Open Educational Resources: Implementation and Impact

Open Educational Resources: Implementation and Impact

DREAM 2017 - San Francisco, CA

Drs. David Wiley and Richard SebastianLumen Learning / Achieving the Dream

Unless otherwise notedthis presentation is licensed CC BY 4.0

education = sharing

sharing

what you know

sharing

feedback

sharing

encouragement

sharing

passion

sharing

yourself

“internet”

Handwriting Printing Press Internet

Copying a book

$1000s per copy

$1s per copy $0.0001s per copy

Distributing a book

$1000s per copy


unprecedented capacity

sharing

education = sharing

unprecedented capacity

education

except, it doesn’t

©


Copying a book

$1000s per copy


Distributing a book

$1000s per copy


CopyrightRegulates


Copying a book

$1000s per copy


Distributing a book

$1000s per copy


InternetEnables

CopyrightForbids

Open Educational Resources (OER)

Which “open”?

open ≈ free

the internet is already free to read / watch / listen

open = a free grant of permissions

• 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

1. retain + redistribute = download and share for free

2. revise + remix = edit, improve, customize, collaborate

3. reuse = class, lab, study group, etc.

Implications of the 5Rs

• 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

Open

A free grant of the 5R permissions

“Faux-pen”

1. Free (but gated) access

2. All rights reserved PLUS Terms of Use

Cost to Students

Permissions for Faculty

and Students

Commercial Textbooks Expensive Restrictive

“The Web” MOOCs

Library Resources“Free” Restrictive

Open Educational Resources Free 5Rs

choosing traditionally © materials

InternetEnables

CopyrightForbids

choosing open educational resources

InternetEnables

OpenPermits

OER Examples

Full courses, complete textbooks, chapters, modules, videos, simulations, assessments, syllabi, etc.

OER Adoption

Replacing whatever was previously in the “Required Materials” section of your syllabus with OER

High Impact OER Adoption

1. Improves affordability, 2. Invigorates pedagogy,3. Does it at scale, and4. Improves student success


1. Improves affordability, 2. Invigorates pedagogy,3. Improves student success, and4. Does it at scale

Textbook Pricing in Context

One Month Access to… Costs…Netflix – 20k Movies / TV Episodes $7.99 / monthSpotify – 15M Songs $9.99 / month

VitalSource – 1 Biology Textbook $28.37 / month

A Wizard of Earthsea

Textbooks written in disappearing ink

“Disappearing Ink” Strategies

Buyback, rental, e-booksonline subscriptions

The Academic Costs of Textbooks

48% take fewer courses

26% drop a course

21% withdraw from a course

66% go without textbooks

37% earn a poor grade

Retain and Redistribute

Solve the affordability problem



Invites New Thinking

Backward design and other basic models

Open Pedagogy

Pedagogy distinguished by permissions?

“What does open allow me to do?”

Open Pedagogy

• People learn when they do things

• Copyright restricts what we’re allowed to do

• Open permits us to do new things

• How will doing new things impact learning? Will we learn more? more deeply? different things?

Disposable Assignments

Students hate doing themYou hate grading themHuge wasted opportunity

US college students spend approximately 40 million hours

doing homework every year.

Renewable Assignments

Students see value in doing themYou see value in grading themThe work adds value to the world

Everyone wants to feel like their work matters

PM4ID

Renewable Assignments

Are enabled by the 5R permissions

Learning by making Society can build onIn the classroom -In public The ideasIn the open The ideas and the artifacts

#OpenPed as Learning by Making



metric

cost

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)

Research Context

• 4,909 treatment• 11,818 control• 50 different undergraduate courses • 130 teachers• 10 US institutions

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


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


Improving Course Throughput Rates and Open Educational Resources: Results from the Z Degree Program at Tidewater Community College

Hilton, Fischer, Wiley, and Williams

International Review of Research in Open and Distance Learning (2016)

Course Throughput Rate

IRRODL (in press)

Drop Deadline

WithdrawDeadline

FinalGrade

Students

Commercial vs OER

2.3% | 1.8%

9.9% | 8.1%

68% | 74%

(Face to Face)

60% | 66%

Drop

Withdraw

C or Better

CTRIRRODL (in press)

Commercial vs OER

4.0% | 1.4%

13.7% | 13.1%

66% | 70%

(Online)

54% | 60%

Drop

Withdraw

C or Better

CTRIRRODL (in press)

A Preliminary Exploration of the Relationships Between Student-Created OER, Sustainability, and Students Success

Wiley, Tonks, Webb, and Weston

International Review of Research in Open and Distance Learning (in press)

Research Context

• 181 middle and high school students• Online, public, charter school with a

commitment to OER• Course on Digital Photography

IRRODL (in press)

Methodology

• Students were invited to create / remix open tutorials, study guides, and games

• Extra credit or TA credit• From no to 5-10% student-created OER over

four years

• Compare student grades on course assignments

IRRODL (in press)

IRRODL (in press)

metric

cost

Cost-Savings Achieved in Two Semesters Through the Adoption of Open Educational Resources

Hilton, Robinson, Wiley and Ackerman

International Review of Research in Open and Distance Learning (2014)

Research Context

• 256 faculty at eight US colleges

• 194 taught using only TPM• 48 taught using only OER• 14 taught some courses using TPM,

others using OER

Methodology

• Review college bookstore website for each course

• Select the cheapest new print or new digital price from the bookstore, Amazon, and other options

Results

• On average, required TPM for a course cost US $90.61 per student

• Faculty received services supporting OER adoption valued at US $5 per student

• OER were 94% less expensive than TPM

The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption

Wiley, Hilton, Williams, and DeMarte

Educational Policy Analysis Archives (2016)

INcreasedTuition Revenue through Open educational resources

INTRO Model

Tuition revenue retained (not refunded) due to decreases in drop rates

182 * .89 * $164.35 (in-state) * 3+ 182 * .11 * $358.95 (out-of-state) * 3

US $101,042 INTRO annually

INTRO at Tidewater

Education Policy Analysis Archives (2016)

metric

cost

Mad, Glad, Sad, Rad: A Framework for Evaluating the Return on Investment in Textbooks and Other Educational Materials

Wiley, Hilton, Fischer, and PuenteUnder Review

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Student Success per Dollar

0 100%

$200


“Sad” “Rad”

Cost


TPM


0 100%

$200


“Sad” “Rad”

Cost


TPM

OER


0 100%

$200


metric

cost

• 6% higher Course Throughput Rate

• 2.15 credits higher enrollment intensity

• 94% lower textbook costs

• $100k tuition saved per year

impact.lumenlearning.com



OER-based Degrees

When elective and required courses adopt OER so a student can graduate without ever being asked to buy a textbook

OER-based Degrees

ATD & OER-based Degrees



Open Educational Resources

A free grant of the 5R permissions

Discussion!

@[email protected]