Presentation given to staff at the Bill & Melinda Gates Foundation 10-Feb-2014 on the work and services OPEN partners (Creative Commons, Washington SBCTC, CAST, Stanford, and Carnegie Mellon University) are providing to TAACCCT grantees. Presentation featured two partner TAACCCT grantees - National STEM Consortium and MoHealthWINS.

1. OPEN Support of TAACCCT
Community Colleges
10-Feb-2014
Bill & Melinda Gates Foundation
Except where otherwise noted these materials
are licensed Creative Commons Attribution 4.0 (CC BY)

2. Presentation Agenda
•
•
•
•
•
TAACCCT purpose/framework & grantee needs (10 min)
OPEN Comprehensive Services (30 min)
OPEN +Platform & Co-development Services (30 min)
OPEN's Impact (10 min)
Proposed services for rounds 3 & 4 TAACCCT grantees
(10 min)
• Discussion Q&A (30 min)

3. Global Economy
• Foreign trade
• Offshore outsourcing
• Imports
Positives
• lower prices
• higher efficiency
• more jobs
• quality
Economic
Adjustments
Required
Negatives
• displaced workers
• unemployment
• lower wages
• low & obsolescent skills
• personal & family hardship

4. Economic Adjustment – Grant Program
• $2 billion grant funding over 4 years starting 2011
• Grants provided to community colleges
• Expand education and career training programs that can be
completed in two years or less
• Help TAA-eligible workers and other adults acquire skills,
degrees, and credentials needed for high-wage, high-skill
employment while also meeting the needs of employers
• Grant requires all newly developed materials be CC BY
Largest OER initiative in the world.

5. Partnerships
Labour market demand - high
growth industry sectors
Employers & Industry
Design & delivery of employer
sponsored work-based training
models
Local workforce investment
board
Public Workforce System
Community Colleges
(Consortia – in state &
interstate)
Job centers, adult education
agencies, career and technical
education agencies
Six Core Elements
1. Evidence Based
Design
• use evidence to
design program
strategies
• base program
design on a level of
evidence
• use data for
continuous
improvement of
programs
2. Stacked &
Latticed
Credentials
• post-secondary
credentials that
have labor market
value
• certificates,
certifications,
diplomas, and
degrees
• competency-based
educational
programs
3. Transferability &
Articulation
• career pathways
that transfer and
articulate
• within and across
state lines & within
consortia
• bridge from noncredit to credit
• build on previously
funded courses &
credentials
4. Online & TechEnabled Learning
• hybrid and blended
learning strategies
• open enrollment,
modularize content,
accelerate course
delivery, interactive
simulations,
gaming, digital
tutors, synchronous
& asynchronous, …
• OER & UDL
5. Strategic
Alignment
• outreach to
community employers and
industry, public
workforce system,
non-profit
organizations,
philanthropies …
• leverage supports
& do not duplicate
existing programs
6. Align with Previously-Funded TAACCCT Projects

6. SGA Requirements
•
“Grantees are required to license to the public all work created with the
support of the grant under a Creative Commons Attribution 3.0
License.”
•
“TAACCCT will support institutions that are committed to using data to
continuously assess the effectiveness of their strategies in order to
improve their program… and build evidence about effective practice.”
•
“All online and technology-enabled courses developed under this SGA
must incorporate the principles of universal design in order to ensure
that they are readily accessible to qualified individuals with disabilities
in full compliance with the Americans with Disability Act and Sections
504 and 508 of the Federal Rehabilitation Act of 1973, as amended. ”

7. Employers & Industry
Comprehensive
Community Colleges
Public Workforce System
http://www.open4us.org
Platform
Co-Development
OPEN
OPEN POLICY
OPEN PRACTICES
HOW TO
accessibility-1200by questo sonioCC BY-NC

8. TAACCCT
Economic
Adjustments
Negatives
Positives
• lower prices
• higher efficiency
• more jobs
• quality
Positives
• employed workers
• higher skills
• higher wages
• thriving growth
industries
Global Economy

9. OPEN Comprehensive Services For All Grantees
CC BY licensing requirement & ancillary
benefits (Cable 7 min)
Learner Variability - Accessibility and
Universal Design for Learning (Sam 7 min)
OER best practices - finding OER, reusing
OER, designing/developing OER, managing
OER process (Connie/Paul 7 min)
Evidence based course design - Quick tip
sheets, interactive modules, OLI resources,
for comprehensive (Kim/Norman 7 min)

10. CC BY Requirements – specific language
•
All successful applicants must allow broad access for others to use and
enhance project products and offerings, including authorizing for-profit
derivative uses of the courses and associated learning materials by
licensing newly developed materials produced with grant funds with a
Creative Commons Attribution License (CC BY).
•
This license allows subsequent users to copy, distribute, transmit and
adapt the copyrighted work and requires such users to attribute the
work in the manner specified by the Grantee.
•
The purpose of the CCBY licensing requirement is to ensure that
materials developed with funds provided by these grants result in Work
that can be freely reused and improved by others.

11. CC BY Requirements – specific language
•
Work that must be licensed under the CC BY includes both new content
created with the grant funds and modifications made to pre-existing,
grantee-owned content using grant funds.
•
Only work that is developed by the grantee with the grant funds is required
to be licensed under the CC BY license. Pre-existing copyrighted materials
licensed to, or purchased by the grantee from third parties, including
modifications of such materials, remain subject to the intellectual property
rights the grantee receives under the terms of the particular license or
purchase. In addition, works created by the grantee without grant funds do
not fall under the CC BY license requirement.
•
Requirements for open file formats, Open Source Software

12. http://open4us.org/
http://bit.ly/1iw1sTf

13. CC BY & OPEN: Broad Open Policy Impact
•
•
•
•
•
•
•
Confidential: US DOL considering adding CC BY requirement to other grants full day of meetings with all stakeholders + Undersecretary of ETA (bought in)
Confidential: US State Department - working on CC BY license requirement
on all discretionary grants and contracts.
Confidential: OSTP and USAID - OER for Grand Challenges - all CC BY - with
TA provided by CC (in process) ... following Gates' TA model.
NSF grantee: http://www.windtechtv.org - moved to CC BY - so TAACCCT
grantees will use the content / videos.
VA Legislature learns of OER through VA DOL grantees – proposed $500K +
$750K in new OER funding for VA Community College system.
US DOE launches grant to curate OER from TAACCCT and other OER for
Career and Tech Education (CTE) students & faculty.
OECD: OER research – leading to Open Policy recommendations

15. Learner Variability
When it comes to
learning, natural
variability is the rule,
not the exception.
Source: Meyer, A., Rose, D.H., & Gordon, D. (in
press). Universal Design for Learning: Theory and
Practice. Wakefield, MA: CAST.

16. Learner Variability
Representation
Action and Expression
Engagement

17. Three Learning Networks
Recognition
what
Present
information and
content in
different ways
Strategic
how
Differentiate the
ways that
students can
express what
they know
Affective
why
Stimulate interest
and motivation
for learning

18. On Course
Universal Design for Learning in
Higher Education

19. Home Page

20. Domain Landing
Page
Text to speech,
search
Social
sharing

21. Resource: Executive Function

22. Domain:
Selecting
Media and
Technology

23. OPEN Comprehensive Services

24. SBCTC Comprehensive Services
• How to Use OER
• How to Manage an OER Project
• Institutional Open Policy Project

25. How to Use OER
• Training in the use of OER
– How to Use OER training class
• Two weeks, online, instructor facilitated
– 20 TAACCCT grant staff and faculty from 15
states completed the training in January

26. How to Use OER participants say…
• How to Use OER is a great introduction to this amazing
development in education. This will establish a good foundation for
understanding the various components of open resources or fill in
gaps that you might have. I am grateful the course will remain open
after completion so that the materials and discussions can be
revisited
-Cathy Clary from Columbia Basin College
• I really enjoyed your class and felt I learned a great deal. Will you be
offering more online classes from the State Board? This has been
one of the most practical and helpful quick classes I have taken.
Thanks for being there for us.
–Theresa Allyn from Edmonds Community College.

27. How to Manage an Open Project
Training and resources to help manage an
open project
• Seven Practices for Managing an Open
Development Project: Practical Tips and
Examples
– A webinar offered March 6 and as needed

28. Institutional Open Policy Project
How have TAACCCT grantees approached open
policies at their institutions to address the open
requirement of their grant?
• Survey grantees on their experience with open policy
• Discover barriers to open policy development
• Share or crowd source successful practices for open
development

29. Institutional Open Policy Project
SBCTC will offer webinars in October and November of 2014.
• The Top Five Issues in OER Policy Development—findings
from a policy survey of the TAACCCT grantees
• Policy Futures: Next Wave Thinking in OER Policy (panel)
• TAACCCT Policy Responses to the Open Requirement
(Panel)

30. Strengthening Online, TechnologyEnhanced and Evidence-Based
Course Design

31. Strengthen Online and
Technology-Enabled Learning
“…present innovative and
sophisticated applications of
technology, including online,
hybrid and/or technology-enabled
strategies. These strategies should
effectively teach content to
students, enable students to teach
themselves…
• Providing continuous feedback to
the learner and instructor…
• Incorporating mechanisms to
provide feedback to course
designers and instructors…”
―TAACCCT will support
institutions that are
committed to using data
to continuously assess
the effectiveness of their
strategies in order to
improve their program…
and build evidence
abouteffective practice.‖

32. Comprehensive
Comprehensive
Platform
Co-Development
Scientifically-based, datadriven approach to
learning design:
• Webinars
• Conferences
• Online materials
• Publications
• Consultations

33. Platform
Comprehensive
Platform
Co-Development
Tools for creating and
delivering online instruction
that embeds practice and
feedback throughout for a
complete, supported learning
experience.
• Design activities for practice
and feedback
• Variability through UDL
• Data on learning and
behaviors
• Continuously Improve
• Measure Effectiveness

34. Co-Development
Comprehensive
Platform
Co-Development
Collaborative, community
based approach to course
design involving faculty from
multiple institutions. The
process will leverage the
principles of UDL, learning
science research, and
technology to create an
online course, which is
active in its support of
learners.
• 3 Projects
• Cross-Consortia

35. Science
An approach to designing,
developing, delivering and
improving learning
experiences
Technology
Teams
Data
• Science of Learning
• Evaluation
• Improvement
• Platform
• In-course Affordances
• Team-based Development
• Communities of Research and Use
• Capture
• In-course Use
• Iterative Improvement
• Research

36. Team-based design and development

37. Data drives powerful Feedback Loops

39. Project Selection
•
•
•
•
•
•
Applicable, re-usable, multiple projects
Suitability for this type of approach
Grantee interest and commitment
Consortium Structure
Platform+ Tie-ins
Program and Track Potential

40. Co-Development Projects
Health Care Information &
Management Systems (HIMS)
STEM Readiness

41. Open Professionals Education Network
Healthcare Information
Management Systems
Co-Development
Dianne Lee, MoHealthWINs
Kim Larson, OLI
Sam Catherine Johnston, CAST
February 2014

42. Round 1
Grantee
Round 2
Grantee
MoHealthWINs Consortium
•
•
•
•
•
•
•
•
•
•
•
•
•
Health eWorkforce Consortium
Crowder College
East Central College
Jefferson College
Linn State Technical College
Metropolitan Community College
Mineral Area College
Moberly Area Community College
North Central Missouri College
Ozarks Technical Community College
St. Charles Community College
St. Louis Community College
State Fair Community College
Three Rivers College
•
•
•
•
•
•
•
•
•
Bellevue College
Bellingham Technical College
Clark College
Clover Park Technical College
Northern Virginia Community College
Pierce College
Renton Technical College
Spokane Community College
Whatcom Community College

43. Workforce need
Source: Burning Glass Technologies 2012, - Funding from the
Lumina and Joyce Foundations

44. CHIME’s most
recent IT
staffing survey
found that 67
percent of
respondents are
experiencing
shortages.
Source: College of Healthcare Information
Management Executives 2012

45. Healthcare Information and
Management Systems
• Training for entry into the high-demand Health
Information Technology field
• Aligned with a new entry-level industry certification—
Certified Associate in Healthcare Information and
Management Systems (CAHIMS)
• Career pathway for students with IT or healthcare
experience
• Modularized approach

46. Leveraging Prior Federal Grants
• Curricular Resources created with funding from the HHS
through the Office of the National Coordinator of Health
Information Technology (ONC)
• Health IT Industry Certification Exam and Curriculum-CAHIMS

47. Open Professionals Education Network
Healthcare Information
Management Systems
Co-Development
Live Demo
Dianne Lee, MoHealthWINs
Kim Larson, OLI
Sam Catherine Johnston, CAST
February 2014

65. NATIONAL STEM CONSORTIUM
Norman Bier, Director
Open Learning Initiative, CMU
Sam Catherine Johnston Ed.D., Research Scientist, CAST
CAST Project Director for Project Open
Janet M. Paulovich
STEM Bridge Team Lead, National STEM Consortium
Director, English Language Learning and Adult Education, AACC

66. What is the National STEM Consortium?
•
Anne Arundel Community College in Maryland
•
College of Lake County in Illinois
•
Clover Park Technical College in Washington State
•
Cuyahoga Community College in Ohio
•
Florida State College at Jacksonville
•
Ivy Tech Community College in Indiana
•
Macomb Community College in Michigan
•
Northwest Arkansas Community College
•
Roane State Community College in Tennessee
•
South Seattle Community College in Washington State

67. What is the Role of the NSC?
Design and deliver Science, Technology, Engineering, and
Mathematics (STEM) programs that are:
•Nationally portable
•High-quality certificate-level
•Responsive to labor market needs
•Embed contextualized remediation – ―STEM Bridge‖
•Build a national model for multi-college cooperation

68. NSC Industries
•
Composite Materials
•
Cyber Technology
•
Electric Vehicle Development and Repair
•
Environmental Technology
•
Mechatronics

69. WHAT IS THE STEM BRIDGE?
Anne Arundel Community College National STEM
Consortium Technical Proposal (Page 13)
―Each of the STEM pathways will include a STEM Bridge.
The STEM Bridge will be programmatically consistent
across the five fields and transferable to other
colleges, and will integrate basic skills, workforce
skills, computer skills, and job readiness training,
contextualized within the pathway.”

70. CO-DEVELOPMENT PARTNERS
•
•
•
•
National STEM Consortium – STEM Bridge Team
Carnegie Mellon’s Open Learning Initiative (OLI)
CAST – addresses learner variability through Universal
Design for Learning and accessibility.
Industry partners
•
Offered assistance in developing realistic scenarios and provided
company name and images – ARINC
•
Industry experts offered experience in developing realistic
scenarios but company names are fictitious.

71. LEARNING OUTCOMES BASED CURRICULUM
The STEM Bridge Team surveyed all five technical teams to determine what key skills were
needed in each of the five pathways.
The team developed a master set of learning outcomes that were common to most of the
technical pathways:
ESSENTIAL SKILLS
Math
Critical Thinking and Workplace Communication
Professional Skills (Customer Service, Teamwork etc.)

72. WHAT IS THE STEM BRIDGE?
STEM Bridge is a two-part strategy to provide support to
learners in the STEM certificate programs
Part 1: “STEM Readiness” Course
•
Embedded contextualized online course built in OLI’s Platform+ system that
quickly refreshes key skills for learners entering the credit certificates
directly.
Part 2: FAST TRACKS: “STEM Foundations” Course
•
Modularized set of curriculum ―bundles‖ that can be adapted and inserted
by colleges wherever needed to provide support for lower level learners
who need to build foundational skills in Math and Workplace
Communication before entering the credit certificates.

73. Industry Partners Helped Develop Scenario Based Learning
• Tell a story of a workplace that can be visualized
• Richly model a context for learning
• Provide a step before learning-by-doing
• Help learners problem-solve issues
• Encourage reflection on work practices

74. Provide Options for Sustaining
Effort and Persistence
Activate or supply background knowledge
Highlight patterns, critical features, big
ideas, and relationships

75. Unit 2 - Critical Thinking and Workplace Communications
http://youtu.be/nFMRaG4p8mM
http://youtu.be/S0OOlThhU90
Present introductory story
Present contextualized
challenges

76. Video Scenario
Integrated
Instructional
Activities

77. STEM BRIDGE STRATEGY
STEM Readiness Component is FLEXIBLE and can be
delivered in a variety of ways:
Hybrid format with face to face instruction to support.
• Online only in class or in attached lab.
• Delivered up front in first term or spread across multiple
terms as needed by each team.
• Inserted into key points in the technical curriculum.
• Delivered as credit or (0 credit) credit equivalent modules.
•

78. ADAPTABLE FOR OTHER PROGGRAMS
•
Modularized units can be inserted as needed to support
credit, non-credit or technical curriculum.
•
NSC schools are now talking about embedding the various
modules of the STEM Readiness course directly into the
credit courses where they are needed.
•
Some AACC faculty have expressed interest in inserting
particular modules into existing credit programs to
strengthen them: Teamwork module might help students
learn how to collaborate more effectively in labs.

79. ADAPTABLE FOR OTHER PROGRAMS
AACC totally re-designed a WIA Youth program
curriculum designed to prepare students for the GED
Test in fall 2013.
The STEM Readiness course served as the foundation of
the re-design. Various modules were threaded into the
Career, Business Communication, GED Math and
Customer Service courses.
• 14 of 14 students in the program passed the GED at the
end of the semester! Historic success!
•

80. SUSTAINABILITY AND SCALING
•
January 2014: Over 3,700 users across the nation
•
Over 2,600 on OLI site
•
All 10 NSC Community colleges
•
At least one High school
•
At least one Middle School
Two NSC presentations delivered to Adult Education providers in
Minnesota and Maryland. High level of interest.

81. STEM READINESS
•
The course can be adapted and contextualized for
other career pathways using the same learning
outcomes:
Analyze information from multiple sources and determine
appropriate actions for a given situation.
• Listen to a conversation and compose an effective summary of
the information.
• ARINC Air Operations Center
• Hospital Emergency Room
• Police Emergency Dispatch
•

82. STEM FAST TRACKS: STEM Foundations
Twenty two short modules focusing on the development
of key skills that are lacking in lower level learners will be
built in the Platform+ system.
Examples:
Identify main idea and supporting ideas and summarize.
• Build a paragraph and write a short essay.
• Prepare and deliver an effective presentation.
• Apply Order of Operations in math
• Explain concept of a variable
•

83. STEM Pathways
Additional short, modular courses, focused on areas of
known student challenge and difficulty. These courses are
being created in the Platform+
•
•
•
•
•
Cyber Technology (10 courses)
Electric and Hybrid Vehicles (17 courses)
Environmental Technology (15 courses)
Mechatronics (13 Courses)
Composite Materials (28 Courses)

84. STEM Foundations

85. Sustainability – Beyond the Grant
•
Create a national repository of materials available at
no cost to all community colleges.
•
Creative Commons Attribution License.
•
Open Learning Initiative.

86. Impact
•
Higher education
•
New nationally-portable programs.
•
Contextualized remediation.
•
Open education resources.
•
Changing the culture of higher education.

87. OPEN Impact Summary
OPEN’s services have positively impacted:
1. Department Of Labor, by helping provide technical assistance to
all round 1 and 2 TAACCCT grantees
2. College grantees, by helping them innovate and meet DOL
TAACCCT SGA requirements
3. Students by supporting access to high quality stackable and
latticed credentials that lead to jobs in high growth industry
sectors
In addition, OPEN’s work is advancing three main higher
education innovations:
1.
2.
3.
OER understanding, adoption, and reuse
Universal Design for Learning and better understanding of
learner variability, and
High quality, scaleable, evidence-based, technology enabled
learning

88. Q and A yellowbyLibby LeviCC BY-SA
Comprehensive
Platform
Co-Development