2. www.lumenlearning.com
Orientation to Open Education
• I’m just learning about open education
• I have a strong understanding
• I feel strong philosophical alignment
• I’m pragmatic about its applications
• I’m skeptical but listening
• I’m not sure what to do next
• I have a vision and a plan
3. www.lumenlearning.com
Lumen Learning
• Support effective use of OER at scale
Efficacy data
Free AND better
• Model openness
Respect, support and build the community
Remain truly open
• Diversify the ecosystem
Focus where scale and aggregation provide
benefit
.com partially owned by a
charitable foundation
4. Lumen Learning
OER Pilots
Guide institutions through
the transition process
• Inform leadership
• Train and support
initial faculty
• Guide evaluation
• Support scaling plans
$5,000 - $10,000
Incl. travel
Supported Open
Courses
Textbook replacement for
high-enrollment courses
• Content and
assessments
• Effective design
• Analytics-driven
enhancements
$5 per enrollment
(paid by institution)
Adaptive Open
Courses
Textbook replacement for
high-enrollment courses
• Full personalization of
pathways
• Cross-course
remediation
• Self-paced study
$40 per enrollment
(paid by institution)
5. Introduction to Open Education
Philosophy
Definitions
Practical Applications
Benefits
6.
7. Education is Sharing
teachers with students
students with teachers
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
8. can be given without being given away
Ideas are Non-rivalrous
17. 5Rs: The Powerful Rights of Open
• Make, own, and control your own copy of
the contentRetain
• Use the content in its unaltered formReuse
• Adapt, adjust, modify, improve, or alter the
contentRevise
• Combine the original or revised content with
other OER to create something newRemix
• Share your copies of the original content,
revisions, or remixes with othersRedistribute
19. Obscurity
is a far greater threat to authors
than
piracy .
Why ?
- Tim O’Reilly
20. Because in the end
the love you take
is equal to
the love you make.
Why ?
- John Lennon
21. www.lumenlearning.com
What are Open
Educational Resources?
(1)Any kind of teaching materials – textbooks,
syllabi, lesson plans, videos, readings,
exams
(2) Are free for anyone to access, and
(3) Include free permission to engage in the
4R activities: reuse, revise, remix, redistribute
What are Open
Educational Resources?
23. www.lumenlearning.com
The Kaleidoscope Pilot
• At least 120 students
Four sections, ideally 2 different disciplines
Courses selected from those with mature
solutions
• Institutional leadership participation
• Training for faculty and support through
term (two 3-hour sessions)
• Evaluation: success data and surveys
24. www.lumenlearning.com
The Z Degree
• An entire Associate’s degree with a $0
textbook cost and only OER
• Twenty-two courses
• Z designation in the class schedule
Trained faculty
Fully open licensing
Continuous improvement cycle
• Student orientation prior to registration
26. www.lumenlearning.com
VCCS/Kaleidoscope Model
• Collaborative faculty teams review, align,
refine and augment a “course”
• Emphasis on use of high-quality existing
materials
• New work licensed CC-BY
• Packaged for adapting and adopting
• Training and support for adapters and
adopters
28. www.lumenlearning.com
Shifting Faculty Engagement with
OER
• REUSE – This is MY content
• REVISE – This is a starting point for
improvement
• REMIX – This is the best collection of
materials for each concept or outcome
• REDISTRIBUTION – This exists in a
community of collaborators
29. www.lumenlearning.com
Faculty Approaches
BUILD ADAPT ADOPT
• Develop new materials
• Aggregate materials
from high-quality OER
• Create tools and
systems
• Create media
• Share or publish
Similar in scope to writing
a new textbook with many
collaborators.
• Identify high-quality
course or resource
• Create significant
revision
• Remix, aggregate
• Share or publish
Similar in scope to moving
from traditional to fully
online delivery.
• Review open course
• Refine for teaching
approach
• Align with syllabus
• Assign and reference
Similar in scope to using a
new textbook or a major
new edition.
31. Common Questions and Challenges
Faculty Incentives
IP Policies +
Bookstores and Economics +
Administrative Processes
Union Negotiations +
32. www.lumenlearning.com
Faculty Incentives
BUILD ADAPT ADOPT
• Develop new materials
• Aggregate materials
from high-quality OER
• Create tools and
systems
• Create media
• Share or publish
Similar in scope to writing
a new textbook with many
collaborators.
• Identify high-quality
course or resource
• Create significant
revision
• Remix, aggregate
• Share or publish
Similar in scope to moving
from traditional to fully
online delivery.
• Review open course
• Refine for teaching
approach
• Align with syllabus
• Assign and reference
Similar in scope to using a
new textbook or a major
new edition.
34. There is a direct relationship between
textbook costs and student success
60%+ do not purchase textbooks
at some point due to cost
35% take fewer courses due to
textbook cost
31% choose not to register for a
course due to textbook cost
23% regularly go without
textbooks due to cost
14% have dropped a course
due to textbook cost
10% have withdrawn from a
course due to textbook cost
Source: 2012 student survey
by Florida Virtual Campus
35. www.lumenlearning.com
Economics
• No textbook required, or partner with
bookstore for print fulfillment
• Lost tuition from drop/add activity
• Lost bookstore revenue
• Increased persistence and enrollment
• Open course material fees
90% cost reduction
Predictable fee with greater success
38. www.lumenlearning.com
The True Opportunities
1. Cognitive science-based enhancements to learning
materials (Jeffrey Karpicke retrieval over re-reading)
2. Contextualization created and shared by faculty or…
3. Student engagement in creation of learning materials
(David Wiley open pedagogy)
39. Open Pedagogy
What kind of activities can students engage in
with OER / open data / open access articles
that they cannot do otherwise?
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
40. “Disposable Assignments”
• Students hate doing them
• You hate grading them
• Huge waste of time and energy
• Students see value in doing them
• You see value in grading them
• Actually add value to the world
“Valuable Assignments”
41. From Process to Product
In theory, all assignments have students
engage in valuable processes.
There’s no reason they shouldn’t result in
valuable products.
44. There is a direct relationship between
textbook costs and student success
60%+ do not purchase textbooks
at some point due to cost
35% take fewer courses due to
textbook cost
31% choose not to register for a
course due to textbook cost
23% regularly go without
textbooks due to cost
14% have dropped a course
due to textbook cost
10% have withdrawn from a
course due to textbook cost
Source: 2012 student survey
by Florida Virtual Campus
45. There is a direct relationship between
textbook costs and student success
100% have access to learning
materials on day 1
100% own educational materials
for lifelong learning
100% use all educational
funding to complete
100% stay in courses for which
they register
100% succeed in courses for
which they register
100% persist to complete
educational goals
Notas del editor
CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
Link to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
Link to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
