Attendees will learn about the basics of open licenses (Creative Commons) including how to add open licenses to your work and best practices for attribution.
- Creative Commons FAQ
- Consider your plans: Local (we can rely somewhat on fair use, library materials are paid for, we can make changes easily), Sharing (fair use is less applicable, because of distribution, subscription materials are not available everywhere), Grants (the founder may have restrictions, greater need for adaptation work, downstream users matter a lot).
- Teach Act allows you to make copies for spontaneous use under Fair Use of copyrighted materials. However, reusing the same article is not covered under Fair Use. Using CC licenses is beneficial because they are openly licensed.
- Elements of Licenses (Attribution, Share-Alike, Non-Derivative, Non-Commercial)
- Currently the Creative Commons License is at 4.0.
- Creative Commons Wiki
- Creative Commons License Compatibility Chart
- Goal is to maximize use and reuse.
- TASL – Title, author, source, license.
- CC Atribution 4.0 Creative Commons Marking – guidance of marking up work. E.g. “Chemistry” by OpenStax is licensed CC-BY 4.0.
- Remixed work can only be shared if the licenses are compatible.
- For additional information about licenses see: Creative Commons FAQ
- Openly licensed content still has copyright.
- Creating a CC license picker: https://creativecommons.org/choose/
- Open Attribute is a browser plugin to capture CC license information.
- Open Attribution Builder by Open Washington which provides assistance in creating a proper attribution.
OER in the K-12 through Michigan’s Participation in the #GoOpen Initiative
- Ann-Marie Mapes, Education Technology Consultant, Michigan Department of Education (MDE)
- Teresa Fulk, Director of Instruction for Wayland Union Schools
- Cheryl Wilson, Teacher Technology Consultant at Wayland Union Schools
Why OER for K12?
- Personalize learning
- Increase student engagement
- Free minimal costs
- Savings to be diverted to teaching and learning
“Textbook business in K12 is an $8 Billion (with a B) Business in the US”
MI Open Book Project
- K-2 In Development
- Michigan project by teachers for teachers
- 3-8 Grade Series
- High School US History
- Launched by US DOE
- Encourage statewide OER statewide strategy and repository
- MI is one of 19 states to #GoOpen
- Wayland and Marysville are #GoOpen Districts in the State
- Michigan #GoOpen Districts
- Lansing CC, GVSU, Open Michigan, Michigan Colleges Online, Library of Michigan
Systems of Support K12 Educators via Michigan #GoOpen Initiative
- OER Repository
- Professional Learning (MACUL, REMC, MVU)
- Access to Content
- #GoOpen District Examplars
Wayland Union #GoOpen District
- 5th year in a 1:1 with 7-12 with an iPad
- 2011-12 – staff received iPads in the spring, iTunesU K12 portal course management systems/blended learning
- 2012-13 – grades 7-12 have iPads, math received MacBooks, increased blended learning, immediately our Math department began using OERS: ck-12, Engage NY
- Building knowledge and skills as teachers become more comfortable with flipping instruction, using iPads, seeking free resources to take advantage of 1:1, desire for MacBooks for creation.
- Grants and funding – MACUL provided MacBook for creation, WUEF provided MacBooks for textbook and Mac Mini for student created textbooks, TRIG – using resources for purchasing devices.
Current OER Use in Wayland
- MAISA Units (K-8 ELA, 5-8 Social Studies)
- Engage NY (Math)
- Ck-12 (Math and Science)
- Michigan Open Book Project (Social Studies)
- Creative Commons
- Continue to seek out others: OpenEd.com, OER Commons, and LearningRegistry.org
Culture Shift for Teaching
- Return to the art of teaching (not directed by the textbook)
- Focus on student needs and standards as opposed to “getting through” the textbook
- Personalized learning
Future of OER at Wayland
- Continued implementation of MI Open Books Project
- #GoOpen Commitment
- Student created open resources
- Continued professional development and suppport of OER
- Establish OER Repository 2017-18
- Raise Awareness
- Coordinate professional learning opportunities across organizations
- #GoOpen districts as exemplars sharing their story
- Move to “technology enabled transformative personalize learning”
Mobilizing Digital and Networked Media for the Longstanding Goals of Progressive Education
Miduko “Mimi” Ito, MS, EdD, PhD @mizuko
With information and social connection so abundant it’s heartbreaking that not all learners have the same access to amazing educational opportunities that are relevant and key to their passionate interest.” Professor Ito says. The good news: “Through the smart deployment of new technology, we can begin to turn the tide.” As Chair of the MacArther Foundation-funded Connected Learning Research Network, Professor Ito explore the opportunities and risks of learning afforded by todays’ changing media ecology.
“People assume education has to take place in the classroom with a teacher,” she says. “Instead, we should be leveraging new media to enhance learning when they’re engaged in the things that inspire them.”
- Q> What percentage of americans 16-29 read a book in 2012? A> 83%
- Q> In 2015 how many hours per day did teens aged 13-18 spend with media? A> 8 HRS 56 MIN
- watching tv
- listening to music
- video games
- social media
- Q> How many teens 13-17 have made new friends online? (in 2015) A> 57% and 20% have met in real life. http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/
- What happens when these teens walk into our lecture halls?
- RateMyProfessor, CheatHouse, We Take Your Class, etc. are around, but how can we take advantage of these technologies to maximize learning and to design learning with a purpose?
- How can we use technology to engage students in new ways?
- “45% of college students demonstrate very little learning in their first 2 years of college.” – Arum and Roska
- We have the time at school and out of school. The world outside of the classroom has changed dramatically.
- Enrichment expenditures on children 1972-2006 the wealthy families have tripled their investment over time to $9,000 and lower income $1,000. Athletics, arts, music, etc.
- There has been a decline in school-based expenditures in extracurriculars.
- How can technology help with this? Growth of MOOCs? The demographics of attenders of MOOCs indicate that many already have degrees and many of these help the privileged even more.
- Connected learner = doing what they love, supported by others, tied to recognition
- Interests <> Opportunities <> Peer Culture
- #learninghero – teachers are really important, family, mentors, administrators all help to connect and transform the enthusiasm of learning.
- How can we engage students where they are…
Great Jobs Great Lives – “If graduates had a professor who cared about them as a person, made them excited about learning and encouraged them to pursue their dreams, their odds of being engaged at work more than doubled, as did their odds of thriving and their well-being.”
Keynote Video from the 21st Century Learning Conference
Session Description: Benchmarking and collecting evidence of impact is important in any undertaking. In this respect, postsecondary teaching and learning presents a unique set of challenges and complexities, so the key is to identify those methods that will produce useful and actionable results. This session will consist of overviews of evaluation and research techniques and methods in three important domains in teaching and learning: online and blended learning, classrooms and learning spaces, and the LMS. We’ll conclude the session with a discussion with our domain experts about the relative strengths of the approaches they presented and considerations with respect to implementing them.
Outcomes: Learn about evaluation and research methods in key teaching and learning domains * Discover new methods that will help you conduct evaluations at your campus * Understand how these methods could be used at your institution
Director, Digital Learning R&D, DETA Center,University of Wisconsin-Milwaukee
Academic Associate,McGill University
Director, EDUCAUSE Learning Initiative,EDUCAUSE
Director of Operations, Teaching & Learning w/Technology,The Pennsylvania State University
- EDUCAUSE Assessment Resources
- Learning Space Rating System
- Information Security
- Information Security Program Assessment Tool
- IT Risk Register
- EDUCAUSE Benchmarking Resources
- Technology Research in the Academic Community
- Core Data Service
- Benchmarking Service
The big question… “Are these (active learning) rooms worth it?”
- A Framework for Evaluation
- Level of Impact (Kirkpatrick)
- Reaction, Learning, Behavior, Results
- Potential vs Actual – There is always potential but it may not be realized.
- LSRS Sections – Institutional Readiness, and Features of Physical Spaces
- Measuring Actual Use of Learning Spaces
- Observation forms were used to see how the classrooms were actually being used.
- Heat Maps to track movement of instructor and students in the classroom.
- Think about…
- Providing the right people , the right information, at the right time
- Focus on high quality faculty development in high quality spaces
- Instructors are allowed to seek the potential and lead toward the actual
- Online and Blended Learning
- DETA – Toolkit Download is Available
- The toolkit includes: access, learning effectiveness, satisfaction, instructional effectiveness
- Research model:
- Research questions include:
- Framework of Inquiry:
- Penn State LMS Research
- Assessment Strategy – Direct observations, focus groups (faculty and student), surveys (faculty and student), vendor review (support, training, and ID staff)
- Business Requirements – Functional, technical, support, training, governance, partnership, exit strategy, cost
Faculty development is key across all implementation and research…