Why Be Open?

Why Be Open? David WileyInstructional Psychology & Technology Brigham Young University

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If the Book Didn’t Change Schools Can the computer? Can the internet? Can “open”?

Why Be Open?1. Education is Sharing (the technical argument)2. Buy One, Get One (the political argument)3. The Paradox of Free (the financial argument, part 1)

Why Be Open?4. The $5 Textbook (the financial argument, part 2)5. Facilitate the Unexpected (the serendipity argument)6. Continuous Improvement (the quality argument)

Why Be Open?7. Content is Infrastructure (the innovation argument)8. Do the Right Thing (the moral argument)

1. Education Is Sharing the technical argument

Teachers Share With Students Knowledge and skills Feedback and criticism Encouragement

Students Share With Teachers Questions Assignments Tests

If There Is No Sharing There is no education

Successful Educators Share most compeltely with the most students

Knowledge is MagicalCan be given without being given away

Physical Expressions Are Not To give a book you must give it away

Expressions Are DifferentTo give a book you must give it away

When Expressions Are Digital They also become magical

An Indescribable Advance The first time in human history

Both Knowledge and Expressions Can be given without giving away

Unprecedented Capacity We can share as never before

Unprecedented CapacityWe can educate as never before

What Does “Share” Mean?Online it means copy and distribute

Cost of “Copy”For one 250 page book:• Copy by hand - $1,000• Copy by print on demand - $4.50• Copy by computer - $0.00084

Cost of “Distribute”For one 250 page book:• Distribute by mail - $5.20• Distribute by internet - $0.00072

Copy and Distribute are “Free” This changes everything

Educational SharingAlso means adapting or editing

Sense-making, Meaning-making Connecting to prior knowledge Relating to past experience (In an appropriate language)

Digital Makes Editing “Free” Editing a printed book or magazine is difficult and expensive

Free Copy, Distribute, Edit We can share as never before

Free Copy, Distribute, Edit We can educate as never before

Except We Can’t© forbids copying, distributing, and editing

Internet CopyrightEnables Forbids What to do?

Use copyright to enforce sharing

The 4Rs Reuse – copy verbatimRedistribute – share with others Revise – adapt and edit Remix – combine with others

Over 400 Million ItemsUsing CC licenses at end of 2010

The “Open” in OERFree permission to do the 4Rs

Internet OEREnables Allows Sharing and educating at unprecedented scale

2. Buy One, Get One the political argument

“Buy One, Get One” Pizza in Ohio

Who Pays for Research?Understanding relative contributions

Public Investment in Research $105,385 to $119,913 per article (U.S. NIH-funded research)

Publisher Investment in Research $2750 per article, including administrative and all other costs

Does This Make Sense?Publishers make 2% of the investment,then take © and charge you for access

Public (Who Paid) Has No Access I thought I bought a pizza?!?

If You Buy One, You Should Get One All taxpayer-funded educational resources should be OER

U. S. Department of Labor $2 Billion for curriculum for high-demand two year programs

3. The Paradox of Free the financial argument

Do OER Hurt Sales? Won’t people stop paying for thecourse materials or books if they’re free?

Publications• Hilton, J. & Wiley, D. (in press). Free E-Books and Print Sales. Journal of Electronic Publishing.• Hilton, J. & Wiley, D. (in press). Open access textbooks and financial sustainability: A case study on flat world knowledge. International Review of Research in Open and Distance Learning.• Johansen, J. & Wiley, D. (2011). A sustainable model for opencourseware development. Educational Technology Research & Development.• Hilton, J. & Wiley, D. (2010). A sustainable future for open textbooks? The Flat World Knowledge story. First Monday, 15(8).• Hilton, J. & Wiley, D. (2010). Free: Why authors are giving books away on the Internet. Tech Trends, 54(2).• Hilton, J., Wiley, D. (2010). The short-term influence of free digital versions of books on print sales. Journal of Electronic Publishing, 13(1) http://davidwiley.org/

Findings• Over 2% of people who access open online courses become paying customers• Downloads of free online books correlate strongly with sales of print books• A for-profit business can be financially successful using CC licenses on its textbooks

4. The $5 Textbookthe financial argument, part 2 (aka your fellow travelers)

Postsecondary Students Pay $35 instead of $150 per book300,000 students have saved $39M+

Project Kaleidoscope (NGLC) Preliminary research results

“How would you rate the qualityof the texts used for this course?”Answer Response %WORSE than… 4 3%About the SAME AS… 67 56%BETTER than… 49 41%

“How do you feel about the online format of the texts used…?”Answer Response %I like it MORE than … 65 52%I have no preference 38 31%I like it LESS than… 21 17%

“Imagine a future course you are required to take. If two different sections were offered…”Answer Response %I would enroll in the section with 17 13%TRADITIONAL PUBLISHED TEXTSI would enroll in the section with 93 74%TEXTS LIKE THOSE OFFERED INTHIS COURSEI would have no preference 16 13%

High School Science Classes Teachers adapted CK12 books for print or digital use

http://opencontent.org/calculator

High SchoolsPay $5 instead of $80 per book

1200 Students in 2010-2011 2700 students in 2011-2012

Impact on Learning? No difference – yet

Pedagogy and OERHighlighting, annotating, taking notes

Impact on Learning? With PD we willmove the outcomes needle

Statewide Secondary in 2012 Over 275,000 students

Back of the EnvelopeCost of Traditional Books Over Cycle $61,875,000Cost of Open Books Over Cycle $28,875,000Potential Savings Over Entire Cycle $33,000,000Potential Savings Per Year $4,714,286

5. Facilitate the Unexpected Some examples… on a budget

Character Classes• Bard - Master of the lore, history, and politics of the field, know whats “out there”• Artisan - Has materials production skills in all the necessary Web 1.0 and 2.0 tools like HTML, video sharing, podcasting• Monk Master of copyright and licensing arcana and defender of the university brand• Merchant Deals with short- and long-term sustainability issues

http://openeducation.us/

6. Continuous Improvement the quality argument

Learning AnalyticsCan tell us who and what needs help

It’s Useless Knowing what needs fixed,when you don’t have permission to fix it

OpennessGives us permission to makechanges and improvements

It’s Useless Having permission to fix things,when you don’t know where to start

Openness + AnalyticsTells you what to fix and allows you to fix it! Enables Continuous Quality Improvement

7. Content is Infrastructure the innovation argument

What is Infrastructure?Electric grid, telecom, roads, airports, water, sewer, etc.

What is Infrastructure? “The physical components of interrelatedsystems providing commodities and services essential to enable, sustain, or enhance” societies or enterprises.

To Speed InnovationIncrease quality and decrease cost of infrastructure

Content is CriticalAn important part of every educational institution’s infrastructure

To Speed Education Innovation Increase quality and decrease cost of content infrastructure

University of the People

OER University

Mozilla Badge Lab

8. Do the Right Thing the moral argument

Consider Our Responsibility What kind of ethical or moral responsibility do we have? Who are you accountable to?

Our Potential Is Limitless The good we can do is constrainedonly by our creativity and commitment

Why Be Open? To be helpful

Thank Youdavid.wiley@byu.eduhttp://davidwiley.org/

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Why Be Open?

by David Wiley on Jan 26, 2012

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Why Be Open? — Presentation Transcript