Educause 2010 - Openness, Data, and a Sustainable Future for Education
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  • As paper became more affordable, dictations became the common form in early universities, and students hand wrote their own copies of texts.
  • CC By-NC-SA Photo from http://www.flickr.com/photos/nelsray/3760100376/in/photostream/
  • With the “lecture text” we get wide margins, so that faculty can now dictate their annotations to students. Though universities temporarily ban dictations, students demand them and they continue.
  • And this is still our primary mode of instruction, 3000 years later.
  • Allan Collins talked about customization, learner control, production – technology enables these, but the law does not allow them.
  • http://wiki.creativecommons.org/File:Metrics_Updated.png
  • http://google.com/
  • http://google.com/
  • CC By-SA Photo from http://www.flickr.com/photos/majorvols/2772682741/
  • What’s your university’s IP policy with regard to sharing curriculum materials or research products?
  • Public domain photo from http://en.wikipedia.org/wiki/File:T_Jefferson_by_Charles_Willson_Peale_1791_2.jpg
  • CC By Photo from http://www.flickr.com/photos/bogdansuditu/2892806613/
  • CC By Photo by David Wiley
  • http://oercommons.org/
  • http://cnx.org/
  • Image courtesy of Jon Mott
  • Image courtesy of Jon Mott
  • http://romerocanyon.com/wp-content/uploads/2010/08/Smokey-Bear-Only-You-Posters.jpg

Educause 2010 - Openness, Data, and a Sustainable Future for Education Presentation Transcript

  • 1. Openness, Data and a Sustainable Future of Education David Wiley, PhD Department of Instructional Psychology & Technology Brigham Young University
  • 2. Download These Slides http://slideshare.net/opencontent/
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  • 6. http://www.flickr.com/photos/gls-conference/4687537285/
  • 7. If the Book Didn’t Change Schools Can the computer? Can the internet? Can the LMS?
  • 8. Openness, Then Data A brief thought experiment…
  • 9.  
  • 10. Openness… In Education? Let’s begin by defining terms
  • 11. Open, adj . Describes educational artifacts
  • 12. Open Textbooks Open Educational Resources Open Courseware (Open Source Software)
  • 13. Open, adj . Teaching materials freely shared with permissions to engage in the “4R” activities
  • 14. The 4Rs Reuse – copy verbatim Redistribute – share with others Revise – adapt and improve Remix – combine with others
  • 15. Communicate 4Rs Permissions
    • Since this overrides default copyright, you must use a copyright license
  • 16. Offers easy to use 4R’s licenses
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  • 21. While Nouns Differ… The operationalizing actions are the same
  • 22. Open, adj . Generous, sharing, giving
  • 23. Open, adj . Providing (1) access and (2) local control
  • 24. Your Inner Two-year Old Overcoming the impulse to scream “ Mine!”
  • 25. Law and Policy “Enable” Us To shout “Mine!” ever more loudly, convulse ever more uncontrollably, and hit each other with ever larger toys
  • 26. Society’s Siren Song “ Be selfish. Keep it to yourself. Sue your neighbor. It’s legal. It’s ok.”
  • 27. Education Is Not Immune This kind of thinking is accepted
  • 28. Role of Openness in Education? A terrible, insidious question
  • 29. Openness is the only means of doing education.
  • 30. If There Is No Sharing… There is no education
  • 31. Education, n . A relationship of sharing
  • 32. Successful Educators Share most thoroughly with the most students
  • 33. Expertise Is Nonrivalrous Can be given without being given away
  • 34. “ He who receives ideas from me, receives instruction himself without lessening mine; as he who lights his taper at mine receives light without darkening me.” Thomas Jefferson
  • 35. Teachers Would Be Like Bees! They could only teach once
  • 36. Expressions Are Different To give a book you must give it away
  • 37. Expressions Are Different To give a book you must give it away
  • 38. Expressions Are Different Digital expressions are nonrivalrous n’t ^
  • 39. E.g., Online Book We can all read simultaneously
  • 40. An Indescribable Advance The first time in human history
  • 41. Expertise and Its Expressions Give without giving away
  • 42. Unprecedented Capacity We can share as never before
  • 43. Unprecedented Capacity We can educate as never before
  • 44. What Are We Doing? This increased capacity is a stewardship
  • 45. Open Educational Resources Open Course Ware Open Courses Open Textbooks
  • 46. Repository Examples
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  • 50. OpenCourseWare Examples
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  • 61. Open Courses Examples
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  • 65. Open Textbook Examples
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  • 68. Organizations
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  • 72. Now, On to Data
    • But first a brief joke
  • 73.  
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  • 80. Each and Every Interaction
    • Recorded and stored for analysis to improve quality of service / experience
  • 81. Continuous Improvement Process
    • (CIP)
  • 82. If Only We Could Get It…
    • Education could engage in continuous quality improvement, too!
  • 83.  
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  • 86. Even the Grocer!
    • Almost every industry (1) gathers and (2) uses data more effectively than we do
  • 87. Data Alone Don’t Enable CIP
    • You need Openness + Data
  • 88. A Concrete Example
    • Why you need BOTH
    • Openness + Data to CIP
  • 89.  
  • 90. Bloom’s 2 Sigma Challenge
    • Bloom, 1984
  • 91. One-to-One Tutoring
    • And other methods compared to 30 students in the classroom
  • 92. Average Tutored Student +2sd
    • In other words, the average student is capable of much more
  • 93. Tutoring is Expensive
    • So we teach class instead!
  • 94. 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)
  • 95. To Tutor Or Not to Tutor?
    • That is the (false) question
  • 96. “ Intelligent” Tutors
    • Have different scalability problems
    • Dehumanize learning
  • 97. “ Strategic Tutoring”
    • What if we could do one-on-one tutoring just-in-time and just-on-topic?
  • 98. Would Require Lots of Data
    • Where can we get it all?
  • 99. Would Require New Model
    • Institutional commitment
  • 100.  
  • 101. 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.
  • 102. OHSU Teaching Model
    • Online curriculum teaches as much as possible, teachers do proactive “strategic tutoring”
  • 103. Teacher Becomes Tutor
    • Has the curriculum replaced the teacher?
    • As broadcast machinery, yes.
  • 104. Are You Even Allowed to CIP?
    • Data aren’t sufficient – you need permission
  • 105. Open Educational Resources
    • Give OHSU the permissions it needs to engage in continuous improvement
  • 106. “ 4R” Permissions Reuse – copy verbatim Redistribute – share with others Revise – adapt and improve Remix – combine with others
  • 107. OHSU Charter Requires OER
    • Founders’ way of “burning the ships” and fully committing to CIP
  • 108. Conjoint CIP
    • Student learning and curriculum effectiveness
    • grow simultaneously
  • 109. Feedback Loop Curriculum Use Curriculum Redesign Student Performance Data Data Describing Curriculum Performance Data Supporting Strategic Tutoring
  • 110. But Tutoring Data are Out-of-Band!
    • Using customer relationship management
    • (CRM) tools
  • 111.  
  • 112. Visualizing Educational Data
    • Creating new visualization techniques to support teaching and learning
  • 113.  
  • 114. Openness + Data Are Required For Continuous Improvement Processes
  • 115. Openness + Data Are Required For us to stay competitive and relevant in a changing post-secondary ecosystem
  • 116. If the Book Didn’t Change Schools Can openness? Can data? Can openness + data?
  • 117.  
  • 118. Reconsider Your Stewardship Please – for yourself, your institution, and your students
  • 119. Thank You! [email_address] http://davidwiley.org/