OpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
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The document discusses the use of open licenses in MOOCs to enhance collaboration and reduce development costs, highlighting the partnership between the Open Education Consortium (OEC) and edX. It includes survey findings on the time and costs associated with developing MOOCs, the reuse of Open Educational Resources (OER), and institutional impacts from institutions like Hokkaido University and Tufts University. Case studies, such as the tess-india MOOC, illustrate the benefits of OER in raising teaching standards among educators in various countries.
OpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
- 1. OpenMOOCs: Using Open Licenses To Enhance Collaboration and Reduce Costs Una Daly Director Curriculum Design & College Outreach Open Education Consortium Katsusuke Shigeta Associate Professor, Hokkaido University Thursday, Nov 19, 2:45 pm Unless otherwise indicated, this presentation is licensed CC-BY 4.0
- 2. 300+ Open Education Consortium Community of hundreds of higher education institutions & organizations committed to advancing open education and its impact globally.
- 3. Mathieu Plourde {(Mathplourde on Flickr) http://www.flickr.com/photos, licensed CC-BY-2.0
- 4. Rise of the MOOCs
- 5. Free no cost Open No cost + permission to modify By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/ By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/ What is an Open MOOC?
- 6. Why Open MOOCs? • Opportunity to leverage existing OER/OCW and add benefits of interaction and data collection • Combine open enrollment with open content to create a diverse array of Open MOOCs • Many members want to participate but don’t have the opportunity, or want a test before committing fully • Alignment with OEC membership to expand access to knowledge.
- 7. OEC + edX (OECx) Partnership Created • Offer OEC members reduced cost platform to develop and test MOOCs • edX is open source platform, fits with our mission
- 8. • Hokkaido University, Japan • Anne Arundel Community College, USA • Tufts University, USA • Tess-India, Open University, UK • Universidad Politécnica de Madrid, Spain • Spanish • National Chiao Tung University, Taiwan • Mandarin Eleven MOOCs: Three Languages
- 9. Pilot OpenMOOC Survey Questions • Did using OER make it easier to develop a MOOC? – Time to develop – Cost to develop • What benefits did making an Open MOOC bring to your institution?
- 10. Pilot OpenMOOC Survey • Time commitment is significant: • > 40 hours Instructional Designers • > 40 hours faculty time • > 40 hours course facilitators • Didn’t redo video: 10-20 hours video editing • New video: >100 hours shooting and editing • Project managers 10 hours • High level administrators 10 hours
- 11. Pilot OpenMOOC Survey • Re-use of OER varied • Range was 25% - 100% new content • Lower costs = higher amount of OER used • New content was primarily new video made specifically for edX MOOC format • All had to create at least some new content to fit the platform and requirements
- 12. Pilot OpenMOOC Survey • Cost depends on the extent of modification of materials • Range was US $6,500 - $100,000 • Inclusive of staff time & resources • Extensive video work was most expensive • Changing platform requirements has increased some time and costs • Changing platform requirements has made remix more challenging
- 13. Pilot OpenMOOC Survey Examples of Institutional impact • Tufts, UPM have updated their OER with content created for the MOOCs • Hokkaido created Japanese version for class first and then English version for OECx • TESS-India reached hundreds of teachers in India, scaled their mission & had a direct impact on teachers • Anne Arundel instructors reported improving instructional design for blended courses using OER
- 14. Case Study: TESS-India MOOC, Open University • Audience: Teacher Educators in India • Goal: Raise achievement in elementary and secondary schools through improving quality of teaching • Hypothesis: Through use of high-quality OER, teacher educators can close the gap
- 15. MOOC Learners by Country • 3185 learners: 347 honor, 4 verified certificates • Median Age: 35, Females: 56% • Majority were teachers or teacher educators • First MOOC for many
- 16. Pre-course Motivations • Survey taken by 22% enrolled learners – Improve professional learning (34%) – Improve teaching (19%) – Opportunity to collaborate with other educators (13%)
- 17. Post-course Findings • Nominated participants were majority of certificate recipients. • Connectivity challenges: videos, etc. • Improved digital information literacy • Greater level of familiarity with the TESS- India OER repository and OER overall
- 18. Next Steps • TESS-India MOOC second run begins Nov 23, 2015. • Translated (into regional language) version of TESS-India MOOC tentatively scheduled for first half of 2016.
- 19. Case Study: Radiation MOOC – Hokkaido University Audience: Faculty and students to be interested in the field Goals: -Opening up education from HU for internationalization -Promote advanced education program efforts at HU Hypothesis: Opening MOOC materials as OER, faculty and students can use for various purposes
- 20. RADIO101x: Effects of Radiation Title : Effects of Radiation: An Introduction to Radiation and Radioactivity Length : July 14, 2015 – August 24, 2015 Assignments : Weekly quizzes (50%), Mid-term exam (40%), Final exam (10%) Enrollments : 4,300 (About 400 enrollments obtained certificate) Instructors : Eight instructors from engineering/veterinary medicine department
- 21. Precondition at HU: University Consortium to introduce OER • Create liberal arts courses for university- wide consortium – 7 public universities at Hokkaido area – Utilize videoconferencing • Develop education programs to utilize OER – Flipped classroom and active learning – Aim to Improve student outcomes • Start credit bearing courses from 2015 spring
- 22. OER Repository • Academic Commons For Education (ACE) – Open edX based platform – Develop “MOOC-type” OER http://ace.iic.hokudai.ac.jp/ (Required signing on）
- 23. Post-survey: Motives for taking the course 0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
- 24. Post-survey: What made them reach to the end? 0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
- 25. OECx: Learners Affected • Total Enrollments: over 35,000 – Average enrollment: 4000 – Average Certificates: 8 % • Mostly Free Honor • Some Fee-based Verified
- 26. Preliminary conclusions • OER can provide a solid base for building MOOCs • Format and license of the OER affect how easily it can be incorporated as-is • MOOCs provides interactivity to OER • Chunking content in preparation for MOOCs is good for OER as blended learning resource • Openly licensed content for MOOCs can be more readily used by institutions and advances their mission
- 27. Thank you!
Editor's Notes
- #4: Actually MOOCs started in 2003 at Athabasca University in Canada. They were an experiment in online learning using social media lead by George Siemens (father of connectivism) and other colleagues.
- #5: 2012 was declared year of the MOOC Coursera, edX, and Udacity launched Universities saw this as a strategic opportunity to innovate, expand access, attract students
- #6: Free = no cost Open = no cost and openly licensed, at least including the right to modify
- #7: Leveraging existing OER meant a cost-savings by not having to recreate
- #8: Leveraging existing OER meant a cost-savings by not having to recreate
- #15: The TESS India project is lead by the Open University, UK and funded by UK Aid and works with 7 state governments in India was started in 2012. Its aim is to “raise standards of achievement at elementary and secondary level schools in India by improving the quality of teaching and teacher education” through providing of high quality OER freely available to all. They have bullt a large OER repository of instructional materials including lesson plans, insturctional materials, and videos that are captioned and translated into multiple Indian languages.
- #16: 29% India, 14 % US, 3% UK, Mexico, 2% Brazil, Pakistan, Spain, Philippines, Canada 20% 0-25 yrs, 50% 26-40 yrs,30% > 40 yrs
- #17: Pre-MOOC survey with educatoras