Choosing the Right CBSE School A Comprehensive Guide for Parents
Central Community College Kaleidoscope
1. www.lumenlearning.com
Kaleidoscope Open Course Initiative
Central Community College
Workshop ~ 16-17 June 2013
Ronda Neugebauer
Lumen Learning Student Success Lead
Kaleidoscope Founding Member
19. Makes It Easy to Share: 4Rs
• Use the content in its unaltered formReuse
• Adapt, adjust, modify, improve, or alter the
contentRevise
• Combine the original or revised content with
other OER to create something newRemix
• Share copies of the original content, revisions
or remixes with othersRedistribute
21. 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 the
4R activities: reuse, revise, remix, redistribute
What are Open Educational
Resources (OER)?
26. Open Source Software
“Free” like “free scotch”
“Free” like “free speech”
Collaboration
“Release Early, Release Often”
“Given enough eyeballs, all bugs are
shallow”
The Promise of Open
27. For most authors the greatest
risk is
not piracy
but obscurity.
Why ?
- Tim O’Reilly
28. Because in the end
the love you take
is equal to
the love you make.
Why ?
- John Lennon
34. OER Common Concerns
It’s too time-consuming to switch to OER.
If anyone can create OER, then the quality must
not be as good. Publisher materials are better.
I want a cohesive set of materials – from PPTs, to
practice sets, to textbooks – OER doesn’t offer this.
35. OER require online delivery. That’s not my teaching
style.
If I’m creating materials, then I should reap
the financial reward, not give it away for free.
If students can’t afford textbooks,
then they shouldn’t be in college.
OER Common Concerns
39. Kaleidoscope Project Goals
1. Eliminate textbook cost as a barrier
2. Drive assessment-driven enhancement of
course designs and materials
3. Connect to a global collaborative
community to share learning and
investment
Use Open Educational Resources to
Improve Student Success
40. 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10% have withdrawn from a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
41. The Vision
100% of students have
free, digital access to all materials on Day 1
Improve student success using OER-
based courses that increase
affordability, broaden access, and
apply continuous quality improvement
to course design
42. Students Use
OER and
Assessments
Improve OER
+ Assessment
Design
Assessment
and
Behavioral
Student
Data
Determine
OER
Effectiveness
Predict and
Intervene with
At-Risk
Students
ImprovOER
Continuous
Improvement
43. Open Course Framework
For each student learning outcome:
Complete set of open materials
Summative/Formative assessments
Supplemental and support resources
Fully mapped course
Close the assessment loop
Apply knowledge for continuous improvement of course
44. Student Ratings of Quality of Open
Texts
0 10 20 30 40 50 60
Better quality
Same quality
Worse quality
Number of Students
“It was very concise and aligned with exactly what we were
working on in the class.”
“Having the textbook catered to us by our teacher was perfect.”
3%
56%
41%
Source: Bliss, Hilton, Wiley, Thanos (2012)
45. Student Preference for Kaleidoscope
Courses
0 10 20 30 40 50 60 70 80
Prefer Kscope
Prefer traditional
No preference
Number of Students
“I enjoy having online texts provided for me because I'm poor. I
spend the money I have left after rent on school, so having
free online texts provided for me benefits me very much.”
“GREAT WAY TO DO ONLINE CLASSES!!!!”
13%
13%
73%
Source: Bliss, Hilton, Wiley, Thanos (2012)
46. Student Success C or Better
0
10
20
30
40
50
60
70
80
90
Historical Success Kaleidoscope
47. Kaleidoscope Approach
Gateway to OER
Room for all on OER spectrum
Collaborative community of
developers, teachers, advocates
Ease of transition
Freedom from Textbook
Students have access from Day One
48. Kaleidoscope Phase II
1. Support new institutions in pilots of open
course frameworks
– Micro-pilots
– Realistic evaluation of approach
2. Develop 20+ additional course
frameworks
3. Grow and mature the project
– Project governance
– Faculty leadership
50. www.lumenlearning.com
Kaleidoscope Phase II: Develop
Financial Accounting
Managerial Accounting
Marketing
Intro to Information Systems
Intro to Teaching
US History to 1865
US History from 1865
Art Concepts/Art Appreciation
Music Appreciation
English Composition II
Speech Communication
Chemistry for majors
Intro to Earth Science
Intro to Political Science
Intro to Sociology
Principles of Macro-
economics
Principles of Micro-economics
US Government and Politics
Intro to Online Learning
51. www.lumenlearning.com
Kaleidoscope Phase II: Process
Begins with outcomes
Organize module layout for course in Lumen’s
instance of Canvas
Identify assessments w/ simple rubric
Identify OER content and check attribution
Map outcomes, assessments, and OER
content
Tailor course to preferences
Teach
52. www.lumenlearning.com
Opportunities
• Participate in pilots of existing frameworks
• Engage in creating new open course
frameworks
• Seek opportunities to use OER
• Support open licensing of educational materials
with Creative Commons licensing
It is a distinct pleasure and honor to be here at Central Community College!On behalf of Lumen and Kaleidoscope I want to thank you for your time and willingness to learn more about the Kaleidoscope Open Course Initiative, which has been one of the most profound professional experiences of my career. I’m excited to be here and look forward to collaborating with and learning from yo for the next two days and beyond. From Agenda Notes: session can be open to all faculty members on campus; key players are: Project lead,Faculty participating in pilot,Other interested faculty,Other key stakeholdersAgenda:Brief overview of the open education landscapeReview of the Peru State College plans and opportunitiesUsing Open Educational ResourcesOpen licensing considerationsDiscovering open materialsCreating open materialsAttributionParticipating in the open education communityCollaboration tools and forumsKaleidoscope project resourcesDiscussion: Interest, needs and opportunities
Begin with introductions: your name, discipline, etc.Brief overview of the open education landscapeReview of the Peru State College plans and opportunitiesUsing Open Educational ResourcesOpen licensing considerationsDiscovering open materialsCreating open materialsAttributionParticipating in the open education communityCollaboration tools and forumsKaleidoscope project resourcesDiscussion: Interest, needs and opportunities
What is the same about these? (Discussion) Possible answer: color palatte, face, creativityPoint: both are covered under the full protection of the law; have full protection of copyright law, anything I create has the same protection as the most expensive movie ever created, all copyright is pervasive...what is the impact of this? Wel, it impacts the way we share, the way we teach, the way we learn.
What is the role of Openness in Education?Education is SharingTeacher share knowledge and skills, feedback and criticism, encouragementStudents share questions, assignments, feedback
Knowledge. Ideas are non-rivalrous. They can be given without being given away.
To give a book, you must give it away.Photo CC BY David Wiley
Even with printnewspapers, ifI want section B of the of the Wall StreetJournal, and my colleagueisreadingit, we can’tsharethatsectionat the same time.CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
Because of the Internet, my colleague and I can view the same page simultaneously with millions of other people all over the world…and practically for free.Fundamental shift…we can share pervasively
Not at an increase in cost, but at an increase in the ability to share.
Copyright: regulates copying, distributing, editing, and adapting
What the Internet enables, copyright forbids.We can’t share.The tension this creates is a common part of the academic life we live.
Like a fundamental of Judo: take opponents’ strengths and use it against them
At its core, open materials are 4RsFirst three are what impact teaching and learningBundling multiple texts is expensive:Focused on return of investment of textbookRevise: reduce the amount of materialsOpportunity for students to engage in materials…engaging students to revise and add to the textbook for their courseFree is awesome…but its just a part of whatthisis about
Open source software community has itThere are broad global uses of CC outside of education as well(Click on hyperlink) Discuss 3 layers of licensing:Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up)Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages)Case against using CC NC for materials you create is removing the option to print materialsfor studentsCC button says it gives permissionCCBY means attribute it to the original authorCreates professional networkPersonal connectionsCommerical Use: can someone use the material Sharealike: revise but keep the same licenseNC License hurts when printing: need to have a sustainable process; CK 12 agreement under $5 per book; extra piece; we are still living in a world where we need print materialsIf Kscope is funding faculty time, materials created must be CCBY
Openly sharing materials is powerful
What the Internet enables, copyright forbids.We can’t share.The tension this creates is a common part of the academic life we live.
First * there’s the practical matter of broken links. When you link to materials free online, you never know if they might suddenly disappear, or * if the owner might decide to change the material or start charging for it, or change editions on you. Most importantly, * Open gives you the right to make changesIn education, * open means:
In education, open means:- * free of cost - saves students money - * improved access to materials (since they’re usually online)- * flexiblity for the instructor to customize/modify the content, * enabling continuous quality improvement- * ideally, can prompt conversation and collaboration around curriculum in a much richer way than is currently existing
just to clear up some potential confusion Open does *not equal digital, and *open does not equal free. Open materials in Education look like - * open educational resources, * open textbooks, and * open coursesMy interest in open began with * open source software …Perhaps * a Venn diagram would helpThere are free materials online that are not open, and there are open materials that are not online. *
open source software is where the open content idea was bornfascinating. For the end user, * free is often the main driver, but for the techie, * the bigger driver is the ability to study and modify the code. And for the big projects, * there was a community of developers, contributing to the creation of this product, often not because it was their job, but because they cared about the end product being better. By pooling their skills, they could create a better product faster than any one person working alone. Eric Steven Raymond’s The Cathedral and the BazaarHe discussed two fundamentally different development styles: the “cathedral” model of most of the commercial world versus the “bazaar” model of the Linux world with software debuggingTo me, this is * the promise of open.” and arguably an insight into the future not only software development, but educationThe obvious benefit is the cost in saving students money…but there are more.
Biology textbook
Videos, interactives, simulations
OER can be almost anything! They are materials that are free to anyone to access and include free permission to engage in 4Rs
Click the logo to access the site. Talk about OER. Talk about projects, and how much grant money has funded the content development…but challenge in adoption. The “if you build it they will come notion doesn’t necessarily in higher education.”
Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you.
Tim OReilly - “Obscurity is a far greater threat to authors and creative artists than piracy”If Pearson did take your CCBY OER work, then they would have to attribute it to you
The Kaleidoscope Project, funded by a Next Generation Learning Challenges grant, began in 2011There were 8 founding institutions comprised of community colleges & open access 4-year schools from California to Nebraska to New York
The project’s members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant.Six two-yearTwo four-year
Top row: how to be smartMiddle: Technology and content providers larger project and matchLast: FundingShuttleworth: how we can better support learning resultsThe project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team. In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, therequired textbook cost dropped to $0, and the average change in student success (C or better in the course)reported was +14%
Kaleidoscope Project GoalsUse OER to improve Student Business faculty are sharing with each otherWhen we started we had developers and adopters: not useful language and falseCollaboration group expandedKaleidoscope uses (OER) to improve student success. The project works by using the best of existing OER to reduce textbook costs to $0; use learning analytics analyze assessment, activity and success data to guide faculty members in continually improving the effectiveness of the open resources; supporting faculty within and across institutions to collaborate, share, and build community
The most surprising is what we don’t see in the system: Drops and WsDavid: Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdfLumen led projects are giving students 100% free, digital access to all materials on the first day of the course. With this step alone, institutions have already boosted student success and retention simply by taking textbook costs out of the equation. If that is the day 1 impact of OER, just think about the other ways we can move the needle on student success by designing, adopting, measuring success and improving OER-based courses.Start teaching from the first day of class
ImprovOER: students use materials, analyze the results, and informs improvements
Common outcomesAcross states bring the complete collection of outcomeslecture notes, syllabiQuality and Quantity: evolving project, where we have gaps the community is filling once on behalf of everyone; approach is a moving target; FWK had shift in business plan, so what was once open is no longer; What’s everyone using?Work with funders to understand the gapsHewlett: grant complete testbanks for 8 courses; open but controlled testbanks to share with faculty
Created an Additional research to understand what is higher quality?
Question was: if you had a choice…everything was the samePrefer traditional: students that prefer printed materials
Financial Aid connectionQuality of materialsResearch method is a bit wildStudent success C or betterHistorical success: same faculty, same courseA lot of interventionsReading and writing have the worst dataOER free and open materialsfaculty engage differently, more instructional designCan’t unpack all individual materialsDev Math: diff between having materials on the first day made the difference between passing and failingmore digitial materials, layers on a second portion, found the most expensive way to deliver dev mathPearson and Alex text; lose access to system to review
Archetypes of facultyFringe Lippmans and Sousas enjoy it in off timeUse materials but leave me aloneUse but it has to be easy, turn key, feel a lot like publisherFaculty comment: would be more open if it was part of the job; No institutional acknowledgement to use it; time is biggest problem lifting; everyone is developing; very early3 stepsHerculean lift: writing a book; evaluating materials; needs funded; better if its collaborative; tough for single faculty to do the work and share it; other faculty have seen when one does the work its seen as a threatSome group have created something complete and then I can match it to my outcomesThen taking materials and adopting; Not just materials, how do you teach differentlyWhat is the role of print?
Archetypes of facultyFringe Lippmans and Sousas enjoy it in off timeUse materials but leave me aloneUse but it has to be easy, turn key, feel a lot like publisherFaculty comment: would be more open if it was part of the job; No institutional acknowledgement to use it; time is biggest problem lifting; everyone is developing; very early3 stepsHerculean lift: writing a book; evaluating materials; needs funded; better if its collaborative; tough for single faculty to do the work and share it; other faculty have seen when one does the work its seen as a threatSome group have created something complete and then I can match it to my outcomesThen taking materials and adopting; Not just materials, how do you teach differentlyWhat is the role of print?
