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OER: Equity and Effectivenessin Education
David Wiley, PhDChief Academic Officer, Lumen Learning
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How do we fully leverage ICTin education?
Share and Collaborate, Freely
Share and Collaborate, Freely
Copyright law prevents us from fully leveraging the power of ICT
Copyright restricts our ability to share with each other and collaborate
price = 1 / supply
with digital, supply is infinite
price => $0
© keeps prices of digital educational materials
artificially high
WhatICT Makes Possible
© Makes Illegal and Expensive
use copyright licenses to enable sharing
Open Educational Resources
Which “open”?
open ≈ free
free is assumed online
Free
Open
open = free + permissions
Open
1. Free and unfettered access
2. Perpetual, irrevocable 5R permissions
• Make and own a copyRetain• Use in a wide range of waysReuse• Adapt, modify, and improveRevise• Combine two or moreRemix• Share with othersRedistribute
The 5Rs
What ICT Makes
Possible
OER Makes Legal and
Free
OER give us permission to fully leverage ICT in education
“beautiful”
“delicious”
“quality”
quality
effective
A Multi-Institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-secondary Students
Fischer, Hilton, Robinson, and Wiley
Journal of Computing in Higher Education (2015)
Participants
• 4,909 treatment• 11,818 control• 50 different undergraduate courses • 130 teachers• 10 institutions
Methodology
Quasi-experimental design with:• Propensity score matched groups• Dependent variables: Completion; C or Better;
Credits Enrolled This Term; Credits Enrolled Next Term
• Independent variable: Textbook condition• 3 covariates: age, gender, and race
Journal of Computing in Higher Education (2015)
Credits TakenSemester OER Users Others Result
Fall 13.29 11.14 t (8101) = 27.81 p < .01
Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01
Journal of Computing in Higher Education (2015)
OER Degrees
When all courses adopt OER so a student can graduate without ever being asked to buy a textbook
Over 50 US colleges have launched OER Degree programs
Improving Course Throughput Rates and Open Educational Resources: Results from the Z Degree Program at Tidewater Community College
Hilton, Fischer, Wiley, and Williams
Accepted International Review of Research in Open and Distance Learning
Course Throughput Rate
IRRODL (in press)
Drop Deadline
WithdrawDeadline
FinalGrade
35,000Students
2.3% 1.8%
9.9% 8.1%
68% 74%
Face to Face Courses
60% | 66%
Drop
Withdraw
C or Better
CTRIRRODL (in press)
OERTraditional
4.0% 1.4%
13.7% 13.1%
66% 70%
54% | 60%
Drop
Withdraw
C or Better
CTRIRRODL (in press)
Online Courses
OERTraditional
openedgroup.org/review
Sustainability of OER
Sustainable models for:
1. Creating OER 2. Continuously improving OER3. Translating and localizing OER
Disposable Assignments
Students do the homeworkFaculty grade the homeworkStudents throw away the homework
120,000,000 postsecondary students worldwidespend 14,000,000,000 hours doing homework
every year
120,000,000 postsecondary students worldwidespend 14,000,000,000 hours doing homework
every year
If faculty spend 5 minutes grading for every hour students spend on homework, that’s 1.2B hours
every year
Renewable Assignments
Students create and improve OERFaculty edit students’ workStudents share their work as OER
PM4ID
Everyone wants to make a difference
OER give us permission to fully leverage ICT in education to:
1. Improve affordability, 2. Improve student success, 3. Invigorate pedagogy, and4. Impact at scale
