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The Power of Open Educa2onal Resources David Wiley, PhD Chief Academic Officer, Lumen Learning Scholar in Residence, University of Utah
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The Power of Open Educational Resources

Aug 19, 2014

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Education

David Wiley

Keynote address delivered to the Maryland Distance Learning Association (MDLA), March 2014.
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Page 1: The Power of Open Educational Resources

The  Power  of    Open  Educa2onal  Resources  

David  Wiley,  PhD  Chief  Academic  Officer,  Lumen  Learning  Scholar  in  Residence,  University  of  Utah  

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Nice  and  Open  

Meanings  maGer  

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“Nice”  -­‐  late  13c.  

"foolish,  stupid"  

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“Nice”  -­‐  late  20c.  

"kind,  thoughRul"  

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What  If…  

an  educator  revived  the  old  meaning?  

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“Nice  people  are  certain    to  fail  my  course.”  

Which  “nice”?    

How  might  the  student  success  conversa2on  change?  

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“Open”  –  Early  70s  

“no  admission  requirements”  

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“Open”  –  Late  00s  

Evolved  into  a  much  more  nuanced,  specific  meaning  

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Open  Educa2onal  Resources?  

Any  kind  of  teaching  materials  –  textbooks,  syllabi,  lesson  plans,  

videos,  readings,  exams  

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Open  Educa2onal  Resources?  

1.  Free  and  unfeGered  access,  and  2.  Free  permission  to  engage  in  the    

“5R  ac2vi2es”  

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•  Make and own copies Retain •  Use in a wide range of ways Reuse •  Adapt, modify, and improve Revise •  Combine two or more Remix •  Share with others Redistribute

The  5Rs  

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What  If…  

an  educator  revived  the  old  meaning?  

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“I’m  teaching  an    open  online  course  this  fall.”  

Which  “open”?    

How  might  the  affordability  conversa2on  change?  

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Genuine  Confusion  

Open  =  free?    

Open  =  free  +  5Rs  

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Why  Does  It  MaGer?  

Open  is  extremely  powerful    

“Faux-­‐pen”  is  not  

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Educa2on  is  Sharing  

Faculty  with  students  Students  with  teachers  

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Faculty  Share  With  Students  

Knowledge  and  skills  Feedback  and  cri2cism    

Encouragement  

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Students  Share  With  Faculty  

Ques2ons  in  Class  Assignments  

Exams  

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Successful  Educators  

Share  most  compeltely  with  the  most  students  

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2008  Professor  in  Southern  US  

Claimed  (c)  of  his  class  lectures,    declared  student  notes  deriva2ve  works,  

and  asserted  control  over  their  use  

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“Demented  with  the  mania  of  owning  things”  Walt  Whitman  

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If  there  is  no  sharing…  

there  is  no  educa2on.  

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Interlude:  A  Riddle  

What  can  you  give  without  giving  it  away?  

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Ideas  are  Magical  (Non-­‐rival)  

Can  be  given  without  being  given  away  

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“He  who  receives  ideas  from  me,  receives  instruc2on  himself  without  lessening  mine;  as  he  who  lights  his  taper  at  mine  receives  light  without  darkening  me.”  

Thomas  Jefferson  

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Physical  Expressions  Are  Not  

To  give  a  book  you  must  give  it  away  

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Expressions  Are  Different  

To  give  a  book  you  must  give  it  away  

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When  Expressions  Are  Digital  

They  also  become  magical  

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Unprecedented  Capacity  

We  can  share  (and  educate)    as  never  before  

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Except  We  Can’t  

©  regulates  copying,  adap2ng,  and  distribu2ng  those  copies  

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Internet  Enables  

What  to  do?  

Copyright  Forbids  

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Use  copyright  to  enable  sharing  

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Features of copyright today

•  aGaches  any2me  “original  work  of  authorship  fixed  in  tangible  medium  of  expression”  

•  is  automa2c  

•  applies  to  published/unpublished  works  •  lasts  a  long  2me  (typically  life  of  author  +  50  

or  70  years)  

•  “bundle  of  rights”  =  reproduce,  deriva2ve  works,  distribute,  public  performance  

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Features of copyright today

•  copyright  infringement  expensive  (in  U.S.  $750-­‐$150,000/work)  

•  public  domain  =  not  protected  by  copyright  

•  copyright  =  “all  rights  reserved”;  public  domain  =  “no  rights  reserved”  

•  you  have  to  ask  permission  

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But how to ask permission?

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How to support those that just want to share?

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A simple, standardized, legally robust way to grant copyright permissions to creative works (and data).

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“Lowers transaction costs”

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CC’s legal infrastructure: (1) copyright licenses

(2) public domain tools

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(1) CC copyright licenses

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How do CC licenses work?

•  built  on  tradi2onal  copyright  law  •  works  within  exis2ng  system  by  allowing  

movement  from  “all  rights  reserved”  to  “some  rights  reserved”  

•  gives  creators  a  choice  about  which  freedoms  to  grant  and  which  rights  to  keep  

• minimizes  transac2on  costs  by  gran2ng  the  public  certain  permissions  beforehand  

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Step 1: Choose Conditions"Attribution"

ShareAlike"

NonCommercial"

NoDerivatives"

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Step 2: Receive a License"

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(2) CC public domain tools

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CC0 Public Domain Dedication

•  read  “CC  Zero”  •  universal  waiver,  permanently  surrenders  

copyright  and  related  rights,  placing  the  work  as  nearly  as  possible  into  the  worldwide  public  domain  

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Public Domain Mark

•  not  legally  opera2ve,  but  a  label  to  be  used  by  those  with  knowledge  that  a  work  is  already  in  the  public  domain  •  useful  for  very  old  works  where  we  know  it  is  

in  the  public  domain  •  only  intended  for  use  with  works  in  

worldwide  public  domain  

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Over  500M  OER!    

Over  half  a  billion  pieces  of  content  use  Crea2ve  Commons  licenses  

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hGp://crea2vecommons.org/  

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Open  Educa2onal  Resources?  

Any  kind  of  teaching  materials  –  textbooks,  syllabi,  lesson  plans,  

videos,  readings,  exams  

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Open  Educa2onal  Resources?  

1.  Free  and  unfeGered  access,  and  2.  Free  permission  to  engage  in  the    

“5R  ac2vi2es”  

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•  Make and own copies Retain •  Use in a wide range of ways Reuse •  Adapt, modify, and improve Revise •  Combine two or more Remix •  Share with others Redistribute

The  5Rs  

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Open  =  Use  a  CC  License  

The  de  facto  way  to  make  something  OER  

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Internet  Enables  

OER  Allows  

Leveraging  the  full  technical  capability  of  the  internet  

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Decreasing  Cost    and  Increasing  Learning  

Prac2cal  benefits  of  OER  

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Tui2on  Is  Very  Poli2cal  

Textbook  adop2ons  are  less  poli2cal  

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Textbook  Costs  

$1229  year  ($3131  tui2on)  60%  some2mes  skip  23%  regularly  skip  

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“Displacing  Adop2ons”  

Make  the  required  textbook  cost  $0  

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Kaleidoscope  Open  Course  Ini2a2ve  

NGLC  /  Gates  funding  8  community  colleges  /  OA  colleges  

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Core  Ac2vi2es  

Defining  and  aggrega2ng  outcomes  Finding  and  aligning  OERs  to  outcomes  

Crea2ng  100%  OER  textbook  replacements  

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X-­‐Ins2tu2onal  Collabora2on  Goals  

Cover  10  GE  courses  and  4,000  students  Drop  required  textbook  cost  by  50%  

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Phase  1  Results  

Covered  11  GE  courses  and  9,000  students  Dropped  required  textbook  cost  to  $0  

Increased  success  rate  by  ~  10%  

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Developmental Math Results"Percentage passing with C or better

48.40%

60.18%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Spring 2011 No OER

Spring 2013 All OER

n=2,842

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Phase  2  Now  Underway  

Cover  35  GE  courses  28  Ins2tu2onal  partners  

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Open  Course  Frameworks  

Making  OER  Simple  to  Adopt  

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Open  Course  Frameworks  •  Start  from  learning  outcomes,  •  curated  collec2ons  of  OER,  •  openly  licensed  with  detailed  aGribu2on,  •  organized  in  a  way  that  looks  and  feels  like  

an  online  course,  •  intended  to  be  modified  before  use,  •  compa2ble  with  our  con2nuous  

improvement  analy2cs  service.  

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Open  Course  Frameworks  

Making  OER  Simple  to  Adopt  

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Open  Course  Frameworks  

Making  OER  Simple  to  Adopt  

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Open  Course  Frameworks  

Making  OER  Simple  to  Adopt  

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Open  Course  Frameworks  

Making  OER  Simple  to  Adopt  

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“Textbook  Zero”    

En2re  degree  program  based  on  OER  Up  to  30%  off  the  cost  to  graduate  

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“Textbook  Zero”    

Opened  Fall  2013  at  Tidewater  CC  Finalist  for  Bellwether  Innova2on  Award  

 Cost  $112k  to  launch  

Each  graduate  saves  ~  $3000  

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The  Daily  Divide  

The  difference  between  OER  and  Fauxpen  

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Analog  ⇒  Digital  

Music,  Phones,  TV,  Newspapers,  Movies,  Journals,  &c.  

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Tethered  ⇒  Mobile  

Phones,  Internet  Access,  Employment    

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Concealing  ⇒  Sharing  

Photos,  Videos,  Journal  Entries  

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Isolated  ⇒  Connected  

People,  Content,  Systems  

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Generic  ⇒  Personal  

Cars,  Computers,  Mobile  Phones  

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Consuming  ⇒  Crea2ng  

Newspapers  /  Blogs    Movies  &  TV  /  YouTube  

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Closed  ⇒  Open  

Research  (Ar2cles,  Journals)  Data  (Government,  Weather,  GIS)    

Content  (Open  Educa2onal  Resources)  

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Then   vs  Now  Analog   ⇒   Digital  

Tethered   ⇒   Mobile  Concealing   ⇒   Sharing  

Isolated   ⇒   Connected  Generic   ⇒   Personal  

Consuming   ⇒   Crea2ng  Closed   ⇒   Open  

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Educa2on   vs   Everyday  Analog   ⇒   Digital  

Tethered   ⇒   Mobile  Concealing   ⇒   Sharing  

Isolated   ⇒   Connected  Generic   ⇒   Personal  

Consuming   ⇒   Crea2ng  Closed   ⇒   Open  

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“Daily  Divide”  

(As  opposed  to  the  digital  divide)  

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“Academic”  

(This  is  where  the  common  usage  derives)  

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“Academic”  

(This  is  where  the  common  usage  derives)  

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What  About  Online  Learning?  

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What  About  Online  Learning?  

Very  innova2ve  in  1994!  

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Online  Learning  

Analog   or   Digital  Tethered   or   Mobile  

Concealing   or   Sharing  Isolated   or   Connected  Generic   or   Personal  

Consuming   or   Crea2ng  Closed   or   Open  

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What  About  MOOCs?  

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MOOCs  

Analog   or   Digital  Tethered   or   Mobile  

Concealing   or   Sharing(?)  Isolated   or   Connected  Generic   or   Personal  

Consuming   or   Crea2ng  Closed   or   Open  

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“You  may  not  take  any  Online  Course  offered  by  Coursera  or  use  any  Statement  of  Accomplishment  as  part  of  any  tui2on-­‐based  or  for-­‐credit  cer2fica2on  or  program  for  any  college,  university,  or  other  academic  ins2tu2on  without  the  express  wriGen  permission  from  Coursera.”  

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Open  is  Fundamental  

Why?  

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•  Make and own copies Retain •  Use in a wide range of ways Reuse •  Adapt, modify, and improve Revise •  Combine two or more Remix •  Share with others Redistribute

The  5Rs  

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Online  Learning  

Analog   or   Digital  Tethered   or   Mobile  

Concealing   or   Sharing  Isolated   or   Connected  Generic   or   Personal  

Consuming   or   Crea2ng  Closed   or   Open  

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Online  Learning  

Analog   or   Digital  Tethered   or   Mobile  

Concealing   or   Sharing  Isolated   or   Connected  Generic   or   Personal  

Consuming   or   Crea2ng  Closed   or   Open  

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Connec2ng  

It’s  “hard”  to  connect  to  something  if  you  don't  have  access  to  it  

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Personalizing  

It’s  “hard”  to  personalize  something  if  you  don't  have  permission  to  modify  it  

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Crea2ng  and  Sharing  

It’s  “hard”  to  make  and  share  things  when  you’re  constantly  worried  about  being  sued  

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When  You  Can  Assume  “Open”  

These  problems  disappear  

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OER-­‐based  Courses  

Analog   or   Digital  Tethered   or   Mobile  

Concealing   or   Sharing  Isolated   or   Connected  Generic   or   Personal  

Consuming   or   Crea:ng  Closed   or   Open  

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Divide  is  Growing  Apart  -­‐  Fast  

Moving  both  direc2ons  at  once  

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Expensive  ⇒  Affordable  

Music,  Movies,  TV  Shows  

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Affordable  ⇒  Expensive  

Textbooks  (+800%)  

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Content  Affordability  

Provider   Cost  Ne?lix  –  20,000  Movies  (and  TV)   $7.99  /  month  Hulu  Plus  –  45,000  TV  (and  Movies)   $7.99  /  month  Spo:fy  –  15M  Songs   $9.99  /  month  

   CourseSmart  –  1  Biology  Textbook   $20.25  /  month  

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Content  Affordability  

Provider   Cost  Ne?lix  –  20,000  Movies  (and  TV)   $7.99  /  month  Hulu  Plus  –  45,000  TV  (and  Movies)   $7.99  /  month  Spo:fy  –  15M  Songs   $9.99  /  month  

   CourseSmart  –  1  Biology  Textbook   $20.25  /  month  OpenStax  –  1  Open  Bio  Textbook   $0.00  /  month  

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Impacts  of  Open  on:  

Pedagogy  Assessment  

Tenure  and  Promo2on  Research  Scholarship  

Business  Model    

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Organizing  and  Transforming  (0.85)  “Overt  or  covert  rearrangement  of  instruc2onal  materials  to  improve  learning.  (e.g.,  making  an  outline  before  wri2ng  a  paper)....  The  types  of  strategies  included  in  this  category  (such  as  summarizing  and  paraphrasing)  promote  a  more  ac3ve  approach  to  learning  tasks.”    Ha}e,  p.  190-­‐191  

hGp://pm4id.org/    

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But  Where  Are  All  These  OER?!?  

Demo  2me!  

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OER  +  Analy2cs  

Con2nuous  improvement  

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OER  

Give  you  permission  to  make  changes    

But  don’t  tell  you  what  to  change  

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Analy2cs  

Tell  you  what  to  change    

But  don’t  give  you  permission  to  make  changes    

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OER  +  Analy2cs  

Con2nuous  improvement  

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Faculty  Feedback  

“I  wish  I  had  this  for  every  class  I  teach,  for  every  module!  The  feedback  and  recommenda2ons  are  posi2ve,  specific  and  are  changes  that  I  can  implement  quickly  with  minimal  effort  on  my  part.”  

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Conclusion  

(Finally!)  

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Genuine  Open  Moves  Us  Forward  

Increase  learning  Decrease  costs  

Enable  new  pedagogies  Empower  faculty  

Facilitate  con2nuous  improvement  

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Fauxpen  Takes  Us  Backward  

Free  but  not  open  None  of  the  benefits  of  open  

 

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Lumen  Learning  

It’s  all  open    

Full  set  of  services  enabling  open  learning  (e.g.,  training,  licensing,  ID,  hos2ng,  support,  CI)  

 

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Discussion  

hGp://lumenlearning.com/  hGp://davidwiley.org/  

@opencontent