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


TAPE

Educa.on
is
the
“E”


Long
Division

A
great
innova.on!


IV
)
CDXLVII

For
a
Chili
Willi’s
GiV
Cer.ﬁcate!


CXII

(Even
the
Chinese
had
to
invent
an
Arabic-‐
style
coun.ng
system
for
doing
long
division!)


Some.mes
New
and
Old
Don’t
Mix

You
need
to
choose
one
or
the
other,
the
middle
ground
is
a
disaster
area


Old
Thinking

♥

New
Tech

Like
Roman
numerals
and
long
division


Those
who
cannot
remember

the
past
are
condemned
to

repeat
it.

George
Santayana

http://en.wikipedia.org/wiki/George_Santayana


When
Tech
and
Policy
Collide

1000
A.D.
-‐
1600
A.D.


•hBp://www.ﬂickr.com/photos/wonderlane/27701688/

Access
Was
Zealously
Guarded

By
people
whose
inten.ons
were

pure
and
virtuous


11th
Century

Vernacular
transla.ons
of
the
Bible

forbidden


14th
Century

Wycliﬀe
ﬁnishes
English
transla.on


15th
Century

Anyone
caught
reading
the
English
Bible

will
"Forfeit
land,
caBle,
life,
and
goods

from
their
heirs
forever."


15th
Century

Gutenberg,
the
prin.ng
press,
and

metallic
movable
type


15th
Century

The
church
leverages
technology
to

print
indulgences
at
scale
for
a

frac.on
of
the
cost


16th
Century

English
and
German
Bibles
are
mass-‐
produced
and
pirate
Bibles
are
smuggled

in
ﬂour
sacks
and
coBon
bales


16th
Century

Empowered
with
access,

people
won’t
tolerate
foolishness

(including
indulgences)


16th
Century

Luther
and
others
work
to
reform

from
the
inside,
but
#fail


16th
Century

Protestant
sects
split
away
and
the

Church
loses
membership
and
revenue


17th
Century

30
Years
War
ends
Pope's
pan-‐European

poli.cal
power


17th
Century

Popular
reforms
ﬁnally
carried
out

too
liBle,
too
late


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?


“The
World
is
Changed”

Galadriel,
Lord
of
the
Rings


It’s
Actually
Worse
(or
BeBer)

The
World
is
Changing


Analog
⇒
Digital

Music,
Phones,
TV,
Newspapers,
Movies,
Journals,
Communica.ons,
Intelligence,
Defense


Tethered
⇒
Mobile

Phones,
Internet
Access,
Employment


Isolated
⇒
Connected

People,
Content,
Systems


Generic
⇒
Personal

Cars,
Computers,
Mobile
Phones


Consuming
⇒
Crea.ng

Radio
/
Podcas.ng,
Newspapers
/
Blogs

Movies
/
Vodcas.ng


Closed
⇒
Open

SoVware
(OSs,
Applica.ons),

Data
(Weather,
GIS),
Content
(Blogs,
Wikis)


Open,
adj.

Providing
users
a
collec.on
of
rights

called
“the
four
R’s”


The
4
R’s

Reuse

-‐

verba.m

Redistribute

-‐

share

Revise

-‐

make
deriva.ves

Remix

-‐

make
combina.ons


Oﬀers
easy
to
use
4R’s
licenses


Then vs Now
Analog ⇒ Digital
Tethered ⇒ Mobile
Isolated ⇒ Connected
Generic ⇒ Personal
Consump.on ⇒ Crea.ng
Closed ⇒ Open


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


“Daily
Divide”
Is
a
Huge
Threat

And
the
wider
the
disconnect,

the
bigger
the
threat
to
higher
educa.on


But
Wait!

We’re
Educa5on!

Our
historic
monopoly
is
(gratefully)

being
challenged
on
almost
every
front


Why
Do
Students
Come?

Content,
Research,
Support
Services

Social
Life,
Degrees


Content

The
“World
Wide
Web,”
Wikipedia,

Flat
World
Knowledge,
etc.


Research

Public
Library
of
Science,
Arxiv.org,

Google
Scholar,
etc.


Support
Services

ChaCha,
Yahoo!
Answers,

RateMyProfessor,
Email,
Instant

Messaging,
TwiBer,
etc.


Social
Life

Facebook,
MySpace,
MMOG,
TwiBer,
iPhone
loca.on-‐aware
apps,
etc.


Degrees

MCSE,
RHCE,
CCNA


The
Monopoly
Is
Being
Busted

Everything
we
provide
is
now
oﬀered

by
someone
else


When
Ins.tu.ons
Specialize

They
usually
provide
beBer
quality

at
a
beBer
price


Higher
Ed,
On
the
Other
Hand

76%
increase
in
cost
over
10
years
How’s
our
quality?


Industries
Failing
Everywhere

Banks,
Insurance,
Automobiles...
Higher
Educa.on?


A
Bail
Out
for
Higher
Ed?

More
like
double-‐digit
budget
cuts


No
Monopoly
and
No
Bail
Out

How
can
we
innovate
to
stay
relevant?


No
Monopoly
and
No
Bail
Out

How
can
we
innovate
to
stay
relevant?

How
do
we
support
a
thriving
crea.ve
class?


What
About
E-‐learning?


What
About
E-‐learning?

Quite
innova.ve
in
1995!


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


Openness
is
the
Cornerstone

Openness
underpins
everything
interes.ng

happening
online
and
is
“what
they
know”


Why
Make
Such
a
Claim?

Let’s
ask
Alexa
what
the
50
most

popular
sites
on
the
web
are…


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


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


Connec.ng

You
can’t
connect
to
something
if
you

don’t
have
access
to
it


Personalizing

You
can’t
adapt
or
localize
something
if
you
don’t
have
the
rights
to
modify
it


Crea.ng

You
won’t
be
crea.ve
if
there’s
no

outlet
for
your
work


Sounds
Great
in
Theory...

But
will
any
educa.onal
ins.tu.on
do
it?


And
in
Public
Educa.on...


Giving
Things
Away
is
Great,
But

How
do
you
sustain
it?

And
so
what
if
you
can?


1.
Openness
Is
Great
Marke.ng

Some.mes
you
CAN

have
your
cake
and
eat
it,
too


Economics
Textbook
A

University
of
Nebraska
Professor
$134
from
Amazon


Economics
Textbook
B

UC
Berkeley
Professor
Free
online
$29.95
in
print


$8M
Series
A,
Spring
2009

In
alpha
and
beta
tests,
60%
of
students
s.ll
made
a
purchase


Double
BoBom
Line

38,000
college
students
will
save
$3
Million

in
Fall
2009
Semester


2.7%
of
Visitors
Become
Customers

(One
of)
The
most
eﬀec.ve

marke.ng
campaigns


With
3.8%
Margin
OCW
Breaks
Even

With
a
greater
margin
it
creates
new
revenue


2.
Openness
Connects
Community

Prospec.ve
Students
Current
Students
(Planning)
Current
Students
(Review)
Alumni


The
“Nexlix”
University

Subscribe
for
just
$50
per
month!


Educa.on
Maintenance
Org

When
costs
are
ﬁxed,
lifelong
learning
can

become
an
employee
beneﬁt


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


4.
Content
Is
Infrastructure

Free
and
open
infrastructure
lowers
the
cost

and
risk
of
experimenta.on
and
innova.on


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


Educa.on
Will
Eventually
Be
Open

(It
already
is)


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?

Not
a
Technology
Problem

Look
around
the
Internet
–
not
only
do
the

technologies
we
need
exist,
they’re
open
source


This
Is
a
Policy
Problem

Universi.es
and
schools
are
behaving
like

the
church
(or
recording
and
movie
industries)


Policy
To
Defend
Tradi.on

Instead
of
as
a
tool
of
innova.on


“The
last
tempta5on

is
the
greatest
treason,

To
do
the
right
deed

for
the
wrong
reason.”
Archbishop
Thomas
BeckeB
(T.
S.
Eliot)


Thank
You

david.wiley@byu.edu

hBp://davidwiley.org/


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