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OCTOBER 16, 10:30 a.m., Meeting Room 208A/B
Anaheim, California
Simplifying Copyright in Online Education:Understanding New Behaviors
R. J. Clougherty, Jr., PhD Acting Vice Provost for Research,Innovation, and Open Education
Robert.Clougherty.esc.edu
Franny Lee Co-Founder, Vice President
Business Development [email protected]
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SIPX and Empire State CollegeEmpire State College is a part of the State
University of New York (SUNY)
We serve 20,000 students annually
We have 40 physical locations across the state
We have a Center for Distance Learning
(online), School for Graduate Studies (blended),
and the Van Arsdale Center for Labor Studies
Roughly half of our students study at ourphysical locations; the remainder in the other
three programs. 3 October 16, 2013
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Our ChallengesBecause we are decentralized physically as well as
online, we do not have a physical library—we have
an online library only;
Faculty are not always fully aware of all potentialresources for students;
Students have individualized degree programs so
library needs are various;
We are implementing new copyright policies at the
College;
We don’t have the data we need for effective
decisions. 4 October 16, 2013
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Why SIPX?We were first connected via an introduction by
the Gates Foundation;
Began with a phone call;
Followed by face-to-face meeting;
We set up a “jam session” for faculty with an
interest to establish a pilot;
Overwhelmingly positive response by facultywho saw incredible value;
Early stage of pilot – we are trained and
targeting a larger ramp for January.5 October 16, 2013
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ESC and SIPX—Shared ValuesWe recognize copyright and its legal validity;
We do not deny the reality of costs for
educational materials, we simply want to reducethem for students by using existing resources;
We do not wish to impose on academic freedom;
We want to give faculty more options, not fewer;
Bottom line: Any learning material resource
should support faculty in doing the most effective
job in the most efficient manner.
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The Advantages We SeeIncreasing faculty usage of existing resources;
Lowering TCO for students;
Empowers our new work in developing MOOCs; Allows us to be compliant within copyright
policies;
Supporting our online programs which is ourarea of greatest growth;
We can have data for more effective resourceallocation.
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SIPX, Inc.
A web service for managing and measuring digital course materials
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Observing Behaviors
© 2013 SIPX, Inc. October 16, 2013
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End-to-end solution to manage, distribute andmeasure course materials for higher education
What is SIPX?
• Cloud-based technology service that solves manycopyright frustrations
• Networks together all stakeholders and critical data;combines open, licensed and publisher content options
• Can blend into campus systems like LMS’ and onlineeducation platforms like MOOCs
• Uniquely capable of meeting challenges of new onlineand multi-institution education models
© 2013 SIPX, Inc. October 16, 2013
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Today’s Copyright Maze
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Solution must respect academic independence
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13 © 2013 SIPX, Inc. October 16, 2013
SIPX’s copyright-intelligent links give userscontextually appropriate access and pricing, with
no re-training of faculty and students needed
SIPX in LMS Use
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14 © 2013 SIPX, Inc. October 16, 2013
Flexible SIPX links can be postedanywhere, ensuring each student
authenticated, easy access at the lowestprice (MOOCs span <90 countries and
many school affiliations) • Professors assign what they want • Save schools time and $ from
clearing readings • Pay-per-use for students to buy
and access their own copies • Students benefit from their
school’s library holdings • Publishers experiment with pricing,
format
SIPX in MOOCs and Online Education
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Early Observations in Campus Courses
• Instructors’ choice of readings influenced by cost,
effort to clear, ability to add mid-stream course… – An accessible market of viable options
• Student engagement levels in course readings
and reserves – # of students who actually retrieved readings – Most popular readings
• Content development insights for the school,library and course creators are valuable – What content are instructors assigning? Where?
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Early Observations in MOOCs • Generally…
– Very big classes, high attrition rates, global reach • Most MOOC students differ from campus students
– Different motivations, desired outcomes andcommitment levels – Long tail of interest – There is a subset who engages in readings
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Early Observations in MOOCs • Instructors assign combination of $0 and non-$0
readings; from all sorts of sources
• Publishers are experimenting – unbundledoptions, context- and geography-based pricing
• Instructors and schools are experimenting –self-publishing, services for faculty
© 2013 SIPX, Inc. October 16, 2013
valueweaffix to thesescenarios. In thelogicof consequencemodel, wecalculatethe expected util-ityof each scenario. To do this, allwe haveto dois multiply thechanceof rain (whichis 40%)byt hepreferencew e have fort hescenari oof not bringing an umbrella and itrains (which is -10).Thatgives us thefirstvalueof-4.0. That’s theex- pected utility of not bringing an umbrella and itrains on us. Butsay itdoes notrainandwedo not bring anumbrella. Then wetake thechains of norain (%60)and multiply itbythevalueweaffixtothatoutcome (+6). As such, thewe have0.6 times6 = 3.6. That's theexpected utilityof notbringingumbrellaif itdoesn'train. Ifwe add thetwoto-gether– of notbringingan umbrellainbothcases-then we getthenetexpected util ity of notbring-
ingan umbrella= -4.0 + 3.6 = -0.4.Ifwe gothrough thesamekind ofoperationin the lowerbranchfor bringing theumbrella, wewillfindthenetexpected util i ty to be0.6. Ifwecomparethe two, then itis clearthatbringing um- brella- given ourpreferences or oursense ofcostsand rewards foreach outcome– is betterthan not bringing an umbrella because we really do notwanttobewet. Now let’s dothis foramore interesting case-dating!Many ofyou aresingleand perhaps look-ingfor love. Say you arewonderingwhethertoasksomeone out. Let’s considerthe scenarios. (i)Youdo notask themoutwhen they would havesaidno. Thatis good, right? You'renotembar-rassed!(ii) You do notask themout andtheywould havesaid “yes”. In that case, you miss outonsomeone quiteinteresting and wonderful. Thatis adowner. (i i i)You do ask themoutand theysay“no”. Thatis kind of, mortifying, right? Thatmay beterrible. (iv)And then, thereis thelast sce-nariowhichis you askthem outand theysay“yes”. When thathappens itis quitegratifying.How wouldyou valueeachof theseoptions from positiveten to negativeten? Itall depends. Areyou ahigh-interest, low-costperson? Meaning, you askpeopleoutallthetimeand you do notseemuch costto it . Or areyou a low-interest, low-costperson? Meaning,you seldomask peopleoutand you donotworry
aboutit . Orareyou a highcostperson? Hereyouseeit as risky no matterwhathappens. Let’s say you find it mortifying to be re- jected, and you area highcost person. We cande- pictthis in the tableyou see here. (i)Not askingsomeoneelse and themsaying“no”, hey, thatisgoodforus. Itsaved us thetrouble, soitis aplustwo. (i i)Notasking themout, and they wouldhavesaid“yes”-thatis a downer. Let’s givethatanegative eight. Pretty bad, butnotterrible. (iii)Butthen, askingthem out, andthem saying“no” is justawful. Wefeel miserableover that, so itis anegativeten. And last, (iv)us askingthem outandthemsaying “yes”is a plus ten and thatcouldn'tbe better. Bestof allworlds rightthere!
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Figure. Decision Tree forAsking Out
Ifwe go throughthedecision treeagain, wecanpredictthenetutil ityofeach option ofaskingsomeoneoutor not. Let’s even saytheyareveryattractivesoourchances arelow at10%. Ifwegothroughthemathagain likebeforewherewedon'task themoutand geta yes, thatequals negativeeight. Then wemultiply thatbythe probabilityof yes at0.10 (10%chance). As such, negative 8times .1 = -0.8expected utility. Theopposite of notaskingthemoutandthey rejectyou has aposi-tiveutili tyof1.8. So, wehavea netexpected util-ity ofnotasking peopleoutequal to one.
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OrganizationalAnalysis
Daniel A. McFarland and Charles J. Gomez
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How Important is Understanding Usage? • Course development • Collections development – What subscribed content and non-subscribed content is
selected? • Student retention and completion rates • Efficient market pricing
– Cost tolerance across geography • Content discovery and recommendations
– Readings used in other astronomy courses? • Predictive data – student success factor?
– Inter-vendor sharing of usage data necessary to fullyunderstand user behavior
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Worldwide View of 3 Fall 2013 SIPX MOOCs
Interest by subject matter –
Early data for September 2013 courses: “Age of Globalization” (edX),“Ideas of the 20th Century” (edX), and “Organizational Analysis” (Coursera)
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Subset of 127 countries represented in overall transaction data;
50% of transactions occur from users outside of US and Canada © 2013 SIPX, Inc. October 16, 2013
Transactions by Country
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Similarly-situated cost comparables (per whole work, not per unit price above) © 2013 SIPX, Inc. October 16, 2013
Volume by Price