Saturday, June 2, 2018

OER in Brazil and Beyond

Tom Berger, the author of the recent Edutopia piece, The Uncertain Future of OER , is not adequately informed about all of the things that are happening with OER and I don't think he's thought through all of the processes that are happening as K12 begins to use OER more. The New America report released a few weeks ago is more comprehensive even though it, too, leaves out important issues, specifically, the role of teacher preparation programs in promoting OER. The New America report does get it right when it reports 
that OER enables teachers "to design and implement personalized learning experiences for students that traditional instructional materials cannot always support."

Neither of the above notices that the U.S may not be the leader in fully adopting OER in K12. It is likely that other countries that have less legacy textbook publishers and less education bureaucracies at all levels will leap frog the U.S. and begin to implement on a national basis. The new developments in Brazil, as noted by Nicole Allen of Sparc, might be an indicator that they're moving at least as fast as the U.S., if not faster. I can envision Brazil using some combination of translations of  Minnesota Partnership for Collaborative Curriculum material, Illustrative Mathematics material, Concord Consortium, and Phet material to create a Brazilian national curriculum that they make available on a Moodle platform and distribute via some variation of the Moodlebox and/or SolarSpell. That will happen while Microsoft is trying to take a bigger share of the U.S. K12 market away from Apple and Google, and while companies like LearnZillion monetize the Illustrative Mathematics OER content in the U.S.

Another example of a stable OER network is KlasCement, which has been around for about 20 years and has become part of the policy on open education of the Ministry of Education in Flanders, Belgium.

K12 is a significantly different 'market' than higher ed. OER implementation in K12 is not about saving students money, and it's not about creating a large repository; it's about providing agency to teachers and students. Lots of government entities who are the current providers of K12 content (including U.S. local school districts) will hesitate to give that much agency to teachers and students, but there are governments who understand that an educated citizenry is the key to prosperity and security. It's too bad that Edutopia sees the need to throw cold water on OER.

Sunday, April 22, 2018

Moodle and OER

“How can educators facilitate open learning between face to face and digital learning environments? What are the benefits of expanding learning into digitally open learning environments?" are questions asked by Verena Roberts on Twitter before the 2018 Open Education Global Conference in Delft. Combining MoodleNet with OER is a viable answer to those questions.

Open source Moodle works great to facilitate open learning between face to face and digital learning environments -  the term ‘digital learning environment’ does not mean Not face to face. Face to face can include digital learning and it can include online learning. I began using Moodle in a 3rd and 4th grade face to face classroom over ten years ago; I wrote about that experience here.

Facilitation between face to face and online digital learning environments was also a very conscious effort of the work I led at Augsburg University when we converted more than 400 courses from a face to face format to a hybrid format. The Higher Learning Commission was very interested in that facilitation when they re-accredited the program. We wrote about that work here and were acknowledged with a Best Paper award at the 2014 HLC Conference. Moodle was key to that work.

Moodle is uniquely positioned to both take advantage of the increased use of OER and to make a contribution to the increased use of OER. Moodle is already the most widely used LMS in the world, it is solidly open, and it already has a repository established for the sharing of Moodle courses and resources. That repository is soon to have some enhancements made to it and now is the time for Global Open Educators to make their voice heard about how they would like to see MoodleNet enhanced. Moodle could do more to make more educators aware of the repository and new options for using Moodle in the classroom. A MoodleCloud site is free for up to 50 users and very inexpensive for larger sites that use basic features. Too many open educators are not yet aware of MoodleCloud or the MoodleNet repository of courses.

The MoodleNet repository currently only lists 91 courses, and a course based on the popular OpenStax OER texts doesn’t appear in the search of those 91 courses. Building this repository with full featured Moodle courses consisting of OER content should be Moodle’s path forward leading open education. Moodle doesn’t need to re-invent an Open platform; that part is already done.

Moodle can follow the lead of non-open proprietary companies; one of them, Top Hat, has created a repository of OER texts which Top Hat hopes educators will then use with their non-open learning management system. There are also about twenty or more companies who have partnered already with OpenStax to provide LMS-like functionality for OpenStax’s OER books. The model of using OER texts in an LMS-like platform is well established. Moodle just needs to steer more open educators toward using a fully Open LMS with OER content. Expanded open learning in open digital environments that are face to face, hybrid, blended, or fully online is already more than a possibility.

Monday, March 19, 2018

The CCC System is Leading the Way in OER Stewardship

Addressing the sustainability of OER is important ‘If the field of OER is to continue on its trajectory from a nascent movement to the mainstream of education’ as Doug Levin urges in the introduction to the paper he authored with Lisa Petrides and C. Edward Watson, Toward a Sustainable OER Ecosystem: The Case for OER Stewardship. That paper explains what they're calling the CARE Framework. But, starting from a point of view that the sustainability of OER is somehow in question or in doubt is the wrong place to start. That’s a point of view put forth by the people who were making money in the old educational material business model, and also by those who want to make a quick profit in the new OER business model.

Open educational resources are not a fad; they’re not a phase; they’re not a subset of the traditional education publishing model. OER is the new way of sharing educational material.

In 2016 we spent the equivalent of about 60 Billion U.S. dollars on education material, globally. The number for 2017 will be even higher. Most of that money went to the traditional way of distributing educational material that was not openly licensed. The task at hand is to shift the spending that went to traditional copyright publishers to instead paying for faculty to learn how to use openly licensed digital content with their students in dynamic ways that enable new opportunities for all kinds of learners. In addition to faculty professional development, some of that money will need to be shifted to paying for the maintenance of the libraries and repositories where the OER is stored and made easily available. Some of that spending will need to go to pay for the creation of new openly licensed content, especially in those areas that aren’t currently being served well.

The first step in shifting that spending, though, is to shift our thinking about OER from one of scarcity to one of abundance. We have the tools we need and we have more than enough money; we just need to collectively make the shift.

The inevitable shift to an OER abundance will occur more quickly if more institutions who have a stake in educational materials become active stewards of OER and begin consciously and explicitly applying the CARE framework. To date, too many educational institutions have farmed out the stewardship of OER to for profit companies who wrap OER in additional materials that could also have an open license, but are sold instead as value add-ons.

A notable exception to this unfortunate trend is the California Community College (CCC) system. The CCC has set out to create a sustainable OER ecosystem. The CCC proposes “to create the California Community College OER Initiative (CCCOERI) that serves to coordinate OER activities in the CCCs, including content curation, review, modification, and development; ancillary resource curation and development; and the provision of support to address copyright, accessibility, technical, and other related issues (e.g., print on demand).” When all of the institutions in the AAC&U begin to emulate the efforts of the CCC system, the CARE Framework will be solidly in place. Thank you, California Community College system, for leading the way.

Sunday, October 22, 2017

OER, The Commons, and K-12

In his keynote address at the OpenEd17 conference, David Bollier talked about the commons, or self-organized social systems for managing shared wealth. The U.S. K-12 public school system is a good example of a collection of institutions that serve the commons. 90% of the schools in the U.S.  are managed by public governmental entities that have authority to tax the citizens of the commons.

 Karen Cangialosi suggests that open education can enable us “to model the value of knowledge as commons in a way that shifts our thinking and practices towards the sharing and maintenance of all commons such as water, forests, soil, air and seeds.” The use of open educational resources and open pedagogy are still in an emergent stage in the U.S. K-12 system even though some forms of open education have been around since the 1960s. Realizing the potentials that Karen invokes will be much more likely if OER and open pedagogy begin in K-12 and not just higher ed.

Implementing new things in K-12 is complicated. In my previous blog post I mentioned the tweet exchange at OpenEd17 that included TJ Bliss’s suggestion that a lack of trust in the K-12 education system was a key barrier to #OER growth. I doubt that lack of trust is the key barrier. Most parents trust the teachers in the schools where they drop their kids every day. A lack of deep experience with how the very complicated U.S. K-12 system functions is a much bigger issue for parents, the general public, most philanthropists, politicians, and journalists. The incentives to adopt OER and open pedagogy are different in K-12 than they are in higher ed, and the lift is heavier in K-12 than in higher ed because curricular decision making is usually more systemic in K-12.

There are not many benefits of adopting OER  in K-12 unless the OER is used in a fully functioning learning management system, because as Karl Nelson, the COO of Illustrative Mathematics, said in his presentation at OpenEd17, 'the printed copies that Illustrative Mathematics sells to school districts don’t actually save the school districts money in the long term.' To really make a difference in K-12 teaching and learning, OER curriculum needs to be used in a learning management system that provides digital formative assessment, collaboration, feedback,  the ability for the student to take the digital copy of the content and all of their work and feedback with them,  and all of the kind of analytics that are currently being provided in higher ed by third parties for a fee.

In K-12, we have the opportunity to build the commons instead of make private for-profit companies richer. When we provide professional development so that our teachers have the ability to manage all of the wraparound abilities that are being sold to higher ed faculty in the current OER delivery models, we make the commons better.  

206 public school districts have trusted the Minnesota Partnership for Collaborative Curriculum to create 40 complete OER courses. Here’s a video about that work. After creating the courses, the next step is providing the professional development so that teachers have the skill and experience necessary to use OER courses with their learning management systems . SABIER is the non-profit that I founded to take the K-12 part of the commons to that next level.

My first effort organizing open staff development was in 1997 when I created a NiceNet community for Minneapolis Public School middle school math teachers who were implementing the then new Connected Mathematics Project (CMP) curriculum. (CMP has a lot in common with the newly released Illustrative Mathematics curriculum. The big difference is that IM is OER, CMP is not.)  The experience every year since of leading efforts implementing specific curricula and a variety of technological tools and systems continues to convince me that teachers are very capable of doing the heavy lifting when given necessary support. There are a lot of moving parts to the K-12 system, though, and getting to the necessary consensus for successful innovation takes time. But, It’s worth it

Bolstering K-12 teachers to implement full course OER curricula will lead to more use of OER in higher ed, and K-12 teachers will be able to show higher ed faculty how to use the features of their LMSs so they can wean themselves from a dependence on 3rd party for-profit vendors. The commons will be better.

SABIER will have cohorts of 3rd Grade Science, 5th Grade Science, 8th Grade Science, Biology, Physics, and Chemistry beginning for the 2018-19 school year.  If you would like to contribute to the support of a public school teacher becoming proficient at using OER curriculum with interactive digital tools that provide formative assessment, collaboration, feedback, and the ability for the student to take the digital copy of the content and all of their work and feedback with them, send your check to the attention of Danielle Ganglehoff at Propel for Non-Profits, Suite 600, One Main St. SE, Minneapolis Mn, 55414. Please, put ‘SABIER’ in the memo line.

Tuesday, October 17, 2017

#OpenEd17, Stong Women, and OER in K-12

As has been previously cited on Twitter, there were lots of strong women on the site of OpenEd17 in sight of the magic kingdom. Fireworks exploded out my window every night as I was drifting off after a full day of conferencing. My hands-down favorite keynote of OpenEd17 was the panel presentation on the first morning led by Cherylee Kushida and Jodi Coffman from Santa Ana College. The students on the panel explained and illustrated why and how we need to use Open Educational Resources. Very simply, OER makes education possible. When a teacher uses OER with digital tools effectively students are more engaged in learning.

Dr. Raúl Rodríguez, Chancellor, Rancho Santiago Community College District was a close second choice for best keynote. His welcome and opening was succinct, sincere, and authentic.

My favorite presentation of the conference was the group from Arizona State University - Laura, Lorrie, and Lev. SolarSPELL is the future. It’s wonderful. I’m looking forward eagerly to SolarSpell-SABIER collaborations.

The best vendor table was SERP - Strategic Education Research Partnership. Their commitment to supporting teachers in public education is refreshing in this era when we have so many new groups who want to re-think, re-imagine, and re-work public schools into private schools operated with public money, or charter schools, as they’re called here in Minnesota where that fascinating experiment in support of the commons was given birth. Thank you, Allie Huyghe, for showing off how Word Generation works. Generating words is, after all, the basic step in OER.

The real joy of the conference was all of the many informal conversations with so many creative, passionate educators. That was inspiring. I was delightfully affirmed when Verena Roberts thanked me for suggesting during the comments portion of Cathy Casserly’s keynote that K-12 might be a system to examine for ideas on DEI - Diversity, Equity and Inclusion. Verena gets K-12 and OER in K-12. She knows more than a little about diversity, equity, and inclusion, too.

Another of those conversations happened when I sat down in my seat on the flight from Minneapolis to Orange County. In the seat next to me was a chemistry teacher from a Minnesota high school that uses MPCC curriculum. She was headed to the conference, too. She will be in the cohort of chemistry teachers who will participate in SABIER’s professional development sequence beginning in August of 2018. SABIER’s PD sequence will be a hybrid of face to face and online collaborative sessions, some synchronous and some asynchronous. The goal of the sequence is that all of the teachers participating will become masters of teaching chemistry using digital, interactive OER curriculum. Students will have frequent formative assessment and all of their learning projects will be aligned to standards. All of the teachers in the cohort will be chemistry teachers.  A faculty advisor from a higher ed institution (TBD) will participate in the cohort - informal conversations with administrators and faculty from the U of Mn, the MN State system, and from several other states happened at the conference, too.

I was disappointed that I didn’t get to meet many other public school teachers from other states. I don’t think there were many at the conference; that’s something that would benefit future OpenEd conferences. I did attend the session presented by teachers from the charter school that was founded by David Wiley, Mountain Heights Academy. It was affirming to note that they use a Moodle LMS for their OER platform. That’s the platform that we, too, prefer because of the open source repository that Moodle maintains. I was surprised to notice the lack of diversity in their staff, though; it’s not like any public school I’ve seen recently. When I asked about it, I was told that in Utah teaching is seen as a mothering role. Hearing teaching characterized as a mothering role is not consistent with the 16 years I spent teaching in an Open School in the Minneapolis Public Schools beginning in 1996 (some years before the first OpenEd conference) where I didn't consider that I was either a mother or father to my students; I was their teacher.

I also attended the session presented jointly by the Middletown public school superintendent and a VP from Education Elements. They appear to be doing great things with digital OER curriculum. I’m uneasy, however, with partnerships between public schools and vendors of proprietary platforms which their ‘player’ seems to be. I’ve disagreed with one of the Education Elements board members, Michael Horn, many times in years past.  I commented on his Disruptive book and he responded in the post previous to this one. Searching on ‘Horn’ on my blog will bring up more. I trust the Middletown public schools, I have a lesser level of trust with a for-profit company like Education Elements.

The most interesting, IMO, tweet exchange of the conference was the one that began with  “ @tjbliss naming lack of trust in the K-12 education system as a key barrier to #OER growth.” I don’t think TJ has any evidence to support that opinion. When he was at the Hewlett Foundation, though, TJ invested a bunch of money in orgs that don’t really trust teachers with the 5Rs of OER. One of those orgs, UnBoundEd, seems to not really be sure how to go about showing teachers how to use OER curriculum with interactive digital tools.  

UnboundEd just announced their institute at the Westin in Los Angeles this next February. They break their cohorts into multi-grade clusters of either math, ELA, or Leadership not unlike the cohort model that SABIER uses. The general difference between the UnboundEd approach and the SABIER approach to professional development is that UnboundEd is about $4400 per teacher for a week at the Westin in sunny L.A. with a group from Anywhere, USA made up of teachers that teach in grades close to the same level, while SABIER does hybrid cohorts for the full academic year that include higher ed faculty, are grade and discipline specific, state standards specific, and LMS specific. SABIER charges $2500 per teacher per year and insists that the district chip in PD stipends for the teacher. SABIER also assists districts in acquiring philanthropy and foundation support to pay for the professional development. It’s probably good for the OER K12 movement to have different models of professional development - some people like a week at the LA Westin; some people prefer PD embedded in the teaching and learning on a weekly basis throughout the year. The principal I met with yesterday in the Red River Valley while beet trucks were driving past on the street has options.

Another of TJ’s investments was in OpenUpResources/Ilustrative Mathematics whose COO said in his presentation at OpenEd17 that he doesn’t think that the printed copies that they sell to school districts actually save the school districts money in the long term. OpenUpResources has some kind of deal with Microsoft One Note (which almost no schools use) but not with Google Classroom (used by most U.S. K-12 schools), and they don't really support LMSs. So, if the paper versions don’t save any money and they’re not set up to work out of the box with Moodle, Schoology, Canvas, or Google Classroom, I would think that might be a barrier to OER Growth.

SABIER will have cohorts of 3rd Grade Science, 8th Grade Science, and Chemistry beginning for the 2018-19 school year.  If you would like to contribute to the support of a public school teacher becoming proficient at using OER curriculum with interactive digital tools that provide formative assessment, collaboration, feedback, and the ability for the student to take the digital copy of the content and all of their work and feedback with them, send your check to the attention of Danielle Ganglehoff at Propel for Non-Profits, Suite 600, One Main St. SE, Minneapolis Mn, 55414. Please, put ‘SABIER’ in the memo line.

And, if you want to come to a conference to learn more about OER in K-12, I’ll recommend TIES 2017, or the cmERDC National User Conference, or the Mn eLearning Summit. I expect that there will be even more sessions on OER in K-12 public schools than the multiple sessions at each in recent years. None of those conferences I mentioned are usually held at the Edina Westin, though. But, it’s close enough if you want to stay there, and the women are always strong in Minnesota, and ….

Tuesday, October 3, 2017

Digital #OER and Inclusiveness

Let's talk about what inclusiveness in Open Education is not.

In a recent very comprehensive Education Dive piece about OER in K12 and the need for administrators to consider teachers' professional learning needs in using digital, OER resources, the OER program manager for the Office of the Superintendent of Public Instruction in Washington was quoted as saying, "teachers need to think about what materials will need to be printed to ensure that students have equal access to the materials if they don’t have reliable internet access at home."

Printing out paper copies of books for students who you think can't afford internet access is not being inclusive; it's keeping them stuck in the place where they're at. How can the office of superintendent of public instruction of the state of Costco, Starbucks, Microsoft, Amazon, PACCAR, and Weyerhaeuser actually think that all students in their state don't deserve equal access to the internet and devices to use on the internet?

It's true that the office of the superintendent of public instruction might need to re-think a few of their processes of keeping track of who knows what, and lots of school districts are going to need to get serious about teaching their teachers how to use digital OER effectively, but those are small Idaho potatoes compared to the benefits that the state of Washington will accrue. Using digital OER will enable Washington's teachers and students to use all of the benefits of OER. OER allows teachers and students to retain, (way easier when it's digital) revise, remix, redistribute, and reuse. Have you tried to revise and redistribute a paper copy of a 3rd grade science textbook? How about translating a paper book? Washington has more than a few languages spoken in the homes of students. How about listening to a paper book? Listening to text enables learning for lots of people, not just the ones with long bus rides.

The time, money and energy spent printing out those paper OER textbooks would be much better spent lobbying Costco, Starbucks, Microsoft, Amazon, PACCAR, Weyerhaeuser (well, OK, Weyerhaeuser makes paper, so maybe they'll be slow to chip in.) But, between them you'd think just Microsoft and Amazon would be able to figure out how to get all of the students of Washington state and their families connected to the internet and have a device to use on it. And, I even know a few people in Minnesota who will help out with the teacher professional development.

But, let's quit pretending that we're being inclusive by printing paper OER books. That's just being short sighted.

Tuesday, September 26, 2017

#OER Adoption in K12 - slotting into technology

The recent report by the  Babson Survey Research Group, What We Teach: K-12 School District Curriculum Adoption Process, 2017 is a very useful starting point for looking at OER adoption in K12 school districts. The reported finding that "Being able to slot any new curricula materials into the district's existing technology is critical across all types and sizes of districts" was especially interesting because of the lack of specificity cited about what it means to 'slot curricula materials into the districts existing technology.'

Slotting curricula into existing technology can mean a lot of different things.  For instance, the curricula material can be:

A: presented by the teacher via a digital projector or white board  with student work collected and scored on paper;

B: presented in html and viewed with wifi devices with student work collected and scored on paper;

C: presented in OneNote and viewed with wifi devices and student work collected and scored via OneNote via the wifi devices;

D. presented in Google docs with student work collected and scored via Google docs;

E. presented in an LMS with student work collected via the tools available in the LMS.

There are other possible combinations of using technology, too. An alternative might be to use the centuries old technology of presenting the OER curricula materials on paper with student work collected on paper. It is unlikely that if the curricula material is presented on paper that student work will be collected and scored via electronic technology. Presenting the curricula materials on paper with student work collected on paper has the advantage of requiring the least amount of professional development for teachers. Paper versions are impractical, however, for revising, retaining, remixing, reusing, and redistributing the OER curricula materials. If a district is not taking advantage of the 5 Rs and buying printed copies of OER materials, they're simply buying the cheapest version of curricula materials available.

Presenting the curricula materials in an LMS and collecting student work via the tools available in the LMS is the method that affords the most flexible use of revising, retaining, remixing, reusing, and redistributing the curricula materials.  Using an LMS also enables multiple methods of collaboration and assessment that aren't available with the other methods. Of course, the issue with using an LMS is that it requires more professional development than any of the other methods. That's why we created the Stone Arch Bridge Initiative for Education Resources, SABIER. The idea is to take the money that’s currently being spent on textbooks and instead use it to pay for teachers to acquire the training and skill to make full use of the collaboration and assessment features of the LMS and to maximize the permissions of OER for revising, retaining, remixing, reusing, and redistributing. 

The Babson report's finding that there are more districts using OER than there are districts who understand the meaning of OER suggests that there's plenty of work yet to be done.