Education is Open for Business Open Educational Resources Introduction COMMUNICATION INSTRUCTIONS: • You are in listen-only mode • You can raise your hand or use an emoticon using the icon at the top left of your screen. • Type text in the Chat area to send a message or ask questions at any time. Meet Kevin Corcoran Kevin Corcoran has been the Executive Director of the Connecticut Distance Learning Consortium (CTDLC) since 2011. He joined the CTDLC in 1999 and has been responsible for developing and growing the products and services offered to support eLearning initiatives. Kevin received his B.A. in English from the University of Connecticut and his M.B.A. with a specialization in Technology Management from Walden University. What are OER? OER Defined Open Educational Resources “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. - William & Flora Hewlett Foundation OER Can Be … full courses course materials modules textbooks streaming videos tests software - William & Flora Hewlett Foundation and any other tools, materials, or techniques used to support access to knowledge.” Why Does OER Matter? Questions How often do your students arrive for the first day of class without their textbooks? Have you ever ordered a textbook and then spent hours and hours creating additional documents or handouts for your students because the textbook isn’t exactly what you need or had errors? How do we know the materials work for our students? Or are even used by the students? -Connie Broughton – Open Course Library Faculty Benefits “open textbooks are about empowering faculty to better meet the needs of their students.” David Porter – BCcampus Faculty have full legal control to customize and contextualize learning resources for their students Improved learning: Day 1 access and customized resources Engaging students through a variety of learning opportunities Collegial collaboration Faculty Benefits Access: Supplement or replace current curriculum Address student access/readiness/Day 1 Just-in-time materials Peer reviewed material to enhance curriculum Diversity of perspectives and approaches Appropriate copyright Improve marketability - attract more students Faculty Benefits Customization: Build your own resources from existing OER Add localization/contextualization Academic freedom –unbundle from publisher Course re-design/learning outcomes focus Faculty Benefits Collaboration: Foster collaboration/networking/innovation Peer Review Collaborative approaches to teaching/learning Promote your work to a global audience License your own OER so others can use it What Faculty Are Using O P E N I N G T H E C U R R I C U L U M: Open Ed u c a t i o n a l R e s o u rc e s i n U. S . H i g h e r E d u c a t i o n , 2 0 1 4 OER Awareness Among Faculty OER Adoption: The Worst of Times and The Best of Times by Phil Hill (Oct. 31, 2014) The Student Dilemma My Textbook is… back-ordered in the mail out of stock the wrong edition on hold until my student loan arrives unnecessary until I decide I want this course unnecessary until the exam How often do students start the term without the resources they need? David Porter – Bccampus – Beyond Free 16 inflation over the course of nearly two decades, increasing at an average of 6 percent per year and following close behind increases in tuition and fees. 8 More recent data show that textbook prices continued to rise from 2002 to 2012 at an average of 6 percent per year, while tuition and fees increased at an average of 7 percent and overall prices increased at an average of 2 percent per year. As reflected in figure 1 below, new textbook prices increased by a total of 82 percent over this time period, while tuition and fees increased by 89 percent and overall consumer prices grew by 28 percent. Cost of Education Figure 1: Estimated Increases in New College Textbook Prices, College Tuition and Fees, and Overall Consumer Price Inflation, 2002 to 2012 Chart from US Government Accountability Office 8 MA Textbook Projections Data Provided by Lumen Learning Textbook Costs vs. 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 Slide: CC-BY Cable Green, Creative Commons via http://www.project-kaleidoscope.org/ 19 OER Impact on Student Success Kaleidoscope Open Courseware Initiative Textbook Costs Rental Costs OER Cost OER in Print Most texts are under $50 to print Student Action CT OER Legislation HB 6117: An Act Concerning The Use Of Digital OpenSource Textbooks In Higher Education Open Textbook Pilot Study the Use of OER Build Awareness of OER Report Back to Legislation of Findings Establish OER Task Force for Best Practices Signed into law July 2, 2015 Affordable College Textbook Act U.S. Senator Dick Durbin (D-IL) U.S. Senator Al Franken (D-MN) U.S. Senator Angus King (I-ME) Propose a competitive grant program to support the creation and use of open college textbooks Companion legislation was introduced in the House of Representatives by U.S. Representatives Rubén Hinojosa (D-TX) and Jared Polis (D-CO). October 8, 2015 Business Impact http://impact.lumenlearning.com/ How Does OER Work? Challenges of Copyright “The Internet makes it easy to create and disseminate information. But copyright law doesn’t currently reflect these new opportunities to share with colleagues and students. By using open copyright licenses on the materials you create, you can share them legally throughout the world and specify how others may use them.” CC BY – The Regents of the University of Michigan http://open.umich.edu/sites/default/files/3659/PDFs/OERbenefits-handout.pdf Which is Copyrighted? CC Licensing Attributes “A simple, standardized way to grant copyright permissions to your creative work.” Cable Green – Creative Commons - Textbook Rebellion Share Alike Attribution Non-Commercial No Derivative Works CC Combinations most free least free 5 Rs of OER Permissions Retain • Make and own copies Reuse • Use in a wide range of ways Revise • Adapt, modify, and improve Remix • Combine two or more Redistribute • Share with others See www.opencontent.org for full definition. Course Re-Design Level 0 – Replace simply adopt OER (most often an open textbook) in place of a commercial textbook and preserve other aspects of the course as they taught it previously. Level 1 – Realign remix open course materials, focusing learning outcomes, and then selecting the OER from multiple sources will best support student learning of specific course learning outcomes. Level 2 – Rethink remix both course materials and pedagogy; create or select new learning activities and assessments – possibly inviting students to co-create and openly share them – often leveraging the unique pedagogical possibilities provided by the 5R permissions of OER. David Wiley http://opencontent.org/blog/page/5 Who is Using OER? OER Efforts OER Initiatives Washington SBCTC Cal State UMinn Tidewater CC UMUC •Open Course Library •Merlot •Affordable Learning Solutions •Open Textbook Library •Z Degree •Eliminating all undergrad publisher textbooks by Fall 2016 Maricopa Community Colleges CT Success Story Projected Savings 1 Academic Year: over $200,000 $260 $30 MA Success Story $18,000 Investment Over 2,000 students have benefited 37 sections of OER in Spring 2016 Spring 2016 Fall 2015 •$319,000 Spring 2015 • $167,147 Fall 2014 • $56,758 •Projected Savings •$450,000 + OpenStax College Open Textbook Library Cal State – ISBN Search Where Do You Start? How Do We Achieve Our Goal? Awareness Make Resources Available IT-Library Collaborative Training Faculty Education Student Awareness Funding Endorsement Professional Development Funds Support efforts from top down Support Experimentation Support a state mandate to use OER materials Collaboration Join the Northeast OER Consortium How Do You Begin? Start small. Explore existing OER Apply for a Grant Enlist Library and/or ID Help Develop a habit of working in teams Augment course material Consider publishing Resources My Open Math Flickr OER Images YouTube OER OER Commons Creative Commons Media Search Google Advanced Search Northeast OER Consortium NE OER Consortium Focus Professional Development. The collection and development of training resources to support faculty, librarians, and administrators with the implementation of OER. Modeling. The collection and development of standards, templates, and exemplar works to model successful OER implementation. Collection. The collection and reporting of individual OER efforts, including the cataloging of assets developed in the region and open collaborations taking place. Any Questions? Kevin Corcoran kcorcoran@ctdlc.org @kevincorcoran BRANDEIS GPS MASTER’S DEGREES • Bioinformatics • Instructional Design & Technology • Health & Medical Informatics • Project & Program Management • Information Security • Software Engineering • IT Management • Strategic Analytics • Digital Marketing and Design • User-Centered Design 58 Higher Ed Opportunity Act Passed 2008; effective 2010 1. Price Disclosure. Publishers are required to disclose prices and revision information when marketing textbooks to professors. 2. Unbundling. Publishers are required to offer all of the items in textbook bundles for sale separately to give students freedom to buy only what they need. 3. Textbook lists. Colleges need to provide the list of assigned textbooks for each course (including ISBNs and prices) during registration. http://www.studentpirgs.org/resources/textb ook-price-disclosure-law https://www.whitehouse.gov/blog/2015/10/ 19/openly-licensed-educational-resourcesproviding-equitable-access-education-all Houston Community College Psychology Department modifies an existing open textbook to create custom textbook “During the fall semester 2011, 690 students used this book. Compared with students using a traditional text in the spring of 2011, students who used the free online textbook scored higher on departmental final examinations, had higher grade point averages in the class and had higher retention rates. Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012 62 Virginia State University School of Business Open Textbooks in 9 courses (Flat World Knowledge) “Students in courses that used FWK textbooks tended to have higher grades and lower failing and withdrawal rates than those in courses that did not use FWK texts.” Andrew Feldstein, Mirta Martin, Amy Hudson, John Hilton III, & David Wiley. Open Textbooks and Increased Student Access and Outcomes. Retrieved April 28, 2013, from http://www.eurodl.org/?p=current&article=533 63 CT Community Colleges • 2011-2012 Academic Year • 11,000 enrollments in General Psychology across the 12 campuses • Average textbook cost was $175 for this one course. • CCC Students paid $1.9 Million for one text for one course Data provided by CT Board of Regents Permissions of OER Retain, Reuse, Revise, Remix, Redistribute Responsibilities for Sustainability Design Deliver Integrate Update Maintain Measure Create Store Curate Organize Attribute Align Fair Use http://www.umuc.edu/library/libhow/copyright.cfm Copying by instructors must meet tests for brevity and spontaneity: -Brevity refers to how much of the work you can copy. -Spontaneity refers to how many times you can copy and how much planning it would take to otherwise seek and obtain permission from a copyright holder (U.S. Copyright Office, 2009, p. 6). What Should Be Avoided? Making multiple copies of different works that could substitute for the purchase of books, publisher's reprints, or periodicals. Copying and using the same work from semester to semester. Copying and using the same material for several different courses at the same or different institutions. Copying more than nine separate times in a single semester (U.S. Copyright Office, 2009, p. 7). Less than 11% goes to the faculty Sustainable Content Question around sustaining content Seek out peer reviewed heavily adopted works. Built in support system. Advocacy groups like OpenStax and Merlot and Lumen Learning continue the QA efforts