Intro to OER for the University System of Maryland

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Introduction to OER for Open Courses

Kim Thanos, CEO, kim.thanos@lumenlearning.comNate Angell, Doorman, nate@lumenlearning.comOctober 21, 2014

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Agenda

• Introductions Lumen Learning Open Education

• Keys to Open Education Licensing Adoption approaches Examples

• “Designing” Open Courses Mapping to learning outcomes Material review Addressing gaps and needs

• Next Steps and Support Resources

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About Lumen Learning

• Founders: David Wiley and Kim Thanos

• Mission: Scale effective use of OER and analytics Improve access and quality Impact disadvantaged learners Fix a broken market

• Approach: Model openness Respect and build community Continuous improvement Openly license

Facts:• .com company• partially owned by a

charitable foundation• formed in 2012• based in Portland, OR• 40+ institutional

clients

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Symptoms of a Broken Market

Outcomes

Six-year graduation rate for open access institutions

33%

Avg. annual textbook cost per college

student

$1,200

Costs growing

3x inflation

Cost

students go without textbooks due to cost

6 in 10

take fewer courses due to textbook cost

35%

Access

of community college students achieve credential goals

<50%

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How do we work with institutions?

• Goals: Ease transition. Scale and sustain impact.• Step 1: Get programs started right

Guide institutional leaders Guide and support faculty members

• Step 2: Ease scale Use our work without our help (institutional cost: $0 per student) User our work with our tools and support (institutional cost: $5 per

student)

• Step 3: Invest in continuous improvement based on learning results

• Step 4: Support and build community.

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Implementing Open

Philosophy and Tools

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

Ideas are Non-rivalrouscan be given without being given away

Physical Expressions of Ideas are Not

CC licensed photo http://www.flickr.com/photos/62693815@N03/6277209256/

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use copyright to enforce sharing

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Makes It Easy to Share: 5Rs

• Make, own, and control your own copy of the contentRetain

• Use the content in its unaltered form

Retain

• 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

Reuse

http://creativecommons.org

Attribution = literally by whom

Share Alike = publish, same license

Non-commercial = no gain

No Derivatives = no changes

A remix nightmare

A tiny bit open

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For most authors the greatest

risk is not piracy

but obscurity.

Why ?

- Tim O’Reilly

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And in the end

the love you takeis equal to

the love you make.

Why ?

- John Lennon

What are Open Educational Resources (OER)?

(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 5R activities: retain, reuse, revise, remix, redistribute

What are Open Educational Resources (OER)?

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Why Use OER?• Eliminate textbook cost as a barrier to student success

Access Level playing field Time = money

• Increase faculty control of learning materials Revise and remix for the best collection Target to learning goals and student needs

• Community-based approach to teaching materials

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Direct connection between cost and 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

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Why NOT Use OER?• Concerns about quality

Do high-quality resources exist in my discipline? Where do I find them?

• Time I don’t have time to write an open textbook or aggregate

resources.

• Sustainability How do I know that two years from now the resources will still

exist and will be current?

• Preference for current textbook

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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.

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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

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Maryland Open-Source Textbook (MOST) Initiative

If you are using social media today, we have started to use a new hashtag for MOST:

#MDOpenTxts

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Institutional Approaches

Opportunistic

Kaleidoscope Pilots

Individual faculty interest• Led by dept. chair• Training and support each

term• Models defined for

broader adoption

+ Faculty support- Systemic change

Department

Salt Lake Community College

Emphasis on math adoption• Led by dept. chair• Training and support each

term (new FT + adjuncts)• Models defined for

broader adoption

+ Managed change- “We’re not like math”

Full Program

Tidewater Community College

Full AS degree in business• Led by dept. provost• 23 courses• Acad/admin/student

support participation

+ Systemic change- Dependent on strong leadership

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College Project Results

8%

11%

48%2%

9%

60%

Drops Withdraws C or Better

Tidewater Community College

Mercy College

Over $475,000 in Textbook Savings

Lumen Open Supported Courses Traditional Textbooks

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Cross-institutional Results

A C or Better F Withdrawal0%

10%20%30%40%50%60%70%80%90%

44%

80%

11%5%

23%

65%

13% 11%

Kaleidoscope Traditional

Preliminary Results

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Open Course Design

Adapting and Adopting

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What are the greatest obstacles to learning and success for your students?

Outcomes

identify desired results

Assessments determine acceptable evidence

Content plan learning experiences and instruction

Backward Design“begin with the end”

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Process

1. Student learning outcomes2. Assessments3. Content and activities

4. Technology for delivery5. Connection to LMS

http://bit.ly/USMOER