1. From Distance to Open Education: Implementation Challenges and Opportunities International Seminar Joao Pessoa, Brasil October 14, 2010 Larry Cooperman, Director, OpenCourseWare Board of Directors

2. The Access Trajectory A University of California Example TypePeriodExamplesLicense Correspondence Courses1912 - 2004Agricultural coursesCopyright, as evolved over the years Distance Education (Internet) 1994 - ?Information SystemsCopyright, as altered by Digital Millenium Copyright Act and other legislation OpenCourseWare/ Open Education 2006 - ?UCI OpenCourseWare UC Berkeley Webcast Creative Commons

3. The Access Trajectory TypePeriodInnovation Initial Target Correspondence Education 1912 - 2004Education at a distanceRemote populations Distance Education (Internet) 1994 - ?Anytime, anywhere convenience Working adults OpenCourseWare/ Open Education 2006 - ?Freedom to use and reuseIndependent learners

4. What is Open Education? 2001 OpenCourseWare university materials organized as courses 2002 Open Educational Resources: OERs 2009 open study, cohort-based open education

5. A California Story University of California (UC) admissions policy drives high school education  high school courses must be approved by the University of California for entrance credit.  Federal “No Child Left Behind” legislation mandated high-stakes subject matter tests High fail rate by prospective math and science teachers was causing a dangerous shortage in the classroom  UC is dependent for its reputation on the quality of admitted students, >90% of whom are Californians

6. A California Story University/Tertiary Secondary Elementary/Primary STANDARDS QUALITY OF ENTRANTS

7. Capacity Building Shortage of Mathematics and Science Teachers  Encorps Recruit retired professionals in math, science and technology careers  UC Science and Math Initiatives Graduate 1000 secondary math and science teachers

8. A California Story An Open Education Approach  Build a resource for Independent learners Teacher education programs  Results Individual and collective results are tightly guarded We don't ask for registration However, necdotal evidence is strong

9. The Problem We Faced An existing shortage of classrooom science and math teachers (6- 25%) 100,000 teachers (33%) will retire in the next decade.  33,000 new science and math teachers needed 60% fail rate for first-time takers of the CSET qualifying exam for math and science teachers 10/11/10 Slide 9

10. Testimonials I am a 2007 California Teacher of the Year and a recipient of the 2008 Presidential Award for excellence in Math and Science Teaching, yet I do not hold a degree in science. In order to supplement my multiple subject credential with a Foundational Level Credential, I decided to take the CSET Science tests, 118 and 119. This website was an invaluable study tool. I worked through every lesson and passed both exams on my first try. Anyone wishing to pass the CSET Exam would do well to work through this fabulous online program. Thank you.

11. UCI’s OER Approach Take aim at the 60% who fail the qualifying exam  Build a test prep resource that is open and free to all.  Can be adopted by any university teacher-preparation program  Tutoring model in addition to the free resource 10/11/10 Slide 11

12. African Virtual University Secondary Math and Science Teacher Preparation Program 70 OER modules developed in math and science topics Delivered in 10 countries at 12 universities in three languages (Portuguese, French, English) Operates through partner institutions, including in conflict and post-conflict zones, such as Somalia

13. Educational Ecosystems: African Virtual University 10/11/10 Slide 13

14. The Global Problem Enrollments in developing countries are growing rapidly China and India have doubled enrollments over the past 10 years. There are many developing countries with APRs less than 10% Malaysia plans to raise its APR of 39% to 50% by 2010 Trinidad and Tobago aims for an APR of 60% by 2015 (up from 11.9% in 2007) In India, a 1% increase in APR means 1,000,000 more students. APR will increase by 10% to 15% by 2012

15. Open Study Peer-to-Peer University (http://www.p2pu.org)http://www.p2pu.org  Large Brazilian participation  Portuguese language is the most important after English Cohort-based Instructor-led (“course organizer”) Developing assessment metrics, including mechanisms for portfolio portability and data export

16. Impact Evaluation What are the metrics?  Average Participation Rate?  Self-improvement? Open Study  Reuse of assets in the classroom  Cost Savings  Reduction of attrition

17. Evaluation: From Distance to Open The OLI project created OpenCourseWare in the most commonly taught college courses  These can be adapted to the secondary level  First implemented as distance learning for Carnegie-Mellon's own students Expanded to any professor/teacher who signed up on their site Maintenance of central data repository

18. Evaluation: From Distance to Open Open Education lives in two settings:  Self-learners Relies on voluntary reporting  Adoption by teachers, schools and colleges Exists in many places Many confounding variables Lack of centralized results

19. Evaluation: From Distance to Open Data gathered centrally  Question validity  Impact on students measured Compared to traditional classroom Accelerated format compared Longitudinal study  Measured across student career at C-M  Overall grades compared over time  Effect held throughout university studies  Use of data from thousands of students from dozens of external institutions

20. Evaluation: From Distance to Open Phases of OLI implementation  Distance learning for Carnegie-Mellon students  Accelerated distance learning for C-M students  Open Education (free content license) for all Self-learners Full classes at other institutions

21. Brazil's Challenges Lower cost of textbooks Clarify copyright laws  Responsibility of service providers for content Require publicly-funded content production for education to have open licenses  Texas requires all syllabi for public universities be available freely and openly. Develop central repositories for use and data collection

22. Brazil's Challenges open access to materials already funded by public institutions and governments standardize methods of access and data collection, the latter to inform public policy, among other objectives Directe the educational system at all levels to develop and incorporate open materials, as part of a systemic and transformative plan. Transformation of copyright law

23. A Brazilian OER/OCW Ecosystem? Current shortages in technical areas Increase in opportunity for students increases shortage of qualified teachers at all levels Open education can be used for teacher capacity building and students alike

24. Brazil's Opportunities Tremendous pent-up demand  FGV Online has issued >600,000 certificates for open course completion  UCI receives weekly requests from Brazilians for credit opportunities based on their self-study.

25. Brazil's Opportunities Lower high cost of textbooks and university education  According to World Bank (Murakami, Y. and Blom, A, 2008), Brazil spends a high amount on higher education relative to per capita GDP. Provide greater access to quality educational opportunity through a rapid develop-use-feedback cycle. Target buildng the capacity of primary and secondary teachers

26. Thank you. Larry Cooperman Director, OpenCourseWare University of California, Irvine ljcooper@uci.edu http://ocw.uci.edu Member OpenCourseWare Consortium Board of Directors http://ocwconsortium.org