Joseph Hardin

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Open Scholarship in the Early 21st Century

• Joseph Hardin
• Mujoresearch.org
• Ontario College of Art and Design

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Open Scholarship

• Ian talked about a number of Open efforts
• Open Source Software like Sakai
• Open Access to scholarly work
• Open Data to improve scientific processes
• Open CourseWare and Open Educational Resources
• Open Textbooks
• Open Teaching

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Focus Of This Talk

• Open CourseWare and Open Educational Resources
• Recent research on OCW/OER among faculty and
  students
• The recent interest in Open Teaching in the form
  of MOOCs
• How OER and MOOCs build on each other
• How a commitment to Open Initiatives can become
  part of education's Core Business, and can move
  us forward in the coming years

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OCW - Faculty Studies

• An ongoing series of studies looking at what
  faculty and students think about OCW/OER and
  whether or not they plan to use or contribute
• Do they see some aspects of OCW as valuable?
• Would they use OCW?
• Would faculty contribute their own course
  materials to a local OCW site?

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The Four Surveys

• Danubius University of Galati, Romania
• Severin Bumbaru, severin.bumbaru_at_univ-danubius.ro
• Andy Pu?ca, andypusca_at_univ-danubius.ro
• Universidad Politecnica de Valencia, Spain
• Aristóteles Cañero, acanero_at_asic.upv.es
• University of Cape Town, South Africa
• Cheryl Hodgkinson-Williams, cheryl.hodgkinson-will
  iams_at_uct.ac.za
• Glenda Cox, glenda.cox_at_uct.ac.za
• University of Michigan, USA
• Joseph Hardin, hardin_at_mujoresearch.com

See http//mujoresearch.org
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Instructor Potential Use
55 to 92 would use Open CourseWare in their
class materials
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Student Potential Use
72 to 87 of students would use OCW materials in
their studies.
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Intention to Contribute/Publish Teaching Staff
45 to 86 would contribute their course
materials to local OCW site.
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Teacher Contribution
52
40
Tenure-track
GSI
48
42
Clinical
Lecturer
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'Contribution Willingness' vs 'Time as
Faculty'UM 2010 survey Younger faculty more
willing
More Willing To Publish OCW
More Time as Faculty
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Participation increases Interest

• Statistically significant, increasingly positive
  correlation between familiarity and intention to
  contribute for Tenure-track, Clinical, Lecturer
  faculty (older instructors)
• The more faculty know about OCW/OER the more
  interest in it they have, and the more willing
  they are to participate.
• We will see this in Open Teaching/MOOCs also.

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Key Survey Results

• There is a considerable base of support among
  teaching staff at schools for OCW use and
  contribution
• Participation increases interest virtuous
  circle
• Now, what about Open Teaching, and how does
  OCW/OER relate to MOOC creation?
• First, How is a MOOC different from traditional
  Distance Education?

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Traditional Distance EdStudent as Isolate
Graphic John Seely Brown
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MOOC Social Ed P2PStudent as Co-Participant
Graphic John Seely Brown
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Social P2P

• When you think about the emergence of social
  tools or media or applications, you are seeing
  the power of Person To Person (P2P) methods
• Finding each other... one of the powers of the
  net
• Then working with, helping, learning from,
  impressing, motivating each other
• Think of what makes FaceBook, or WikiPedia work
  finding a group of people with similar interests,
  and letting/helping them participate

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MOOCs Experiences

• Students learn by interacting with other students
• the discussion lists were the most important
  part of the experience - (Johns Hopkins MOOC
  teacher)
• The ones I have study groups with people, those
  are the ones I finish,(MOOC student)
• We've always known that students teach each other
  study groups, recitations
• Even more remarkable were the 270 self-directed
  teams that formed to work on their course
  projects and share ideas. (Stanford MOOC)
• In a MOOC you can always find someone to help you
  over a learning hurdle P2P learning

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MOOCs Amplify P2P
Where before you had 10-50 possible partner
participants, now you have 500-5,000-10,000
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• So, to personalize learning, make the class
  bigger.

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OCW/OER Foundation of MOOCs
Building the culture for one prepares the ground
for the other.
John Seely Brown
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Survey of MOOC TeachersOriginal video
OERMOOC
http//chronicle.com/article/The-Professors-Behind
-the-MOOC/137905/idoverview
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Changing Minds By Participation

• Participating in Open activities can change
  faculty minds we saw this in OCW, so it is with
  MOOCs
• By the time his six-week course was over, the
  Princeton professor had changed his mind about
  what online education could do. Mr. Sedgewick now
  classifies himself as "very enthusiastic" about
  virtual teaching, and believes that soon "every
  person's education will have a significant online
  component."
• Nearly one-third of professors surveyed were
  "somewhat" or "very" skeptical about online-only
  courses before teaching a MOOC. Now more than 90
  percent are enthusiastic about online classes.
• http//chronicle.com/article/The-Professors-Behind
  -the-MOOC/137905/idoverview

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Participation Increases Interest
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This also reflects back on classroom teaching
And, remember, these teachers usually had NO
previous experience with online teaching. See
above.
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Goal Also to Improve Residential Ed

• In May 2012, when the presidents of Harvard
  University and the Massachusetts Institute of
  Technology announced that they would enter the
  MOOC fray with 60-million to start edX, they
  were emphatic that their agenda was to improve,
  not supplant, classroom education.
• "Online education is not an enemy of residential
  education," said Susan Hockfield, president of
  MIT at the time, from a dais at a hotel in
  Cambridge, "but an inspiring and liberating
  ally."
• MIT and Harvard see this as crucial to their
  educational future - its worth the investment to
  see where this goes, and be on the leading edge
  of it
• They see it as Core Business effort

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MOOCs for non-consumers

• Open Teaching also has other clients
• "What we need to bear in mind is that the MOOCs
  are trying to make better quality education
  available to a great mass of people who are
  currently non-consumers of education and such
  quality is currently superior by far to whatever
  they may be getting right now.
• The MOOCs are not aimed to people who are willing
  to cheat but to those willing to learn."

Wayan Vota via Steven Downs
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MOOC as Open Source using AGPL

• EdX releases Open Source under AGPL - open
  service stipulation must release modified
  service under AGPL - service provider copyleft
• In March 2013, EdX, (the nonprofit MOOC platform
  from MIT and Harvard) released part of its code
  under an open source license. The OSS Watch blog
  reported
• EdX, the nonprofit organization set up by MIT
  and Harvard to provide a MOOC platform, released
  part of its code under an open source license
  the Affero GPL.
• This is a form of service provider copyleft
  that ensures that EdX will have access to any
  improvements on their platform used by third
  parties.
• Otherwise you could use the software to provide
  an online service and, never 'releasing' the
  software, just using it, not have to contribute
  changes back to the commons
• MOOC development pushing on open innovative
  boundaries in many ways, including open source
  licensing

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Credit is coming

• In a major step for MOOCs, the first five courses
  were evaluated and deemed worthy for credit by
  the American Council on Education in February.
  About 2,000 colleges and universities consider
  the organizations recommendations in determining
  whether to use online courses.
• Dr. Agarwal predicts that a year from now,
  campuses will give credit for people with edX
  certificates. He expects students will one day
  arrive on campus with MOOC credits the way they
  do now with Advanced Placement.

http//www.nytimes.com/2012/11/04/education/edlife
/massive-open-online-courses-are-multiplying-at-a-
rapid-pace.htmll
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Conclusions from Overview

• An open culture is becoming more and more
  important to provide best services, to
  anticipate the future
• Faculty are ready to participate in OCW/OER and
  that will increase their desire for participation
  in the future same for MOOCs
• Building a Culture of Contribution is good
  business for HE
• And, there are open resources to help with that,
  including doing your own surveys

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Interested in the Surveys?
Mujoresearch.org
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Do Your Own
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Lists of Questions to Use
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Step-by-Step Procedures
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Building the Culture

• Research - Understanding and giving voice to your
  own community of scholars on Open issues
• Gather your own data and make it open from your
  own campuses and OER/MOOC efforts
• These efforts help us understand and generate the
  local culture of contribution
• They provide resources for local innovation
  efforts and contribute to the global conversation
• Maintaining leadership in educational futures
  will require looking at Open Initiatives as Core
  Business

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Thanks - Gracias