 48% 2% Drops Withdraws C or Better Lumen Open Supported Courses Traditional Textbooks

Cross-Institutional OER Adoption Results Open Courses Traditional Courses As submitted to Computers in Education Nov 2014: 4,909 open course students, 11,818 traditional course students, 50 different undergraduate courses, 130 teachers, 8 institutions. Method: Quasi-experimental design with: Propensity Score Matching, Post Test Only. Dependent variables: Completion; C or Better; Credits Enrolled This Term; Next Term, Independent variable: Textbook condition, 3 covariates: including age, gender, and race.

Open Course Design Adapting and Adopting

What are the greatest obstacles to learning and success for your students?

Backward Design: “begin with the end” Outcomes identify desired results Assessments determine acceptable evidence Content plan learning experiences and instruction Many instructors begin with textbook, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards – “backward” from conventional habits. This approach can be thought of as purposeful task-analysis. The results are a more sharply defined teaching and learning target so that students perform better knowing their goal. There is greater coherence among desired results, key performances, and teaching and learning experiences which leads to better students performance – the purpose of instructional design. http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_wiggins_mctighe.pdf

Course Development Process Student learning outcomes Assessments Content and activities Deployment in Lumen platform Connection to LMS

Nate Angell, Doorman, nate@lumenlearning.com Questions & Answers Nate Angell, Doorman, nate@lumenlearning.com