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InstructureCon Slides for Kaleidoscope in Canvas Presentation 6/20/2013
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Kscope n canvasslideshareinstructurecon
- 1. www.lumenlearning.com Open General Education Curriculum at Multi-Institutional Scale InstructureCon ~ 20 June 2013 Ronda Neugebauer Lumen Learning Student Success Lead Kaleidoscope Founding Member in David Wiley Lumen Learning Founder Kaleidoscope Founder
- 3. NGLC grants target specific challenges that address barriers to educational success. NGLC strives to dramatically improve college readiness and completion, particularly for low-income students and students of color, by identifying promising technology solutions.
- 5. There is a direct relationship between Textbook Costs and Student Success 60%+ do not purchase textbooks at some point due to cost 35% take fewer courses due to textbook cost 31% choose not to register for a course due to textbook cost 23% regularly go without textbooks due to cost 14% have dropped a course due to textbook cost 10% have withdrawn from a course due to textbook cost Source: 2012 student survey by Florida Virtual Campus
- 6. Goal Use open educational resources (OER) to improve the success of at-risk students Kaleidoscope Phase I
- 7. What are Open Educational Resources (OER)? (1)Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams (2) Are free for anyone to access, and (3) Include free permission to engage in the 4R activities: reuse, revise, remix, redistribute What are Open Educational Resources (OER)? Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 8. creativecommons.org Creative Commons licenses provide a simple, standardized way to grant copyright permissions to creative work. Attribute? Commercial use? Share alike?Permission:
- 9. Makes It Easy to Share: 4Rs • Use the content in its unaltered formReuse • Adapt, adjust, modify, improve, or alter the contentRevise • Combine the original or revised content with other OER to create something newRemix • Share copies of the original content, revisions or remixes with othersRedistribute Shared by David Wiley under a Creative Commons Attribution 3.0 license.
- 10. Why Open? no broken links or surprise content changes freedom from the textbook teacher and learner customization Shared by David Lippman & Ronda Neugebauer under a Creative Commons Attribution 3.0 license.
- 11. Why Open? right to make changes for continuous improvement access to course materials on Day 1 deconstructing the silos for collaboration Shared by David Lippman & Ronda Neugebauer under a Creative Commons Attribution 3.0 license.
- 12. Approach Create and adopt course designs for high-enrollment courses collaboratively, across multiple institutions, using the best of existing OER Kaleidoscope Phase I
- 16. OER
- 17. What’s wrong with this screenshot? (*not Photoshop-ed)
- 19. Results • Reduced cost of required textbooks to $0 by replacing with OER • Improved average student success rates 10%+ compared to student performance in same courses by same instructors in previous years • Developed 11 courses, impacted 9,000 students Kaleidoscope Phase I
- 20. Student Success C or Better 0 10 20 30 40 50 60 70 80 90 Historical Success Kaleidoscope
- 21. Student Ratings of Quality of Open Texts 0 10 20 30 40 50 60 Better quality Same quality Worse quality Number of Students “It was very concise and aligned with exactly what we were working on in the class.” “Having the textbook catered to us by our teacher was perfect.” 3% 56% 41% Source: Bliss, Hilton, Wiley, Thanos (2012)
- 22. Student Preference for Kaleidoscope Courses 0 10 20 30 40 50 60 70 80 Prefer Kscope Prefer traditional No preference Number of Students “I enjoy having online texts provided for me because I'm poor. I spend the money I have left after rent on school, so having free online texts provided for me benefits me very much.” “GREAT WAY TO DO ONLINE CLASSES!!!!” 13% 13% 73% Source: Bliss, Hilton, Wiley, Thanos (2012)
- 23. Kaleidoscope Phase II 1. Support new institutions in pilots of Open Course Frameworks – Micro-pilots – Realistic evaluation of approach 2. Develop 20+ additional course frameworks 3. Grow and mature the project – Project governance – Faculty leadership
- 24. Kaleidoscope Phase II: Teach Reading (dev) Writing (dev) Composition Beg. Algebra (dev) Int. Algebra (dev) Biology Chemistry Physical Geography Psychology Fundamentals of Business
- 25. Kaleidoscope Phase II: Develop Financial Accounting Managerial Accounting Marketing Intro to Information Systems Intro to Teaching US History to 1865 US History from 1865 Art Concepts/Art Appreciation Music Appreciation English Composition II Speech Communication Chemistry for majors Intro to Earth Science Intro to Political Science Intro to Sociology Principles of Macro- economics Principles of Micro-economics US Government and Politics Intro to Online Learning
- 26. Kaleidoscope in Canvas close assessment loop bridge communication CC attribution tech support stable platform with intuitive UI
- 27. Kaleidoscope in Canvas power to delete faculty and students like the platform meet accessibility needs Open Course Frameworks
- 28. Open Course Framework Complete set of open materials Assessments & OER content link to outcomes Supplemental and support resources Fully mapped course Close the assessment loop Apply knowledge for continuous improvement of course
- 29. Students Use OER and Assessments Improve OER + Assessment Design Assessment and Behavioral Student Data Determine OER Effectiveness Predict and Intervene with At-Risk Students ImprovOER Continuous Improvement
- 30. It’s About Learning Increasing learning by: lowering costs enabling and supporting faculty
Notas do Editor
- Welcome to Park City! It’s a pleasure to be in Park City again, and my first time at InstructureCon. Other than being completely bummed that I didn’t get to join in the Hammer Time fun, I’m excited to be here and share with you one of the most profound experiences of my professional career, Kaleidoscope, and one of the coolest learning systems ever. Thanks to Instructure for the opportunity to present and thanks to my boss, David Wiley, for okaying the fund allocations to be here. I’m Ronda Neugebauer, Lumen Learning’s Student Success Lead, a Kaleidoscope founding member, and current instructor at Chadron State College in northwestern Nebraska in Developmental Reading and Writing, Student Success, and Digital Literacy studies.Take the pulse: how many faculty are here today?how many administrators?support staff?how many of you are currently using Canvas?how many of you have heard of OER?how many of you are or have used open materials?Great…so let’s start with considering the role of Openness in Education…
- The Kaleidoscope Project, funded by a Next Generation Learning Challenges grant, began in 2011There were 8 founding institutions comprised of community colleges & open access 4-year schools from California to Nebraska to New York
- Wave I grant focused on improving college readiness and completion for at-risk students using technology solutionsScreenshot Sources: http://nextgenlearning.org/nglc-overview
- Textbook prices have been increasing much faster than inflation. *
- The most surprising is what we don’t see in the system: Drops and WsDavid: Recent research (conducted by the Florida Virtual Campus) quantifies the ways high textbook costs affect student persistence and success. More than 60% of students report not having purchase textbooks at some point due to the costNearly a quarter (23%) of students regularly go without textbooks due to their costDue to the high cost of textbooks:35% of students report taking fewer courses31% report not registering for a course14% have dropped a course10% have withdrawn from a courseLink to research source: http://www.openaccesstextbooks.org/pdf/2012_Exec_Sum_Student_Txtbk_Survey.pdf
- Openly sharing materials is powerful
- Open source software community has itThere are broad global uses of CC outside of education as well(Click on hyperlink) Discuss 3 layers of licensing:Human Readable (language means I can understand it); Legal Code (legalese); Machine Readable (Google search can pick it up)Demo Advanced Google search and looking for CC logo (generally found at the bottom of webpages)Case against using CC NC for materials you create is removing the option to print materialsfor studentsCC button says it gives permissionCCBY means attribute it to the original authorCreates professional networkPersonal connectionsCommerical Use: can someone use the material Sharealike: revise but keep the same licenseNC License hurts when printing: need to have a sustainable process; CK 12 agreement under $5 per book; extra piece; we are still living in a world where we need print materialsIf Kscope is funding faculty time, materials created must be CCBY
- At its core, open materials are 4RsFirst three are what impact teaching and learningBundling multiple texts is expensive:Focused on return of investment of textbookRevise: reduce the amount of materialsOpportunity for students to engage in materials…engaging students to revise and add to the textbook for their courseFree is awesome…but its just a part of whatthisis about
- First * there’s the practical matter of broken links. When you link to materials free online, you never know if they might suddenly disappear, or * if the owner might decide to change the material or start charging for it, or change editions on you. Most importantly, * Open gives you the right to make changesIn education, * open means:- * freedom from textbook- saves students money, allows - * improved access to materials (since they’re usually online)- * flexibility for the instructor to customize/modify the content, * enabling continuous quality improvement- * ideally, can prompt conversation and collaboration around curriculum in a much richer way than is currently existing
- First * there’s the practical matter of broken links. When you link to materials free online, you never know if they might suddenly disappear, or * if the owner might decide to change the material or start charging for it, or change editions on you. Most importantly, * Open gives you the right to make changesIn education, * open means:- * freedom from textbook- saves students money, allows - * improved access to materials (since they’re usually online)- * flexibility for the instructor to customize/modify the content, * enabling continuous quality improvement- * ideally, can prompt conversation and collaboration around curriculum in a much richer way than is currently existing
- There were 8 founding institutions comprised of community colleges & open access 4-year schools from California to Nebraska to New York. We had to create 10 courses using OER, serve 4500 students, and work together.The project’s members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant. The project’s members have grown and in October 2012, the project received follow on funding again by Next Generation Learning Challenges grant.Six two-yearTwo four-year
- The project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team.Top row: how to be smartMiddle: Technology and content providers larger project and matchLast: FundingShuttleworth: how we can better support learning resultsThe project’s advisors are experts from different organizations that have experience with OER, an advisory board, as well as a Kaleidoscope Leadership Team. In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, therequired textbook cost dropped to $0, and the average change in student success (C or better in the course)reported was +14%
- Organic process of learning: most of us were starting with zero knowledge of OER, zero experience of OER, and some even had zero faith: Howard Miller “I reserve the right to be skeptical”…the newness of everything was overwhelming: OER, Creative Commons, Copyright, Licenses, Mining, Building, Time crunch…it was ugly, painful, and in the end exceedingly rewarding Much of the challenges for me were in understanding OERmining OERcollaborating cross-institutionallyskepticism from colleague, technology issues (LMS to LMS to LMS) and coordinating data pulls with IRlacking a fundamental understanding of quality course design learning how to leverage data to drive decision making with improving my courses
- Challenge: OER Click the logo to access the site. Talk about OER. Talk about projects, and how much grant money has funded the content development…but challenge in adoption. The “if you build it they will come notion doesn’t necessarily in higher education.”
- Challenge Licensing: understanding licensing issues; it seems simple, but the implications may be grave…ignorance is bliss; functioning under fair-use is bliss; violating copyright was standard for me…make copies and distribute to students…all in the name of education
- Technology was a challenge: from Sakai CLE to Sakai OAE, Google Docs, Skype, embedding text, codes, accessibility issues, quality mattersData pulls with IR were difficult…people are busy, resources are limitedKnowledge of quality design was a challenge…but became a passionData driven decision making…wanted to do it, but never knew howBackwards Design Sourcehttps://www.google.com/search?q=backwards+design&tbm=isch&tbo=u&source=univ&sa=X&ei=IUKvUYTEMcS9qQHNjoDYBw&ved=0CFAQsAQ&biw=1570&bih=910#facrc=_&imgrc=zxjS4eg4KFXclM%3A%3BerT-086fGXtSgM%3Bhttp%253A%252F%252Ftechknowtools.files.wordpress.com%252F2012%252F04%252F3stages.gif%3Bhttp%253A%252F%252Ftechknowtools.wordpress.com%252F2012%252F05%252F01%252Fbackwards-design-with-ted-ed%252F%3B300%3B174
- In the first phase of Kaleidoscope, 11 Gen Ed courses were developed, over 9,000 students participated, therequired textbook cost dropped to $0, and the average change in student success (C or better in the course)reported was +10% some as high as +14%
- Secured follow on funding in October of last yearFinancial Aid connectionQuality of materialsResearch method is a bit wildStudent success C or betterHistorical success: same faculty, same courseA lot of interventionsReading and writing have the worst dataOER free and open materialsfaculty engage differently, more instructional designCan’t unpack all individual materialsDev Math: diff between having materials on the first day made the difference between passing and failingmore digitial materials, layers on a second portion, found the most expensive way to deliver dev mathPearson and Alex text; lose access to system to review
- Created an Additional research to understand what is higher quality?
- Question was: if you had a choice…everything was the samePrefer traditional: students that prefer printed materials
- Archetypes of facultyFringe Lippmans and Sousas enjoy it in off timeUse materials but leave me aloneUse but it has to be easy, turn key, feel a lot like publisherFaculty comment: would be more open if it was part of the job; No institutional acknowledgement to use it; time is biggest problem lifting; everyone is developing; very early3 stepsHerculean lift: writing a book; evaluating materials; needs funded; better if its collaborative; tough for single faculty to do the work and share it; other faculty have seen when one does the work its seen as a threatSome group have created something complete and then I can match it to my outcomesThen taking materials and adopting; Not just materials, how do you teach differentlyWhat is the role of print?
- In the Spring of 2013, we began moving the courses
- Common outcomesAcross states bring the complete collection of outcomeslecture notes, syllabiQuality and Quantity: evolving project, where we have gaps the community is filling once on behalf of everyone; approach is a moving target; FWK had shift in business plan, so what was once open is no longer; What’s everyone using?Work with funders to understand the gapsHewlett: grant complete testbanks for 8 courses; open but controlled testbanks to share with faculty
- ImprovOER: students use materials, analyze the results, and informs improvements
- Overall…