Nancy Millichap, NGLC/EDUCAUSE Clint McElroy, Central Piedmont Community College Steve Acker, OhioLINK Kim Thanos, Kale

1. Sharing Building Blocks:Lessons from the NGLC Collaboration Experience Nancy Millichap, NGLC/EDUCAUSE Clint McElroy, Central Piedmont Community College Steve Acker, OhioLINK Kim Thanos, Kaleidoscope Project Innovations 2013 March 12, 2013

2. About NGLC • NGLC is identifying and accelerating the quality technology-enhanced solutions that are needed to redefine learning in the United States.

3. Overview • NGLC is a collaborative, multi-year initiative created to address the barriers to educational innovation and tap the potential of technology to dramatically improve college readiness and completion in the United States. • NGLC is guided by the belief that providing investment capital to expand the use of proven and emerging learning technologies, collecting and sharing evidence of what works, and fostering a community of innovators and adopters will result in a robust pool of solutions and greater institutional adoption. • This will lead to dramatically accelerating and improving the quality of learning experiences in the United States.

4. Leading Collaborations • NGLC Wave I: Building Blocks for College Completion (April 2011 to October 2012 +) • Key goal for Wave I projects: take an idea proven on originating campus, expand it to other institutions • Today you will hear from leaders of three Wave I projects about this process: • What the expansion process taught them about collaboration • What impacts their work had on student success

5. NGLC Partners

6. NGLC Approach Invest in Innovation MultiplyImpact Build and share knowledge and create communities of practice. Accelerate Adoption

7. NGLC Grant Awards • As of December 2012, NGLC has awarded $36,631,917 matching funding is still underway

8. $36 million distributed to 78 grantees representing more than 300 partner institutions 29 postsecondary projects focused on blended learning, open core courseware, learning analytics and deeper learning 20 secondary education projects focused on innovative technology tools linked to the Common Core 30 new breakthrough secondary and postsecondary schools or degree programs Grant Awards To Date Projected number of students served by scaled-up NGLC projects within five years: 2.5 million

9. Announced in late February, Wave IV: $12 Million for Breakthrough K12 Schools We invite you to consider this opportunity with your K12 partners ….. 20 schools $9 million 20 planning grants $3 million Information available at http://www.nextgenlearning.org/breakthrough-grants

10. Online Student Profile Learning System Central Piedmont Community College Clint McElroy, Dean of Retention Services

11. Success @ (formerly Online Student Profile): Learner-Centered Learning Analytics System Developed by CPCC Login Please

12. Online Student Profile (OSP) developed at CPCC since 2003 Achievements • Learner-focused assessments Survey Data Learning Styles Personality Types • Organized all information in one place— Search for students Survey and instrument results Section rosters and overviews Advising notes Student Alerts

13. SUCCESS GAINS FOR OSP STUDENTS IN DEVELOPMENTAL COURSES

14. Assessment Results Evidence of Success: 2004 – 2009: CPCC students enrolled in at least 2 developmental courses who participated in all components of the OSP system were: • 8.70% more likely to complete the courses in which they enrolled (both developmental and college-level) • 9.36% more likely to persist from spring to the subsequent fall term • 10.82% more likely to get A-C grades in their courses • 3.45% more likely to earn a college degree

15. Partners and Use of Funds • NCCCS Scaling up Partners: AB Tech, Fayetteville Tech, Forsyth Tech • League for Innovation: Lane CC (Eugene OR), Monroe CC (Rochester, NY), Moraine Valley CC (Palos Hills, IL) • NGLC funds paid for : • Project management • CPCC ITS development and implementation of OSP 2.0 at CPCC • ITS support of installation and operationalization of the OSP at all partner colleges • Two rounds of faculty and staff training activities for partners (train the trainer) • Assessment (by our P&R area) of the project’s effectiveness.

16. 85 faculty and staff from partner colleges trained at CPCC • 204 additional faculty and staff trained at their college locations, by the 85 faculty and staff • 289 total trained during the grant • Over 8,000 students at partner colleges used the OSP in developmental or student success courses by the end of the grant period.

17. Our timeline: • Initial training days with partners (May 2011) • Continuing online support for partners (Moodle shell) • OSP rollout to partner colleges (completed summer 2011) • Webinar demo, new OSP interface (summer 2011)

18. Our timeline: • Partners used OSP in fall 2011 classes • Train the trainer at CPCC (October – partners) • Trainers at partners train colleagues in late fall • Colleagues start using OSP (January 2012)

19. Faculty Development • SMART Lesson Planning • Designing teaching and learning methodologies • Active Strategies • Integration of student profile data • Using OSP advising tools • Teaching students to own their success

20. Lessons Learned about scaling: • Faculty and staff need to own the process • There is no “right way” (even if there is) • During planning, involve faculty and staff • IT staff at partners need to be ready for open-source code • Be aware that each partner works within its own culture • Having more robust information isn’t helpful in itself • Don’t expect instant miracles – cultural change is incremental

21. Ohio’s Scaffold to the Stars OhioLINK Steve Acker, Research Director, Ohio Digital Bookshelf

22. Ohio’s Scaffold to the Stars • Multimedia Math and Statics OERs • Indexed to Transfer Assurance Guideline learning objectives • Selected following “pathfinder” approach • Offered at seven innovative Ohio Community Colleges • Designed to serve Value Propositions • Students- Learning Outcomes/Cost= Value • Faculty- Content choice/Curriculum delivery= Value • Institution- Credential Completion/Time= Value

23. OER-Accessibility Matters • Drupal-based interface for accessibility • Content metadata field to help instructors build accessible materials

24. Community- Innovation’s Agent

25. Community- Group Sociogram

26. Interface- Relative Advantage vs. Compatibility

27. Interface- Relative Advantage vs. Compatibility

28. Equifinality- Multiple Paths to Learning

29. Working Backwards; How Students Learn

30. MOOC- The One Room Schoolhouse

31. Accuracy vs. Precision • Action Research vs. Experimental Research • Dynamic technical evolution and social systems flux may confound experimental research paradigms. • Ceteris paribus probably doesn’t hold. • Statistical controls may mask unexamined variability. • Action research driven by teleologic assumptions • Act towards lower costs, instructional flexibility, accelerated learning.

32. Scaffold’s Constellation of Outcomes • Savings of $100,000+ • Community is the foundation for change • 1,400+ students, 73 sections, 23 instructors in seven institutions • Most learning outcomes NSD •  faculty experience  Learning outcomes • Accessible STEM interface/content built • Students want/demand lower costs • Faculty want unconstrained flexibility • The interpretation of data should drive innovation, beyond the data themselves

33. What’s Next for Scaffold to the Stars? • Course-wide adoption of OER at Columbus State • Ongoing iteration and use of Stitz-Zeager OER textbook • Ongoing OER use by Scaffold faculty- Both primary and supplemental • Resources folded in to iLearnOhio, a statewide repository of content and courses initially oriented toward AP courses.

34. Kaleidoscope Project Cerritos College with Thanos Partners Kim Thanos, Project Director for the Kaleidoscope Project

35. There is a direct relationship between textbook costs and student success  60%+ do not purchase textbooks at some point due to cost  35% take fewer courses due to textbook cost  31% choose not to register for a course due to textbook cost  23% regularly go without textbooks due to cost  14% have dropped a course due to textbook cost  Source: 2012 student survey by Florida Virtual Campus 10% have withdrawn from a course due to textbook cost

36. Lumen’s vision for the relationship between textbook costs and student success  100% of students have 100% free, digital access to all materials on day 1 Drive student success by designing, adopting, measuring and improving OER-based courses

37. Use open educational resources to improve student success Project Goals • Eliminate textbook cost as a barrier • Drive assessment-driven enhancement of course designs and materials • Create a collaborative community to share learning and investment

40. Open Course Framework • Define collective student learning outcomes • Create summative assessments • Identify core open resources • Create formative assessments • Identify supplemental open resources • Deliver courses • Evaluate and improve

41. Improve OER + Assessment Design Predict and Intervene with At-Risk Students Determine OER Effectiveness Students Use OER and Assessments Assessment and Behavioral Student Data

43. Keys to Scaling and Collaboration

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