1. Openness, Data and
the Future of Education
David Wiley, PhD
Department of Instructional Psychology & Technology
Brigham Young University

2. Download These Slides
http://slideshare.net/opencontent/

3. Openness… In Education?

4. Open, adj.
Describes educational artifacts

5. Open Textbooks
Open Educational Resources
Open Courseware

6. Open, adj.
Teaching materials freely shared with
permissions to engage in the “4R” activities

7. The 4Rs
Reuse – copy verbatim
Redistribute – share with others
Revise – adapt and improve
Remix – combine with others

8. Communicate 4Rs Permissions
Since this overrides default copyright,
you must use a copyright license

9. Offers easy to use 4R’s licenses

12. Open Educational Resources
Open
Course
Ware
Open
Course
Ware
Open
Courses
Open
Courses
Open
Textbooks
Open
Textbooks

13. Repository Examples

17. OpenCourseWare Examples

28. Open Courses Examples

32. Open Textbook Examples

35. Organizations

41. While Nouns Differ…
The operationalizing actions are the same

42. Open, adj.
Sharing

43. Why Be Open?

44. Role of Openness in Education?
A terrible, insidious question

45. Openness is the only means
of doing education.

46. If There Is No Sharing
There is no education

47. Successful Teachers
Share most thoroughly with
the most students

48. What’s the Value Proposition?

49. Who’s Doing the Valuing?
Students, institutions, teachers, society

51. Affordability
The average college student spends
$900 per year on textbooks

53. Students? Affordability
The average college student spends
$900 per year on textbooks

54. Students? Affordability
The average college student spends
$900 per year on textbooks

55. Affordability
Students, institutions, society

56. A Brief Pivot to Data
And then back to
institutions and society

62. Each and Every Interaction
Recorded and stored for analysis
to improve quality of service / experience

63. Continuous Improvement Process
(CIP)

64. If Only We Could Get It…
Education could engage in continuous quality
improvement, too!

68. Even the Grocer!
Almost every industry (1) gathers and
(2) uses data more effectively than we do

69. Data Alone Don’t Enable CIP
You need Openness + Data

70. A Concrete Example
Why you need BOTH
Openness + Data to CIP

72. Bloom’s 2 Sigma Challenge
Bloom, 1984

73. One-to-One Tutoring
And other methods compared to
30 students in the classroom

74. Average Tutored Student +2sd
In other words, the average student
is capable of much more

75. Tutoring is Expensive
So we teach class instead!

76. 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)

77. To Tutor Or Not to Tutor?
That is the (false) question

78. “Intelligent” Tutors
Have different scalability problems
Dehumanize learning

79. “Strategic Tutoring”
What if we could do one-on-one tutoring
just-in-time and just-on-topic?

80. Would Require Lots of Data
Where can we get it all?

81. Would Require New Model
Institutional commitment

83. 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.

84. OHSU Teaching Model
Online curriculum teaches as much as possible,
teachers do proactive “strategic tutoring”

85. Teacher Becomes Tutor
Has the curriculum replaced the teacher?
As broadcast machinery, yes.

86. Are You Even Allowed to CIP?
Data aren’t sufficient – you need permission

87. Open Educational Resources
Give OHSU the permissions it needs to
engage in continuous improvement

88. “4R” Permissions
Reuse – copy verbatim
Redistribute – share with others
Revise – adapt and improve
Remix – combine with others

89. OHSU Charter Requires OER
Founders’ way of “burning the ships”
and fully committing to CIP

90. Conjoint CIP
Student learning and curriculum effectiveness
grow simultaneously

91. Curriculum
Use
Curriculum
Redesign
Student
Performance
Data
Data
Describing
Curriculum
Performance
Data
Supporting
Strategic
Tutoring
Feedback
Loop

92. But Tutoring Data are Out-of-Band!
Using customer relationship management
(CRM) tools

94. Visualizing Educational Data
Creating new visualization techniques to
support teaching and learning

96. Openness + Data Are Required
For Continuous Improvement Processes

100. CIP, Of Course

101. (Design-based Research)
Must either use open materials,
violate its own principles,
or fail to scale

102. Recruiting
MIT OCW reports:
35% of incoming freshman aware of
OCW reported it influenced their
attendance decision

103. Alumni Outreach
MIT OCW reports:
78% of alumni are aware of OCW
42% of alumni use the site

104. To Make Money
BYU IS reports 2.5% of all visitors to
OCW site become paying customers

108. Teachers
Transparency increases quality
Increased interaction and perspectives

112. Finally, Society
What is the value of openness in
education to society?

113. Finally, Society
What is the value of openness in
education to society?

114. Lifelong Learning Opportunities
Refresh, review, or learn something
new informally and for free
Or “upgrade” for tutoring and credits

115. Public As Patrons
Who funds the creation of educational
materials by faculty?

116. The Trucker Tale
A parable of ingenuity and despair

117. CC BYhttp://www.flickr.com/photos/farleyj/2768941171/

118. CC BYhttp://www.flickr.com/photos/pagedooley/2810314243/

119. CC BYhttp://www.flickr.com/photos/chicagoeye/2710749425/

120. CC BY
http://www.flickr.com/photos/striatic/2192192956/

121. CC BY
http://www.flickr.com/photos/booleansplit/2634767088/

122. CC BYhttp://www.flickr.com/photos/flissphil/245158736/

123. Terms of Distribution
Surrender all rights to the product
Truckers keep 100% of all sales
Terms are life + 70 years

124. CC BY
http://www.flickr.com/photos/glutnix/47989973/

125. The Moral of the Story
This is a tale about faculty and their
research, and proportional effort

126. • Come up with ideas for research,
• Find grant funding for the research,
• Identify and hire graduate students
and other professionals,
• Conduct the research,
• Write up the results of the research in
a clear and concise manner, and
• Surrender all rights to the written
results of our research to a

127. Completely, Utterly Unacceptable
As ridiculous as the Trucker Tale sounds,
faculty have it worse

128. Financial Contribution
How about the proportional financial
contribution to research articles?

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

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

131. Does This Make Sense?
Publishers make approximately 2% of
the overall investment

132. “Volunteers?”
In addition to conducting and writing,
you also do the reviewing and editing!

133. Unbelievable Profits
Elsevier + LexusNexus = $1,500,000,000
in 2008
(Not revenue - profit)

134. Buy One, Get One
Pizza in Ohio

135. NIH Policy Now…
FRPAA coming soon

136. A FRPAA For Educational Materials?
Who knows,
but the public probably deserves it

137. Conclusions
Openness and sharing
are required for education

138. Conclusions
Openness and sharing
can be financially sustainable

139. Conclusions
Openness and data enable
CIP and other things we value

140. An Invitation
Reconsider the stewardship
you’ve been given you as an educator

141. Your Inner Two-year Old
Overcoming the impulse to scream
“Mine!”

142. The More Open You Are
The better education will be for everyone

143. Thank You!
david.wiley@byu.edu
http://davidwiley.org/