OpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
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OpenMOOCs: Using Open Licenses To Enhance Collaboration and Reduce Costs
Una DalyDirector Curriculum Design & College Outreach
Open Education Consortium
Katsusuke ShigetaAssociate Professor, Hokkaido University
Thursday, Nov 19, 2:45 pmUnless otherwise indicated, this presentation is licensed CC-BY 4.0
300+
Open Education Consortium
Community of hundreds of higher education institutions & organizations committed to advancing open education and its impact
globally.
Mathieu Plourde {(Mathplourde on Flickr) http://www.flickr.com/photos, licensed CC-BY-2.0
Rise of the MOOCs
Free no cost
OpenNo 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?
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.
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
• 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
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?
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
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
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
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
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
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
Pre-course Motivations
• Survey taken by 22% enrolled learners– Improve professional learning (34%)– Improve teaching (19%)– Opportunity to collaborate with other
educators (13%)
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
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.
Case Study: Radiation MOOC – Hokkaido
UniversityAudience: 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
RADIO101x: Effects of Radiation
Title : Effects of Radiation: An Introduction to Radiation and RadioactivityLength : July 14, 2015 – August 24, 2015Assignments : 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
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
OER Repository
• Academic Commons For Education (ACE)– Open edX based platform– Develop “MOOC-type” OER
http://ace.iic.hokudai.ac.jp/ (Required signing on)
Post-survey:Motives for taking the course
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Post-survey:What made them reach to the end?
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OECx:Learners Affected
• Total Enrollments: over 35,000– Average enrollment: 4000– Average Certificates: 8 %• Mostly Free Honor• Some Fee-based Verified
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
Thank you!
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