A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
2. Karen Fasimpaur, K12 Open Ed
Jeff Mao, State of Maine
Department of Education
Ahrash Bissell, National
Repository of Online Courses
Delaina Tonks, Open High
School of Utah
Jason Neiffer, Montana Digital
Academy
3. Open educational resources
(OER) are materials, tools, and
media used for teaching and
learning that are licensed for
anyone to use, modify, and
redistribute.
4. Wise use of public funds
Ability to use content in
different formats (legally and
practically) = Differentiation
Increases flexibility and
professionalism of teachers
Sharing is good!
5. Livebinder of K-12 OER
http://content.k12opened.com
More resources on
www.k12opened.com
7. Open Education Week
OER in K12
8 Mar 2012
NROC
&
Hippocampus
---
OER for K12 Needs
Ahrash N Bissell, Ph.D.
Special Projects Manager
Monterey Institute for Technology and Education
8. Our motivations...
•Enable free, personalized learning for every
person.
•Produce resources that are cutting edge and of
demonstrable quality.
•Build a community of educators and institutions
who inform and are empowered by our work.
•Sustain the enterprise in the face of changing
technical and financial circumstances.
12. Our conclusions...
•Resources need to work where teachers and
learners actually use them:
• Online → Hippocampus
• At school → NROC Network
•The resources should be modular → think of
Legos.
•The resources should support any form of
instruction → online, offline, and hybrid.
13. We zeroed in on math...
Project Goal: Increase the number of students that pass Algebra 1 (and
developmental math) as a bridge to a college education
Funding:
The Bill & Melinda Gates Foundation
The William & Flora Hewlett Foundation
Project Audience:
Algebra 1: Ages 13-16, first-time algebra
students
Dev Math: Ages 16-80, students have failed
math at least once
15. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
16. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
17. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
18. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
19. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
20. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
21. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
22. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
●virtual tutor (interactive video, graphics,
text)
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
23. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive animation,
●
graphics)
24. The details...
Instructional Elements
At the topic level:
warm-up (text)
●
presentation (video, audio, animation, and
●
graphics)
worked examples (audio and graphics)
●
problems (interactive text)
●
review (text)
●
text tab (online textbook)
●
At the unit level:
virtual tutor (interactive video, graphics, text)
●
project (text and graphics)
●
puzzles (game-based, interactive
●
animation, graphics)
32. OHSU Mission
Our mission is to facilitate lifelong
success by meeting the needs of the
21st century learner through
individualized, student-centered
instruction, innovative technology,
service learning, and personal
responsibility.
33. OHSU Mission
Unique to OHSU is our
commitment to share the
curriculum we have developed as
an open educational resource
usable by anyone at anytime
34. OER
Curriculum: Curriculum
Redesign
Feedback
Loop
Data Data
Supporting Curriculum Describing
Strategic Use Curriculum
Tutoring Performance
Student
Performance
Data
35. OER Curriculum: Teachers
Teachers are full-time
4 Office hours daily
4 hours grading,
tweaking OER
curriculum, & data
analysis
39. OER Curriculum:
Effective Results
• Each horizontal line is one student
• Each segment in the line is a course
• Column means nothing, just the first course a student is
taking, the second course, etc.
Segment color coding:
Red = F
Orange = D
Yellow = C
Green = B
Blue = A
41. Effective Results
• 80% of our students are passing the majority
of their classes
• CRT Scores are above the state average
• Ranked 6th in state in science
47. OER at
Montana Digital Academy
OER in K-12 Education Webinar
2012 Open Education Week
Jason Neiffer
Curriculum Director
Montana Digital Academy
48. About me…
• 13 years in the social studies, speech,
debate, computer science and journalism
classroom
• Long-time Moodle user
• Part time blogger:
http://www.techsavvyteacher.com
• Professional development speaker
• Doctoral student at the University of
Montana
• First Curriculum Director of Montana
Digital Academy
• Shameless self promotion:
http://www.neiffer.com
http://www.montanadigitalacademy.org
49. About MTDA
ESTABLISHED IN Montana Digital Academy is Montana’s statewide virtual school with
three progams:
2010 • Original credit courses
• Credit recovery courses
• Middle school world langauge workshops
http://www.montanadigitalacademy.org
52. Open Tools
Moodle Joomla Word Press
We use Moodle, the We use the very In Beta: Teacher
premere open powerful Content blogging platform
source learning Management replacing student
management System Joomla to announcements.
system. We use run our main We use EduBlogs
MoodleRooms as website. We serve as our enterprise
our enterprise 70,000 page view a WordPress system.
Moodle host. month.
http://www.montanadigitalacademy.org
53. Traditional Models
Barter Buy
Build Buddy
http://www.montanadigitalacademy.org
54. Traditional Models
Barter Buy
Build Buddy
http://www.montanadigitalacademy.org
55. Evolution to OER
Financial
Philosophy Flexibility
Quality
http://www.montanadigitalacademy.org
56. Our Libraries
NROC Open High School OCW Open Course Library
Connexions CK-12 Georgia Virtual Learning
http://www.montanadigitalacademy.org
57. Results
Majority of new courses use OER or
repurposed free online resources
Decrease in per-student costs
Increase curricular flexibility
Ability to share with partners
http://www.montanadigitalacademy.org
58. Next steps…
Use OER in Build staff Encourage
regular capacity to partner face-to- Develop/release
development adapt, modify face districts to our own OER
cycle and use OER adopt OER
http://www.montanadigitalacademy.org
60. Q&A
Thank you!
All materials will be
posted online.
Notes de l'éditeur
Howdy.
And media appears in the media window. If I want a larger image AND if I know I’m only going to be working with presentations from Algebra I, I can hide column 1 to get it out of the way…
Let’s look at how our playlist is shaping up. I click on the Playlist name in Column 1 to show the Playlist contents in Column 2.
We have three keystone projects at MITE,NROC, the National Repository for Online Courses,OCEP, the Online Course Evaluation Project, andthe MacArthur Series for Digital Media.Today, I’m going to tell you about NROC and OCEP
Welcome
Introduction
Mission is first and foremost at OHSUFounded by Dr. David Wiley in 2007Opened in 2009 with 125 9th gradersExpanded to 9-12 grades this year with 350 FT students and 50 PT students.
Creating, developing and sharing OER curriculum has served as a game-changer in the secondary education arena. Let me tell you a little bit about what that looks like for us at the Open High School of Utah:
First, before we even build anything, we audition our teacher candidates by giving them a list of potential resources, a list of tech tools we use, a standard from their content area and access to our LMS. They then have one week to build content. This process screens out those who aren’t serious, aren’t resourceful and persistent, aren’t tech-savvy, aren’t comfortable performing on camera and leaves us with the crème de la crème. Teachers then build courses from January through June the year before they teach the courses they build.
Our teaching model lends itself to a continual improvement process and a very tight feedback loop on curriculum adjustments. Teachers are full-time4 Office hours dailyAdditional 4 hours grading, tweaking OER curriculum, and data analysis
Teachers take one full year to teach through their courses prior to releasing them publicly.Teachers tinker. It’s what we do. But it is important that we tinker with the right pieces. That’s where the data comes in to give direction to the tinkering. This gives us the ability to work out any bugs in advance and allows us to release a better product. This process repeats year after year and results in multiple versions of our courses being released; all of which are customized to student needs.LMS collects/houses dataLeveraging tools for analyticsTailoring curriculum using data
Here is where we can get down to the nitty-gritty and examine the effectiveness of each question. This particular report gives measures that aid in analyzing and judging the performance of each question. In shows what percentage of the students selected each answer, how the highest scoring quiz takers answered the question compared to lowest scoring quiz takers and even takes the data and assigned an ‘overall difficulty level’ to the questions. And then there are other stats info, such as standard deviation, that most people (beyond proclaimed data geeks) will never be interested in!Teachers no longer just have a test grade to gauge effectiveness, they can now see which questions are most effective. If you see your highest scoring quiz takers miss the same question as your lowest scoring quiz question, you have to ask yourself: Do I need to revamp the question? Or do I need to revamp the curriculum? It gives you a starting point and suddenly we’re not just throwing darts in the dark.Tests not only gauge student comprehension but question and content effectiveness!
After we spend a year tinkering with and tailoring curriculum, Version 1.0 of all of our courses is publicly released each September. We rolled out ten semesters in September 2010 and an additional 20 semesters just last month. Version 2.0 of our 2010 courses will be released in January at www.ocw.openhighschool.org. These course shells are highly customizable and can serve as the backbone of any course you are interested in building. Go to site and review.
As you can see we go to extraordinary lengths to perfect our curriculum. So what? Is it effective? Take a look at the OHSU DNA chart, courtesy Dr. Wiley. 80% passing rate 2011, 76.3% 2010
In 2009 76.3 percent of our students were passing their classes. That percentage increased to 80% in 2010.
Above state average CRT scores, significant improvement in math: nine points in one year
Montana Digital/Whittier Union, sharing coursesOpen HS of CA
The objective behind creating open content is to create free and simple access to knowledge and information through collaboration and innovationNote to my faculty this fall illustrating the ripple effect of OER: You are all making a difference in more ways than you realize and I find myself more and more excited for our 10th grade curriculum release in September. I know making screencasts, combing through resources and putting it all together can be exhausting but keep it up and sleep well knowing that you are not only providing quality educational experiences for our Open High students but also for countless faces of many colors worldwide
I had a Principal from a school in Ethiopia stop by my office in August and thank me for all of the fabulous The Open High School of Utah curriculum that they were making good use of in Africa. It's humbling and gratifying at the same time.
When the Open High School of Utah was founded in 2008, we never imagined that our mission would spread across the globe as quickly as it has. Dare to share!