Data Dreamers OCW OER Final Project

1. EDUCATIONAL GAME CHANGER:
INFORMATION TECHNOLOGY
OPEN COURSEWARE
STACY BARBOUR
JAIME MANFREDONIA
F I N A L P R O J E C T
B U S 3 2 5 . 0 2
P R O F E S S O R C U R T I S I Z E N
D E C E M B E R 1 1 TH, 2 0 1 4
&
OPEN EDUCATIONAL RESOURCES

2. Background
IT’s Delivery Channel – The Internet
 Has changed the shape of society, business and learning. Allowing for greater efficiency
in countless areas.
 Learning:
 Instant access to virtually infinite information.
 Collaboration and learning from each other. It enables creating more value and generating more ideas
than each could alone.
 Administrative – registration, accessing grades, communications with staff, faculty and classmates.
 Society
 Connects people from all corners of the globe; brings together cultures and languages.
 Health related services.
 Social networking.
 Entertainment.
 Business:
 E-commerce.
 Data, data and more data!
 Business Intelligence.
 Offers unique experiences
 Mobile technology has only enhanced the possibilities

3. Current Issues in Higher Education
 Average cost of attaining a 4-year higher education
in the United States is prohibitive:
 Full-time college attendance cost averages from $13,648 to
$42,962 per year. [1]
 While educational attainment rates have increased since the
1990s, graduation rates hover around 32% in the United
States and 23% in countries included in the Organization for
Economic Cooperation and Development. [1]
 Non-attendance and reasons for attrition include
high costs, low motivation or college-level skills and
family or financial responsibilities.

4. Current Trends In Educational Attainment [1]

5. Why Is This Important?
 In the United States, those with a Bachelor’s Degree
or higher show the lowest levels of unemployment
across all age groups from 20 to 64. [1]
 This group also earns more per year on average than those
with lesser educational credentials.
 “65 percent of U.S. jobs — almost two- thirds — will
require some form of postsecondary education by
2020”. [3]
 Alternatives to traditional education/degree granting
programs may help bridge the gap in educational
demands.

6. Earnings and Unemployment Rates by
Educational Attainment [2]
Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers.

7. Attainment Levels Needed for Future
Jobs in U.S [4]
Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers.

8. Online: The Future of
Education
• Over 7.1 million students, or 33%, took at least one online course in 2013.[7]
• For the 11 years the Online Learning Consortium has conducted it’s annual
survey on the state of online learning, each year has seen increases in online
enrollment that exceeds overall higher education enrollment.[7]
• Chief Academic Officers (CAOs) rate learning outcomes in online education as the
same or better to the traditional face-to-face experience.
• Those that gave online learning a ‘negative’ grade were those who did not offer
online courses.[7]
• 66% of CAOs agree that offering online courses is crucial to their institutions long
term strategies. Many see it as a way to gain visibility and attract students. [ 7]

9. MIT: Pioneered Free and
Open Education
• In 2000, the Massachusetts Institute of Technology (MIT) decided to
publish their course content online, making it available instantly
worldwide.
• “Simply put, OpenCourseWare is a natural marriage of American
higher education and the capabilities of the World Wide Web,” ; MIT
President Charles Vest.[6]
• By 2014, their OCW site has received over 125 million visits by 71 million
visitors from virtually every country in the world.[5]
• 1 million visits per month, PLUS half that amount for translated
materials.
• Platform has grown from 32 to over 2,150 courses.
• Program has influenced over 200 similar projects at universities all
over the world.

10. MIT: Pioneered Free and
Open Education
• They hoped that their free curriculum materials would impact third-world
countries. By allowing their materials to be the information could
potentially help develop innovative infrastructure and institutions.
• Approximately 54% of web visits originate from outside of the United
States.
• 80% of visitors rate their experience as positive or very positive. [6]
• Educators rate the service as contributing to their teaching. [6]
• In the next decade, MIT hopes to increase their reach to a billion people!

11. MIT’s OCW Impact
Globally Audience
Source 5. “Site Statistics”

12. What are they?
Open Courseware
Open Educational
Resources
• High quality courses or
lessons created by
universities.
• Published for free and
available to the public via the
internet.
• Normally do not grant
certifications, degrees or
access to faculty.
• Offered in a wide variety of
subjects and disciplines.
• All educational resources:
• Textbooks, research articles,
lectures, simulations, videos,
software, curricula, podcasts
etc.
• Can be licensed through an
open copyright such as the
creative commons, or be
public domain.
• Are free to be accessed,
disseminated, re-used and
modified.

13. Guiding Principles
Free and open sharing of information and education can power enhancements in
teaching and learning around the world.
• Education is sharing; without one sharing their knowledge with another, there is
no learning or education.
• The internet as a powerful tool: the costs associated with accessing and printing
materials digital materials is negligible compared to producing or purchasing the
same materials. Open access lowers costs.
• Allowing revisions on materials heightens quality of these works through
improvements. Also provides educators with control of how these materials are
presented.
• Open teaching allows educators to learn from others as well in order to improve
their courses, materials and pedagogical methods.

14. Who’s Using OCW/OER?
Source 5. “Site Statistics”

15. Future Directions
• Educational institutions are looking into ways to provide recognition for course
completion.
• MIT and Harvard have begun offering more structured courses that may grant
credits or certifications for completed courses and allow for student and teacher
collaboration, evaluations and participation.
• The number of institutions offering Massive Open Online Courses (MOOCs) has
doubled in between 2012 and 2013, but there are concerns about confusion
between these types of credentials and those of accredited degree granting
programs. Approximately half of the institutions surveyed are unsure if they will
implement a MOOC, but about 10% are planning to. [7]
• Calling upon promotion of OER internationally, the COL and UNESCO have
worked a plan that will promote this invaluable new way to learn
• Countries located in Asia, Africa and the Pacific have held online forums to
develop guideline, policies and processes for implementing OER programs.

16. What Do YOU Want to Learn Today?
Try a course or check out educational materials from any
of these awesome OCW providers!
 Kahn Academy
 MIT OpenCourseWare
 EdX
 Saylor Foundation
 Open Education Consortium
 Yale
 Open.Michigan
 Carnegie Mellon

17. References
1. U.S. Department of Education, The Condition of Education 2011
(NCES 2011-033), (National Center for Education Statistics, 2011).
2. "Earnings and Unemployment Rates by Educational Attainment." U.S.
Bureau of Labor Statistics. U.S. Bureau of Labor Statistics, 24
Mar. 2014. Web. 01 Dec. 2014.
<http://www.bls.gov/emp/ep_chart_001.htm>.
3. "A Stronger Nation through Higher Education." Lumina Is Committed to
Enrolling and Graduating More Students from College. Lumina
Foundation for Education, Inc, June 2013. Web. 01 Dec. 2014.
<http://www.luminafoundation.org/stronger_nation/report/main-narrative.
html#3>.
4. Lingenfelter, Paul E. "The Knowledge Economy: Challenges and
Opportunities for American Higher Education." Game Changers:
Education and Information Technologies. Educase, 2012. 9-24.
PDF.

18. References
5. "Site Statistics." MIT OpenCourseWare. Massachusetts Institute of
Technology, 2014. Web. 01 Dec. 2014.
<http://ocw.mit.edu/about/site-statistics/>.
6. Massachussetts Institue of Technology. “2005 Program Evaluation
Findings Report MIT OpenCourseWare.” Publication. Cambridge.
2006. Pdf.
7. Allen, Elaine, and Jeff Seaman. Tracking Online Education in the United
States. N.p.: Babson Survey Research Group and Quahog Research
Group, LLC, Jan. 2014. PDF.
8. Oblinger, Diana G. Game Changers: Education and Information
Technologies. Educase, 2012. PDF.
9. Smith, Vernon C. "Scaling Up: Four Ideas to Increase College Completion."
Game Changers: Education and Information Technologies. N.p.:
Educase, 2012. 105-14. PDF.
10. Wiley, David, and Cable Green. "Why Openness in Education?" Game
Changers: Education and Information Technologies. N.p.: Educase,
2012. 81-89. PDF.