David Wiley discusses how openness and data can transform education. He argues that (1) open educational resources and open sharing of teaching materials allows for continuous improvement of curriculum and personalized learning, (2) capturing data from online interactions and coursework enables strategic tutoring and improvement based on analytics, and (3) openness is necessary for education to keep up with societal changes from isolated to connected and closed to open.
The Intertwingling of Openness and Data in the Future of Education
1. The Intertwingling of Openness and Data
in the Future of Education
David Wiley, PhD
Department of Instructional Psychology & Technology
Brigham Young University
37. “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
54. “Whosoever reads the
Scriptures in the mother
tongue, shall forfeit land,
cattle, life, and goods from
their heirs forever, and so be
condemned for heretics to
God, enemies to the crown,
and most arrant traitors to
the land.”
English Law, 1414
111. Character Classes
• Bard - Master of the lore, history, and
politics of the field, know what's “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
112. • Level 1 – 22 XP
• Level 2 – 40 XP
• Level 3 – 65 XP
• Level 4 – 105 XP
• Level 5 – 160 XP
• Level 6 – 230 XP
• Level 7 – 365 XP
• Level 7 – A
• Level 6 – B
• Level 5 – C
• Level 4 or below - F
Leveling Up “Grades”
129. 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)
130. To Tutor Or Not to Tutor?
That is the (false) question
133. How Can We Get the Data?
Follow Google, Amazon, Netflix, WoW, etc.
134. Do School Online
Where each and every interaction can be
captured and stored for analysis
135.
136. 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.
137. OHSU Teaching Model
Online curriculum teaches as much as possible,
teachers do proactive “strategic tutoring”
138. Another Benefit of Data
Engage in continuous improvement of
curriculum materials
139. Can You Improve Curriculum?
Data aren’t sufficient – you need permission
152. Openness
• Increases access
• Gathers more data
• Improves sharing
• Creates local control
• Makes data actionable / CQI
• Permits alignment with societal changes
“facilitates the unexpected”
Take education as another example. The way we educate one another is also based on scarcity thinking for historical reasons. The lecture format dates back to at least 1000 years before Christ. Lecture as format – old. Deuteronomy 31 – gather every 7 years. There was a limit to how many people could get within earshot. Books (scrolls and codices) were prohibitively expensive to make, so attending lecture was your only choice. historically been a time-bound broadcast medium, Like radio or television.
As paper became more affordable, dictations became the common form in early universities, and students hand wrote their own copies of texts.
Gutenberg’s metallic movable type might have changed everything.
CC By NC SA Photo from http://www.flickr.com/photos/troymccluresf/3544183807/
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.
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?
How many of you saw a cool game demo’ed at GLS? How many of you were frustrated that you can’t get access to that game?
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
CC By-NC-SA Photo from http://www.flickr.com/photos/nelsray/3760100376/in/photostream/
CC By NC SA Photo from http://www.flickr.com/photos/troymccluresf/3544183807/
Image courtesy of Jon Mott
Image courtesy of Jon Mott
Not to mention cost – many are comparing higher ed to the real-estate bubble
Massive hyperlinking; 300,000 person communities of interest; etc.
Podcasting, blogs, independent films
Stock and weather data
Classroom experience versus using Google and online groups
Classroom experience versus using Google and online groups
Imagine Sci Fi section only open from 6-7.
http://www.flickr.com/photos/umjanedoan/497374910/
Can you remember a time when you had to be somewhere at a certain time to watch a TV show. My kids can’t.
An important question for education is, why is the lecture different?
No. We’re not talking about just putting more classes on the internet.