OER Adoption & Impact StrategiesA facilitated discussion w/Nate Angell @LumenLearning

bwtech@UMBC South Campus21 Oct 2014

a part of the

Introduction to OER Workshopsponsored by

The USM Student CouncilUSM’s Center for Academic Innovation

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Implementing & Sustaining OER• Why• Who• What/Where• When• How

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Why OER?

• Affordability• Access• Control• Pedagogy & Learning Outcomes• Student Success

You can’t change what you don’t measure.

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OER for who(m)?

• Students• Faculty

Full-time Adjunct

• Librarians & Instructional Designers• Administrators: “The Institution”• Everyone: “Taxpayers”

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What/Where OER?

• Which departments/disciplines?• What growth model?

Coalition of the willing By course By department/school By program/degree

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OER when?

• We all live by the academic calendar• Rolling out: Take small bites• Look ahead

Obstacles Opportunities Sustainability

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OER how?

• Supporting the 5Rs of OER: Reuse, Revise, Remix, Retain, Redistribute

• Instructional design with OER• Technology requirements, including LMS

integration• To print or not to print?• Compliance: What does OER require?• OER and the Registrar: Listing, Data• OER and Cost: Materials fees, tuition

recovery, or?

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Next Steps for OER at Your Institution

• What needs to happen next on your campus to adopt and sustain OER?

• OER Community: You are not alone

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Bonus Slides

More about the implementation and sustainability of scaling OER adoption.

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Adoption Methodologies & Frameworks

• Pilot Approaches• Program Approaches• System/Community Approaches

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The Kaleidoscope Pilot

• At least 120 students Four sections, ideally 2 different

disciplines Courses selected from those with

mature solutions

• Institutional leadership participation• Training for faculty and support

through term (two 3-hour sessions)• Evaluation: success data and surveys

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The Z Degree

• An entire Associate’s degree with a $0 textbook cost and only OER

• Twenty-two courses• Z designation in the class schedule

Trained faculty Fully open licensing Continuous improvement cycle

• Student orientation prior to registration

lumenlearning.comSource: Tidewater Community College Z degree project team

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VCCS/Kaleidoscope Model

• Collaborative faculty teams review, align, refine and augment a “course”

• Emphasis on use of high-quality existing materials

• New work licensed CC-BY• Packaged for adapting and adopting• Training and support for adapters

and adopters

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Engaging Faculty Members

• Changing Behavior• Faculty Archetypes• Course Redesign Process +• http://bit.ly/1hopUCV

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Shifting Faculty Engagement with OER

• REUSE – This is MY content• REVISE – This is a starting point for

improvement• REMIX – This is the best collection of

materials for each concept or outcome

• REDISTRIBUTION – This exists in a community of collaborators

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Faculty Approaches

BUILD ADAPT ADOPT

• Develop new materials

• Aggregate materials from high-quality OER

• Create tools and systems

• Create media• Share or publish

Similar in scope to writing a new textbook with many collaborators.

• Identify high-quality course or resource

• Create significant revision

• Remix, aggregate• Share or publish

Similar in scope to moving from traditional to fully online delivery.

• Review open course• Refine for teaching

approach• Align with syllabus• Assign and reference

Similar in scope to using a new textbook or a major new edition.

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Common Questions and Challenges

• Faculty Incentives• IP Policies +• Bookstores and Economics +• Administrative Processes• Union Negotiations +

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Faculty Incentives

• Time• Financial appreciation ($500 -

$2,000)• Recognition• Student impact data• Support

Don’t push on weight-bearing walls.

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There is a direct relationship between textbook costs and student success

60%+ do not purchase textbooks at some point due to cost

35% take fewer courses due to textbook cost

31% choose not to register for a course due to textbook cost

23% regularly go without textbooks due to cost

14% have dropped a course due to textbook cost

10% have withdrawn from a course due to textbook cost

Source: 2012 student survey by Florida Virtual Campus

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There is a direct relationship between textbook costs and student success

100% have access to learning materials on day 1

100% own educational materials for lifelong learning

100% use all educational funding to complete

100% stay in courses for which they register

100% succeed in courses for which they register

100% persist to complete educational goals

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Economics

• No textbook required, or partner with bookstore for print fulfillment

• Lost tuition from drop/add activity• Lost bookstore revenue• Increased persistence and enrollment• Open course material fees

~90% cost reduction Predictable fee with greater success