OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the Textbook
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This document discusses a study on the implementation of Open Educational Resources (OER) in a community college mathematics department, highlighting the transition from traditional textbooks to OER materials, which significantly reduced costs for students. The study indicates positive feedback from both students and faculty regarding the quality and supportiveness of the OER materials, with substantial cost savings and improved learning experiences reported. Future plans include further improvements, expansion of OER offerings, and collaboration with other campuses to enhance the effectiveness of these resources.
OCWC Global Conference 2013: Open Educational Resources in Action: Beyond the Textbook
- 1. Open Educational Resources in Action: Beyond the Textbook Description, results, and analysis of a study on the use of an open learning system in a community college mathematics department Dr. Donna Gaudet - Scottsdale Community College – Arizona, USA This work is licensed under a Creative Commons Attribution 3.0 Unported License. John Hilton III – Brigham Young University – Utah, USA
- 2. Image Source: Wolfram Alpha Scottsdale, Arizona
- 3. All images in the public domain
- 4. Scottsdale Community College Image Source: Donna Gaudet
- 5. One of 10 Colleges – Maricopa Community College District
- 6. SCC Statistics • 11,000 student enrollments each semester • Full time = 12 credits, Average = 7 • Full-time students: 30% • Age range: 17 to 92, average = 29 • Female (55%), Male (45%) • Tuition - $76 per credit hour (in county resident) Source: http://www.scottsdalecc.edu/admissions/fast-facts
- 7. SCC Statistics (cont). • Ethnicity – 4% American Indian, 10% Hispanic – 3% Black, non Hispanic, 3% Asian/Pacific Islander – 71% White, non-Hispanic, 9% Not specified • International Students – Almost 1000 students from nearly 100 countries – SCC students study abroad in Australia, New Zealand, Mexico, France, Italy, and other parts of Europe Source: http://www.scottsdalecc.edu/admissions/fast-facts
- 8. Background and Need for OER
- 9. Frustration with the Rising cost of education • According to the Consumer Price Index, from 2007 to 2011 – The cost for Educational Books and Supplies has risen 26% – The cost for Tuition has risen 21% • According to the National Center for Education Statistics – Average earnings for college students have dropped by 3%
- 10. Image Source: http://thethinkerblog.com Image attribution: TJ Bliss
- 11. Attempts to contain costs of Textbooks • Containing textbooks costs is difficult. – New Editions are released with no significant added value. – Used books are often unavailable due to • Discontinuation by the bookstore • Design of the book itself • Need for an Online Software Package • Attempts to teach a course without a textbook – Limit the resources available to the student – Place a much greater workload on faculty – Increase printing costs for the college
- 12. SCC’s Transition to OER
- 13. SCC’s transition to Open Educational resources • The math faculty had increasingly been using components of OER to facilitate our classroom instruction. • We had also been developing our own OER’s for use in our hybrid and online courses • New technologies such as LiveScribe Pens, SoftChalk, Screencast, MathAS and many more had been utilized. • In 2011-2012, these efforts were brought together to create a complete learning environment for our Introductory, Intermediate and College Algebra courses. – Textbook – Online HW Software – Video Lessons – Video HW Assistance
- 14. Text Book and Interactive Learning Environment Package provided by Wiley and Pearson Education Intermediate Algebra 1352 Students Publisher Learning Resources Introductory Algebra 1250 Students $110.26 per Student $182,086.76 per Semester College Algebra 701 Students
- 15. Text Book and Interactive Learning Environment provided through OER Introductory Algebra 1250 Students College Algebra 700 Students Traditional Copyrighted Material Transition Open Educational Resources Maximum of $15 per Student Text Book and Interactive Learning Environment provided through OER 86% decrease in costs
- 16. SCC’s Open Learning System
- 18. Locally created OER workbooks are the main support for content delivery for each course. Workbooks contain video examples, You Try problems, practice problems, lesson assessments. Created InHouse Workbook
- 19. Videos Accompany Each Example
- 22. Online Availability of Workbooks – Free Download
- 23. Video Tutorials – primarily created in house by SCC faculty – support the delivery of content through the MiniLessons in each workbook. Created InHouse Video Tutorials
- 24. Video Sources • Created In-House by our Faculty – Livescribe pencasts – Screencasts to You Tube – http://sccmath.wordpress.com • Created by Faculty at other sister institutions – James Sousa – Phoenix College – mathispower4u.com – Math Instructor Releases 2600 videos under Creative Commons Attribution
- 26. SCC IMathAS is an open source web based mathematics assessment and course management platform. This system provides delivery of homework, tests, and diagnostics with rich mathematical content. SCC IMathAS Online HW Software
- 28. Video Help Inside Problems
- 29. CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. CK-12 Textbook
- 30. One Learning System – Many Options
- 31. Before Class Between Classes D A Y 1 D A Y 2 Video Tutorials Online Homework Software Textbook Workbook Workbook MiniLesson You Try Practice Problems Online Homework Software After Classes Regular Class Format – class twice a week
- 32. Before Class C L A S S Online Homework Software Textbook Workbook Workbook MiniLesson You Try Practice Problems Video Tutorials Hybrid Format – class once a week Before Class
- 33. Online Homework Software Textbook Workbook Workbook MiniLesson You Try Practice Problems Video Tutorials Online Format – No Class Meetings I N S T R U C T O R F E E D B A C K
- 34. Fall 2012 – Implementation Results • Completely open source for Introductory Algebra through PreCalculus (5 classes) • 42 instructors (full time and adjunct) • 65 sections (around 1820 students) • Roughly $182,000 student textbook dollars saved
- 35. Success Results Percentage of Students Earning a C Grade or Better Fall 2010 Fall 2011 Fall 2012 MAT 09x 62% (n=790) 67% (n=704) 51% (n=643) MAT 12x 60% (n=748) 63% (n=721) 62% (n=764) MAT 15x 65% (n=448) 64% (n=388) 65% (n=461) MAT 182 56% (n=106) 61% (n=109) 58% (n=95) MAT 187 53% (n=72) 48% (n=82) 55% (n=80)
- 36. Completion Results Completion Rates Fall 2010 Fall 2011 Fall 2012 MAT 09x 75% (n=790) 79% (n=704) 64% (n=643) MAT 12x 79% (n=748) 76% (n=721) 75% (n=764) MAT 15x 73% (n=448) 72% (n=388) 76% (n=461) MAT 182 58% (n=106) 72% (n=109) 72% (n=95) MAT 187 68% (n=72) 62% (n=82) 64% (n=80)
- 37. So what do SCC students and faculty think about the OER materials? Fall 2012 paper-based surveys 966 students 20 faculty
- 38. 12 491 263 105 28 11 0 50 100 150 200 250 300 350 400 450 500 550 No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagree Overall, the materials adequately supported the work I did in class
- 39. 9 426 285 139 34 17 0 50 100 150 200 250 300 350 400 450 No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagree Overall, the materials adequately supported the work I did outside of class
- 40. 26 483 210 133 33 25 0 50 100 150 200 250 300 350 400 450 500 550 No Response Strongly agree Slightly agree Neutral Slightly disagree Strongly disagree I would recommend the use of these materials to my classmates.
- 41. “What additional comments do you have regarding the quality of the open materials used in your class?” (210/255 (82%) positive) • “They were good. Definitely worth not having a massed produced book for.” • “I never had an open materials class before. It made work less stressful and learning more enjoyable – didn’t constantly feel frustrated and was able to look through notes when I got stuck.” • “The quality was excellent. It really helped my understanding.”
- 42. “What additional comments do you have regarding the quality of the open materials used in your class?” (210/255 (82%) positive) • “Buying textbooks is out of date and I think materials should be inexpensive.” • “I love saving money, I am poor.” • “I like the open materials, textbooks are so expensive that it makes me not want to buy them.” Image Credit: http://commons.wikimedia.org/wiki/File:Dollar_sign_%28reflective_metallic%29.gif
- 43. Faculty Responses “Do you feel that the OER materials adequately supported the work that was completed INSIDE the classroom? Why or why not?” • 15 responses – 13 yes • “Yes, although I will rearrange some of the material next time around. For example, I like to cover properties of exponents BEFORE exponential and logarithmic functions as we use these properties at that time in my class” • “Yes, it is a complete resource.” • The “No” response comments • “Need more specific examples” • “Most of the time it was supported.”
- 44. Faculty Responses “Do you feel that the OER materials adequately supported the work that was completed OUTSIDE the classroom? Why or why not?” • 15 responses – 13 yes • “Yes, these materials provided the students useful resources” • “Yes. It focused in the lesson well.” • The “No” response comments • “Mostly - often students had online questions, which were discussed through MathAS or in class” • “In Math 12x, the online HW contained questions that were not written in the style of the workbook questions. Some students had difficulty in transferring their skills to the online questions.”
- 45. Thorns and Roses – A massive department OER effort Roses Cost savings for students Department community building and support Energy of the new users Support of department and administration Introduction of creative teaching approaches Thorns Huge amount of development time Maintenance and updates Distribution (bookstore!) Adjunct faculty buy-in Image Credits: http://upload.wikimedia.org/wikipedia/commons/8/8c/Rose- thorns.JPG, http://commons.wikimedia.org/wiki/File:Rose_red_on_white_back ground.jpg
- 46. Where do We Go from Here? • Continue improving OER materials • Expand offerings (Arithmetic – Sp 2013) • Work with other campuses in our district (4 other campuses are connected to this project) • Continue offering the OER survey and use the results to make improvements
- 47. Questions/Contact • Donna Gaudet – donna.gaudet@scottsdalecc.edu • John Hilton III – johnhiltoniii@byu.edu • Website: http://sccmath.wordpress.com