1. Achieving the Dream (AtD) OER Degree Program Overview
Creative Commons Attribution 4.0 License, Lumen Learning unless otherwise noted
Achieving the Dream (AtD) OER Degree Program Overview
Kim Thanos
CEO Lumen Learning

2. Achieving the Dream: OER Degree Program Overview
CONGRATULATIONS!

3. I have a plan for today, but I’m also willing to scrap everything to meet your needs as an audience.
Photo Attribution:

4. WHERE ARE YOU?
I’m just learning about open education. I have a good understanding. I have experience with open education. 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.
I sometimes ask “What do you want to learn?” Depends on the size of the audience.
Develop

5. Achieving the Dream: OER Degree Program Overview
How many of you have heard of
the 5Rs?
Raise your hands!

6. Develop 5R Permissions Retain Reuse Revise Remix Redistribute
Make, own, and control a personal 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
Develop
Dr. David Wiley, opencontent.org/blog

8. By Giffin Francoeur - https://www. emaze

9. Open Educational Resources
Open educational resources, also called OER, are one solution to this complex problem of college affordability and student success. OER isn’t a magic bullet for every problem that ails higher education. But OER represent a powerful and underutilized solution for many students, faculty members and institutions.
OER demonstrate so much promise, in fact, that this is the solution to these problems that Lumen focuses on. A growing body of empirical research shows us that OER can remove barriers to and actually increase student success. When students have free, day one access to the materials they need to succeed, they perform better. And when they don’t have to buy expensive textbooks, many of them reinvest textbook cost savings in their educational path, taking more credits to complete college sooner. Instructors tell us students are more engaged in the course material in OER courses. You wonder why? Because they have the course materials. It’s not a mystery why they would engage and learn better when the can access the content.
CC BY image from

10. Open educational resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.
Develop
William and Flora Hewlett Foundation

11. IMPACT OF TEXTBOOK COST

12. Develop IMPACT OF TEXTBOOK COST
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
Develop
Source: 2012 student survey by Florida Virtual Campus

13. Free 5Rs ✔ ✔
What about quality?

14. 11 Peer Reviewed Studies
The Open Education Group, working out of Brigham Young University, as identified 11 peer-reviewed studies that together reflect the experiences of …
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp

15. 48,623 Students Just under 50,000 students …
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

16. 93% Same or Better Outcomes
Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks.
Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp
person icon by Ferran Brown from the Noun Project

17. 9 Peer Reviewed Studies of Perceptions of OER Quality
There are also studies about perceptions of the quality of open educational resources …
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).

18. 4,510 Professors and Students
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
person icon by Ferran Brown from the Noun Project

19. 15%
Worse
35%
Better
In summary … about half feel the quality is about the same as what they were using before. Just over a third say it’s better.
In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior.
Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).

20. Develop PEER REVIEWED RESEARCH 5% increase in success 9% reduction
in drops and W’s
18% more credits this term
22% more credits next term
Lumen Courses Traditional Courses
Develop
Journal of Computing in Higher Education
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.

21. Free ✔ 5Rs ✔ Quality ✔ Essential Question: If information is freely available on the Internet, then is it open?

22. Permissions to Faculty and Students
Cost to Students
Permissions to Faculty and Students
Commercial Textbooks
Expensive
Restrictive
Library
Resources
Free
Open Educational Resources
5Rs
When you think about this in terms of academic libraries and the academic setting, this table illustrates what we see today.
Only open educational resource are both freely available and provide these great 5R permissions that allow for broader and more creative use of educational content.
David Wiley, Why Should You Offer an OER Degree Program?

23. Why Does This Work Matter?
The Open Educational Resources (OER) Degree Initiative seeks to boost college access and completion, particularly for underserved students, by engaging faculty in the redesign of courses and degree programs through the replacement of proprietary textbooks with open educational resources.
Over the next three years, the Open Educational Resources Degree Initiative will lay the groundwork for nationwide adoption of OER Degrees.
From

24. Develop HIGH IMPACT PATHWAY TOTAL TEXTBOOK COST $2,524.75
English Composition
$79.00
College Success
$57.75
English Composition II
$100.00
Intro Statistics
$132.25
Intro to Humanities
$87.75
Math for Liberal Arts II
$123.50
Humanities of the World
Intro Biological Science
$95.25
College Algebra
$10.00
Anatomy & Physiology
$163.25
Math for Liberal Arts I
History of US II
$85.75
Earth and Its Environment
$92.75
National Government
$106.75
General Chemistry
$197.50
Principles of Sociology
General Psychology
Intro Political Science
$179.00
Concepts of Positive Living
$108.75
Spanish I
$200.00
History of US I
Spanish II
$144.00
This is a study of a college in Florida.
Develop
TOTAL TEXTBOOK COST $2,524.75

25. Develop TOTAL COST OF DEGREE REDUCED BY 23% OR $2,025
Who doesn’t love a 20% discount?
Develop

26. LUMEN APPROACH Faculty control Faculty have full control over what and how they teach Access Every student has day 1 access to required materials Continuous improvement Student learning data, faculty feedback and community contribution continually improve efficacy of materials Effective learning design Materials are engaging, personalized and accessible for all learners
FACE value of Lumen’s role in this grant.
Develop

27. Improve access and quality Impact disadvantaged learners
About Lumen Learning
founders: David Wiley & Kim Thanos
mission: Scale effective use of OER and personalized learning
Improve access and quality
Impact disadvantaged learners
Create next generation OER
Respect and build community
Continuous improvement
Openly license and share (CC- BY)
Facts
Formed in 2012
Based in Portland, OR
80+ institutional clients
27 team members
Support from Hewlett, Gates & Shuttleworth Foundations
approach: Model Openness

28. Lumen-Supported OER Courses
Candela Courses
Waymaker Courses
OER Degree Programs
Our course design process offers three ways we work with institutions:
Candela courses are complete digital courses that offer customizable OER to replace traditional textbooks. You might think of these as comparable to a publisher’s e-text offerings: no better, no worse.
Waymaker courses are complete digital courses designed around a personalized learning pedagogy and toolset. With these courses, we’ve taken the learning design several steps further, with the goal of creating a more powerful, more effective learning experience for students using OER.
OER degree programs provide students with an OER option for all the courses and electives required to complete a college degree. This means a student can earn a college degree and never be asked to buy a commercial textbook. We work with a number of institutions to create, launch and support full OER degree programs, which can make a significant impact on college affordability especially for community college students.
Complete digital courses: customizable OER replace traditional textbooks
Complete OER courses with personalized learning tools and pedagogy
OER options for all required courses and electives in full degree programs

29. Institutions that work with us
Institutions that work with us. Everett and the Colleges of Spokane have piloted Waymaker courses. Pierce is fellow AtD grantee.

30. OER-based Degrees
Tidewater

31. Develop CANDELA COURSES Candela Courses 70+ high enrollment courses
Curated OER with complete course resources
70+ high enrollment courses
Used by > 100 institutions
Saving students $1M every term
Key to full degree programs
Develop
$10 per enrollment

32. WAYMAKER COURSES Significant content investment
(editorial, simulation, multimedia)
Personalized study plan
Faculty messaging tools
Emphasis on agency and metacognition
$25 per enrollment

33. ELIMINATING BARRIERS TO LEARNING FOR ALL STUDENTS
Adopt
ELIMINATING BARRIERS TO LEARNING FOR ALL STUDENTS
Blend
The pathway to accessing, creating and sharing a new generation of course materials for all students
Customize
Develop

34. COMMON BARRIERS Time Funding (short and long term) Scheduling and awareness Issue resolution (e.g. bookstore)
Develop

35. Adopt Blend Customize Develop Faculty leadership
Administration eliminates barriers
Support for faculty
Support for students
Blend
TEAM
Customize
Develop

36. Achieving the Dream Program Requirements

37. Open Courses vs. Open Textbooks
Your OER course should include everything an other instructor would need to teach the course, such as:
Assignments
Test Questions
Discussion Topics
PowerPoint Slides

38. Think “curation” first, then “creation.”
Word Choice Matters
HELPFUL TIP:
Adopt existing OER whenever possible, build only when absolutely necessary.
Think “curation” first, then “creation.”
Linda Williams quote from SF kick-off. Build is a bad word!

39. What Licensing Guidelines Do I Need to Follow?
Any new OER materials that you develop must be licensed as CC-BY (Attribution Only)
Any existing OER materials that are used must follow the AtD Licensing Guidelines
(see “Rainbow” handout)
Supplemental Materials Litmus Test: Can someone still teach the course if the content goes away? Can students still meet the learning objectives?

40. The Rainbow Handout

41. Are There Exceptions?
If your course is about an “artifact” that is All Rights Reserved copyright protected you can request an exemption.
IMPORTANT: Journal articles, videos, that picture that you just love to use, etc. generally will not qualify.
To request and exemption complete the form at:

42. How will licensing be verified?
AtD is requiring that all OER degree courses be certified by Lumen Learning as “open” by the requirements of the grant.
This is will provide legal protection for everyone.
To have your course certified you will need to complete a Course Map that:
Aligns to Learning objectives
Links to the OER content to be used
Lists the Creative Commons license
Questions about the course map’s role in this grant? Please see Quill West’s video:

43. HELPFUL TIP: Start your planning design by creating a Course Map
“Circular Walking Bookshelf” by Amber Case from licensed under a Creative Commons Attribution-NonCommercial License.

44. Adopt Blend Customize Develop Enrollment & Costs
Existing solutions/needs
Right faculty > right courses
Blend
COURSE
STRATEGY
Customize
Helpful considerations.
Develop

45. Adopt Blend Customize Develop Identify and invite lead faculty
Educate and empower
Be realistic
Address time and loading
Blend
FACULTY
ENGAGEMENT
Customize
Faculty engagement and the potential for OER at CTLs.
Develop

46. PLANNING AN OER DEGREE Team Course Strategy Faculty Engagement Faculty Support
What the AtD grant can support at LWTech.
Develop

47. Adopt Blend Customize Develop Adopt Blend Customize Develop
Reuse materials created by others
Blend
Blend
Remix from multiple sources
Customize
Customize
Revise for your needs
The ABCDs of OER created from a Slack conversation. Join Lumen’s Slack community:
Develop
Develop
Create and share new resources

48. Adopt Blend Customize Develop Leadership development
Access to prior work
Connection to peers at other institutions
Active, hands-on support
Blend
FACULTY
SUPPORT
Customize
Again, the work of CTL. See the Five Star Consortiums.
Develop

49. Adopt
Blend
Thank you, CVCC!
Customize
Develop