It’s well established in the educational research literature that explicitly connecting new information to prior knowledge improves learning. So, let’s do that for what may be the single most important point that can be made as we rush madly to move all classes online – professional development of faculty is critical to student success anytime, but especially in online teaching and learningcontexts.
Here’s a simple explanation that will help most institutional leaders and faculty make the connection. I call it the Musician’s Rule:
It doesn’t matter whether you give a person a $30 student violin or a $1M Stradivarius. If you don’t also give them violin lessons, they’ll probably sound terrible.
And, the corollary:
Pretty soon thereafter – regardless of how much you paid for the violin – they’ll probably stop playing it altogether.
Our investments in educational technologies should always be matched with investments in our faculty. If they’re not, we risk spending millions on fancy violins our faculty will play once or twice, poorly, and then abandon out of frustration. And make no mistake – that’s not a criticism of faculty. It’s an opportunity for those who lead and support facultty to lead and support them more effectively. And it’s more important now than perhaps it ever has been before.
The search for a model that will reliably sustain OER initiatives over the long-term has been underway for over 20 years. While there have been many people working on many different aspects of OER over these two decades, I will focus below on three organizations that (1) create OER, (2) proactively advocate for OER adoption, (3) provide direct support to faculty for OER adoption, and (4) do these at national scale – Rice’s OpenStax, Carnegie Mellon University’s Open Learning Initiative, and Lumen Learning. As we’ll see below, these three organizations’ similar goals create similar sustainability challenges and opportunities. I started working on open content in 1998. Rich Baraniuk (founder of Connexions and later OpenStax) started in 1999. Candace Thille founded CMU’s OLI in 2002. So we really are talking about 20 years of thought, iteration, and struggle to find a way to sustainably support the large-scale creation and adoption of OER in higher education.
There have been a number of important theoretical contributions to the topic of OER sustainability over the years. I would point specifically to papers published as part of an OECD convening on the topic in 2006, including contributions from myself, Dholakia, King, and Baraniuk, and Downes. However, as the revised and remixed saying goes, no business plan survives first contact with customers. These theoretical contributions were intellectually stimulating, but real progress wasn’t made on OER sustainability until people started quitting their jobs and betting their mortgages on their ability to sustainably impact student learning at scale with OER.
At a high level, OpenStax, OLI, and Lumen have all evolved to use essentially the same two-part sustainability model. In part one of the model, one-time funding (like grants) pays for the large, one-time cost of creating something new, like a new open textbook or online homework system. In part two of the model, ongoing revenue from product sales pays for ongoing costs like maintenance, improvement, upgrades, and the various costs involved in keeping an organization running. (It’s not quite this clean. For example, many grants allow a small amount (10%) to be spent on the overhead associated with running an organization. Also, when there’s enough revenue it can be used to support one-time R&D expenses. But hopefully you get the broad picture.) Each organizations’ product offerings are listed below:
Waymaker adaptive courseware: $25 OHM math courseware: $25
I’ll call this “one-time funding plus revenue from product sales” approach the “hybrid OER sustainability model” below.
There are three incredibly interesting things about the hybrid OER sustainability model these three organizations are using. The first is that it’s actually working. After 20+ years of searching for way to sustainably impact student learning at scale with OER, it feels like we’re finally beginning to understand the “sustainably” part. (On the Lumen side, a large portion of the credit goes to our amazingly smart and creative CEO, Kim Thanos.) There’s still more for us all to learn about how to tweak and optimize the hybrid OER sustainability model, but it’s working.
The second incredibly interesting thing is the degree to which the hybrid OER sustainability model blends a more traditional business model (where one-time funds are investments instead of grants, and product sales support ongoing operations) with a more traditional non-profit model (where there are only one-time funds, and the products created with those grants are given away for free to make the world a better place). All three of these organizations provide interesting case studies in social entrepreneurship, in which the tools and techniques of traditional entrepreneurship are leveraged for social good.
The third incredibly interesting thing about the hybrid OER sustainability model is that ZTC thinking rejects it outright. When the primary goal of a campus-wide or system-wide ZTC initiative is to insure that no one pays for course materials, a consequence of that initiative is that it prevents organizations from using this model to sustain themselves. If every college and university in the US adopted this kind of initiative, what would happen? One of my favorite sayings explains the undeniably central role of cash in an organization’s sustainability – “no organization ever closed its doors because they ran out of strategy.” What an irony it would be if, instead of the clever tactics of commercial publishers, it was the ZTC initiatives championed by OER advocates that ultimately drove OER organizations like OpenStax, OLI, and Lumen out of business.
I’m still hopeful that people advocating for ZTC programs will recognize the effect their efforts can have on OER organizations. There are a range of creative ways to have your cake and eat it too – models where students pay nothing but organizations still have a path to sustainability, like the innovative partnership between SUNY and Lumen. But campus leaders won’t begin to look for these creative solutions until they recognize the problem ZTC thinking ultimately causes – short-term wins at the cost of long-term losses.
It seems like much of the OER community has all but forgotten about student learning. The community’s increasingly myopic focus on affordability leaves little space to ask questions about the impact of OER adoption or OER-enabled pedagogies on student learning or other measures of student success. While every OER initiative in US higher ed measures cost savings, the initiatives that explore the implications of OER adoption for student learning are few and far between. Affordability seems to have become the end goal of OER advocacy, instead of being an important step on the path to improving student learning.
The last decade of research on OER, cost savings, and student learning has clearly established two findings:
Using OER does consistently and reliably lower the cost of course materials
Using OER does not consistently and reliably improve student learning or other measures of student success
Just how desperately do we need these improvements?
Success rates among students seeking four year degrees are unacceptably low. As shown in the following visualization, the overall graduation rate from a four year degree program is only 60% even when measured after six years.
Graduation rates from first institution attended for first-time, full-time bachelor’s degree-seeking students at 4-year postsecondary institutions, by race/ethnicity and time to completion: Cohort entry year 2010
Success rates among students in two year degree programs are abysmally low. As shown in the following visualization, the overall graduation rate from a two year degree program is only 30% even when measured after three years.
Graduation rate within 150 percent of normal time for degree completion from first institution attended for first-time, full-time associate’s degree/certificate-seeking students at 2-year postsecondary institutions, by race/ethnicity: Cohort entry year 2013
Affordability is certainly important, but is affordability our end goal? If affordability is our end goal, our “hang the ‘Mission Accomplished!’ banner” moment will look like this: “30% graduation rates, now more affordable!”
Improving affordability is a critically important step, but it should not be our end goal. Our end goal must be consistently and reliably improving student learning and other measures of student success. These success measures only improve consistently and reliably when faculty and student engagement in effective teaching and learning practices increases. And changing faculty’s pedagogical habits and students’ study habits is much more complicated than changing the course materials they use.
When we are truly committed to using OER as a lever to improve student learning and other student success measures – that is, when our eye is back on the ball – tracking and reporting changes in these metrics will be as common for OER initiatives as estimating and reporting cost savings is today. Yes, these are certainly harder to measure than cost savings. But they’re also far more important.