Enrolling in the Creative Class

Enrolling in the Crea.ve Class Open Educa.on and the New Economy David Wiley, PhD Brigham Young University Monday, October 19, 2009

@opencontent hBp://slideshare.com/opencontent hBp://twiBer.com/opencontent hBp://facebook.com/opencontent Monday, October 19, 2009

Monday, October 19, 2009

TAPE Educa.on is the “E” Monday, October 19, 2009

Long Division A great innova.on! Monday, October 19, 2009

IV ) CDXLVII For a Chili Willi’s GiV Cer.ﬁcate! Monday, October 19, 2009

CXII (Even the Chinese had to invent an Arabic-‐ style coun.ng system for doing long division!) Monday, October 19, 2009

Some.mes New and Old Don’t Mix You need to choose one or the other, the middle ground is a disaster area Monday, October 19, 2009

Old Thinking ♥ New Tech Like Roman numerals and long division Monday, October 19, 2009

Those who cannot remember the past are condemned to repeat it. George Santayana http://en.wikipedia.org/wiki/George_Santayana Monday, October 19, 2009

When Tech and Policy Collide 1000 A.D. -‐ 1600 A.D. Monday, October 19, 2009

•hBp://www.ﬂickr.com/photos/wonderlane/27701688/ Monday, October 19, 2009

Access Was Zealously Guarded By people whose inten.ons were pure and virtuous Monday, October 19, 2009

11th Century Vernacular transla.ons of the Bible forbidden Monday, October 19, 2009

14th Century Wycliﬀe ﬁnishes English transla.on Monday, October 19, 2009

15th Century Anyone caught reading the English Bible will "Forfeit land, caBle, life, and goods from their heirs forever." Monday, October 19, 2009

15th Century Gutenberg, the prin.ng press, and metallic movable type Monday, October 19, 2009

15th Century The church leverages technology to print indulgences at scale for a frac.on of the cost Monday, October 19, 2009

16th Century English and German Bibles are mass-‐ produced and pirate Bibles are smuggled in ﬂour sacks and coBon bales Monday, October 19, 2009

16th Century Empowered with access, people won’t tolerate foolishness (including indulgences) Monday, October 19, 2009

16th Century Luther and others work to reform from the inside, but #fail Monday, October 19, 2009

16th Century Protestant sects split away and the Church loses membership and revenue Monday, October 19, 2009

17th Century 30 Years War ends Pope's pan-‐European poli.cal power Monday, October 19, 2009

17th Century Popular reforms ﬁnally carried out too liBle, too late Monday, October 19, 2009

Morals of the Story -‐ Don’t bet against the transforma.ve power of informa.on technology (regardless of the size or inﬂuence of the “industry”) -‐ You’re going to end up adap.ng anyway, why not do it on your own terms? Monday, October 19, 2009

“The World is Changed” Galadriel, Lord of the Rings Monday, October 19, 2009

It’s Actually Worse (or BeBer) The World is Changing Monday, October 19, 2009

Analog ⇒ Digital Music, Phones, TV, Newspapers, Movies, Journals, Communica.ons, Intelligence, Defense Monday, October 19, 2009

Tethered ⇒ Mobile Phones, Internet Access, Employment Monday, October 19, 2009

Isolated ⇒ Connected People, Content, Systems Monday, October 19, 2009

Generic ⇒ Personal Cars, Computers, Mobile Phones Monday, October 19, 2009

Consuming ⇒ Crea.ng Radio / Podcas.ng, Newspapers / Blogs Movies / Vodcas.ng Monday, October 19, 2009

Closed ⇒ Open SoVware (OSs, Applica.ons), Data (Weather, GIS), Content (Blogs, Wikis) Monday, October 19, 2009

Open, adj. Providing users a collec.on of rights called “the four R’s” Monday, October 19, 2009

The 4 R’s Reuse -‐ verba.m Redistribute -‐ share Revise -‐ make deriva.ves Remix -‐ make combina.ons Monday, October 19, 2009

Oﬀers easy to use 4R’s licenses Monday, October 19, 2009

Then vs Now Analog ⇒ Digital Tethered ⇒ Mobile Isolated ⇒ Connected Generic ⇒ Personal Consump.on ⇒ Crea.ng Closed ⇒ Open Monday, October 19, 2009

Educa/on vs Everyday Analog ⇒ Digital Tethered ⇒ Mobile Isolated ⇒ Connected Generic ⇒ Personal Consump.on ⇒ Crea.ng Closed ⇒ Open Monday, October 19, 2009

“Daily Divide” Is a Huge Threat And the wider the disconnect, the bigger the threat to higher educa.on Monday, October 19, 2009

But Wait! We’re Educa5on! Our historic monopoly is (gratefully) being challenged on almost every front Monday, October 19, 2009

Why Do Students Come? Content, Research, Support Services Social Life, Degrees Monday, October 19, 2009

Content The “World Wide Web,” Wikipedia, Flat World Knowledge, etc. Monday, October 19, 2009

Research Public Library of Science, Arxiv.org, Google Scholar, etc. Monday, October 19, 2009

Support Services ChaCha, Yahoo! Answers, RateMyProfessor, Email, Instant Messaging, TwiBer, etc. Monday, October 19, 2009

Social Life Facebook, MySpace, MMOG, TwiBer, iPhone loca.on-‐aware apps, etc. Monday, October 19, 2009

Degrees MCSE, RHCE, CCNA Monday, October 19, 2009

The Monopoly Is Being Busted Everything we provide is now oﬀered by someone else Monday, October 19, 2009

When Ins.tu.ons Specialize They usually provide beBer quality at a beBer price Monday, October 19, 2009

Higher Ed, On the Other Hand 76% increase in cost over 10 years How’s our quality? Monday, October 19, 2009

Industries Failing Everywhere Banks, Insurance, Automobiles... Higher Educa.on? Monday, October 19, 2009

A Bail Out for Higher Ed? More like double-‐digit budget cuts Monday, October 19, 2009

No Monopoly and No Bail Out How can we innovate to stay relevant? Monday, October 19, 2009

No Monopoly and No Bail Out How can we innovate to stay relevant? How do we support a thriving crea.ve class? Monday, October 19, 2009

What About E-‐learning? Monday, October 19, 2009

What About E-‐learning? Quite innova.ve in 1995! Monday, October 19, 2009

Characteris/cs of E-‐learning Analog or Digital Tethered or Mobile Isolated or Connected Generic or Personal Consuming or Crea.ng Closed or Open Monday, October 19, 2009

Openness is the Cornerstone Openness underpins everything interes.ng happening online and is “what they know” Monday, October 19, 2009

Why Make Such a Claim? Let’s ask Alexa what the 50 most popular sites on the web are… Monday, October 19, 2009

Sites Where Anyone Can: Share a video, share a photo, share a blog post, share their personal info, share their ra.ngs, share their ﬁles, share their exper.se Monday, October 19, 2009

Characteris/cs of E-‐learning Analog or Digital Tethered or Mobile Isolated or Connected Generic or Personal Consump/on or Crea.ng Closed or Open Monday, October 19, 2009

Connec.ng You can’t connect to something if you don’t have access to it Monday, October 19, 2009

Personalizing You can’t adapt or localize something if you don’t have the rights to modify it Monday, October 19, 2009

Crea.ng You won’t be crea.ve if there’s no outlet for your work Monday, October 19, 2009

Sounds Great in Theory... But will any educa.onal ins.tu.on do it? Monday, October 19, 2009

And in Public Educa.on... Monday, October 19, 2009

Giving Things Away is Great, But How do you sustain it? And so what if you can? Monday, October 19, 2009

1. Openness Is Great Marke.ng Some.mes you CAN have your cake and eat it, too Monday, October 19, 2009

Economics Textbook A University of Nebraska Professor $134 from Amazon Monday, October 19, 2009

Economics Textbook B UC Berkeley Professor Free online $29.95 in print Monday, October 19, 2009

$8M Series A, Spring 2009 In alpha and beta tests, 60% of students s.ll made a purchase Monday, October 19, 2009

Double BoBom Line 38,000 college students will save $3 Million in Fall 2009 Semester Monday, October 19, 2009

2.7% of Visitors Become Customers (One of) The most eﬀec.ve marke.ng campaigns Monday, October 19, 2009

With 3.8% Margin OCW Breaks Even With a greater margin it creates new revenue Monday, October 19, 2009

2. Openness Connects Community Prospec.ve Students Current Students (Planning) Current Students (Review) Alumni Monday, October 19, 2009

The “Nexlix” University Subscribe for just $50 per month! Monday, October 19, 2009

Educa.on Maintenance Org When costs are ﬁxed, lifelong learning can become an employee beneﬁt Monday, October 19, 2009

3. Openness Improves Quality Invite a professor to put her: syllabus in the open lecture notes in the open audio or video podcast in the open Monday, October 19, 2009

4. Content Is Infrastructure Free and open infrastructure lowers the cost and risk of experimenta.on and innova.on Monday, October 19, 2009

Don’t EVER make the mistake that you can design something beBer than what you get from ruthless massively parallel trial-‐and-‐error with a feedback cycle. That’s giving your intelligence much too much credit. Linus Torvalds http://en.wikipedia.org/wiki/Linus_Torvalds Monday, October 19, 2009

Educa.on Will Eventually Be Open (It already is) Monday, October 19, 2009

Will MU, WVU, &c. Be Open? Can your school ﬁnd the ins.tu.onal will to change? Or will you ﬁght a 30 year war, lose, and change anyway? Monday, October 19, 2009

Not a Technology Problem Look around the Internet – not only do the technologies we need exist, they’re open source Monday, October 19, 2009

This Is a Policy Problem Universi.es and schools are behaving like the church (or recording and movie industries) Monday, October 19, 2009

Policy To Defend Tradi.on Instead of as a tool of innova.on Monday, October 19, 2009

“The last tempta5on is the greatest treason, To do the right deed for the wrong reason.” Archbishop Thomas BeckeB (T. S. Eliot) Monday, October 19, 2009

Thank You david.wiley@byu.edu hBp://davidwiley.org/ Monday, October 19, 2009

Enrolling in the Creative Class

by David Wiley

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