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Tools and Technologies Supporting Open Education [clear filter]
Wednesday, November 2
 

10:30am

The Personal API Path: Steps Towards Nirvana
Kin Lane, API Evangelist, has long been a traveler on the API path. Tom Woodward has newly come to it. Kin will explain API Nirvana, that it's more a journey than a destination, and Tom will explain the path and patterns of his early progress towards that destination. The use of APIs will range from the practical to the whimsical. The API path is, after all, what you make of it.

While each person must walk their own API path, there is a direction to follow. All seekers must extinguish the fires of-

-Ignorance - not knowing where your content is or how it is governed

-Short-sightedness - not realizing how temporary so many things are

-Compartmentalization - not taking advantage of the connecteness of all things

Note: This is a #reclaim sect and will weave in elements of reclaiming your own work as well as ways to make that practical through APIs. It will also branch into the exploration of API whimsy- where you do things simply because they amuse you. References will include external tools that make it possible to use APIs for those who don't code while also providing code and other considerations for those who do.


Wednesday November 2, 2016 10:30am - 10:55am
B14

10:55am

Choral Explanations: An Introduction
As Open Educational Resources move into the mainstream, producers of these works must decide whether they wish to replicate the standard textbook process and format or explore new options in presentation and production. In this presentation, we present an alternative to traditional textbook production we have named "choral explanations". This model allows for broad student and faculty-based production while providing a better experience for the reader as well.

Speakers
MC

Mike Caulfield

Director of Blended and Networked Learning, Washington State University


Wednesday November 2, 2016 10:55am - 11:20am
B14

11:30am

OER in the LMS via LTI
Like them or hate them the LMS is where students are most likely to interact with content. Creating new tools that implement the LTI protocol can be expensive and time consuming. We'll demonstrate how to quickly, easily, and cheaply construct an LTI tool that can bring your OER content into the LMS.

Speakers
avatar for Justin Ball

Justin Ball

CTO, Atomic Jolt
I measure my chocolate consumption in pounds.


Wednesday November 2, 2016 11:30am - 11:55am
B14

1:15pm

Taking Advantage of MOM
After developing training workshops on how to use MyOpenMath (MOM), we are ready to share some information on how to get training, some basic features of MOM and so tips and tricks in using MOM. MOM can be adapted to use for any course that using an online homework system, and one can learn how to do so by taking our training workshop. We will also cover the pros and cons and what students have to say about MOM.

Speakers
avatar for Libby Watts

Libby Watts

Assistant Professor, Tidewater Community College


Wednesday November 2, 2016 1:15pm - 1:40pm
B14

1:40pm

WeBWorK: Online open source homework system for Math
WeBWorK is a well-tested homework system for delivering individualized calculus problems over the web. By providing students with immediate feedback as to the correctness of their answers, students are encouraged to make multiple attempts until they succeed. With individualized problem sets, students can work together but will have to enter their own work to receive credit.

WeBWorK can present and grade any mathematics calculation problem from basic algebra through calculus, matrix linear algebra and differential equations. Its extensible answer evaluators correctly recognize and grade a wide variety of answers including numbers, functions, equations, answers with units and much more, allowing instructors and students to concentrate on correct mathematics and "ask the questions they should rather than just the questions they can."

More than 770 institutions currently use WeBWorK. WeBWork and it's 30,000 plus library of creative commons licensed problems is open source and free for institutions to use." (see map at http://webwork.maa.org/wiki/WeBWorK_Sites )

WeBWorK has its own stand-alone Learning Management System which only checks homework. But if desired the WW mathematics question rendering and answer checking engine can be used to power Moodle quiz questions, and via LTI each WW homework assignment can interoperate with Canvas, Moodle, Blackboard or other LTI capable LMS.

When using LTI to promote interoperation between WeBWorK and an LMS the students have automatic single-sign-on into their homework assignments on WW and the total grade for their assignment is passed back. It is even possible to embed a live WW question in a web page for practice use. The WeBWorK software repository is GPL licensed and can be found at https://github.com/openwebwork.

The WeBWorK information wiki is at http://webwork.maa.org/wiki. Once registered on wiki users can post to the WW forums using the links in the left margin of the wiki.

Slides of this talk and additional information at https://hosted2.webwork.rochester.edu/gage/2016oec
 

Speakers
avatar for Michael Gage

Michael Gage

Professor of Mathematics, University of Rochester
Mike Gage  is a professor of differential geometry in the mathematics department at the University of Rochester.  Beginning in 1996,  Gage and Prof. Arnold Pizer began development of a web-based system for checking homework and providing immediate feedback for students using  the... Read More →


Wednesday November 2, 2016 1:40pm - 2:05pm
B14

2:15pm

The RISE Framework: Continuously improving OER using learning analytics
In this presentation, we present The RISE Framework (Resource Inspection Selection and Enhancement). Aggregate resource use has been collected using Google Analytics and aggregate assessment data has been collected using Open Embedded Assessments. The page resources and the assessment items are linked to a common set of outcomes for the course. By examining aggregate resource use and aggregate assessment data at the resource page level, poor performing resources can be identified. Poor performing resources may include low use and low grade resources, low use and high grade resources, or high use and low grade resources. The purpose of this presentation is not to provide prescriptive advice on how to redesign OER. Instead, we provide a framework to help identify resources that need to be improved. The RISE Framework is a 2x2 matrix with use on the x-axis and grade on the y-axis resulting in four quadrants.

Quadrant one is the high use high grade quadrant. This could be explained by the resources being effective, the assessment being effective, or having strong outcome alignment. Quadrant two is the low use high grade quadrant. This could be explained by the students having high prior knowledge, the outcome being inherently easy, the content being highly effective, or the assessment being poorly written. Quadrant three is the low use low grade quadrant. This could be explained by students having low motivation or high life distractions, the module having too much material, or the resources having technical or other difficulties with access. Quadrant four is the high use low grade quadrant. This could be explained by the resources being poorly design, the assessments being poorly written, the outcomes being poorly aligned, or the learning outcome being inherently difficult. Resources that are located deep within quadrants 2, 3, and 4 should be evaluated for continuous course improvement.

Because the continuous improvement process can consume a significant amount of time and many institution's incentive systems provide greater rewards for other activities (like writing grants or publishing articles), most faculty and instructional designers never engage in the process systematically. The framework described above provides a fully automatable method for identifying the OER that could potentially benefit from continuous improvement efforts. Both the quadrant analysis and the resource type analysis can immediately provide faculty and instructional designers with the information they need to focus in quickly on the most problematic areas of a course. This framework (and others like it we hope to see emerge) can eliminate the need for significant investments of time and data science skill in the first step of the continuous improvement process - identifying what needs improving. We hope the availability of the framework will dramatically increase continuous improvement of OER-based courses as they continue to multiply in number.

Speakers
avatar for Robert Bodily

Robert Bodily

Graduate Researcher, Brigham Young University
My research focuses on xAPI and CALIPER enabled learning analytics dashboards. I am a co-founder of an open assessment company called Prendus with the purpose of increasing OER adoption.
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →


Wednesday November 2, 2016 2:15pm - 2:40pm
B14

2:40pm

A Great Babbling Bazaar: an approach to developing software for open textbooks
Pressbooks is the open source book creation platform used by many Open Textbook projects, including BCcampus, OpenSUNY, Open Oregon among others. Established work flows, tools and technologies used in the creation and maintenance of open source software provides one model that can inform what is likely necessary when creating open educational resources. Both having the tools and knowing how to organize people and resources towards accomplishing mutually beneficial goals is relevant for makers of things.



A bazaar conjures up images of variety and abundance which is relevant to the number of ideas and agendas that people bring to the table on a collaborative project. This is something we are tapping into with the development community that is growing around Pressbooks. The tools and workflows that are used to capture this diversity and produce meaningful things will be of interest to other makers and managers of openly licensed material.



Feedback is important in any open source project and helps inform the development direction and focus. Attendees will be encouraged to participate by discussing features, problems, and will be invited to join us in exploring how we can grow and improve the open source development community around Pressbooks.



Brad Payne, Senior Technical Analyst at BCcampus and Hugh McGuire, Founder of Pressbooks will talk about the development roadmap of Pressbooks, challenges and possibilities.

Speakers
avatar for Hugh McGuire

Hugh McGuire

Executive Director, Rebus / Pressbooks
I like the web / books / open. I've (helped) build some communities and tools over the years, including: LibriVox.org, Pressbooks.org and rebus.community.
avatar for Brad Payne

Brad Payne

Technical Analyst, BCcampus
Brad Payne is currently the lead developer for the Open Textbook Project whose work focuses on open source software using PHP (LAMP). When not contributing to other developers’ projects on github, he builds his own and invites participation. Through exploiting API’s and with a... Read More →


Wednesday November 2, 2016 2:40pm - 3:05pm
B14

3:15pm

Making it Easier -- or Adventures in Open Textbook Adaptation: Finding our way
The great promise of OER is that they are customizable, but faculty are often stumped when they try to figure out how, in practice, to adapt an open resource. The Open Textbook Network (OTN) commissioned a working group to write a best practices document on overcoming the technical hurdles to adapting open textbooks. The group, hailing from five different institutions, consists of a library dean, two open education librarians, a former editor-in-chief of a university press, and a coordinator for statewide OER initiatives. Individuals have a variety of skills and abilities including current or past experience as production managers, multimedia editors, and digital publishing coordinators. Our presentation will summarize findings of the group, propose solutions to common technical stumbling blocks, and identify areas where further research and development are needed.

Presenters include Anita Walz, Cheryl Cuillier, Karen Lauritsen, Kathy Labadorf, Amy Hofer, Peter Potter, Annie Johnson, Richard Saunders 

Speakers
avatar for Cheryl Cuillier

Cheryl Cuillier

Open Education Librarian, University of Arizona
I lead the Libraries' open educational resource (OER) initiatives.
avatar for Amy Hofer

Amy Hofer

Statewide Coordinator, Open Oregon Educational Resources
Amy Hofer, Coordinator, Statewide Open Education Library Services, is the OER librarian for Oregon's 24 community colleges and universities. You can visit the Open Oregon Educational Resources website at openoregon.org. By night she is a fiddler and square dance caller.
avatar for Kathy Labadorf

Kathy Labadorf

Info Literacy, Open Ed Resources&Social Sci Lib, UConn Library
Leading a burgeoning OER Initiative at UConn. Excited about the Social Justice elements of Open and Creative Commons licenses. Talk to me about Open Pedagogy and how to grow that initiative at a Research 1 University!
avatar for Karen Lauritsen

Karen Lauritsen

Managing Director, Open Textbook Network
avatar for Peter Potter

Peter Potter

Publishing Director & ARL Visiting Program Officer, TOME, University Libraries at Virginia Tech
I'm looking for good ideas on how to develop and enhance library publishing workflow
avatar for Anita Walz

Anita Walz

Open Ed, Copyright & Scholarly Comm Librarian, Virginia Tech
Anita Walz is the Open Education, Copyright, and Scholarly Communication Librarian at Virginia Tech. She works with faculty, administrators, and staff on local, state, national and international levels to inspire faculty to choose, adapt, and create learning resources which are more... Read More →


Wednesday November 2, 2016 3:15pm - 3:40pm
B14

3:40pm

Enabling open education in Australian universities with an Open Education Licence Toolkit
One of the most critical challenges confronting the effective implementation of Open Educational Practices (OEP) in the Australian higher education sector has been copyright law and the licensing of educational resources for online access (Trounson, 2012). This is because Australian copyright law currently provides less flexibility around the use of copyright material for education than the law in other jurisdictions such as the US, Canada and Singapore (Harris, 2013). Also, there has been a perceived lack of understanding of copyright and licensing for effective engagement with Open Educational Practices (Bossu, Brown, & Bull, 2014). With funding obtained via the Australian Government Office of Learning and Teaching, Swinburne University in partnership with the University of Tasmania have undertaken a two year project to understand and address these challenges.

Fundamentally, the project allowed for the bringing together of key stakeholders to gain an understanding of the broader debate around copyright law reform, licensing and the delivery of practical outcomes for teaching and learning practitioners. The project team surveyed business and teaching professionals in Australian universities and drew upon existing research into pedagogical and business methods for the creation, use and delivery of open educational online resources. There was also an examination of existing intellectual property research and government and industry reports on copyright exceptions and the digital environment. The major deliverable of the project was the development and implementation of a practical Open Education Licence Toolkit for use by Australian universities informed by the project data collected, user experience research and stakeholder testing.

This presentation will provide an overview of this two year project, including the methodology applied and some of its outcomes. In addition, it will also discuss some of the key research findings regarding the current state of play of OEP in Australian higher education in comparison to previous research of similar nature. Most importantly, this presentation will explore and demonstrate the interactive online Toolkit that was developed to support Australian university teachers and managers to make effective business and pedagogical decisions around online education materials and services.

You can try the toolkit for yourself at http://oel.edu.au/kit4V/ 

References

Bossu, C., Brown, M., & Bull, D. (2014). Adoption, use and management of Open Educational Resources to enhance teaching and learning in Australia. Sydney: Australian Government Office for Learning and Teaching. Retrieved from http://www.olt.gov.au/system/files/resources/CG10_1687_Bossu_Report_2014.pdf.

Harris, R. (2013). Universities Australia Member Update. (33). Canberra: Universities Australia.

Trounson, A. (2012, 7 November). Copyright fears for online offerings. The Australian. Retrieved from http://www.theaustralian.com.au/higher-education/copyright-fears-for-online-offerings/story-e6frgcjx-1226511715912


Speakers
avatar for Luke Padgett

Luke Padgett

Manager, Teaching Innovation and Copyright, University of Tasmania
Luke Padgett is the Manager of Teaching Innovation and Copyright with the Tasmanian Institute of Learning and Teaching (TILT) at the University of Tasmania. His work and research primarily focus on Open and Non-traditional approaches to education in higher education, specifically... Read More →


Wednesday November 2, 2016 3:40pm - 4:05pm
B14
 
Thursday, November 3
 

9:00am

OER Algebra Sequence: from One to All Sections
Tompkins Cortland CC has used Open Educational Resources (OER) for Intermediate Algebra, saving students $200,000 in 5 semesters, with significant increase in success and retention. During 2016, College Algebra and Trigonometry were added, followed by Precalculus, Beginning Algebra, and Statistics. Resources, data, and lessons learned will be shared.

Speakers
avatar for Sophia Georgiakaki

Sophia Georgiakaki

Professor of Mathematics, Tompkins Cortland Community College



Thursday November 3, 2016 9:00am - 9:25am
B14

9:25am

The OER World Map Project- Building an 'Open Operations Room' for the OER Community
1973 the ambitious Cybersyn project aimed at developing a real time control system for the Chilean economy. Based on Stafford Beers cybernetic management theory an "Operations Room" was developed, bundling all collected information, which was transmitted at that time with the help of telex machines.



2016, 43 years later, our capacity to collect and process data has multiplied. Nevertheless it is still difficult to get an overview of the fast growing global OER community, causing redundant development of infrastructure and content as well as missed chances for cooperation, reuse and knowledge transfer.



The OER World Map project is providing a solution for this problem by providing an "Open Operation Room" for the OER community which can be used by everyone to get high quality information on current, past and future OER activities. By combining elements of both social network and management information systems it fosters cooperation and sharing within the OER community and supports effective use of resources allocated worldwide by governments, cooperations and the civil society.



While the dataset provided by the OER World Map supports all types of cooperative action within the OER community, we are currently focusing on following main user stories (Epics):

1. As an OER actor I would like to find other OER actors and connect with them, so that I can cooperate in a coordinated way and share resources and knowledge with them.

2. As a teacher or learner I would like to get qualified, complete and current lists of existing OER offers, so that I can easily find open resources, which fit to my current learning or teaching context.

3. As an OER policy maker I would like to get meaningful statistics and oversights on the status of the OER movement in order to take and defend decisions in favor of OER.



After an initial competitive prototyping (phase I) The William and Flora Hewlett Foundation funded the North Rhine-Westphalian Library Service Center (hbz) 2015 to develop a first version of the production system, which allowed to collect relevant data on organizations, persons, services, projects and events (phase II). The current phase III of the project will bring refined usability, new functionality and a significantly increased population of the map.



In early 2016 we provided a printed report called the "OER Atlas" for the German OERde Festival, which includes an estimated 80 percent of OER activities in Austria, Germany and Switzerland. By doing so, we provided a proof of concept, that it is possible to collect all OER related data for a complete country with reasonable effort.



The presentation will summarize the main results of phase III of the project and give an outlook on the development planned for 2017.



Beer, Stafford: "_Plattform for Change", Chichester 1975

Neumann, Jan: "_The German speaking OER landscape in numbers", online available under https://oerworldmap.wordpress.com/2016/03/18/the-german-speaking-oer-landscape-in-numbers/

Neumann, Jan: "_Printing the OER World Map: The OER Atlas", online available under https://oerworldmap.wordpress.com/2016/03/08/printing-the-oer-world-map-the-oer-atlas/


Speakers
JN

Jan Neumann

Head of Legal Affairs & Organization, Hochschulbibliothekszentrum des Landes NRW


Thursday November 3, 2016 9:25am - 9:50am
B14

9:50am

Learning Circles: Online Learning, Offline
In 2015, Peer 2 Peer University and Chicago Public Library developed Learning Circles: lightly--facilitated study groups for learners who want to take online courses together, in-person. Meeting weekly in the library for 6-8 weeks, patrons worked through online courses in subjects ranging from resume writing to public speaking to web design. Retention rates over 6-8 weeks were close to 50%, very high for both online courses and for adult programming at libraries. Learning Circles are now an ongoing feature of CPL's programming, and P2PU has released and open source toolkit for running Learning Circles that communities around the world are starting to use (see p2pu.org for more details).



The development of Learning Circles address a number of issues at the core of the OER movement. These include the disconnect between open access and equal access, the role of nonformal learning environments in promoting OER, and better understanding how technology and social support can leverage OER to create empowering and meaningful learning experiences. In this presentation, the P2PU Learning Lead, Grif Peterson, will discuss the affordances and limitations of OER in the Learning Circle model along the lines of these issues.



Equal Access: Just because resources are freely available, doesn't mean they are equally shared. The P2PU/CPL relationship strived to expand OER and online course dissemination to a wider audience, and this was largely successful. More than half of the Chicago Learning Circle attendees did not have a college degree, and only about half had a computer at their home. 40% had never heard of online courses before, and 65% had never taken an one. The promotional efforts to get new learners in the door and the work required to onboard them into the world of online learning garnered us a number of insights as to how OER can position itself for maximum exposure for first-time online learners.



Nonformal Environments: We will discuss the benefits of teaming up with libraries to disseminate OER, and how such partnerships might be better leveraged in the future to align OER with the extensive programming already offered. Most libraries have an e-learning webpage where expensive, licensed-based learning materials sit and often gather digital dust. Our proposition is that less money should be spent on licensing and more should be spent on making sure online resources are utilized by patrons. This, of course, requires that OER cater to the needs and background of library patrons, something we have found with varying degrees of success.



Support for OER: Through the Learning Circle toolkit, we've developed a methodology and supporting technology that has the potential to increase learner access, retention, and outcomes without a formal teacher. There are a number of lessons from our experience that will be relevant to those who create, disseminate, and use OER. We think these lessons are transferable to a number of domains outside of libraries, including community college and higher education institutions, adult literacy programs, community centers, and online learning providers.



We are looking forward to joining this discussion!


Speakers
avatar for Grif Peterson

Grif Peterson

Director, Peer 2 Peer University
Hi there, I'm Grif. I am proud to serve as the director at Peer 2 Peer University. For 4 years, I've worked with the organization to support online learning communities in libraries and other public spaces. I live in Cambridge, Massachusetts and I am an affiliate at the Berkman Klein... Read More →


Thursday November 3, 2016 9:50am - 10:15am
B14

10:45am

OER Learning Pathway Application
Open Educational Resources (OERs) are poised to take the education world by storm! With the vast array of technology at our fingertips, figuring out how to actually harness and implement OERs in the classroom has become educators' latest challenge. Every lesson, assessment, activity, and project that we have developed for our classrooms can openly be shared with educators and students around the world. As we embrace our roles as educational pioneers, programs built with OERs will pave the way for education to become a world restricted only by the imagination. But we're not there yet!



To reach these aspirations, an easy-to-use vetting tool coupled with an OER Learning Pathway Application is vital in curating appropriate resources, organizing and personalizing Learning Pathways, and assessing student performance. Key features allow teachers to access vetted, pre-established Learning Pathways mapped at the skill/objective level, customize them for their classes needs and assign that content easily to students. Teachers can open a vetted Learning Pathway, search for related resources and remix the materials to supplement their personalized Playlists with new resources. Teachers may also submit their customized playlist both to the OER community and to the vetting organization for verification and conversion into a Learning Pathway.



From a student perspective, the OER Player couples an engaging interface which delivers identified resources and teacher direction at transitional points within each Playlist. Objective based assessments are part of each Learning Path so that teachers can check progress and performance so that this formative insight data can drive daily classroom activities. The OER Learning Pathway Application also serves as a bridge between the classroom teacher and the US Department of Education's Learning Repository.



The purpose of this presentation is to introduce participants to the OER Learning Pathway Application being developed as a joint venture by the Enlarged City School District of Middletown in New York, Education Elements, and Spider Learning, Inc. Through the use of this application, educators will have the ability to design, modify, and repurpose Learning Paths that serve up content to students by functioning as carousels of vetted skills based resources coupled with custom content and assessments.



Truly Open Educational Resources (OERs) meet the five R's of copyright and fair use law. The OER Learning Pathway Application facilitates each of these requirements, by allowing educators the ability to retain, reuse, revise, remix, and redistribute personalized Playlists in perpetuity. This tool is designed to support teachers by providing curated Learning Pathways composed of vetted OERs, along with the ability to customize them into student-facing Playlists. The OER Learning Pathway Application serves as a solution to the challenge of effectively implementing OERs in every classroom.


Speakers
RR

Raymond Rozycki

Managing Partner, Education Elements


Thursday November 3, 2016 10:45am - 11:10am
B14

11:10am

Next Generation Learning: Are Faculty and Administrators Prepared?
It's time to push the boundaries of what open education and OER can do. Making education more accessible and affordable is only the beginning.



The traditional one-size-fits-all education model is evolving. OER has the power to revolutionize it, but simply digitizing traditional content isn't enough. Students deserve engaging, personalized learning experiences that prepare them to be successful in the future. Next Generation Learning provides us with an unprecedented opportunity to increase student engagement, outcomes, and retention; better prepare students to be successful in today's workplace; and reduce cost for institutions and for students. But, what is Next Generation Learning exactly? And, how can it be incorporated into the classroom?



Come and learn about Next Gen Learning and how it can take OER to the next level. Open education opened the door to modernize education. It's now time to explore where that door leads.

Speakers
avatar for Joshua Moe

Joshua Moe

Founder/CEO, Odigia
Josh brings over 15 years of experience leading technology design and development teams for small, medium & large organizations. Josh spent over 4 years working in Boston’s higher-ed IT space, where his passion for education technology helped him identify opportunities to improve... Read More →


Thursday November 3, 2016 11:10am - 11:35am
B14