This document discusses how openness and data can enable a sustainable future for education. It argues that open educational resources and data from online interactions can support continuous improvement processes. Specifically, when teaching materials are openly licensed and data on student interactions are collected, schools can engage in strategic tutoring to improve outcomes, as seen in OHSU's model. The document urges reconsidering one's role and allowing openness and data use to better serve students in a changing educational landscape.

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/

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…

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

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

50. OpenCourseWare Examples

61. Open Courses Examples

65. Open Textbook Examples

68. Organizations

72. Now, On to Data But first a brief joke

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!

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

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

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

112. Visualizing Educational Data Creating new visualization techniques to support teaching and learning

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?

118. Reconsider Your Stewardship Please – for yourself, your institution, and your students

119. Thank You! [email_address] http://davidwiley.org/