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How Open Educational Resources & Digital TechnologiesAre Changing Higher Education,[object Object],Tom Caswell,[object Object],Open Education Policy Associate,[object Object],WA State Board for Community & Technical Colleges,[object Object],2011 Technology Institute,[object Object],September 20, 2011,[object Object]
Iron Triangle,[object Object],“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.”,[object Object],	- Public Agenda research on opinions of higher education presidents,[object Object],Source:  The Iron Triangle:  College Presidents Talk About Costs, Access, and Quality, Public Agenda, October 2008.,[object Object]
Iron Triangle,[object Object],Quality vs. Cost vs. Access  ,[object Object],The “Iron Triangle” suggests institutions are 	constrained in their ability to adapt.,[object Object],Access,[object Object],Cost,[object Object],Quality,[object Object]
Affordances of Digital Content,[object Object],Vs.,[object Object],Rivalrous vs. Non-Rivalrous Resources,[object Object]
How do we currently attempt to harness digital networked technologies?,[object Object]
Global Trends,[object Object],Internet + Digital Content = ,[object Object],Lower Cost,[object Object],Greater Access   ,[object Object],Greater Quality,[object Object],Right?		 ,[object Object]
Global Trends,[object Object],Internet + Digital Content = ,[object Object],Lower Cost,[object Object],Greater Access   ,[object Object],Greater Quality,[object Object],WRONG!,[object Object]
We have a problem,[object Object]
Current Academic Publishing Model,[object Object],Text,[object Object],Source: http://righttoresearch.org,[object Object]
Current Academic Publishing Model,[object Object],Source: http://righttoresearch.org,[object Object]
©,[object Object]
How Open Educational Resources and Digital Technologies are Changing Higher Education
Making the Case for “Open”,[object Object],Internet + Digital Content + Open License= Lower CostGreater AccessGreater Quality,[object Object]
Making the Case for “Open”,[object Object],Open Educational Resources (OER),[object Object],US Dept. of Ed. Definition:,[object Object],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.,[object Object]
Making the Case for “Open”,[object Object],Why is “Open” Important in Education?,[object Object],Efficiency: Build on existing investments,[object Object],Affordability: Students can’t afford textbooks,[object Object],Quality: We tend to do our best work when we know our peers can see it,[object Object],Self-interest: Increased faculty exposure, reputation, and opportunities,[object Object]
How Open Educational Resources and Digital Technologies are Changing Higher Education
What is Creative Commons?,[object Object],A simple, standardizedway to grant copyright permissions to yourcreative work.,[object Object]
Share Alike,[object Object],Attribution,[object Object],Non-Commercial,[object Object],No Derivative Works,[object Object],Step 1: Choose License Conditions,[object Object],http://creativecommons.org/choose,[object Object],18,[object Object]
Step 2: Receive License,[object Object],19,[object Object]
Each CC license comes in 3 formats:,[object Object]
400 million open resources so far,[object Object]
Higher Ed,[object Object]
Meanwhile, back at the textbook ranch…,[object Object]
Textbook Affordability,[object Object]
Textbook Affordability,[object Object],The high cost of textbooks has reduced Washington citizens’ access to higher education.Full-time students spend over $1,000 on textbooks every year. ,[object Object],College Board Report: Trends in College Pricing (2007),[object Object]
Student Advocacy,[object Object],WA CTC Student Voice Academy,[object Object],	Top issue three years running:,[object Object],	CUTTING TEXTBOOK COSTS,[object Object]
Textbook Affordability,[object Object],SBCTC Example:,[object Object],English Composition I,[object Object], 50,000+ enrollments / year,[object Object],x $100 textbook =,[object Object],$5+ Million every year,[object Object]
Textbook Affordability,[object Object],The current Higher Education textbook market is estimated at $8.2 billion, and is expected to reach over $9 billion by 2014.,[object Object],Total market size based on Eduventures Textbook Market Study ,[object Object],and the National Association of College Stores, 2009.,[object Object]
The Old Economics (Rivalrous),[object Object],Print, warehouse, and ship a new book for every student,[object Object]
The New Economics (Non-Rivalrous),[object Object],Upload one copy, and everyone uses it simultaneously,[object Object],Making copies, storage, distribution of digital stuff = “Free”,[object Object]
http://techplan.sbctc.edu,[object Object],“We will cultivate the culture and ,[object Object],practice of using and contributing to ,[object Object],open educational resources.”,[object Object]
WA  Legislation,[object Object],SSHB1025,[object Object],Faculty 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…,[object Object]
WA  Legislation,[object Object],SSHB1946 – two big ideas – share technology and share content.,[object Object],(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…,[object Object]
State Board “Open” Policy,[object Object],All 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). ,[object Object]
Open Education,[object Object],Open Course Library Goals,[object Object],Design and share 81 high enrollment, gatekeeper courses,[object Object],Improve course completion rates,[object Object],Lower textbook costs for students (<$30),[object Object],Provide new resources for faculty to use in their courses,[object Object],Fully engage our colleges in the global open educational resources discussion. ,[object Object]
Open Course Library,[object Object],Phase 1: 42 courses,[object Object],Available October 31, 2011 at http://opencourselibrary.org,[object Object],Phase 2 : 39 courses,[object Object],Available Spring 2013,[object Object]
Open Course Library,[object Object],81 courses built by our own faculty,[object Object],Define learning objectives,[object Object],Use existing, quality OER,[object Object],Fill in gaps with their own content,[object Object]
Open Course Library,[object Object],81 courses = 411,133 enrollments / year,[object Object],Potential Impact: $41M+ in textbook costs / year ,[object Object],If adopted by 25% of the sections in the system (faculty decision), savings to students will be $7.2M / year. ,[object Object],Completions rates may also increase when all students can afford course materials,[object Object]
Next Steps: Open Course Library,[object Object],Driving Open Course Library Course Adoptions,[object Object],Regional conferences and workshops,[object Object],New faculty trainings ,[object Object],Building open sharing into existing teaching workflows and technologies,[object Object],Lecture capture,[object Object],Next LMS will have “open sharing” feature,[object Object]
Next Steps: Open Learning Initiative ,[object Object],What would happen to the quality of curriculum if digital content was shared and course (re)design was data driven?,[object Object],How can we use technologies and shared content to significantly increase completion rates?,[object Object]
Next Steps: Open Learning Initiative ,[object Object],Carnegie Research Results:,[object Object],OLI students completed course in half the time with half the number of in-person meetings,[object Object],Accelerated learning study (Statistics):             33% more content, learning gain in standardized test 13% OLI vs 2% in traditional face-to-face class,[object Object],OLI Online vs. traditional: OLI 99% completion rate vs 41% completion rate traditional,[object Object],Lovett, M., Meyer, O., & Thille, C. (2008).  The Open Learning Initiative: Measuring the effectiveness ,[object Object],of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education.,[object Object]
Next Steps: Open Learning Initiative ,[object Object],Piloting OLIin our colleges,[object Object],Train faculty in our CTCs to use OLI,[object Object],Faculty teach with OLI for 3 quarters,[object Object],Examine completion rates,[object Object]
WA Education Master Plan,[object Object],Educate More Citizens,[object Object],Raise educational attainment to create prosperity, opportunity ,[object Object],Policy Goal: Increase the total number of degrees and certificates…,[object Object],By 2018, raise mid-level degrees and certificates to 36,200 annually, an increase of 9,400 degrees annually.,[object Object]
More? Better? Faster?,[object Object],How does OER help teach more students and teach them better?,[object Object],Non-rivalrous, scalable, searchable,[object Object],Allows students to preview and review,[object Object],Paves the way for lifelong learning,[object Object],Can be customized, translated, improved,[object Object],Data feedback loops are useless without the ability to change the content ,[object Object]
NEW HE Models are En Route,[object Object]
What if…,[object Object],What if all publicly funded educational content was open access? ,[object Object],What kind of efficiencies could higher education yield?  ,[object Object],Simple idea: public access to publicly funded educational materials. ,[object Object]
OnlyONE Thing Matters:,[object Object],Efficient use of public funds to increase student success and access to quality educational materials.  ,[object Object],Everything else (including all existing business models) is secondary.,[object Object]
Conclusion:,[object Object],We can break the “Iron Triangle” IF we:,[object Object],Ask “what is best for students?”,[object Object],Openly license and share our educational and scientific resources,[object Object],Explore more affordable, scalable models for higher education using digital, networked, open technologies,[object Object]
Tom CaswellOpen Education Policy Associate, ,[object Object],State Board for Community & Technical Colleges,[object Object],tcaswell@sbctc.edu,[object Object],http://opencourselibrary.org,[object Object],Slides at: http://slideshare.net/tom4cam,[object Object]

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How Open Educational Resources and Digital Technologies are Changing Higher Education

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Editor's Notes

  1. 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?
  2. WRONG!
  3. 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.
  4. This is insane! So what is missing?
  5. 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.
  6. We need a way to make sharing digital content easy, legal, and scalable. This is where open licensing comes in.
  7. The old model isn’t working for us
  8. We need to leverage open, digital technologies to lower costs AND better meet the needs of our students.
  9. In 2010 the State Board approved the first “open” policy.
  10. 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 (&lt;$30)Provide new resources for faculty to use in their coursesFully engage our colleges in the global open educational resources discussion