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Kaleidoscope Impact CSC 2012 - 13
Transcript of Kaleidoscope Impact CSC 2012 - 13
at Chadron State College Open Educational Resources Drivers of Change Transitional Studies Program (est. Fall 2009)
Prepare CSC's underprepared students for academic and life success in post-secondary and beyond
Bridge CSC's Academic Affairs and Student Services in educating, guiding, and empowering the institution's most at-risk students
Deliver consistent, high-quality, research-based, and peer-reviewed Transitional Studies courses directly aligned with CSC's Essential Studies Program A Transitional Studies Student is defined as any student matriculating with ACT (or concordant) scores below 19 in READ, ENG/WRIT, and/or MATH core subject areas. Of CSC’s entering freshmen, 67% qualify for first generation and/or low income support services; and 40% are eligible for Transitional Studies. CSC Transitional Studies Pilot Project: Phase One - Fall 2011
Objectives: Experimentation & Revision
Improve Content & Reduce Elective Credits used by Transitional Studies placement
From max of 12 credits to 9 credits
Create Learning Communities & Increase Student Services Presence
COLG 121 The College Life and READ 125 shared Sakai LMS shells
Optimize Instructional Opportunities
Embrace 99 (blend) and 79 (online) sections; test 8 week modular-based content format; utilize online adjuncts in team-teaching environments OER DEFINED
Open Educational Resources (OER) are digital materials
4 Rs: Reuse, Redistribute, Revise, Remix
Shareable and re-useable for teaching, learning, research and more
Available for free (or low cost...FlatWorld & Boundless) through open licenses, such as Creative Commons, which allow uses of the materials that would not be easily permitted under copyright alone. OER ASPIRATIONS
Reshape the captive market of textbook publishers
Create a world where each and every person can access and contribute to the sum of all human knowledge.
Alleviate the "digital divide" and make a contribution to the development of less advanced economies. Impact of Phase One Pilot: "Transitional Pathways"
2nd Phase Pilot of mandatory and prescriptive scheduling called "Transitional Pathways" for AY 2012-13.
Highly coordinated programming centered on critical academic and college success skills...in essence COLLEGE LITERACY...far beyond the traditional post secondary developmental education model.
Combined vision of Academic Affairs and Student Services and utilizes leading edge technology and OER tailored to the diverse needs of transitional students in a rich, peer-supported community of learners.
Students critical knowledge gaps are closed thereby increasing not only their ability to stay in-step with their non-transitional peers, but also their chances for higher education success. Chadron's Kaleidoscope Experience
deliver consistent and technologically supported courses
eliminate dependencies on expensive textbooks and reducing student costs
utilize faculty-developed and peer-reviewed courses
collaborate and contribute to the Open Movement Since 2008, the estimated number of Entering Freshmen deficient in core subject areas is 40%, about 150 students/year. Sources
ACT, Inc. 2010. The condition of college and career readiness 2010. http://www.act.org/research/policymakers/cccr10/pdf/ ConditionofCollegeandCareerReadiness2010.pdf (Accessed January 23, 2011).
Gordon, E. 2009. The future of jobs and careers. http://www.acteonline.org/uploadedFiles/Publications_and_E-Media/files/ files-techniques-2009/ Theme_4(3).pdf (Accessed January 23, 2011).
Jarrett, J. 2011. "Access is Not Enough." Open Education Conference, Keynote Speaker. Park City, UT. 26 Oct. 2011.
McKinsey & Company. 2010. Winning by degrees: The strategies of highly productive higher-education institutions. http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/~/media/Reports/SSO/Winning%20by%20degrees%20execsum%20v5.ashx (Accessed January 23, 2011).
Redden, M. (2011). 7 in 10 students have skipped buying a textbook because of its cost, survey finds. The Chronicle of Higher Education. http://chronicle.com/article/7-in-10-Students-Have-Skipped/128785/ (Accessed September 8, 2011).
Thiel Foundation. Thiel Fellowship homepage [photo credit]. http://www.thielfellowship.org (Accessed February 14, 2012). ACT (2010) estimates 76% of 2010’s high school graduates are academically unprepared for college.
Higher education funding sources demand institutions do more with the resources on hand--not do the same with less (McKinsey & Co., 2010). Josh Jarrett
Deputy Director, Bill & Melinda Gates Foundation
Open Ed 2011 Keynote "Access is Not Enough"
"The pathways of opportunity for students
entering post secondary has changed
dramatically over the last 30-40 years." Completion Challenge
The US has done a remarkable job of helping more and more students access higher education...almost doubling the rate of participation in the last 30-40 years...yet, degree attainment rates of Associate's degrees or higher is stagnant at 40%...the same as it was in 1980, 1990, 2000, and 2010. The driver of change is the "secret" of low completion rates: about half of all students attending college will earn a degree in 6 years.
Of community college, low income, and students of color, degree attainment is between 25-35%. Quality Challenge
Academically Adrift: Limited
Learning on College Campuses
Richard Arum & Josipa Roksa
Claims half of all students in college do not make any measureable improvement in critical thinking in the first two years of their schooling...and one-third do not make any progress in four years. openedconference.org/2011/keynotes Funding Challenge
States are divesting in higher education. Healthcare "wins the state budget battle" over funding higher education because of incentives to fund programs like Medicaid, which pull matching dollars from the federal government.
Raising tuition, in contrast, pulls more federal dollars from federal aid programs.
States have a greater incentive to invest in healthcare than in higher education. Demographic Challenge
With expanded access to education comes more students with developmental needs and diverse backgrounds.
The definition of the "traditional" student entering college right from high school today represents about 25% of US college students. The majority are nontraditional: part- and full-time workers, parents, older Paying Students NOT to go to College
Co-founder of PayPal
First major investor of Facebook
Stanford Law School graduate
"Turning people into debt slaves when they're college students is really not how we end up building a better society."
Thiel developed the "20 Under 20" fellowship in 2011, which paid students $100,000 to "skip college and chase their entrepreneurial dreams for two years." Since the early 1980s, higher education has increased 439%-almost twice the rate of healthcare (250%).
Student loan debt in the US is over a trillion dollars, which is more than all the credit card debt in this country combined.
States, families, and students' ability to pay for higher education is reaching a breaking point. People are questioning Higher Education:
What are students really learning?
Is what is learned valuable?
Is post secondary worth the time, effort, and cost? www.thielfellowship.org Identified Program Weaknesses
Stakeholder communication with placement (START, Admissions, Financial Aid)
Maintaining enrollment in Transitional Courses (expenditure of resources in schedule building, then students drop themselves from courses--no tracking)
Transfer Student Admissions Policy (transfer policy states students do not need to provide CSC with ACT scores; administrative nightmare to enforce department prerequisites)
Comprehensive assessment reporting using PeopleSoft (permissions for SIS dashboard would improve data-driven decision making) Changes Implemented for Spring 2012 Transitional Courses
Classes meet in lab for increased computer seat-time and instructor attention (lecture not only highlights content but also walks students through module expectations)
Joined pilot for new rSmart Academic LMS (social-networking feel appeals to students, streamlined delivery yields improved navigation experiences)
Increased attention to instructional design within LMS (guided by Quality Matters Course Review rubric)
Allow students greater access to instructor via texting and LMS messaging as alternative to emailing (not quite 24/7 access...but close!)
Ronda Dorsey Neugebauer Where in the world is Chadron? Chadron State College
Student Origin: 47 states and 29 countries. Nebraska 62%, Wyoming 11%, South Dakota 8%, Colorado 6%, Other states 12%, Other nations 2%
Top 5 undergraduate majors: Business Administration, Education, Biology-Health Sciences, Justice Studies, Rangeland Management www.csc.edu Chadron State College mitakuye oyasin David Wiley
The OER Jedi Master
"Open Education & The Future" TedTalk 3/6/2010 http://www.project-kaleidoscope.org/ Of students completing surveys for Fall 2011 term, 97% found the course materials to be of equal or higher quality than those used in their other courses.
One hundred percent of faculty completing surveys rated the materials as equal or higher quality than the texts they had used previously. 10 general education courses
Impacted 9000+ students over 8+ institutions
Required texts for students reduced by 98.7% The Kaleidoscope Project
created an approach
supporting faculty teams
to collaboratively redesign courses
using OER. Essential OER Chadron State College
One of 3 schools in Nebraska State College System
Only higher ed institution within a 100 mi radius
Serve est. 2,800 students
Open Enrollment In a recent survey, seven in 10 college students admitted they did not purchase a textbook because the price was too high (Redden, 2011).
By 2020, 75% of all jobs will require a post secondary degree (Gordon, 2009). Lacking basic skills in writing, reading, math, and technology means this population is statistically at-risk of failing courses and dropping out of college altogether. 18 October 2012 Tanner's Experience - Spring 2011
Course: ENG 111 Introduction to College Writing
LMS: Sakai OAE via rSmart Academic This session will explain:
Why use OER
Results of a research study capturing experiences of students and faculty
Practical steps to module/course redesign with OER Share current use of Sakai OAE via rSmart Academic Why use OER? Josh said...
4 Challenges for Higher Education in the Next Decade
Demographic Completion Challenge
At the same time, US jobs are unfilled, with some estimates at 3 million jobs-even with high unemployment rates. Labor economists estimate over 60% of all jobs will require a post secondary degree by the year 2018. https://academic.rsmart.com/~Kaleidoscope-Developmental-Writing#l=Writing-Spaces/id3484286 Ready to join the Open Movement? Twitter: @RondaNeugebauer
Voice/Text: 605/891-3868 ? @RondaNeugebauer firstname.lastname@example.org ? @RondaNeugebauer Kaleidoscope Model Overall Guiding Principle:
Dictate minimum requirements to create collaboration potential and step away Academic Year 2012 Impact Faculty Deliverables
Outcome-centered course designs
With common assessments
Collaborate, deliver, analyze, improve, share
Use best of existing OER Scaling Outcomes
Goal: pilot courses w/ 6000 students within grant timeframe
Goal: establish an effective, replicable process
Student Success Outcomes
(Metric: course completion w/ grades of C or higher)
Goal: 5% increase Project Metrics Project Goals Eliminate textbook costs as an obstacle to student success
Increase student success through assessment-driven enhancement of an OER curriculum that addresses at-risk students’ learning needs
Create a community that will collaboratively evaluate and improve open course designs based on student learning results Presentation / Discussion Project Kaleidoscope overview
The Kaleidoscope Model
Call for partners OPEN EDUCATION STRATEGIES
for STUDENT SUCCESS
Atlanta 2012 Join Us!
email@example.com Cross-discipline communities were powerful
Shared experience w/ deeper connections accelerated process
Sharing found a cadence
“One day on the water is worth three on land” Other findings: Kaleidoscope Partner Experts EDUCAUSE
League for Innovation in the Community Colleges
Bill & Melinda Gates Foundation
William and Flora Hewlett Foundation
Identify intrinsic motivation
Support peer-to-peer influence
Share the data
Guiding Principles for Leadership:
Faculty Survey Results 100% will use open educational resources again
100% found the quality of the texts to be equal
100% continued in Kaleidoscope project “This project is the most rewarding professional experience I have ever had.”
“This is an issue of social justice. How, in good conscience, can we not contribute to this movement?”
“Kaleidoscope has changed my teaching, my perspective and my life.” Source: Bliss, Hilton, Wiley, Thanos (2012) Student Survey Preference for
Kaleidoscope Courses “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) Student Survey Ratings of Quality of Open Texts “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) +14% +16% +49% +164% +33% +95% +35% Kaleidoscope Model Match Learning Objectives
Seek OER NEW PARTNER The Kaleidoscope Course Matched SLOs
OER Surfing 101 Other Initiatives:
Faculty Support for Online Course Development (QM, esp. ADA & Instructional Design)
Grassroots OER Impact at CSC
Extending Kaleidoscope Impact Kaleidoscope Experience:
Gateway to OER for Chadron's rSmart Academic Experience
rSmart CLE user since Fall 2009
May 2011, participated in Kaleidoscope Project (NGLC Wave One grant--CSC's gateway to Open Educational Resources)
Spring 2012, Kaleidoscope Project joined OAE pilot with rSmart Academic (CSC taught 8 sections in Academic)
As of June 2012, 322 students in 10 sections within rSmart Academic
Courses include: Developmental Writing, Developmental Reading, College Success, Composition I, Physical Geography, General Psychology
Article- The Wait is Over: The LMS and the ePortfolio Merge to Serve a Culture of Learning
Date- 16 May 2012
Author- Trent Batson rSmart Academic:
embraces the solid foundation of CLE and also expands both instructor and student capabilities to experience teaching and learning exponentially. Ronda's
Experience one three two High END RESULT with Academic:
HIGH IMPACT LEARNING opportunities abound, and
CREATIVITY, INNOVATION, and FREEDOM are limitless
for instructors and students alike.
97% of Spring 2012 TS students reported they felt more comfortable with online learning. Sakai Recap The Sakai Project began as a $6.8 million community source software development project. CLE was designed to enable online communities to maintain relationships and share information. The project, inspired by Japanese cooking artist Chef Hiroyuki Sakai, produced open source software called Collaboration and Learning Environment (CLE). The 2004 project founders included:
University of Michigan
uPortal Consortium, and
Open Knowledge Initiative (OKI) http://www.sakaiproject.org/ Eight years later, in June 2012, Sakai released Open Academic Environment (OAE), an open-source platform that promotes collaboration and sharing between users and interoperability between systems. OAE embraces a new vision for academic collaboration informed by the needs of learners, teachers, and researchers. OAE provides networking capabilities that encourages
community building, and
remixable experiences Academic, the version of OAE, features:
enhanced search capabilities aiding in discovery of people & content
widget-based architecture simplifying development and integration of content
edit permissions without surrendering ownership or power to delete
familiarity of CLE tools, such as assignments, gradebook, and tests & quizzes http://www.sakaiproject.org/oae-release http://campustechnology.com/Articles/2012/05/16/The-LMS-and-the-ePortfolio-Merge.aspx?Page=2# Ronda's rSmart Academic Experience
Spring 2012 - 3 Sections
ENG 111 Intro to College Writing
READ 125 College Reading
COLG 121 College Success ...Sakai OAE is "learning centered"...not course centered. The rSmart instance of the Sakai OAE in particular actually completely eliminates the old distinctions between LMS and ePortfolio. By enlarging the problem space almost infinitely (because it's open to including apps from the Web), it is more than the sum of LMS and the ePortfolio, but something much larger. South Dakota Wyoming Colorado Kansas Iowa Nebraska Your rSmart Academic Experience
create your own profile or
PW changeme In this session, you will learn about the
the Academic experience, including:
Creating dynamic learning experiences
Streamlining experiences with easy navigation
Engaging students through collaboration
Collaborating with others: searching, leveraging libraries, OER (Open Educational Resources) Ronda Dorsey Neugebauer
Director of Transitional Studies https://academic.rsmart.com Serve institution's most at-risk students
Coordinate programming of transitional courses
Teach developmental reading, writing, college success, and digital literacy courses The Mothership is Sakai CLE est. 2004 OAE est. 2011 The birth of Academic Academic b. 2012 Academic Continuum of Capabilities There's room for everyone! *The power of Academic is it can embrace
both the "classic" LMS as well as
boldly go where no instructor (or students!) have ever gone before! Traditional LMS Experience Experimental LMS Experience Agenda Items:
OER (Open Educational Resources)
Transitional Studies http://www.project-kaleidoscope.org Kaleidoscope Impact at CSC CSC Created & Adopted 3 courses:
ENG 111 Intro to College Writing
READ 125 College Reading Strategies
ENG 135 Composition I
6 Instructors - 1 Faculty, 1 Prof Staff, 4 Adjuncts
Platform: Sakai CLE
Textbook Savings for students (est. $50/text): $5600 Created & Adopted 2 New Courses
CHEM 121 Intro to Chemistry
COLG 121 The College Life
Adopted 2 New Courses
PSYC 131 General Psychology
GEOG 231 Physical Geography
Continued 3 Courses:
READ 125 College Reading Strategies
ENG 111 Intro to College Writing
ENG 135 Composition I
5 Instructors - 2 Faculty, 1 Prof Staff, 2 Adjuncts
Platforms: Sakai CLE & rSmart Academic
Textbook Savings for Students: $7000 Phase One Pilot Fall 2011 Of 112 CSC Students:
Of 63% CSC "At-Risk" Students
*#1 Complaint: Online 79 Sections Spring 2012 Of 140 CSC Students:
Of 40% CSC "At-Risk"
+28% Change from fall Kaleidoscope & CSC Activities
NGLC Site Visit
Open Education Week http://www.openeducationweek.org/participating-organizations/
CSC's ENG 135 Comp I won TWSIA Teaching with Sakai Innovation Award
2 Presentations at Jasig/Sakai Conference
Campus Technology Innovators Award http://campustechnology.com/microsites/innovators-microsite/home.aspx
Kaleidoscope Submits Next Round of NGLC Funding
Expanding Outreach Efforts (Kentucky, UAE, Grassroots) OER Challenge
Mining/Reining/Utilizing 10+ years of Existing OER
CSC OER/K Challenge
Grass Roots Bottom Up vs Top Down Transitional students lack:
Digital literacy skills
Online communication understanding
Resiliency with LMS navigation Transitional Studies 2012-2013 Initiatives Formal Assessment - 3 years student data to compare to student success in General Studies, dashboard*
"Mashup" College Literacy Course w/ Learning Communities through Academic Review - 6 credits - Reading, Writing, Digital Technology, College Success (Fall 2012 Pilot)
General Catalog change requiring Transitional Studies prior to Essential Studies
MOOC (Massive Open Online Course) experiment Summer 2013 http://oli.cmu.edu Opportunity for Biology, Statistics, Anatomy & Physiology, Evaluation
Section 99s (blends) yielded increased student success over 79s (online) in 8 Week format
Underestimated students' tech knowledge, skills, and abilities
LMS navigation issues greatly affected student resiliency, and, in turn assignment completion
Scheduling computer labs during classtime (instead of lecture rooms) would likely mitigate tech navigation issues with LMS
Undervalued importance of quality instructional design in courses