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Open Policy [clear filter]
Thursday, November 7
 

10:45am

Creative Commons Update: Education, Policy, 4.0 Licenses, etc.
Cable Green, CC?s Director of Global Learning, will provide an update on major projects at Creative Commons including: Open Policy Network, School of Open, 4.0 licenses, new CC products and technologies, outcomes from the 2013 CC Global Summit, and CC Education?s 2014 draft strategy. Half of the time will be reserved for feedback and discussion.

Speakers
avatar for Cable Green

Cable Green

Director of Open Education, Creative Commons
Cable works with the global open education community to leverage open licensing, open content, and open policies to significantly improve access to quality, affordable, education and research resources so everyone in the world can attain all the education they desire. His career is... Read More →


Thursday November 7, 2013 10:45am - 11:10am
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11:15am

OER and Public Policy: Overview & Opportunities
From textbook affordability to closing the achievement gap, OER offers a solution to numerous problems faced by governments at the local, state and federal level. A broad-based and growing movement for ?Open Policies? that support open-licensing of publicly funded resources seek to address these problems, and provide fair access to the resources that the public paid to create.

This session will provide a basic introduction to where OER fits into public policy, specifically geared toward conference attendees who are interested in other ?Open Policy? themed sessions. Participants will leave with an understanding of the basic types of OER policies, a roundup of specific examples both in the U.S. and around the world, and where opportunities lie for future expansion. The session will also include recommendations for advocacy strategies, and useful resources. Ample time will be left for questions and discussion with members of the audience.

Speakers

Thursday November 7, 2013 11:15am - 11:40am
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11:45am

OER: Institutional and Legislative Considerations to Enhance Academic Freedom
Institutions, faculty, legislatures, and OER producers are increasingly concerned with the growing affordability gap in education. As OER matures, the quality of the materials is improving, new services are being offered, and efficacy research is underway. The move of OER into the mainstream will be driven primarily by faculty. Outside advocates and producers of OER need to create opportunities that enhance academic freedom to drive usage. Our panel is made up of an OER publisher, an OER author, and an OER adopter/advocate. David Harris, Editor in Chief for Connexions will briefly review the rapid growth in adoptions of OpenStax College project David will also introduce three "warning" signs-mandates, work flow, and patience- that threaten to slow down the impact of OER. Dr. Barbara Illowsky, professor of statistics and co-author of Collaborative statistics, will provide an overview of OER developments in California and she will present paths to adoption that enhance academic freedom. Dr. Illowsky will also share her insights of OER deployment at De Anza College in Cupertino, California. Heather Wylie, instructor of sociology at Shasta College in California, will share the efforts being made at Shasta College to drive OER usage. Heather will also provide metrics and insights into student performance after the deployment of open text book in her sociology course. Senator Dean Florez, President of the 20MM Foundation, will provide insights into the legislative landscape and OER. Senator Florez will also discuss an approach that could be taken to incentive the use of OER and enhance academic freedom. The panel will close with a Q&A session.

Speakers
avatar for Barbara Illowsky

Barbara Illowsky

California Community Colleges Chancellor's Office


Thursday November 7, 2013 11:45am - 12:10pm
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1:15pm

Policy and Parties: State OER Policy Recommendations and a Guide for Collaborative Content Development
This session will discuss two new reports from the International Association for K-12 Online Learning (iNACOL), which were released over the summer. The first report - Open Educational Resources and Collaborative Content Development: A Practical Guide for State and School Leaders - provides educational leaders with a guide describing the benefits of OER, a framework for planning, and strategies for successful collaborative content development across political and building boundaries.
The second report - OER State Policy in K-12 Education: Benefits, Strategies, and Recommendations for Open Access, Open Sharing and - helps policymakers promote collaboration and deeper learning with open educational resources (OER). The report demonstrates how policymakers are helping teachers to build resources, share educational materials and personalize instruction by permitting publicly funded learning materials to be shared openly as OER. Among the report's collected policy recommendations, three key principles are apparent for effective sharing of learning materials:
  • Emphasize that materials created by state, regional, or local entities using public funds will hold an open license for sharing, collaboration, and access for all educators and students.

  • Allow states with instructional materials lists to include vetted OER.

  • Allow instructional materials and other funding to support development, maintenance, and infrastructure for OER and technology infrastructure with flexible uses of funding.

To download a copy of Open Educational Resources and Collaborative Content Development: A Practical Guide for State and School Leaders please visit http://bit.ly/inacoloerguide

To download a copy of OER State Policy in K-12 Education: Benefits, Strategies, and Recommendations for Open Access, Open Sharing, please visit http://bit.ly/inacoloerpolicyguide.

Speakers
avatar for TJ Bliss

TJ Bliss

Chief Advancement Officer, Wiki Education
Leading revenue and sustainability efforts at Wiki Education to help Wikipedia and other open knowledge projects become more accurate, equitable, and complete.
avatar for DeLaina Tonks

DeLaina Tonks

Director, Mountain Heights Academy
I am the Director of Mountain Heights Academy (formerly the Open High School of Utah), an online 7-12 grade public charter school committed to building and sharing OER curricula. I'm passionate about digital learning, OER, students as instructional designers, and pedagogy.


Thursday November 7, 2013 1:15pm - 1:40pm
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2:30pm

I Have Credit for My OER Learning--Who Will Accept It?
Discussions of pathways to credit for OER-based learning often focus on methods of assessment, and this is important. One dimension of suitability of assessment is scalability: if thousands are learning using a given set of OER, institution- or department-level portfolios or challenge exams may not always be available. Large-scale assessments are more cost-effective and can reach more learners. However, many institutions are wary of accepting credit assessed by anyone outside their institutions, so many learners find, after taking a large-scale exam, that their chosen college or university will not accept the credit. This presentation is a call to encourage transparent credit transfer policies that embrace multiple types of assessment of learning. The presentation will include examples of transfer credit policies and recommendations for participants for how to encourage a culture of acceptance of learning outside the academy.

Speakers

Thursday November 7, 2013 2:30pm - 2:55pm
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3:00pm

Online courses and social responsibility toward learners
When we develop and validate traditional degree programmes great emphasis is placed on ensuring that applicants meet entry criteria for enrolment, and that students gain a quality experience to reach their academic and employment potential. If a student drops out, course leaders will be concerned for their welfare, and the institution will try and understand why an individual has left. Indeed, with the advent of escalating higher education fees in the UK in 2013, strategies for ?retention? and ?completion? are all important, not just in terms of economics (minimising lost income if a student leaves and minimising the student?s debt), but in terms of social responsibility to ensure students from all backgrounds are successful (1).

It is interesting therefore that the same ethical stance is not placed at the doors of online courses.

The internet has given the public a tremendous means of accessing courses whether for fun or to gain credentials. Massive-scale courses such as those offered by ?The Challenge? lead thousands of learners though the skills of online marketing and the use of social media. Instructional videos are blended with vibrant forums led by expert mentors (2). A similar model in more recent years has been applied to education with the advent of the MOOC (massive online open course), and access to truly open courses and open educational resources are being encouraged by governments (3).

Despite this activity, little is published about who takes online courses and why? Clearly a huge body of user data becomes available via the large-scale education platforms, but this doesn?t provide a rich insight into user attitudes and behaviours. Some research explains why students drop out of online courses, stating information overload and difficulties keeping pace with assessments (4), but little is known of the experiences of the general public who now have access to all this learning. As an educator I am concerned that if people gain a negative experience, it may reduce their desire to participate in education in any form in the future.

The aim of this research is to take a broader stance. Who takes online courses in general and why? What are the personal attributes that drive completion? What do parents think about the prospect of online courses becoming part of their child?s education? Methods will include questionnaires distributed online, and face-to-face interviews with volunteers. The target demographic will be those who have participated in online courses and those who haven?t. The outcomes of this work will build a picture about online course users, and discuss the social and ethical stances that should be displayed to those wishing to learn ?any time, any place, any where?.

(1) Thomas L (2012). What works? Student retention and success. Available: http://www.heacademy.ac.uk/assets/documents/retention/What_works_final_report.pdf
(2) The Challenge (2013). Available: http://www.challenge.co
(3) European Commission (2012). Consultation on "Opening up Education". Available: http://ec.europa.eu/dgs/education_culture/consult/open_en.htm
(4) Willging PA and Johnson SD (2009). Factors that influence students? decision to dropout of online courses. Journal of Asynchronous Learning Networks, Volume 13: Issue 3

Speakers

Thursday November 7, 2013 3:00pm - 3:25pm
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3:30pm

A More Open Minnesota - Open Governance, Open Policies, and Affordable Education
This presentation highlights how by promoting openness in diverse ways from OER, to OA, to MOOCs, to OSS, to Open Governance and Open Innovation, students in universities through their student government organizations can more effectively address their concerns and help improve the functioning of the university. By promoting open policies and greater collaboration we are able to harness students? cognitive surplus and find the common ground needed to address paradoxes.

It is with the collective effort of students, staff members, and administrators that we can help transform education. Without activism however, openness may take longer in reaching a tipping point and fail to maximize the benefits it can bring to society. The Graduate and Professional Student Assembly (GAPSA) at the University of Minnesota has emphasized the need for a more Open Minnesota by supporting and advocating for OA, OER and Open Textbooks at the university senate and at the state legislation. Together with other student organizations, GAPSA has also encouraged the use of the open textbook catalog (open.umn.edu) and increased awareness for openness statewide. GAPSA also partnered with the libraries and hosted events during both open education week and open access week, and it hopes to implement more pro-openness policies the upcoming academic year.

Openness is more than the reduction of costs, or the 4Rs (Revise, Remix, Redistribute and Reuse) as openness as a philosophy also encourages cultural changes. As illustrated by Beth Novek and the Obama Administration, and Gavin Newsom in his book Citizenville greater openness can help us to more effectively meet the challenges of the 21st century. In this presentation, we hope to share various ways in which openness can be promoted at a university-level by student groups as well as learn from attendees? feedback.

This year, GAPSA has promoted open governance in multiple ways, from hosting a policy sprint for the drafting a new constitution and bylaws, to developing partnerships with pro-openness organizations such as TEDx and promoting the use of social media to better engage and gauge student concerns, as well as partnering with like-minded student organizations. GAPSA has also worked to provide students with opportunities to increasingly share, discuss, explain their ideas to a wider audience by harnessing the potential of open technologies and crowd-accelerated innovation. GAPSA is also in the process of developing workshops where students can learn how to present their ideas concisely via a video presentations. We believe it is important for students to have the opportunity to share their ideas through the use of emerging technologies and in innovative ways.

This past year, GAPSA also focused in applying civic engagement techniques to address complex challenges. Through its partnership with the Center for Integrative Leadership (CIL) it hosted Finding Common Ground forums, World Cafe, and Open Space Technology (OST) events along with other open governance and integrative leadership events to promote integrative and cooperative decision-making. GAPSA held an OST conversation on E-learning with the Provost and a World Cafe conversation with UMN?s President. GAPSA has also been involved in the evaluation of MOOCs and set aside funds for teaching students how to create MOOCs, as well as encouraging the development of problem-solving MOOCs to develop innovative solutions to problems and harness the potential of crowd-accelerated innovation.

Speakers
avatar for Alfonso Sintjago

Alfonso Sintjago

IT Fellow - PhD Student, University of Minnesota
My interests include global education, open education, openness, information communication technologies, mobile learning, Latin America and service learning.


Thursday November 7, 2013 3:30pm - 3:55pm
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