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Openness and the  Future of Education David Wiley, PhD Department of Instructional Psychology & Technology Brigham Young University
 
Openness… In Education? Let’s begin by defining terms
Open,  adj . Describes educational artifacts
Open Textbooks Open Educational Resources Open Courseware (Open Source Software)
Open,  adj . Teaching materials freely shared with permissions to engage in the “4R” activities
The 4Rs Reuse – copy verbatim Redistribute – share with others Revise – adapt and improve Remix – combine with others
Communicate 4Rs Permissions ,[object Object]
Offers easy to use 4R’s licenses
 
2009 2007 2008 2006 2005 2004 2003 CC Licensed Items Online (Millions) 50 100 150 200 250
While Nouns Differ… The operationalizing actions are the same
Open,  adj . Generous, sharing, giving
Your Inner Two-year Old Overcoming the impulse to scream “ Mine!”
Law and Policy “Enable” Us To shout “Mine!” ever more loudly, convulse ever more uncontrollably, and hit each other with ever larger toys
Society’s Siren Song “ Be selfish. Sue your neighbor.  It’s legal. It’s ok.”
Education Is Not Immune This kind of thinking is accepted
Role of Openness in Education? A terrible, insidious question
Openness is the only means  of doing education
If There Is No Sharing… There is no education
Education,  n . A relationship of sharing
Successful Educators Share most thoroughly  with the most students
Expertise Is Nonrivalrous Can be given without being given away
“ 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
Teachers Would Be Like Bees! They could only teach once
Expressions Are Different To give a book you must give it away
Expressions Are Different To give a book you must give it away
Expressions Are  Different Digital expressions are nonrivalrous n’t ^
E.g., Online Book We can all read simultaneously
An Indescribable Advance The first time in human history
Expertise and Its Expressions Give without giving away
Unprecedented Capacity We can share as never before
Unprecedented Capacity We can  educate  as never before
(Education Involves More) (It turns out the Internet is pretty good at facilitating these other things as well.)
Sharing the Stage Technology always plays opposite  it’s nemesis, policy
15 th  Century Perhaps the greatest technological advance ever
 
15 th  Century Also the most draconian restrictions on information dissemination ever
The Bible Huge demand for vernacular editions, but illegal (and expensive)
Instead of Obliging… Ramped up production of “indulgences” and stricter laws against vernacular editions
“ 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, 15 th  Century
Collision Powerful new technology, huge demand, outdated thinking reinforced by law
The Reformation Powerful new technology, huge demand, outdated thinking reinforced by law
Alas Our day isn’t that different
Learning Management Systems Technology used against its own potential made to conceal and withhold
 
 
“ Lids Down, Please!” Faculty refuse to compete for attention
2008 Professor in Southern US Claimed (C) of his class lectures, declared student notes derivative works, and asserted control over their use
Makes Me Wonder… Can they ever become professors? Can they ever be employed?
Soaring Demand for Education 120M in post-secondary education worldwide 150M  more  projected to enter
In India Alone, They Need… 2400 new universities in the next 25 years One new university every two weeks
Collision Powerful new media and technology, ravenous demand, outdated thinking reinforced by policy
Sound Familiar? Education is on the edge of its own Reformation
Will We Reform Internally? Or will factions and sects have to split off?
What Does Reform Look Like? We only need to look at society around us…
Analog    Digital Music, Phones, TV, Newspapers, Movies, Journals, Communications, Intelligence, Defense
Tethered    Mobile Phones, Internet Access, Employment
Isolated    Connected People, Content, Systems
Generic    Personal Cars, Computers, Mobile Phones
Consuming    Creating Radio / Podcasting, Newspapers / Blogs  Movies / Vodcasting
Closed    Open Software (OSs, Applications),  Content (Blogs, Wikis)
Then vs Now Analog  Digital Tethered  Mobile Isolated  Connected Generic  Personal Consumption  Creating Closed  Open
Education vs Everyday Analog  Digital Tethered  Mobile Isolated  Connected Generic  Personal Consumption  Creating Closed  Open
“ Daily Divide” Is a Huge Threat And the wider the disconnect,  the less relevant higher education feels
What About E-learning?
What About E-learning? Very innovative in 1995!
Characteristics of E-learning Analog or Digital Tethered or Mobile Isolated or Connected Generic or Personal Consuming or Creating Closed or Open
Connecting 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 permission
Creating You won’t be creative if there’s no outlet for your work
How Can We Be More Open? Some examples…
 
 
 
 
 
 
 
 
 
 
 
 
 
 
How Can We Be More Open? Some examples… on a budget
 
 
 
 
 
 
 
More Open We Are The better education will be
Not a Technology Problem Not only do the technologies we need exist, they’re free and open!
This Is a Policy Problem Higher education is behaving like  the recording and movie industries
Policy To Defend Tradition Rather than to facilitate innovation
You  Must Engage in Policy Reform Ignoring a problem is not a strategy
“ It is not necessary to change. Survival is not mandatory.” W. E. Deming
Don’t Open Up to Avoid Doomsday… Because of what might happen if you don’t
Be More Open for Your Students To fulfill your sacred trust as a teacher
Role of New Media / Tech Increase our capacity to be open
Thank You! [email_address] http://davidwiley.org/

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Openness and the Future of Education

Notes de l'éditeur

  1. http://www.flickr.com/photos/burningkarma/2913030442/
  2. Massive hyperlinking; 300,000 person communities of interest; etc.
  3. Massive hyperlinking; 300,000 person communities of interest; etc.
  4. CC By-SA Photo from http://www.flickr.com/photos/majorvols/2772682741/
  5. Public domain photo from http://en.wikipedia.org/wiki/File:T_Jefferson_by_Charles_Willson_Peale_1791_2.jpg
  6. CC By Photo from http://www.flickr.com/photos/bogdansuditu/2892806613/
  7. CC By Photo by David Wiley
  8. CC By-NC-SA Photo from http://www.flickr.com/photos/nelsray/3760100376/in/photostream/
  9. CC By NC SA Photo from http://www.flickr.com/photos/troymccluresf/3544183807/
  10. Image courtesy of Jon Mott
  11. Image courtesy of Jon Mott
  12. Massive hyperlinking; 300,000 person communities of interest; etc.
  13. Podcasting, blogs, independent films
  14. Stock and weather data
  15. Classroom experience versus using Google and online groups
  16. Classroom experience versus using Google and online groups
  17. No. We’re not talking about just putting more classes on the internet.
  18. You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
  19. You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
  20. You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
  21. You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
  22. You can’t connect to / with things you can’t access. You can’t custom pull modules into an instructional experience when you don’t have access to the modules. And students certainly can’t participate when there is no mechanism for contribution of materials or a way to find and tutor one another.
  23. Not just experiences that take four, six, or eight years