Presented at the UNESCO International Congress on ICT in Education. Qingdao, China. June 2016.

1. OER: Equity and Effectiveness
in Education
David Wiley, PhD
Chief Academic Officer, Lumen Learning

2. Unless otherwise noted
this presentation is licensed CC BY 4.0
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3. How do we fully leverage ICT
in education?

4. Share and Collaborate, Freely

5. Share and Collaborate, Freely

6. Copyright law prevents us from
fully leveraging the power of ICT

7. Copyright restricts our ability
to share with each other and collaborate

8. price = 1 / supply

9. with digital, supply is infinite
price => $0

10. © keeps prices of digital
educational materials
artificially high

11. What
ICT Makes
Possible
© Makes
Illegal and
Expensive

13. use copyright licenses
to enable sharing

15. Open Educational Resources

16. Which “open”?

17. open ≈ free

18. free is assumed online

19. Free
Open

20. open = free + permissions

21. Open
1. Free and unfettered access
2. Perpetual, irrevocable 5R permissions

22. • Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs

23. What ICT
Makes
Possible
OER Makes
Legal and
Free

24. OER give us permission to
fully leverage ICT in education

25. “beautiful”
“delicious”
“quality”

26. quality
effective

27. A Multi-Institutional Study of the
Impact of Open Textbook Adoption
on the Learning Outcomes of Post-
secondary Students
Fischer, Hilton, Robinson, and Wiley
Journal of Computing in
Higher Education (2015)

28. Participants
• 4,909 treatment
• 11,818 control
• 50 different undergraduate courses
• 130 teachers
• 10 institutions

29. Methodology
Quasi-experimental design with:
• Propensity score matched groups
• Dependent variables: Completion; C or Better;
Credits Enrolled This Term; Credits Enrolled
Next Term
• Independent variable: Textbook condition
• 3 covariates: age, gender, and race

30. Journal of Computing in Higher Education (2015)

31. Credits Taken
Semester OER Users Others Result
Fall 13.29 11.14 t (8101) = 27.81 p < .01
Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01
Journal of Computing in Higher Education (2015)

32. OER Degrees
When all courses adopt OER so a
student can graduate without ever
being asked to buy a textbook

33. Over 50 US colleges have
launched OER Degree programs

35. Improving Course Throughput Rates
and Open Educational Resources:
Results from the Z Degree Program
at Tidewater Community College
Hilton, Fischer, Wiley, and Williams
Accepted International Review
of Research in Open and
Distance Learning

36. Course Throughput Rate
IRRODL (in press)
Drop
Deadline
Withdraw
Deadline
Final
Grade
35,000
Students

37. 2.3% 1.8%
9.9% 8.1%
68% 74%
Face to Face Courses
60% | 66%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
OERTraditional

38. 4.0% 1.4%
13.7% 13.1%
66% 70%
54% | 60%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
Online Courses
OERTraditional

39. openedgroup.org/review

40. Sustainability of OER

41. Sustainable models for:
1. Creating OER
2. Continuously improving OER
3. Translating and localizing OER

42. Disposable Assignments
Students do the homework
Faculty grade the homework
Students throw away the homework

43. 120,000,000 postsecondary students worldwide
spend 14,000,000,000 hours doing homework
every year

44. 120,000,000 postsecondary students worldwide
spend 14,000,000,000 hours doing homework
every year
If faculty spend 5 minutes grading for every hour
students spend on homework, that’s 1.2B hours
every year

45. Renewable Assignments
Students create and improve OER
Faculty edit students’ work
Students share their work as OER

47. PM4ID

48. Everyone wants to
make a difference

49. OER give us permission to fully
leverage ICT in education to:
1. Improve affordability,
2. Improve student success,
3. Invigorate pedagogy, and
4. Impact at scale

50. david@lumenlearning.com
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