moving beyond oer: usnh

Moving Beyond OER:

Open Education Strategies for Change

Mary Lou ForwardExecutive DirectorOpen Education Consortiummlforward@oeconsortium.org

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!