How Open Educational Resources and Digital Technologies are Changing Higher Education
Download as PPTX, PDF3 likes1,612 views
This document discusses how open educational resources (OER) and digital technologies can help break the "iron triangle" of higher education by lowering costs, increasing access, and maintaining quality. It outlines the current challenges of high textbook costs and limited access to education. By adopting open licenses for publicly-funded educational content and sharing resources through initiatives like Open Course Library, institutions can leverage digital technologies to improve affordability and scalability while benefiting students. The goal is to explore more sustainable models for higher education using open, networked approaches.
How Open Educational Resources and Digital Technologies are Changing Higher Education
- 1. How Open Educational Resources & Digital TechnologiesAre Changing Higher EducationTom CaswellOpen Education Policy AssociateWA State Board for Community & Technical Colleges2011 Technology InstituteSeptember 20, 2011
- 2. Iron Triangle“In the view of many college and university presidents, the three main factors in higher education—cost, quality, and access—exist in what we call an iron triangle. These factors are linked in an unbreakable reciprocal relationship, such that any change in one will inevitably impact the others.” - Public Agenda research on opinions of higher education presidentsSource: The Iron Triangle: College Presidents Talk About Costs, Access, and Quality, Public Agenda, October 2008.
- 3. Iron TriangleQuality vs. Cost vs. Access The “Iron Triangle” suggests institutions are constrained in their ability to adapt.AccessCostQuality
- 4. Affordances of Digital ContentVs.Rivalrous vs. Non-Rivalrous Resources
- 5. How do we currently attempt to harness digital networked technologies?
- 6. Global TrendsInternet + Digital Content = Lower CostGreater Access Greater QualityRight?
- 7. Global TrendsInternet + Digital Content = Lower CostGreater Access Greater QualityWRONG!
- 8. We have a problem
- 9. Current Academic Publishing ModelTextSource: http://righttoresearch.org
- 10. Current Academic Publishing ModelSource: http://righttoresearch.org
- 11. ©
- 13. Making the Case for “Open”Internet + Digital Content + Open License= Lower CostGreater AccessGreater Quality
- 14. Making the Case for “Open”Open Educational Resources (OER)US Dept. of Ed. Definition: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 or repurposing by others.
- 15. Making the Case for “Open”Why is “Open” Important in Education?Efficiency: Build on existing investmentsAffordability: Students can’t afford textbooksQuality: We tend to do our best work when we know our peers can see itSelf-interest: Increased faculty exposure, reputation, and opportunities
- 17. What is Creative Commons?A simple, standardizedway to grant copyright permissions to yourcreative work.
- 18. Share AlikeAttributionNon-CommercialNo Derivative WorksStep 1: Choose License Conditionshttp://creativecommons.org/choose18
- 19. Step 2: Receive License19
- 20. Each CC license comes in 3 formats:
- 21. 400 million open resources so far
- 22. Higher Ed
- 23. Meanwhile, back at the textbook ranch…
- 25. Textbook AffordabilityThe high cost of textbooks has reduced Washington citizens’ access to higher education.Full-time students spend over $1,000 on textbooks every year. College Board Report: Trends in College Pricing (2007)
- 26. Student AdvocacyWA CTC Student Voice Academy Top issue three years running: CUTTING TEXTBOOK COSTS
- 27. Textbook AffordabilitySBCTC Example:English Composition I 50,000+ enrollments / yearx $100 textbook =$5+ Million every year
- 28. Textbook AffordabilityThe current Higher Education textbook market is estimated at $8.2 billion, and is expected to reach over $9 billion by 2014.Total market size based on Eduventures Textbook Market Study and the National Association of College Stores, 2009.
- 29. The Old Economics (Rivalrous)Print, warehouse, and ship a new book for every student
- 30. The New Economics (Non-Rivalrous)Upload one copy, and everyone uses it simultaneouslyMaking copies, storage, distribution of digital stuff = “Free”
- 31. http://techplan.sbctc.edu“We will cultivate the culture and practice of using and contributing to open educational resources.”
- 32. WA LegislationSSHB1025Faculty consider the least costly practices in assigning course materials, such as adopting the least expensive edition available, adopting free, open textbooks when available, and working with college librarians to put together collections of free online web and library resources, when educational content is comparable as determined by the faculty…
- 33. WA LegislationSSHB1946 – two big ideas – share technology and share content.(v) Methods and open licensing options for effectively sharing digital content including but not limited to: Open courseware, open textbooks, open journals, and open learning objects…
- 34. State Board “Open” PolicyAll digital software, educational resources and knowledge produced through competitive grants, offered through and/or managed by the SBCTC, will carry a Creative Commons Attribution License (CC BY).
- 35. Open EducationOpen Course Library GoalsDesign and share 81 high enrollment, gatekeeper coursesImprove course completion ratesLower textbook costs for students (<$30)Provide new resources for faculty to use in their coursesFully engage our colleges in the global open educational resources discussion.
- 36. Open Course LibraryPhase 1: 42 coursesAvailable October 31, 2011 at http://opencourselibrary.orgPhase 2 : 39 coursesAvailable Spring 2013
- 37. Open Course Library81 courses built by our own facultyDefine learning objectivesUse existing, quality OERFill in gaps with their own content
- 38. Open Course Library81 courses = 411,133 enrollments / yearPotential Impact: $41M+ in textbook costs / year If adopted by 25% of the sections in the system (faculty decision), savings to students will be $7.2M / year. Completions rates may also increase when all students can afford course materials
- 39. Next Steps: Open Course LibraryDriving Open Course Library Course AdoptionsRegional conferences and workshopsNew faculty trainings Building open sharing into existing teaching workflows and technologiesLecture captureNext LMS will have “open sharing” feature
- 40. Next Steps: Open Learning Initiative What would happen to the quality of curriculum if digital content was shared and course (re)design was data driven?How can we use technologies and shared content to significantly increase completion rates?
- 41. Next Steps: Open Learning Initiative Carnegie Research Results:OLI students completed course in half the time with half the number of in-person meetingsAccelerated learning study (Statistics): 33% more content, learning gain in standardized test 13% OLI vs 2% in traditional face-to-face classOLI Online vs. traditional: OLI 99% completion rate vs 41% completion rate traditionalLovett, M., Meyer, O., & Thille, C. (2008). The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education.
- 42. Next Steps: Open Learning Initiative Piloting OLIin our collegesTrain faculty in our CTCs to use OLIFaculty teach with OLI for 3 quartersExamine completion rates
- 43. WA Education Master PlanEducate More CitizensRaise educational attainment to create prosperity, opportunity Policy Goal: Increase the total number of degrees and certificates…By 2018, raise mid-level degrees and certificates to 36,200 annually, an increase of 9,400 degrees annually.
- 44. More? Better? Faster?How does OER help teach more students and teach them better?Non-rivalrous, scalable, searchableAllows students to preview and reviewPaves the way for lifelong learningCan be customized, translated, improvedData feedback loops are useless without the ability to change the content
- 45. NEW HE Models are En Route
- 46. What if…What if all publicly funded educational content was open access? What kind of efficiencies could higher education yield? Simple idea: public access to publicly funded educational materials.
- 47. OnlyONE Thing Matters:Efficient use of public funds to increase student success and access to quality educational materials. Everything else (including all existing business models) is secondary.
- 48. Conclusion:We can break the “Iron Triangle” IF we:Ask “what is best for students?”Openly license and share our educational and scientific resourcesExplore more affordable, scalable models for higher education using digital, networked, open technologies
- 49. Tom CaswellOpen Education Policy Associate, State Board for Community & Technical Collegestcaswell@sbctc.eduhttp://opencourselibrary.orgSlides at: http://slideshare.net/tom4cam
Editor's Notes
- #7: We start with the Internet. Internet connectivity is virtually everywhere, and it provides the greatest distribution channel we have ever known.When we add digital content to the World Wide Web, we should be able to lower costs, increase access, and increase quality… right?
- #8: WRONG!
- #10: One example of this problem is our current academic publishing model.Higher Ed faculty write research articles for free. Other faculty review these submissions… also for free. Journals then publish and sell access to these articles back to institutions that created them. Subscriptions can cost $25,000 or more for EACH JOURNAL. As libraries are forced to scale back their offerings of academic journals we have a situation where a professor could write an article for a journal and then be unable to access it.
- #11: This is insane! So what is missing?
- #12: It turns out that copyright law hasn’t kept up with digital content and global connectivity. So even though the technology allows us to copy and share digital content in non-rivalrous ways, the default, “All Rights Reserved” copyright model requires users to request permission from copyright holders before using their content. Not very efficient or scalable for those who want to share their creative works.
- #13: We need a way to make sharing digital content easy, legal, and scalable. This is where open licensing comes in.
- #30: The old model isn’t working for us
- #31: We need to leverage open, digital technologies to lower costs AND better meet the needs of our students.
- #35: In 2010 the State Board approved the first “open” policy.
- #36: Through a match from the Gates Foundation and the State Legislature, the Open Course Library initiative was created. The goals of the Open Course Library are to:design and share 81 high enrollment, gatekeeper coursesImprove course completion ratesLower textbook costs for students (<$30)Provide new resources for faculty to use in their coursesFully engage our colleges in the global open educational resources discussion