An introduction to open educational resources, including definition, examples, supporting research, and pedagogical implications. Presented at the ATD DREAM Conference, 23 Feb 2017, San Francisco, CA.
15. Handwriting Printing Press Internet
Copying
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
Distributing
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
25. Handwriting Printing Press Internet
Copying
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
Distributing
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
26. Copyright
Regulates
Handwriting Printing Press Internet
Copying
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
Distributing
a book
$1000s per
copy
$1s per copy $0.0001s per
copy
33. • Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs
34. 1. retain + redistribute =
download and share for free
2. revise + remix =
edit, improve, customize, collaborate
3. reuse = class, lab, study group, etc.
Implications of the 5Rs
36. • Make and own a copyRetain
• Use in a wide range of waysReuse
• Adapt, modify, and improveRevise
• Combine two or moreRemix
• Share with othersRedistribute
The 5Rs
40. Cost to
Students
Permissions
for Faculty
and Students
Commercial
Textbooks
Expensive Restrictive
“The Web”
MOOCs
Library Resources
“Free” Restrictive
Open Educational
Resources
Free 5Rs
65. Open Pedagogy
• People learn when they do things
• Copyright restricts what we’re allowed to do
• Open permits us to do new things
• How will doing new things impact learning?
Will we learn more? more deeply? different
things?
73. Learning by making Society can build on
In the classroom -
In public The ideas
In the open The ideas and the artifacts
#OpenPed as Learning by Making
74. High Impact OER Adoption
1. Improves affordability,
2. Invigorates pedagogy,
3. Improves student success, and
4. Does it at scale
77. A Multi-Institutional Study of the
Impact of Open Textbook Adoption
on the Learning Outcomes of Post-
secondary Students
Fischer, Hilton, Robinson, and Wiley
Journal of Computing in
Higher Education (2015)
78. Research Context
• 4,909 treatment
• 11,818 control
• 50 different undergraduate courses
• 130 teachers
• 10 US institutions
79. Methodology
Quasi-experimental design with:
• Propensity score matched groups
• Dependent variables: Completion; C or Better;
Credits Enrolled This Term; Credits Enrolled
Next Term
• Independent variable: Textbook condition
• 3 covariates: age, gender, and race
81. Credits Taken
Semester OER Users Others Result
Fall 13.29 11.14 t (8101) = 27.81 p < .01
Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01
Journal of Computing in Higher Education (2015)
82. Improving Course Throughput Rates
and Open Educational Resources:
Results from the Z Degree Program
at Tidewater Community College
Hilton, Fischer, Wiley, and Williams
International Review
of Research in Open and
Distance Learning (2016)
84. Commercial vs OER
2.3% | 1.8%
9.9% | 8.1%
68% | 74%
(Face to Face)
60% | 66%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
85. Commercial vs OER
4.0% | 1.4%
13.7% | 13.1%
66% | 70%
(Online)
54% | 60%
Drop
Withdraw
C or Better
CTR
IRRODL (in press)
86. A Preliminary Exploration
of the Relationships Between
Student-Created OER, Sustainability,
and Students Success
Wiley, Tonks, Webb, and Weston
International Review
of Research in Open and
Distance Learning (in press)
87. Research Context
• 181 middle and high school students
• Online, public, charter school with a
commitment to OER
• Course on Digital Photography
IRRODL (in press)
88. Methodology
• Students were invited to create / remix
open tutorials, study guides, and games
• Extra credit or TA credit
• From no to 5-10% student-created OER over
four years
• Compare student grades on course
assignments
IRRODL (in press)
91. Cost-Savings Achieved in Two
Semesters Through the Adoption
of Open Educational Resources
Hilton, Robinson, Wiley and Ackerman
International Review
of Research in Open and
Distance Learning (2014)
92. Research Context
• 256 faculty at eight US colleges
• 194 taught using only TPM
• 48 taught using only OER
• 14 taught some courses using TPM,
others using OER
93. Methodology
• Review college bookstore website for
each course
• Select the cheapest new print or new
digital price from the bookstore,
Amazon, and other options
94. Results
• On average, required TPM for a course
cost US $90.61 per student
• Faculty received services supporting OER
adoption valued at US $5 per student
• OER were 94% less expensive than TPM
95. The Tidewater Z-Degree and the
INTRO Model for Sustaining OER
Adoption
Wiley, Hilton, Williams, and DeMarte
Educational Policy Analysis
Archives (2016)
99. Mad, Glad, Sad, Rad:
A Framework for Evaluating the
Return on Investment in
Textbooks and Other
Educational Materials
Wiley, Hilton, Fischer, and Puente
Under Review