1. Online Courses Go Open Source David Wiley, Utah Open High School (http://openhighschool.org/)http://openhighschool.org/ Rob Darrow, Clovis Online School, Central California (www.clovisonlineschool.com)www.clovisonlineschool.com Joshua Marks, Chief Technology Officer, Curriki (www.curriki.org)www.curriki.org Virtual School Symposium 2009

2. Who we are and how we got connected. Rob David Joshua David Joshua Rob

3. Open Online School of Utah - David Wiley A Moonshot for Bloom’s 2 Sigma Challenge

4. CC BY Bloom’s 2 Sigma Challenge Bloom, 1984

5. CC BY One-to-One Tutoring And other methods compared to 30 students in the classroom

6. CC BY Average Tutored Student by 2 SD In other words, the average student is capable of much more

7. CC BY Tutoring is Expensive So we teach class instead!

8. CC BY Bloom, 1984 If the research on the 2 sigma problem yields practiced methods (methods that the average teacher or school faculty can learn in a brief period of time and use with little more cost or time than conventional instruction), it would be an educational contribution of the greatest magnitude. (p. 5)

9. CC BY To Tutor Or Not to Tutor? That is the (false) question

10. CC BY “Strategic Tutoring” What if we could do just-in-time, just-on-topic, one-on-one tutoring?

11. CC BY Obs. 1 - Requires Great Insight We’d have to know who needs help, when, and what they need help with

12. CC BY Obs. 2 - Requires Great Curriculum The more the student can learn from the materials, the less tutoring is required

13. CC BY Obs. 3 - Data Is the Key You’d need live, fine-grained data about student, assessment, and curriculum performance

14. CC BY Simultaneous Continuous Improvement Working in a way that constantly improves both student learning and the curriculum

15. CC BY Curriculum Use Curriculum Redesign Student Performance Data Data Describing Curriculum Performance Data Supporting Strategic Tutoring The Loop

16. CC BY OHSU Teaching Model Create and aggregate great curriculum, let it do as much instructing as possible, follow-up with “strategic tutoring”

17. CC BY How Do You Improve Curriculum? Performance data alone aren’t sufficient – you need permission

18. CC BY Open Educational Resources Give OHSU the permissions it needs to engage in continuous improvement

19. CC BY OHSU Charter Requires OER Founders’ way of “burning the ships”

20. CC BY Two Quick Screenshots From the Agilix BrainHoney system

21. CC BY State Standards As Skeleton Standards provide the framework for content aggregation and assessment

22. CC BY Restricting Access to the Bible Zealously and passionately

23. CC BY Supporting Strategic Tutoring Data visualized in an easy to use manner

24. CC BY When Tech and Policy Collide A story from history: 1000 - 1600

25. CC BY Watch Out Bloom, Here We Come! OHSU is only a few weeks but the model is already proving terrifically effective

26. CC BY Lots of Research to be Done We would love more research partners!

27. Clovis Online School Background - Rob Darrow A California charter school Grades 9 and 10. Will grow grades 11 and 12. Serving students of Central California Currently 65 students with 12 part time teachers Full time staff: principal, secretary and technology specialist

28. Course Development Goal: content should be sharable Content Development o Teachers complete written outline o Organized by modules and lessons o Each lesson (objective, introduction, lesson, assignment/assessment) o Text first, then add multimedia elements Integrates into Moodle Starting place: clovisonlineschool.pbworks.com

29. Collaboration is the key For content For teaching online For sharing ideas For providing best online instruction for all students Collaboration = better final product Courses always being improved

30. Content Collaboration

31. Curriki background - Joshua Marks Curriki Background Find, Contribute and Connect Any Resource Type Using Curriki Resources Aligning to Standards Groups Overview Open Source Curriculum and licensing

33. Open Educational Resources David Wiley The Briefest Possible Introduction

34. From slow, expensive copies to fast, inexpensive copies The Gutenberg Difference

36. From fast, inexpensive copies to instantaneous, free copies The Internet Difference

38. education blesses people’s lives, and we can make instant, free copies of materials, then what kind of ethical obligation do we have? If...

39. Just because you can copy doesn’t mean you’re allowed to Small (c) Problems

40. Hacking (c) to leverage the nonrivalrous nature of digital educational materials Open Educational Resources

41. Providing users a collection of rights called “the four R’s” - for free Open, adj.

42. Reuse - verbatim copies Redistribute - share copies Revise - make adaptations Remix - combinations / mashups The 4Rs

43. Communicate 4R Permissions Since this overrides default copyright, only a copyright license can grant

44. Offers easy to use 4Rs licenses

46. Check the “Copyright Statement” or “Terms of Use”! Without a CC license you will (likely) not have 4R permissions. Free = Open

47. 2009 2008 2003 CC Licensed Items Online (Millions) 50 100 150 200 250

63. Declining Budgets and No Bail Out More and more institutions are sharing and reusing OERs

64. More Discussion david.wiley@byu.edu 801-422-7071 http://davidwiley.org/

65. Challenges and Opportunities

66. Questions

67. Contact Information David Wiley: Rob Darrow: Robdarrow@cusd.com. 559-327-4400 (www.clovisonlineschool.com)Robdarrow@cusd.comwww.clovisonlineschool.com Joshua Marks: jmarks@curriki.org.jmarks@curriki.org US 831-685-3511 (www.curriki.org)www.curriki.org