Tip:
Highlight text to annotate it
X
Welcome again to open education week 2014. This is U N A
daily. Thank you all for coming today. We
have some amazing community college O E R
innovations to tell you about. I have three very
talented folks who are going to join us here.
C Y N T H I A, N A T A L
I E and Paul. They will each take their turn to tell
you what they are doing to promote O E R in their colleges and
districts.
Very briefly we are using the California community college system Black Board
collaborate today and we want to thank them for that. On the left
-hand side of your screen you should see a chat window and under that participants
list. You should see yourself in that
participants list. We ask that you put your questions ask comments in our chat window and
we'll answer those and we will have time at the end to get to those questions.
Our order today we will talk about O E R for those that might be new
to this or want a refresher. We will here from the N O
V A project that is northern Virginia program and --
on slide.
I'm going to go ahead and get started with a little bit of
the nuts and bolts of open educational resources. The U S department of education
defines these as -- on slide.
As some of you may know the department of education the department of labor have co late
llaborated together on grants which are
supporting career training curriculum that is required to be
openingly licensed. This has been a huge infusion of funding
for supporting development of O E R. If any of you are
participating in that in your college or district type that in the chat window and
let us know about your projects.
We talk about an open license. This is what distinguishes these education at resources
and makes it possible for their use.
We use creative commons license which is the standard these days.
As someone developing the curriculum they retain the
full rights of copy rights but when they put a creative commons license on
it they release a version that allow others to re use it and re mix
it and re distribute it. It is
a powerful way for us to share open education materials.
The examples of what O E R is it
is quite wide. It can be an open textbook, open course, open
video online or on you tube
that has an open license. It is any tool or technique that can be used to support
ready access to knowledge.
We at the community college
consortium for O E R -- our mission is
-- on slide. Finding materials that are
adopt able by faculty to make college for affordable. We do this
through professional development and other collaboration opportunities. These webinars we
offer on a monthly basis we are opening three on one
day because it's open ed week. They are about giving faculty support
about finding and adopting and adapting resources to use in the classroom. Ours is a voice for open
education at community colleges. That is our focus but we work quite a bit
with four year colleges and universities because many of our students become your
students at four years. It is important we work together. We have similar goals
in mind.
We have over 240 colleges that participate with us in 16 states and
provinces. We have British Columbia is part of
our consortium. All activities online are open to colleges and
educators interested and we don't charge fees for those.
I'd like to introduce N
A T A L I E. Over the last year northern Virginia community
college has rolled out O E R
general education program. She will tell
us how what was involved to roll out this successful project.
SPEAKER: Thank you everyone for coming today and learning more about our project. I'm the
librarian for extended learning institute at N O V A. It is the
online department so we service online courses and develop online courses and
support online students.
I'm going to talk about a teamwork approach we take at N O V A
in developing open educational resource based courses. In
2013 just last year we received a grant to develop and offer
12 O E R general education courses. The goal in that was to create a general education
certificate track that was solely based on O E Rs
so we could lower the cost for students attending college which is something we
are all concerned about. The way that worked was we put forth for a grant from
the Virginia community college system. We were rewarded that grant and went through
process of developing these 12 courses based on O E R. Students don't have to take
all 12 courses. They could take /SKWRAUFT
just take 12 or if they
take all 12 they get general
education certificate.
On slide. We had a meeting with our
faculty that will help us with the ten O E R courses. Most of these courses are courses we had
previously developed and used traditional text books and
traditional education resources and course packets and all different things.
We are taking those courses and creating an O E R version of those. In the process
what it has allowed to us do is have greater
awareness of O E R at N O V A. We have faculty that are passionate about
it and some that aren't as familiar that agreed to help us with this project.
When I think about N O V A this
quote stood out to me. On slide. One of the things about the O E R movement it is
not about creating something just at your particular college to support your students.
What you create can be shared and re mixed using that creative commons license.
Together our opportunities to impact students are far greater than what we can do
by ourselves. We really take this team base
approach in doing this so we can provide support to our students and faculty
and everyone involved in the process.
This is our O E R team. This is a visual of the way we work.
On slide. We all come together in this process of developing these courses. I'm going
to talk a little about what each member does in creating these courses and tell
you a little more at the end about our project and the way it has all come together.
Faculty are our subject matter experts.
They know their content and teach it. In all cases our faculty had already taught
these courses in a more traditional way. They were helping us convert it to
O E R. We rely on them for that
expertise. On slide. It is really based
on their student learning outcomes and objectives for their course and what they see to be a
good fit. It is something we encourage them to evaluate and choose what works
best for their courses. They make final decision only course content. They are the
experts and they are the drivers behind this whole process.
We have a great group of instructional designers that support our faculty.
They are passionate with doing it with O E R. They
understand how curriculum comes together in online environment to help students meet
objectives we set for the course. A lot of courses we are converting from
traditional resources into O E R resource. When you do that and especially if you have a course that
really was a very heavy user of a traditional textbook there are a lot of other things we
had to consider when converting O E R. If they use the course codes
and that sort of thing a lot of times there were assignments and exam questions and
study aids that came along with that
so when you convert to O E R we had to come up with different way to
address that. Consider new learning activities or take learning activities
they are familiar with and change them a little bit to meet the new design. They have been great about
supporting faculty in doing that. Designers are in charge of
ensuring course quality. Course
quality has to remain the same. Designers go through and
make sure our assignments are aligned with objectives and we are
maintaining our compliance and things of that nature.
Instructional designers are instrumental in providing support to faculty to make
sure they are able to address all of those issues.
As a librarian I'm an information expert. I work
with faculty to identify open educational resources. We real laysed
ized faculty maybe that aren't familiar with O E R start
exploring it and there is so much out there. It is
a surprise for them but scary. I narrow their focus and take away some overwhelming
aspects of doing this search and help them focus on their particular discipline. I
identify O E R in their discipline and let them know what is available and we
do target searching. They know they want something on a particular topic or
format like video or article and I can help track some of that stuff
down and give them options to choose from. I also work with them on copyright and
creative commons guidance. For those not as familiar with O E
R, guiding them and what that means and there ability to go in and change and re mix
and they just want to use a particular chapter or a paragraph or a page
or maybe they want to adapt it specifically to their course content guide
ing them in how they can do that and if they find things that don't have the creative
commons license on them and talk to them about copyright and how that fits in the course and
making sure because that is shared they are aware of different copyright laws and things of that nature.
We have our administration. They have very critical to what we do. They are the
organization experts. They are the ones that go out and get the funding for us.
through the grants to allow us to do what we do. They
pull all the pieces together. Director
of instructional services was the one to go out and get the grant and organizes
meetings and brings us altogether and gets the faculty on board and makes sure we are all on the same page
and everything of that nature. Without that administrative support we would not be
nearly as successful. We wouldn't be able to create as
many classes as we have been able to do in the last two years.
Bringing it altogether and a little more specific about how this applies to our
project, the way our project works is we have introduction meeting. For 2014 we
just had a meeting last week with our faculty. It is informational meeting. Gets
faculty familiar with the project and how we are going forward with this. Everybody is at the meeting.
Faculty administration myself instructional designers. It is informal opportunity to sit down and talk about the
project and where we see it going so that faculty can kind of feel it out and decide if
it's a good fit for them. We start having meetings. Instruction /ALG
al designers talk with faculty about how they see their course
being designed and I have meeting where we can find educational resources for them and start showing
them websites and places they can go to find that information. A lot of times we all work together.
This picture is a faculty member of ours in a white shirt sitting at the
computer. He teaches English and converted one of our English courses for
us. Behind him is instructional designer and myself. It
is small meetings and regular meetings to talk through the process and identify resources. We also
keep a Black Board site up for like it would be like a course
site but just faculty that are involved in the project are enrolled. This is a way
to give information to them and give them chance to explore resources. There is discussion board so they
can communicate among each other so they realize they aren't alone in
this project. There are people there to support them. We work on this for several months
as teamwork until we develop our courses.
This is the results from last years from the 12 classes that we developed last
year. You can see the left hand corner those are the courses we converted to O E R. In
Down here is brand new course and we developed it as O R
E R model from the beginning. Gives you sense of cost of material so
students how much they have to pay for course materials before redesign to
O E R. We are pulling together our final data from the fall. The last box in the
right hand corner shows potential savings. We did save over
200 thousand dollars just by converting courses. Most
courses -- towards the end of fall we are offering all these courses again in many more
sections this spring. Those numbers are just going to go up. This is really a drop in the bucket of
the direction we are going. Of course this year we are developing ten additional courses. There
is the savings for our students are pretty substantial.
That is the way the N O V A
project works in a team based approach and how we work together. I'll be happy to
take any questions. I see the
chat. Are faculty members given an S T I P E N D. Yes
they are paid an S T I P E N D. I can't tell you how much. They are toing this in
addition to their traditional classroom teaching and other responsibilities they
have at the college. E L I is the extended learning institute. We are
the online department for community college. We call ourselves E L
I. It is what we go by.
Does anyone else have other questions? All right.
SPEAKER: Thank you very much. We will have more time for questions at the end as well.
Hold those questions until we get through our other presenters as well. Thank you.
Next -- on slide. Educational tech
nology professor. She is the department chair and is coordinator for
distance learning. She will tell us about the O E R
project.
SPEAKER: Thank you all for joining us.
College has been involved in O E R since 2009. Two years
ago I was asked to become involved with an O E R project and it
was position -- I
was just included. It was called project K A L E I D O S
C O P E. Goal to implement general education courses by using co
collaboration between a number of schools across the nation. There are two phases -- there was a
complete phase at the time I joined and then last year I was asked
if I would be working in phase three to actually develop
a course. There are some specific goals for the project for the courses and those are
that the courses can only use O E R as required course
material. The courses had to include collaboration from multiple institutions and there
had to be sufficient assessment at the end of the learning outcomes to allow for on
going evaluation.
On slides.
The course that I was asked to collaborate on was a course called introduction to online
learning and it is something that I have been teaching for a number of years here.
The people that I collaborated with were
-- on slide.
M E R C Y college is a four
year college in New York.
The first thing we did was met at a work shop in park city Utah. That was conducted
immediately after the open ed conference last November. The second day of the work shop was used
totally as a planning day. We were to determine how we were going to divide up our work
and what we would be working on. What we did during that time we
compared our student learning outcomes with four colleges.
We had four sets of student learning outcomes S L O S and we
compared them for anything that was similar we kind of reworded them so they were
the same. We left all of the them in. We wanted to make sure that every student learning
outcome was addressed in someway.
We next determined what content we were going to use in a course. We
assigned tasks and created a time line. All documents were shared in Google
docs and the course was to be finalized in canvas. One of our
members uses canvas and she got real active and through everything
in canvas that has been a little problem for some of us to go in and make changes but
that is only because we aren't familiar with canvas. C E R R I T
O S uses -- M E R C Y uses Moodle. I
think Black Board is used at central community college.
It is a little bit of a difference.
As I said all student learning outcomes were
addressed for all of us. The content is being set up. It is modular so
everything is S L O specific. We make sure that every student learning outcome
is addressed. The same thing is with the activities and the assessments for each
module. They are specific to at least one if not
many student learning outcomes. The reason for this is so that anybody
who takes this course remember when it is completed,
it is going to be offered to anybody. It is O E R. We assume with four
colleges and all of our student learning outcomes that people will come in and look at the course and be
able to take the content that pertains to their school
student learning outcomes -- it
will be pick and choose from the course so you can take what it is you want for your school.
The completion time line for our phase for phase three is the middle to the
end of the summer. We were asked to be sure so
pilot it by next fall. We were asked to pilot at least two sections and then
we were supposed to go in and examine and evaluate the success
or if not success, just examine what kind of outcomes
we did have. We want us to compare this with the same course that had been taught at our
various colleges so that we could compare them if they were more
successful than our previous sources had been.
The courses are supposed to be totally ready to
be available to the public by the end of spring 2015.
I have two courses scheduled back to back in the fall session.
Nine week courses.
What I wanted to talk about is my experience. I was blown
away. My experience with working with other faculty even though I'm not a
person who believes in a lot of collaboration. I don't
care for collaboration sometimes but this has been extremely rewarding. There
were things I thought my class was very good at. I don't think I'm going to get a
lot from the other participants but I was so wrong. The ideas
that some of them have. M E R C Y
college for converting power point into movies and doing all sorts of different things that had
never occurred to me has been fantastic.
They aren't the only ones. P A U L A has great ideas.
Everybody has had fantastic ideas. It has been
interesting to use exclusively creative common materials. That has been
fantastic too. Explore them and pull in things.
Organizing behind the information
gathering is putting everything up. They are the ones that have been doing sort of
what information literacy checks
creative common checks, copyright checks, they have been handling it.
That has been wonderful because I haven't had to do that.
I just want to say that K A L E I D O
S C O P E is still open for other colleges that want to get involved. I
recommend to anybody -- I do this on campus. I recommend it to you
that you do get involved in an O E R project. I just really learned so much.
Does anybody have any questions?
SPEAKER: Thank you. Great presentation. I loved
that it
has been a positive exper /EPBS for
experience for you. We did get one or two
questions that you can answer.
SPEAKER: Have you developed a course for social work? I don't
know. I have the list for phase three.
We do have sociology that is being worked on right now. There
are I believe right now they are up to about 60 courses that
have either been completed or are still being worked on. I know sociology
is in the group we are working on now.
How much time should you give faculty to convert a traditional course to O E R.
How much time? I have been working on all of my
courses at C E R R I T O S changing them to O E
R. Seriously about two years ago two and a half years ago after meeting
U N A -- at conference I came back and dumped
all text for all of the educational technology courses. I got permission from the
people I needed to get permission from. I went to use internet resources that
aren't necessarily O E R. Education technology is very hard to find
text books that pertain to just that area. To go in and do a really good
conversion, I don't know. Maybe N
A T A L I E, can you answer that one?
SPEAKER: The other thing I might add -- this is U N A. It is really going to
depend on your discipline and also I think if there is
existing open resources out there that can be very easily adapted, it will
go much quicker. Those are some of the things. N A T A L I E, if you want to say
something quickly, please do and we'll move onto Paul.
SPEAKER: It depends on the course whether developing from the ground up or if this is a conversion.
For most of our courses
we did three or four months but they also have a lot of support. There is editing and things like
that going on as well.
SPEAKER: Thank you. I'm putting my e-mail address in here. U N
A -- in chat. I'm happy to answer questions later on that occur to
people. As the outreach director I'm often a match maker
where I put you in contact with folks that have done this before and is can share
their expertise.
At that point I'd like to move onto our third presenter here which
is Paul who is the dean of information technology at paradise valley
community college. He is math instructor there
and co chair -- the largest community college district in the
state with ten colleges. Take it away.
SPEAKER: Thank you. We are definitely the largest in
the state of Arizona but one of the largest in the country. Good afternoon. Thank you
for joining us. We are ten colleges. I'm add paradise valley which is one of the
ten in the Phoenix area. For the last several areas we had faculty in various
content areas throughout our district using O E R. We call it packets of in
novation. Since we are such a big district with ten colleges and couple hundred
thousand students we thought it would make sense to scale this up.
A little background first before we jump into how we have been doing that, in
summer 2011 I started using O E R, videos
and exercises and my boss the president of our college
encouraged me to really get this going. I thought here I am this pioneer until I
reached out to some of my colleagues across the district and found out they
were a couple of years ahead of me. They had been doing
great work. I wasn't aware of it. Getting the word out -- that is
where events like this are helpful to get the information out there. Everyone wants
to share and see people adopt it and revise it. One person I reached
out -- I'm going to throw in a U R L in the chat
window. In chat. Posts information -- he has done about
3500 math videos on you tube and on that site and he is about
to hit 12 million views for his videos. He is really provided some great
resources for those across the country and the world.
Also when I met with James he showed me the excellent thing -- before I go away from this slide I
wanted to show you one of the things you do -- this is the cover of my laptop. Any time I'm out
and about trying to advertise ask
and communicate.
Scots dale community college has done -- plug ^ oh ^
-- she is doing webinar right after this
one and how they scaled up use of O E R in their department. It is almost basically their
entire department is using O E R. Fantastic story going on at Scots dale. They
say the students saved over 260 thousand dollars in
one department in one year.
James at Phoenix college we talked with one of his students
and asked for quotes. He mentioned not just great to have the savings
because money is so tight for so many students but also access and be able to have all students
have access to all materials for that class on day one. Many students aren't able
to get that. Even if they aren't in tough financial situations many students wait
to determine is it really worth my money to spend on this textbook. Maybe I can do
all right without it. Even my own kids I have two in college and they do the
same thing. We fight with them all the time. You need to get your text books.
He said I have my text books on day one.
Send out materials in advance and have access to materials long after the course is over
so they can use it for review as they move along in other classes.
Here is example and D O N N A will show more of this later. The course I'm
using we use a version of math A S which is a version
of my open math. Anybody can go to my open math dot
com and request an account and use this free program.
-- developed something similar
to my math lab and it is an online homework assessment
program. It has all the bells and whistles that those other programs have
and James videos as you see in the screen shot there are tied into those.
Any time you have a question, there is a video that goes along with it. There are video less
lessons that are a little longer. This is three and a half minutes. Video
lessons that explain why we are learning this lesson or six to ten minutes long. I
was going to show you more about that at the top of the hour so I'll leave that there.
Let's talk about how we scaled up or are in the process of that.
Myself and colleague my co chair young met
with our P R O V O S T and
vice Chancellor and presented her with this opportunity. We said we think can he with
we can scale up the usage
of O E R resources. We need help. She helped us and said you should put
presidents on the committee. Are presidents of colleges going to want it
be on our committee? They are. They attend regularly. We have nine faculty from
across the colleges and vice president, Dean's, instructional
designers and -- on slide. We have a
nice diverse group and helps us put together a strategic plan. I'm not
a big committee guy. Didn't get excited about having to form a committee but they have
been great. As we talked about earlier it is much better a lot more fun when you are co
llaborating with others and you get a much better product. I'm very happy with
this committee and their participation. I'm going to talk about internal grants we offer
for development but members of our committee serve as reviewers for those grants so we can step
aside and let others review those.
Four Rs of O E R. -- you probably heard these before. On slide.
We try to get others to adopt courses don't
create it from scratch. We try and
get people to do that. That is actually one of my challenges is I meet with people and they want to do so
much of putting their own spin on it that they really create a lot of additional work that may, or
may not be necessary. I was very excited to meet be
instructor yesterday that the first time I teach this course this summer I'm not going to make many changes. I'm
going to use as is and once I learn what I want to change, then I'll
make changes. I wish more would do that because it would speed up adoption. Right
now we tell people what ever they are comfortable with and
it will be successful for students.
Another thing to increase awareness and adoption I showed you -- I have that
on my laptop. We handout pens to folks that attend our
presentation. We have U R L to the project. We
put that out there as much as we can and carry around water bottle and give
those out to get people talking about it. We give tons of presentation. Go to
department meetings. It was N A T A L I E
talking earlier talking about whenever you have the opportunity. I met people on campus
just walking across campus and hallways, at lunch, even talked about it
with faculty members at happy hour. I think they wanted to
move to another table but we were excited about O E R and wanted to get their input.
Make sure people work with college libraries. They add richness to the
course and great in finding resources.
How are we doing so far? We started in the summer
with plan and surveying folks and getting the word out what we wanted to a
ccomplish. We hit some of our highest enrollment courses and in the middle of develop /PHEPT for those.
ment for those. We have internal grant. How much is that?
2500 dollars per person maximum and 7500 for
the team. We try and get teams of two or three or a little more. That is /AOE
equivalents what A D J U N C T gets
paid for three our class or faculty gets paid for overload for
three hour class.
Our executive sponsor mentioned when we do
proposal send out a statement of interest first. One minute it takes to fill out the statement of
interest. What course and who do you plan to work with. We take those statements of interest. We
had 16 of them for this phase and tried to connect. We play match
maker and say work together to develop a proposal so we can have a
richer proposal and much more scale able by having people
from different colleges. That worked out well with English 101 and 102. We got people
from different colleges getting together based an match making and working together to develop courses.
That is something I recommend as you move forward on your projects is gauge
interest and try to get people together.
We are calculating our savings. Question comes up how are you doing
it. We use our consortium and ask folks how they are doing it.
We investigated ways to do it differently. It came out the same. Someone offering the
course with free materials you are saving them hundred dollars per student.
We found that standard across. We used 75 dollars had
some nominal printed costs. Print the
textbook -- we surveyed faculty and ran student information system.
We are trying to get the word out not only for students for them to identify
easily what courses have free materials but for us to run reports so we can more accurately and
efficiently run those reports and determine savings.
Here is a screen shot of our website where you can find out more information about the project.
We also have on the left side there each semester we will add up the savings. Our /TPWOEL
goal is to get to 5
million dollars in five years. State of Washington -- to
-- doing great job. It is
fun to go to open ed conference. Last conference
in November everybody said what they were saving. It totalled up quickly. It is
exciting to see what we are saving students.
I will turn that over. This website is a continuous work in progress.
Things are update and changed and hopefully makes it easier to find
materials.
SPEAKER: Thank you very much Paul. Great presentations from all three of our presenters.
I want to make a plug. There is my picture only the left and cohort
-- on slide. He is president. We work
with many of you who are on today and we would love to work with more of you on helping you
to adopt O E R in your classroom or working with your faculty
only professional development. We offer a number of different options.
Contact me if you want to talk about work shops or provide input in
webinars we have or want information on faculty or student surveys for
O E R.
As I mentioned a moment ago we have monthly webinars. We had one in February
on open textbook and adoptions. We had
open stack and open Minnesota from the university of Minnesota the open
library folks. All our webinars are archived unless we have
technical problems. They are archived on you tube. We
are recording these as well on March 12. Those will be available to you as well.
We will have webinar on O E R impact research finding. Specifically to community
colleges and librarians who are working in O E R. In may
we have one on intellectual property
on open lie licensing and open trademarks. Probably one in June but
waiting on suggestions.
If you want to join meeting as well as webinars, please
contact me and I'll add you to our list.
At this point I'm going to open this up for questions. I have put everybody's
e-mail here so if for some reason we can't answer your question today, please go ahead and contact us
over e-mail. We will be happy to do so afterwards. Thank you very much.
Onto questions.
In chat. Asking about the
courses developed and where do they get posted.
In chat. This is one thing you asked
an interesting question. M A R I -- is posting
their open courses at location of their own when completed. Washington state who was in our webinar at
11:00 o'clock they post their open courses at the open course library.
N O V A will be posting theirs at their site.
N A T A L I E do you want to speak about where you will be
posting your open courses.
SPEAKER: Right now they are in Black Board. I believe you can get Black Board car
cart ridge which is compression of to
share. My director administration has been critical for
organizing everything. They are the ones working on that but I can get follow up for you.
SPEAKER: Okay if you want to find out about the N O V A courses
contact N A T A L I E.
Another question in chat. How do people
access the course if not registered as students. I can start this question. These are open educational
resources. Most of them are offered through the colleges themselves so you have to register as a
student but the content of the courses is available as an open education resource which
means you can take those resources and put them in your own learning management
system or offer them through your own mechanism. These for the most
part they are not an M O O C. They do require
registration at the colleges. I guess with the exception of K A L E I D O
S C O P E. Do you want to talk about those courses? Are they available to anyone or do you need
to come through the colleges?
SPEAKER: They are available to anyone. It is
sampling the courses where you put them in their
system. You go to that link. You click --
just show a partial of the course but there is a link that
says to contact them for more information to request a
-- here it is. To request a cart
ridge version of a course.
SPEAKER: The idea is you can take these courses and use them at your own college but
you wouldn't send your student to take the course C Y
N T H I A developed.
SPEAKER: Not unless you want to take my course but it will
be standard learning outcomes for C E R R I T O S. They give you the cart ridge
and you will have no problems populating your course and you go in and modify it to
meet your colleges student learning outcomes. Peck
SPEAKER: Thank you. We are waiting for final questions.
Does anyone want to make final comments before we close the
webinar today?
SPEAKER: I'm in the process of typing in information about publicly available courses so the
content should be available probably not like the exams or quizzes. Certainly if there is a
single version of it, they won't be. There is a way within canvas to make
it publicly available. It is a link. No log in. I'm going to include a link
to one of our faculty wrote. It is course on how to create
an O E R composition course.
SPEAKER: Great for English composition, right ?
SPEAKER: Correct.
SPEAKER: Just trying to clarify. All right. N A T A
L I E any final comments?
SPEAKER: No, if anybody has questions please feel free to
e-mail me and I'll get back to you.
SPEAKER: Thank you so much to all of you for coming today and
hearing about these projects. I have heard them before and I'm inspired every time I hear about
them again and I hear about the progress they have made since the last I'm I heard about them.
Thank you so much we appreciate your time and hope to see you guys online and hope youwill join us for some more consortium activities.