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
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Implementing & Sustaining OER• Why• Who• What/Where• When• How
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Why OER?
• Affordability• Access• Control• Pedagogy & Learning Outcomes• Student Success
You can’t change what you don’t measure.
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OER for who(m)?
• Students• Faculty
Full-time Adjunct
• Librarians & Instructional Designers• Administrators: “The Institution”• Everyone: “Taxpayers”
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What/Where OER?
• Which departments/disciplines?• What growth model?
Coalition of the willing By course By department/school By program/degree
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OER when?
• We all live by the academic calendar• Rolling out: Take small bites• Look ahead
Obstacles Opportunities Sustainability
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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?
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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
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Bonus Slides
More about the implementation and sustainability of scaling OER adoption.
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Adoption Methodologies & Frameworks
• Pilot Approaches• Program Approaches• System/Community Approaches
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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
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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
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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
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Engaging Faculty Members
• Changing Behavior• Faculty Archetypes• Course Redesign Process +• http://bit.ly/1hopUCV
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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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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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Common Questions and Challenges
• Faculty Incentives• IP Policies +• Bookstores and Economics +• Administrative Processes• Union Negotiations +
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Faculty Incentives
• Time• Financial appreciation ($500 -
$2,000)• Recognition• Student impact data• Support
Don’t push on weight-bearing walls.
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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
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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
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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