C. Edward Watson was interviewed in a Teaching in Higher Ed podcast about his research when he was at the University of Georgia where he conducted a study about OER and equity.
Quote around the 19-20 minute mark:
“We found that course grades improved at greater rates for nonwhite students and Pell eligible students. In other words, those that we thought that a free textbook would help. Those folks really saw a difference. We also saw significant decreases in DFW rates, a greater rates for nonwhite and Pell eligible students. In fact, looking just at those subgroups, we saw DFW rates drop by a third. So, it really is sort of the notion that that OERs are doing more to make the classroom more equitable, more fair. “
OpenCon 2017 Panel Presentation
Panelists: Denisse Albornoz, Siko Bouterse, Mboa Nkoudou Thomas, Tara Robertson.
Notes on this session available at: bit.ly/DEIOpenCon
Thoughtful reflections on the diminishing federal and state support of higher ed which leads to private interests taking hold on campuses ($$$), increases in costs for students ($$$), and how faculty are now engaging in many ways to help students get that education AND still have a bed to sleep in and food to eat. OER and other open practices is a gateway to this new reality where faculty are key change agents. ~Kathy
OER: Bigger Than Affordability
Open education resources can catalyze a much-needed national conversation about what we mean by “public” higher education, Robin DeRosa writes.
By Robin DeRosa
November 1, 2017
. . .
I began considering the larger role of open in a social justice agenda targeted at public higher education in the United States, where I live and teach. First, I looked to Sara Goldrick-Rab’s research on how the hidden costs of attending college make college graduation an unattainable goal for such a large portion of our nation’s population. If 50 to 80 percent of the total sticker price of college is coming from nontuition costs, as she demonstrates, we need to confront the complete set of material conditions that constrain students.
Not only can OER drive down the real cost of college, but thinking about textbook costs can propel faculty, in particular, to think about how course and program design can be adapted to make access — more broadly writ — a priority. Is food insecurity on the radar of your chemistry department? If OER is appealing because they can help make knowledge more accessible, then we must care about the myriad issues — from child care to transportation — that prevent our potential students from even coming to our classrooms in the first place.
. . .
- Seven faculty were awarded grants of $1,000 to $2,500 in the spring of 2016
- Four hundred fifty eight students from courses in Physics, Kinesiology, Astronomy, French, German, and Human Development
In addition to the cost benefit, other students said the OER materials made their class experience more enjoyable
- “The readings that were presented catered more to a student attempting to understand the material in a way that is more learning-friendly.”
- “I was able to better understand the content we were learning, because the best reading possible was selected [by the professor] to explain a concept, as opposed to just following a textbook where some content may be explained more clearly than others.”
See the original press release at Results of Open Education Initiative survey announced
Who is best suited to control textbooks: the faculty or the publishers? There are ways to make sure it is the faculty.
Source: Open Textbook Publishing | AAUP
Joe Moxley writes: Rather than working as employees on by-the-piece rates for global companies like Pearson, faculty members can assume the role of publishers. . . . We need to realize our power as authors and publishers. Working collaboratively, we can create dynamic teaching and learning environments.
Aligning with openCI efforts, we recently attended the openEd conference in Richmond, Virginia to gain a deeper understanding about the advances and innovative practices being made ar…
A Celebration of Open Access Week
Wednesday, October 26, 2016
12:00 – 3:30pm
Homer Babbidge Library, Class of 1947 Conference Room
Remote streaming will be available through UConn WebEx @ https://goo.gl/vuNKmJ
Empowering Authors through Publication Agreements
Maximize control, impact and discoverability of your scholarly output.
Open Access Flavors
What are the different types of open access and why do they matter?
OA? OER? What’s the Difference?
Two different movements with a lot in common. How do they support each other?
This digital identifier distinguishes you from every other researcher. Learn about the ID and how to use it.
Entering the Creative Commons
What are open licenses and how do they add value to scholarly and creative work?
Managing Your Scholarly ID Online
Make your scholarly author identity visible and available for citation.
UConn’s Research Data Repository
Learn how UConn can help make your data publicly available.
View and download the flyer for this event.
Streaming during the Event
Join the event remotely in WebEx for the presentation. Attendees aren’t required to register. Attendee login:
– or –
On joining the meeting, you will be asked to enter your name and email. If you haven’t used WebEx before, you will need to download the small Cisco.exe file. More instructions can be found at https://help.webex.com/docs/DOC-5441. Attendees will be muted upon joining the event. Attendees will need to “Connect to audio” via their computer or phone. A survey will appear for attendees after the event.
Open Access Week 2016 Links
Open @ UConn http://open.uconn.edu/
Directory of Open Access Journals: https://doaj.org/
Registry of Research Data Repositories: http://service.re3data.org/search
ORCID ID: http://orcid.org/
SPARC Author Rights: http://sparcopen.org/our-work/author-rights/
Creative Commons: https://creativecommons.org/
MIT’s Open CourseWare (OCW) is visited by over 1 million people every month. In this interview with Shigeru Miyagawa, chair of the MIT OpenCourseWare Faculty Advisory Committee from 2012-2013, he describes the development of an open education mindset at MIT as this became a part of the institutional mission.
In what ways do you think Open Education (OE) has impacted Institutional practice, reputation and culture of MIT?
OCW was definitely a huge paradigm shift. From looking at one’s teaching materials as solely for the use of our students inside the walls of our Institution to saying here is part of our education that we want to share with the rest of the world. Anyone is free to use it. This is a complete shift in how we view what we’ve produced as teaching material. This really started the OE movement. From people trying to sort of keep it inside or trying to charge for it in order to make money to saying that it is good, in fact it is part of our mission to share what we have produced with the rest of the world.
Read the entire interview at Open Education Consortium’s collection of interviews with administrators and faculty on the impact that open education projects and practice has had on their institutions.
Impact of Openness on Institutions
- Interview with Anka Mulder, Vice-President for Education & Operations, TU Delft, the Netherlands
- Interview with Donna Gaudet, Head of Mathematics Department, SCC, the United States
- Interview with Mary Y. Lee, Associate Provost, Tufts University, the United States
- Interview with Llorenc Valverde, former Technology Vice-Rector, Universitat Oberta de Catalunya (UOC), Spain
- Interview with Shigeru Miyagawa, Chair of the MIT OpenCourseWare Faculty Advisory Committee, Professor of Japanese Language and Culture and the Head of Foreign Language and Literature at Massachusetts Institute of Technology (MIT), the United States
- Interview with Gary Matkin, Dean of Continuing Education, Distance Learning, and Summer Session University of California, Irvine, the United States
- Interview with Naveed Malik, former Rector/Vice Chancellor of the Virtual University of Pakistan