In collaboration with The Association of Public and Land-grant Universities (APLU), the American Association of Community Colleges (AACC), we have identified 6 courses to design in OLI that will be taught on campuses of both community colleges and universities. We have selected the lead APLU. and AACC development partners and are in the process of selecting other institutional partners to serve on the development and evaluation teams. If you would like to participate in the development or if you would like to evaluate the effectiveness of any of the courses in supporting your teaching and your students learning let us know. We are currently securing funding for the development and will be able to pay release time for those participating. The course development will begin in 2012 and the courses that will be developed are: English Composition, Psychology, Pre-Calculus, Macro-Economics, Biology for majors, and biology for non-majors.

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Carnegie Mellon University, in collaboration with state agencies and national affinity groups, will establish a consortium of community colleges that will enact a large scale, systems-change process that increases efficiency in the way instruction is developed, delivered, evaluated, and continuously improved. The overarching goal is to demonstrate a 25% higher rate of course completion for students from vulnerable populations, with a focus on gatekeeper courses critical to graduation success. Within three years, the Community College Opening Learning Initiative (CC-OLI) will scale to 40 community college partners and will reach an additional 50-100 classrooms.

In collaboration with Creative Commons, CAST and Washington State, provide infrastructure support and capacity building to grantees to help them meet the OER requirements of the grant and adopt best practices in learning design. If you are a recipient of the a DOL TAACCCT grant, you may be eligible for free learning design and development support from OLI. Please let us know if you are interested.

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In collaboration with UT-Austin and multiple other universities, colleges and community colleges in Texas, we are conducting a large scale pilot to evaluate the effectiveness of OLI courses in supporting teaching and learning. If you teach at a college in the state of Texas and are interested in participating in the evaluation study, let us know. The study will begin in summer 2012.

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In collaboration with Washington State Board of Community and Technical Colleges (SBCTC) and multiple community colleges in Washington state, we are conducting a large scale pilot to evaluate the effectiveness of OLI courses in supporting teaching and learning. If you teach at a community and technical college in the state of Washington and are interested in participating in the evaluation study, let us know. The study will begin in spring 2012 and we have honorariums available for study participants.

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In collaboration with the Carnegie Foundation for the Advancement of Teaching, OLI is developing an OLI course to support a yearlong college-level statistics course targeted at developmental mathematics students. The Statway course is currently under development. The first semester of the course is currently being piloted in over 60 community college classrooms nationwide.

In collaboration with the University of Maryland University College, OLI is adapting several OLI courses to meet the needs of UMUC’s 90,000 students. The courses we are adapting are: Introduction to Computer-Based Systems, Introduction to Biology, and Introductory Business Statistics.

The purpose of the OLPU project is to see if ways can be found to improve educational effectiveness and reduce costs in higher education through the use of sophisticated, interactive modes of learning. The focus is on large, introductory courses, especially gateway courses. The study is being conducted by ITHAKA, a non-profit research firm, and they are evaluating the effectiveness of the OLI statistics course on multiple campuses in the State University of New York (SUNY), City University of New York (CUNY) and University of Maryland systems.

Principal Investigators: Marsha Lovett and Ken Koedinger

The Learning Dashboard (LD) (formerly Digital Dashboard for Learning) project, funded by the Spencer Foundation, aims to develop the most useful feedback on student learning outcomes for instructors of introductory college courses. When instructors know exactly where students are struggling, they can more readily use precious class time to focus on those issues.

OLI is leading an HP-sponsored global consortium to investigate new technologies for measuring students’ competency in science, technology, engineering and mathematics (STEM). Members of the consortium include: Natl Research Irkutsk State Technical Univ. (Russia), Ecole Centrale de Lyon (France), Amrita University (India), University of Science and Arts of Oklahoma (USA), Western Governors University (USA), Universidad de las Américas (Mexico), Colorado School of Mines (USA), The Hong Kong University of Science and Technology (China), North-West Univ. (South Africa).

In collaboration with the OU-UK, develop a network to support sharing methodologies and evidence on the effectiveness of Open Educational Resources (OER). Two current sub-projects of the OLnet project are: A collaboration with the University of Toronto to integrate Knowledge Forum with OLI and an evaluation of the conditions of travel of various OER.