WEBVTT

1
00:00:02.240 --> 00:00:11.220 A:middle L:90%
Yeah. Hi, good afternoon everyone. Thank you

2
00:00:11.220 --> 00:00:14.140 A:middle L:90%
so much for spending of an hour with us this

3
00:00:14.140 --> 00:00:17.120 A:middle L:90%
afternoon. My name is Anita Walz. I'm the Oopen

4
00:00:17.120 --> 00:00:21.899 A:middle L:90%
education, copyright and scholarly communications librarian here at Virginia

5
00:00:21.899 --> 00:00:25.579 A:middle L:90%
Tech. Um My two collaborators in this event,

6
00:00:25.589 --> 00:00:31.289 A:middle L:90%
our Deu Who and Tiffany Shou, um from technology

7
00:00:31.289 --> 00:00:35.210 A:middle L:90%
enhanced learning and online strategies and the Center for instructional

8
00:00:35.210 --> 00:00:38.439 A:middle L:90%
development and Educational Research. So, um, this

9
00:00:38.439 --> 00:00:42.259 A:middle L:90%
is a joint event that we're putting together to bring

10
00:00:42.270 --> 00:00:45.960 A:middle L:90%
dr Eddie Watson here from University of Georgia. Um

11
00:00:45.969 --> 00:00:49.920 A:middle L:90%
and we hope that you get a chance to meet

12
00:00:49.920 --> 00:00:52.939 A:middle L:90%
some new people around your table. Um, we

13
00:00:52.939 --> 00:00:55.829 A:middle L:90%
will be handing out sign in sheet if you have

14
00:00:55.829 --> 00:00:58.070 A:middle L:90%
not already signed in. Um, it's helpful for

15
00:00:58.070 --> 00:01:00.119 A:middle L:90%
us to know um, that there's interest in these

16
00:01:00.119 --> 00:01:03.789 A:middle L:90%
types of events. So, um, please do

17
00:01:03.789 --> 00:01:06.150 A:middle L:90%
sign in if you have not already. Um Eddie

18
00:01:06.150 --> 00:01:08.290 A:middle L:90%
Watson comes to us from University of Georgia. He

19
00:01:08.290 --> 00:01:12.129 A:middle L:90%
has a long time hokey, he has his undergrad

20
00:01:12.129 --> 00:01:15.689 A:middle L:90%
and PhD. I have four degrees from Virginia.

21
00:01:15.700 --> 00:01:18.739 A:middle L:90%
Okay, I'll let him tell you about this.

22
00:01:18.739 --> 00:01:23.159 A:middle L:90%
So, so welcome home. Um Eddie is the

23
00:01:23.170 --> 00:01:25.799 A:middle L:90%
director of the Center for Teaching and Learning at University

24
00:01:25.799 --> 00:01:29.780 A:middle L:90%
of Georgia. Um He also has spearheaded a program

25
00:01:29.790 --> 00:01:34.189 A:middle L:90%
to um save students um about$2 billion as of

26
00:01:34.200 --> 00:01:40.260 A:middle L:90%
spring 2016 on textbook costs. Um and he is

27
00:01:40.260 --> 00:01:44.799 A:middle L:90%
here to talk with us as um instructional designers,

28
00:01:44.799 --> 00:01:49.890 A:middle L:90%
librarians, um, faculty about how to support those

29
00:01:49.900 --> 00:01:53.480 A:middle L:90%
that we work with on our campus. So give

30
00:01:53.480 --> 00:01:56.150 A:middle L:90%
him a warm welcome and we'll take it away.

31
00:01:56.640 --> 00:02:00.950 A:middle L:90%
Thank you. Um let me see which show of

32
00:02:00.959 --> 00:02:02.609 A:middle L:90%
hands. How many of you were not at the

33
00:02:02.609 --> 00:02:07.770 A:middle L:90%
morning talk? Okay. I'm gonna breeze through some

34
00:02:07.770 --> 00:02:09.370 A:middle L:90%
stuff since it was like two thirds of you were

35
00:02:09.370 --> 00:02:12.259 A:middle L:90%
here at the morning talk, a couple of questions

36
00:02:12.259 --> 00:02:15.509 A:middle L:90%
that I um I was planning on covering questions that

37
00:02:15.509 --> 00:02:16.210 A:middle L:90%
we covered this morning as well. So what are

38
00:02:16.219 --> 00:02:19.830 A:middle L:90%
open head resources and Why is that? We are

39
00:02:19.840 --> 00:02:22.509 A:middle L:90%
growing in popularity. So I probably spent about 15

40
00:02:22.509 --> 00:02:25.030 A:middle L:90%
minutes kind of re going over those um, questions

41
00:02:25.030 --> 00:02:27.409 A:middle L:90%
. But then I've got some new stuff. So

42
00:02:27.409 --> 00:02:30.430 A:middle L:90%
if you were here this morning you can Hit the

43
00:02:30.430 --> 00:02:32.039 A:middle L:90%
Snooze button for maybe 10 minutes and then I'll be

44
00:02:32.039 --> 00:02:35.680 A:middle L:90%
on to some new stuff. The lovely to begin

45
00:02:35.680 --> 00:02:37.449 A:middle L:90%
since we have some new faces here. Maybe you

46
00:02:37.449 --> 00:02:40.310 A:middle L:90%
could chat at your table about why are you here

47
00:02:40.319 --> 00:02:43.020 A:middle L:90%
today? And if you're at the table where you've

48
00:02:43.020 --> 00:02:45.080 A:middle L:90%
already talked to the same folks this morning, feel

49
00:02:45.080 --> 00:02:46.900 A:middle L:90%
free to jump tables. Uh no one will take

50
00:02:46.900 --> 00:02:49.870 A:middle L:90%
any offense at that. You know, Gary got

51
00:02:49.870 --> 00:02:52.099 A:middle L:90%
up and moved, go Gerry just wants to talk

52
00:02:52.099 --> 00:02:54.090 A:middle L:90%
to somebody new. Take a couple of minutes chat

53
00:02:54.099 --> 00:02:57.080 A:middle L:90%
with what brings you here today and then we'll debrief

54
00:02:57.080 --> 00:03:15.949 A:middle L:90%
quick. No, basically here's just versus from my

55
00:03:15.949 --> 00:03:23.539 A:middle L:90%
life that was was adapt to levels. Yeah.

56
00:03:23.580 --> 00:03:51.120 A:middle L:90%
Yeah. Uh huh Yeah. Into 14 and the

57
00:03:51.120 --> 00:03:53.430 A:middle L:90%
line and our library water right, really already decided

58
00:03:53.439 --> 00:03:59.699 A:middle L:90%
to actually I'm not. Um, so I think

59
00:03:59.699 --> 00:04:05.330 A:middle L:90%
they're really fantastic for a period. So I'm starting

60
00:04:05.340 --> 00:04:12.219 A:middle L:90%
times. I'm like kind of the point for 17

61
00:04:12.219 --> 00:04:15.660 A:middle L:90%
years. So develop their forces for, I think

62
00:04:15.660 --> 00:04:21.850 A:middle L:90%
it is access, of course you're tested. But

63
00:04:21.850 --> 00:04:30.230 A:middle L:90%
also, so I can Questions only one or 2

64
00:04:30.230 --> 00:04:44.990 A:middle L:90%
ideas. Big man. Oh my God, you

65
00:04:45.389 --> 00:04:49.149 A:middle L:90%
hear it? Okay. So anyone hear anything new

66
00:04:49.149 --> 00:04:50.550 A:middle L:90%
from this morning? Since there's a lot of folks

67
00:04:50.550 --> 00:04:55.160 A:middle L:90%
that are here from the morning session and you know

68
00:04:55.160 --> 00:04:56.660 A:middle L:90%
what, your table share a new idea, like

69
00:04:56.670 --> 00:04:57.910 A:middle L:90%
why they were here, what they're hoping to get

70
00:04:57.910 --> 00:05:04.060 A:middle L:90%
out of the session? I heard the chatter,

71
00:05:04.439 --> 00:05:06.199 A:middle L:90%
I really did. There was a little chatter here

72
00:05:06.199 --> 00:05:10.949 A:middle L:90%
and there. So what brings you here today?

73
00:05:11.639 --> 00:05:17.620 A:middle L:90%
Yes, I'll just take you up front internally.

74
00:05:18.339 --> 00:05:24.660 A:middle L:90%
I guess I'm interested in how this intersects with research

75
00:05:25.139 --> 00:05:27.600 A:middle L:90%
was him and knows it. There is that sort

76
00:05:27.600 --> 00:05:30.790 A:middle L:90%
of thing. Is that people there were the sciences

77
00:05:30.800 --> 00:05:34.629 A:middle L:90%
and Yes. Okay, well you're in the right

78
00:05:34.629 --> 00:05:36.639 A:middle L:90%
place. I think you hear some interesting new ideas

79
00:05:36.649 --> 00:05:40.540 A:middle L:90%
, probably a different perspective than what you heard from

80
00:05:40.550 --> 00:05:42.360 A:middle L:90%
a couple weeks back. I read their abstract of

81
00:05:42.360 --> 00:05:43.540 A:middle L:90%
what they covered. So I'm trying to take a

82
00:05:43.540 --> 00:05:46.329 A:middle L:90%
little bit of a different, different angle in so

83
00:05:46.339 --> 00:05:46.990 A:middle L:90%
this session can be different from this morning. This

84
00:05:46.990 --> 00:05:49.980 A:middle L:90%
morning was more of a holistic overview of open education

85
00:05:49.980 --> 00:05:51.939 A:middle L:90%
resources. This talk is going to be a little

86
00:05:51.939 --> 00:05:56.129 A:middle L:90%
bit more specific. I guess my thought is the

87
00:05:56.129 --> 00:06:00.430 A:middle L:90%
intended audience would probably be administrators or faculty developers or

88
00:06:00.430 --> 00:06:02.769 A:middle L:90%
instructional designers or librarians. Just those that are kind

89
00:06:02.769 --> 00:06:05.720 A:middle L:90%
of in the role of supporting what faculty do and

90
00:06:05.720 --> 00:06:10.250 A:middle L:90%
faculty adoption of open education resources. So that's what

91
00:06:10.250 --> 00:06:11.970 A:middle L:90%
we're talking about. I'll begin with sort of the

92
00:06:11.970 --> 00:06:14.589 A:middle L:90%
overview again, about 15 minutes of that and then

93
00:06:14.589 --> 00:06:15.860 A:middle L:90%
we'll get into who's using O. E. R

94
00:06:15.860 --> 00:06:18.319 A:middle L:90%
. S and then how do we help faculty use

95
00:06:18.319 --> 00:06:21.490 A:middle L:90%
and even author create open education resources? So that's

96
00:06:21.500 --> 00:06:25.160 A:middle L:90%
, that's where we're headed. So you may recognize

97
00:06:25.160 --> 00:06:27.040 A:middle L:90%
some of these slides for those who are here first

98
00:06:27.040 --> 00:06:30.259 A:middle L:90%
thing. But what are open education resources? Probably

99
00:06:30.259 --> 00:06:33.050 A:middle L:90%
the Hewlett Foundation's definition is the one that I see

100
00:06:33.050 --> 00:06:35.990 A:middle L:90%
cited most often is kind of two core concepts in

101
00:06:35.990 --> 00:06:42.120 A:middle L:90%
there. But really open education resources are teaching learning

102
00:06:42.129 --> 00:06:46.389 A:middle L:90%
or research resources that reside in the public domain or

103
00:06:46.389 --> 00:06:49.240 A:middle L:90%
through a license. They've been given a way for

104
00:06:49.240 --> 00:06:51.480 A:middle L:90%
people to use. However they would like. The

105
00:06:51.480 --> 00:06:56.889 A:middle L:90%
real key part of that license is that it permits

106
00:06:56.899 --> 00:07:00.040 A:middle L:90%
whatever those materials are those teaching learning research materials,

107
00:07:00.319 --> 00:07:03.649 A:middle L:90%
it permits their free use and also they're repurposing.

108
00:07:04.139 --> 00:07:08.279 A:middle L:90%
So not only do you get to download something and

109
00:07:08.290 --> 00:07:09.819 A:middle L:90%
use it however you'd like, you can actually go

110
00:07:09.819 --> 00:07:11.470 A:middle L:90%
in and edit it, Change words, change the

111
00:07:11.470 --> 00:07:13.560 A:middle L:90%
title, change page numbers, all that good stuff

112
00:07:14.339 --> 00:07:15.870 A:middle L:90%
. Um, so you might imagine sort of almost

113
00:07:15.879 --> 00:07:19.220 A:middle L:90%
anything can be an open education resource, whether it's

114
00:07:19.220 --> 00:07:23.300 A:middle L:90%
a full course, like something you might find in

115
00:07:23.300 --> 00:07:26.829 A:middle L:90%
water term moocs, massive, open online courses could

116
00:07:26.829 --> 00:07:30.750 A:middle L:90%
be course materials modules, textbooks or what we've worked

117
00:07:30.750 --> 00:07:34.470 A:middle L:90%
with most predominantly at the university Georgia. But there's

118
00:07:34.470 --> 00:07:36.209 A:middle L:90%
lots of other things that are out there as well

119
00:07:36.209 --> 00:07:40.970 A:middle L:90%
. Software could could be considered an open education resource

120
00:07:40.980 --> 00:07:44.240 A:middle L:90%
if the license indeed allows you to download it,

121
00:07:44.250 --> 00:07:46.389 A:middle L:90%
use it and and repurpose it. So there's been

122
00:07:46.399 --> 00:07:50.040 A:middle L:90%
several initiatives that have kind of kicked off the open

123
00:07:50.050 --> 00:07:57.019 A:middle L:90%
initiative. probably the initial notion came in 1994 with

124
00:07:57.019 --> 00:08:01.290 A:middle L:90%
the notion learning objects where there might be some kind

125
00:08:01.290 --> 00:08:07.899 A:middle L:90%
of compartmentalized tutorial or video or reading with a handout

126
00:08:07.899 --> 00:08:09.149 A:middle L:90%
, that kind of stuff. But sometimes it's kind

127
00:08:09.149 --> 00:08:09.639 A:middle L:90%
of like a little package, that thing, a

128
00:08:09.639 --> 00:08:15.009 A:middle L:90%
learning object. And then the Merlot repository came around

129
00:08:15.009 --> 00:08:16.910 A:middle L:90%
and that's where you can kind of place learning objects

130
00:08:16.910 --> 00:08:20.300 A:middle L:90%
and other learning materials. There was a software,

131
00:08:20.310 --> 00:08:24.930 A:middle L:90%
open source initiative called floss. And then, as

132
00:08:24.930 --> 00:08:26.689 A:middle L:90%
people sort of got their act together about what it

133
00:08:26.689 --> 00:08:28.759 A:middle L:90%
means for something to be free and open. There

134
00:08:28.759 --> 00:08:31.320 A:middle L:90%
was a creative commons project that actually is now a

135
00:08:31.320 --> 00:08:33.570 A:middle L:90%
license, it's a CC license and we'll talk more

136
00:08:33.570 --> 00:08:37.220 A:middle L:90%
about that other projects as well in this first generation

137
00:08:37.600 --> 00:08:39.019 A:middle L:90%
. Um, it had one that received a lot

138
00:08:39.019 --> 00:08:43.110 A:middle L:90%
of press, what's really interesting about the first generation

139
00:08:43.120 --> 00:08:46.379 A:middle L:90%
of projects that there wasn't a real uptake on them

140
00:08:46.480 --> 00:08:48.190 A:middle L:90%
. A lot of people weren't putting high quality materials

141
00:08:48.190 --> 00:08:50.480 A:middle L:90%
in the, into them very early on and then

142
00:08:50.480 --> 00:08:52.259 A:middle L:90%
they weren't really well organized. It's kind of like

143
00:08:52.269 --> 00:08:56.580 A:middle L:90%
looking through professors filing cap, there's some good stuff

144
00:08:56.580 --> 00:08:56.950 A:middle L:90%
in there, but you've got to kind of look

145
00:08:56.950 --> 00:09:00.049 A:middle L:90%
around and then make some choices about what you're gonna

146
00:09:00.059 --> 00:09:01.940 A:middle L:90%
do. So right now, we know online there's

147
00:09:01.950 --> 00:09:05.220 A:middle L:90%
tons of free stuff, lots of stuff that's very

148
00:09:05.230 --> 00:09:09.220 A:middle L:90%
, very, very cheap, very affordable. I'm

149
00:09:09.220 --> 00:09:13.080 A:middle L:90%
sure we probably all used Youtube videos in our facebook

150
00:09:13.080 --> 00:09:15.659 A:middle L:90%
profiles and our core settings. All that good stuff

151
00:09:16.139 --> 00:09:18.070 A:middle L:90%
. But things like Ted talks don't have, they

152
00:09:18.070 --> 00:09:22.090 A:middle L:90%
would be considered an open educational resource because the license

153
00:09:22.090 --> 00:09:28.370 A:middle L:90%
doesn't allow for free redistribution and editing. I mean

154
00:09:28.379 --> 00:09:31.779 A:middle L:90%
, Ted actually kind of controls its content quite restrictive

155
00:09:31.779 --> 00:09:33.950 A:middle L:90%
lee though you can go and look at it and

156
00:09:33.950 --> 00:09:35.879 A:middle L:90%
view it and you can assign it in class,

157
00:09:35.879 --> 00:09:39.909 A:middle L:90%
certainly, but you certainly could go in and edit

158
00:09:39.919 --> 00:09:43.740 A:middle L:90%
one. And so lots of cool free stuff out

159
00:09:43.740 --> 00:09:46.100 A:middle L:90%
there, but not all of them are open education

160
00:09:46.110 --> 00:09:50.049 A:middle L:90%
resources. So the notion of open education resources really

161
00:09:50.049 --> 00:09:52.950 A:middle L:90%
tied to the license. So when you think about

162
00:09:52.960 --> 00:09:58.529 A:middle L:90%
really almost anything that's intellectual property item, it has

163
00:09:58.539 --> 00:10:01.870 A:middle L:90%
two components. There's the copyright, So who owns

164
00:10:01.870 --> 00:10:03.690 A:middle L:90%
it? But then the license says, how can

165
00:10:03.690 --> 00:10:09.679 A:middle L:90%
it be used? And so if the license says

166
00:10:09.690 --> 00:10:13.330 A:middle L:90%
that it's free and it's terrible and you can do

167
00:10:13.330 --> 00:10:15.070 A:middle L:90%
things to which you can change it. You don't

168
00:10:15.070 --> 00:10:16.149 A:middle L:90%
like certain elements, you can go in and delete

169
00:10:16.149 --> 00:10:18.789 A:middle L:90%
them or adding your own content. Those are the

170
00:10:18.789 --> 00:10:22.019 A:middle L:90%
open education resources, those things that are not free

171
00:10:22.019 --> 00:10:26.340 A:middle L:90%
and shareable and valuable typically would be considered open education

172
00:10:26.340 --> 00:10:28.259 A:middle L:90%
resources, kind of splitting a hair here. But

173
00:10:28.740 --> 00:10:31.990 A:middle L:90%
a lot of stuff that's available, sort of freely

174
00:10:31.990 --> 00:10:35.860 A:middle L:90%
available online would necessarily following this oh, we are

175
00:10:35.240 --> 00:10:39.559 A:middle L:90%
domain. So why open educational resources? I think

176
00:10:39.559 --> 00:10:41.830 A:middle L:90%
that there are three great challenges that we're facing in

177
00:10:41.830 --> 00:10:45.059 A:middle L:90%
higher education today and this kind of map to a

178
00:10:45.059 --> 00:10:46.659 A:middle L:90%
conversation that we had in the first session. But

179
00:10:48.139 --> 00:10:50.759 A:middle L:90%
I think that most of us across higher recognized that

180
00:10:52.639 --> 00:10:54.759 A:middle L:90%
completion students getting done in four years ideally. But

181
00:10:54.769 --> 00:10:58.000 A:middle L:90%
we always talk about four and six year graduation rates

182
00:10:58.000 --> 00:11:01.279 A:middle L:90%
and higher education. We also talk about the attainment

183
00:11:01.279 --> 00:11:03.139 A:middle L:90%
gap, so how different ethnicities might be, um

184
00:11:03.149 --> 00:11:07.330 A:middle L:90%
at what rates they're getting degrees from higher end.

185
00:11:07.340 --> 00:11:09.090 A:middle L:90%
We also talked quite a bit about quality of learning

186
00:11:09.090 --> 00:11:13.259 A:middle L:90%
and we also talked quite a bit about college affordability

187
00:11:13.039 --> 00:11:16.509 A:middle L:90%
. So thinking about attainment levels, what does that

188
00:11:16.519 --> 00:11:18.899 A:middle L:90%
really mean? What we see right now that different

189
00:11:18.899 --> 00:11:24.210 A:middle L:90%
ethnicities are getting degrees at different rates. So looking

190
00:11:24.210 --> 00:11:26.850 A:middle L:90%
at those that are 25 and older in the US

191
00:11:26.860 --> 00:11:28.799 A:middle L:90%
. about a third of those over the age of

192
00:11:28.799 --> 00:11:31.980 A:middle L:90%
25 that are white. Americans have degrees, it's

193
00:11:31.990 --> 00:11:35.950 A:middle L:90%
much less at other ethnicities. So this is the

194
00:11:35.950 --> 00:11:39.740 A:middle L:90%
attainment, it's like why why aren't we all kind

195
00:11:39.740 --> 00:11:41.110 A:middle L:90%
of clustered together? Why are there these differences?

196
00:11:41.120 --> 00:11:43.830 A:middle L:90%
So that's something that many of us are really concerned

197
00:11:43.830 --> 00:11:46.070 A:middle L:90%
about. How do we close that gap? How

198
00:11:46.070 --> 00:11:48.940 A:middle L:90%
do we get students to graduate in four years?

199
00:11:48.950 --> 00:11:50.720 A:middle L:90%
How do we keep students in school? How do

200
00:11:50.720 --> 00:11:52.850 A:middle L:90%
we keep them from dropping out? So all of

201
00:11:52.850 --> 00:11:56.490 A:middle L:90%
those issues of just sort of getting through um Our

202
00:11:56.490 --> 00:12:00.389 A:middle L:90%
our first big job another big challenges this notion of

203
00:12:00.529 --> 00:12:03.960 A:middle L:90%
students who are adaptable ready for the real world.

204
00:12:05.340 --> 00:12:07.600 A:middle L:90%
Um They've mastered the outcomes of their undergraduate experience,

205
00:12:07.600 --> 00:12:09.210 A:middle L:90%
how do we make sure that they have good quality

206
00:12:11.139 --> 00:12:13.169 A:middle L:90%
? So a lot of discussions, when you hear

207
00:12:13.169 --> 00:12:15.080 A:middle L:90%
people talk about student success, it's kind of a

208
00:12:15.090 --> 00:12:18.700 A:middle L:90%
euphemism because the student success in some circles really means

209
00:12:18.700 --> 00:12:22.090 A:middle L:90%
for a six year graduation rates. Where I think

210
00:12:22.090 --> 00:12:24.450 A:middle L:90%
what we really talk about student success, we we

211
00:12:24.450 --> 00:12:26.750 A:middle L:90%
are concerned about students getting through on time, but

212
00:12:26.750 --> 00:12:30.259 A:middle L:90%
we're also concerned about um you know what they know

213
00:12:30.259 --> 00:12:31.840 A:middle L:90%
when they leave college, what they're capable of doing

214
00:12:31.850 --> 00:12:33.990 A:middle L:90%
. Um We want them to get jobs that's part

215
00:12:33.990 --> 00:12:37.590 A:middle L:90%
of student success as well, but all those things

216
00:12:37.590 --> 00:12:41.080 A:middle L:90%
kind of tie to quality of learning and as examples

217
00:12:41.080 --> 00:12:43.740 A:middle L:90%
of sort of the need to have students who are

218
00:12:43.750 --> 00:12:46.960 A:middle L:90%
prepared for the real world. This is some data

219
00:12:48.440 --> 00:12:48.840 A:middle L:90%
, It's from a. c. and you from

220
00:12:48.840 --> 00:12:50.639 A:middle L:90%
this year, but I think the research is actually

221
00:12:50.639 --> 00:12:54.000 A:middle L:90%
the heart research group from 2014. But we continue

222
00:12:54.000 --> 00:12:58.179 A:middle L:90%
to see that employers are wanting can sort of handle

223
00:13:00.440 --> 00:13:03.259 A:middle L:90%
unstructured problems, more challenging kinds of problems. That's

224
00:13:03.259 --> 00:13:05.809 A:middle L:90%
what the green is here. The maroon is students

225
00:13:05.809 --> 00:13:09.139 A:middle L:90%
who can work with new information. Not surprisingly as

226
00:13:09.149 --> 00:13:13.110 A:middle L:90%
the, and you see an article on that.

227
00:13:13.120 --> 00:13:16.220 A:middle L:90%
So it's kind of an unstructured world that we want

228
00:13:16.220 --> 00:13:18.659 A:middle L:90%
our students to go into and be successfully. And

229
00:13:18.659 --> 00:13:20.950 A:middle L:90%
that's what are the employers want. So, um

230
00:13:22.840 --> 00:13:24.419 A:middle L:90%
, Yeah, it's a different, different picture than

231
00:13:24.419 --> 00:13:26.250 A:middle L:90%
maybe what we had just 20 or 30 years ago

232
00:13:28.840 --> 00:13:33.639 A:middle L:90%
. So quality short file fall is just as urgent

233
00:13:33.639 --> 00:13:35.149 A:middle L:90%
to me as the attainment shortfall. In fact,

234
00:13:35.159 --> 00:13:39.840 A:middle L:90%
when Obama came president 2000 and nine, he said

235
00:13:39.850 --> 00:13:43.470 A:middle L:90%
it's not enough for every one in America to have

236
00:13:43.470 --> 00:13:45.429 A:middle L:90%
a high school degree. That's no longer what we

237
00:13:45.429 --> 00:13:48.149 A:middle L:90%
aspire to. What we really need are college graduates

238
00:13:48.149 --> 00:13:50.850 A:middle L:90%
with either two or four year degrees. So that's

239
00:13:50.850 --> 00:13:54.450 A:middle L:90%
a real argument for certainly the payment shortfall. But

240
00:13:54.450 --> 00:13:56.529 A:middle L:90%
also he wasn't saying we need to have two and

241
00:13:56.529 --> 00:13:58.129 A:middle L:90%
four year degrees so that everyone has a piece of

242
00:13:58.139 --> 00:14:01.929 A:middle L:90%
paper. It's what you can do what that represents

243
00:14:01.940 --> 00:14:03.409 A:middle L:90%
. It's about the quality of the education to be

244
00:14:03.409 --> 00:14:07.509 A:middle L:90%
able to meet the needs of of our nation and

245
00:14:07.519 --> 00:14:11.389 A:middle L:90%
all nations moving forward. So Challenge three. And

246
00:14:11.389 --> 00:14:15.129 A:middle L:90%
this is the one that speaks most closely to maybe

247
00:14:15.129 --> 00:14:18.279 A:middle L:90%
open education resources initially, is this affordability challenge the

248
00:14:18.279 --> 00:14:22.850 A:middle L:90%
cost of higher education. And I think this is

249
00:14:22.850 --> 00:14:24.039 A:middle L:90%
the one that's that's even up most of the oxygen

250
00:14:24.039 --> 00:14:28.200 A:middle L:90%
in the higher it discussion these days. This notion

251
00:14:28.210 --> 00:14:31.590 A:middle L:90%
that because funding for higher education has diminished at public

252
00:14:31.590 --> 00:14:35.519 A:middle L:90%
institutions, families and students are having to pick up

253
00:14:35.529 --> 00:14:39.259 A:middle L:90%
that cost, so now that's really the dominant public

254
00:14:39.269 --> 00:14:41.490 A:middle L:90%
concern. So, as some data to kind of

255
00:14:41.490 --> 00:14:46.370 A:middle L:90%
support that narrative, these two charts one of the

256
00:14:46.370 --> 00:14:50.809 A:middle L:90%
left that has mostly red, that shows the cut

257
00:14:50.980 --> 00:14:58.120 A:middle L:90%
in state funding per student Between 2008 and 2013 by

258
00:14:58.120 --> 00:15:01.840 A:middle L:90%
State. So you clustered together all kinds of institutions

259
00:15:01.840 --> 00:15:05.429 A:middle L:90%
, whether it's a community college through the are ones

260
00:15:05.440 --> 00:15:09.259 A:middle L:90%
, and on average, the Red Arrow is Georgia

261
00:15:09.639 --> 00:15:11.730 A:middle L:90%
. And with that five year period we saw$3,000

262
00:15:11.990 --> 00:15:16.970 A:middle L:90%
increase per student in state funding. That makes So

263
00:15:16.970 --> 00:15:20.570 A:middle L:90%
in Virginia, it's been a$2,000 decrease. And

264
00:15:20.570 --> 00:15:22.139 A:middle L:90%
then on the right side here, you can see

265
00:15:22.139 --> 00:15:24.799 A:middle L:90%
. So actually, 48 out of 50 states have

266
00:15:24.809 --> 00:15:28.440 A:middle L:90%
cut of public funding for higher education over that five

267
00:15:28.440 --> 00:15:35.039 A:middle L:90%
year period, interestingly, we see the increases intuition

268
00:15:35.049 --> 00:15:37.789 A:middle L:90%
, every state has increased tuition over that five year

269
00:15:37.799 --> 00:15:39.919 A:middle L:90%
period. And you can see Georgia is probably one

270
00:15:39.919 --> 00:15:43.919 A:middle L:90%
of the top 10 Virginia's in the Top 15.

271
00:15:43.929 --> 00:15:46.990 A:middle L:90%
When we look at the Virginia and Georgia stats just

272
00:15:46.990 --> 00:15:50.159 A:middle L:90%
side by side. So over that five year period

273
00:15:50.940 --> 00:15:56.549 A:middle L:90%
Be 3000 less per student uh in state funding,

274
00:15:56.440 --> 00:16:00.820 A:middle L:90%
We increased tuition by about 3000, so we're kind

275
00:16:00.820 --> 00:16:04.460 A:middle L:90%
of breaking even behind in Georgia, looking at Virginia

276
00:16:04.840 --> 00:16:10.750 A:middle L:90%
,$2,000 less in state funding, tuition increases,

277
00:16:11.139 --> 00:16:14.080 A:middle L:90%
About$2,000. So where everyone's kind of playing the

278
00:16:14.090 --> 00:16:17.720 A:middle L:90%
zero sum game, these numbers have been adjusted for

279
00:16:17.720 --> 00:16:21.480 A:middle L:90%
inflation. So we are keeping pace with inflation essentially

280
00:16:21.570 --> 00:16:22.940 A:middle L:90%
. And we're seeing that most states are kind of

281
00:16:22.950 --> 00:16:26.539 A:middle L:90%
playing this game Lose state dollars. It corresponds directly

282
00:16:26.539 --> 00:16:30.799 A:middle L:90%
almost 1-1, almost a 1-1 direct relationship between dollars

283
00:16:30.799 --> 00:16:37.049 A:middle L:90%
lost and the increase in tuition too students. So

284
00:16:37.740 --> 00:16:40.690 A:middle L:90%
not surprisingly, we're seeing a 5 to 1 uh

285
00:16:40.700 --> 00:16:44.350 A:middle L:90%
increase in tuition. 5 to 1 being the inflation

286
00:16:44.350 --> 00:16:48.720 A:middle L:90%
rate for college tuition is five times that of inflation

287
00:16:48.730 --> 00:16:53.429 A:middle L:90%
for everything else in America. And we see the

288
00:16:53.440 --> 00:16:56.649 A:middle L:90%
we've got the number of the year 2000 and talked

289
00:16:56.649 --> 00:16:59.350 A:middle L:90%
about quite a bit as if that's like the magic

290
00:16:59.350 --> 00:17:00.470 A:middle L:90%
number. And of course that's when the great recession

291
00:17:02.340 --> 00:17:03.440 A:middle L:90%
kind of really hit. But when you look at

292
00:17:03.440 --> 00:17:07.059 A:middle L:90%
the hockey stick you know we dip into the upturn

293
00:17:07.059 --> 00:17:10.470 A:middle L:90%
really take place. It was really about 2000 2001

294
00:17:10.480 --> 00:17:15.700 A:middle L:90%
. That's when states began the slow de funding of

295
00:17:15.710 --> 00:17:18.369 A:middle L:90%
public patient. Mhm. So as a result of

296
00:17:18.369 --> 00:17:22.190 A:middle L:90%
that we've seen this increase of student debt. In

297
00:17:22.190 --> 00:17:25.759 A:middle L:90%
fact collectively now in the U. S. There's

298
00:17:25.769 --> 00:17:29.779 A:middle L:90%
more student debt than there is collectively auto loan debt

299
00:17:29.789 --> 00:17:33.559 A:middle L:90%
or credit card debt. Um And this continues to

300
00:17:33.559 --> 00:17:34.779 A:middle L:90%
climb. Of course these two kind of adjusted because

301
00:17:34.779 --> 00:17:37.690 A:middle L:90%
we can make choices during the great recession not to

302
00:17:37.690 --> 00:17:41.690 A:middle L:90%
buy cars and not to buy a new flat screen

303
00:17:41.690 --> 00:17:42.329 A:middle L:90%
tv or whatever else you might put on our credit

304
00:17:42.329 --> 00:17:47.250 A:middle L:90%
card. We could not make choices about, you

305
00:17:47.250 --> 00:17:49.319 A:middle L:90%
know, our kids college tuition was a set fee

306
00:17:49.319 --> 00:17:53.200 A:middle L:90%
that kept going up. So along the same times

307
00:17:53.200 --> 00:17:56.509 A:middle L:90%
, in addition to tuition going up books that went

308
00:17:56.509 --> 00:18:00.710 A:middle L:90%
up dramatically, there are king cost of medical services

309
00:18:00.710 --> 00:18:03.410 A:middle L:90%
. There's just been a dramatic increase in the inflation

310
00:18:03.420 --> 00:18:07.880 A:middle L:90%
of books. And when you look at, at

311
00:18:07.880 --> 00:18:08.500 A:middle L:90%
least at the University of Georgia, when you look

312
00:18:08.500 --> 00:18:11.940 A:middle L:90%
at the per student costs at Georgia, the blue

313
00:18:11.940 --> 00:18:15.910 A:middle L:90%
bar is tuition and then you've got in state fees

314
00:18:15.910 --> 00:18:19.690 A:middle L:90%
which are state froze. Those about Jordan correlation is

315
00:18:19.690 --> 00:18:22.920 A:middle L:90%
not causation of course. But you can see that

316
00:18:22.920 --> 00:18:26.029 A:middle L:90%
there's the frozen feet, You can see the textbooks

317
00:18:26.029 --> 00:18:30.769 A:middle L:90%
are down there about a, so, so at

318
00:18:30.779 --> 00:18:34.769 A:middle L:90%
Georgia, probably textbooks represent maybe a little bit less

319
00:18:34.769 --> 00:18:40.930 A:middle L:90%
than um, 10 of the cost of it is

320
00:18:40.940 --> 00:18:42.519 A:middle L:90%
the cost of going to the University of Georgia.

321
00:18:42.529 --> 00:18:48.380 A:middle L:90%
Probably Virginia Tech has similar this smaller schools. I

322
00:18:48.390 --> 00:18:52.809 A:middle L:90%
think I read an article about the Textbook zero initiative

323
00:18:52.809 --> 00:18:55.029 A:middle L:90%
a year or so ago at Tidewater Community College and

324
00:18:55.029 --> 00:18:56.390 A:middle L:90%
they said it was 1/3 of the cost. So

325
00:18:56.400 --> 00:19:00.769 A:middle L:90%
textbooks can't control textbooks, which you can certainly control

326
00:19:00.920 --> 00:19:03.509 A:middle L:90%
tuition. These are very different mix at different types

327
00:19:03.509 --> 00:19:07.900 A:middle L:90%
of schools. So when I think about the future

328
00:19:07.900 --> 00:19:11.380 A:middle L:90%
of higher education, I think that institutions to approach

329
00:19:11.380 --> 00:19:15.599 A:middle L:90%
those three big challenges need to develop a portfolio of

330
00:19:15.599 --> 00:19:21.319 A:middle L:90%
strategies that will enable them to speak to completion rates

331
00:19:21.329 --> 00:19:23.039 A:middle L:90%
, entertainment gap, the cost of higher education and

332
00:19:23.039 --> 00:19:26.710 A:middle L:90%
the quality of learning. So there's lots of strategies

333
00:19:26.710 --> 00:19:27.789 A:middle L:90%
that are out there and not all of them contribute

334
00:19:27.789 --> 00:19:30.660 A:middle L:90%
to all three. So for us that you've got

335
00:19:32.240 --> 00:19:36.180 A:middle L:90%
high impact practice is from that are promoted largely by

336
00:19:36.190 --> 00:19:40.759 A:middle L:90%
the American Association of Colleges and Universities and large research

337
00:19:40.769 --> 00:19:44.549 A:middle L:90%
basis for using their their 10 practices, incorporate those

338
00:19:44.549 --> 00:19:48.049 A:middle L:90%
practices, their deep, rich pedagogical strategies that take

339
00:19:48.049 --> 00:19:49.190 A:middle L:90%
place over an extended amount of time and mirror a

340
00:19:49.190 --> 00:19:52.289 A:middle L:90%
lot of real world experience. So, um,

341
00:19:52.299 --> 00:19:56.480 A:middle L:90%
so there's a set of strategies that institutions could employ

342
00:19:56.490 --> 00:19:59.759 A:middle L:90%
, um, Georgia Cornell Ellen. Lots of different

343
00:19:59.759 --> 00:20:03.049 A:middle L:90%
types of institutions have adopted experiential learning as a,

344
00:20:03.059 --> 00:20:06.289 A:middle L:90%
as one of their strategy. Yeah, Also improved

345
00:20:06.289 --> 00:20:08.339 A:middle L:90%
advising when you think about completion. That can really

346
00:20:08.339 --> 00:20:11.799 A:middle L:90%
help if we had more advisors who are more integrated

347
00:20:11.799 --> 00:20:14.950 A:middle L:90%
into student lives and then cut them, make the

348
00:20:14.950 --> 00:20:17.910 A:middle L:90%
right decisions and not take courses that maybe they don't

349
00:20:17.910 --> 00:20:18.789 A:middle L:90%
need or take the right course is in the right

350
00:20:18.789 --> 00:20:21.700 A:middle L:90%
sequence. Is all of those things. I think

351
00:20:21.700 --> 00:20:23.150 A:middle L:90%
we would all argue that advising could certainly help that

352
00:20:23.160 --> 00:20:26.170 A:middle L:90%
four year graduation rate. I'm not sure that advising

353
00:20:26.640 --> 00:20:32.990 A:middle L:90%
ties closely to um the quality of learning. I

354
00:20:32.990 --> 00:20:33.670 A:middle L:90%
mean you're taking the right course is maybe it's the

355
00:20:33.670 --> 00:20:36.769 A:middle L:90%
quality of the curriculum of the impacts, but it's

356
00:20:36.769 --> 00:20:40.670 A:middle L:90%
not impacting faculty practice at all in the classroom.

357
00:20:41.339 --> 00:20:44.200 A:middle L:90%
There are other strategies around technologies like adaptive learning and

358
00:20:44.200 --> 00:20:45.170 A:middle L:90%
predictive analytics that you may hurt. May have heard

359
00:20:45.170 --> 00:20:48.200 A:middle L:90%
some things about, but I would argue that VRS

360
00:20:48.210 --> 00:20:52.269 A:middle L:90%
indeed actually impact all three of our greatest challenges and

361
00:20:52.269 --> 00:20:55.210 A:middle L:90%
certainly affordability is the easiest one to see what I'll

362
00:20:55.210 --> 00:20:59.140 A:middle L:90%
talk through this a little bit more dead. So

363
00:20:59.150 --> 00:21:00.849 A:middle L:90%
why O. E. R. S. Well

364
00:21:00.849 --> 00:21:03.680 A:middle L:90%
, there certainly cost. And we see from surveys

365
00:21:03.680 --> 00:21:07.250 A:middle L:90%
on our campus that our students self report that they

366
00:21:07.259 --> 00:21:11.069 A:middle L:90%
have unmet financial needs after all of the loans and

367
00:21:11.069 --> 00:21:12.559 A:middle L:90%
grants that they might get the semester rules for.

368
00:21:12.559 --> 00:21:15.619 A:middle L:90%
They have unmet financial needs. And we know that

369
00:21:15.630 --> 00:21:21.359 A:middle L:90%
financially contributes to attrition and extended graduation rates. If

370
00:21:21.359 --> 00:21:22.920 A:middle L:90%
you have to go from full or part time,

371
00:21:22.930 --> 00:21:26.059 A:middle L:90%
that's certainly keep you in college longer while you work

372
00:21:26.539 --> 00:21:27.910 A:middle L:90%
to make money for the next semester. And we

373
00:21:27.910 --> 00:21:32.720 A:middle L:90%
are seeing female types of institution I guess. But

374
00:21:32.730 --> 00:21:36.130 A:middle L:90%
we all see across institute Kind of the range for

375
00:21:36.140 --> 00:21:38.799 A:middle L:90%
textbooks and other required materials. It's about$900 and

376
00:21:38.799 --> 00:21:41.329 A:middle L:90%
$1,200 for students. And so it's textbooks, but

377
00:21:41.329 --> 00:21:45.190 A:middle L:90%
also if you have to pay the the coach to

378
00:21:45.190 --> 00:21:47.380 A:middle L:90%
gain access to my labs at Pearson or if you

379
00:21:47.380 --> 00:21:51.890 A:middle L:90%
have to buy top hat or some other clicker technology

380
00:21:51.900 --> 00:21:53.720 A:middle L:90%
, all of those things together Come to somewhere around

381
00:21:53.720 --> 00:21:57.759 A:middle L:90%
$1,000 range for most students. So it could be

382
00:21:57.769 --> 00:22:03.410 A:middle L:90%
that by replacing a lot of these materials with open

383
00:22:03.410 --> 00:22:08.180 A:middle L:90%
education have a significant impact on college affordability and malnutrition

384
00:22:08.180 --> 00:22:11.599 A:middle L:90%
rates. So that's one reason to kind of start

385
00:22:11.609 --> 00:22:14.859 A:middle L:90%
thinking about Od ours a little bit more about quality

386
00:22:14.859 --> 00:22:18.859 A:middle L:90%
of learning. So high textbook costs continue to deter

387
00:22:18.859 --> 00:22:22.119 A:middle L:90%
students from purchasing text books in general. So even

388
00:22:22.119 --> 00:22:26.309 A:middle L:90%
the required textbooks, they often won't make those purchases

389
00:22:26.309 --> 00:22:29.750 A:middle L:90%
. And one survey survey, students across lots of

390
00:22:29.750 --> 00:22:36.119 A:middle L:90%
different kinds of institutions heard in 14 65 percent of

391
00:22:36.119 --> 00:22:38.359 A:middle L:90%
students said that they had decided against buying a textbook

392
00:22:38.740 --> 00:22:41.299 A:middle L:90%
because it was too expensive. So two thirds of

393
00:22:41.299 --> 00:22:45.240 A:middle L:90%
students reported that and almost all of them said when

394
00:22:45.240 --> 00:22:47.509 A:middle L:90%
they did that they knew it was going to hurt

395
00:22:47.509 --> 00:22:49.660 A:middle L:90%
their grade. This isn't a good idea, but

396
00:22:51.039 --> 00:22:52.029 A:middle L:90%
it's too expensive. I can't afford it, but

397
00:22:52.029 --> 00:22:55.859 A:middle L:90%
I'm, I'm not gonna buy it because I can't

398
00:22:56.539 --> 00:22:59.019 A:middle L:90%
. Nearly half of all the students in this survey

399
00:22:59.019 --> 00:23:03.660 A:middle L:90%
said that the cost of textbooks impacted which courses they

400
00:23:03.670 --> 00:23:06.039 A:middle L:90%
took. And when they took courses, so you

401
00:23:06.039 --> 00:23:07.259 A:middle L:90%
sign up for classes, it's your second semester and

402
00:23:07.259 --> 00:23:11.069 A:middle L:90%
then you're in. Let's just take some classes that

403
00:23:11.069 --> 00:23:15.059 A:middle L:90%
have expensive textbooks. Psychology taking psychology, you're taking

404
00:23:15.069 --> 00:23:18.529 A:middle L:90%
, pick a science really? Mhm. And you

405
00:23:18.529 --> 00:23:21.670 A:middle L:90%
go, wow this is an extra$700 I hadn't

406
00:23:21.670 --> 00:23:23.349 A:middle L:90%
budgeted for. Haven't planned for since might drop one

407
00:23:23.349 --> 00:23:26.539 A:middle L:90%
of those courses and then adjust their plan to study

408
00:23:26.549 --> 00:23:29.920 A:middle L:90%
as a result of that, which of course contributes

409
00:23:29.920 --> 00:23:33.240 A:middle L:90%
to completion rates and attrition. Um four out of

410
00:23:33.250 --> 00:23:34.720 A:middle L:90%
five students. And that they would do better in

411
00:23:34.720 --> 00:23:38.170 A:middle L:90%
a course if the materials were available for free.

412
00:23:38.839 --> 00:23:41.630 A:middle L:90%
Now. I wonder what that connection is that they're

413
00:23:41.630 --> 00:23:44.049 A:middle L:90%
making their, it's like wait a second. Uh

414
00:23:45.440 --> 00:23:47.039 A:middle L:90%
But it could be that they know that they don't

415
00:23:47.039 --> 00:23:48.589 A:middle L:90%
have to delay the purchase. You know, it

416
00:23:48.589 --> 00:23:51.869 A:middle L:90%
could just be that they're trying to not have to

417
00:23:51.880 --> 00:23:53.250 A:middle L:90%
make the purchase at all. But they're recognizing that

418
00:23:53.259 --> 00:23:56.690 A:middle L:90%
there's, there's some sense of self belief regarding the

419
00:23:56.690 --> 00:23:57.859 A:middle L:90%
value of O. E. R. S.

420
00:24:00.440 --> 00:24:03.240 A:middle L:90%
I have my feet. So thinking about quality of

421
00:24:03.240 --> 00:24:07.039 A:middle L:90%
learning. one thing I think is an argument for

422
00:24:07.039 --> 00:24:08.980 A:middle L:90%
quality of learning whether or not it's whether it's free

423
00:24:08.980 --> 00:24:11.279 A:middle L:90%
or not from a student perspective, is that on

424
00:24:11.279 --> 00:24:14.180 A:middle L:90%
the first day of class, if it's a free

425
00:24:14.180 --> 00:24:17.609 A:middle L:90%
open textbook, every student in the class has the

426
00:24:17.609 --> 00:24:19.839 A:middle L:90%
materials for the course and Eugene left so I can't

427
00:24:19.839 --> 00:24:22.240 A:middle L:90%
take on her, so I'll pick on peter but

428
00:24:22.250 --> 00:24:26.150 A:middle L:90%
Peter and I both got like 1400. Our core

429
00:24:26.160 --> 00:24:26.960 A:middle L:90%
? S 80 went to high school together. Peter

430
00:24:26.970 --> 00:24:30.599 A:middle L:90%
we were Maryland, go crabs or over folks doing

431
00:24:30.609 --> 00:24:36.369 A:middle L:90%
Maryland, But turtles, terrapins. Okay, go

432
00:24:36.369 --> 00:24:38.369 A:middle L:90%
terribly. So we both got 1400. We both

433
00:24:38.380 --> 00:24:41.079 A:middle L:90%
go to college together. We both sign up for

434
00:24:41.089 --> 00:24:45.349 A:middle L:90%
intro biology. I'm having trouble making ends meets.

435
00:24:45.349 --> 00:24:45.799 A:middle L:90%
I need to get a financial aid to get that

436
00:24:45.809 --> 00:24:48.079 A:middle L:90%
text book or get funding for the textbook. You

437
00:24:48.079 --> 00:24:52.190 A:middle L:90%
don't have a problem. You buy a text lucky

438
00:24:52.190 --> 00:24:52.839 A:middle L:90%
dog. You've got six of the first day of

439
00:24:52.849 --> 00:24:56.799 A:middle L:90%
class. I struggle with financial aid. I get

440
00:24:56.809 --> 00:24:57.740 A:middle L:90%
it's funded, then I get the check and then

441
00:24:57.740 --> 00:25:00.000 A:middle L:90%
I think the check to the bank and then I

442
00:25:00.000 --> 00:25:02.230 A:middle L:90%
go to the books from my making me two weeks

443
00:25:02.230 --> 00:25:03.700 A:middle L:90%
to do all of that, especially with the belly

444
00:25:03.700 --> 00:25:06.069 A:middle L:90%
with financial aid. I bet because you had the

445
00:25:06.069 --> 00:25:07.809 A:middle L:90%
materials on day one and I did. I bet

446
00:25:07.809 --> 00:25:11.460 A:middle L:90%
you do better on the first test and I study

447
00:25:11.460 --> 00:25:15.259 A:middle L:90%
hard. Oh no. But there's a really good

448
00:25:15.259 --> 00:25:18.799 A:middle L:90%
argument that basically based on someone's socioeconomic class, you

449
00:25:18.799 --> 00:25:22.630 A:middle L:90%
might be disadvantaged, especially during the first few weeks

450
00:25:22.630 --> 00:25:23.579 A:middle L:90%
in the class. So I would argue that O

451
00:25:23.579 --> 00:25:26.480 A:middle L:90%
ers are an equity minded strategy that O. E

452
00:25:26.480 --> 00:25:29.079 A:middle L:90%
. R. S. R. And access and

453
00:25:29.089 --> 00:25:33.930 A:middle L:90%
equal access to education strategy. So s faculty thought

454
00:25:33.930 --> 00:25:37.039 A:middle L:90%
about this and thought through these ideas. Invariably we

455
00:25:37.039 --> 00:25:41.230 A:middle L:90%
see that textbooks, whether you're looking at o er

456
00:25:41.240 --> 00:25:44.299 A:middle L:90%
or whether you're looking at something produced by Pearson was

457
00:25:44.299 --> 00:25:47.720 A:middle L:90%
engaged, you're always going to find issues with the

458
00:25:47.730 --> 00:25:49.099 A:middle L:90%
books. You know, in fact, most publishers

459
00:25:49.109 --> 00:25:52.420 A:middle L:90%
or many publishers will have sort of like a publication

460
00:25:52.420 --> 00:25:53.480 A:middle L:90%
guy following the publication of the book. Like these

461
00:25:53.480 --> 00:25:56.140 A:middle L:90%
are the areas that we found in. Here's the

462
00:25:56.150 --> 00:25:59.779 A:middle L:90%
data for this book. Um So we had one

463
00:25:59.779 --> 00:26:02.789 A:middle L:90%
factor who started using a free open textbook and she

464
00:26:02.789 --> 00:26:04.589 A:middle L:90%
noted that, you know, an imperfect free textbook

465
00:26:04.599 --> 00:26:07.960 A:middle L:90%
is a lot better than an imperfect, expensive textbook

466
00:26:07.970 --> 00:26:11.599 A:middle L:90%
. So if you've got two options that are covering

467
00:26:11.599 --> 00:26:12.759 A:middle L:90%
the same content, it can work for the course

468
00:26:14.140 --> 00:26:15.890 A:middle L:90%
, Maybe the free option is the best one to

469
00:26:15.900 --> 00:26:19.349 A:middle L:90%
go with. So I would also argue not just

470
00:26:19.349 --> 00:26:22.670 A:middle L:90%
the quality of learning piece about um students all kind

471
00:26:22.670 --> 00:26:26.410 A:middle L:90%
of materials at the same time without equity minded argument

472
00:26:26.420 --> 00:26:27.069 A:middle L:90%
, but I would also say that there's a real

473
00:26:27.079 --> 00:26:33.769 A:middle L:90%
opportunity with open education resources for institutional collaborations to form

474
00:26:33.779 --> 00:26:36.650 A:middle L:90%
. So folks in the library and you're learning technologies

475
00:26:36.650 --> 00:26:38.359 A:middle L:90%
groups and you're teaching and learning centers all working together

476
00:26:38.839 --> 00:26:41.740 A:middle L:90%
, maybe to collaborate with the faculty member to go

477
00:26:41.740 --> 00:26:45.150 A:middle L:90%
to change out the textbook. This real opportunity to

478
00:26:45.150 --> 00:26:47.769 A:middle L:90%
rethink the course a little bit. So let's maybe

479
00:26:48.240 --> 00:26:51.099 A:middle L:90%
articulating learning outcomes for Of course, that's helpful.

480
00:26:51.940 --> 00:26:55.279 A:middle L:90%
We should talk about the association of active learning practices

481
00:26:55.410 --> 00:26:57.390 A:middle L:90%
which we know are much more effective than passive learning

482
00:26:57.390 --> 00:27:00.940 A:middle L:90%
strategies, like simple lecturing class after class, maybe

483
00:27:00.940 --> 00:27:04.390 A:middle L:90%
pursuing flipping the classroom. I also think about structural

484
00:27:04.390 --> 00:27:07.190 A:middle L:90%
design practices that this is another real opportunity and sort

485
00:27:07.190 --> 00:27:10.250 A:middle L:90%
of improving courses is, you know, if someone

486
00:27:10.259 --> 00:27:12.089 A:middle L:90%
switching out of textbook, we talk about learning outcomes

487
00:27:12.089 --> 00:27:15.549 A:middle L:90%
were reordering things, let's make sure that what we

488
00:27:15.549 --> 00:27:17.029 A:middle L:90%
say, we're going to teach the students, we

489
00:27:17.029 --> 00:27:18.089 A:middle L:90%
indeed teach them and then we assess them on what

490
00:27:18.089 --> 00:27:21.279 A:middle L:90%
we said, we were gonna teach that whole alignment

491
00:27:21.289 --> 00:27:22.549 A:middle L:90%
. That whole backwards design approach is really, really

492
00:27:23.140 --> 00:27:27.690 A:middle L:90%
important. So it's news, but if you use

493
00:27:27.690 --> 00:27:30.470 A:middle L:90%
them through the first get there, but who is

494
00:27:30.470 --> 00:27:33.930 A:middle L:90%
already using O ers? Well, the truth is

495
00:27:33.930 --> 00:27:37.299 A:middle L:90%
, there's quality O ERs in many disciplines, many

496
00:27:37.309 --> 00:27:41.349 A:middle L:90%
domains in higher education and, you know, depending

497
00:27:41.359 --> 00:27:45.650 A:middle L:90%
on what you're looking for and what your discipline is

498
00:27:45.660 --> 00:27:48.059 A:middle L:90%
, you may find that they're very easy to locate

499
00:27:48.819 --> 00:27:52.099 A:middle L:90%
just some examples from various domains that we're using the

500
00:27:52.099 --> 00:27:56.779 A:middle L:90%
University of Georgia. So there's an open education resource

501
00:27:56.779 --> 00:28:00.789 A:middle L:90%
published by the University of florida press called theatrical worlds

502
00:28:00.799 --> 00:28:03.119 A:middle L:90%
that are theater department is using at the intro level

503
00:28:03.410 --> 00:28:07.950 A:middle L:90%
. We have some sophomore level education courses that are

504
00:28:07.960 --> 00:28:11.769 A:middle L:90%
using a book that they self authored at the institution

505
00:28:12.339 --> 00:28:15.319 A:middle L:90%
. There's lots of text books in the U.

506
00:28:15.319 --> 00:28:18.460 A:middle L:90%
S. History domain. There's this american job,

507
00:28:18.339 --> 00:28:22.980 A:middle L:90%
multi institutional collaborative with lots of faculty and grad students

508
00:28:22.980 --> 00:28:25.970 A:middle L:90%
, doctoral students writing little bits of this thing and

509
00:28:25.980 --> 00:28:27.319 A:middle L:90%
being sort of organized and now it's kind of turned

510
00:28:27.319 --> 00:28:30.130 A:middle L:90%
into this whole that has a very strong sort of

511
00:28:30.130 --> 00:28:33.529 A:middle L:90%
central narrative. So that's one option. Um The

512
00:28:33.529 --> 00:28:37.680 A:middle L:90%
University Press of North Georgia, which is the is

513
00:28:37.680 --> 00:28:40.990 A:middle L:90%
the University of North Georgia. Uh They wrote history

514
00:28:40.990 --> 00:28:42.039 A:middle L:90%
in the making, they were funded from the university

515
00:28:42.039 --> 00:28:45.950 A:middle L:90%
system of Georgia to author of US. Mhm.

516
00:28:47.140 --> 00:28:48.720 A:middle L:90%
U. S. History textbook. There's also this

517
00:28:48.730 --> 00:28:52.109 A:middle L:90%
open stacks college initiative. They also have a U

518
00:28:52.109 --> 00:28:53.480 A:middle L:90%
. S. History textbooks. There's lots of options

519
00:28:53.480 --> 00:28:57.400 A:middle L:90%
that have been through some level of period. So

520
00:28:57.410 --> 00:29:00.779 A:middle L:90%
let me talk a little bit more about open stacks

521
00:29:00.789 --> 00:29:04.140 A:middle L:90%
college. So currently they have 19 text books that

522
00:29:04.140 --> 00:29:08.460 A:middle L:90%
are available and I've actually got there some cards.

523
00:29:08.940 --> 00:29:11.859 A:middle L:90%
If you're curious what those are and you can see

524
00:29:11.859 --> 00:29:12.539 A:middle L:90%
them located here. But as we move forward,

525
00:29:12.539 --> 00:29:19.450 A:middle L:90%
I'll pass this around. Oh um Opus axis funded

526
00:29:19.460 --> 00:29:22.740 A:middle L:90%
through a number of foundations including Gates, Hewlett and

527
00:29:22.750 --> 00:29:26.690 A:middle L:90%
Arnold. As you look at this selection of books

528
00:29:26.690 --> 00:29:30.559 A:middle L:90%
they're really targeting of disciplines that taught at most institutions

529
00:29:30.940 --> 00:29:36.869 A:middle L:90%
. So you probably probably all institutions whether you're in

530
00:29:36.869 --> 00:29:38.099 A:middle L:90%
a community college or are one, there are physics

531
00:29:38.099 --> 00:29:41.119 A:middle L:90%
courses, they're they're sociology courses. There there is

532
00:29:41.130 --> 00:29:45.059 A:middle L:90%
biology classes, statistics, those things like that.

533
00:29:45.740 --> 00:29:48.650 A:middle L:90%
Their roadmap 25, they've got other books that they're

534
00:29:48.650 --> 00:29:52.230 A:middle L:90%
in the process of developing. I think the remaining

535
00:29:52.230 --> 00:29:56.619 A:middle L:90%
set is largely in the business. But you can

536
00:29:56.619 --> 00:30:03.180 A:middle L:90%
see these Already exists. They are indeed entirely 100

537
00:30:03.190 --> 00:30:08.339 A:middle L:90%
free to students free to faculty. They are thinking

538
00:30:08.339 --> 00:30:11.420 A:middle L:90%
about the license for these and what it enables.

539
00:30:11.420 --> 00:30:12.150 A:middle L:90%
You can actually, if you adopted one of these

540
00:30:12.150 --> 00:30:15.410 A:middle L:90%
textbooks, you can change the text book. If

541
00:30:15.410 --> 00:30:17.759 A:middle L:90%
you don't like chapter 13, you can delete chapter

542
00:30:17.759 --> 00:30:18.980 A:middle L:90%
13, you can add in your own content,

543
00:30:18.980 --> 00:30:22.660 A:middle L:90%
you can type in your own content. Um,

544
00:30:22.740 --> 00:30:23.849 A:middle L:90%
and I'll repay originates. It's kind of like a

545
00:30:25.640 --> 00:30:27.279 A:middle L:90%
sort of a learning management system wrapped around each textbook

546
00:30:27.279 --> 00:30:29.210 A:middle L:90%
. And so if you go in and make a

547
00:30:29.220 --> 00:30:30.859 A:middle L:90%
change, it becomes your textbook. So you're not

548
00:30:30.859 --> 00:30:34.640 A:middle L:90%
making change Through the core textbook in this 19,

549
00:30:34.650 --> 00:30:37.589 A:middle L:90%
but you can make changes to to your version of

550
00:30:37.599 --> 00:30:41.859 A:middle L:90%
the textbook that you can then deep link into with

551
00:30:41.859 --> 00:30:44.019 A:middle L:90%
your students. So this is kind of a low

552
00:30:44.019 --> 00:30:48.490 A:middle L:90%
hanging fruit these days. So certainly you can find

553
00:30:48.490 --> 00:30:51.349 A:middle L:90%
stuff out there. And I would say if you're

554
00:30:51.359 --> 00:30:53.569 A:middle L:90%
here at the university at Virginia Tech almost did it

555
00:30:53.569 --> 00:30:56.490 A:middle L:90%
again, you're here at Virginia Tech, you'd want

556
00:30:56.490 --> 00:30:57.960 A:middle L:90%
to check in with Anita who has been sort of

557
00:30:59.440 --> 00:31:00.670 A:middle L:90%
playing a lot of spending a lot of time sort

558
00:31:00.670 --> 00:31:03.650 A:middle L:90%
of collecting these and knowing where the good resources are

559
00:31:03.660 --> 00:31:07.660 A:middle L:90%
, you can definitely help you. Um, but

560
00:31:07.660 --> 00:31:12.450 A:middle L:90%
if you have faculty interested in offering free open textbooks

561
00:31:12.839 --> 00:31:17.380 A:middle L:90%
, you know, the offering task is it's a

562
00:31:17.380 --> 00:31:21.650 A:middle L:90%
very sort of solo type project, but what if

563
00:31:21.650 --> 00:31:23.490 A:middle L:90%
you were going to actually what can you provide?

564
00:31:23.490 --> 00:31:27.819 A:middle L:90%
And in terms of support, and I would say

565
00:31:27.819 --> 00:31:30.309 A:middle L:90%
one thing that you really want to do, there's

566
00:31:30.309 --> 00:31:33.099 A:middle L:90%
probably two things, but one is to be sure

567
00:31:33.109 --> 00:31:37.950 A:middle L:90%
you understand the technology platform that you're considering using to

568
00:31:37.950 --> 00:31:42.329 A:middle L:90%
deliver your open education resource. So, for instance

569
00:31:42.339 --> 00:31:48.329 A:middle L:90%
, Apple's ibooks author tool, incredible set of tools

570
00:31:48.339 --> 00:31:51.690 A:middle L:90%
. But there's a point where if you start using

571
00:31:51.690 --> 00:31:56.650 A:middle L:90%
some fairly sophisticated like video or uh, simulations or

572
00:31:56.650 --> 00:31:59.859 A:middle L:90%
stuff like that, it will only work if someone

573
00:31:59.859 --> 00:32:02.779 A:middle L:90%
has an ipad or has an Apple product. So

574
00:32:02.789 --> 00:32:07.180 A:middle L:90%
if you started to invite someone off of their own

575
00:32:07.190 --> 00:32:09.680 A:middle L:90%
book and they want to use Apple's tools, find

576
00:32:09.680 --> 00:32:13.440 A:middle L:90%
out what tools, up to what point you can

577
00:32:13.440 --> 00:32:15.160 A:middle L:90%
use this subset of tools that will work for everyone

578
00:32:15.539 --> 00:32:21.009 A:middle L:90%
. So regardless of web browser or what kind of

579
00:32:21.009 --> 00:32:22.609 A:middle L:90%
reader you might have, you want it to be

580
00:32:22.609 --> 00:32:25.539 A:middle L:90%
able to to work. So So be a little

581
00:32:25.539 --> 00:32:28.579 A:middle L:90%
leery of apple and other platforms. Just to make

582
00:32:28.579 --> 00:32:30.339 A:middle L:90%
sure that you don't somehow sort of flip a switch

583
00:32:30.339 --> 00:32:34.420 A:middle L:90%
where now everyone has to buy a$600 iPad to

584
00:32:34.420 --> 00:32:36.789 A:middle L:90%
use your free textbook. So one thing you can

585
00:32:36.799 --> 00:32:40.730 A:middle L:90%
think about also are explore the parameters of your universities

586
00:32:40.740 --> 00:32:44.960 A:middle L:90%
, copyright expectations and this is something that we've been

587
00:32:44.960 --> 00:32:49.500 A:middle L:90%
working through for several months at Georgia. Some institutions

588
00:32:49.509 --> 00:32:53.589 A:middle L:90%
may be resistant to giving away intellectual property, um

589
00:32:53.599 --> 00:32:55.779 A:middle L:90%
, for which they feel they have some level of

590
00:32:55.779 --> 00:33:00.690 A:middle L:90%
an ownership stake. Um, Now, if you

591
00:33:00.690 --> 00:33:02.069 A:middle L:90%
have a grant to write an open textbook and that's

592
00:33:02.069 --> 00:33:05.869 A:middle L:90%
why you received the grant that paves the road for

593
00:33:05.869 --> 00:33:07.269 A:middle L:90%
you. Like if the state paid you for something

594
00:33:07.269 --> 00:33:10.299 A:middle L:90%
or foundation paid you for something, because those are

595
00:33:10.299 --> 00:33:13.579 A:middle L:90%
the terms of the grant as you got into it

596
00:33:13.579 --> 00:33:15.759 A:middle L:90%
. They were signed off on your pretty much good

597
00:33:15.759 --> 00:33:16.200 A:middle L:90%
to go, at least at our institution. That's

598
00:33:16.200 --> 00:33:19.779 A:middle L:90%
what we've been told. Your grant says you're writing

599
00:33:19.779 --> 00:33:22.299 A:middle L:90%
and we are, we are. But if you

600
00:33:22.299 --> 00:33:24.950 A:middle L:90%
decided you wanted to write a textbook for statics and

601
00:33:24.950 --> 00:33:30.349 A:middle L:90%
engineering, uh, track down who is your institution

602
00:33:30.500 --> 00:33:36.049 A:middle L:90%
kind of manages issues of what our folks our office

603
00:33:36.049 --> 00:33:37.990 A:middle L:90%
is located in our, our office of the vice

604
00:33:37.990 --> 00:33:42.769 A:middle L:90%
president for research. And they said any faculty member

605
00:33:42.779 --> 00:33:46.109 A:middle L:90%
wanting to enter into an authoring project that they wanted

606
00:33:46.109 --> 00:33:51.599 A:middle L:90%
to give away the rights the office wanted to evaluate

607
00:33:51.609 --> 00:33:53.769 A:middle L:90%
commercial offer to versus public active. In other words

608
00:33:53.769 --> 00:33:58.200 A:middle L:90%
, they want to make sure this isn't contain a

609
00:33:58.200 --> 00:34:02.829 A:middle L:90%
wealth of opportunity to make some money. So yeah

610
00:34:02.839 --> 00:34:05.440 A:middle L:90%
, we're just kind of getting down this road.

611
00:34:05.450 --> 00:34:07.859 A:middle L:90%
This is the language that we're now providing faculty up

612
00:34:07.869 --> 00:34:09.659 A:middle L:90%
front so that they can put together a crazy and

613
00:34:09.659 --> 00:34:13.500 A:middle L:90%
abstract to give to the intellectual property office so that

614
00:34:13.500 --> 00:34:15.340 A:middle L:90%
they can do their due diligence and so that they

615
00:34:15.340 --> 00:34:17.800 A:middle L:90%
can sign off on the book being given away for

616
00:34:17.800 --> 00:34:22.119 A:middle L:90%
free before it's even written. Yes. So we've

617
00:34:22.130 --> 00:34:28.559 A:middle L:90%
been told by legal that's members want to license.

618
00:34:29.840 --> 00:34:36.860 A:middle L:90%
It's up to their department. So have long conversations

619
00:34:37.239 --> 00:34:45.960 A:middle L:90%
go, yeah, this maybe purpose. Yeah,

620
00:34:46.440 --> 00:34:49.739 A:middle L:90%
yeah. It's a brave new world in every institution

621
00:34:49.739 --> 00:34:51.769 A:middle L:90%
is going to have a different strategy. In fact

622
00:34:51.769 --> 00:34:53.519 A:middle L:90%
, I like this far more with the department and

623
00:34:53.530 --> 00:34:58.179 A:middle L:90%
their faculty get to make a decision rather than an

624
00:34:58.179 --> 00:35:01.300 A:middle L:90%
intellectual property committee. But yeah, so I was

625
00:35:01.300 --> 00:35:06.469 A:middle L:90%
talking earlier about this notion of copyright versus licenses,

626
00:35:06.840 --> 00:35:07.710 A:middle L:90%
We've also been told that the fact that you're going

627
00:35:07.710 --> 00:35:12.420 A:middle L:90%
to author o ers the copyright regardless of what the

628
00:35:12.420 --> 00:35:15.300 A:middle L:90%
licenses the copyright right will resign with the University of

629
00:35:15.309 --> 00:35:16.969 A:middle L:90%
Georgia. In fact, we've been given the state

630
00:35:17.340 --> 00:35:21.429 A:middle L:90%
of what what that looks like. So the copyright

631
00:35:21.440 --> 00:35:23.889 A:middle L:90%
is indeed the University of Georgia's though the license might

632
00:35:23.900 --> 00:35:27.980 A:middle L:90%
be anyone can use it for free. Might indeed

633
00:35:27.989 --> 00:35:30.670 A:middle L:90%
be an o er, but I think sort of

634
00:35:30.670 --> 00:35:34.360 A:middle L:90%
negotiating that out what that second part looks like.

635
00:35:34.369 --> 00:35:37.130 A:middle L:90%
I know what our institutions, yeah. Devils and

636
00:35:37.130 --> 00:35:40.460 A:middle L:90%
those details. So anyone that's thinking about entering writing

637
00:35:40.469 --> 00:35:43.269 A:middle L:90%
, Oh, er, I think this is the

638
00:35:43.289 --> 00:35:45.039 A:middle L:90%
something to let them know about right off the bat

639
00:35:45.039 --> 00:35:45.760 A:middle L:90%
. I mean, as I was talking with the

640
00:35:47.039 --> 00:35:50.650 A:middle L:90%
, with our lawyer, I said, well,

641
00:35:50.650 --> 00:35:52.550 A:middle L:90%
what if someone decided to go off the grid,

642
00:35:52.559 --> 00:35:53.769 A:middle L:90%
they go and they buy their own computer and they

643
00:35:53.780 --> 00:35:55.860 A:middle L:90%
do it at home and they, you know,

644
00:35:57.840 --> 00:35:59.280 A:middle L:90%
And part of the argument was, well, you

645
00:35:59.280 --> 00:36:00.190 A:middle L:90%
know, faculty aren't on a 40 hour a week

646
00:36:00.199 --> 00:36:02.559 A:middle L:90%
job, it's kind of like they're working for the

647
00:36:02.559 --> 00:36:05.440 A:middle L:90%
university. And so even if it's on your own

648
00:36:05.440 --> 00:36:07.389 A:middle L:90%
computer, there might be some questions. Of course

649
00:36:07.400 --> 00:36:09.809 A:middle L:90%
, every institution has a different perspective on this.

650
00:36:09.809 --> 00:36:13.269 A:middle L:90%
And it's certainly evolving at our institution. That would

651
00:36:13.269 --> 00:36:15.159 A:middle L:90%
just say, if you're thinking about writing one,

652
00:36:15.630 --> 00:36:19.460 A:middle L:90%
go ahead and have the conversation with with your I

653
00:36:19.460 --> 00:36:21.730 A:middle L:90%
. P. Folks, it sounds like your library

654
00:36:21.730 --> 00:36:22.820 A:middle L:90%
is already kind of ahead of the game on sort

655
00:36:22.820 --> 00:36:24.869 A:middle L:90%
of like figuring out what those guidelines are on that

656
00:36:24.869 --> 00:36:27.420 A:middle L:90%
. We we went back and forth with a word

657
00:36:27.420 --> 00:36:30.440 A:middle L:90%
file several times now regarding language to give faculty.

658
00:36:30.440 --> 00:36:31.219 A:middle L:90%
So we want to be able to advise faculty from

659
00:36:31.219 --> 00:36:34.130 A:middle L:90%
square one. Look, these are the things that

660
00:36:34.130 --> 00:36:36.650 A:middle L:90%
you need to really think about as you move forward

661
00:36:37.929 --> 00:36:39.559 A:middle L:90%
. So what might a model look like for supporting

662
00:36:39.570 --> 00:36:44.650 A:middle L:90%
faculty adoption of o er and this is the sort

663
00:36:44.650 --> 00:36:49.679 A:middle L:90%
of the yoga cassette? Well, so our idea

664
00:36:49.679 --> 00:36:52.960 A:middle L:90%
was to really kind of go from single faculty member

665
00:36:52.960 --> 00:36:54.579 A:middle L:90%
from single to single faculty member to think that if

666
00:36:54.579 --> 00:37:00.429 A:middle L:90%
we could find faculty who teach high enrollment courses and

667
00:37:00.599 --> 00:37:04.260 A:middle L:90%
also are using an expensive textbooks, Just that formula

668
00:37:04.269 --> 00:37:07.400 A:middle L:90%
of like$200 textbook times, 2000 students that could

669
00:37:07.400 --> 00:37:12.199 A:middle L:90%
have a huge, huge financial impacts like this economies

670
00:37:12.199 --> 00:37:14.309 A:middle L:90%
of scale, right? Where just the number of

671
00:37:14.309 --> 00:37:17.670 A:middle L:90%
students represented by a single faculty member could result in

672
00:37:17.679 --> 00:37:21.969 A:middle L:90%
collective large amount of state. So that's where we

673
00:37:21.969 --> 00:37:24.860 A:middle L:90%
kind of got started. We received a grant from

674
00:37:24.869 --> 00:37:29.760 A:middle L:90%
the university system of Georgia late when halfway through the

675
00:37:29.760 --> 00:37:32.500 A:middle L:90%
summer. And it basically just funded a graduate assistant

676
00:37:32.500 --> 00:37:37.159 A:middle L:90%
that we then partnered with a faculty member in Biology

677
00:37:37.730 --> 00:37:40.099 A:middle L:90%
. The fact that number was selected based on really

678
00:37:40.099 --> 00:37:44.239 A:middle L:90%
three ideas. Are you using an expensive textbook?

679
00:37:45.630 --> 00:37:47.090 A:middle L:90%
Is it you teach a large class where you teach

680
00:37:47.090 --> 00:37:49.969 A:middle L:90%
several sections of a large class. That would even

681
00:37:49.969 --> 00:37:52.610 A:middle L:90%
help the numbers get up there even higher. They

682
00:37:52.610 --> 00:37:55.530 A:middle L:90%
were also looking for someone who had opinion leadership so

683
00:37:55.530 --> 00:37:59.239 A:middle L:90%
that there would be this real sense of like,

684
00:37:59.250 --> 00:38:00.690 A:middle L:90%
okay if this person is doing, I'm not considered

685
00:38:00.699 --> 00:38:04.099 A:middle L:90%
in my class. So the person we selected,

686
00:38:04.099 --> 00:38:06.650 A:middle L:90%
it won awards for teaching and research has just been

687
00:38:07.119 --> 00:38:13.050 A:middle L:90%
made a mix professor on our campus. And That's

688
00:38:13.059 --> 00:38:14.800 A:middle L:90%
that was the first person that we worked with in

689
00:38:14.800 --> 00:38:17.070 A:middle L:90%
2013 2014. So of course we were first working

690
00:38:17.070 --> 00:38:21.860 A:middle L:90%
with with Biology 1103, but due to their opinion

691
00:38:21.860 --> 00:38:24.210 A:middle L:90%
leadership, those who teach the follow up section 1104

692
00:38:24.219 --> 00:38:29.099 A:middle L:90%
also got on board where working with us on this

693
00:38:29.099 --> 00:38:31.269 A:middle L:90%
transition. So these are the courses and the numbers

694
00:38:31.269 --> 00:38:35.269 A:middle L:90%
of students that we were looking at. So it

695
00:38:35.269 --> 00:38:39.480 A:middle L:90%
was a biology concepts of biology textbook Of course with

696
00:38:39.489 --> 00:38:45.130 A:middle L:90%
about 1200 1300 students. And then the follow up

697
00:38:45.130 --> 00:38:49.550 A:middle L:90%
course. Biology 1104 had about 750 students. So

698
00:38:49.550 --> 00:38:51.980 A:middle L:90%
depending on the student's path, they may take the

699
00:38:51.989 --> 00:38:52.730 A:middle L:90%
follow up course or they may just get the three

700
00:38:52.730 --> 00:38:57.679 A:middle L:90%
credits for the concepts of biology. Yeah. So

701
00:38:57.679 --> 00:38:59.929 A:middle L:90%
we were thinking, wow, all sections and no

702
00:38:59.929 --> 00:39:01.929 A:middle L:90%
one ever dropped a glass And all sections together.

703
00:39:01.929 --> 00:39:05.699 A:middle L:90%
We were looking at just over 2000 students and we're

704
00:39:05.699 --> 00:39:09.230 A:middle L:90%
replacing a moderately expensive textbook. It was discovered biology

705
00:39:09.239 --> 00:39:10.340 A:middle L:90%
. But for me it was a little bit of

706
00:39:10.340 --> 00:39:12.780 A:middle L:90%
a trade off, I thought because we had a

707
00:39:12.780 --> 00:39:15.789 A:middle L:90%
few other candidates, but because of that fact remembers

708
00:39:15.789 --> 00:39:17.139 A:middle L:90%
opinion leadership and how well she is respected and lots

709
00:39:17.139 --> 00:39:19.849 A:middle L:90%
of circles on campus. I thought, you know

710
00:39:19.860 --> 00:39:22.329 A:middle L:90%
, let's go with replaced a little bit less expensive

711
00:39:22.340 --> 00:39:27.159 A:middle L:90%
textbook because we're going to gain by having someone who

712
00:39:27.159 --> 00:39:30.019 A:middle L:90%
has that level of opinion, leadership chatting about it

713
00:39:30.030 --> 00:39:32.559 A:middle L:90%
on campus. So that's what we did. We

714
00:39:32.559 --> 00:39:37.679 A:middle L:90%
went with open stacks and again it's uh oh er

715
00:39:37.679 --> 00:39:38.690 A:middle L:90%
so that means you can not only just use it

716
00:39:38.699 --> 00:39:40.920 A:middle L:90%
for free, you can make changes to it and

717
00:39:40.920 --> 00:39:45.690 A:middle L:90%
as things developed, we ended up using both of

718
00:39:45.690 --> 00:39:46.809 A:middle L:90%
the biology books. She liked the way that some

719
00:39:46.809 --> 00:39:50.760 A:middle L:90%
topics were shown in one area and the way that

720
00:39:50.769 --> 00:39:53.210 A:middle L:90%
other topics were described in in the other textbooks.

721
00:39:53.210 --> 00:39:55.630 A:middle L:90%
So we kind of blended the two together. We

722
00:39:55.630 --> 00:40:01.030 A:middle L:90%
used to look for the same course, fortunately,

723
00:40:01.039 --> 00:40:04.139 A:middle L:90%
you know, I guess biology, when you look

724
00:40:04.139 --> 00:40:05.800 A:middle L:90%
at all of the textbooks, kind of the scope

725
00:40:05.800 --> 00:40:07.320 A:middle L:90%
and sequence for intro biology is pretty much the same

726
00:40:07.320 --> 00:40:09.550 A:middle L:90%
across the board. So as we were thinking about

727
00:40:09.550 --> 00:40:13.929 A:middle L:90%
course revision, it wasn't a major overhaul, it

728
00:40:13.929 --> 00:40:16.420 A:middle L:90%
was still intro to biology and the content flow was

729
00:40:16.420 --> 00:40:19.909 A:middle L:90%
similar. So the process wasn't as arduous as it

730
00:40:19.920 --> 00:40:24.780 A:middle L:90%
could have been. So through combining those two books

731
00:40:24.869 --> 00:40:29.130 A:middle L:90%
, this was the interface of the screen capture here

732
00:40:29.909 --> 00:40:32.760 A:middle L:90%
of the book that combine the two textbooks. So

733
00:40:32.769 --> 00:40:36.530 A:middle L:90%
we were able to brand it university of Georgia.

734
00:40:36.909 --> 00:40:38.730 A:middle L:90%
We were able to put her name on the book

735
00:40:38.739 --> 00:40:42.190 A:middle L:90%
. Of course, all of the other copyright elements

736
00:40:42.190 --> 00:40:43.909 A:middle L:90%
are part of this as well. But when a

737
00:40:43.909 --> 00:40:46.389 A:middle L:90%
student goes to open stacks and searches for University of

738
00:40:46.400 --> 00:40:51.880 A:middle L:90%
Georgia biology, they find this or the there's now

739
00:40:51.889 --> 00:40:54.699 A:middle L:90%
probably three or 4 faculty that are teaching using this

740
00:40:54.699 --> 00:41:00.460 A:middle L:90%
, but this makes it very customized for the individual

741
00:41:00.460 --> 00:41:04.750 A:middle L:90%
course for the individual faculty member. So our process

742
00:41:04.750 --> 00:41:07.860 A:middle L:90%
, our support model looked like we had an instructional

743
00:41:07.860 --> 00:41:09.829 A:middle L:90%
designer that basically that's where all of our grant funding

744
00:41:09.829 --> 00:41:13.159 A:middle L:90%
went was just two G. A. Who was

745
00:41:13.159 --> 00:41:16.750 A:middle L:90%
a doctoral student in the College of Education and instructional

746
00:41:16.750 --> 00:41:22.420 A:middle L:90%
design. So an instructional designer and they were essentially

747
00:41:22.429 --> 00:41:24.570 A:middle L:90%
given over to the faculty member and the fact that

748
00:41:24.570 --> 00:41:27.199 A:middle L:90%
we could use them. However they would lie.

749
00:41:27.260 --> 00:41:29.929 A:middle L:90%
The instructional designer did a lot of project management.

750
00:41:29.940 --> 00:41:30.449 A:middle L:90%
Like here's the timeline, this is how we're going

751
00:41:30.449 --> 00:41:35.639 A:middle L:90%
to accomplish things method after the whole first semester because

752
00:41:35.639 --> 00:41:40.130 A:middle L:90%
we stayed about three about three three weeks ahead of

753
00:41:40.139 --> 00:41:44.590 A:middle L:90%
the students. So this process of redesigning, we

754
00:41:44.590 --> 00:41:46.460 A:middle L:90%
were just barely staying ahead and you know for the

755
00:41:46.469 --> 00:41:49.119 A:middle L:90%
fact remember doing it if she was trying to make

756
00:41:49.119 --> 00:41:51.199 A:middle L:90%
that transition by herself that would have been a really

757
00:41:51.210 --> 00:41:52.989 A:middle L:90%
arduous process. But now we have someone who's building

758
00:41:52.989 --> 00:41:58.050 A:middle L:90%
things in the learning management system and ah if you'd

759
00:41:58.050 --> 00:42:00.719 A:middle L:90%
like to see the specific textbook that we've got,

760
00:42:00.199 --> 00:42:04.730 A:middle L:90%
the Bentley slash DJ. Dash concepts of biology,

761
00:42:05.099 --> 00:42:06.550 A:middle L:90%
go to that or just search for it in the

762
00:42:06.550 --> 00:42:07.780 A:middle L:90%
open sacks take you, I think you're right to

763
00:42:07.780 --> 00:42:10.800 A:middle L:90%
it. So our approach also in addition to have

764
00:42:10.809 --> 00:42:17.030 A:middle L:90%
that those elements of course would be the instructional design

765
00:42:17.030 --> 00:42:21.539 A:middle L:90%
elements of the quality notion being improved through instructional design

766
00:42:21.550 --> 00:42:24.739 A:middle L:90%
processes. We also use our learning management system to

767
00:42:24.750 --> 00:42:29.489 A:middle L:90%
build modules that students could then go to for each

768
00:42:29.489 --> 00:42:30.960 A:middle L:90%
week. Of course. You know what the learning

769
00:42:30.960 --> 00:42:34.550 A:middle L:90%
outcomes were, what the readings were, what any

770
00:42:34.550 --> 00:42:37.130 A:middle L:90%
ancillary materials were. So here's a screen capture,

771
00:42:37.139 --> 00:42:39.670 A:middle L:90%
I've got rid of the heading and everything that made

772
00:42:39.670 --> 00:42:43.650 A:middle L:90%
it look pretty has been clipped off so that you

773
00:42:43.659 --> 00:42:45.320 A:middle L:90%
could actually see what's in here. But here you

774
00:42:45.320 --> 00:42:49.949 A:middle L:90%
can see we've got the the learning objectives here,

775
00:42:49.949 --> 00:42:53.429 A:middle L:90%
the readings from on the open stocks textbook. There

776
00:42:53.429 --> 00:42:58.469 A:middle L:90%
are links to videos, there's a pre class self

777
00:42:58.480 --> 00:43:01.110 A:middle L:90%
quiz and there are some slides, there's also some

778
00:43:01.110 --> 00:43:04.010 A:middle L:90%
assessments that are linked on this page. So from

779
00:43:04.010 --> 00:43:06.679 A:middle L:90%
a student perspective, you kind of dropped into this

780
00:43:06.679 --> 00:43:07.940 A:middle L:90%
. Here's everything that you need. All your materials

781
00:43:07.940 --> 00:43:10.489 A:middle L:90%
are in one place. And so building this kind

782
00:43:10.489 --> 00:43:13.889 A:middle L:90%
of stuff throughout the learning management system was part of

783
00:43:13.889 --> 00:43:16.389 A:middle L:90%
what the obstruction designer, the innovative. It's one

784
00:43:16.389 --> 00:43:19.460 A:middle L:90%
thing to think about building this in the LMS and

785
00:43:19.469 --> 00:43:22.610 A:middle L:90%
every element is different. Different certainly. But sometimes

786
00:43:22.610 --> 00:43:24.349 A:middle L:90%
you end up struggling more with format and layout and

787
00:43:24.360 --> 00:43:27.320 A:middle L:90%
things like that. Can you do with your content

788
00:43:27.699 --> 00:43:29.940 A:middle L:90%
? So having someone that knew the learning management systems

789
00:43:29.940 --> 00:43:31.070 A:middle L:90%
, save the professor of a lot of time,

790
00:43:31.079 --> 00:43:35.909 A:middle L:90%
just this one single course. So that's kind of

791
00:43:35.909 --> 00:43:37.960 A:middle L:90%
a structure that the entirety of the course looked like

792
00:43:37.969 --> 00:43:43.199 A:middle L:90%
objectives, readings, ancillary materials and then some quiz

793
00:43:43.199 --> 00:43:45.260 A:middle L:90%
options. So one of the things that we discovered

794
00:43:45.260 --> 00:43:49.530 A:middle L:90%
very quickly that our initial idea was, let's just

795
00:43:49.530 --> 00:43:52.500 A:middle L:90%
see if we can play the numbers game and save

796
00:43:52.510 --> 00:43:53.150 A:middle L:90%
a lot, a lot of students, a lot

797
00:43:53.150 --> 00:43:55.989 A:middle L:90%
of money. But this we discovered that this whole

798
00:43:55.989 --> 00:44:00.690 A:middle L:90%
process of sorcery design launch the fact that member into

799
00:44:00.690 --> 00:44:02.340 A:middle L:90%
this process of rethinking a number of elements of the

800
00:44:02.349 --> 00:44:05.550 A:middle L:90%
course. Well, I've got this now, would

801
00:44:05.550 --> 00:44:07.989 A:middle L:90%
I do it differently this way or do that differently

802
00:44:07.000 --> 00:44:08.750 A:middle L:90%
? And so a lot of people from within my

803
00:44:08.750 --> 00:44:14.920 A:middle L:90%
sinners, so learning technology specialist pedagogy specialists, um

804
00:44:15.389 --> 00:44:17.570 A:middle L:90%
educational research specialists were kind of pulled on for many

805
00:44:17.570 --> 00:44:21.739 A:middle L:90%
consulting things. We sit down. I remember two

806
00:44:21.739 --> 00:44:22.750 A:middle L:90%
or three conversations that I had with Peggy where we

807
00:44:22.750 --> 00:44:24.579 A:middle L:90%
were just talking what if you try this in your

808
00:44:24.579 --> 00:44:27.519 A:middle L:90%
advisor room if you did this differently? I mean

809
00:44:27.519 --> 00:44:30.300 A:middle L:90%
it was a giant one of those classrooms has got

810
00:44:30.309 --> 00:44:31.610 A:middle L:90%
kind of seats, anything like this, but you

811
00:44:31.610 --> 00:44:34.349 A:middle L:90%
know we were talking about using small groups and having

812
00:44:34.349 --> 00:44:36.429 A:middle L:90%
students turn around and talk to those in the row

813
00:44:36.429 --> 00:44:38.329 A:middle L:90%
behind them even though it was it's but it gave

814
00:44:38.329 --> 00:44:40.829 A:middle L:90%
us a lot of opportunity. Think about content ordering

815
00:44:40.840 --> 00:44:43.969 A:middle L:90%
, think about how you might do pedagogy different,

816
00:44:43.980 --> 00:44:46.389 A:middle L:90%
how we might do assessment different differently. I think

817
00:44:46.389 --> 00:44:50.079 A:middle L:90%
you've got the instruction design expertise that we're making sure

818
00:44:50.079 --> 00:44:52.659 A:middle L:90%
that all these great alignment, things that we love

819
00:44:52.659 --> 00:44:55.400 A:middle L:90%
about backward design, structural design were indeed a part

820
00:44:55.400 --> 00:44:59.219 A:middle L:90%
of the course. So it's not just about saving

821
00:44:59.219 --> 00:45:01.820 A:middle L:90%
students money, it's indeed about the quality of learning

822
00:45:01.820 --> 00:45:07.960 A:middle L:90%
improving the course where the transition took place. So

823
00:45:07.969 --> 00:45:15.420 A:middle L:90%
some evaluation data um overall from faculty, the sense

824
00:45:15.420 --> 00:45:16.929 A:middle L:90%
of quality, these are certainly the pros and cons

825
00:45:16.929 --> 00:45:20.030 A:middle L:90%
that they shared. They said that the o er

826
00:45:20.030 --> 00:45:22.389 A:middle L:90%
wasn't perfect but it's a free and perfect textbooks better

827
00:45:22.389 --> 00:45:28.050 A:middle L:90%
than expensive, perfect text. There are things that

828
00:45:28.059 --> 00:45:29.940 A:middle L:90%
aren't parts or at least at this point there were

829
00:45:29.940 --> 00:45:31.550 A:middle L:90%
the open sex has built more of these pieces in

830
00:45:31.559 --> 00:45:32.869 A:middle L:90%
. But you know there were a lot of end

831
00:45:32.869 --> 00:45:36.539 A:middle L:90%
of chapter questions and no text think and not a

832
00:45:36.539 --> 00:45:39.179 A:middle L:90%
cd with a bunch of power point presentations. Well

833
00:45:39.179 --> 00:45:43.099 A:middle L:90%
the faculty noted that most of those materials are really

834
00:45:43.099 --> 00:45:45.210 A:middle L:90%
, really terrible anyways that you get from the publisher

835
00:45:45.590 --> 00:45:47.500 A:middle L:90%
. So they didn't like they were necessarily missing all

836
00:45:47.500 --> 00:45:52.139 A:middle L:90%
that much. Someone knew that that it was really

837
00:45:52.139 --> 00:45:53.750 A:middle L:90%
nice having a dedicated G. A. That one

838
00:45:53.750 --> 00:45:58.119 A:middle L:90%
on one help was very valuable. That was more

839
00:45:58.119 --> 00:46:00.199 A:middle L:90%
helpful than if the CTL had offered a series of

840
00:46:00.199 --> 00:46:02.480 A:middle L:90%
workshops on course redesign or whatever we might have provided

841
00:46:02.489 --> 00:46:06.710 A:middle L:90%
to kind of educate them so that they can do

842
00:46:06.710 --> 00:46:09.510 A:middle L:90%
it themselves. And there's also a note about how

843
00:46:09.519 --> 00:46:12.449 A:middle L:90%
a lot of us build our courses and that if

844
00:46:12.449 --> 00:46:15.690 A:middle L:90%
your course isn't the textbook, you're not just building

845
00:46:15.699 --> 00:46:19.579 A:middle L:90%
the course off of chapter one, chapter two,

846
00:46:19.599 --> 00:46:21.369 A:middle L:90%
chapter three, well that's week one and that's week

847
00:46:21.380 --> 00:46:22.349 A:middle L:90%
two and that's we through the course. If you

848
00:46:22.349 --> 00:46:24.659 A:middle L:90%
build the course that needs to be taught given the

849
00:46:24.670 --> 00:46:28.219 A:middle L:90%
curriculum that you have, then the textbook is more

850
00:46:28.219 --> 00:46:30.460 A:middle L:90%
of a resource that supports the course that you developed

851
00:46:30.469 --> 00:46:34.719 A:middle L:90%
rather than the textbook, almost replacing the course or

852
00:46:34.730 --> 00:46:37.909 A:middle L:90%
being of course. So if you're sort of,

853
00:46:37.579 --> 00:46:40.889 A:middle L:90%
if you're following the latter model, then switching out

854
00:46:40.900 --> 00:46:45.500 A:middle L:90%
textbooks really isn't that difficult for these biology faculty who

855
00:46:45.510 --> 00:46:47.260 A:middle L:90%
taught the course several times and they kind of had

856
00:46:47.269 --> 00:46:50.670 A:middle L:90%
the biology course that they've always liked switching up the

857
00:46:50.679 --> 00:46:53.480 A:middle L:90%
textbooks wasn't necessarily that difficult, it was just articulated

858
00:46:53.489 --> 00:46:57.860 A:middle L:90%
things that maybe they hadn't articulated before, such as

859
00:46:57.860 --> 00:47:00.230 A:middle L:90%
learning outcomes. And we learned from talking with the

860
00:47:00.230 --> 00:47:02.010 A:middle L:90%
students that students would study based off of the learning

861
00:47:02.010 --> 00:47:05.670 A:middle L:90%
outcomes. In fact, our first iteration through that

862
00:47:05.679 --> 00:47:08.480 A:middle L:90%
first fall semester, one thing we discovered was students

863
00:47:08.480 --> 00:47:10.900 A:middle L:90%
were doing really, really well on the test,

864
00:47:12.579 --> 00:47:15.230 A:middle L:90%
on the items that were, that would have mapped

865
00:47:15.239 --> 00:47:19.800 A:middle L:90%
back to the learning outcomes, but previously, because

866
00:47:19.800 --> 00:47:22.219 A:middle L:90%
the factory was doing things in the class that learning

867
00:47:22.219 --> 00:47:24.349 A:middle L:90%
outcomes weren't necessarily articulated for, students were a little

868
00:47:24.349 --> 00:47:27.750 A:middle L:90%
frustrated on the first or second test because we didn't

869
00:47:27.760 --> 00:47:30.639 A:middle L:90%
have outcomes for the class material. It was mostly

870
00:47:30.639 --> 00:47:34.800 A:middle L:90%
just the, the online materials, the textbook materials

871
00:47:35.179 --> 00:47:37.420 A:middle L:90%
. So we quickly fix that and make sure that

872
00:47:37.420 --> 00:47:38.809 A:middle L:90%
we have learning objectives that covered every part of the

873
00:47:38.820 --> 00:47:43.429 A:middle L:90%
class. So the videos, the readings, uh

874
00:47:43.440 --> 00:47:45.559 A:middle L:90%
, in class activities and the lecture pieces, which

875
00:47:45.570 --> 00:47:51.400 A:middle L:90%
that's what good course redesigned looks like. So our

876
00:47:51.409 --> 00:47:54.269 A:middle L:90%
outcomes from this project the first year, It turns

877
00:47:54.269 --> 00:47:58.159 A:middle L:90%
out that we had about 1600 students just over 600

878
00:47:58.159 --> 00:47:59.380 A:middle L:90%
and so it's a little bit less than we had

879
00:47:59.380 --> 00:48:01.360 A:middle L:90%
hoped for. But as a result Of those students

880
00:48:01.369 --> 00:48:06.389 A:middle L:90%
, we estimate that we saved just under$160 for

881
00:48:06.389 --> 00:48:09.289 A:middle L:90%
students. And then thinking about since 2013. Now

882
00:48:09.869 --> 00:48:13.570 A:middle L:90%
with no new investment on our part, because the

883
00:48:13.579 --> 00:48:15.719 A:middle L:90%
faculty continue to use that same free open textbook,

884
00:48:15.730 --> 00:48:21.400 A:middle L:90%
we're almost at a half million dollars in collective savings

885
00:48:21.769 --> 00:48:24.789 A:middle L:90%
Because of one faculty member adopting one open free text

886
00:48:25.469 --> 00:48:29.920 A:middle L:90%
. Now, this was off of the$25,000 investment

887
00:48:29.920 --> 00:48:32.190 A:middle L:90%
, that's all that we put towards this course redesign

888
00:48:32.670 --> 00:48:37.699 A:middle L:90%
. So that's why I wanted 20-1 return on investment

889
00:48:37.369 --> 00:48:39.320 A:middle L:90%
. If we could, I could retire tomorrow,

890
00:48:39.360 --> 00:48:40.780 A:middle L:90%
if I could find another one of these in the

891
00:48:40.780 --> 00:48:43.469 A:middle L:90%
real world that I could do rather than in higher

892
00:48:43.469 --> 00:48:45.030 A:middle L:90%
education. So these things are going to continue to

893
00:48:45.030 --> 00:48:47.559 A:middle L:90%
multiply without us having to do anything, you know

894
00:48:47.570 --> 00:48:51.019 A:middle L:90%
, as long as the faculty continue to use that

895
00:48:51.030 --> 00:48:53.469 A:middle L:90%
free open text. So we've gotten a lot of

896
00:48:53.480 --> 00:48:57.559 A:middle L:90%
press as a result of this and positive pr for

897
00:48:57.559 --> 00:49:00.559 A:middle L:90%
the institutions are local newspaper has covered it and I

898
00:49:00.559 --> 00:49:05.360 A:middle L:90%
was interviewed by CNN about textbooks and our you got

899
00:49:05.380 --> 00:49:07.989 A:middle L:90%
that Virginia tech magazine, the alumni magazine, we've

900
00:49:07.000 --> 00:49:10.260 A:middle L:90%
got the University of Georgia magazine, Nine magazine for

901
00:49:10.260 --> 00:49:12.940 A:middle L:90%
the university. They did a story on us.

902
00:49:13.329 --> 00:49:15.690 A:middle L:90%
The student newspaper is sort of recursive lee doing stories

903
00:49:15.690 --> 00:49:20.969 A:middle L:90%
about open education resources. So there's lots of lots

904
00:49:20.969 --> 00:49:24.769 A:middle L:90%
of positive feelings about this particular project Um, since

905
00:49:24.769 --> 00:49:29.070 A:middle L:90%
2013 and 2014 we've received a total of five sort

906
00:49:29.070 --> 00:49:30.739 A:middle L:90%
of mini grants from the state, but one of

907
00:49:30.750 --> 00:49:34.369 A:middle L:90%
them, one of those five was the next generation

908
00:49:34.369 --> 00:49:37.320 A:middle L:90%
courseware grant from the Bill and Melinda Gates Foundation and

909
00:49:37.320 --> 00:49:40.530 A:middle L:90%
collectively through this work and other project. Other things

910
00:49:40.530 --> 00:49:44.960 A:middle L:90%
that my centres funded We've impacted were estimated at around

911
00:49:44.960 --> 00:49:49.010 A:middle L:90%
21,000 students. And say as of the spring semester

912
00:49:49.019 --> 00:49:51.539 A:middle L:90%
, assuming people continue to go and do what they're

913
00:49:51.550 --> 00:49:53.690 A:middle L:90%
doing now, We estimate that we will have saved

914
00:49:53.699 --> 00:49:58.699 A:middle L:90%
students approximately two million in text book um fees.

915
00:49:59.769 --> 00:50:00.809 A:middle L:90%
So we're continuing as we're moving forward, we continue

916
00:50:00.809 --> 00:50:05.190 A:middle L:90%
to source target this large enrollment courses using expensive textbooks

917
00:50:05.659 --> 00:50:09.280 A:middle L:90%
. These are among the disciplines that we're working with

918
00:50:09.289 --> 00:50:13.119 A:middle L:90%
. History, Biology, major denominators courses, theater

919
00:50:13.119 --> 00:50:16.170 A:middle L:90%
, psychology, sociology, Anatomy and physiology have adopted

920
00:50:16.179 --> 00:50:21.489 A:middle L:90%
open stacks or other o ers that we've discovered and

921
00:50:21.860 --> 00:50:24.190 A:middle L:90%
shared with faculty and they spend some time. So

922
00:50:25.059 --> 00:50:30.340 A:middle L:90%
this is kind of where we are um any questions

923
00:50:30.340 --> 00:50:35.110 A:middle L:90%
about our process or what we've been doing or about

924
00:50:35.110 --> 00:50:37.349 A:middle L:90%
the larger topic of supporting faculty as they move through

925
00:50:37.349 --> 00:50:45.690 A:middle L:90%
these processes? Or have I spoke with unbelievable clarity

926
00:50:46.159 --> 00:50:51.880 A:middle L:90%
. Mhm. So what's up next? And instead

927
00:50:52.559 --> 00:50:55.559 A:middle L:90%
just for, well the Gates Foundation this semester was

928
00:50:55.559 --> 00:50:59.300 A:middle L:90%
able to hire a postdoc, so someone that's working

929
00:50:59.309 --> 00:51:01.789 A:middle L:90%
full time for two years and we're kind of leveraging

930
00:51:01.789 --> 00:51:04.900 A:middle L:90%
the goals of the Gates Foundation, which is really

931
00:51:04.900 --> 00:51:08.559 A:middle L:90%
around adaptive learning built upon open textbooks. So we've

932
00:51:08.559 --> 00:51:15.900 A:middle L:90%
been going to new faculty and engaging them with the

933
00:51:15.900 --> 00:51:20.050 A:middle L:90%
Gates project. And while Gates wants us to study

934
00:51:20.059 --> 00:51:22.400 A:middle L:90%
these adaptive tools, will faculty have to have adopted

935
00:51:22.400 --> 00:51:24.389 A:middle L:90%
the textbooks first? So we're kind of able to

936
00:51:25.659 --> 00:51:29.599 A:middle L:90%
creatively extend the work that we've already done around,

937
00:51:29.610 --> 00:51:30.920 A:middle L:90%
we are adoption. Um So that's where we are

938
00:51:30.920 --> 00:51:32.860 A:middle L:90%
right now. We're working the disciplines that we're working

939
00:51:32.869 --> 00:51:37.739 A:middle L:90%
with now with the Gates Foundation are sociology, which

940
00:51:37.739 --> 00:51:42.989 A:middle L:90%
that will be live in the spring and majors Biology

941
00:51:44.059 --> 00:51:45.829 A:middle L:90%
. Yeah, that's what the adaptive stuff is going

942
00:51:45.829 --> 00:51:50.570 A:middle L:90%
on. Yeah. Yes. Okay. I understand

943
00:51:50.579 --> 00:51:52.530 A:middle L:90%
. Some of the text books are physical objects that

944
00:51:52.530 --> 00:51:55.489 A:middle L:90%
some of these materials are online. Does that mean

945
00:51:57.460 --> 00:52:01.260 A:middle L:90%
get um Well it's yes to the latter question.

946
00:52:01.269 --> 00:52:04.960 A:middle L:90%
Not there, you can't get a physical textbook.

947
00:52:04.969 --> 00:52:06.909 A:middle L:90%
Most students and most of them are using them as

948
00:52:06.920 --> 00:52:09.019 A:middle L:90%
online text books, e books. So. But

949
00:52:09.019 --> 00:52:12.929 A:middle L:90%
yes, they're available to anywhere to anyone in the

950
00:52:12.940 --> 00:52:25.690 A:middle L:90%
world entirely free. Yes. Mhm. Well,

951
00:52:25.690 --> 00:52:29.489 A:middle L:90%
I think that we find at our exhibition that's really

952
00:52:29.489 --> 00:52:30.949 A:middle L:90%
what you see anyways, is that most faculty write

953
00:52:30.949 --> 00:52:35.639 A:middle L:90%
their own tests and quizzes and everyone's all they like

954
00:52:35.650 --> 00:52:38.539 A:middle L:90%
mine. It comes with the textbook but for the

955
00:52:38.539 --> 00:52:43.059 A:middle L:90%
most part they're offering most. Yeah. Anyway,

956
00:52:45.550 --> 00:52:47.599 A:middle L:90%
as well as we talked about test bank options,

957
00:52:47.599 --> 00:52:51.519 A:middle L:90%
that open stacks. Yeah. Our fact, they

958
00:52:51.519 --> 00:52:52.760 A:middle L:90%
seem to be a little itchy about that. Built

959
00:52:52.769 --> 00:52:54.579 A:middle L:90%
this stuff already. I'd rather just kind of mapped

960
00:52:54.579 --> 00:52:59.260 A:middle L:90%
the reading to my, I know what my horse

961
00:52:59.650 --> 00:53:02.690 A:middle L:90%
rather than changing my course based on the assessments and

962
00:53:02.690 --> 00:53:07.210 A:middle L:90%
want to inherit from open side. There's a c

963
00:53:07.210 --> 00:53:09.980 A:middle L:90%
wisdom in both both paths, you know? But

964
00:53:12.250 --> 00:53:13.719 A:middle L:90%
yeah, man, I know. They're just in

965
00:53:13.719 --> 00:53:16.550 A:middle L:90%
the last couple of weeks fact just uh huh.

966
00:53:17.050 --> 00:53:19.599 A:middle L:90%
And they may build this stuff, but I don't

967
00:53:19.599 --> 00:53:22.699 A:middle L:90%
really want to use that stuff. I've already Building

968
00:53:22.699 --> 00:53:25.000 A:middle L:90%
my own test bank and the already management system now

969
00:53:25.000 --> 00:53:28.929 A:middle L:90%
for 10 years, man, I just want to

970
00:53:28.929 --> 00:53:32.480 A:middle L:90%
make sure that their readings prepare students for what I'm

971
00:53:32.849 --> 00:53:38.980 A:middle L:90%
class that only assess that alignment issues. Yes.

972
00:53:39.650 --> 00:53:52.019 A:middle L:90%
Are you kind of is here, Well, one

973
00:53:52.019 --> 00:53:53.659 A:middle L:90%
thing is that sometimes when I talk about this,

974
00:53:53.670 --> 00:53:58.059 A:middle L:90%
people think, wow you$2 million, Like 30

975
00:53:58.070 --> 00:54:00.750 A:middle L:90%
classes that you've transitioned, it's really like only eight

976
00:54:00.239 --> 00:54:02.840 A:middle L:90%
. The textbooks are so expensive and these are large

977
00:54:02.849 --> 00:54:06.539 A:middle L:90%
intro classes. So There are eight faculty that we

978
00:54:06.550 --> 00:54:09.679 A:middle L:90%
worked with that brought us to those level of savings

979
00:54:09.690 --> 00:54:12.469 A:middle L:90%
. Of course, the fact that he's lots of

980
00:54:12.940 --> 00:54:15.860 A:middle L:90%
10s of thousands of students. So we have,

981
00:54:16.239 --> 00:54:21.239 A:middle L:90%
each semester we've had, I guess we've had a

982
00:54:21.250 --> 00:54:22.909 A:middle L:90%
different G. A. Each academic year, I

983
00:54:22.920 --> 00:54:28.190 A:middle L:90%
think. Yeah, we've had so, you know

984
00:54:28.190 --> 00:54:29.570 A:middle L:90%
, we have we have the good fortune of having

985
00:54:29.570 --> 00:54:32.460 A:middle L:90%
a process when so many who was phenomenal. She

986
00:54:34.039 --> 00:54:36.289 A:middle L:90%
before she graduates, she had written articles with tom

987
00:54:36.289 --> 00:54:37.340 A:middle L:90%
Reeves and other big names in the field. So

988
00:54:37.340 --> 00:54:40.760 A:middle L:90%
she, we've got, we were very fortunate with

989
00:54:40.760 --> 00:54:43.840 A:middle L:90%
our first to, so we had her right of

990
00:54:43.849 --> 00:54:45.139 A:middle L:90%
her processes. So what does this look like?

991
00:54:45.150 --> 00:54:47.030 A:middle L:90%
I got a little manual. And so when the

992
00:54:47.030 --> 00:54:49.420 A:middle L:90%
next G. A. Came in, we kind

993
00:54:49.420 --> 00:54:50.769 A:middle L:90%
of gave him Emmanuel said this is the kind of

994
00:54:50.769 --> 00:54:52.260 A:middle L:90%
stuff that happens and so you want to stop by

995
00:54:52.260 --> 00:54:53.329 A:middle L:90%
and see me once a week and talk about,

996
00:54:53.340 --> 00:54:54.860 A:middle L:90%
you know, just kind of map out. So

997
00:54:54.860 --> 00:54:58.969 A:middle L:90%
we had a little bit of a process that we

998
00:54:58.980 --> 00:55:00.610 A:middle L:90%
we develop because each faction members different and what they

999
00:55:00.619 --> 00:55:04.199 A:middle L:90%
feel that they need is different. Like like our

1000
00:55:04.210 --> 00:55:07.980 A:middle L:90%
first biology remember really kind of wanted someone shoulder to

1001
00:55:07.980 --> 00:55:09.159 A:middle L:90%
shoulder and then in my class I'd like you I

1002
00:55:09.159 --> 00:55:10.670 A:middle L:90%
want you to know what I'm doing so that as

1003
00:55:10.670 --> 00:55:14.690 A:middle L:90%
you build this stuff fix things, you'll have a

1004
00:55:14.699 --> 00:55:17.360 A:middle L:90%
better sense of other faculty like a psychology for instance

1005
00:55:17.360 --> 00:55:20.130 A:middle L:90%
, we have someone who is very much I want

1006
00:55:20.130 --> 00:55:22.769 A:middle L:90%
to build it myself. And so the instructional designer

1007
00:55:22.780 --> 00:55:24.530 A:middle L:90%
has less of a role I think in that course

1008
00:55:24.530 --> 00:55:29.010 A:middle L:90%
. But there's still project management, there's still time

1009
00:55:29.010 --> 00:55:34.449 A:middle L:90%
lining stuff of, there's still instructional design processes and

1010
00:55:34.449 --> 00:55:36.369 A:middle L:90%
looking at the line issues and things like that.

1011
00:55:36.380 --> 00:55:38.460 A:middle L:90%
So, you know, I think that I'm less

1012
00:55:38.460 --> 00:55:43.590 A:middle L:90%
worried about variation in mind, uh Jas, I'm

1013
00:55:43.590 --> 00:55:46.829 A:middle L:90%
more worried about variations and individual faculty and what they

1014
00:55:46.840 --> 00:55:50.570 A:middle L:90%
need and what their work processes are because they're not

1015
00:55:50.570 --> 00:55:53.070 A:middle L:90%
all the same and I don't think it's a disciplinary

1016
00:55:53.079 --> 00:55:57.099 A:middle L:90%
difference necessarily. I think it's just some people are

1017
00:55:57.110 --> 00:55:59.300 A:middle L:90%
have always, you know, you've been the lone

1018
00:55:59.300 --> 00:56:01.480 A:middle L:90%
wolf, you receive tenure as a lone wolf,

1019
00:56:01.489 --> 00:56:04.289 A:middle L:90%
you continue to work as a lone wolf, you

1020
00:56:04.289 --> 00:56:06.690 A:middle L:90%
might have collaborations here and there and so some people

1021
00:56:06.690 --> 00:56:08.380 A:middle L:90%
have that mindset and others are very collaborative and are

1022
00:56:08.389 --> 00:56:10.500 A:middle L:90%
happy to let someone get under the hood and get

1023
00:56:10.500 --> 00:56:14.420 A:middle L:90%
into their course in the LMS and make changes for

1024
00:56:14.420 --> 00:56:15.349 A:middle L:90%
them. They're more than happy to have someone else

1025
00:56:16.030 --> 00:56:21.840 A:middle L:90%
built pieces within. Just send send so many like

1026
00:56:21.849 --> 00:56:24.269 A:middle L:90%
to links and then place these in the appropriate place

1027
00:56:24.269 --> 00:56:27.139 A:middle L:90%
in the LMS and go and build it where others

1028
00:56:27.139 --> 00:56:29.829 A:middle L:90%
are. Like that makes the itchy. I want

1029
00:56:29.829 --> 00:56:30.449 A:middle L:90%
to do it to make sure it looks exactly the

1030
00:56:30.449 --> 00:56:32.440 A:middle L:90%
right way. So I think, you know,

1031
00:56:32.440 --> 00:56:36.730 A:middle L:90%
construction design processes, it's not rocket science for sure

1032
00:56:36.739 --> 00:56:39.619 A:middle L:90%
. Um So I think it's more like seeing the

1033
00:56:39.619 --> 00:56:42.809 A:middle L:90%
dynamic of the fact of the member and making sure

1034
00:56:42.809 --> 00:56:45.530 A:middle L:90%
that you meet them where they are rather than trying

1035
00:56:45.530 --> 00:56:51.429 A:middle L:90%
to contort them towards our processes. Yes. Do

1036
00:56:51.429 --> 00:56:55.050 A:middle L:90%
you here our process when we Oh, exactly.

1037
00:56:55.429 --> 00:57:00.000 A:middle L:90%
That of course is more like our environment designers as

1038
00:57:00.000 --> 00:57:02.150 A:middle L:90%
consultant. We don't really do the work for.

1039
00:57:02.730 --> 00:57:07.909 A:middle L:90%
I'm not sure I could. We are a special

1040
00:57:07.150 --> 00:57:13.369 A:middle L:90%
effort made a no, no, no, this

1041
00:57:13.369 --> 00:57:16.320 A:middle L:90%
is definitely a sort of specialized notion for for this

1042
00:57:16.320 --> 00:57:20.349 A:middle L:90%
because we, like, like for our office of

1043
00:57:20.349 --> 00:57:22.489 A:middle L:90%
online learning, their faculty who are getting paid to

1044
00:57:22.500 --> 00:57:24.860 A:middle L:90%
develop online courses are gonna be teaching. These courses

1045
00:57:24.869 --> 00:57:28.219 A:middle L:90%
will benefit from them in the future. There's a

1046
00:57:28.219 --> 00:57:31.380 A:middle L:90%
different, there's a different sort of set of expectations

1047
00:57:31.380 --> 00:57:36.219 A:middle L:90%
going into that these faculty for these topics. They

1048
00:57:36.219 --> 00:57:38.599 A:middle L:90%
weren't planning a course redesign of any sort. You

1049
00:57:38.599 --> 00:57:42.070 A:middle L:90%
know, I reach out to them. I think

1050
00:57:42.079 --> 00:57:45.050 A:middle L:90%
all of them was me sending an email and then

1051
00:57:45.059 --> 00:57:49.849 A:middle L:90%
having a chat over lunch and then talking about and

1052
00:57:49.849 --> 00:57:51.309 A:middle L:90%
then pointing them to Peggy, you know, as

1053
00:57:51.309 --> 00:57:53.130 A:middle L:90%
an opinion leader, well respected and who can,

1054
00:57:53.139 --> 00:57:55.980 A:middle L:90%
who just loves to talk about everyone wants to talk

1055
00:57:55.980 --> 00:57:58.989 A:middle L:90%
about their successes. Right? So Peggy is happy

1056
00:57:58.989 --> 00:58:01.010 A:middle L:90%
to share what she's done. So that's, that's

1057
00:58:01.010 --> 00:58:02.909 A:middle L:90%
really help get people kind of in the boat.

1058
00:58:02.920 --> 00:58:06.829 A:middle L:90%
But the promise of extra support. It has been

1059
00:58:06.829 --> 00:58:08.940 A:middle L:90%
a unique model specifically for for oh we are.

1060
00:58:09.320 --> 00:58:12.800 A:middle L:90%
Because what most mostly most of what we do is

1061
00:58:12.809 --> 00:58:15.880 A:middle L:90%
is lots and lots and lots of consulting. You

1062
00:58:15.880 --> 00:58:17.019 A:middle L:90%
know, we don't, you know, typically get

1063
00:58:17.019 --> 00:58:19.760 A:middle L:90%
under the hood. We do have we do have

1064
00:58:19.760 --> 00:58:22.380 A:middle L:90%
a production shop for video and multimedia and stuff like

1065
00:58:22.380 --> 00:58:23.429 A:middle L:90%
that and that's a different animal and it's definitely a

1066
00:58:23.440 --> 00:58:27.489 A:middle L:90%
learning object focused. But no, for our instructional

1067
00:58:27.489 --> 00:58:30.070 A:middle L:90%
design model that we're using currently for for o er

1068
00:58:30.079 --> 00:58:34.030 A:middle L:90%
it's kind of we developed it for Oh er yeah

1069
00:58:37.019 --> 00:58:40.409 A:middle L:90%
, yeah, That's okay. It's 2:33. Any

1070
00:58:40.420 --> 00:58:47.190 A:middle L:90%
last questions? I'm happy to chat more if you

1071
00:58:47.190 --> 00:58:49.489 A:middle L:90%
want to come up. I think I have another

1072
00:58:49.489 --> 00:58:52.889 A:middle L:90%
talk at 3:00, but thanks for your time.

1073
00:58:52.010 --> 00:59:05.150 A:middle L:90%
She can Okay.