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IMPACT & OPPORTUNITY of OPEN EDUCATIONAL RESOURCES (OER)

Paul Stacey. IMPACT & OPPORTUNITY of OPEN EDUCATIONAL RESOURCES (OER). 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/.

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IMPACT & OPPORTUNITY of OPEN EDUCATIONAL RESOURCES (OER)

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  1. Paul Stacey IMPACT & OPPORTUNITY of OPEN EDUCATIONAL RESOURCES (OER) Case Study Except where otherwise noted these Innovations 2013 materials are licensed under a Creative Commons Attribution 3.0 Unported License (CC-BY)

  2. http://www.openeducationweek.org/

  3. Prepare TAA-eligible workers and other adults for high-wage, high-skill employment or re-employment in growth industry sectors Increase certifications, certificates, diplomas, and other industry-recognized credentials that meet industry needs Introduce innovative & effective methods for curriculum development and delivery particularly around online & technology enabled learning Demonstrate improved retention, completion, & employment outcomes as a result of the funded program. DOL TAACCT Priorities http://www.doleta.gov/taaccct/

  4. 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, Revise, Remix & Redistribute

  5. 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.

  6. 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

  7. http://creativecommons.org/Licenses for OER, Open Access and cultural work sharinghttp://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, through Universal Design for Learning

  8. 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

  9. http://open4us.org/ Services • 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.

  10. http://open4us.org/ Services • 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

  11. See Licenses at: http://www.creativecommons.org

  12. Creative Commons License Features

  13. Spectrum of Openness TAACCCT license CC-BY Which of these licenses are suitable for OER?

  14. Creative Commons License Chooser http://creativecommons.org/choose/ http://youtu.be/iHDYenuFFtA

  15. http://wiki.creativecommons.org/Marking http://openattribute.com

  16. Find OER http://open4us.org/find-oer

  17. Adaptations Collections http://wiki.creativecommons.org/Frequently_Asked_Questions

  18. 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.

  19. 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. ”

  20. Universal Design for Learning “Learner Variability”

  21. “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 abouteffective practice.” Strengthen Online &Technology-Enabled Learning

  22. An approach to designing, developing, delivering and improving learning experiences

  23. Platform+: Basic Authoring Tools

  24. 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.

  25. Co-Development Case Study – National STEM Consortium Cyber Technology CompositeMaterials Electric Vehicle Technology Environmental Technology Mechatronics Pathways STEM Bridge Fasttrack, Remediation http://www.nationalstem.org/ http://www.nationalstem.org/

  26. 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.

  27. 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

  28. See the STEM Readiness course:http://oli.cmu.educourse key: stemof13s 34

  29. OLI Team-based design and development

  30. OLI Development Process

  31. Data Drives Powerful Feedback Loops

  32. oli.cmu.edu

  33. Q&A Paul StaceyCreative Commons web site: http://creativecommons.org e-mail: pstacey@creativecommons.orgblog: http://edtechfrontier.com presentation slides: http://www.slideshare.net/Paul_Stacey

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