pragmatism vs. idealism and the identity crisis of oer advocacy
TRANSCRIPT
Pragmatism vs. Idealism The identity crisis of OER advocacy
Rajiv Jhangiani, Ph.D.Open Studies Teaching Fellow & Psychology Instructor, Kwantlen Polytechnic University
Senior Open Education Advocacy & Research Fellow, BCcampusFaculty Workshop Facilitator, Open Textbook Network
(Unless otherwise noted)
OER Adoption Estimates(US Higher Ed)
0 5 10 15 20 25 30 35
Cengage
Babson
ICBA
OnCampus Research
% of Faculty
% of Courses
Free vs. Freedom
Revise Remix
Retain Redistribute
Reuse
Free + Permissions
Free (+ Permissions)
66.5% Not purchase the required textbook
47.6% Take fewer courses
45.5% Not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
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Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.
Allen, I. E. & Seaman, J. (2014). Opening the curriculum: Open educational resources in U.S. higher education.
“If cost savings were the only goal, then OERs are not the only answer. Materials could be made free, or subsidized, which are not openly licensed.
The intention behind the OER approach is that it has other benefits also, in that educators adapt their material, and it is also an efficient way to achieve the goal of cost savings, because others will adapt the material with the intention of improving its quality, relevance or currency.
Evolution vs. Revolution
If open educational practices are a game changer, why are OER
advocates playing by the rules of the commercial textbook industry?
Textbook Costs and Opportunity Lost: What price-driven decisions are costing students
Improving Access, Affordability, and Achievement with Digital DeliveryShifting to digital delivery of course materials can help students avoid these opportunity costs by
providing digital, day-one access to required course materials to every student at a more affordable price. Learn more at PearsonEd.com/digital-delivery.
1 Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton III, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning.
2 Fischer, Lane, et al. “A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students.“ Journal of Computing in Higher Education 27.3 (2015): 159-172.
3 Hilton III, J. L., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open, Distance and e-Learning, 27(3), 265–272.
4 Paulsen, M. B., & St John, E. P. (2002). Social class and college costs: Examining the financial nexus between college choice and persistence. The Journal of Higher Education, 73(2), 189–236.
5 Pawlyshyn, N., Braddlee, D., Casper, L., & Miller, H. (2013). Adopting OER: A case study of cross-institutional collaboration and innovation.
6 Florida Virtual Campus. (2012). 2012 Florida Student Textbook Survey. Tallahassee, FL.
Research has shown a positive correlation between access to course materials and completion rates and grades.1–5 And yet, one survey of more than 22,000 college students found, as many as
As the survey uncovered, the decisions students make in light of the price of textbooks may cost them opportunity in the long run.6
of students opt out of buying required course materials for the first day of class.64%
report dropping a course
27%of students 1
report taking fewer courses per semester
49%of students
report not registering for a course
45%of students
1234
report failing a course
17%of students
Copyright © 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved. INSTR13101-KT-03/16
“Fundamentally, I don’t want to be part of a movement that is focused on replacing static, over-priced textbooks with static, free textbooks
Resources vs. Practices
“When faculty ask themselves ‘what else can I do because of these permissions?’, we’ve come within striking distance of realizing the full power of open.
Erikson’s theory of psychosocial development
Trust vs. Mistrust
InfancyAutonomy vs. Shame
Early ChildhoodInitiative vs. Guilt
Play AgeIndustry vs. Inferiority
School Age
Identity vs. Role Confusion
AdolescenceIntimacy vs. Isolation
Young AdulthoodGenerativity vs. Stagnation
AdulthoodIntegrity vs. Despair
Late Adulthood
Pragmatism vs. Idealism
A toolkit for different conditions
OER activeOER as facilitatorOER consumers
The next phase(s)
“Education is the most powerful weapon which you can use to change the world
