 Welcome everyone. And glad you can join us here at the Open Education Conference. My name is Dr. Jeff Seaman. I'm presenting here with Dr. Julia Seaman. We're both from Bayview Analytics. And we'll be giving you a lot of information about from our series of reports on US higher education awareness use and speculating a bit about the future for open education resources. Next slide. Three majors, we're going to talk about today. Trends and OER awareness in the US higher education. We've seen this, we've been measuring for quite some time, you'll see in a bit, you know, how long our time series is. But just trying to understand what's changing, how rapidly is changing and a little bit about why. But really then saying how is the pandemic really changed this because it has changed so much about US higher education and the factors that are driving OER adoption, OER awareness are among those. And then finally, how are those changes altered what we expect the future to be both good and bad for we are and a bit about some speculative where we think things are going and what's going to drive those changes. Next, please. We are Bayview Analytics. Some of you may know us under our previous name of Babson Survey Research Group. We are a research firm. We do a lot of research in higher education in K-12, mostly around areas involving technology use, course materials. It's both research on the survey based research for faculty, academic administrators and students. Next slide. The first of the work we're going to talk about today is coming from a series of reports we've been doing on open education resources. Beginning in 2009, I know though, one of the key metrics we're going to be talking about, we began in 2013 and Julia will talk about that in a little bit. These 10 reports, all of whom have as primary sponsors, Hewlett Foundation, so we thank them very much, have been in a consistent way addressing US higher education, faculty and administrative responses, and as much as we could, consistent questions so that we can track areas of change over time. The cover you see here on the slide is a most recent report came out in June, turning point of potential content curriculum, and that's out on our website. All of our reports are available on our website. They're all released under Creative Commons by license, so we invite you to use them and however you wish. There's also a research brief there from the same data set on open education resources becoming mainstream. Again, take a look at that. Let us know what you see. And if you look at the timeline you'll see there are two more that we have coming up in 2023 2024. So we absolutely would love to get your feedback. What do you want to know what can we add what questions do you want answered. One of the things you have to do when we do all of this stuff across a period of time is make sure that we use consistent questions consistent definitions so that our data is comparable from year to year. At the beginning in 2013. These are the definitions that we use to present to potential respondents in our surveys, and we kept these definitions and the actual question wording identical throughout that whole time period. We want to make sure that we can really understand that the changes we're seeing are due to actually changes not to anything artificial about rewording the question or changing our sampling methods or anything like that. So this is clear we have a definition from OER that what came at that point from the Hewlett site. And we also have definitions for public domain and creative commons that are part of our survey outreach, and we've used them consistently. Next please and I turn it over to Julia. Yes. Thank you everybody for joining us. So I'll be going into the deep dive of the data, especially focused on our most recent results. And so this is an overview of the data set. As Jeff mentioned, we have been doing these surveys for over a decade now. And our data set for the OER awareness really begins in 2013, which is the first survey with the question in the format that we're still using today. And then we can break down these periods into two distinct groups, the next five years or so results, which we've classified as steady as she goes period for OER awareness and growth. And then we have the last two or three years worth of results, which are obviously the pandemic years. And so both of these time periods so each one has its own unique disruptor that's coming in and sort of impacting how the OER awareness and growth is being affected. So the first disruptor that comes in is inclusive access. And I'll talk a bit more about that when we get to the data set. And then obviously the largest disruptor for basically everything has been the COVID-19 pandemic. And so we're going, I'll take you through these data sets and then I'll leave you back to Jeff. We'll discuss a bit more about the future and the impact of the COVID-19 especially on the future of OER. So jumping in 2013, as I mentioned, is our really baseline data set for the OER awareness question that we have. And it's not unexpectedly pretty low awareness overall. Almost 75%. So three quarters of all faculty are unaware of OER. And you can see that only 17% of faculty report being aware or very aware of OER. So this is really our baseline level of OER awareness for our surveys. And then we know OER awareness is in itself not the only thing. We're also interested in OER use to actual use of OER materials in the classroom. And so we have self-reported data from the faculty. And so in 2013, only 5% of faculty, so one in 20, stated that they regularly use OER materials. So these two data points are sort of our baseline data sets that we've went into. And then we'll use these questions year over year to start seeing the trends in time. So jumping into what we saw for OER awareness, since that report up to the COVID-19 pandemic, so this does not include the pandemic year. This is going to the year right before any pandemic effects. And so what we saw is that just the most recent year pre-pandemic, that awareness increased to 2 and 5 faculty were very aware or aware. And then we can also see on the time series chart on the right that OER awareness has actually grown year over year. And so that's where the study actually goes. Description for this time period comes from is that so every year we see very nice but small growth in the level of awareness as well as the depth of awareness. And we also see that the total of all three bars increases as you get further in time. I'm showing the total level of awareness is increasing, but we also see that the depth of awareness or the total number of faculty saying where they are very aware is increasing as well. So that's showing that faculty are learning about OER and learning more and becoming more familiar with it over time. So as I mentioned, we also look at OER use. And so we saw that the awareness growth that I just showed you was also matched by a lower but steady increase in OER adoption and use. And so what I'm showing here is faculty reported use of OER materials as they required force material that they're self reported as required material and we split up between all faculty. So sort of a total level of OER use as well as faculty who teach introductory courses. And so what you can see is that year over year, we do see an increase in the use of OER and that partners with the increase of OER awareness. And we also see that the increase of use we really strong in introductory courses. So there is then it's not a sort of overall universal increase, but definitely some pockets would pick up a lot more OER than others. Okay. And so this leads to our first really big disruptor of OER. And so that is really inclusive access. And so the same stage for this. Commercial publishers were really looking for the next big thing. And most of their strategies emphasize moving to digital first or digital only distribution of the course materials, especially textbooks. And so we see that this commercial push for inclusive access was also coming from the idea and acceptance of digital materials to the market dynamics. Suggested that an accelerated conversion from print to digital is feasible. So getting teachers and faculty and students to move from print textbooks to digital. And now it finally set the scene. So the mid-2010s or like 2015 is really where this comes on strongly. And then this also is a brand new arrangement. And so inclusive access as used today and described is a subscription based marketing where students are paying a fee. And this fee is going into tuition or their student fees, not through bookstore or actual textbook purchases to access a suite of online digital resources. And so this is actually a really big competitive and a net impact for OER is that these inclusive access programs are actually able to offer an alternative to some of the benefits of OER as digital course material in a cheap and often to jazzy package coming from these commercial publishers. And so what we saw and we actually measured was inclusive access awareness in a similar way that we measured OER awareness. And what was kind of shocking to us was that inclusive access awareness. I had grown to the same level of OER awareness, but in a much shorter time span. So in a few years that we were measuring this in our surveys, we saw that OER. Sorry, we saw that inclusive access awareness had reached the same level that it took OER awareness to do in 15 years. This is a really fast pace for. And so from our data set in 2019, you can see that 20% of faculty stated that they use OER or that's used at their institution with an additional 15% saying that they are aware of inclusive access. So these levels of inclusive access really rose quickly and really became a competitor both to traditional print media as well as to OER and alternative commercial textbook opportunities. Okay, so leading to our next disruptor. And this is really the big one that we'll be talking about. And so this is the COVID-19 pandemic. We're going to do everything on the slide, but really just want to set the stage and remind people because it has actually been a few years about how things changed so quickly, and how that impact was shown to the higher ed and general life as well. So going from December, when the first cluster of patients were identified in 2019 in China, it only took three months till lockdown started. And so that very quick change. And then there was about over the next year, where we had very distinct patterns of how higher ed responded based off of other parts of the pandemic, such as the vaccines, lockdowns ending and travel being open. And so this actually leads to some distinct phases in higher ed that we can see so labeled here, which are really the first phase of emergency switch. So that's higher education institutions closing are going to remote learning to more sort of standard remote learning to going to more reopening with more reopening and then finally to today where they may actually be considered getting back to normal and on campus in person classes. However, some of the larger themes for COVID-19 impact on higher education is that we know that this serve as a universal impact across the country as well as the globe where 90% of enrolled learners actually had their schools closed in the spring of 2020. And then we also saw that there was a decline in students attending higher education institutes as well. So that's a larger macro impact the code 19, but going a bit more to the specifics within the classroom. We've actually measured quite a few effects, and I'll be going over them. The first being that the teaching modality drastically changed and is not returning to pre pandemic levels. And you can see in this graph that we were able to track that change from in person pre pandemic trends to that change to emergency remote and online learning and then sort of back to this quasi normal sense and so are the face to face learning pre pandemic of faculty stated 96% of them taught at least one course face to face. Then during the pandemic that dropped to 14% and then it went back up to 58% in our most recent survey, we can see that still not at the pre pandemic level. And then to complimentary we see that the changes in online only learning where is roughly a third of faculty pre pandemic jumped up to 71% during the pandemic, and it's fallen back in our most recent year but still has not fallen back to the pre pandemic levels. We also saw that faculty themselves are aware that the code 19 pandemic has impacted their teaching. We see that 91% of teachers believe the code pandemic will impact the future teaching experiences from their own to self identified awareness of it. And over half of those are substantially or moderate changes to their future teaching experiences because of the pandemic so the pandemic had a lasting effect on the faculty in higher education. And one of those effects that we measure is actually how they want to teach. And so we asked faculty if they would like to teach their courses as a combination of in person online or fully online format. And we see that the majority of faculty over 50% want to teach online and actually over 60% want to teach. So that almost 60% want to teach as a combination. So this is a really interesting finding where definitely showing a change in how faculty are thinking about the future. And one more aspect that we measure where the perspectives from faculty on digital verse print. And overall, while this trend was occurring pre pandemic, it really picked up post pandemic. But we see that faculty agreement with the statement students learn better from print materials and they do from digital has the decreased year over year. And so the lower number of faculty agreeing indicates that there's a stronger preference and acceptance of digital materialist over print materials. And so you can see the decline from over 40% in the 2018 and 2019 school years to over 30% so almost 10% drop from that post pandemic experience. So now what that means for awareness. And so tracking back to what we saw for the code pre COVID pandemic. We just added our most recent data set to there. And we can see that trend actually continue strongly that there is a continued growth in the awareness by higher education faculty. And in fact, this is the first year where we have over 50%. So one in every two faculty are aware of we are at some level, which is a really big threshold to pass. And then we also see that we are awareness has more than doubled since 2014. So in less than a decade, the awareness has doubled, which is actually pretty strong awareness. And so the question, of course, comes up is what will happen next year. And so we'll talk about that a little later. And as I mentioned at the beginning, we are awareness, of course, needs to be coupled with actual measurements of OER use. And so during the pandemic, we see that. And the mainly pre pandemic, we see that OER use is actually stalled. And so you can see the comparison to 2018 and 2019 are basically the same percentages of faculty reporting they use any OER material as required materials. And so that was just saying up for pre pandemic. But once we get an ask again after the pandemic, we see that it really picked up. So, there was a stall. And then the year after the pandemic, so so the first year game back to the classroom, we do see this master job from that 15% in 2019 to 22%. And that means that one in five faculty are now requiring OER materials. And this is asked about the largest course enrollment. And that's up from one in 20 from the first time we measured. And so that one in five, which is actually 22% of faculty requiring OER materials is also combined with an additional 18% of faculty who are using OER materials as supplemental course materials in their classroom. So, we're getting close to that 50% special that we crossed with OER awareness, but not quite there yet for OER use. And so, with that, I want to switch back to Jeff to give you a little bit more of the summary and takeaways and also our future. Thank you. And so, coming out of here, so this is a number of listing the factors we've been measuring over a period of time. So, one of the things he saw is that faculty with online teaching experience, faculty with experiences in digital materials and faculty who were making changes in their courses were all more likely to adopt OER. But the other thought, you needed time. So faculty who had the luxury of time to do their pieces were likely but if you didn't have that, then the time necessary to find and find the proper materials what just wasn't there. Also, if you didn't. If you wanted supplemental course materials, OER materials were not as rich with the supplemental materials as most commercial offerings were. And the other thing that was changing was cost. Cost went from not a non-issue for faculty to an incredibly important issue and a big differentiator from for OER versus commercial, but that has gone somewhat away with the advent of the inclusive access program. So, how are these things, these factors going to now change going forward. Next slide please. So, first is our one conclusion is absolutely clear is the world is becoming overwhelmingly digital. It was moving highly into the digital world before we have a pandemic. The pandemic just made it happen so much faster. The commercial publishers move massively towards digital even faster than they have been planning. Institutions did massive, massive changes to support digital distribution of materials and faculty use digital materials for the first time, many of them for the first time and found they liked it. We also think that inclusive access is the noonal. Publisher models are such that they're doing this in a as they're now central distribution model is digital first digital only that subscription models are what they're sort of the norm of what they're working from as opposed to individual devices and bookstore or something like that. So this is the new norm and what we think the world's going to be and we also saw that OER is continuing its growth. We saw it halt then have a big jump but that jump was essentially the missing year and it's here if you do the did the line out there and assume that each year done the growth, we'd see it pretty much the same rate as we've had before. So this is what we think, unless and so next slide, please. The things that will change this first is initiatives, we have seen through multiple studies that if a faculty member is aware of an OER initiative, no matter where it came from their department, the school, state level, whatever, they are three to four times as likely to adopt OER than faculty members were not. So we know that that's a change. OER marketing is changing. And we think that's getting better. People are much more aware of different names out there in OER and there may be changes to inclusive access we saw a lot of resentment towards early publishing models. It's going to happen when we when inclusive access in particular that inclusive access models are often moving decision out of that we hands into higher levels in the institution. This is what we absolutely need to measure going forward. Next. Okay. And we hope you enjoyed us. Get everything you want from our website. All the reports are there available free. We also have information form you can fill out. So thank you so much. Thank you.