Virtual School Symposium 2009 Presentation: Online Courses Go Open Source. Rob Darrow, David Wiley, Joshua Marks.

1. Online Courses Go Open Source Virtual School Symposium 2009 http://vss2009.wikispaces.com/darrow David Wiley, Utah Open High School (http://openhighschool.org/) Rob Darrow, Clovis Online School, Central California (www.clovisonlineschool.com) Joshua Marks, Chief Technology Officer, Curriki (www.curriki.org)

3. David

4. JoshuaDavid Rob Joshua

5. Open Online School of Utah- David Wiley A Moonshot for Bloom’s 2 Sigma Challenge

6. Bloom’s 2 Sigma Challenge Bloom, 1984 CC BY

7. One-to-One Tutoring And other methods compared to 30 students in the classroom CC BY

8. Average Tutored Student by 2 SD In other words, the average student is capable of much more CC BY

9. Tutoring is Expensive So we teach class instead! CC BY

10. If the research on the 2 sigma problem yields practiced methods (methods that the average teacheror school faculty can learn in a brief period of time and use with little more cost or timethan conventional instruction), it would be an educational contribution of the greatest magnitude. (p. 5) Bloom, 1984 CC BY

11. To Tutor Or Not to Tutor? That is the (false) question CC BY

12. “Strategic Tutoring” What if we could do just-in-time, just-on-topic, one-on-one tutoring? CC BY

13. Obs. 1 - Requires Great Insight We’d have to know who needs help, when, and what they need help with CC BY

14. Obs. 2 - Requires Great Curriculum The more the student can learn from the materials, the less tutoring is required CC BY

15. Obs. 3 - Data Is the Key You’d need live, fine-grained data about student, assessment, and curriculum performance CC BY

16. Simultaneous Continuous Improvement Working in a way that constantly improves both student learning and the curriculum CC BY

17. The Loop Curriculum Redesign Curriculum Use Data Describing Curriculum Performance Data Supporting Strategic Tutoring Student Performance Data CC BY

18. OHSU Teaching Model Create and aggregate great curriculum, let it do as much instructing as possible,follow-up with “strategic tutoring” CC BY

19. How Do You Improve Curriculum? Performance data alone aren’t sufficient –you need permission CC BY

20. Open Educational Resources Give OHSU the permissions it needs to engage in continuous improvement CC BY

21. OHSU Charter Requires OER Founders’ way of “burning the ships” CC BY

22. Two Quick Screenshots From the AgilixBrainHoney system CC BY

23. State Standards As Skeleton Standards provide the framework for content aggregation and assessment CC BY

24. Restricting Access to the Bible Zealously and passionately CC BY

25. Supporting Strategic Tutoring Data visualized in an easy to use manner CC BY

26. When Tech and Policy Collide A story from history: 1000 - 1600 CC BY

27. Watch Out Bloom, Here We Come! OHSU is only a few weeks but the model is already proving terrifically effective CC BY

28. Lots of Research to be Done We would love more research partners! CC BY

30. Grades 9 and 10.

31. Will grow grades 11 and 12.

32. Serving students of Central California

33. Currently 65 students with 12 part time teachers

35. Content Development

36. Teachers complete written outline

37. Organized by modules and lessons

38. Each lesson (objective, introduction, lesson, assignment/assessment)

39. Text first, then add multimedia elements

40. Integrates into Moodle

42. For teaching online

43. For sharing ideas

44. For providing best online instruction for all students

45. Collaboration = better final product

47. Have teachers from two places collaborate with course development

49. Find, Contribute and Connect

50. Any Resource Type

51. Using Curriki Resources

52. Aligning to Standards

53. Groups Overview

55. Open Educational Resources The Briefest Possible Introduction David Wiley

56. The Gutenberg Difference From slow, expensive copies to fast, inexpensive copies

58. The Internet Difference From fast, inexpensive copies to instantaneous, free copies

60. If... education blesses people’s lives, and we can make instant, free copies of materials, then what kind of ethical obligation do we have?

61. Small (c) Problems Just because you can copy doesn’t mean you’re allowed to

62. Open Educational Resources Hacking (c) to leverage the nonrivalrous nature of digital educational materials

63. Open, adj. Providing users a collection of rights called “the four R’s” - for free

64. The 4Rs Reuse - verbatim copies Redistribute - share copies Revise - make adaptations Remix - combinations / mashups

65. Communicate 4R Permissions Since this overrides default copyright,only a copyright license can grant

66. Offers easy to use 4Rs licenses

68. Free = Open Check the “Copyright Statement” or “Terms of Use”! Without a CC license you will (likely) not have 4R permissions.

69. CC Licensed Items Online (Millions) 250 200 150 100 50 2008 2009 2003

85. Declining Budgets and No Bail Out More and more institutions are sharing and reusing OERs

86. Challenges and Opportunities

88. Joshua Marks: jmarks@curriki.org. 831-685-3511 (www.curriki.org)

89. David Wiley: david.wiley@byu.edu801-422-7071, http://davidwiley.org/ Presentation Website: http://vss2009.wikispaces.com/darrow