2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
OCULL 2017
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ontario
David Porter, Ed.D.
CEO, eCampusOntario
davidp@ecampusontario.ca
Twitter: @dendroglyph
Unless otherwise noted, this work is licensed under a Creative
Commons Attribution Share Alike License. Feel free to use,
modify, reuse or redistribute any or all of this presentation.
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ontario
• Nearly all Canadian institutions offer online
education.
• Double-digit growth in enrollments. Average
online education enrollment growth for
universities has been about 10% per year and
about 15% per year for colleges.
• Online courses found in almost every
academic subject. More than 50% of the
universities reported having courses in Arts and
Social Sciences, Business, Education, Science, and
Nursing.
Some findings from the national Online Learning survey
Reported by Russ Poulin, WCET Frontiers, WCET.wiche.edu – October 19, 2017
https://wcetfrontiers.org/2017/10/19/new-survey-tracks-online-and-distance-education-in-canada/
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• Online learning is a strategic asset. More than 2/3
rated online learning as important for the institution,
long-term. Less than half (14%) have implemented or
are implementing (26%) a strategic plan for online
learning, while about a third (32%) are developing a
plan.
• Blended learning is common. Nearly three-fourths
(72%) of reporting institutions offer blended/hybrid
courses. About 12% of institutions report that more
than 30% of their courses are offered in this mode of
instruction.
• Less use of MOOCs and OER than expected. British
Columbia and Ontario have been world-wide leaders in
promoting open content. 5% of responding institutions
use OER extensively and 35% report moderate OER use.
Some findings from the national Online Learning survey
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Enhance student experience
STUDENTS
Support faculty development
FACULTY
Enhance our members’
capacity and participation
within a collaborative
community of practice
INSTITUTIONS
Build our organizational
capacity to respond to
emergent opportunities and to
innovate new solutions
eCAMPUSONTARIO
Four Pillars of OUR Current Strategy
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An immersive, experiential learning opportunity where the participants are
challenged to teach and learn with different modes and formats, to create and
collaborate using digital technology tools, and to discern what approaches may
be used to design significant technology-enabled learning experiences.
@ontarioextend https://extend.ecampusontario.ca #oextend
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Rethinking AS a Theme
to guide our program designs
Rethinking learning resources
Rethinking the learning experience
Rethinking recognition of learning
20. Rethinking learning experiences
• Addressing the
engagement factors in
online learning
• Upping our designs for
learning to add authentic,
relevant, real-world
projects and experiences
• Bringing students into the
learning design process
30. How do we more
broadly address the
experiential learning
desires of students?
Are there technological solutions for recognizing experiences?
How do we provide
students with relevant
real-world projects as
practical experiences?
How to we allow employers
to audition student talent
while the students are still
in school?
How can we provide managed environments for
supporting experiential learning?
31. Rethinking Recognition of learning
Empowering the “t-shaped
student” through skill recognition
• Co-curricular records
• Internships and practicums
• Community volunteer programs
• Self-directed practical experiences
Enabling and authenticating
“can-do” skills and competencies
41. PD-US via Wikimedia Commons
“Everyone has the right
to education. Education
shall be free, at least in
the elementary and
fundamental stages…”
Source: United Nations, 1948, Universal Declaration
of Human Rights Article 26, paragraph 1
Universal
Declaration of
Human Rights
It started in 1948
42. Open Education encompasses resources, tools
and practices that are free of legal, financial
and technical barriers and can be fully used,
shared and adapted in the digital
environment.
Scholarly Publishing and Academic Resources Coalition- sparcopen.org
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Grant freedoms instead of imposing restrictions
Sharing is fundamental to teaching
Collaboration is a good thing
Assumptions about Openness
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• The right to make,own and control
copies of the contentRetain
• The right to use the content in a wide
range of waysReuse
• The right to adapt, adjust, or modify
the content itselfRevise
• The right to combine the original or
revised content with other open
content to create something new
Remix
• The right to share copies of the original
content, your revisions, or your remixes
with others
Redistribute
Source: David Wiley, http://opencontent.org/blog/archives/3221 March 5, 2014, CC-BY
The 5Rs of openness
46. Some Rights Reserved
Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
47. Image from Copyright in Education & Internet in South African Law
http://education-copyright.org/creative-commons/
Used under Creative Commons Attribution 2.5 South Africa license
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Benefit #1: Full Legal Control
• to customize
• to localize
• to personalize
• to update
• to translate
• to remix
Some Rights Reserved
Creative Commons logo by Creative Commons used under under a Creative Commons Attribution 3.0 License
57. Images from Oxfam.org CC-BY and
http://en.wikipedia.org/wiki/User:Daniel_Mietchen/Talks/World_Open_Educational_Resources_Congress_2012
/How_Open_Access_and_Open_Science_can_mutually_fertilize_with_Open_Educational_Resources CC-BY
Why is this work happening?
To increase access to higher education by reducing student costs
To improve student learning by removing barriers to resources
To give faculty more control over their instructional resources
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5.5 million views per month.
ChemWiki most visited chemistry website
in the world.
Delmar Larsen offers extra credit to students who submit entries
to an online Chemistry textbook. He assigns a rating system to
new articles based on the author's expertise and experience, with
articles moving up as they are edited and vetted.
Sources: ChemWiki takes on costly textbooks UC Davis News,
October 2013 UCD Hyperlink Newsletter October 2014
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Robin DeRosa
Plymouth State University – New Hampshire
The Open Anthology
of Early American Literature
“I launched the open textbook project over a summer,
and because I teach at a public university where I had
no easy access to graduate assistants or funding, I hired
a bunch of undergrad students and recent alums, and
paid them out of my own pocket to assist me. Turns
out, most of them were willing to work for free (I
didn’t let them, though what I paid was low because it
was all I could spare), and turns out the whole
endeavor of building the work turned out to be
transformative to my own pedagogy and to the course
that followed.”
74. Author: Mathieu Plourde: CC-BY-SA http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg
Making MOOCs truly open
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How does ontario benefit?
Targeted open core
content in a high
impact subject
Meaningful
partnerships with other
jurisdictions in Canada
and the US
A scalable OER solution
which institutions can
adopt as their own
STUDENT SAVINGS PARTNERSHIPS SUSTAINABLE OER
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Textbook and resource materials costs have increased 129% over 15
years: nearly 4 times inflation*
Financial Consumer Agency of Canada (2014) advises post secondary
students to budget $800-$1000 per year for required course
materials*
Student Affordability: the current landscape
86. This image is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license. Attribution: Terry Goss
But, beware of sharks in open waters