The document discusses the benefits and challenges of using open educational resources (OER) to develop online courses for a consortium of community colleges. It outlines how the consortium used grant funding to collaboratively create OER course content across multiple colleges, saving time and resources. While OER provided access and reuse of high-quality materials, its adoption faced challenges including technology issues, assessing content quality, and faculty reluctance to share or accept others' work. The presenters describe their strategies for implementing OER, including developing a detailed plan and providing support from instructional designers.
2. OPENING THE GATE:
A FAST & EASY WAY TO
CREATE, COLLABORATE AND
SHARE COURSES!
Presenters: Brenda Perea & Loretta Driskel
April 10, 2014
3. HOW MANY OF YOU HAVE USED OPEN
EDUCATIONAL RESOURCES (OER) TO
FIND COURSE CONTENTYou may respond at: Text a CODE to 37607
Tweet @poll and a code
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4.
5. WHY DID OUR CONSORTIUM USE
OER?
Conditions of
However….
Know what you’re getting into before you
accept the money
Know what needs to be done before full
scale adoption
5
8. WHICH LEARNING MANAGEMENT SYSTEM
DO YOU USE ON YOUR CAMPUShttp://www.polleverywhe
re.com/multiple_choice_
polls/fdnS8p1S1BPB0Q
C
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9.
10. GENERAL BENEFITS OF USING OER
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1. Learning effectiveness
Better quality or more recent material
2. Access
Wider variety of learning materials
There are 750 free online courses from leading universities
that are open to the public
Enhances opportunities for learning
Informed decisions as to content and class preparation
3. Scale
Cost effective
Adaptability for individual colleges and instructors
11. GENERAL BENEFITS CONTINUED….
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4. Faculty success
► Avoid “reinventing the wheel”
► More Clarity and/or certainty regarding reuse of
materials
► Content is compiled and edited by the instructor
5. Student success
► Better quality and easier access
► Better informed decisions in choosing the right course
and preparing for class
► Digital OER textbooks are condensed
12.
13. OTHER OER BENEFITS
Reaches the widest possible audience
Enhances a college’s or university’s reputation as well as that of the
instructor
Promotes education for all
Shares best practices
Allows for peer review
Maximizes the use and increases availability of educational materials
Raises standard of educational resources by gathering more contributors
Course Design stresses interactivity, problem solving and feedback
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14. WHAT WERE THE “REAL” BENEFITS?
►Building and sharing content among colleges decreased
development time and maximized resources
►Quality improvements through collaboration, visibility,
creativity, and critical thinking
► Content is compiled and edited by the instructor
► Time and effort were saved through the reuse and remixing of
resources
► Content is adaptable for individual colleges and instructors
►Content was “standardized” among the 7 Energy
colleges
►New Partnerships Opportunities 14
15. AN EXAMPLE OF OER FROM OUR
WORK
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Fundamentals of DC/AC
3 different courses were developed with grant
funding
Negative: duplication of effort and a
waste of resources
Positive: One consortium college
discovered need for ELT106 in Nov.
2013 for a Jan. 2014 deployment.
In December 2013, a new instructor could
select content from each of the OER
16. TYPES OF COURSES PUBLISHED TO
OER
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► EIC130 National Electrical Code I
EIC225 Programmable Controllers
ELT106 Fundamentals of DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic Components
MAT107 Career Math
► PRO100 Intro to Process Technology
PRO110 Safety, Health, and Environment
PRO120 Process Tech 1-Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial Troubleshooting
Writing for Process Technology
TAAA Hydraulics I
TAAA Hydraulics II
TAAA Industrial AC/DC and Print Reading
TAAA Industrial Motors and Control
TAAA Introduction and Intermediate PLC's
TAAA MSHA Supplemental-Mine Safety and Health Admin
TAAA Mechanical Components
TAAA Welding
AEC 207 Construction Methods
AEC220 Surveying
AEC233 Construction Safety/Loss Prevention
EIC105 Basics of AC/DC Electricity
ENY101 Introduction to Energy Technologies
GIS101 Introduction to Global Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues & Ethics
PET101 Petroleum Fundamentals
PRO100 Introduction to Process Technology
PRO120 Process Technology I: Equipment
PRO130 Petroleum Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental Psychology
► EIC 101 Job Training and Safety
EIC 175 Job and Climbing Safety
ELT 106 Fundamentals of DC/AC
ELT 107 Industrial Electronics
ELT 175 Fundamentals of DC/AC-compressed
► IMA 160 Basic Fluid Power
WTG 100 Introduction to Wind Industry
WTG 110 Power & Control Systems
WTG 210 Wind Turbine Airfoils & Composites
www.cccscoetc.weebly.com
17. CHALLENGES TO USING OER!
Technology
Time
Quality Assessment-Reluctance to “share” and
the reluctance to “accept other instructor’s work”
Policies on academic freedom, open access
licenses (CC BY)
Evolving Online/Hybrid Pedagogy
Differing LMS’s
Competency-based courses which used industry
supplied manuals for content delivery
17
Super Villain by tikigod published under a CC BY-
NC-ND-2.0 license
18. CHALLENGES TO CONTRIBUTING TO OER
• Technology—OERs are built on the different platforms such as
HTML vs. XML
• Time—Sharing to an OER Repository requires manual recreating
of content since SCORM or common cartridges uploads are not
standard
• Quality Assessment—reluctance to “accept” others’ work as
“equivalent” to their own material or view as “inferior” to publisher
created material
• College or Faculty Property—who actually “owns” the content
created within a college system?
• If a system owns all material created by faculty/employees while
being paid with system funds, can course material be
contributed to OER?
18
Super Villain by tikigod published under a CC BY-
NC-ND-2.0 license
20. WHAT DID IT TAKE FOR “BUY IN”
A specific “on message”
Instructional designers
Recognition of impact across
college departments
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21. HOW DID WE START
Developed a Plan “A”
Listed all the certificates and courses
covered by the grant
Identified courses in currently in
hybrid status
Identified content in the course as
either local course or publish to OER
Published those courses to OER 21
22. HOW DID WE START
Developed a Plan “A”
1) Listed all the certificates and courses
covered by the grant
2) Identified courses in currently in hybrid
status
a) Identified content in the course as either
local course or publish to OER
3) Published those courses to OER
4) Created a website as the COETC OER
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23. IF PLAN A DIDN’T QUITE FIT…GAVE
THEM PLAN B
Plan B
1. Used an instructional designer to
work with faculty to convert F2F
courses to hybrid
2. Created new courses in hybrid
format
3. Returned to steps 3 and 4 of Plan A 23
24. DEALING WITH OER
What Works?
Detailed Plan
Central URL repository for easy
access to OER sites
Central website for OER index
Multimedia hosted on an institution
channel or institutional account
Allocating enough time to search &
revise content
24
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
http://www.cccscoetc.weebly.com
25. I WILL CONSIDER USING OER
CONTENT IN MY COURSE
Polleverywhere link
http://www.polleverywhere.com/multiple_choice_po
lls/iQrU4JXdCZnKHmC
25
26.
27. TOOLS AN OER SUPERHERO USES IN THIS
GRANTCool Toy Pics of the Day by rosefirerising is published under a CC BY-NC-ND 2.0 license
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-
implementation-deep-dive-resources/
License Chooser tool
http://creativecommons.org/choose/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera, OpenCourseWare
Consortium, MOOC List, edX, OpenCourse
Library,
28. ►Open Educational Resources and Practices
►The Adoption of OER by One Community College Math Department
►OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
►http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-
research-rob-farrow/
►http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
►http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
►http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
APPENDIX
29. CREATIVE COMMONS ATTRIBUTION
This Workforce Solution created by Colorado Community
College System COETC Grant is licensed under a Creative
Commons Attribution 3.0 Unported License. The material was
created with funds from the Trade Adjustment Assistance
Community College and Career Training (TAACCCT) Grant
awarded to the Colorado Online Energy Training Consortium
(COETC).Based on a work at www.cccs.edu.Permissions
beyond the scope of this license may be available at
www.cccs.edu.
29
Notas del editor
http://youtu.be/xeaZ_pyF2bc
Opening the Gate: A Fast and Easy Way to Create, Collaborate, and Share Courses!
How many of you have used OER to find course contentPolleverywhere link http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vgPoll results next slide
Have you used open educational resources (OER) to find course content?
http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
Why Did our Consortium Use OER?Conditions of Department of Labor GrantDue to the terms of the grant, OER publication was not voluntary and all courses must post Creative Commons License 3.0 which basically allows the shared courses to be copied, distributed and remixed. However….Know what you’re getting into before you accept the moneyKnow what needs to be done before full scale adoption
Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses. Mis-mash of development publishing their certificate courses into various OER in various levels of success.It wasn’t until we developed a website that each college could effectively “peek” into each other’s courses. Did this create a sense of discomfort? Yes! Were instructors reluctant to share? Yes! Publication to OER had the same “bell curve” of the technology adoption curve:the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts. As the website was built, more and more colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide. Now the expectation is that there is OER out there….so where is it?Our typical search begins in Open CultureCourseraNational Repository of Online CoursesEdXOpen2StudyCanvasAnd ended with just 2 OER repositoriesConnexionsMERLOT
Success to Date2012- 0 courses in OER2014- approximately 270Started working on TAACCCT 3-Colorado Helps Advanced Manufacturing Programs should have 225 by end of 2016
Which Learning Management System do you use on your campus?Polleverywhere link http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC or next slide
Which Learning Management System do you use on your campus?
http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC
General Benefits of using OERLearning EffectivenessBetter Quality or More recent materialThe content is compiled and edited by the instructorUpdating is instant and constant on an on-going basisAccessWider Variety of Learning MaterialsOpen Yale courses (from Yale University),JHSPH OpenCourseWare (from the Johns Hopkins University)Webcast.Berkeley (from the University of California at Berkeley),Stanford Engineering Everywhere (from Stanford University),MIT OpenCourseWare (from MIT)Open Learning Initiative (from Carnegie Mellon University)Harvard Open Courses at Harvard Extension School (from Harvard University) If an instructor opens his/her own course materials, and shares them with the public it greatly enhances opportunities for learning for both students who already took the course and the prospective students. Students often like to check out the course materials before the term begins. If students have that opportunity to take a look at the course materials it will help them make an informed decision in choosing the right course, and preparing themselves for the class. Students also would like to revisit their course materials after the quarter/semester is over to refresh their memories or to further study the topics. Open course materials will help them reinforce what they have learned and further develop their level of understanding in the area.ScaleCost effectiveOpen sources are adapted and re-organized as needed
General Benefits of using OERFaculty SuccessAvoiding reinventing the wheelContent is complied and edited by the instructorProject examples are sometimes included with grading rubricsMaterial usually includes multimedia: simulations, slideshow or videosStudent SuccessBetter Quality and easier accessDigital OER textbooks, text readings are reduced and condensed compared to regular textbooks
Have you used open educational resources (OER) to find course content?
http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
Other benefits Showcases research to widest possible audienceEnhances a university’s reputation as well as that of the teacher or researcherSocial responsibility – provides education for allShares best practice internationallyAllows for peer reviewMaximizes the use and increases availability of educational materialsRaises standard of educational resources by gathering more contributorsCourse Design stresses interactivity, problem solving and feedback
Benefits the Consortium Realized Contents are displayed in multimedia formats so user knows how the student will see the materialContent can be enhanced with presentations, slideshow or videosInteractive functionality is facilitated with online quizzes, blogging, twittering, and student personal Wiki website, which is also used as an e-portfolio for the courseContent is compiled and edited by the instructorUpdating is instant and constant on an on-going basisPeer ReviewedAdaptability for individual colleges and instructorsOpen sources are adapted and re-organized as neededDigital OER textbooks, text readings are reduced and condensed compared to regular textbooksBuilding and sharing content decreased development time and maximized resourcesContent was “standardized” between the 7 Energy colleges
Example ELT 106-Fundamentals of DC/AC3 different courses were developed with grant funding Negative: Duplication of effort and a waste of resources Positive: 1 consortium college discovered need for ELT106 in Nov. 2013.In December 2013, a new instructor could select content from each of the OER courses to build a course unique to there student population and launch the course for January 2014 students
Aims Community College—Oil and Gas TechnologiesPueblo Community College—Workforce Development in Mining and Extractive TechnologiesColorado Mountain College—Solar Technology and Manufacturing Process TechnologiesNortheastern Junior College—Wind Energy
TechnologyTimeQuality Assessment-Reluctance to “share” and the reluctance to “accept other instructors work”Policies on academic freedom, open access licenses (CC BY)Development of a master course with core competencies coveredEvolving Online/Hybrid Pedagogy QualityDiffering learning management systemsResistance to being required to publish Online/hybrid courses as OEREvolving Online/Hybrid Pedagogy Differing learning management systems
Challenges to Contributing to OERTechnology—OERs are built on the different platforms such as HTML vs. XML Time—Sharing to an OER Repository requires manual recreating of content since SCORM or common cartridges uploads are not standardQuality Assessment—reluctance to “accept” others work as “equivalent” as their own material or view as “inferior” to publisher created materialCollege or Faculty Property—who actually “owns” the content created within a college system? If a system owns all material created by faculty/employees while being paid with system funds, can course material be contributed to OER?Creating a different CC BY license for each OER publishedNo Central OER repository
Was OER a “Hard Sell”YesInstructors who taught by the textbook didn’t want to change.Instructors who were willing to use OER were reluctant to then “share” their coursesBookstores were unwilling to give up revenue
A specific “on message” regarding use of OER and publishing course content to OER from everyone in the grant admin. to the local college project leads.Instructional designers to sit with instructors to go over courses to show where OER could be incorporated or how to publish courses to OER without violating copyright permissions.An acknowledgement from all consortium colleges that use of OER might impact bookstore revenue or 3rd party/publisher online content adoption
How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OER
How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OERCreated a website as the COETC OER Index
If Plan A wasn’t quite right for a college…gave them plan BPlan BUsed an instructional designer to work with faculty to convert F2F courses to hybridCreated new courses in hybrid formatReturned to steps 3 and 4 of Plan A
Dealing with OERWhy OER Works?Detailed course mapping first to see when and where OER fits into an existing courseCourse mapping new courses to ensure all competencies are list to find appropriate OERCentral URL repository for easy access to OER sitesCentral website for OER indexMultimedia hosted on an institution channel or institutional accountAllocating enough time to search & revise content
I will consider using OER content in my coursePolleverywhere linkhttp://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC
I will consider using OER content in my course
http://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC
Tools an OER Superhero Uses in this GrantCHAMP Dashboardhttp://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==OPEN Courses: Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library, Videos: YouTube, Vimeo or the Internet ArchiveAudio/Podcasts: Soundcloud or the Internet ArchivePresentations:SlideshareOPEN Content: Google DriveDigital Public Library of AmericaPhETP2PUOpenStaxDOL OER or OPEN informationhttp://open4us.org/faq/http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
Open Educational Resources and PracticesThe Adoption of OER by One Community College Math DepartmentOER Video http://www.youtube.com/watch?v=1wgqQdYKjIMhttp://www.iskme.org/category/tags/oer-researchhttp://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-researchhttp://www.irrodl.org/index.php/irrodl/article/view/1523/2652http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Creative Commons AttributionThis Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions