9‑26‑17 Quality Matters.
12:20 Presentation.
>> If you don't know the answers, cheat.  Ask somebody else.  The remote audience, you need to start cheating too.  There's icebreakers that you should be cheating with right now, everybody that's in the remote audience.  And I'm going to go ahead and get started.  And I want to welcome every within and I also want to welcome the folks that are in the remote audience.  And if you didn't finish your cheating work sheet that's okay.  We're going to answer the questions as we go through the presentation today.  But I also want you to take a look at your handout on page 2 at the bottom of the page there's a list of the objectives that are going to be covered in this presentation.  I want you to take like 30 seconds and speed read those.  And then if you would, please, write in your own words in that little box right next to them, what's an objective for your own self that you're hoping to take away from this presentation.  Okay, time is up.  Sorry.  You don't get a lot of time to think in here.  My bad!  That's the way we go.  So, this is me.  I am Jane Sprangers.  I am a faculty member at Hennepin technical college in Minnesota.  I've been involved with QM since 2008.  I hold a few certified courses to my name.  I also have the honor of holding some roles within QM.  I am a coordinator, a facilitator and master reviewer.  I also happen to be a veterinarian.  So, yes, I am a dog doctor.  And yes, at the end of the presentation if you have questions on your pet, I will answer them.  But, after the presentation, please.  What happened to my thing, dudes?  Technical people, help me.  Oh, wonderful.  I'm so glad.  Don,‑Don‑Don.  I can keep going.  I don't need my slides.  So, let's go for just a few minutes while we get this figured out.  If you are looking for general standards 4 and 5 and open educational resources you are in the right place.  If, you are looking for a different presentation, you are not in the right place.  So, is everybody in the right place?  All right.  Very good.  Then here we go.  And I will catch us up with the slides when we get to that point where we can get caught up.  So, I just want a show of hands, how many people K‑12?  Okay.  Higher Ed?  Okay.  Admin?  IDs?  Other?  What's the other?
>> Faculty.
>> Faculty.  Isn't that Higher Ed?  Or K‑12?  Oh, subgroup.  Okay.  Sorry.  Okay.  My bad!  Okay.  So, the subtitle of my presentation today is the what, the why and the how.  And so, what we're going to try to do today is held together with 4 and 5.  And I am in Higher Ed so we will use the Higher Ed rubric.  So, we are going to start at the beginning and I just have a really good slide on Julie Andrews singing and I'm not going to sing it for you.  But we are going to start at the beginning because she tells us that's a very good place to start and for us today the beginning is the QM rubric, specifically the fifth edition of the Higher Ed rubric and specifically two standards within that higher education rubric and those are general standards 4 and 5.  So how many people have some experience with QM in here?  How many have a lot of experience with QM in here?  How many can recite the rubric from memory?  Ahh, okay, got you on that one.  Okay.  So, what I want you to tell me is, what is general standard 4.  Okay.  The cheating allowed thing.  What's the general topic of general standard 4.  It's instructional materials.  What does standard 4 say about instructional materials?  Oh, I have my slide back.  Yea.  Instructional materials, this is the standard, enable learners to achieve the stated learning objectives and competencies.  That's the overarching statement for general standard 4.  Instructional materials.  Then within that general standard how many specific review standards are there?  Yes!  There are 6.  Absolutely.  And they refer to things like the alignment of the instructional materials to the course level and module level objectives, they refer to the currency of the materials, they refer to the fact that you as the instructor if you are the instructor in the course properly cite that material and that there's a variety of materials.  So that's general standard 4.  Instructional materials.  What's general standard 5?  Blah blah blah blah blah blah blah blah blah.  Learning activities.  Okay.  Learning activities.  What does general standard 5 say?  Word for word, this is a test.  Course activities facilitate and support learner interaction and engagement.  That's the overarching statement for general standard 4, okay, yep you guys know your stuff.  What are the 3 types of interaction and engagement that are defined in that standard?  Learner/learner, learner/content, learner/instructor.  How many people in here are peer reviewers or master reviewers?  Oh, see, yeah, you guys are ringers, you're ringers in here.  So, what we're going to focus on today is ‑‑ well I think it was the second one you guys said which is the learner/content of the and again there are specific review standards within that general standard that emphasize the alignment of the activities to module and ‑‑ and?  Core, level objectives and support active learning, et cetera, et cetera.  Okay?  So that's the beginning.  That's where we're at.
So, we're going to take just a short break.  I know I haven't been babbling for very long but we will take a break and look at page 4 of your handout.  It's on the back of page 3.  And there's a little thing there that says, think of a course, put down the title of the course then list your instructional materials for that course and list your learning activities for that course.  So, we're going to take exactly 1 minute to do that.  So, think of one of the courses that you teach or that you are involved with, list all the instructional materials that you use and list at least a few of the learning activities that you use.  Folks at home, you should be doing this as well or folks in your little learning pods virtually, please try to do this as well.  Then when you're done you can look at the pretty butterfly picture.  And if you finish that and you have that little index card that's on the front of your handout you might want to write your name on that in a manner which can be easily read.  So, take a minute and write your name on that.  And I have a bag lady that is going to come around, she's at the back of the room and she's going to ask you to put your little card in that little bag.  So, as we're talking about your instructional materials and learning activities, please put your card in the bag.  Okay?  So, what are some of your instructional materials?  Name one.  A textbook.  What else?  Videos, articles, tutorials, primary sources ‑‑ ohh, primary sources.  Example papers.  Is PowerPoint an instructional material or is it a learning activity?  Don‑Don‑Don.  Depends on how you use it.  Absolutely.  Absolutely.  Okay.  So, you've got these things in your head and I want you to keep them in your head as we go through the rest of our discussion.  Okay?  Oh, my goodness.  So, those are the first two pieces of our puzzle.  Instructional materials and the learning activities.  And, is there overlap between those?  Can there be?  Do you have a textbook then assign reading chapters from the textbook?  Yeah.  Okay.  So, there's overlap between those two so keep those in the front of your head as we move on.  Okay?  And it leads us to a discussion of the next piece of the puzzle.  And that is open educational resources and what exactly they are.  You're pissing me off.  Thank you.  So, what is it?  First of all, how long is the open education movement been around?  2002.  Fifteen years.  Is it in its infancy?  Yeah.  Do we have stuff all figured out?  No.  Because it's in its infancy the definition of open education and what that is is sort of fluid right now.  We don't really distinguish sometimes between open source and open educational resources and open courseware and open content; all these terms are being used and we're not really defining too much what they all are and if they're different.
And so, the Hewlett foundation since 2001 has devoted about $170 million to the development of open educational resources.  So, because they're a big stakeholder in this, I like to use their definition.  Teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that allows them to be used freely and repurposed.  That pretty much what your understanding of OER is?  Yep?
>> [Off mic]
>> Yes there is.  And you know what?  You get a prize for that.  Now, my prizes are quite modest but... I have these wonderful mesh bags in a variety of colors and sizes.  And you might ask why is this woman giving away mesh bags.  And I will tell you.  This is the best thing for putting all your power cords in when you travel.  So which mesh bag would you like?  The big stripes or the medium sized stripes?  Okay.  You are welcome, thank you.  Now what was your question again?
[Laughing].
Would you repeat it?  Oh, I need to repeat it?  You repeat it first then I'll repeat it.
>> [Off mic]
>> Is there a difference between free use and use freely.  Bingo.  So, we have to go then to an expansion of our definition.  And this expansion comes from David Wiley, the CAO of Luman Learning and he's got open content.org on the website.  And he says if you really want a freely used piece of resource you should be able to retain it.  What does that mean?  I get to keep it.  I get to keep it and keep a copy for myself.  Sorry, didn't mean to hit my microphone.  I can reuse it.  What does that mean well it means you can reuse it, Jane.  Come on.  Absolutely.  Oh, I can revise it.  I can change it however the heck I want.  I can remix it, I can take a piece of content from here and a piece of content from here and I can put those dang things together so that they make sense for what I'm doing in my classroom.  Then I can redistribute it however I want.  So, these are the 5   R's of open content, open educational resources, open source which some people just keep that as for software only just so you know that.  And then, I have to have an ability to get my slides to move forward.  I have to have an ability to distribute it somehow.  Okay?  So, at their fundamental level open source, open educational resources, open educational resource, open, open, open has two things, fundamental.  They are free and you can adapt them.  Okay, now I will explain my goofy adapt thing here.  Or does everybody get it?  You know, I'm a biologist.  Right?  These are Darwin's finches.  They each adapted to their own island in the Galapagos.  I'm a geek, sorry, that's how I roll.  So fundamentally open educational resources are free and you can remix them and reuse them.  And the big daddy of open educational licensing is create commons.  Who understands deep in their bones the licensing attributions that go with creative commons?  Deep in your bones, not so much.  Huh?  Okay.  So, let's break it down.  Creative commons, first of all creative commons exists within current copyright law.  Current copyright law.  So, it's a way for us as educators, for us as anybody, for people anywhere to provide an easy to use copyright license simple standardized permission for the public to use your stuff.  So, you will see creative commons licenses in two ways.  You will see them with the little icons or you'll see them with the abbreviations.  Okay.  So, if you see the little person standing there or you see BY, by, CC by, it simply means when you use that work you have to attribute the original author of the work.  Attribution.  CC by.  Okay?  If you see that little thing, that little arrow in a circle, it means share‑alike.  And what that simply means is that if I take a piece of creative commons licensed material and do something with it, I have to share it under the same conditions the original piece was shared.  Does that make sense?  Okay.  So, if I am looking at an attribution license, a BY license, when I share my stuff it has to be under a BY license.  Can't be any more restrictive than that.  The no dollar sign is very intuitive, noncommercial.  Yes ma'am?
>> [Off mic]
>> You have to do the original attribute.  You have to do an attribution to the original developer of the piece.  When you reuse it, you have to put it as a BY.  But if someone uses what you've redone they should attribute you and there's a line.  So, these can get (indicating).  Noncommercial means you can't sell it.  Did you have a question?
>> [Off mic]
>> Yes, it has to be a BYSA.  A by share‑alike.  Absolutely.  I can summarize that.  The question was, if you are taking something that is licensed as a CCBYSA when you share that it has to be shared as a CCBYSA.  You have to license it the same way it was licensed to you when you remix it.  Noncommercial, NC means you cannot sell it.  Okay.  And ND or the little equal sign means you can't change it.  No derivatives are allowed.  Okay?  So those are the 4 main licenses, there's also a CC zero license which means it's in the public domain.  Okay?  These are the 4 main ones and you can combine these.  Go back!  So, these are the common combinations that you will see.  CC by, CCBYSA, CC   BY noncommercial and CC by noncommercial share‑alike.  Those are all considered to be open sources, open educational sources.  As soon as you put an ND license on where there's no derivatives, it does not meet the definition of open educational resource.  Okay.  Does that make sense to everybody?  Yes, sir?
>> [Off mic]
>> You can use that.  The question was does it have to be in the same medium.  Can I take an online OER and print it for my students?  Yes.  If it's a BY or BYSA, yes.  As long as you do it on that same licensing.  Okay?  So, I don't know about you guys but I've been hearing about creative commons for years and I never knew what those licenses are until I was preparing for this.  And I've been preparing for this for about 8 months and I thought okay I better figure out what the licenses mean.  Okay.  Guess what?  Great definitions of all of them on the creative commons.org website.  Yes ma'am?
>> [Off mic]
>> A plug for the librarians.  Did we get that, Jim?  There we go.  So that's the what.  That's what OER is.  That's the what of OER.  Okay.  So, turn to your neighbor and in 30 seconds tell them two things you just learned.  And if you didn't learn anything tell them I didn't learn a dang thing but take 30 seconds and do that.  Please!
[ audience chatter ]
Okay, sorry, you're done.  That's it.  Thirty seconds.  God, she's mean.  I knew I should have brought my horn.  Okay.  So, the 64,000‑dollar question.  Why would we even consider using OER in our courses?  And I'm going to start in a December 10, 1948 United Nations declaration, universal declaration of Human Rights.  That says:  Everyone has the right to education.  Number 1.  Number 2, higher education shall be equally accessible to all based on merit.  1948, the United Nations came out with this.  How are we doing with that?  Well, let's look at this study done in 2006 and it's data from a 2006 report of the advisory committee on student financial assistance.  The report is titled, mortgaging our future.  How financial barriers to college undercut America's global competitiveness.  What did that study tell us?  Boom, 2.4 million people in the decade before 2006 that were college qualified couldn't complete college.  And this slide was presented by Dr. Johnjonny in 2017 held in February and this is the slide that got my attention.  I'm like, holy cow.  Are you kidding me?  Well, he wasn't done with me yet.  There are significant financial barriers to our students, our learners receiving an education.  And the committee that did that study felt unanimously that unless we addressed this financial barrier we are hosed.  They didn't quite use that terminology.  Okay?  And, this is also a slide from his presentation which we all know this is happening.  We all know that state funding which is the orange line is going down and tuition is going up which is the blue line.  We all know that.  In the state of Minnesota those lines have crossed so that our learners are bearing the brunt of their educational expense for tuition.  This is tuition only.  Okay?  So, we know that's happening.  We also know and this again I'm going to pick on my own state because I can pick on it.  For a student to afford tuition for one year at the University of Minnesota they need to work just under 1800 hours at a minimum wage job to afford tuition.  How many hours is a full‑time job?  2000.  2080 if you don't get 2 weeks of vacation.  So, at the University of Minnesota learners have to work a full‑time job to pay their tuition.  Wow.  Eye opening for me.  What do our learners have to say about this?  That's what they have to say.  They also have this to say.  And Dr. JohnJohnny works at the University and they put these signs around campus and give the students a marker to Mark and what does the student remember?  What do I remember about my 4-year experience at UBC?  My crippling debt.  Okay.  So, our learners are feeling the pinch, our learners are feeling the pinch.  That's not all, some folks in Wisconsin conducted a really large survey in 2016, over 3800 students in 36 four year and two year colleges.  48 percent of those learners experienced food insecurity within the last 30 days.  Food insecurity simply means you have lack of access to affordable nutritious food.  48 percent.  Do we think that's unique in the Midwest?  It's not.  It's not.  In addition, this same study said and found, 13 percent of community college students are homeless and 7 percent of students at a four-year institution are homeless.  So, when you're looking out in your classroom for those of you who teach face‑to‑face or blended, or if you teach online and you're answering diligently answering each of your learner's introductions, in their introduce yourself, who we are, discussion forum, some of those students are homeless.  Some of them have food insecurity, a good portion have both.  The study went on to tell us all that the consequences of food and housing insecurity caused 53 percent of the students not to purchase a textbook for their class.  And caused 51 percent to miss class and about a quarter of them to drop the class.  Okay?  Now I don't know about your institution but my institution has 4 buzz words.  Okay, 5.  The first one is student success.  Anybody heard that one before?  And how do they measure student success?  Retention, persistence, completion.  Okay?  What do we think if we're not purchasing the textbook?  And since we're looking at textbooks, let's take a look at since 1977 what has happened to the cost of textbooks.  1041 percent increase in the cost of textbooks.  Inflation has gone up 300 percent, textbooks have gone up over a thousand.  So, are there places we as educators or we as people in the education community can help?  I think there might be.
And since the highest percentage of learners reported they didn't buy a textbook, let's take a peek at that.  I will pick on myself because I can do that because I'm me.  I teach anatomy and physiology.  It's a two-semester course.  The textbook that I used, hard copy was $332.33, loose leaf copy $249, eBook, $125 but you have access for a limited amount of time.  So here I am, $332.  Gee, that's not so bad.  They get to use it for two semesters.  No big deal.  Okay.  Then I looked at tuition for that course at my institution.  Tuition is just under $700.  And I'm not just going to pick on the publisher of the book I used, I'll pick on the other publisher too who has a big one, their hard copy book, $300, loose leaf $200, eBook $122 and that's just during the course.  Let's pick on economics too because for some reason economics textbooks seem tore very expensive.  Hard copy of the intro ducks to economics, $349 tuition for this course is $518.  And we'll pick on the other publisher too because fair is fair.  $327 for that book.  Textbooks are expensive.  What impact does that have on our learners?  Well there just so happens that Florida virtual campus last year did an immense study including all Florida public colleges and universities.  The number of respondents to their survey was 22906.  It's pretty dang big amount of response.  Their key finding, first key finding, the high cost of textbooks is negatively impacting student access, success and completion.  Hmmm.  And what is that when you break it down?  Almost half of them take fewer courses.  Almost half of them don't register for a course.  What does that do to persistence?  26 percent, a quarter of them drop a course.  A fifth withdraw from a course.  What does that do for retention, persistence and completion?  Almost 40 percent earn a poor grade, 20 percent fail because they couldn't afford the textbook and a full 2/3 of the learners of 23,000 didn't buy at least one required textbook.  Okay?  That's pretty powerful.  We know there are huge financial barriers to higher education.  Significant numbers of our learners are food insecure or housing insecure and textbook costs are increasing at a frenetic rate.  What can we do?  Look back at general standards 4 and 5 on your worksheet that you did.  Look at your instructional materials.  Look at your learning activities.  How many of you use a textbook?  Okay.  How many of you have some other required instructional material?  Okay.  My students not only have to buy the book, they have to buy a lab kit.  I teach biology online.  Oh my gosh when I add this in my students are paying as much for their course materials as they are for their tuition.  It's like, Jane, what are you thinking.  What if we could find open educational resources that were high quality, peer reviewed resources that we could use in place of some of our instructional materials or some of our learning activities?  What if we could do that?
That's the why.  Take time to do the personal reflection on page 5.  What surprised you about what you just heard?  What surprised you?  I guess it's on page 4.  Sorry.  Something you learned, something that surprised you.  That brings me to the last part of this presentation.  How do we do this?  Where do we find this stuff?  If you're looking for information on the open educational movement the open education consortium is a global network for open education.  Tons of references, tons of resources.  Open source is the same as the Office of Educational technology in the United States is starting to get on board with this.  They've got great information on their website.  So, we've got some places we can look.  So, if I just want information on this movement, if it interests me I've got places I can go.  How about if I want to take a look at learning activities and instructional materials?  I'm going to tell you one thing, please.  Start small.  Start small.  You do not need to do the whole enchilada.  You can start with one module in your course.  You can start with one learning activity and try to find something that is low cost or no cost to your students.  You can start as small as you want and you can build on it.  Creative commons, super-duper place to look.  It's creativecommons.org.  They have 1.2 billion licensed works.  If you haven't looked at the 2016 report I respectfully suggest you do so.  You would be surprised at how many institutions, how many websites, how many places are out there that have openly licensed content for you to take a peek at.  One of the things I hear from faculty a lot and I will say I am guilty, guilty.  What about images?  For heaven's sakes I use all the publisher’s images in my PowerPoint slides.  If I had to change all those blah blah blah, where can I find them?  Oh, Wikimedia Commons, Flickr.  They both have creative commons licensed material.  If you look at this presentation an awful lot of these images are from Flickr.  But I got one that I just found out about that is just absolutely freaking outstanding and that is unsplash.com.  I didn't know about it.  Okay, so that's a pretty dang good nice image of a puffin.  And this is their licensing, all photos published on unsplashed can be used for free.  Commercial, noncommercial.  You don't even have to attribute us.  You can remix them, you can use them, you can take all our photos and put them in a coffee table book and publish it.  Without permission from or attributing the photographer or unsplash.  Wow.  The only thing you can't do is take all the photos from unsplash and put them on your own site and sell them.  That's the only thing you can't do.  Outstanding.  So, I can take this outstanding image and do funky things with it and I can use it.  I don't even have to attribute them.  Although it's a nice courtesy to do that.  How many of you use Ted Talks or Ted ED talks in your courses?  Is that a place you can look for another module to put one of those in for our learning or instructional material.  OER commons is a huge website that's available for you.  And for OER commons, I was tired of looking up science stuff so I looked up world cultures, like, might as well.  So, I looked up world cultures and I found this thing on OER Commons about the Aztec world and look at what they have here.  Creative common license, CC by.  All I have to do is attribute the author.  I'm going to look at that resource.  Huh, could I use this instead of maybe a chapter in my textbook?  Maybe.  Maybe not.  But it's something to look at.  Something to look at, something to consider.  How many of you have heard of Merlot?  It's been around for white a while.  Multimedia emindication for resources, learning and online teaching.  Why does she remember that?  40,000 curated learning objects, 40,000.  Good place.  PBS, nova, YouTube.  We use those.  But did you know that anyone who works for the United States government, anything they create working for the United States government is copyright free?  Anything you get from NASA, anything you get from CDC, anything you get from any of the government sites and most of the time it's for state sites as well.  I don't know for every state.  I know for Minnesota.  You can use it.  Wow, could I develop a microbiology course using stuff from the CDC and Minnesota Department of health?  Oh, I could.  And for those of you that want to jump in and do the whole hog... If you want to look at textbooks, openstax college and Carnegie Mellon is the place to look.  Free textbooks to 10 million students.  Openstax did it for the highest enrollments.  And they measured ‑‑ if we're talking about financial, since 2012, 5 years, openstax has saved students $155 million in textbooks.  Wow.  That's a big number.  And so, yeah, I'm a science geek.  So, I've got all the science books.  They have economics books, yes, do they have psyche books, yes, do they have socio books?  Yes.  Guess what anatomy and physiology book I use now?  How much is that book if they want to buy a bound copy?  It is $50.  Fifty bucks.  Two semesters.  Is that better than $323?
>> [Off mic]
>> The eBook is free.  And then, Yep?
>> [Off mic]
>> You order it through Amazon.  Any of them.
>> [Off mic]
>> Sometimes you can't get your book or fast enough so for the online students you have to have a copy of the book.
>> eBook and PDF downloads of the openstax books you can print what you want.  I want to get to this study because it's really interesting.  It takes face‑to‑face and online courses and compares these 3 statistics with big publishers’ books versus OER.  What I want to draw your attention to is C or better.  At my institution that's how we define student’s success, if they get a C or better in the course.  Face‑to‑face 68 percent of students using big publisher, 68, OER, 74.  That's statistically significant at a P less than 0001.  Online classes, similar.  So, your better 66 percent with big publisher books, 70 percent with OER.  That's statistically significant.  And, my institution wants a 2 percent increase in persistence and completion this fiscal year.  I just did it.  Maybe.  We'll see.  The jury's out.  I'll let you know.  Sorry.
[Laughing].
In achieving the dream is a national initiative to help colleges and 13 states develop new degree programs using OER and they want to improve degree and certificate completion and cut costs to students and we've got colleges in our state that are doing that.  Part of that initiative, wonderful.  And what I've learned is we all do a lot better when we share.  So, time to write down your action plan.  What are you going to do?  Weighs your action plan?  Take a second and write it down then I've got a door prize for you all.  This is a book written by ‑‑ not written, edited by Dr. Johnjohnny.  It just came out.  If you don't win the book, it's okay.  It's available under CC by 4.0 international license.  You can download the whole dang book for free on your computer but I'm a writer in my books, so, so I need someone to pick a name out of my bag.  Then you get to read the name too.  Sorry, we moat audience you're not part of the ‑‑ Eric Miller.  Bingo.
[Applause].
>> That I can the survey.  And if you want to talk, I know I ran over a little bit because we had a little bit of TI, technical issue at the beginning.  So, if you have questions, just let me know.  I'm here.  Open.  And actually, it's titled open and the citation for it is on your list of references on the handout.  Okay?  Yep!  Thanks guys.  Thanks for coming.