Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Moving Beyond OER: USNH

Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts

  • Sé el primero en comentar

Moving Beyond OER: USNH

  1. 1. Moving Beyond OER: Open Education Strategies for Change Mary Lou Forward Executive Director Open Education Consortium Unless otherwise indicated, this presentation is licensed CC-BY 4.0
  2. 2. WE NEED TO KNOW WHERE WE ARE If we’re moving beyond
  3. 3. CC-BY-SA Quinn Dombrowski
  4. 4. What are OER?
  5. 5. 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.
  6. 6. Tangible, open things
  7. 7. Why do you use OER?
  8. 8. Source: Opening the Textbook, Babson group, 2016
  9. 9. Are OER any good?
  10. 10. 12 Peer Reviewed Studies of Perceptions of OER Quality
  11. 11. 5,201 Professors and Students
  12. 12. 50%35% Better 15% Worse
  13. 13. Babson OER survey Source: Opening the Curriculum, Babson Group, 2014
  14. 14. 13 Peer Reviewed Studies of Efficacy
  15. 15. 119,720 Students
  16. 16. 95% Same or Better Outcomes
  17. 17. Are OER any good? 85% Same or better quality 95% Same or better outcomes Yes.
  18. 18. Let’s not forget cost.
  20. 20. Public Domain You are here
  21. 21. Open Education Allows Higher Education to reconsider approaches to teaching and learning
  22. 22. Internal Inputs Institutional characteristics • Policies supporting OER • Training and PD • Course redesign support • Librarian/IT capacity • Institutional culture Instructor 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 institution Student 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 savings External 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
  23. 23. eResources at UMUC Goal Every 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.
  24. 24. eResources Process
  25. 25. 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
  26. 26. CC-BY-SA by Leffard
  27. 27. 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: 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: 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:
  28. 28. OPEN PEDAGOGY Creating impact through
  29. 29. Mike Caulfield
  30. 30. POLICY Action driven by
  31. 31. Commitment 9 Map 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 Sport Deadline: June 30, 2015 Commitment 10 Map 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 Sport Deadline: 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.
  32. 32. CREATING GLOBAL CHANGE Planting the seeds
  33. 33. ALIGNMENT Open
  34. 34. public domain Open Education is here
  35. 35. •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.
  36. 36. Source: Opening the Textbook, Babson group, 2016
  37. 37. CC-BY dvs
  38. 38. CC-BY-NC-SA Katy Stoddard
  39. 39. Thank You!