#MIOERSummit – Measuring the Impact of OER Initiatives: An Assessment Framework (Lansing Community College)

OER Goals: Textbook Affordability, allow faculty exploration and innovation in finding new, better, and less costly ways to deliver quality learning materials to students in addition to improved pedagogy.

  • 2015 OER initiative began.
  • How to show the effect of OER.
  • $2.1 million has been saved in textbook costs.
  • 36% of students at LCC are enrolled in courses using OER.
  • Students can search during registration if a course uses OER or not.
  • OER and Open Learning is part of the 2017-2020 LCC Strategic Plan.
  • Assessment is a focus area, and tracking learning initiatives is important. Is what we are doing making a difference. Are the problems we have been identifying being solved?
  • Align OER work with the strategic plan.

  • Where are we going, what results are we hoping to achieve?
  • How do we best operationalize OER at our institution?
  • Open Education Research Group
  • Areas of focus: (COUP – Cost, Outcomes, Use, Perceptions)
    • Financial Impact – Costs of text previously assigned, OER support fee models, changes in campus bookstore revenue, changes in tuition revenue due to changes in drop rates, enrollment persistence.
    • Education Outcomes – Changes in % of students receiving a C or better, rates of completion, drop rates, enrollment intensity, persistence, attainment of progress milestones, graduation rates
    • Use of OER – Adoption, Adaptation, Creation? Patterns of use, why are they using, what are they not?
    • Perceptions of Faculty/Students – How do users perceive OER, how do they judge it’s quality, align with curriculum, error free, up-to-date, ancillary resources?
  • Data Sources – Surveys, Textbook Prices, SIS, LMS
  • Assessment Framework

Learn more about OER at LCC

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#UWdtl – Overcoming Change: How to Increase Faculty and Staff Buy-In for Online Programs

Online learning can provide efficiencies to both the educator and the institution, but while the efficiencies to the educator are typically realized over time, the efficiencies to the institution may be realized more immediately. Join the winner of the Schullo Award as he updates us on his 2017 session, and learn new strategies to reduce costs, reduce attrition, and increase enrollment in your institution.

Notes:

  • Presentation Slides
  • Buy-In = commitment, defining work, setting stretch targets
  • Compliance is not Commitment
  • Telling faculty to do something… is not a great idea.
  • Reluctance – Skepticism to online learning, workload, tenure
  • The whole idea of teaching includes evidence-based practice and rigorous inquires are core to education.
  • Oversold promises… you can…

“Teach from the Beach”

  • Enter student needs, access and convenience
  • Foundation – Effective online strategy, platform for learning (LMS), faculty support, student support.
    • Going online is excellent faculty professional development.
    • Using an LMS provides a baseline and foundation for courses.
    • Faculty support – instructional designers, multimedia specialists, recording studio, quality assurance
    • Student support – help desk, provide support for their learning, technical, orientation
    • Removing restraining forces is key
    • Management research – Create a supporting and trusting culture,
      Communication – Clear, that impacts you, strategic use of online will fix, there will be costs and adjustment, there will be milestones and review

    • Find advocates among the faculty.
    • Former adversaries are the best advocates.
    • Look for problems and ways they can be fixed.
    • Build a reward structure and share accomplishments.
    • Embed instructional designers in departments! Go where the faculty are…

      Build an LMS template to make it easier! Gives faculty a start…

    • Build a framework for support for faculty.

    #UWdtl – Coping with Institutional Changes

    Higher education institutions are undergoing extreme pressures internally and externally, having to address changes to their online and distance education programs that are needed to ensure future growth and development. This panel will explore approaches in organizational change within three different institutions to help participants consider various frameworks on how change may affect their units and institutions. Ray Schroeder will discuss the “Strategic Compass” approach to envisioning future directions of the online program, Rovy Branon will explore how online learning is shaping the new “60-year curriculum” at his institution, and Jason Rhode will share his institution’s experience reimagining distance learning support as a result of a recent institution-wide program prioritization process.

    Notes:

    • What are the biggest changes at our institutions today? Answer: What isn’t changing right now in higher ed?
    • In Seattle with Microsoft, Amazon, etc. wealth has poured into the city as well as population growth. Yet, our pressure is serving more people with tremendous growth while at the same time with ensuring helping society with affordable education opportunities.
    • At NIU and across the state, facing political and funding as a state institution. Public perception of the state not following through with budget for providing funds for student need. Financial aid was an outside pressure generated by the state that created perceptions of public education. We are in the midst of massive change in terms of how higher education delivers product and how we are viewed. As institutions how can we start rethinking our degrees and our relationships with students to ensure students are not only successful at our universities but also after graduation that they can find a job and begin their career.
    • What is the most pressing need and how are we responding? Enrollments is a concern in the Midwest. State funding is unstable and unsecure. Dropping birth rates are limiting the number of high school graduates and traditional students. There has also been drops in international student enrollment.
    • Corporate often takes a position of “no degree no problem” as they are looking for specific skill sets.
    • Strategic plans can be a challenge too if it sits on a shelf – yet even with deadlines and timelines – things change too rapidly. Rather, shall we look at a compass model and focus on our strengths and what direction are we focusing on heading?
    • The 60 year curriculum… This is a term that is being established, is putting personalization into the needs of the students vs a 2 year and 4 year degree. It includes informal life long learning, certificates, non-credit pathways, and unique approaches to traditional degrees.
    • A “Compass Process” is strategic planning, but a time table is more flexible to allow for timeliness and this offers agility and being responsive to needs. “We are committed to a pathway not a program.”
    • Once you have your strategic direction and compass or trajectory, you then need to operationalize the plan. Program prioritization and the alignment of decision making includes budget, increase efficiencies, quality, and then to advance the culture of data informed decision making. A comprehensive review of academic programs as well as campus support services enables insight as to how quality measures are included, benchmarking against other institutions. Targeted work to enhance, sustain, or change services… is everything critical or are there opportunities to create new synergies through complex conversations. Say, looking at “advising” in new ways. We affirm this is important, how can we streamline and make it even more effective to drive institutional change.
    • Message is how can we move forward and how can we strengthen our institutions.
  • Tips from Panel:
  • Know yourself, be agile, be nimble, be flexible, include a wide array of perspectives.

    Embrace the uncomfortable, when it’s outside the norm, there is uneasiness but you will grow as a result.

    Bring your influence and help the institution to move forward and be a catalyst to move the change along.

    External focus is so important, but so difficult to do. But still do it… it’s not just about use its about what is happening outside of our institutions. It’s important to take a step back and look at ourselves from an external lens.

    Stay true to your educational mission also. Keep your distinctiveness.

    #UWdtl – What Actually Impacts Student Outcomes in Online Courses

    After attending this session, attendees will be able to identify student, instructional, and social/academic characteristics of online courses that significantly impact student learning and satisfaction.

    Notes:

      Goals are to develop a toolkit, collect data, and share effective practices.
      How can we better support faculty and design courses?
      Online Instructional Characteristics: Learner Support, Design and Organization, Content Design and Delivery, Instructor Interactivity, Peer Interactivity, Assessment
      Infographic on the 8 Key Indicators for Online Quality

    • Understanding by Design Framework
    • Learner Support > Learner support was statistically significant in the research: eg. management of student expectations, providing orientation, alignment of objectives, assignments, and activities, clear instructions, description of grading and assessment plans.
    • Content > Not just transmission of content, but how and why and the interactivity with the content is important. Students want to know why they are reading a PDF, watching a video, what are they doing to interact and engage with the content as a learning activity.
    • Interactivity > Students want interactivity and robust assignment and regular feedback and richness in contact with the instructor and peers.

    #UWdtl – Have it All: Boost Evaluations, Enhance Learning, and Minimize Cheating!

    Leverage technology to develop positive relationships and create an active classroom where students are motivated to learn!

    Notes:

    “That was an awesome worksheet,” said no student ever…

    • How can we best cultivate positive relationships in the classroom and online.
    • Think about a time when you were motivated to do your best work (classroom, team, club…). Describe the teacher/coach/leader with a few adjectives. (Encouraging, Enthusiastic, Approachable, Empowering, Nurturing, Engaging, Motivating, Inspiring)
    • The 3 R’s include: relationships, relevance, and rigor. How can we be intentional to cultivate these in the classroom and online?
    • Teaching presence is important to focus on in online courses so that students “know” that you are there.

    RELATIONSHIPS | RELEVANCE | RIGOR