Online Courses Go Open Source

David Wiley, Utah Open High School (http://openhighschool.org/)

Rob Darrow, Clovis Online School, Central California (www.clovisonlineschool.com)

Joshua Marks, Chief Technology Officer, Curriki (www.curriki.org)

Virtual School Symposium 2009

Who we are and how we got connected.

• Rob• David• Joshua

David

Joshua

Rob

Open Online School of Utah- David Wiley

A Moonshot for Bloom’s 2 Sigma Challenge

CC BY

Bloom’s 2 Sigma Challenge

Bloom, 1984

CC BY

One-to-One Tutoring

And other methods compared to 30 students in the classroom

CC BY

Average Tutored Student by 2 SD

In other words, the average student is capable of much more

CC BY

Tutoring is Expensive

So we teach class instead!

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)

CC BY

To Tutor Or Not to Tutor?

That is the (false) question

CC BY

“Strategic Tutoring”

What if we could do just-in-time, just-on-topic, one-on-one tutoring?

CC BY

Obs. 1 - Requires Great Insight

We’d have to know who needs help, when, and what they need help with

CC BY

Obs. 2 - Requires Great Curriculum

The more the student can learn from the materials, the less tutoring is required

CC BY

Obs. 3 - Data Is the Key

You’d need live, fine-grained data about student, assessment, and curriculum

performance

CC BY

Simultaneous Continuous Improvement

Working in a way that constantly improves both student learning and the curriculum

CC BY

Curriculum Use

Curriculum Redesign

StudentPerformance

Data

Data Describing Curriculum Performance

Data Supporting Strategic Tutoring

The Loop

CC BY

OHSU Teaching Model

Create and aggregate great curriculum, let it do as much instructing as possible,

follow-up with “strategic tutoring”

CC BY

How Do You Improve Curriculum?

Performance data alone aren’t sufficient –you need permission

CC BY

Open Educational Resources

Give OHSU the permissions it needs to engage in continuous improvement

CC BY

OHSU Charter Requires OER

Founders’ way of “burning the ships”

CC BY

Two Quick Screenshots

From the Agilix BrainHoney system

CC BY

State Standards As Skeleton

Standards provide the framework for content aggregation and assessment

CC BY

Restricting Access to the Bible

Zealously and passionately

CC BY

Supporting Strategic Tutoring

Data visualized in an easy to use manner

CC BY

When Tech and Policy Collide

A story from history: 1000 - 1600

CC BY

Watch Out Bloom, Here We Come!

OHSU is only a few weeks but the model is already proving terrifically effective

CC BY

Lots of Research to be Done

We would love more research partners!

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

Course Development

• Goal: content should be sharable• Content Development

oTeachers complete written outlineoOrganized by modules and lessonsoEach lesson (objective, introduction,

lesson, assignment/assessment)oText first, then add multimedia elements

• Integrates into Moodle• Starting place:

clovisonlineschool.pbworks.com

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

Content Collaboration• Content to go on Curriki• Have teachers from two places

collaborate with course development• Looking for partners

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

Open Educational Resources

David Wiley

The Briefest Possible Introduction

From slow, expensive copies to fast, inexpensive copies

The Gutenberg Difference

From fast, inexpensive copies to instantaneous, free copies

The Internet Difference

education blesses people’s lives,and

we can make instant, free copies of materials,then

what kind of ethical obligation do we have?

If...

Just because you can copy doesn’t mean you’re allowed to

Small (c) Problems

Hacking (c) to leverage the nonrivalrous nature of digital educational materials

Open Educational Resources

Providing users a collection of rights called “the four R’s” - for free

Open, adj.

Reuse - verbatim copies

Redistribute - share copies

Revise - make adaptations

Remix - combinations / mashups

The 4Rs

Communicate 4R Permissions

Since this overrides default copyright,only a copyright license can grant

Offers easy to use 4Rs licenses

Check the “Copyright Statement” or “Terms of Use”! Without a CC license

you will (likely) not have 4R permissions.

Free = Open

200920082003

CC Licensed Items Online (Millions)

50

100

150

200

250

Declining Budgets and No Bail Out

More and more institutions are sharing and reusing OERs

More Discussion

david.wiley@byu.edu801-422-7071

http://davidwiley.org/

Challenges and Opportunities

Questions

Contact Information

• David Wiley: • Rob Darrow: Robdarrow@cusd.com.

559-327-4400 (www.clovisonlineschool.com)

• Joshua Marks: jmarks@curriki.org. • US 831-685-3511 (www.curriki.org)