laclo 2010 - openness and analytics: the future of learning objects
DESCRIPTION
Keynote address delivered September, 2010, to the LACLO 2010 conference in Sao Paulo, Brazil.TRANSCRIPT
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Openness and Analytics: The Future of Learning Objects
David Wiley, PhDInstructional Psychology & Technology
Brigham Young University
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“Curricular units can be made smaller and combined, like standardized Meccano parts, into a great variety of particular programscustom-made for each learner.” Gerard (1969)
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Wayne Hodgins (1994)
“Learning Objects”
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“Learning objects are like Legos”
Wayne Hodgins
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The Big Question
We must all ask ourselves…
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Why???
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They’re cool!
To help students learn better!
To save money!
That’s what funders want!
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The Answer
Changes our work significantly
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My Own Answer
Let me tell you a few stories…
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Once upon a time (1996)
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There was a JS calculator
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Something Had Changed
Something deeply important…
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Expertise Is Nonrivalrous
Can be given without being given away
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“He who receives ideas from me, receives instruction himself without lessening mine; as he who lights his taper at mine receives light without darkening me.”
Thomas Jefferson
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External Expressions Aren’t
To give a book you must give it away
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Digital Expressions Are Magical
They are nonrivalrous expressions
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E.g., Online Book
We can all read simultaneously
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An Indescribable Advance
The first time in human history
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Expertise and Its Expressions
Give without giving away
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Unprecedented Capacity
The Two Paths
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The First Path
Create once, thensell infinite perfect copies at $0 cost!
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The Second Path
Create once, thengive away infinite perfect copies at $0 cost!
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My Initial Interest Was Financial
Learning objects could give us Increased affordability and access
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40 / 15 years
Several years have passed,and where are we?
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Approx 300 journal articles
Literature reviewhttp://www.citeulike.org/user/opencontent
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Conclusion?
This research is a mess
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Computer Science “Invasion”
Educator “Evacuation”
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Research Effort on Learning Objects
Computer ScienceEducation
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Technical Standards Soup
IMS, SCORM, IEEE, LOM, DC, ARIADNE, Etc.
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Ontology Proliferation
Multiple definitions and approaches to design and function
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“If only everyone would do it my way...”
Has a certain arrogance
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What if, instead…
We asked what everyone does?
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Repositories
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IEEE LOM
Tagging
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OAI-PMH
RSS / Atom
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IMS-CP / SCORM
HTML / Zip / etc.
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Ontologies
Folksonomies
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LMSs
Wikis / Blogs / Social Networks
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Learning Objects
Resources
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What’s different?
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Complex
Simple
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Little use
Massive use
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“Simple Wins”
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We can spend our energy
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Trying to change behavior
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Trying to leverage behavior
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The Terrible Questions
With apologies
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What is a learning object?
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“Any digital resource that can be reused to facilitate learning” Wiley (2000)
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Four components
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“Resource”
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“Digital”
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“Learning”
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“Reuse”
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Lots of (1) digital (2) resources for (3) learning
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Very little (4) reuse
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Why is reuse so hard?
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Two reasons
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First
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Context suggests meaning
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What is context?
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Things next to each other
In space or time
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http://www.quest-online.com/NewFiles/images/barak-obama.jpg
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http://www.sonofthesouth.net/slavery/abraham-lincoln/pictures/abraham-lincoln-625.jpg
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http://www.britannica.com/blogs/wp-content/uploads/2007/10/bin-laden.jpg
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http://hunternuttall.com/blog/wp-content/uploads/2008/07/tiger-woods.jpg
http://digitalheadbutt.files.wordpress.com/2006/11/michael-jordan.jpg
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More things together=
More complex meaning
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More complex meanings=
More “fit” problems
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What big should a learning object be?
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What does “size” mean?
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Size
Amount of context inside the learning object
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The Reusability Paradox
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Easy to Reuse
TeachesEffectively
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Big Learning Objects
o Teach wello Hard to reuse (don’t “fit”)o SO… o No one reuses them
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Small Learning Objects
o Easy to reuse (fit anywhere!)o Don’t teach wello So… o No one reuses them
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Second
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Scope and Sequence
Instructional Design
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Flic
kr
/ n
et_
efe
kt
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What if you had this…
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But needed this?
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Or this?
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Just Adapt It, Right?
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Complete (c) Assumed
Ambient, Ubiquitous Copyright
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Reuse => Exactly As is
When does “as is” suffice?
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Not Very Often
We always want to tinker
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Adaptability is Critical
But missing from our normal conception of learning objects
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Copyright Permissions Are…
Too hard to getToo expensive to get
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So We Give Up
Either we choose a different LO, orwe break the law, or
we do a poor job
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Reuse is hard because:
(1) context, reusability paradox(2) copyright issues
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What do we do?
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Learning Objects + Open Source License
Open Educational Resources
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What is an Open License?
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Reuse - verbatim copies
Redistribute - share copies
Revise - make adaptations
Remix - combinations / mashups
Grants4 Rs Permissions
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Creative Commons
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Durable
Reusable
Interoperable
Accessible
Durable
Reusable
Interoperable
Accessible
Revisable
Remixable
Redistributable
LO OER
RAID RAID
4Rs
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OER = Learning Objects 2.0
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OER
o “Big” objects that teach wello Legal to revise / adapto So… o We can reuse them
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OER Changes Assumptions
For example, we can keep OER organized in courses (in context)
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(Not context-free repositories)
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Is “Open” Financial?
Some thoughts about OER and improving learning
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Legally Open vs Technically Open
Can OER be adpated?
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Access to editing tools?Level of expertise required?Meaningfully editable?Self-sourced?
ALMS Analysis Framework
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Access to Editing Tools?
Are editing tools practically available (platform / cost?)
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Access to Editing Tools?
Example: html files
Non: MS OneNote files
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Level of Expertise?
Can a file be adapted with little / no training?
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Level of Expertise?
Example: Word or odt files
Non: 3d models, flash quizzes
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Meaningfully Editable?
Can the content of the file even be changed?
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Meaningfully Editable?
Example: Word or html file
Non: Scanned pdf of notes
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Self-Sourced?
Is the file preferred for editing
also the file preferred for using?
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Self-Sourced?
Example: html file
Non: Flash fla / swf files
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Open... but not
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Less Expensive
- Reuse - verbatim- Redistribute - share
- Revise - derivatives- Remix - combinations
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More Expensive
- Reuse - verbatim- Redistribute - share
- Revise - derivatives- Remix - combinations
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How Can Open Improve Learning?
An example
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http://openhighschool.org/
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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 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)
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To Tutor Or Not to Tutor?
That is the (false) question
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“Strategic Tutoring”
What if we could do one-on-one tutoring just-in-time and just-on-topic?
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Requires Great Insight
We’d have to know who needs help, when, and what they need help with
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Data Are the Key
You’d need live, fine-grained data about students, assessment, and curriculum
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Good Data Are Expensive!
Who gathers and analyzes data like this?
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Each and Every Interaction
Recorded and stored for analysisto improve quality of service /
experience
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Even the Grocer!
Almost every industry uses data more effectively than education
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How Can We Get the Data?
One option is to follow Google, Amazon, Netflix, WoW, etc.
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Do School Online
Where each and every interaction can be captured and stored for
analysis
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What Kind of Data?
When they logged in, read, and workedHow long they logged in, read, and worked
Pathway information, Item-by-item analytics&c.
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OHSU Teaching Model
OER teach as much as possible,teachers do proactive “strategic tutoring”
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Another Benefit of Data
Engage in continuous improvement of curriculum materials
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Can You Improve Curriculum?
Data aren’t sufficient – you need permission
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OHSU Charter Requires OER
Founders’ way of “burning the ships”
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Conjoint Continuous Improvement
Student learning and curriculum effectivenessgrow simultaneously
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Curriculum Use
Curriculum Redesign
StudentPerformance
Data
Data Describing Curriculum
Performance
Data Supporting
Strategic Tutoring
FeedbackLoop
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Visualizing Educational Data
Creating new visualization techniques to support teaching and learning
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Some Conclusions
Finally!
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Difficulties with Learning Objects
LOs have yet to fulfill their potential, because of copyright and technical
problems
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Open Licenses Solve Problems
When “reuse” can also mean “revise” and “remix,” LOs can more
fully realize their potential
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OER = Learning Objects 2.0
When “reuse” can also mean “revise” and “remix,” LOs can realize
their potential
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OER => Google Searchability
Google, Bing, and others support specialized OER search
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OER = Lower Cost
Freely available
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OER => Increased Learning
Continuous quality improvement
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Utah Open Textbooks Project
Replacing expensive textbooks with remixed OER textbooks from
CK12.orgFunded by the Hewlett Foundation
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2010-2011
1800 students in Earth Systems, Biology, and Chemistry
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Traditional Context
$100 textbooks replacedevery 7 years
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< $7 per book
And remixed specifically to students’ needs
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Textbook as Consumable
Students can highlight, annotate,and keep their textbooks
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At Least 50% Cost Savings
We believe levels of learning will be constant or improve slightly
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Huge Policy Implications
If we can increase learning and decrease costs, then what?