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Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
Openness and the Future of Assessment
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Openness and the Future of Assessment

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  • CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
  • http://google.com/
  • Selection of winners in the DML Competition. These logos are obviously not licensed under a Creative Commons license.
  • CC BY photo from http://www.flickr.com/photos/dazzied/424506521/
  • Transcript

    • 1. Openness and the Future David WileyInstructional Psychology & Technology Brigham Young University
    • 2. Download These Slideshttp://slideshare.net/opencontent/
    • 3. ContextThe societal superstructure is changing
    • 4. Analog Digital Music, Phones, TV, Newspapers,Movies, Journals, Communications, Intelligence, Defense
    • 5. Tethered MobilePhones, Internet Access, Employment
    • 6. Isolated Connected People, Content, Systems
    • 7. Generic PersonalCars, Computers, Mobile Phones
    • 8. Consuming CreatingRadio / Podcasting, Newspapers / Blogs Movies / Vodcasting
    • 9. Closed OpenSoftware (OSs, Applications), Content (Blogs, Wikis)
    • 10. Then vs Now Analog Digital Tethered Mobile Isolated Connected Generic PersonalConsumption Creating Closed Open
    • 11. Education vs Everyday Analog Digital Tethered Mobile Isolated Connected Generic PersonalConsumption Creating Closed Open
    • 12. Characteristics of E-learning Analog or Digital Tethered or Mobile Isolated or Connected Generic or Personal Consuming or Creating Closed or Open
    • 13. DecimationCalifornia State University system – 33% University of New Hampshire – 50% Double digit cuts everywhere
    • 14. Exploding DemandFrom 120M to 250M+ in next 15 years
    • 15. Nonrivalrous Media New opportunities
    • 16. Free Copy, Distribute, Edit Technology enables us to share and educate as never before
    • 17. Except We Can’t© forbids copying, distributing, and editing
    • 18. © Cancels the Possibilities Of digital media and the internet
    • 19. Internet CopyrightEnables Forbids What to do?
    • 20. Use copyright to enforce sharing
    • 21. The 4Rs Reuse – copy verbatimRedistribute – share with others Revise – adapt and edit Remix – combine with others
    • 22. Over 400 Million Items450,000,000400,000,000350,000,000300,000,000250,000,000200,000,000150,000,000100,000,000 50,000,000 0
    • 23. The “Open” in OER, OCW, &c. (1) Free (2) 4R permission
    • 24. Internet OEREnables Allows Sharing and educating at unprecedented scale
    • 25. OER = Content Infrastructure Platform for education innovation
    • 26. Informal Learning Open, standards-based way toissue, manage, and display credentials for ANY learning
    • 27. Transcript 2.0Fixes many problems with current transcripts
    • 28. OBI = Credential Infrastructure Platform for education innovation
    • 29. Open Education InfrastructureDemocratizes innovation opportunities
    • 30. OER Badges Issue Manage Learn DisplayAnything Credentials
    • 31. OER Badges Issue Manage Learn DisplayAnything Credentials
    • 32. Mind the Gap!HUGE demand over the next 10 years Entrepreneurs are on their way
    • 33. Anywhere, Free If I can learn anywhere for free,and show my credentials anywhere for free…
    • 34. Assess Anywhere, Free? What does this look like?
    • 35. 1. Ubiquitous Assessment “Assessment as Status Update”(Tweets, product and book reviews, etc.)
    • 36. Ubiquitous Assessment What kind of infrastructure does this require?
    • 37. Ubiquitous AssessmentNo one is working on this infrastructure
    • 38. 2. Leveraging Big, Messy Data10s of 1000s of tiny data points per person spread across a year User-generated items
    • 39. Leveraging Big, Messy Data What kind of psychometrics are needed to deal with this?
    • 40. 3. From Summative to Formative The majority will be formative At scale does formative function as summative?
    • 41. From Summative to Formative How will the role of high stakes assessments evolve?
    • 42. 4. Scaling Constructed Response We can’t condemn next-gen assessment to selected response
    • 43. Scaling Constructed Response “Gamify grading”
    • 44. Google’s ESP Game A symmetric verification game(Verbosity is an asymmetric example)
    • 45. For Example, In Education• Rubrics• Multi-person Review• Inter-rater Reliability Component• Sanity Sampling
    • 46. Future Assessment? Analog or Digital Tethered or Mobile Isolated or Connected Generic or PersonalConsuming or Creating Closed or Open
    • 47. Key Trends Ubiquitous assessmentFrom summative to formative Leveraging big, messy dataScaling constructed response
    • 48. Expand Our Thinking Beyond traditional educationBeyond traditional psychometrics Beyond traditional assessment
    • 49. Thank Youhttp://davidwiley.org/

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