1. Introduction to OER for Open Courses
Nate Angell, Doorman,

2. 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

3. 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

4. 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%

5. 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.

6. Implementing Open
Philosophy and Tools

7. 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

8. 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.

9. 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

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

11. When physical expressions of ideas become digital…

12. 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:
Photo licensed CC-BY:

13. 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

14. 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.

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

16. 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

17. 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

18. Attribution = literally by whom
Share Alike = publish, same license
Non-commercial = no gain
No Derivatives = no changes
A remix nightmare
A tiny bit open

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

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

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

22. 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

23. 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

24. 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:
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

25. 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

26. 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.

27. 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

28. 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

29. 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

30. 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.

31. Open Course Design
Adapting and Adopting

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

33. 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.

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

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