1. We
Survived
the
Book
–
Why
Worry
About
the
Internet?
(A
few
thoughts
on
the
future
of
educa@on)
David
Wiley,
PhD
Department
of
Instruc@onal
Psychology
&
Technology
Brigham
Young
University
CC BY!

2. Two
Historical
Sketches
(You
should
always
open
with
stories,
right?)
CC BY!

3. Sketch
1
In
which
technology
overturns
the
world’s
most
powerful
ins@tu@on
CC BY!

4. 11th
Century
Vernacular
transla@ons
of
the
Bible
are
forbidden
CC BY!

5. 12th
Century
Possession
or
memoriza@on
of
scriptures
forbidden
CC BY!

6. 14th
Century
Wycliffe
finishes
English
transla@on
CC BY!

7. 15th
Century
English
law
reads:
“whosoever
reads
the
Scriptures
in
the
mother
tongue,
shall
forfeit
land,
caWle,
life,
and
goods
from
their
heirs
forever,
and
so
be
condemned
for
here@cs
to
God,
enemies
to
the
crown,
and
most
arrant
traitors
to
the
land.”
CC BY!

8. 15th
Century
Gutenberg,
the
prin@ng
press,
and
metallic
movable
type
CC BY!

9. 15th
Century
The
church
leverages
technology
to
print
indulgences
at
scale
for
a
frac@on
of
the
cost
–
but
no
Bibles
CC BY!

10. 16th
Century
English
and
German
Bibles
are
mass-­‐
produced
and
pirate
Bibles
are
smuggled
in
flour
sacks
and
coWon
bales
CC BY!

11. 16th
Century
Empowered
with
access,
people
won’t
tolerate
foolishness
(indulgences)
CC BY!

12. 16th
Century
Luther’s
95
theses
CC BY!

13. 16th
Century
Luther
and
others
work
to
reform
from
the
inside,
but
#fail
CC BY!

14. 16th
Century
Protestant
sects
form
and
the
Church
loses
membership,
revenue,
and
power
CC BY!

15. 17th
Century
30
Years
War
ends
Pope's
pan-­‐European
poli@cal
power
CC BY!

16. 17th
Century
Popular
reforms
carried
out,
but
too
liWle
too
late
CC BY!

17. Moral
of
the
Story
Don’t
bet
against
the
transforma@ve
power
of
technology
CC BY!

18. Sketch
2
In
which
we
unlearn
the
lessons
of
Sketch
1
CC BY!

19. Lectures
“Very
old.”
E.g.,
in
Deuteronomy
31
Moses
commands
the
people
to
gather
every
seven
years
to
hear
the
law
read
CC BY!

20. 4th
Century
BC
Plato
founds
the
Academy,
lectures
“On
the
Good”
CC BY!

21. 4th
Century
First
record
of
learners
taking
notes
during
lectures
CC BY!

22. 8th
Century
Note-­‐taking
happens
primarily
on
wax
tablets
(with
later
clean
copying
to
paper)
CC BY!

23. 13th
Century
Widespread
belief
that
hand
wri@ng
your
own
textbook
is
powerful
pedagogically,
“dicta@ons”
dominate
classrooms
CC BY!

24. 13th
Century
General
outrage
as
wealthy
students
begin
purchasing
rather
than
copying
texts
CC BY!

25. 14th
Century
Universi@es
begin
banning
“dicta@ons”
(though
they
are
s@ll
widely
prac@ced),
normal
speed
lectures
increase
CC BY!

26. 14th
Century
Paris
sta@oners
begin
ren@ng
popular
books
to
people
to
copy
(without
dicta@ons)
CC BY!

27. 15th
Century
Gutenberg,
prin@ng
press,
metallic
movable
type
CC BY!

28. 16th
Century
Though
texts
are
less
expensive,
students
aren’t
buying
-­‐
and
write
leWers
asking
faculty
to
slow
down
CC BY!

29. 16th
Century
“Lecture
Texts,”
printed
classics
with
very
wide
margins
for
copying
faculty
annota@ons,
come
into
use
CC BY!

30. 18th
Century
Transcribing
lectures
finally
begins
to
stop,
though
lectures
and
the
transcribing
of
annota@ons
con@nues
CC BY!

31. 18th
Century
Earliest
recorded
use
of
erasable
chalkboard
in
teaching
arts
and
sciences
CC BY!

32. 20th
Century
Purchase
of
textbooks
required
for
class
(though
prac@ced
in
early
1700s
at
Harvard)
CC BY!

33. 20th
Century
Overhead
projectors,
transparencies,
slide
carousels,
computer
projectors,
Powerpoint,
etc.
CC BY!

34. Moral
of
the
Story
The
2nd
most
transforma@ve
technology
of
all
@me
cannot
convince
faculty
to
stop
lecturing
CC BY!

35. If
500
Years
of
Books
…
Can’t
get
faculty
off
the
stage,
why
would
we
believe
that
computers
or
the
Internet
can?
CC BY!

36. Lecture
Is
A
Millennia-­‐old
Prac@ce
That
we
just
can’t
seem
to
shake
(including
this
presenta@on!)
CC BY!

37. Faculty
Corrupt
Web
2.0
These
are
technologies
based
on
the
idea
of
democracy
and
equal
contribu@on,
but
faculty
co-­‐opt
them
as
lecture
supports
CC BY!

38. (Remember
the
Church
/
Press?)
Instead
of
using
the
technology
to
drive
needed
reforms,
higher
ed
uses
tech
+
policy
to
further
entrench
the
status
quo
CC BY!

39. Reform
from
Within
is
Failing
Will
higher
educa@on
have
its
30
years
war?
CC BY!

40. And
What
Reforms?
Cost,
accessibility,
appropriateness
CC BY!

41. Catholic
::
Protestant
Tradi@onal
Higher
Educa@on
::
?
CC BY!

42. What
are
the
appropriate
roles
of
technology
in
educa@on?
Hint:
We’re
not
really
leveraging
them
yet
CC BY!

43. Role
1
Leveraging
the
nonrivalrous
nature
of
digital
materials
to
provide
free,
unfeWered
access
to
educa@onal
opportunity
CC BY!

44. Open
Educa@onal
Resources
The
briefest
possible
introduc@on
CC BY!

45. The
Gutenberg
Difference
From
slow,
expensive
copies
to
fast,
inexpensive
copies
CC BY!

46. CC BY!

47. The
Internet
Difference
From
fast,
inexpensive
copies
to
instantaneous,
free
copies
CC BY!

48. CC BY!

49. If...
educa@on
blesses
people’s
lives,
and
we
can
make
instant,
free
copies
of
materials,
then
what
kind
of
ethical
obliga@on
do
we
have?
CC BY!

50. Small
(c)
Problems
Just
because
you
can
copy
doesn’t
mean
you’re
allowed
to
CC BY!

51. Open
Educa@onal
Resources
Hacking
(c)
to
leverage
the
nonrivalrous
nature
of
digital
educa@onal
materials
CC BY!

52. Open,
adj.
Providing
users
a
collec@on
of
rights
called
“the
four
R’s”
-­‐
for
free
CC BY!

53. The
4Rs
Reuse
-­‐
verba@m
copies
Redistribute
-­‐
share
copies
Revise
-­‐
make
adapta@ons
Remix
-­‐
combina@ons
/
mashups
CC BY!

54. Communicate
4R
Permissions
Since
this
overrides
default
copyright,
only
a
copyright
license
can
grant
CC BY!

55. Offers
easy
to
use
4Rs
licenses
CC BY!

56. CC BY!

57. Free
=
Open
Check
the
“Copyright
Statement”
or
“Terms
of
Use”!
Without
a
CC
license
you
will
(likely)
not
have
4R
permissions.
CC BY!

58. CC
Licensed
Items
Online
(Millions)
250
200
150
100
50
2003
2004
2005
2006
2007
2008
2009
CC BY!

59. CC BY!

60. CC BY!

61. CC BY!

62. CC BY!

63. CC BY!

64. CC BY!

65. CC BY!

66. CC BY!

67. CC BY!

68. CC BY!

69. CC BY!

70. CC BY!

71. CC BY!

72. CC BY!

73. CC BY!

74. Declining
Budgets
and
No
Bail
Out
More
and
more
ins@tu@ons
are
sharing
and
reusing
OERs
CC BY!

75. Role
2
Capturing,
storing,
managing,
and
visualizing
data
CC BY!

76. Educa@on
Relies
Heavily
on
Intui@on
LiWle
choice
without
alterna@ves
So
like
the
“pedagogical
benefits
of
hand
copying
a
text,”
a
mythology
has
developed
around
hunches
CC BY!

77. We
Could
Be
Swimming
in
Data!
Every
computer-­‐mediated
interac@on
with
content,
a
teacher,
or
learners
creates
vast
amounts
of
data
CC BY!

78. We
Don’t
Bother
Capturing…
Let
alone
analyzing
this
data
or
using
it
to
support
decision
making
CC BY!

79. What
Kinds
of
Decisions?
Who’s
behind?
Who’s
read?
Who
needs
some
tutoring?
What
do
they
need
help
with?
What
should
I
teach
today?
How’s
my
curriculum
func@oning?
Which
pieces
of
it
need
replaced
or
updated?
Are
my
assessments
too
hard?
CC BY!

80. A/B
Tes@ng
Every
garage-­‐based
Mom’s-­‐credit-­‐card
startup
does
A/B
tes@ng,
pours
over
their
data,
and
adjusts
their
offering
based
on
data
–
it’s
not
rocket
science
CC BY!

81. Even
Instruc@onal
Tech
is
Guilty
You’ve
had
classes
on
designing
effec@ve
instruc@on
–
have
you
ever
had
a
class
on
designing
instruc@on
that
generates
the
right
kinds
of
data?
CC BY!

82. Even
Instruc@onal
Tech
is
Guilty
Have
you
ever
had
a
class
on
how
to
use
data
(in
real-­‐@me
or
otherwise)
to
op@mize
your
instruc@on?
CC BY!

83. The
An@-­‐Role
Replacing
all
human-­‐to-­‐human
interac@on
with
human-­‐to-­‐machine
interac@on
No
efficiency,
scale,
or
other
argument
jus@fies
taking
people
out
of
educa@on
CC BY!

84. If
Educa@on
Ignores
the
Trends…
The
“alterna@ves”
(protestants)
will
begin
springing
up
(e.g.,
charter
schools,
Phoenix,
Capella,
Walden,
Kaplan,
etc.)
CC BY!

85. Rather
than
a
30
Years
War…
You’re
going
to
end
up
reforming
anyway
-­‐
why
not
do
it
on
your
own
terms,
before
ceding
leadership?
CC BY!

86. The
Reese’s
Cup
What
happens
when
you
put
the
“open”
chocolate
in
the
“data”
peanut
buWer?
CC BY!

87. CC BY!

88. Bloom’s
2
Sigma
Challenge
Bloom,
1984
CC BY!

89. One-­‐to-­‐One
Tutoring
And
other
methods
compared
to
30
students
in
the
classroom
CC BY!

90. Average
Tutored
Student
by
2
SD
In
other
words,
the
average
student
is
capable
of
much
more
CC BY!

91. Tutoring
is
Expensive
So
we
teach
class
instead!
CC BY!

92. If
the
research
on
the
2
sigma
problem
yields
prac@ced
methods
(methods
that
the
average
teacher
or
school
faculty
can
learn
in
a
brief
period
of
@me
and
use
with
li6le
more
cost
or
8me
than
conven@onal
instruc@on),
it
would
be
an
educa@onal
contribu8on
of
the
greatest
magnitude.
(p.
5)
Bloom,
1984
CC BY!

93. To
Tutor
Or
Not
to
Tutor?
That
is
the
(false)
ques@on
CC BY!

94. “Strategic
Tutoring”
What
if
we
could
do
just-­‐in-­‐@me,
just-­‐on-­‐topic,
one-­‐on-­‐one
tutoring?
CC BY!

95. Obs.
1
-­‐
Requires
Great
Insight
We’d
have
to
know
who
needs
help,
when,
and
what
they
need
help
with
CC BY!

96. Obs.
2
-­‐
Requires
Great
Curriculum
The
more
the
student
can
learn
from
the
materials,
the
less
tutoring
is
required
CC BY!

97. Obs.
3
-­‐
Data
Is
the
Key
You’d
need
live,
fine-­‐grained
data
about
student,
assessment,
and
curriculum
performance
CC BY!

98. Simultaneous
Con@nuous
Improvement
Working
in
a
way
that
constantly
improves
both
student
learning
and
the
curriculum
CC BY!

99. The
Loop
Curriculum
Redesign!
Data Data
Supporting Curriculum Describing
Strategic Use! Curriculum
Tutoring! Performance!
Student!
Performance!
Data!
CC BY!

100. OHSU
Teaching
Model
Create
and
aggregate
great,
open
curriculum,
let
it
do
as
much
instruc@ng
as
possible,
follow-­‐up
with
“strategic
tutoring”
CC BY!

101. How
Do
You
Improve
Curriculum?
Performance
data
alone
aren’t
sufficient
–
you
need
permission
CC BY!

102. Open
Educa@onal
Resources
Give
OHSU
the
permissions
it
needs
to
engage
in
con@nuous
improvement
CC BY!

103. OHSU
Charter
Requires
OER
Founders’
way
of
“burning
the
ships”
CC BY!

104. Two
Quick
Screenshots
From
the
Agilix
BrainHoney
system
CC BY!

105. State
Standards
As
Skeleton
Standards
provide
the
framework
for
content
aggrega@on
and
assessment
CC BY!

106. Restric@ng
Access
to
the
Bible
Zealously
and
passionately
CC BY!

107. Suppor@ng
Strategic
Tutoring
Data
visualized
in
an
easy
to
use
manner
CC BY!

108. When
Tech
and
Policy
Collide
A
story
from
history:
1000
-­‐
1600
CC BY!

109. Watch
Out
Bloom!
=)
OHSU
is
only
a
semester
old
but
the
model
is
already
proving
terrifically
effec@ve
CC BY!

110. OHSU
Is
Only
One
Example
There
needs
to
be
a
terrific
amount
of
work
all
happening
in
parallel
CC BY!

111. Lots
of
Research
to
be
Done
We
would
love
more
research
partners!
CC BY!

112. Thank
You
david.wiley@byu.edu
801-­‐422-­‐7071
hWp://davidwiley.org/
CC BY!