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Afternoon track B for team members that support faculty in academic leadership, instructional design, library, or other roles discussion facilitated by Nate Angell from the Introduction to Open Educational Resources (OER) workshop held on 21 Oct 2014 for the University System of Maryland at bwtech@UMBC South campus.
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OER Adoption & Impact StrategiesA facilitated discussion w/Nate Angell @LumenLearning
bwtech@UMBC South Campus21 Oct 2014
a part of the
Introduction to OER Workshopsponsored by
The USM Student CouncilUSM’s Center for Academic Innovation
lumenlearning.com
Implementing & Sustaining OER• Why• Who• What/Where• When• How
lumenlearning.com
Why OER?
• Affordability• Access• Control• Pedagogy & Learning Outcomes• Student Success
You can’t change what you don’t measure.
lumenlearning.com
OER for who(m)?
• Students• Faculty
Full-time Adjunct
• Librarians & Instructional Designers• Administrators: “The Institution”• Everyone: “Taxpayers”
lumenlearning.com
What/Where OER?
• Which departments/disciplines?• What growth model?
Coalition of the willing By course By department/school By program/degree
lumenlearning.com
OER when?
• We all live by the academic calendar• Rolling out: Take small bites• Look ahead
Obstacles Opportunities Sustainability
lumenlearning.com
OER how?
• Supporting the 5Rs of OER: Reuse, Revise, Remix, Retain, Redistribute
• Instructional design with OER• Technology requirements, including LMS
integration• To print or not to print?• Compliance: What does OER require?• OER and the Registrar: Listing, Data• OER and Cost: Materials fees, tuition
recovery, or?
lumenlearning.com
Next Steps for OER at Your Institution
• What needs to happen next on your campus to adopt and sustain OER?
• OER Community: You are not alone
lumenlearning.com
Bonus Slides
More about the implementation and sustainability of scaling OER adoption.
lumenlearning.com
Adoption Methodologies & Frameworks
• Pilot Approaches• Program Approaches• System/Community Approaches
lumenlearning.com
The Kaleidoscope Pilot
• At least 120 students Four sections, ideally 2 different
disciplines Courses selected from those with
mature solutions
• Institutional leadership participation• Training for faculty and support
through term (two 3-hour sessions)• Evaluation: success data and surveys
lumenlearning.com
The Z Degree
• An entire Associate’s degree with a $0 textbook cost and only OER
• Twenty-two courses• Z designation in the class schedule
Trained faculty Fully open licensing Continuous improvement cycle
• Student orientation prior to registration
lumenlearning.comSource: Tidewater Community College Z degree project team
lumenlearning.com
VCCS/Kaleidoscope Model
• Collaborative faculty teams review, align, refine and augment a “course”
• Emphasis on use of high-quality existing materials
• New work licensed CC-BY• Packaged for adapting and adopting• Training and support for adapters
and adopters
lumenlearning.com
Engaging Faculty Members
• Changing Behavior• Faculty Archetypes• Course Redesign Process +• http://bit.ly/1hopUCV
lumenlearning.com
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
lumenlearning.com
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.
lumenlearning.com
Common Questions and Challenges
• Faculty Incentives• IP Policies +• Bookstores and Economics +• Administrative Processes• Union Negotiations +
lumenlearning.com
Faculty Incentives
• Time• Financial appreciation ($500 -
$2,000)• Recognition• Student impact data• Support
Don’t push on weight-bearing walls.
lumenlearning.com
There is a direct relationship between textbook costs and student 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
lumenlearning.com
There is a direct relationship between textbook costs and student success
100% have access to learning materials on day 1
100% own educational materials for lifelong learning
100% use all educational funding to complete
100% stay in courses for which they register
100% succeed in courses for which they register
100% persist to complete educational goals
lumenlearning.com
Economics
• No textbook required, or partner with bookstore for print fulfillment
• Lost tuition from drop/add activity• Lost bookstore revenue• Increased persistence and enrollment• Open course material fees
~90% cost reduction Predictable fee with greater success
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