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OER: Equity and Effectivenessin Education
David Wiley, PhDChief Academic Officer, Lumen Learning
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Unless otherwise notedthis presentation is licensed CC BY 4.0
Download slides fromslideshare.net/opencontent
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How do we fully leverage ICTin education?
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Share and Collaborate, Freely
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Share and Collaborate, Freely
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Copyright law prevents us from fully leveraging the power of ICT
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Copyright restricts our ability to share with each other and collaborate
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price = 1 / supply
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with digital, supply is infinite
price => $0
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© keeps prices of digital educational materials
artificially high
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WhatICT Makes Possible
© Makes Illegal and Expensive
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use copyright licenses to enable sharing
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Open Educational Resources
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Which “open”?
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open ≈ free
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free is assumed online
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Free
Open
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open = free + permissions
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Open
1. Free and unfettered access
2. Perpetual, irrevocable 5R permissions
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• Make and own a copyRetain• Use in a wide range of waysReuse• Adapt, modify, and improveRevise• Combine two or moreRemix• Share with othersRedistribute
The 5Rs
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What ICT Makes
Possible
OER Makes Legal and
Free
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OER give us permission to fully leverage ICT in education
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“beautiful”
“delicious”
“quality”
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quality
effective
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A Multi-Institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-secondary Students
Fischer, Hilton, Robinson, and Wiley
Journal of Computing in Higher Education (2015)
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Participants
• 4,909 treatment• 11,818 control• 50 different undergraduate courses • 130 teachers• 10 institutions
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Methodology
Quasi-experimental design with:• Propensity score matched groups• Dependent variables: Completion; C or Better;
Credits Enrolled This Term; Credits Enrolled Next Term
• Independent variable: Textbook condition• 3 covariates: age, gender, and race
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Journal of Computing in Higher Education (2015)
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Credits TakenSemester OER Users Others Result
Fall 13.29 11.14 t (8101) = 27.81 p < .01
Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01
Journal of Computing in Higher Education (2015)
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OER Degrees
When all courses adopt OER so a student can graduate without ever being asked to buy a textbook
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Over 50 US colleges have launched OER Degree programs
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Improving Course Throughput Rates and Open Educational Resources: Results from the Z Degree Program at Tidewater Community College
Hilton, Fischer, Wiley, and Williams
Accepted International Review of Research in Open and Distance Learning
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Course Throughput Rate
IRRODL (in press)
Drop Deadline
WithdrawDeadline
FinalGrade
35,000Students
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2.3% 1.8%
9.9% 8.1%
68% 74%
Face to Face Courses
60% | 66%
Drop
Withdraw
C or Better
CTRIRRODL (in press)
OERTraditional
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4.0% 1.4%
13.7% 13.1%
66% 70%
54% | 60%
Drop
Withdraw
C or Better
CTRIRRODL (in press)
Online Courses
OERTraditional
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openedgroup.org/review
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Sustainability of OER
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Sustainable models for:
1. Creating OER 2. Continuously improving OER3. Translating and localizing OER
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Disposable Assignments
Students do the homeworkFaculty grade the homeworkStudents throw away the homework
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120,000,000 postsecondary students worldwidespend 14,000,000,000 hours doing homework
every year
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120,000,000 postsecondary students worldwidespend 14,000,000,000 hours doing homework
every year
If faculty spend 5 minutes grading for every hour students spend on homework, that’s 1.2B hours
every year
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Renewable Assignments
Students create and improve OERFaculty edit students’ workStudents share their work as OER
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PM4ID
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Everyone wants to make a difference
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OER give us permission to fully leverage ICT in education to:
1. Improve affordability, 2. Improve student success, 3. Invigorate pedagogy, and4. Impact at scale