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www.lumenlearning.com
Leveraging OER and eTeaching Best Practices for Faculty and Student Success
Ronda NeugebauerFaculty Success Lead, Lumen Learning
Oakwood University Online
19 May 2014
www.lumenlearning.com
Agenda
• Welcome!• Open Ed Landscape• Backward Design Approach• Online Engagement and
Communication
Why Open?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Education is sharing
Successful educators
share the most completely with the most students
If there is no sharing
there is no education
What can be given without being given away?
knowledge
Ideas are non-rivalrous
can be given without being given away
Physical expressions are not
to give a book you must give it
away
When expressions are digital
they also become non-rivalrous
Internet offers unprecedented capacity
to share and educate as never before
Except we can’t
© regulates copying, adapting, distributing
© cancels the possibilities
of digital media and the internet
U.S. Bureau of Labor Statistics
+237%
http://online.wsj.com/news/articles/SB10001424052702303812904577295930047604846
Tuition is political
textbook adoptions are less political
http://dealnews.com/features/The-Cost-of-Textbooks-Is-Rising-Faster-Than-the-Price-of-College-Tuition-/1037184.html
increased 82% over last decade
Average annual textbook costs $1200
14% of tuition state-run public college39% of tuition community college
uspirg.orgopenaccesstextbooks.org
Impact of textbook costs
60%+ do not purchase textbooks
35% take fewer courses
31% choose not to register
23% regularly go without textbooks
14% dropped course
10% withdrawn from course
2012 student survey by
Florida Virtual Campus
Impact of textbook costs
http://uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf
RELEASE DATE: MONDAY, JANUARY 27, 2014
• 65% do not buy texts due to high costs
• 94% believe they suffer academically not buying texts
• 48% register for fewer classes/choose other classes
• 82% say they would perform better if text was free online and printed copy was optional
What to do?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
www.lumenlearning.com
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Collaborate and leverageopen educational resources (OER)
to eliminate the textbook cost barrier
+Institutional Partners
Sharing and educating
at unprecedented scale
OER Defined
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
What are Open Educational Resources (OER)?
(1)Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
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 “5Rs”
What are Open Educational Resources (OER)?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
• Make and own copiesRetain
• Use in a wide range of waysReuse
• Adapt, modify, improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
Shared by David Wiley under a Creative Commons Attribution 4.0 license.
The 5Rs
creativecommons.org
500+ million items
simple, standardized, legally robust way to grant copyright permissions
Open licenses make sharing easy
www.lumenlearning.com
www.lumenlearning.com
OER
Open ≠ DigitalOpen ≠ Free
OPEN
DIGITALFREE
Mercy College Results (Wallace/Algebra)Percentage passing with C or better
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
63.60%68.90%
48.40%
60.18%55.91%
64.50%
Fall 2011No OER
Fall 2012OER
Spring 2011No OER
Spring 2013OER
TotalNo OER
TotalOER
n=2,842 including pilot
Institutional Partners
The Vision
Improve student success by using OER
• increase affordability• broaden access to college and content• apply continuous quality improvement to
courses
100% of students have free, digital access on Day 1
Designing for Engagement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Instructional Design
process based on theoretical and practical research
in areas of educational psychology, cognition, and
problem solving
Teachers are designers.
As with other design professions, standards inform and shape our work.
Wiggins & McTighe Understanding by Design
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Outcomes
identify desired results
Assessments determine acceptable evidence
Content plan learning experiences and instruction
Backward Design“begin with the end”
Defining the RolesCollaborative Relationship
FacultyServe as Subject Matter ExpertSelect acceptable OERCollaborate in Open Course Design
process
LumenMine best of existing OERSupport Faculty throughoutEnsure AccessibilityShare with Community
Institutional Discipline Teams
AccountingArtBiologyBusinessChemistryEarth ScienceEconomicsEducationEnglish CompGeography
Information SystemsMarketingMathMusicOnline LearningPolitical SciencePsychologySociologySpeechUS History
Open Course Design
“freedom from the expensive textbook”
utilize best of existing OERemploy backward design process
openly license with faculty attributionshare with open community
Approaches in Online Engagement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
HBCU Historical Mission
• provide access to higher educational opportunities
• prepare students for graduate study, careers, and leadership roles in society
Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3).
Importance of HBCU Educator
• central to fulfillment of HBCU mission
• view role as multifaceted beyond scope of classroom
• accept they will advise, mentor, and council students
Lomax, Michael. (2007).). "Historically Black Colleges and Universities: Bringing a Tradition of Engagement into the Twenty-First Century," in Journal of Higher Education Outreach and Engagement, 11 (3).
Student Engagement
degree of attention, curiosity, interest, optimism and passion shown when actively learning
Online Student EngagementChallenges
• choose level of communication • direct how they spend their time• greater opportunities for
distractions
Engagement Relationship
a high degree of faculty engagement
positively influences student satisfaction and retention in
online learning
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Easy Ways to Increase Engagement
Post a video introductionAsk students to post video
introductionsCustomize LMS profileCreate and share blogs
Easy Ways to Increase Engagement
Post screencastsUse RSS feeds
Utilize social networking toolsHost synchronous meetings
Ask for feedback
Qualities of Online TeachingSuccess
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Aim to be PromptReturn work within a week of
submissionRespond to communication within 24
hours• “Chunk” grading on a daily basis• Schedule weekly work day to record
grades and return assignments• Keep digital files for answers to common
problems to copy, paste, and personalize• Receive and respond to assessments
electronically
Show you are HumanYou are not an avatar!
• Online learners need to know you are a real person
• Encourage dialogue in responses• Use a conversational style in comments• Provide as much professional and
personal information as you are comfortable
Reflect a Positive DemeanorPraise begets interest
• Choose words judiciously• Humor can be refreshing• Recognize strengths first then
offer specific suggestions for improvement
• Include reference links if needed
Support Pragmatism over Zeal
Good evaluation leads to improvement
• Offer suggestions for completing the course on time
• Encourage time management early on by having students communicate their plans for meeting course benchmarks
Find Patience in the ProcessThe ability continuum is wide
• Expect a wide range from hi to low of tech knowledge, skills, dispositions
• Be prepared to support students in troubleshooting
• In the beginning, consider using more flexible criteria for evaluation
