Making Teaching and Learning Awesome with "Open"
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Keynote address at Minnesota eLearning Summit, July 2015.
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Making Teaching and Learning Awesome with "Open"
- 1. Making Teaching and Learning Awesome with Open David Wiley, PhD
- 2. This presentation is licensed CC BY unless indicated otherwise in notes
- 4. Goal: leverage the full technical capability of the internet for teaching and learning
- 5. education
- 6. education =
- 8. sharing
- 10. sharing
- 11. feedback
- 12. sharing
- 13. encouragement
- 14. sharing
- 15. passion
- 16. sharing
- 17. yourself
- 18. “internet”
- 19. Handwriting Printing Press Internet Make a copy of a book $1000s per copy $1s per copy $0.0001s per copy Distribute a book $1000s per copy $1s per copy $0.0001s per copy
- 21. sharing
- 24. education
- 27. ©
- 28. Copyright Regulates Handwriting Printing Press Internet Copying of a book $1000s per copy $1s per copy $0.0001s per copy Distributing a book $1000s per copy $1s per copy $0.0001s per copy
- 34. in the air?
- 35. open
- 37. open ≠ free
- 38. open = free + permissions
- 39. • Make and own copiesRetain • Use in a wide range of waysReuse • Adapt, modify, and improveRevise • Combine two or moreRemix • Share with othersRedistribute The 5Rs
- 41. Open 1. Free and unfettered access 2. Perpetual, irrevocable copyright permissions
- 43. Not “Affordable” – Open Cost Permissions Textbooks Expensive None Library Resources Free to Use None OER Free to Use 5Rs
- 44. traditionally © materials + internet
- 46. openly licensed materials + internet
- 48. Open enables you to leverage the full technical capability of the internet for teaching and learning
- 49. Infrastructure
- 50. Infrastructure is “resources that create benefits for society primarily through the facilitation of downstream productive activities.” -- Brett Frischmann
- 52. Permissionless Innovation Adam Thierer Democratizing Innovation Eric Von Hippel
- 55. If Broadband Cost… $500 / month? $5000 / month? Does Amazon or Google exist? Do online courses exist?
- 56. If Broadcast Licenses… were necessary to publish video? were necessary to publish text? Does YouTube or blogging exist? Do online courses exist?
- 57. thrives when the costs and obstacles to experimenting are low
- 58. “Don't EVER make the mistake that you can design something better 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
- 59. Outcomes Assessments Textbooks Intellectual Infrastructure of Ed
- 60. Outcomes Assessments Textbooks Relatively expensive Very narrow permissions
- 61. Relatively Expensive Only those with significant capital can afford to experiment and innovate
- 63. Textbook Pricing in Context One Month Access to… Costs… Netflix – 10k Movies / TV Episodes $7.99 / month Spotify – 15M Songs $9.99 / month CourseSmart – 1 Biology Textbook $19.67 / month
- 64. “Disappearing Ink” Strategies Buyback, rental, e-books online subscriptions
- 66. Very Narrow Permissions ALL Rights Reserved
- 68. Relatively expensive Very narrow permissions
- 69. “Don't EVER make the mistake that you can design something better 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
- 70. “Don't EVER make the mistake that you can design something better 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
- 71. Trouble with Costs and Permissions?
- 72. Open 1. Free and unfettered access 2. Perpetual, irrevocable copyright permissions
- 74. The Impact of Open Textbooks on Secondary Science Learning Outcomes Robinson, Fischer, Hilton, and Wiley Published in Ed Researcher
- 75. Participants • Nebo School District • 4183 students • 43 teachers • Earth Science, Biology, Chemistry
- 76. Method Quasi-experimental design with: • Treatment and Control Group • Pre and Post Test • Dependent variable: Score on 2012 statewide standardized science exam • Independent variable: Textbook condition • 15 Covariates: including age, gender, special education, English language proficiency, 2011 test data, 2011 GPA, and race
- 77. Outcome: State Standardized Test • IRT scaled scores increased with open textbooks, p < .001 • Multiple r squared = .635 (variance in scores accounted for in our model)
- 78. A Multi-Institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post- secondary Students Fischer, Hilton, Robinson, and Wiley Accepted in JCHE
- 79. Participants • 4909 treatment • 11,818 control • 50 different undergraduate courses • 130 teachers • 10 institutions
- 80. Method Quasi-experimental design with: • Propensity Score Matching • Post Test Only • Dependent variables: Completion; C or Better; Credits Enrolled This Term; Next Term • Independent variable: Textbook condition • 3 covariates: including age, gender, and race
- 81. Results
- 82. Credits Taken Semester Treatment Control Result Fall 13.29 11.14 t (8101) = 27.81 p < .01 Winter 10.71 9.16 F(1, 6440) = 154.08, p <.01)
- 83. Mad, Glad, Sad, Rad: A Framework for Evaluating the Academic Return on Investment in Textbooks and Other Educational Materials Wiley, Hilton, Fischer, and Puente Submitted
- 84. “Mad” “Glad” “Sad” “Rad” Cost Completing with C or Better Student Success per Dollar 0 100% $200
- 85. “Mad” “Glad” “Sad” “Rad” Cost Completing with C or Better Commercial Student Success per Dollar 0 100% $200
- 86. “Mad” “Glad” “Sad” “Rad” Cost Completing with C or Better Commercial OER Student Success per Dollar 0 100% $200
- 87. Completing with C or Better Student Success per Dollar 0 100% 0 50 100 150 200 250 0 20 40 60 80 100 120 Cost $250 $0
- 89. 11 Peer Reviewed Studies http://openedgroup.org/
- 91. 93% Same or Better Outcomes http://openedgroup.org/
- 92. 9 Peer Reviewed Studies of Perceptions of OER Quality http://openedgroup.org/
- 93. 4,510 Professors and Students http://openedgroup.org/
- 96. But Why? The Remix Hypothesis
- 97. The Remix Hypothesis Type of OER Adoption Replace “As-is” adopt an open textbook Realign Remix OER with learning objs / compentencies as TOC Rethink Realign (as above) and reconsider assessment strategy
- 98. The Remix Hypothesis Change in Student Learning Replace Small Realign Moderate Rethink Large
- 99. Remix and the Kragle-verse The LEGO Movie and permissions
- 100. Lord Business and the Kragle
- 101. Emmett and the Piece of Resistance
- 102. Emmett and the Piece of Resistance
- 104. Rethinking Assessment In situ formative assessment Delete disposable assessments Design renewable assessments
- 105. Disposable Assignments Students hate doing them You hate grading them Huge waste of time and energy
- 106. Renewable Assignments Students see value in doing them You see value in grading them The world is a better place at the end
- 108. PM4ID
- 109. PM4ID
- 110. Renewable Assignments Are enabled by the open nature of activities and resources
- 111. So What?
- 114. Open Outcomes Open Activities Open Educational Resources Downstream Productive Activities Open Pedagogy Open Business Models Open Credentialing Models
- 115. The Z-Degree REMOVING TEXTBOOK COSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM Decreased cost to graduate by 25% Increased pedagogical flexibility Improved course completion rates
- 116. In Summary • Don’t settle for “affordable” • Improve student outcomes • Improve affordability • Improve design / academic freedom By using open educational resources