createwv 091019112614 wiley keynote

Enrolling in the Crea.ve Class

David Wiley, PhD

Brigham Young University

Open Educa.on and the New Economy

Monday, October 19, 2009

@opencontent

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http://slideshare.com/opencontent

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http://twitter.com/opencontent

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TAPE

Educa.on is the “E”


Long Division

A great innova.on!


IV ) CDXLVII

For a Chili Willi’s GiV Cer.ficate!


CXII

(Even the Chinese had to invent an Arabic-‐style coun.ng system for doing long division!)


Some.mes New and Old Don’t Mix

You need to choose one or the other,the middle ground is a disaster area


Old Thinking ♥ New Tech

Like Roman numerals and long division


Those who cannot remember the past are condemned to repeat it.

George Santayana

http://en.wikipedia.org/wiki/George_Santayana




When Tech and Policy Collide

1000 A.D. -‐ 1600 A.D.


•hBp://www.flickr.com/photos/wonderlane/27701688/


http://www.flickr.com/photos/wonderlane/27701688/

http://www.flickr.com/photos/wonderlane/27701688/

Access Was Zealously Guarded

By people whose inten.ons were pure and virtuous


11th Century

Vernacular transla.ons of the Bible forbidden


14th Century

Wycliffe finishes English transla.on


15th Century

Anyone caught reading the English Bible will "Forfeit land, caBle, life, and goods

from their heirs forever."


15th Century

Gutenberg, the prin.ng press, and metallic movable type


15th Century

The church leverages technology to print indulgences at scale for a

frac.on of the cost


16th Century

English and German Bibles are mass-‐produced and pirate Bibles are smuggled

in flour sacks and coBon bales


16th Century

Empowered with access, people won’t tolerate foolishness

(including indulgences)


16th Century

Luther and others work to reform from the inside, but #fail


16th Century

Protestant sects split away and the Church loses membership and revenue


17th Century

30 Years War ends Pope's pan-‐European poli.cal power


17th Century

Popular reforms finally carried out too liBle, too late


Morals of the Story

-‐ Don’t bet against the transforma.ve power of informa.on technology (regardless of the size or influence of the “industry”)

-‐ You’re going to end up adap.ng anyway, why not do it on your own terms?


“The World is Changed”

Galadriel, Lord of the Rings


It’s Actually Worse (or BeBer)

The World is Changing


Analog ⇒ Digital

Music, Phones, TV, Newspapers,

Movies, Journals, Communica.ons,

Intelligence, Defense


Tethered ⇒ Mobile

Phones, Internet Access,

Employment


Isolated ⇒ Connected

People, Content, Systems


Generic ⇒ Personal

Cars, Computers, Mobile Phones


Consuming ⇒ Crea.ng

Radio / Podcas.ng, Newspapers / Blogs

Movies / Vodcas.ng


Closed ⇒ Open

SoVware (OSs, Applica.ons),

Data (Weather, GIS),

Content (Blogs, Wikis)


Open, adj.

Providing users a collec.on of rights called “the four R’s”


The 4 R’s

Reuse -‐ verba.m

Redistribute -‐ share

Revise -‐ make deriva.ves

Remix -‐ make combina.ons


Offers easy to use 4R’s licenses


Then vs NowAnalog ⇒ Digital

Tethered ⇒ Mobile



Consump.on ⇒ Crea.ng

Closed ⇒ Open


Educa/on vs EverydayAnalog ⇒ Digital

Tethered ⇒ Mobile



Consump.on ⇒ Crea.ng

Closed ⇒ Open


“Daily Divide” Is a Huge Threat

And the wider the disconnect,

the bigger the threat to higher educa.on


But Wait! We’re Educa5on!

Our historic monopoly is (gratefully) being challenged on almost every front


Why Do Students Come?

Content, Research, Support Services Social Life, Degrees


Content

The “World Wide Web,” Wikipedia, Flat World Knowledge, etc.


Research

Public Library of Science, Arxiv.org, Google Scholar, etc.


Support Services

ChaCha, Yahoo! Answers, RateMyProfessor, Email, Instant

Messaging, TwiBer, etc.


Social Life

Facebook, MySpace, MMOG, TwiBer,

iPhone loca.on-‐aware apps, etc.


Degrees

MCSE, RHCE, CCNA


The Monopoly Is Being Busted

Everything we provide is now offered by someone else


When Ins.tu.ons Specialize

They usually provide beBer quality at a beBer price


Higher Ed, On the Other Hand

76% increase in cost over 10 yearsHow’s our quality?


Industries Failing Everywhere

Banks, Insurance, Automobiles...

Higher Educa.on?


A Bail Out for Higher Ed?

More like double-‐digit budget cuts


No Monopoly and No Bail Out

How can we innovate to stay relevant?


No Monopoly and No Bail Out

How can we innovate to stay relevant?

How do we support a thriving crea.ve class?


What About E-‐learning?


What About E-‐learning?

Quite innova.ve in 1995!


Characteris/cs of E-‐learningCharacteris/cs of E-‐learningCharacteris/cs of E-‐learning

Analog or Digital

Tethered or Mobile

Isolated or Connected

Generic or Personal

Consuming or Crea.ng

Closed or Open


Openness is the Cornerstone

Openness underpins everything interes.ng happening online and is “what they know”


Why Make Such a Claim?

Let’s ask Alexa what the 50 most popular sites on the web are…


Sites Where Anyone Can:

Share a video, share a photo, share a blog post, share their personal info, share their

ra.ngs, share their files, share their exper.se


Characteris/cs of E-‐learningCharacteris/cs of E-‐learningCharacteris/cs of E-‐learning

Analog or Digital

Tethered or Mobile

Isolated or Connected

Generic or Personal

Consump/on or Crea.ng

Closed or Open


Connec.ng

You can’t connect to something if you don’t have access to it


Personalizing

You can’t adapt or localize somethingif you don’t have the rights to modify it


Crea.ng

You won’t be crea.ve if there’s no outlet for your work


Sounds Great in Theory...

But will any educa.onal ins.tu.on do it?


And in Public Educa.on...


Giving Things Away is Great, But

How do you sustain it?

And so what if you can?


1. Openness Is Great Marke.ng

Some.mes you CAN have your cake and eat it, too


Economics Textbook A

University of Nebraska Professor$134 from Amazon


Economics Textbook B

UC Berkeley ProfessorFree online

$29.95 in print


$8M Series A, Spring 2009

In alpha and beta tests,60% of students s.ll made a purchase


Double BoBom Line

38,000 college students will save $3 Million in Fall 2009 Semester


http://www.flatworldknowledge.com/sites/all/files/38000_students_save_3_mm_0.pdf




2.7% of Visitors Become Customers

(One of) The most effec.ve marke.ng campaigns


With 3.8% Margin OCW Breaks Even

With a greater margin it creates new revenue


2. Openness Connects Community

Prospec.ve StudentsCurrent Students (Planning)Current Students (Review)

Alumni


The “Nexlix” University

Subscribe for just $50 per month!


Educa.on Maintenance Org

When costs are fixed, lifelong learning can become an employee benefit


3. Openness Improves Quality

Invite a professor to put her: syllabus in the open

lecture notes in the openaudio or video podcast in the open


4. Content Is Infrastructure

Free and open infrastructure lowers the cost and risk of experimenta.on and innova.on


Linus Torvalds

Don’t EVER make the mistake that you can design something beBer than what you get from ruthless massively parallel trial-‐and-‐error with a feedback cycle. That’s giving your intelligence much too much credit.

http://en.wikipedia.org/wiki/Linus_Torvalds




Educa.on Will Eventually Be Open

(It already is)


Will MU, WVU, &c. Be Open?

Can your school find the ins.tu.onal will to change?

Or will you fight a 30 year war, lose, and change anyway?


Not a Technology Problem

Look around the Internet – not only do the technologies we need exist, they’re open source


This Is a Policy Problem

Universi.es and schools are behaving like the church (or recording and movie industries)


Policy To Defend Tradi.on

Instead of as a tool of innova.on


“The last tempta5on is the greatest treason, To do the right deed for the wrong reason.”

Archbishop Thomas BeckeB (T. S. Eliot)


Thank You

[email protected]

hBp://davidwiley.org/


createwv 091019112614 wiley keynote

Documents

thcentury empoweredwithaccess

thcentury gutenberg

comopenconte hbp

degrees mcse

onofrights calledthefourrs

analogdigital music

genericpersonal cars

isolatedconnected people