Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Accountability in Higher Education:

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Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Accountability in Higher Education: Addressing the Innovator's Dilemma Through Authentic Assessment Copyright Ohio Board of Regents, This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Ohio Resource Center eTech Ohio (K-12) U of Cincinnati OSU Ohio Board of Regents OLN OhioLINK Digital Bookshelf FAME-ADA Ohio Open Source Pilot OhioWINS Accountable Education Demonstrated Student Success Collective Action: An OBR experiment in innovation Pooled Risk

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Collective Action: An OBR experiment in innovation Ohio Resource Center eTech Ohio (K-12) U of Cincinnati OSU Ohio Board of Regents OLN OhioLINK Digital Bookshelf FAME - ADA Ohio Open Source Pilot OhioWINS Collective Action: An OBR experiment in innovation Accountable Education Demonstrated Student Success Pooled Risk

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Initial Membership Ohio Board of Regents Ohio Learning Network OhioLINK Ohio Resource Center eTech Ohio (K-12) Ohio State University University of Cincinnati (Raymond Walters College) University of Cincinnati (Raymond Walters College)

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Purpose- Share the risk of transforming education in Ohio Evaluate scalable innovation Coordinate multiple independent projects Examine open source software suite Share expertise and resources committed to change Develop trust in collaboration Demonstrate measurable outcomes

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Why? Economics* Ohio is 35th in statewide support for higher education with the nation evolving into a knowledge economy Biennial budget increase.5% * (CSEP, 2006)CSEP, 2006 Need to work smarter, not harder Higher education accountability is in political spotlight Provide a safe harbor for innovation, and as insurance against missing appropriate disruptive technologies

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots How? Reduce barriers to collaboration Share investment in statewide technology infrastructure Open Source experimentation CLE Hosting, Unified Object Repository, and other core functionalities of an education “application stack” Focus on student transition points HS to college preparedness Workforce to higher education preparedness Articulation and transfer between schools Joining and rejoining the Ohio workforce Demonstrate student success Statewide K-20 ePortfolio Picture this Picture this

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots OhioWINS! OhioWINS! HS and workforce preparedness for college writing ePortfolio for student success FAME- ADA Ohio Resource distribution through shared infrastructure Open Source pilot Shared costs, community, governance for investigation The Digital Bookshelf Reduce text book costs, improve learning outcomes Picture this Picture this

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Home university log-in from inCommon

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Digital Bookshelf Week 1 Voice Active vs. PassiveActive vs. Passive Week 2 Conventions Style Guide

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots OhioLINK (and/or Publisher) Writing Competency Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Library Resource

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Drivers Accountability for individual student learning Workforce development Articulation and transfer Students as creators of knowledge, not consumers The inclusive campus Differential abilities and learning styles

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Pooling risk to support disruptive innovation The vision and mission of Collective Action is to give each agency and institution the opportunity to pursue truly disruptive innovations. Because of flat or declining budgets and the focus of user communities on production services, our agencies and institutions won’t support separate development groups permitted to work under different business rules. Collectively pooled and with a long enough leash from our parent organizations, we believe we can capture the potential of disruptive innovations. References

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Pooling risk to support disruptive technologies Anderson, Kent R. From Paper to Electron: How an STM Journal Can Survive the Disruptive Technology of the Internet. J Am Med Inform Assoc. 7(3): May-Jun Available online at Christensen CM, Cook S, Hall T. Marketing malpractice - The cause and the cure. Harvard Business Review 83(12): Dec Available online through the OhioLINK link resolver. ¶ Christensen, Clayton M., Scott D. Anthony, and Erik A. Roth. Seeing What's Next : Using the Theories of Innovation to Predict Industry Change. Harvard Business School Press (2004). ISBN: Christensen, Clayton M. and Michael E. Raynor. The Innovator's Solution: Creating and Sustaining Successful Growth. Harvard Business School Press (September 2003). ISBN: more

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Disruptive technologies (con’t) Christensen, Clayton. Improving Higher Education through Disruption. Forum Futures Available online at In Christensen's own words — “take care if forwarding this to deans of business schools.” Christensen, Clayton M. The Innovator's Dilemma. HarperBusiness Essentials (1998, 2000). ISBN: Lafferty, Susana; Edwards, Jenny. Disruptive technologies: what future universities and their libraries? Library Management 25(6-7): Available online through OhioLINK's link resolver. Sustaining and Disruptive technologies from a higher-education holistic view as well as academic libraries. Lewis, David W. "The Innovator's Dilemma": Disruptive Change and Academic Libraries. Library Administration & Management 18(2): Spring Available online at Focused on academic libraries.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Demonstrated student success Collective action embraces a move toward outcomes-based assessment that targets specific student strengths and weaknesses. Sometimes discussed within the context of “competency-based” education, ePortfolios offer one valuable tool for gathering authentic evidence of student success and the maturation of their thinking based on their educational and life experiences. references

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Student Success References Acker, S. (2005). Overcoming Obstacles to Authentic ePortfolio Assessment available at: technology.com/news_article.asp?id=10788&typeid=155www.campus- technology.com/news_article.asp?id=10788&typeid=155 Graduate Exam demonstrating authentic assessment (multiple dates).[Truth through humor] through humor

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Higher Education Accountability Students, parents, and legislators are asking higher education to be fiscally and programmatically accountable for providing the higher education programs and pathways that meet learners’ needs. Collective Action shares infrastructure and risk,explores open source software, and leverages community knowledge. references

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Accountability references National Commission on Accountability (2005). Accountability for Better Results: A National Imperative for Higher Education ( College Board (2004). Trends in College Pricing TrendsPricing2004_FINAL.pdf

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Other references Connor, D. (November 21, 2005). An IDEAL Education. Network World. education.html. Retrieved from the web January 16, education.html Rheingold, H. (2003). Smart Mobs: The Next Social Revolution. Cambridge, MA: Perseus Publishing.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots HISTORY Describe the history of religion from its origins to the present day, concentrate specifically but not exclusively, on its social, political, economic, religious, and philosophical impact on Europe, Asia, America and Africa. Demonstrate your understanding by creating your own religion and describing its likely impact on world affairs. Be brief, concise and specific.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots MUSIC Write a piano concerto. Orchestrate it and perform it with flute and drum. You will find a piano under your seat.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots PHYSICS Explain the general theory of relativity. Keep it simple. Now demonstrate the limits of faster-than-light travel through an experiment of your own design.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots MEDICINE You have been provided with a razor blade, a piece of gauze, and a bottle of Scotch. Remove your own appendix. Do not suture until your work has been inspected. You have fifteen minutes.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots BIOLOGY Create life. Estimate the differences in subsequent human culture if this form of life had developed five hundred years earlier, with special attention to the probable effects on the English Parliamentary system. Prove your thesis.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots POLITICAL SCIENCE There is a red telephone on the desk behind you. Start World War III. Report at length on its socio-political effects, if any.

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots ** EXTRA CREDIT ** Define the Universe. Give two examples. Link to the remainder of “Graduation Exam - authentic assessment”Graduation Exam - authentic assessment

Collective Action Home | Membership | Drivers | Purpose | Why? | How? | PilotsHomeMembershipDriversPurposeWhyHowPilots Questions? Stephen Acker, Director of Learning Technologies Research and Innovation, Ohio State University: David Barber, Consultant: Academic & Access Programs, Ohio Board of Regents: Cable Green, Director of Technology, Ohio Learning Network: Peter Murray, Assistant Director of Multimedia Systems, OhioLINK: