1. Bridging Student Success and Retention through Open Educational Learning Tools: The Bridge to Success Project David Lascu, MBA Project Manager – Next Generation Grant Anne Arundel Community College 4 th Annual Conference on Acceleration in Developmental Education Friday, June 8, 2012

2.  60% of first-year college students need at least one developmental course  25% of community college students in a developmental course earn a certificate or degree within 8 years  Provide a bridge to underserved populations who may not otherwise pursue a college degree  Impact of Internet & online access on education  Strengthen relationship between educators, learners, & course content  Acquiring skills to counteract barriers to student success  Become an agent for change integrating models for vocational, career, and educational opportunities Why the B2S Project?

3.  Expand the range, depth, & access to college readiness content  Ensure all materials are open, discoverable, & standards-based  Increase awareness & impact of Open Educational Resources (OERs) to support teaching & learning  Conversion of Open University content  Learning to Learn (L2L)  Succeed with Math (SWiM)  Pilot exposure to 750+ students  Content exposure to 6000 students  Sustainability & impact of OERs Goals

4.  Open Educational Resources (OERs) are available for all to use and share on the Internet  Since 2001, a wide variety of materials have been available:  Massachusetts's Institute of Technology’s Open Courseware granting access to all of their courses  Carnegie Mellon University’s Open Learning Initiative providing access to multi-media courses  Creative Commons offering access to creative and scholarly works  Open University’s OpenLearn Website provides hundreds of units of course material for a global audience  To be freely used for education  To accommodate any learning management system or educational environment  To remix for new contexts  Available through common licenses that offer permission in advance, while not relinquishing copyright Open Educational Resources

5.  Added value learning opportunities that Instructors can utilize  Supplemental learning opportunities linked to online, on ground and blended courses  Added value to lower income, underserved populations  Course content designed for broad audiences at all levels of educational ability  Content and curriculum pedagogically related  Learners identify learning needs and gain skills to advance resources  Cost savings in textbooks, classroom supplemental activities and copyright access  Partnering opportunities with researched approaches to teaching and learning for vocational, career and higher education programs. Values of OERs

6.  Consideration of possible choices & making plans for the future  Increase awareness of individual qualities, knowledge, & skills  Understand the learning cycle  Develop personal action plans to impact personal change  Develop essential life skills of communication, problem solving, and self-management Learning to Learn

7.  Unit 1 –what the course involves and outlines the skills that the course focuses on – everyday and academic skills. “Thinking about your own learning.”  Unit 2 – what “learning” includes and why it is important – self evaluation of qualities and skills – case studies and mind mapping.  Unit 3 – achieving personal goals for change and development – considering the value of academic ideas for learning.  Unit 4 – sequence of steps to enable user to think about the future – starting with a person vision – basis for setting personal goals and planning for learning  Unit 5 – looking back over user’s accomplishments and what was learned as a result of this course – WHAT WILL THE USER DO IN THE FUTURE TO BECOME A LIFELONG LEARNER? http://labspace.open.ac.uk/course/view.php?id=7442

8.  Activities encouraging reflection, critical analysis, & written response  Video Presentations & transcripts of interviews with three students  Reveal Comment: Hints & other discussion points after each video or activity  Case Studies  Figures and Diagrams  References to further supplement the content are available at the end of each unit.  Length of Time estimates are included for each activity. http://labspace.open.ac.uk/course/view.php?id=7442

9.  Build confidence in using math for home, work, or in other settings  Reduce fear of math & math anxiety  Improve basic mathematical skills & understand how to use resources (e.g., using a calculator effectively)  Develop problem-solving strategies  Practice general study skills to become an effective learner  Strategize math challenges  Build math skills with real-world application Succeed with Math

10.  Unit 1 – Math and You builds math confidence, develops problem-solving strategies, and explores study skills to be successful in mathematics.  Unit 2 – Getting Down to the Basics addresses the history of numbers, using numbers, lines, decimals, rounding, estimating, basic operations, and the order of operations, and using knowledge in real world scenarios.  Unit 3 – Numbers Everywhere investigates units of measurement, signed numbers, and reading and writing mathematics.  Unit 4 – Parts of the Whole focuses on writing and using fractions and reinforces strategies for what to do when stuck on a problem.  Unit 5 – Relationships Among Numbers addresses how numbers are used in daily life, and connections between fractions, percentages and ratios.  Unit 6 – Exploring Patterns and Formulas instructs students on visualizing problems using pictures and diagrams, interpreting and using notation for inequalities, and interpreting word formulas to solve problems.  Unit 7 – Investigating Geometric Shapes and Sizes prepares students in understanding the key properties of geometry, and in interpreting and drawing scale diagrams.  Unit 8 – Communicating with Data, Charts and Graphs teaches how to calculate means, medians, and ranges for data sets, and how to interpret and construct tables.

11.  Activities with hints and solutions  Video clips, articles, or math games from the Web  Audio clips provide background information. Transcripts are available.  Self-check problems and quizzes available at the beginning & end of each unit.  Pencasts are short audio graphic/audio clips – the online equivalent of ‘chalk and talk’ classroom sessions.  Calculator access is provided throughout the course content.

12.  ADA Compliance and Accessibility  Learning Management System Integrations  Institutional Aggregate Data Tracking – Customization  Remixing and Wrapping B2S Content  Professional Development and Training Additional Components

14.  Face-to-face, online, or blended  Resource for high school students, returning adult learners, first- time students, or prospective college students  Workforce Development Training Program Courses  GED/ABE Courses  Standalone, integrated into current curriculum, assignments, homework, resource material, etc. Pilots and Implementation

15. For further information contact: David Lascu Project Manager – Next Generation Grant dmlascu@aacc.edu 410-777-7078