Post on 26-Jan-2015
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We Survived the Book – Why Worry About the Internet?
David Wiley, PhD
Department of Instruc@onal Psychology & Technology
Brigham Young University
(A few thoughts on the future of educa@on)
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Two Historical Sketches
(You should always open with stories, right?)
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Sketch 1
In which technology overturns the world’s most powerful ins@tu@on
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11th Century
Vernacular transla@ons of the Bible are forbidden
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12th Century
Possession or memoriza@on of scriptures forbidden
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14th Century
Wycliffe finishes English transla@on
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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.”
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15th Century
Gutenberg, the prin@ng press, and metallic movable type
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15th Century
The church leverages technology to print indulgences at scale for a frac@on
of the cost – but no Bibles
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16th Century
English and German Bibles are mass-‐ produced and pirate Bibles are smuggled in
flour sacks and coWon bales
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16th Century
Empowered with access, people won’t tolerate foolishness (indulgences)
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16th Century
Luther’s 95 theses
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16th Century
Luther and others work to reform from the inside, but #fail
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16th Century
Protestant sects form and the Church loses membership, revenue, and power
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17th Century
30 Years War ends Pope's pan-‐European poli@cal power
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17th Century
Popular reforms carried out, but too liWle too late
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Moral of the Story
Don’t bet against the transforma@ve power of technology
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Sketch 2
In which we unlearn the lessons of Sketch 1
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Lectures
“Very old.” E.g., in Deuteronomy 31 Moses commands the people to gather every
seven years to hear the law read
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4th Century BC
Plato founds the Academy, lectures “On the Good”
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4th Century
First record of learners taking notes during lectures
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8th Century
Note-‐taking happens primarily on wax tablets (with later clean copying to paper)
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13th Century
Widespread belief that hand wri@ng your own textbook is powerful pedagogically,
“dicta@ons” dominate classrooms
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13th Century
General outrage as wealthy students begin purchasing rather than copying texts
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14th Century
Universi@es begin banning “dicta@ons” (though they are s@ll widely prac@ced),
normal speed lectures increase
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14th Century
Paris sta@oners begin ren@ng popular books to people to copy (without dicta@ons)
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15th Century
Gutenberg, prin@ng press, metallic movable type
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16th Century
Though texts are less expensive, students aren’t buying -‐ and write leWers asking
faculty to slow down
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16th Century
“Lecture Texts,” printed classics with very wide margins for copying faculty
annota@ons, come into use
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18th Century
Transcribing lectures finally begins to stop, though lectures and the transcribing of
annota@ons con@nues
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18th Century
Earliest recorded use of erasable chalkboard in teaching arts and sciences
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20th Century
Purchase of textbooks required for class (though prac@ced in early 1700s at Harvard)
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20th Century
Overhead projectors, transparencies, slide carousels, computer projectors,
Powerpoint, etc.
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Moral of the Story
The 2nd most transforma@ve technology of all @me cannot convince faculty to
stop lecturing
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If 500 Years of Books …
Can’t get faculty off the stage, why would we believe that computers
or the Internet can?
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Lecture Is A Millennia-‐old Prac@ce
That we just can’t seem to shake (including this presenta@on!)
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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
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(Remember the Church / Press?)
Instead of using the technology to drive needed reforms, higher ed uses tech + policy to further entrench the status quo
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Reform from Within is Failing
Will higher educa@on have its 30 years war?
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And What Reforms?
Cost, accessibility, appropriateness
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Catholic :: Protestant
Tradi@onal Higher Educa@on :: ?
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What are the appropriate roles of technology in educa@on?
Hint: We’re not really leveraging them yet
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Role 1
Leveraging the nonrivalrous nature of digital materials to provide free, unfeWered access
to educa@onal opportunity
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Open Educa@onal Resources
The briefest possible introduc@on
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From slow, expensive copies to fast, inexpensive copies
The Gutenberg Difference
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From fast, inexpensive copies to instantaneous, free copies
The Internet Difference
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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?
If...
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Just because you can copy doesn’t mean you’re allowed to
Small (c) Problems
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Hacking (c) to leverage the nonrivalrous nature of digital educa@onal materials
Open Educa@onal Resources
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Providing users a collec@on of rights called “the four R’s” -‐ for free
Open, adj.
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Reuse -‐ verba@m copies
Redistribute -‐ share copies
Revise -‐ make adapta@ons
Remix -‐ combina@ons / mashups
The 4Rs
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Communicate 4R Permissions
Since this overrides default copyright, only a copyright license can grant
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Offers easy to use 4Rs licenses
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Check the “Copyright Statement” or “Terms of Use”! Without a CC license
you will (likely) not have 4R permissions.
Free = Open
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2009 2007 2008 2006 2005 2004 2003
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100
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CC Licensed Items Online (Millions)
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Declining Budgets and No Bail Out
More and more ins@tu@ons are sharing and reusing OERs
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Role 2
Capturing, storing, managing, and visualizing data
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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
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We Could Be Swimming in Data!
Every computer-‐mediated interac@on with content, a teacher, or learners
creates vast amounts of data
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We Don’t Bother Capturing…
Let alone analyzing this data or using it to support decision making
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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?
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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
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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?
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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?
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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
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If Educa@on Ignores the Trends…
The “alterna@ves” (protestants) will begin springing up
(e.g., charter schools, Phoenix, Capella, Walden, Kaplan, etc.)
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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?
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The Reese’s Cup
What happens when you put the “open” chocolate in the “data” peanut buWer?
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Bloom’s 2 Sigma Challenge
Bloom, 1984
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One-‐to-‐One Tutoring
And other methods compared to 30 students in the classroom
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Average Tutored Student by 2 SD
In other words, the average student is capable of much more
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Tutoring is Expensive
So we teach class instead!
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Bloom, 1984
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)
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To Tutor Or Not to Tutor?
That is the (false) ques@on
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“Strategic Tutoring”
What if we could do just-‐in-‐@me, just-‐on-‐topic, one-‐on-‐one tutoring?
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Obs. 1 -‐ Requires Great Insight
We’d have to know who needs help, when, and what they need help with
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Obs. 2 -‐ Requires Great Curriculum
The more the student can learn from the materials, the less tutoring is required
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Obs. 3 -‐ Data Is the Key
You’d need live, fine-‐grained data about student, assessment, and curriculum
performance
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Simultaneous Con@nuous Improvement
Working in a way that constantly improves both student learning and the curriculum
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Curriculum Use!
Curriculum Redesign!
Student!Performance!
Data!
Data Describing Curriculum
Performance!
Data Supporting Strategic Tutoring!
The Loop
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OHSU Teaching Model
Create and aggregate great, open curriculum, let it do as much instruc@ng as possible,
follow-‐up with “strategic tutoring”
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How Do You Improve Curriculum?
Performance data alone aren’t sufficient – you need permission
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Open Educa@onal Resources
Give OHSU the permissions it needs to engage in con@nuous improvement
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OHSU Charter Requires OER
Founders’ way of “burning the ships”
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Two Quick Screenshots
From the Agilix BrainHoney system
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State Standards As Skeleton
Standards provide the framework for content aggrega@on and assessment
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Restric@ng Access to the Bible
Zealously and passionately
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Suppor@ng Strategic Tutoring
Data visualized in an easy to use manner
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When Tech and Policy Collide
A story from history: 1000 -‐ 1600
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Watch Out Bloom! =)
OHSU is only a semester old but the model is already proving terrifically effec@ve
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OHSU Is Only One Example
There needs to be a terrific amount of work all happening in parallel
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Lots of Research to be Done
We would love more research partners!
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Thank You
david.wiley@byu.edu 801-‐422-‐7071
hWp://davidwiley.org/