Going Open: Lessons Learned from the Open Course Library
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Transcript of Going Open: Lessons Learned from the Open Course Library
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Going Open - Lessons Learned from the Open Course Library
NW eLearn 2011 – Vancouver, WAOctober 13, 2011
Tom Caswell & Scott DennisWA State Board for Community & Technical Colleges
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“Open” Terminology:Open = free/flexible/sharable Open License = sharable license (example: Creative Commons’ most open license: CC-BY)Open CourseWare (OCW) = sharable course materialsOpen Educational Resources (OER) = sharable learning materials (broader than OCW)
Open?
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Why is “Open” Important in Education?1. Efficiency & Affordability2. Quality3. Self-interest4. Collaborative Serendipity
Making the Case for “Open”
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What is this madness??(How do we do open?)
Making the Case for “Open”
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A simple, standardizedway to grant copyright
permissions to your creative work.
What is Creative Commons?
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Attribution
Non-CommercialNo Derivative Works
Share Alike
http://creativecommons.org/choose
Step 1: Choose License Conditions
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Step 2: Receive License
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Each CC license comes in 3 formats:
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500 million open resources so far
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Higher Ed
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• Goals– Design and share 81 high enrollment,
gatekeeper courses– Improve course completion rates– Lower textbook costs for students (<$30)– Provide new resources for faculty to use
in their courses– Fully engage our colleges in the global
open educational resources discussion.
Open Course Library
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• Phase 1: 42 courses– Available October 31, 2011 at
http://opencourselibrary.org• Phase 2 : 39 courses
– Available Spring 2013
Timeline
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81 courses built by our own faculty1. Define learning objectives2. Use existing, quality Open
Educational Resources (OER)3. Fill in gaps with their own content
Design Process
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How does OER help teach more students and teach them better?
1. Non-rivalrous, scalable, searchable2. Allows students to preview and
review• Paves the way for lifelong learning
3. Can be customized, translated, improved
• Data feedback loops are useless without the ability to change the content
More? Better? Faster?
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• 81 courses = 411,133 enrollments / year• Textbook savings up to $41M+ in / year • At 25% adoption (faculty decision), savings
to students will be $7.2M / year. • Completions rates may also increase when
all students can afford course materials
Potential Savings
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Lessons Learned
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Phase 1 Faculty Concerns:• Many were unfamiliar with ANGEL LMS• No way to compare work between course
teams• Too many websites to keep track of
Phase 2 Adjustments:• Using Google Docs to collaborate & share as
we go• All project information in one Google Site
Lessons Learned
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Pros:• Collaborative, consistent, simple tool
– Similar to Microsoft Word• Broader adoption base – not limited to
specific LMS communities (LMS-neutral)• Allows for easier viewing, sharing, saving
copies
Cons:• No automated quizzed & assessments
– Designers can link to other tools or type up questions
• LMS adopters : move OCL resources into LMS
Why Google Docs?
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• Measuring adoptions– How to count adoptions in the open
• Institutional concerns over copyright– Is the YouTube “take down” policy
adequate?• Technical challenges with current
technology– Need better support for versioning
content– Need “push-button” open publishing
feature
Other Challenges
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Tom CaswellScott Dennis
State Board for Community & Technical Colleges
http://opencourselibrary.org
Slides at: http://slideshare.net/tom4cam