CCCOER Panel at Open Education 2013: Saving Students Millions and Expanding Access with High-Quality Open Educational Resources

1. Saving Students Millions
and
Expanding Access
Una Daly, OpenCourseWare Consortium
Quill West, Tacoma Community College
Lisa Storm, Hartnell College
Donna Gaudet, Scottsdale Community College

2. 3 Colleges, 3 Years, Million $ Saved

3. Community College Consortium
Una Daly, MA
Community College Outreach Director
OpenCourseWare Consortium

4. U.S. Community Colleges
Open access to high-quality affordable
academic programs (1166 nationwide):
– Transfer to 4-year colleges
and universities
Licensed CC-BY-NC by MollyAli
– Enter careers in high-demand occupations
– Prepare for college-level work
Community College Consortium for OER

5. OpenCourseWare
Advance formal and informal learning through the
worldwide sharing and use of free, open, highquality education materials organized as courses.
Over 300 institutions in 46 Countries
5

6. Community College Consortium
for OER
Dr. Martha Kanter
U.S. Undersecretary of
Education
• Founded at Foothill-DeAnza
College District in 2007
• Joined OCW Consortium
2011
• Growth to 200+ colleges in
15 states & provinces
Funded by William & Flora Hewlett Foundation

7. 200+ Colleges in 15 States & Provinces

8. Mission
• Promote adoption of OER to enhance
teaching and learning
– Expanding access to education
– Supporting faculty innovation
– Advancing community college mission
Funded by the William & Flora
Hewlett Foundation

9. Priorities
• Share best practices for OER adoption
through faculty development & outreach
• Research impact of OER on teaching
and learning
• Promote integration of OER into college
curricula and articulation

10. Free Fall Webinars
(Wed, noon PT, 3:00 ET)
Nov 13: Fostering Open Policies on Your
Campus and Beyond
Dec 11: California Community Colleges Share It
Forward with CC-BY
Image Licensed for reuse CC-BY-NC-SA by Gary Simmons

11. Liberate $250K Project
Quill West
OER Project Director
Faculty Librarian

12. Liberated$360
K

13. Engage
Community
Pilot OER
Courses
OER
Integration
and
Sustainability
Ongoing
Assessment

14. Savings: Regular tracking of courses.
Surveys: Students and faculty quarterly.
Achievement Data: Quarterly reviews from IR.

15. MOOCs & Affordable Textbooks
Dr. Lisa Storm
Professor Administration of Justice
Textbook Author and MOOC Developer

16. Expanding access to
education. . .
AFFORDABLE EDUCATIONAL
RESOURCES (AER)
MOOCS

17. I adopted two AERs
• Criminal Law
• Legal Environment of Business
• Since 2012 I have saved Criminal
Law students approximately $75,000
and Legal Environment of Business
students approximately $61,000!
• Next up: Criminal Procedure (2014)

18. MOOCs have strengths
• But they are distinct from traditional
for-credit online courses
• I taught two MOOCs on Canvas.net
in U.S. Criminal Law
• Student “success” rates were
abysmal by for-credit standards
• Student satisfaction, however, was
not!

19. MOOC development
• I contacted Canvas.net about teaching a
MOOC on US Criminal Law and they
responded instantly and enthusiastically
• I set the duration (6 weeks) and topic of the
MOOC
• Canvas.net claimed a right to data
collection and also exerted some creative
control, by way of an MOU
• I was guided through the MOOC
development by experts in online course
design

20. MOOC facilitation
• Minimal student interaction, although
students could message, email, or post
to a FAQ discussion board
• Students’ participation in discussion
boards was dynamic
• Students’ participation in assessment
was weak
• Completion rates for MOOC #1 was
28/547, and for MOOC #2 was 32/749

21. MOOC content
•
•
•
•
•
•
•
Reading assignments
PPT and printable lecture notes
Discussion boards each week
Quizzes each week
Interactive exercises each week
Video each week
Textbook is an Affordable Educational
Resource
• Final exam: the students needed to pass
with 67% to receive a Certificate of
Completion

22. MOOCSICLE
• MOOC: Student Information Center
for Legal Education
• Not for credit
• Will provide remediation to
strengthen student learning outcome
achievement in the ADJ program
• All ADJ students will automatically
be enrolled

23. Uses of MOOCSICLE
•
•
•
•
•
Remediation
Enhance student success
Enhance student retention
Enhance student achievement of SLOs
Introduce face-to-face students to
technology
• Efforts to support student achievement
in ADJ can be reported out to
accreditation

24. MOOCSICLE content
•
•
•
•
•
•
•
•
•
Modules focusing on content areas
PPT
Printable lecture notes
Discussion boards
Games
Puzzles
Interactive exercises
Assessments
Videos

25. Open Educational Resources
The Village Approach
Scottsdale Community College
Donna Gaudet
donna.gaudet@scottsdalecc.edu

26. Open Educational Resources
The Village Approach
Scottsdale Community College
Part 1 - Background

27. SCC Math Department Transition to Open Educational resources

OER’s were under development for use in our hybrid and online courses

Individual faculty increased their use of OER to facilitate classroom
instruction.

New technologies such as LiveScribe Pens, SoftChalk, Screencast,
MathAS and many more had been utilized.

In 2011-2012, these efforts resulted in creation of a complete learning
environment for our Introductory, Intermediate and College Algebra
courses.
 Textbook
 Interactive Workbook
 Online Homework Software
 Concept Tutorials
 Online Homework Assistance

28. Open Educational Resources
The Village Approach
Scottsdale Community College
Part 2 - Components

29. Complete Learning Environment
Online
Homework
Software
Textbook
Interactive
Workbook
Concept
Tutorials
Online HW
Assistance

30. Links provided to students for free downloads of workbooks/textbooks

31. Instructor Manual
 MiniLesson Support
 Worked solutions to all examples
 Answers to You Try Problems
 Worked solutions to Practice Problems
 Samples tests and lesson reviews
 In class activities
 Calculator tips

32. Open Educational Resources
The Village Approach
Scottsdale Community College
Part 3 - Data

33. Current Status
 Completely open source for Arithmetic
through PreCalculus classes (6 classes)
 42+ instructors (full time and adjunct)
 65+ sections
 6550 students have been impacted so far
with an estimated savings of $655,000
(F12, Sp13, Su13, F13)

34. SCC/BYU research partnership
 http://www.irrodl.org/index.php/irrodl/article/view/1523

35. What did Students Think about OER?
910 students surveyed during Fall 2012 semester
78.1% feel the open materials support adequately the
work that they do outside of class

36. What did Students Think about OER?
910 students surveyed during Fall 2012 semester
76.2% would recommend the open materials to
their classmates

37. How did Students Do?
Percentage of
Students Earning a C
Grade or Better
Fall 2010
Fall 2011
Fall 2012
PreOER
PreOER
OER
MAT 09x
62%
(n=790)
60%
(n=748)
65%
(n=448)
56%
(n=106)
53% (n=72)
MAT 12x
MAT 15x
MAT 182
MAT 187
67%
(n=704)
63%
(n=721)
64%
(n=388)
61%
(n=109)
48% (n=82)
51% (n=643)
62% (n=764)
65% (n=461)
58% (n=95)
55% (n=80)

38. What did Students Say?
Survey Question: What additional comments do you have regarding the quality of the
open materials used in your class?” (210/255 (82%) positive)
 “They were good.
Definitely worth not having a massed
produced book for.”
 “I never had an open materials class before. It made
work less stressful and learning more enjoyable – didn’t
constantly feel frustrated and was able to look through
notes when I got stuck.”
 “The quality was excellent.
understanding.”
It really helped my

39. What did Students Say?
Survey Question: “What additional comments do you have regarding the quality of
the open materials used in your class?” (210/255 (82%) positive)
 “Buying textbooks is out of date and I think materials
should be inexpensive.”
 “I love saving money, I am poor.”
 “I like the open materials, textbooks are so expensive
that it makes me not want to buy them.”

40. What did Faculty Say?
Survey Question - “Do you feel that the OER materials adequately supported the
work that was completed INSIDE the classroom? Why or why not?”
•
15 responses – 13 yes
•
•
•
“Yes, although I will rearrange some of the material next time
around. For example, I like to cover properties of exponents
BEFORE exponential and logarithmic functions as we use
these properties at that time in my class”
“Yes, it is a complete resource.”
The “No” response comments
•
•
“Need more specific examples”
“Most of the time it was supported.”

41. What did Faculty Say?
Survey Question - “Do you feel that the OER materials adequately supported the
work that was completed INSIDE the classroom? Why or why not?”
•
•
15 responses – 13 yes
•
•
“Yes, these materials provided the students useful resources”
“Yes. It focused in the lesson well.”
The “No” response comments
•
•
“Mostly - often students had online questions, which were
discussed through MathAS or in class”
“In Math 12x, the online HW contained questions that were not
written in the style of the workbook questions. Some students
had difficulty in transferring their skills to the online questions.”

42. Open Educational Resources
The Village Approach
Scottsdale Community College
Part 4 – Challenges
& Successes

43. The Village Approach….
 Our effort would not have been
successful without the work of many
people
 Team approach to materials
development was critical
 Resulting materials were at a higher
level than an individual could do
alone
 Team members participated in areas
of strength (i.e. videos, writing
materials, editing, etc…)

44. Thorns and Roses – A massive department OER effort
Roses
 Cost savings for students
 Department community
building and support
 Energy of the new users
Thorns
 Huge amount of
development time
 Maintenance and updates
 Distribution (bookstore!)
 Adjunct faculty buy-in
 Support of department and
administration
 Introduction of creative
teaching approaches

45. Project Sustainability
 Administrative Commitment
 Coordinator positions
 MAT082, MAT09x, MAT12x, MathAS
 Rotating Development Schedule
 Only one major workbook revision per year
 Minor edits only to other workbooks

46. OER Implementation Advice
 Start small
 Grow slowly
 Identify faculty champions
 Involve everyone
 Gather administrative support
 Gather data, modify materials, continue to grow
and learn and improve

47. Links to Project Materials
 SCC Math Blog
sccmath.wordpress.com

48. Need Help Getting Started?
We can help …
•
•
•
•
•
•
Find & Adopt open textbook workshops
Understanding open licenses
Open textbook development workflow
Online accessibility
Faculty and student surveys
Access to community of
OER practitioners & experts

49. Thank you for attending!
Contact Information
Una Daly, unatdaly@ocwconsortium.org
Quill West qwest@tacomacc.edu
Lisa Storm, lstorm@hartnell.edu
Donna Gaudet
donna.gaudet@scottsdalecc.edu