IMPACT & OPPORTUNITY of
OPEN EDUCATIONAL RESOURCES (OER)
Paul Stacey
Case Study
Except where otherwise noted these Innovations 2013 materials
are licensed under a Creative Commons Attribution 3.0 Unported License (CC-BY)
http://www.openeducationweek.org/2
DOL TAACCT Priorities
1.Prepare TAA-eligible workers and other
adults for high-wage, high-skill
employment or re-employment in growth
industry sectors
2.Increase certifications, certificates,
diplomas, and other industry-recognized
credentials that meet industry needs
3.Introduce innovative & effective
methods for curriculum development and
delivery particularly around online &
technology enabled learning
4.Demonstrate improved retention,
completion, & employment outcomes as a
result of the funded program.
http://www.doleta.gov/taaccct/3
TAACCCT & OER
•TAACCCT $2 billion over 4 years starting 2011
•2011 $500K awarded via 49 grants
•2012 $500K awarded via 79 grants
•All TAACCCT deliverables must be openly
licensed with a Creative Commons CC-BY
license
•Biggest Open Educational Resource (OER)
initiative ever
•OER are teaching, learning, and research
resources that reside in the public domain or
have been released under an open license that
permits their free use and re-purposing by
others.
•Open educational resources include full courses
and supplemental resources such as textbooks,
images, videos, animations, simulations,
assessments, …
•OER are learning materials freely available
under a license that allows you to - Reuse,
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TAACCCT Wave 1 (2011) Grant Analysis
•$ 500,000 in grants
•All states got an award
•Grants range from $2.5 million to $20 million
•29 of 49 (59%) are multi-college state consortia.
•5 of 49 (10%) are multi-college, multi-state consortia.
•12 (24%) are pursuing national outcomes.
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TAACCCT Wave 1 (2011) Grant Analysis
•32 of 47 (68%) are developing Bridging programs/courses
(especially for Math, English literacy, & personal effectiveness)
•24 of 47 (51%) are developing curricula for Health
•21 of 47 (44%) are developing curricula for Manufacturing
•19 of 47 (40%) are developing for Energy
•13 of 47 (28%) are developing for Transportation
•11 of 47 (23%) for Information Technology
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http://creativecommons.org/
Licenses for OER, Open Access and
cultural work sharing
http://opencourselibrary.org/
Open Course Library, ream-based
OER development, state level open
policy
http://oli.cmu.edu/
Science-based online courses and
platform with data driven analytics and
dashboard
http://cast.org/
Expand learning opportunities for all,
especially those with disabilities,
7
Free support and technical assistance to all DOL TAACCCT grantees to
help meet SGA requirements including support for:
•licensing TAACCCT grant work with a Creative Commons Attribution 3.0
License
•incorporating principles of universal design
•ensuring deliverables are readily accessible to qualified individuals with
disabilities
•developing and implementing online and technology-enabled courses
•supporting accelerated learning in a flexible manner that allows students
to master concepts or course content more successfully in a shorter period
of time
•evaluation to ensure continuous improvement & data-based decision
making
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Services
http://open4us.org/
• Comprehensive (all projects): Support materials, webinars,
open conferences, FAQ's, e-mail/phone support, and web site to
help grantees with; Licensing with CC, Accessibility & Universal
Design for Learning, Strategies for finding, adapting, & using existing
OER, Authoring OER, Open policy, Best practices for design and
development of online learning
• Platform+ (25 projects): deliver independently designed
courses on OLI platform and collect data for continuous
improvement.
• Co-development (3 projects): co-design and develop
courses with OLI for delivery on OLI platform with demonstrate
increased completion rates for target population in courses. All
courses will be fully accessible and reflect UDL principles which
results in improved quality of learning design and greater adoption.
Services
http://open4us.org/
• Comprehensive (all projects): Support materials, webinars,
open conferences, FAQ's, e-mail/phone support, and web site to
help grantees with; Licensing with CC, Accessibility & Universal
Design for Learning, Strategies for finding, adapting, & using existing
OER, Authoring OER, Open policy, Best practices for design and
development of online learning
See Licenses at:
http://www.creativecommons.org
Creative Commons License Features
Spectrum of Openness
TAACCCT license CC-BY
Which of these licenses are suitable for OER?
Creative Commons License Chooser
http://creativecommons.org/choose/
http://youtu.be/iHDYenuFFtA
http://wiki.creativecommons.org/Marking
http://openattribute.com
Find OER
http://open4us.org/find-oer
Adaptations
Collections
http://wiki.creativecommons.org/Frequently_Asked_Questions
Services
http://open4us.org/
• Platform+ (25 projects): deliver independently designed
courses on OLI platform and collect data for continuous
improvement.
• Co-development (3 projects): co-design and develop
courses with OLI for delivery on OLI platform with demonstrate
increased completion rates for target population in courses. All
courses will be fully accessible and reflect UDL principles which
results in improved quality of learning design and greater adoption.
Universal Design for Learning
“All online and technology-enabled courses
developed under this SGA must incorporate the
principles of universal design in order to ensure that
they are readily accessible to qualified individuals with
disabilities in full compliance with the Americans
with Disability Act and Sections 504 and 508 of
the Federal Rehabilitation Act of 1973, as
amended. ”
Universal Design for Learning
“Learner Variability”
Strengthen Online &
Technology-Enabled Learning
“TAACCCT will support institutions that are committed to
using data to continuously assess the effectiveness
of their strategies in order to improve their program…
and build evidence about effective practice.”
An approach to
designing, developing,
delivering and improving
learning experiences
Platform+: Basic Authoring
Tools
Services
http://open4us.org/
• Co-development (3 projects): co-design and develop
courses with OLI for delivery on OLI platform with demonstrate
increased completion rates for target population in courses. All
courses will be fully accessible and reflect UDL principles which
results in improved quality of learning design and greater adoption.
Co-Development Case Study –
National STEM Consortium
Mechatronics
Cyber
Composite
Technology Materials
Electric
Vehicle
Technology
Environmenta
l Technology
Pathways
STEM Bridge
Fasttrack, Remediation
http://www.nationalstem.org/
http://www.nationalstem.org/
STEM Readiness Core Skills Course
This core skills course is intended for
students in need of a refresher in
basic math, communications and
professionalism skills upon entering
technical programs at community
colleges.
The course will not only cover basic
skills in each topic area but there is a
special focus paid to problem solving
skills. Throughout each of the units,
problem solving skills will be taught
and reinforced.
STEM Course Development Team
Sandy Raysor, Open Learning Initiative (Carnegie Mellon
University)
Rachel Currie-Rubin, CAST
Janet Paulovich, Anne Arundel Community College
Ted Stefaniak, Lake County Community College
Mindy Ursino, South Seattle Community College
Karen Johns, Florida State College at Jacksonville
Melissa Ball, Ivy Tech Community College
A’Kena Long Benton, Macomb Community College
Laura Cates, Northwest Arkansas Community College
Kathy Finn, Florida State College at Jacksonville
Jack Parker, Roane State Community College
Anthony Farone, Cuyahoga Community College
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See the STEM Readiness course:
http://oli.cmu.edu
course key: stemof13s
34
OLI Team-based design and development
OLI Development Process
Data Drives Powerful Feedback Loops
37
oli.cmu.edu
Paul Stacey
Creative Commons
Q&A
web site: http://creativecommons.org
e-mail: pstacey@creativecommons.org
blog: http://edtechfrontier.com
presentation slides: http://www.slideshare.net/Paul_Stacey