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Start – “Coal Mining” / 3:49 - end. How Digital, Networked Technologies and Sharing Changes Education Dr. Cable Green eLearning Director.

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Presentation on theme: "Start – “Coal Mining” / 3:49 - end. How Digital, Networked Technologies and Sharing Changes Education Dr. Cable Green eLearning Director."— Presentation transcript:

1 Start – “Coal Mining” / 3:49 - end

2 How Digital, Networked Technologies and Sharing Changes Education Dr. Cable Green eLearning Director

3 Let’s talk about the big trends & how to prepare for inevitable change & how Washington Higher Education can think in new ways to leverage digital, networked technologies…

4 “We are in the midst of a technological, economic, and organizational transformation that allows us to negotiate the terms of freedom, justice, and productivity in the information society” Yochai Benkler

5 Yes… We Really are Networked… seamless connection of people, resources & knowledge digitization of content mobile, personal global platform for collaboration outsourcing Anyone notice our global economy?

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7 "According to an IBM study, in 2010, the amount of digital information in the world will double every 11 hours."

8 And we can make all of our “digital stuff” available to all people… and most of it will get used... by someone.

9 “Long Tail” of Publishing long tail $ Harry Potter Hyper-geometric partial differential equations

10 We All Get to Participate

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13 And they want services like this: Backup

14 So how do we prepare students for jobs that don’t yet exist, using technologies that haven’t been invented, to solve problems we don’t even know are problems yet?

15 (1) Engage Participatory / “Web 2.0” Tools & Practices

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17 RSS

18 Social Networking

19 Share Photos

20 Wiki

21 Share Slides (and use others’)

22 Share Video

23 Blog

24 Tweet

25 (2) eLearning Why call it “eLearning?”

26 “Distance” is about geographic separation. “eLearning” is about leveraging the unique affordances of digital, networked technologies to support new ways of learning in new spaces.  Online, Hybrid, Enhanced “eLearning”

27 Going to Web and Mobile

28 20,583

29 Ongoing eLearning Growth Over 96,600 students learn online each year + 34,000 Hybrid Online FTE up more than 22% Hybrid FTE up more than 45% 18% (and growing) of all state instruction is delivered via online or hybrid instruction. 29

30 Ongoing Online Learning Growth 45% of all CTC graduates earn 15 or more credits online or hybrid 23 colleges offer 86 different degrees and certificates online 16 colleges offer an AA degree online 30

31 Why does this growth matter?

32 Educate More Citizens HECB Master Plan  I. Raise educational attainment to create prosperity, opportunity Policy Goal: Increase the total number of degrees and certificates… By 2018, raise mid-level degrees and certificates to 36,200 annually, an increase of 9,400 degrees annually.

33 Online + Hybrid Learning Gas / Trips / CO 2 Savings 2.2M round trips avoided  = reduced traffic congestion 3.3M gallons of gas saved 64.4M pounds of CO2 not in the air 33

34 (3) Open Educational Resources

35 When we cooperate and share, we all win  Faculty have new choices when building learning spaces.  …the more eyes on a problem, the greater chance for a solution. Affordability: students can’t afford textbooks Self-interest: good things happen when I share It’s a social justice issue: everyone should have the right to access digital knowledge. Why is “Open” Important?

36 Definition of OER Digitized materials, offered freely and openly for educators, students, to use and re-use for teaching, learning and research.

37 OpenLearn (UK) - DEMO OpenLearn (UK) OCW – MIT (MIT HS) OCW – MITMIT HS  China Open Resources for Education has translated 109 MIT OCW courses into Simplified Chinese. China Open Resources for Education Rice Connexions (a few) Open Content Repositories

38 The Old Economics Print, warehouse, and ship a new book for every student

39 The New Economics Upload one copy, and everyone uses it simultaneously Making copies, storage, distribution of digital stuff = “Free”

40 Why do we Need Open Textbooks? 2005 GAO report: College textbook prices have risen at twice the rate of annual inflation over the last two decades

41 Why do we Need Open Textbooks? The College Board reported that for the 2007 through 2008 academic years each student spent an estimated $805 to $1,229 on college books and supplies…

42 Why do we Need Open Textbooks? The gross margin on new college textbooks is currently 22.7 percent according to the National Association of College Stores.

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44 May, 2007: Dept of Ed.

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47 Comparison of Statistics Textbooks Publisher: WileyWileyOpen: Connexions & QOOPConnexions QOOP Downloadable version: $77.50 Downloadable & online versions: FREE Printed bound version: $ new $ used Printed bound version: $31.98 new

48 Why so urgent?  Consider One High Enrollment Course: English Composition I 37,226 enrollments / year X $100 textbook = $3.7 Million + (cost to students)  What if we looked at 100, 200, 300 high enrollment courses?

49 We must get rid of our “not invented here” attitude regarding others’ content  move to: "proudly borrowed from there" Content is not a strategic advantage Nor can we (or our students) afford it Hey Higher Education!

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53 What Happens if we Don’t Change? Google, Amazon, Apple, Open Source, Open Content, Open Textbooks… Higher Education Functional Possibilities Time Harder to catch-up … Or even understand.

54 54 How is the fiscal health of your local newspaper?

55 55 “We will cultivate the culture and practice of using and contributing to open educational resources.”

56 But using open educational resources – and contributing to them – requires significant change in the culture of higher education. It requires thinking about content as a common resource that raises all boats when shared. (p.11) 56

57 WA Legislation SSHB1946 – two big ideas – share technology and share content. SSHB1946 (v) Methods and open licensing options for effectively sharing digital content including but not limited to: Open courseware, open textbooks, open journals, and open learning objects… 57

58 Student Advocacy WA CTC 2009 Student Voice Academy (1) CUTTING TEXTBOOK COSTS  “The high cost of textbooks is a burden to students….” #1 Issue two years running…. 58

59 Opening 81 Common Courses Gates + Legislature + SBCTC + Colleges “Open Course Library” Designing 81 highest enrolled courses Courses will be Digital – can be taught online, hybrid, web-enhanced and/or faculty can re-mix Open CC Licensing – everyone has access < $30 textbooks … or Free  81 courses enrollments = $52M+ / year in textbook costs Develop a culture of sharing content in the WA CTCs 59

60 Federal Movement on Open? Obama’s American Graduation Initiative  $50M / year for the creation of open courseware Senator Dick Durbin (IL)  $15M / year: Open Textbooks Undersecretary of Education Martha Kanter  OER leader when Foothill-De Anza Community College District Federal Research Access Act of 2009  increasing public access to academic research that is funded by the federal government (free after 6 mos) 60

61 Important Messages are: This is not about mandated curriculum. All stakeholders need to be in the discussion. Open resources provide more choice for faculty and lower costs (& increased access) for students. 61

62 NEW HE Models are En Route

63 Choices: (1) Open up and leverage global input OR (2) close up shop

64 Think Big Crazy Ideas…. We could share all of our instructional digital resources including: courses, textbooks and library resources … and use others’ digital materials. Publicly funded digital content = openly licensed and freely available to those that paid for it.

65 Blogs: Twitter: cgreen Dr. Cable Green eLearning Director (360)


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