Except where otherwise noted these materials are licensed Creative Commons Attribution 4.0 (CC BY) OPEN Support of TAACCCT Community Colleges 10-Feb-2014 Bill & Melinda Gates Foundation
May 06, 2015
Except where otherwise noted these materials are licensed Creative Commons Attribution 4.0 (CC BY)
OPEN Support of TAACCCT
Community Colleges
10-Feb-2014Bill & Melinda Gates Foundation
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)
Global Economy
• Foreign trade• Offshore outsourcing• Imports
Positives• lower prices• higher efficiency• more jobs• quality
Negatives• displaced workers• unemployment• lower wages• low & obsolescent skills• personal & family hardship
EconomicAdjustments
Required
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.
Labour market demand - high growth industry sectors
Employers & Industry
Design & delivery of employer sponsored work-based training
models
Community Colleges(Consortia – in state &
interstate)
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 non-credit to credit
• build on previously funded courses & credentials
4. Online & Tech-Enabled Learning
• hybrid and blended learning strategies
• open enrollment, modularize content, accelerate course delivery, interactive simulations, gaming, digital tutors, synchronous & asynchronous, …
• OER & UDL
5. StrategicAlignment
• outreach to community - employers and industry, public workforce system, non-profit organizations, philanthropies …
• leverage supports & do not duplicate existing programs
Six Core Elements
Local workforce investmentboard
Public Workforce System
Job centers, adult education agencies, career and technical
education agencies
Partnerships
6. Align with Previously-Funded TAACCCT Projects
• “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. ”
SGA Requirements
Public Workforce SystemEmployers & Industry Community Colleges
Comprehensive
Platform
Co-Development
OPEN
http://www.open4us.org
accessibility-1200 by questo sonio CC BY-NC
OPEN POLICYOPEN PRACTICES
HOW TO
Global EconomyPositives• lower prices• higher efficiency• more jobs• quality
Positives• employed workers• higher skills• higher wages• thriving growth
industries
TAACCCTEconomic
Adjustments
Negatives
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)
• 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.
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
CC BY Requirements – specific language
• 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
CC BY & OPEN: Broad Open Policy Impact
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.
Representation
Action and Expression
Engagement
Learner Variability
Three Learning Networks
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning
Present information and content in different ways
Recognitionwhat
Strategichow
Affectivewhy
On CourseUniversal Design for Learning
in Higher Education
Home Page
Text to speech, search
Social sharing
Domain Landing Page
Resource: Executive Function
Domain: Selecting Media and Technology
OPEN Comprehensive Services
SBCTC Comprehensive Services
• How to Use OER• How to Manage an OER Project• Institutional Open Policy Project
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
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.
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
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
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)
Strengthening Online, Technology-Enhanced and Evidence-Based Course Design
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 about effective practice.”
Comprehensive
Scientifically-based, data-driven approach to learning design:• Webinars• Conferences• Online materials• Publications• Consultations
Comprehensive
Platform
Co-Development
Platform
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
Comprehensive
Platform
Co-Development
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
Comprehensive
Platform
Co-Development
An approach to designing, developing, delivering and improving learning experiences
Team-based design and development
Data drives powerful Feedback Loops
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
Co-Development ProjectsHealth Care Information & Management Systems (HIMS) STEM Readiness
February 2014
Dianne Lee, MoHealthWINsKim Larson, OLISam Catherine Johnston, CAST
Open Professionals Education Network
Healthcare Information Management Systems
Co-Development
Health eWorkforce Consortium
•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
MoHealthWINs 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
Round 1 Grantee
Round 2 Grantee
Workforce need
Source: Burning Glass Technologies 2012, - Funding from the Lumina and Joyce Foundations
Source: College of Healthcare Information Management Executives 2012
CHIME’s most recent IT staffing survey found that 67 percent of respondents are experiencing shortages.
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
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
February 2014
Dianne Lee, MoHealthWINsKim Larson, OLISam Catherine Johnston, CAST
Open Professionals Education Network
Healthcare Information Management Systems
Co-DevelopmentLive Demo
Norman Bier, DirectorOpen Learning Initiative, CMU
Sam Catherine Johnston Ed.D., Research Scientist, CASTCAST Project Director for Project Open
Janet M. PaulovichSTEM Bridge Team Lead, National STEM Consortium
Director, English Language Learning and Adult Education, AACC
NATIONAL STEM CONSORTIUM
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
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
NSC Industries
• Composite Materials
• Cyber Technology
• Electric Vehicle Development and Repair
• Environmental Technology
• Mechatronics
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.”
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.
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.)
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.
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
Provide Options for Sustaining Effort and Persistence
Activate or supply background knowledge
Highlight patterns, critical features, big ideas, and relationships
Unit 2 - Critical Thinking and Workplace Communications
http://youtu.be/nFMRaG4p8mM http://youtu.be/S0OOlThhU90
Present introductory story Present contextualized challenges
Video Scenario
Integrated Instructional
Activities
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.
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.
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!
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.
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
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
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)
STEM Foundations
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.
Impact
• Higher education
• New nationally-portable programs.
• Contextualized remediation.
• Open education resources.
• Changing the culture of higher education.
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:
4. OER understanding, adoption, and reuse
5. Universal Design for Learning and better understanding of learner variability, and
6. High quality, scaleable, evidence-based, technology enabled learning
Comprehensive
Platform
Co-Development
Q and A yellow by Libby Levi CC BY-SA