Moving Beyond OER: USNH
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Transcript of Moving Beyond OER: USNH
Moving Beyond OER:
Open Education Strategies for Change
Mary Lou ForwardExecutive DirectorOpen Education [email protected]
Unless otherwise indicated, this presentation is licensed CC-BY 4.0
WE NEED TO KNOW WHERE WE AREIf we’re moving beyond
CC-BY-SA Quinn Dombrowskihttps://www.flickr.com/photos/quinnanya/5489351117
What are OER?
What are Open Educational Resources?
Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or repurposing by others.
Tangible, open things
Why do you use OER?
Source: Opening the Textbook, Babson group, 2016
Are OER any good?
12 Peer Reviewed Studies of Perceptions of OER Quality
http://openedgroup.org/
5,201 Professors and Students
http://openedgroup.org/
50%Same
35%Better
15%Worse
http://openedgroup.org/
Babson OER survey
Source: Opening the Curriculum, Babson Group, 2014
13 Peer Reviewed Studies of Efficacy
http://openedgroup.org/
119,720 Students
http://openedgroup.org/
95% Same or Better Outcomes
http://openedgroup.org/
Are OER any good?
85% Same or better quality95% Same or better outcomes
Yes.
Let’s not forget cost.
BIGGER PICTUREYay OER! Yay USNH!
http://eol.jsc.nasa.gov/SearchPhotos/photo.pl?mission=ISS042&roll=E&frame=294940 Public Domain
You are here
Open Education Allows Higher Education
to reconsider approaches to teaching
and learning
Internal Inputs
Institutional characteristics• Policies supporting OER• Training and PD• Course redesign support• Librarian/IT capacity• Institutional cultureInstructor characteristics• OER experience• Attitudes toward OER• Experience teaching and
with the course• Comfort with technology• Time spent on course
redesign and in training• Status at the institutionStudent characteristics• Demographics• Finances and
employment status• Comfort with technology• Access to technology• Prior achievement• Academic engagement
Program Activities & Implementation
• Course pathway planning
• Collaborative course (re)design
• Selecting and vetting OER content
• Developing and adapting OER course content
• Marketing to students and advisors
• Communications with faculty and other stakeholders
• Certifying courses as OER
• Greater institutional emphasis on pedagogy and collaboration
• Increased OER degree availability and sustainability
• Changed faculty perceptions of OER
• Changed faculty teaching practices
• Greater availability of certified OER courses
• *Reduction in student debt
• *Increased certificate and degree attainment
• *Increased rate of transfer to a 4-year college
Long-term Outcomes
Logic Model – OER Degree Initiative
Intermediate Outcomes
• Impact on bookstore revenue
• Impact on tuition and fee revenue
• Recurring costs for OER course design and maintenance
• More faculty teaching OER courses
• More faculty participating in OER course design and content creation
• Students attempting more credits
• Improved course outcomes
• Improved student retention and degree progression
• Student cost savingsExternal Inputs
• OER course content• Technical assistance
(Lumen)• Community of practice
(CCCOER)
Student Actions & Behavior
• Use of OER course materials• Consumption patterns (on/off
line)
* - these outcomes are likely outside the timeframe of the study
eResources at UMUC
GoalEvery course will use electronic resources that are of no cost to the student.
Milestones• By fall 2014, 50% of all undergrad courses have been through
the eResources revision process.• By fall 2015, 100% of all undergrad courses will have been
through the process (974 courses)• By fall 2016, 100% of all graduate courses will have been
through the process.
eResources Process
Evolution of educational resources
OLD• Adopt• Link• Insert Resources• Treat eResources as a
special project
New• Adapt and Build• Embed• Design around electronic
resources• Integrate eResources into
ongoing course design and development
CC-BY-SA by Leffardhttps://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg
The Cape Town Open Education Declaration:
Open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement.
Source: http://www.capetowndeclaration.org/read-the-declaration
The Open Education Consortium:
Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide.
Source: http://www.oeconsortium.org/about-oec/
Opensource.com:
Open education is a philosophy about the way people should produce, share, and build on knowledge. Proponents of open education believe everyone in the world should have access to high-quality educational experiences and resources, and they work to eliminate barriers to this goal. Such barriers might include high monetary costs, outdated or obsolete materials, and legal mechanisms that prevent collaboration among scholars and educators.
Source: https://opensource.com/resources/what-open-education
OPEN PEDAGOGYCreating impact through
Mike Caulfield https://hapgood.us/2016/10/
POLICYAction driven by
Commitment 9Map existing digitally available educational resources at the Ministry of Education, Science, Research and Sport and its directly managed organizations and identify those that can be released under the Creative Commons Attribution open license.Responsible: Minister of Education, Science, Research and SportDeadline: June 30, 2015 Commitment 10Map existing repositories at the Ministry of Education, Science, Research and Sport and its directly managed organizations. Define what characteristics should be satisfied by the central repository for storing open educational resources. Determine which of the existing repositories can be used for publishing open educational resources, including estimated necessary adjustments and anticipated financial impacts.Responsible: Minister of Education, Science, Research and SportDeadline: June 30, 2015 It appears that the current procurement process of educational resources does give the contracting authority sufficient flexibility to release these resources under an open license. This process therefore needs to be revisited and adjusted. Also, considering that the process of purchasing learning resources also affects issues of copyright and public procurement, it is appropriate for the Ministry of Education, Science, Research and Sport to cooperate with the Ministry of Culture (Copyright Act) and the Office for Public Procurement.
CREATING GLOBAL CHANGEPlanting the seeds
ALIGNMENTOpen
http://earthobservatory.nasa.gov/IOTD/view.php?id=885 public domain
Open Education is here
•15 years ago the term “Open Educational Resources” was created, the Budapest Open Access Initiative was launched, and the first Creative Commons licenses were released;
•10 years ago the Cape Town Open Education Declaration was written;
•5 years ago the first Open Education Week took place and the first OER World Congress was held, resulting in the Paris OER Declaration.
The Year of Open is an opportunity for everyone working towards an open future to make some noise, to bring attention to what we're doing, why we do it, and what impacts it has. The Year of open is also a time for action: to invite others to join us in creating a collaborative, effective, engaging, and equitable future.
Source: Opening the Textbook, Babson group, 2016
CC-BY dvshttps://www.flickr.com/photos/dvs/11951382
CC-BY-NC-SA Katy Stoddardhttps://www.flickr.com/photos/katy_bird/6798711830
Thank You!