Why And How To Make OER Better For Student Learning

Concurrent Session 5

Brief Abstract

Experience an exciting new model for using learning data to detect common trouble spots for students in OER content and then collaborating to design continuous improvements that strengthen learning. (Bring a device so you can explore hands-on!)


David Wiley is co-founder and chief academic officer of Lumen Learning, an organization dedicated to increasing student success, broadening access and improving the affordability of education through the adoption of open educational resources. Previously, David was Associate Professor, Department of Instructional Psychology & Technology at Brigham Young University. Related to his contributions as a longtime champion of open education, David has served as Education Fellow at Creative Commons, Nonresident Fellow at the Center for Internet and Society at Stanford Law School, and Shuttleworth Fellow. David conducted a Postdoctoral Fellowship in Instructional Technology at Utah State University, and earned a PhD in Instructional Psychology & Technology from Brigham Young University.
Steve Greenlaw has been teaching principles of economics for more than 35 years. In 1999, he received the Grellet C. Simpson Award for Excellence in Undergraduate Teaching at the University of Mary Washington. He is the author of Doing Economics: A Guide to Doing and Understanding Economic Research, as well as a variety of articles on economics pedagogy and instructional technology, published in the Journal of Economic Education, the International Review of Economic Education, and other outlets. He wrote the module on Quantitative Writing for Starting Point: Teaching and Learning Economics, the web portal on best practices in teaching economics. He is the principal content expert for OpenStax’s Principles of Economics, for which he recently completed the second edition. He has also been the subject matter expert on Waymaker: Principles of Micro and Macroeconomics, a digital learning platform for Lumen Learning.

Extended Abstract

As open educational resources (OER) move into the mainstream of higher education, they are making a dramatic impact on affordability and access. But what are we doing to realize the full potential of OER to improve student learning?

OER give us unique permissions about what we can do with this learning content: retain, reuse, revise, remix, and redistribute content (the 5Rs). Learning data help us understand what’s happening in the learning process and where students struggle. As we find new ways to combine OER with learning data, it unlocks phenomenal new possibilities for Recognizing precisely where students are struggling Understanding which OER content is or isn’t effective at facilitating learning Identifying which instructors excel at teaching in areas many students struggle Making and testing iterative improvements to OER to strengthen learning.

Join this session to learn about the RISE Framework, a new model for assessing the effectiveness of OER content aligned with specific learning outcomes. Experience the collaborative process of using this framework to identify common trouble spots, evaluate what’s wrong, and develop data-driven, continuous improvements to OER course materials to improve learning.

Bring a smartphone or other device, so you have the opportunity to interact with OER course materials that are undergoing this process. Explore alternative approaches for making OER content more engaging, interactive, and effective to support learning. Attendees will leave with an understanding of how data-driven improvements in course materials can enhance student learning, as well as what it feels like to be a student using interactive course materials.