OEOSummit Keynote by Rajiv Jhangiani & Robin DeRosa

Open Education: Serving Social Justice & Transforming Pedagogy

Open Education:Serving Social Justice & Transforming Pedagogy

Dr. Robin DeRosaPlymouth State University@actualham

Dr. Rajiv JhangianiKwantlen Polytechnic University

@thatpsychprof

“higher education shall be equally accessible to all”

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• Half of Bachelor’s degree graduates rely on student loans

"Kids Giving you problems? Hire an Elephant" by peasap is licensed under CC BY 2.0

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• Half of Bachelor’s degree graduates rely on student loans

• In 2012, Canadian student loan debt surpassed $28 billion

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• Half of Bachelor’s degree graduates rely on student loans

• In 2012, Canadian student loan debt surpassed $28 billion

• Average student debt in Canada is $28,495The cost of textbooks has risen by 1041% since 1977

Source: Canadian Centre for Policy Alternatives

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• Half of Bachelor’s degree graduates rely on student loans

• In 2012, Canadian student loan debt surpassed $28 billion

• Average student debt in Canada is $28,495

• 3 years after graduating, only 21% are debt free

• ON Students now work 173% more hours than they did in 1975 to pay for PSE

• Half of Bachelor’s degree graduates rely on student loans

• In 2012, Canadian student loan debt surpassed $28 billion

• Average student debt in Canada is $28,495

• 3 years after graduating, only 21% are debt free

• When debt reaches $10,000, program completion rates drop from 59% to 8%

• The cost of textbooks has risen by 1041% since 1977

Source: http://www.cusc-ccreu.ca/CUSC_2015_Graduating_Master%20Report_English.pdf

Access codes• Eliminate no-cost

alternatives• Eliminate low-cost

alternatives• Create a direct link

between the ability to pay and ability to get good grades

open.bccampus.ca

What can YOU do?

• Survey your student body• #textbookbroke campaign• Presentations • Utilize visuals, create displays• Speak directly to faculty & admin• Suggest that faculty review a textbook• Showcase examples• Form a student-led OER group• Connect. Collaborate.

#TextbookBroke

66.5% Not purchase the required textbook

47.6% Take fewer courses

45.5% Not register for a specific course

37.6% Earn a poor grade

26.1% Drop a course

19.8% Fail a course

Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.

Florida Student Textbook Survey (2016)

Not purchased the required textbook

0 10 20 30 40 50 60 70 80 90 100

46 15.5 22.7 7.8 8.1

Never

Rarely

Sometimes

Often

Very Often

Percentage of Respondents

ACTUAL SPENDING ON TEXTBOOKS (PAST 12 MONTHS)RANGE: $0-$3000; MEAN: $698; MEDIAN: $500

Jhangiani & Jhangiani (in press)

54% Not purchase the required textbook

30% Earn a poor grade

27% Take fewer courses

26% Not register for a specific course

17% Drop or withdraw from a course

Jhangiani & Jhangiani (in press)

Survey of post-secondary students in BC

Buy used (if possible)Buy onlineResell (if possible)RentShared purchase(Inter)library loansPhotocopyInternational editionOld edition

– University of Minnesota student

“I figured French hadn't changed that much”

Used interlibrary loan copies

Leased e-chapters

Rented e-textbooks

Rented print textbooks

Used library reserve copies

Leased e-textbook

Shared textbooks with classmates

Downloaded textbooks from the internet

Purchased used copies from the campus store

Sold used textbooks

Purchased textbooks from a source other than the campus store

Unaffected by the cost of textbooks

0% 10% 20% 30% 40% 50% 60% 70%Jhangiani & Jhangiani (in press)

Access, broadly writ.

It’s not a movement about textbooks; it’s a movement about access.

Access, broadly writ.

What are the REAL costs of college?

Access, broadly writ.

The Digital Divide: noun

Digital Redlining: verbHow do open practices augment inequalities?

How do they raise barriers?

How can we make these problems more visible?

Access, broadly writ.Is something OPEN if entire

groups of students are excluded from using it?

Front-End Universal Design

51 staff hours$1306.25

Iterate Without Deferral

Access, broadly writ.

Open is not the opposite of private.

SafetyLiteracyAgency

CC0 Alan Levine

Free + Freedom

I would not have bought the text book for this course because it's an elective. I would have possibly walked away with a C, now I might actually get an A-

It is easily accessible and convenient. Material is easy to understand and follow

I personally really like the convenience of having the complete set of chapters on my computer and even accessible from my phone if I need it. I like that I don't have to lug around another text book

It's free and it's a great money saver

13 Peer Reviewed Studies of Efficacy

http://openedgroup.org/

119,720 Students

http://openedgroup.org/

95% Same or Better Outcomes

http://openedgroup.org/

openedgroup.com/review

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Student Success per Dollar

0 100%

$200

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Commercial

Student Success per Dollar

0 100%

$200

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Commercial

OER

Student Success per Dollar

0 100%

$200

The same applies in Canada…

Jhangiani, R. S., Dastur, F., LeGrand, R., & Penner, K. (under review). As good or better than commercial textbooks: Students’ perceptions and outcomes from using open digital and open print textbooks.

Exam 1 Exam 2 Exam 30

102030405060708090

100Traditional

Open Print

Open Digital

Perc

ent C

orre

ct

p < 0.05 ns ns

Cost savings

Access

Outcomes

Adapt, update, & remix

Enrolment

Persistence

Completion

What is Open Pedagogy?

ACCESSIBLELEARNER-DRIVEN

CONNECTED

CC0 Alan Levine

Student-Centered Learner-DrivenLearning Outcomes; Policies (Attendance, Late Work);

Procedures (Assessments, Grading); Schedule of Work (Curated Reading); Assignments

COURSE LEVEL, PROGRAM LEVELCC0 Alan Levine

Content

↓

Community

Connected

CC0 Alan Levine

Open Architectures• Drag ’n Drop → Design• Digital consumer →

Digital creator• Data mining → Data

control• Audience of 1 →

Public impact• Web as broadcast

station → Web as open lab

• Work attached to course → Work attached to student

• Locked down → Networked

• ePortfolio → ePort

http://kayleighbennett.com/

"GB Airways A320" by Tony Evans is licensed under CC BY-ND 2.0

Examples6

Open Pedagogy: HOW

Deeper learning (Farzan & Kraut, 2013)

Evaluate and defend credibility of sources (Marentette, 2014)

Write more concisely and think more critically (Farzan & Kraut, 2013)

Collaborate with students from around the world (Karney, 2012)

Provide and receive constructive feedback (Ibrahim, 2012)

Enhance digital literacy (Silton, 2012)

Communicate ideas to a general audience (APS, 2013)

22,000

37,000+

97%

Students who have taken on Wikipedia assignments since 2010

New articles that students have created

Instructors who say they will, or plan to, teach with Wikipedia again

PM4ID

Why have students answer questions when

they can write them?

StudentsTopicsQuestions

3510

1400

Robin’s Story

Collaboratively Built: Alums, Incoming

Students, Professor

Constantly

Evolving:

Students &

Teachers Add,

Improve, Share

Multim

edia Contributions

Interactive and Public Annotation

An Open “Textbook”Can Be:

• Interactive• Collaborativ

e• Dialogic• Dynamic• Empowering• Contributor

y• Current• Accessible• Multimedia• Public• (Free)

CC0 Alan Levine

Open Ed: Growing Institutional Initiatives

• Grow Faculty Champions• Compensate for Academic Labor• Contextualize as an Access Movement

• Team Approach:• Academic Technology

(Connected Learning)• Teaching & Learning Centers

(Learner-Driven Pedagogies)• Librarians (OER Search)

Workshop Session: Taking Next Steps

Individually (Robin)

• Opening Your Syllabus• Assignment Development• Tools for Working Open

Institutionally (Rajiv)

• Models for Building Capacity

• Examples from Successful Initiatives

Join us! CC0 Alan Levine

#OEOSummit@thatpsychprof@actualham