AECT 2010 Presidential Session: Openness, Data, and the Future of Education
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This document discusses the benefits of openness in education through open educational resources (OER), open courseware, and open courses. It argues that openness is necessary for education, as sharing knowledge is how education occurs. Openness combined with educational data allows for continuous quality improvement through processes like strategic tutoring. While openness of materials is important, open licensing that allows reuse, redistribution, revision and remixing of content is also needed to fully realize these benefits. When implemented, openness can help address issues like college affordability while benefiting students, teachers, institutions, and society through opportunities like lifelong learning.
AECT 2010 Presidential Session: Openness, Data, and the Future of Education
- 1. Openness, Data and the Future of Education David Wiley, PhD Department of Instructional Psychology & Technology Brigham Young University
- 4. Open, adj. Describes educational artifacts
- 5. Open Textbooks Open Educational Resources Open Courseware
- 6. Open, adj. Teaching materials freely shared with permissions to engage in the “4R” activities
- 7. The 4Rs Reuse – copy verbatim Redistribute – share with others Revise – adapt and improve Remix – combine with others
- 8. Communicate 4Rs Permissions Since this overrides default copyright, you must use a copyright license
- 9. Offers easy to use 4R’s licenses
- 35. Organizations
- 41. While Nouns Differ… The operationalizing actions are the same
- 43. Why Be Open?
- 44. Role of Openness in Education? A terrible, insidious question
- 45. Openness is the only means of doing education.
- 46. If There Is No Sharing There is no education
- 47. Successful Teachers Share most thoroughly with the most students
- 48. What’s the Value Proposition?
- 49. Who’s Doing the Valuing? Students, institutions, teachers, society
- 51. Affordability The average college student spends $900 per year on textbooks
- 53. Students? Affordability The average college student spends $900 per year on textbooks
- 54. Students? Affordability The average college student spends $900 per year on textbooks
- 56. A Brief Pivot to Data And then back to institutions and society
- 62. Each and Every Interaction Recorded and stored for analysis to improve quality of service / experience
- 64. If Only We Could Get It… Education could engage in continuous quality improvement, too!
- 68. Even the Grocer! Almost every industry (1) gathers and (2) uses data more effectively than we do
- 69. Data Alone Don’t Enable CIP You need Openness + Data
- 70. A Concrete Example Why you need BOTH Openness + Data to CIP
- 72. Bloom’s 2 Sigma Challenge Bloom, 1984
- 73. One-to-One Tutoring And other methods compared to 30 students in the classroom
- 74. Average Tutored Student +2sd In other words, the average student is capable of much more
- 75. Tutoring is Expensive So we teach class instead!
- 76. Bloom, 1984 If the research on the 2 sigma problem yields practiced methods (methods that the average teacher or school faculty can learn in a brief period of time and use with little more cost or time than conventional instruction), it would be an educational contribution of the greatest magnitude. (p. 5)
- 77. To Tutor Or Not to Tutor? That is the (false) question
- 78. “Intelligent” Tutors Have different scalability problems Dehumanize learning
- 79. “Strategic Tutoring” What if we could do one-on-one tutoring just-in-time and just-on-topic?
- 80. Would Require Lots of Data Where can we get it all?
- 81. Would Require New Model Institutional commitment
- 83. What Kind of Data? When they logged in, read, and worked How long they logged in, read, and worked Pathway information, Item-by-item analytics, &c.
- 84. OHSU Teaching Model Online curriculum teaches as much as possible, teachers do proactive “strategic tutoring”
- 85. Teacher Becomes Tutor Has the curriculum replaced the teacher? As broadcast machinery, yes.
- 86. Are You Even Allowed to CIP? Data aren’t sufficient – you need permission
- 87. Open Educational Resources Give OHSU the permissions it needs to engage in continuous improvement
- 88. “4R” Permissions Reuse – copy verbatim Redistribute – share with others Revise – adapt and improve Remix – combine with others
- 89. OHSU Charter Requires OER Founders’ way of “burning the ships” and fully committing to CIP
- 90. Conjoint CIP Student learning and curriculum effectiveness grow simultaneously
- 92. But Tutoring Data are Out-of-Band! Using customer relationship management (CRM) tools
- 94. Visualizing Educational Data Creating new visualization techniques to support teaching and learning
- 96. Openness + Data Are Required For Continuous Improvement Processes
- 100. CIP, Of Course
- 101. (Design-based Research) Must either use open materials, violate its own principles, or fail to scale
- 102. Recruiting MIT OCW reports: 35% of incoming freshman aware of OCW reported it influenced their attendance decision
- 103. Alumni Outreach MIT OCW reports: 78% of alumni are aware of OCW 42% of alumni use the site
- 104. To Make Money BYU IS reports 2.5% of all visitors to OCW site become paying customers
- 108. Teachers Transparency increases quality Increased interaction and perspectives
- 112. Finally, Society What is the value of openness in education to society?
- 113. Finally, Society What is the value of openness in education to society?
- 114. Lifelong Learning Opportunities Refresh, review, or learn something new informally and for free Or “upgrade” for tutoring and credits
- 115. Public As Patrons Who funds the creation of educational materials by faculty?
- 116. The Trucker Tale A parable of ingenuity and despair
- 123. Terms of Distribution Surrender all rights to the product Truckers keep 100% of all sales Terms are life + 70 years
- 125. The Moral of the Story This is a tale about faculty and their research, and proportional effort
- 126. • Come up with ideas for research, • Find grant funding for the research, • Identify and hire graduate students and other professionals, • Conduct the research, • Write up the results of the research in a clear and concise manner, and • Surrender all rights to the written results of our research to a
- 127. Completely, Utterly Unacceptable As ridiculous as the Trucker Tale sounds, faculty have it worse
- 128. Financial Contribution How about the proportional financial contribution to research articles?
- 129. Public Investment in Research $105,385 to $119,913 per article (US NIH-funded research)
- 130. Publisher Investment in Research $2750 per article, including administrative and all other costs
- 131. Does This Make Sense? Publishers make approximately 2% of the overall investment
- 132. “Volunteers?” In addition to conducting and writing, you also do the reviewing and editing!
- 133. Unbelievable Profits Elsevier + LexusNexus = $1,500,000,000 in 2008 (Not revenue - profit)
- 134. Buy One, Get One Pizza in Ohio
- 135. NIH Policy Now… FRPAA coming soon
- 136. A FRPAA For Educational Materials? Who knows, but the public probably deserves it
- 137. Conclusions Openness and sharing are required for education
- 138. Conclusions Openness and sharing can be financially sustainable
- 139. Conclusions Openness and data enable CIP and other things we value
- 140. An Invitation Reconsider the stewardship you’ve been given you as an educator
- 141. Your Inner Two-year Old Overcoming the impulse to scream “Mine!”
- 142. The More Open You Are The better education will be for everyone
Editor's Notes
- #12: http://wiki.creativecommons.org/File:Metrics_Updated.png
- #15: http://oercommons.org/
- #16: http://cnx.org/
- #40: http://google.com/
- #41: http://google.com/
- #51: http://www.flickr.com/photos/pitel/507791613/ CC BY-SA
- #52: Allen. A Cover To Cover Solution: How Open Textbooks are the Path to Textbook Affordability. (2010). This cost is 70% of tuition for some students.
- #53: Allen. A Cover To Cover Solution: How Open Textbooks are the Path to Textbook Affordability. (2010)
- #54: Allen. A Cover To Cover Solution: How Open Textbooks are the Path to Textbook Affordability. (2010)
- #55: Allen. A Cover To Cover Solution: How Open Textbooks are the Path to Textbook Affordability. (2010)
- #56: Allen. A Cover To Cover Solution: How Open Textbooks are the Path to Textbook Affordability. (2010)
- #99: http://www.smartmusic.com/
- #103: http://ocw.mit.edu/ans7870/global/05_Prog_Eval_Report_Final.pdf
- #104: http://ocw.mit.edu/ans7870/global/05_Prog_Eval_Report_Final.pdf
- #105: Johansen & Wiley, ETR&D, DOI: 10.1007/s11423-010-9160-7
- #106: Johansen & Wiley, ETR&D, DOI: 10.1007/s11423-010-9160-7
- #107: Johansen & Wiley, ETR&D, DOI: 10.1007/s11423-010-9160-7
- #108: http://www.flickr.com/photos/avlxyz/4912317632/
- #109: http://www.flickr.com/photos/avlxyz/4912317632/
- #111: You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
- #112: You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
- #113: http://www.flickr.com/photos/avlxyz/4912317632/
- #114: http://www.flickr.com/photos/avlxyz/4912317632/
- #131: Wellcome Trust
- #142: CC By-SA Photo from http://www.flickr.com/photos/majorvols/2772682741/