The Case for Open

transcript

The Case forOpen Educational Resources

David LippmanPierce College

“Open”

Open Educational Resources (OER)

Open Textbooks

Open Learning (MOOCs)

Open Pedagogy

Open Source Software

Free as in “free beer”

Free as in “free speech”

Collaboration

The Promise of Open

Food Machine

Learning Machine

From http://www.aei-ideas.org/2012/12/the-college-textbook-bubble-and-how-the-open-educational-resources-movement-is-going-up-against-the-textbook-cartel/

Textbook Costs

$1100 / year

Online access codes

Time-bombed eBooks

“this past spring quarter for math 60 I didn't have a book the entire quarter and I barely scraped by with a 2.0. I used the book and help of tutors in the tutoring center everyday and still did not fully understand the material as much as I wanted. If I continue this way I will surely fail math 98”

“I am afraid that if I can't/don't get this book before the college quarter starts that I will fall behind and possibly even fail the class”

The 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10% have withdrawn from a course due to textbook cost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

“70% of respondents had decided against buying at least one assigned textbook due to cost. While some of these students reported sharing or borrowing instead, 78% still believed they would generally do worse in class without their own copy of the required text.”

http://www.studentpirgs.org/news/ap/high-prices-prevent-college-students-buying-assigned-textbooks

Access Inequity

Mainstreamed Materials

Move towards the middle

Content creep

Open ≠ Digital

Open ≠ Free

DIGITALFREE

Open is a legal framework for sharing

OER: The 5R PermissionsSharing and creativity are inherent in OER:

•Make and own copies

Retain•Use

the content in its unaltered form

•Adapt, adjust, modify, improve, or alter the content

Revise

•Combine the original or revised content with other OER to create something new

•Share copies of the original content, revisions or remixes with others

Redistribute

Open LicensesCreative Commons

Examples of OER

Open textbooksWorkbooksHandouts

WorksheetsActivities

Videosetc.

The Case for Open

1. Cost Savings

Example: Green River

27 sections of Math 141 each year× 30 students per section× $200 (Amazon retail of Stewart Precalc – cost of printed OER text)

$162,000 saved in one year, in one course

The text had a positive effect on the classroom instructional atmosphere from the very beginning. Many students came to class on the first day with a positive attitude borne of having been to the bookstore and found that their textbook would cost $20 rather than over $100, and even spending that much was optional. Moreover, the vast majority of students had the textbook in one form or another from the outset and so didn’t face the prospect of falling behind because they couldn’t get it until a financial aid check came in.

MAA Review by Mike Kenyon, Green River Community College, 10/15/2012

This is a simple way thatwe as faculty can address

access inequity

2. Education is Sharing

Knowledge

Unprecedented Capacity

we can share as never before

Unprecedented Capacity

we can educate as never before

Except We Can’t

InternetEnables

CopyrightForbids

of digital media and the internet

use copyright to enforce sharing

InternetEnables

Sharing and educating at unprecedented scale

OERAllows

3. Control

At the Most Basic Level

No broken links

No surprise changes

No forced new editions

Open = freedom to

AddRemoveModify

SupplementIgnore the book

I hate this problem

Q: Bob has $10,000 invested in two accounts, one paying 4% interest and the other paying 6% interest. He earned $520 interest last year. How much does he have invested in each account?

A: Read your statements, Bob!

I don’t hate this problem

Q: Bob is retiring with $1 million. He can invest in a safe CD earning 1%, or a riskier bond account earning 4%. He wants to live on interest, and needs $30,000 a year to live on. What’s the minimum he needs to invest in the bond account?

Customize and Localize

Searching through dozens of books for the perfect table of contents

Mixing contents from multiple texts to create a perfect match for your outcomes

I’m Sold!

Show me the goods!

Where We’ve Come From

Community of users

Creating for themselves

Sharing with everyone

Making it better for all

Expanding to Open Texts

MyOpenMath

ArithmeticPrealgebraBeg AlgebraInter AlgebraCollege AlgebraTrigApplied CalculusCalculusMath for Lib ArtsStatistics

Lots of Personal Projects

But is it any good?

There’s no reason to use a proxy for quality when we can measure

student success

High School Data

No significant difference

Scottsdale Data

No significant difference

Results – Math in Society

Commercial text + Blackboard (‘06-’08 data)70.2% pass rate, n = 131

IMathAS + Open Text v1 (‘08-’11 data)72.4% pass rate, n = 236

IMathAS + Open Text v2 (’12-’13 data)80.4% pass rate, n = 92

*No statistically significant difference

Success Data - CalculusStewart/Hoffman Comparison

Bellevue College used Stewart (2006-07) and Hoffman (2007-08)

Stewart N=622

Success = “ABC” = 74.4% Success range: 42 – 90%

Hoffman N=710

Success = “ABC” = 74.8% Success range: 40 – 95%

Student Success Data - Precalc

4850 students at Pierce, Green River, and Shoreline have used our text (over the last 2 years), vs. 5000 past students saw no significant difference in success, while saving $300,000+

Student Success Data - Algebra

Big Bend switched completely to an emporium model.

Success rate jumped from 48% to 75%, and withdraw rate dropped from 25% to 9%

Mercy College - (Wallace Algebra)Percentage passing with C or better

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

63.60%68.90%

48.40%

60.18%55.91%

64.50%

Fall 2011No OER

Fall 2012OER

Spring 2011No OER

Spring 2013OER

TotalNo OER

TotalOER

n=2,842 including pilot

“The student feedback I've received (to the texts I and others have used, as well as the associated WAMAP material and James Sousa videos) has been virtually 100% positive. And it's not just the low-to-nonexistent price: we've received many comments about how these books are much easier for them to read than traditional textbooks, how WAMAP is far superior to Webassign, and how helpful they find the videos.”

- Jeff Eldridge, Edmonds CC

What’s Coming?

Z Degree: Tidewater Community College's textbook answer

The college estimates that students who complete their degree through the textbook-free program could save one-third on the cost of college.

Departments take ownership

Adoption

A Call to Action

One of the few wayswe as faculty can directly address

access inequity

Think about the Return on Investment

Make it yours

Teach Openly

Look at an Open Course

Contribute

ProofreadCreate activities

Add new exercisesCreate videos

Join a collaboration

the Learning Machine is being built

Join in

Thank you

David Lippmandlippman@pierce.ctc.edu

http://dlippman.imathas.com

Want to work on a contextual / conceptual / active learning algebra

course?

Email me!Contribute rich tasks to:

wamap.org/projects/

David Lippmandlippman@pierce.ctc.edu

http://dlippman.imathas.com

Attribution Statement

This slidedeck is licensed under a Creative Commons Attribution License and contains content from a variety of sources published under a variety of open licenses, including:

• Original content created by David Lippman of Pierce College and Lumen Learning• Content created by David Wiley, originally published at

http://www.slideshare.net/opencontent/ under a CC-BY license.• Food machine photo, original published at http://www.flickr.com/photos/cvander/

under a CC-BY license• Freaky skull photo, original published at

http://www.flickr.com/photos/erikcharlton/2955613283/sizes/m/in/photostream/ under a CC-BY license