General Principles of Intellectual Property: Concepts of Intellectual Proper...
Kscope n canvasslideshareinstructurecon
1. www.lumenlearning.com
Open General Education Curriculum at
Multi-Institutional Scale
InstructureCon ~ 20 June 2013
Ronda Neugebauer
Lumen Learning Student Success Lead
Kaleidoscope Founding Member
in
David Wiley
Lumen Learning Founder
Kaleidoscope Founder
2.
3. NGLC grants target specific
challenges that address barriers
to educational success.
NGLC strives to dramatically
improve college readiness and
completion, particularly for
low-income students and
students of color, by identifying
promising technology solutions.
5. 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10% have withdrawn from a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
6. Goal
Use open educational resources (OER) to improve
the success of at-risk students
Kaleidoscope Phase I
7. 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)?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
9. 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
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
10. Why Open?
no broken links or surprise content changes
freedom from the textbook
teacher and learner customization
Shared by David Lippman & Ronda Neugebauer under a Creative Commons Attribution 3.0 license.
11. Why Open?
right to make changes for continuous
improvement
access to course materials on Day 1
deconstructing the silos for collaboration
Shared by David Lippman & Ronda Neugebauer under a Creative Commons Attribution 3.0 license.
12. Approach
Create and adopt course designs for high-enrollment
courses collaboratively, across multiple institutions,
using the best of existing OER
Kaleidoscope Phase I
19. Results
• Reduced cost of required textbooks to $0 by
replacing with OER
• Improved average student success rates 10%+
compared to student performance in same
courses by same instructors in previous years
• Developed 11 courses, impacted 9,000 students
Kaleidoscope Phase I
20. Student Success C or Better
0
10
20
30
40
50
60
70
80
90
Historical Success Kaleidoscope
21. 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)
22. 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)
23. 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
25. 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
26. Kaleidoscope in Canvas
close assessment loop
bridge communication
CC attribution
tech support
stable platform with intuitive UI
27. Kaleidoscope in Canvas
power to delete
faculty and students like the platform
meet accessibility needs
Open Course Frameworks
28. Open Course Framework
Complete set of open materials
Assessments & OER content link to outcomes
Supplemental and support resources
Fully mapped course
Close the assessment loop
Apply knowledge for continuous improvement
of course
29. 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
Welcome to Park City! It’s a pleasure to be in Park City again, and my first time at InstructureCon. Other than being completely bummed that I didn’t get to join in the Hammer Time fun, I’m excited to be here and share with you one of the most profound experiences of my professional career, Kaleidoscope, and one of the coolest learning systems ever. Thanks to Instructure for the opportunity to present and thanks to my boss, David Wiley, for okaying the fund allocations to be here. I’m Ronda Neugebauer, Lumen Learning’s Student Success Lead, a Kaleidoscope founding member, and current instructor at Chadron State College in northwestern Nebraska in Developmental Reading and Writing, Student Success, and Digital Literacy studies.Take the pulse: how many faculty are here today?how many administrators?support staff?how many of you are currently using Canvas?how many of you have heard of OER?how many of you are or have used open materials?Great…so let’s start with considering the role of Openness in Education…
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
Wave I grant focused on improving college readiness and completion for at-risk students using technology solutionsScreenshot Sources: http://nextgenlearning.org/nglc-overview
Textbook prices have been increasing much faster than inflation. *
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
Openly sharing materials is powerful
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
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
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:- * freedom from textbook- saves students money, allows - * improved access to materials (since they’re usually online)- * flexibility 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
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:- * freedom from textbook- saves students money, allows - * improved access to materials (since they’re usually online)- * flexibility 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
There were 8 founding institutions comprised of community colleges & open access 4-year schools from California to Nebraska to New York. We had to create 10 courses using OER, serve 4500 students, and work together.The project’s members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant. 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
The project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team.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%
Organic process of learning: most of us were starting with zero knowledge of OER, zero experience of OER, and some even had zero faith: Howard Miller “I reserve the right to be skeptical”…the newness of everything was overwhelming: OER, Creative Commons, Copyright, Licenses, Mining, Building, Time crunch…it was ugly, painful, and in the end exceedingly rewarding Much of the challenges for me were in understanding OERmining OERcollaborating cross-institutionallyskepticism from colleague, technology issues (LMS to LMS to LMS) and coordinating data pulls with IRlacking a fundamental understanding of quality course design learning how to leverage data to drive decision making with improving my courses
Challenge: OER 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.”
Challenge Licensing: understanding licensing issues; it seems simple, but the implications may be grave…ignorance is bliss; functioning under fair-use is bliss; violating copyright was standard for me…make copies and distribute to students…all in the name of education
Technology was a challenge: from Sakai CLE to Sakai OAE, Google Docs, Skype, embedding text, codes, accessibility issues, quality mattersData pulls with IR were difficult…people are busy, resources are limitedKnowledge of quality design was a challenge…but became a passionData driven decision making…wanted to do it, but never knew howBackwards Design Sourcehttps://www.google.com/search?q=backwards+design&tbm=isch&tbo=u&source=univ&sa=X&ei=IUKvUYTEMcS9qQHNjoDYBw&ved=0CFAQsAQ&biw=1570&bih=910#facrc=_&imgrc=zxjS4eg4KFXclM%3A%3BerT-086fGXtSgM%3Bhttp%253A%252F%252Ftechknowtools.files.wordpress.com%252F2012%252F04%252F3stages.gif%3Bhttp%253A%252F%252Ftechknowtools.wordpress.com%252F2012%252F05%252F01%252Fbackwards-design-with-ted-ed%252F%3B300%3B174
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 +10% some as high as +14%
Secured follow on funding in October of last yearFinancial 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
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
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?
In the Spring of 2013, we began moving the courses
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
ImprovOER: students use materials, analyze the results, and informs improvements