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Why Be Open?
This document discusses the arguments for being open with educational content and resources. It outlines 8 reasons to be open: 1) Education is sharing, 2) Buy one, get one (political argument about public funding of research), 3) The paradox of free (financial argument that free resources don't hurt sales), 4) The $5 textbook (financial sustainability of low-cost open textbooks), 5) Facilitate the unexpected (openness enables new ideas), 6) Continuous improvement (openness allows improving resources over time), 7) Content is infrastructure (open content fuels innovation), 8) Do the right thing (openness fulfills our moral responsibility). The document provides examples and evidence supporting each argument.
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Why Be Open?
- 1. Why Be Open? David Wiley Instructional Psychology & Technology Brigham Young University
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- 7. If the BookDidn’t Change Schools Can the computer? Can the internet? Can “open”?
- 8. Why Be Open? 1.Education is Sharing (the technical argument) 2. Buy One, Get One (the political argument) 3. The Paradox of Free (the financial argument, part 1)
- 9. Why Be Open? 4.The $5 Textbook (the financial argument, part 2) 5. Facilitate the Unexpected (the serendipity argument) 6. Continuous Improvement (the quality argument)
- 10. Why Be Open? 7.Content is Infrastructure (the innovation argument) 8. Do the Right Thing (the moral argument)
- 11. 1. Education IsSharing the technical argument
- 12. Teachers Share WithStudents Knowledge and skills Feedback and criticism Encouragement
- 13. Students Share WithTeachers Questions Assignments Tests
- 14. If There IsNo Sharing There is no education
- 15. Successful Educators Sharemost compeltely with the most students
- 16. Knowledge is Magical Canbe given without being given away
- 17. Physical Expressions AreNot To give a book you must give it away
- 18. Expressions Are Different Togive a book you must give it away
- 19. When Expressions AreDigital They also become magical
- 22. An Indescribable Advance The first time in human history
- 23. Both Knowledge andExpressions Can be given without giving away
- 24. Unprecedented Capacity Wecan share as never before
- 25. Unprecedented Capacity We caneducate as never before
- 26. What Does “Share”Mean? Online it means copy and distribute
- 27. Cost of “Copy” Forone 250 page book: • Copy by hand - $1,000 • Copy by print on demand - $4.50 • Copy by computer - $0.00084
- 28. Cost of “Distribute” Forone 250 page book: • Distribute by mail - $5.20 • Distribute by internet - $0.00072
- 29. Copy and Distributeare “Free” This changes everything
- 30. Educational Sharing Also meansadapting or editing
- 31. Sense-making, Meaning-making Connecting to prior knowledge Relating to past experience (In an appropriate language)
- 32. Digital Makes Editing“Free” Editing a printed book or magazine is difficult and expensive
- 33. Free Copy, Distribute,Edit We can share as never before
- 34. Free Copy, Distribute,Edit We can educate as never before
- 35. Except We Can’t ©forbids copying, distributing, and editing
- 36. © Cancels thePossibilities Of digital media and the internet
- 37. Internet Copyright Enables Forbids What to do?
- 39. Use copyright toenforce sharing
- 40. The 4Rs Reuse – copy verbatim Redistribute – share with others Revise – adapt and edit Remix – combine with others
- 42. Over 400 MillionItems Using CC licenses at end of 2010
- 43. The “Open” inOER Free permission to do the 4Rs
- 44. Internet OER Enables Allows Sharing and educating at unprecedented scale
- 45. 2. Buy One,Get One the political argument
- 47. “Buy One, GetOne” Pizza in Ohio
- 48. Who Pays forResearch? Understanding relative contributions
- 49. Public Investment inResearch $105,385 to $119,913 per article (U.S. NIH-funded research)
- 50. Publisher Investment inResearch $2750 per article, including administrative and all other costs
- 51. Does This MakeSense? Publishers make 2% of the investment, then take © and charge you for access
- 52. Public (Who Paid)Has No Access I thought I bought a pizza?!?
- 53. If You BuyOne, You Should Get One All taxpayer-funded educational resources should be OER
- 54. U. S. Departmentof Labor $2 Billion for curriculum for high-demand two year programs
- 55. 3. The Paradoxof Free the financial argument
- 56. Do OER HurtSales? Won’t people stop paying for the course materials or books if they’re free?
- 57. Publications • Hilton, J. & Wiley, D. (in press). Free E-Books and Print Sales. Journal of Electronic Publishing. • Hilton, J. & Wiley, D. (in press). Open access textbooks and financial sustainability: A case study on flat world knowledge. International Review of Research in Open and Distance Learning. • Johansen, J. & Wiley, D. (2011). A sustainable model for opencourseware development. Educational Technology Research & Development. • Hilton, J. & Wiley, D. (2010). A sustainable future for open textbooks? The Flat World Knowledge story. First Monday, 15(8). • Hilton, J. & Wiley, D. (2010). Free: Why authors are giving books away on the Internet. Tech Trends, 54(2). • Hilton, J., Wiley, D. (2010). The short-term influence of free digital versions of books on print sales. Journal of Electronic Publishing, 13(1) http://davidwiley.org/
- 58. Findings • Over 2%of people who access open online courses become paying customers • Downloads of free online books correlate strongly with sales of print books • A for-profit business can be financially successful using CC licenses on its textbooks
- 59. 4. The $5Textbook the financial argument, part 2 (aka your fellow travelers)
- 61. Postsecondary Students Pay$35 instead of $150 per book 300,000 students have saved $39M+
- 62. Postsecondary Students Pay$35 instead of $150 per book 300,000 students have saved $39M+
- 63. Project Kaleidoscope (NGLC) Preliminary research results
- 64. “How would yourate the quality of the texts used for this course?” Answer Response % WORSE than… 4 3% About the SAME AS… 67 56% BETTER than… 49 41%
- 65. “How do youfeel about the online format of the texts used…?” Answer Response % I like it MORE than … 65 52% I have no preference 38 31% I like it LESS than… 21 17%
- 66. “Imagine a futurecourse you are required to take. If two different sections were offered…” Answer Response % I would enroll in the section with 17 13% TRADITIONAL PUBLISHED TEXTS I would enroll in the section with 93 74% TEXTS LIKE THOSE OFFERED IN THIS COURSE I would have no preference 16 13%
- 68. High School ScienceClasses Teachers adapted CK12 books for print or digital use
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- 70. High Schools Pay $5instead of $80 per book
- 71. 1200 Students in2010-2011 2700 students in 2011-2012
- 72. Impact on Learning? No difference – yet
- 73. Pedagogy and OER Highlighting,annotating, taking notes
- 74. Impact on Learning? With PD we will move the outcomes needle
- 76. Statewide Secondary in2012 Over 275,000 students
- 77. Back of theEnvelope Cost of Traditional Books Over Cycle $61,875,000 Cost of Open Books Over Cycle $28,875,000 Potential Savings Over Entire Cycle $33,000,000 Potential Savings Per Year $4,714,286
- 78. 5. Facilitate theUnexpected Some examples… on a budget
- 86. Character Classes • Bard- Master of the lore, history, and politics of the field, know what's “out there” • Artisan - Has materials production skills in all the necessary Web 1.0 and 2.0 tools like HTML, video sharing, podcasting • Monk Master of copyright and licensing arcana and defender of the university brand • Merchant Deals with short- and long-term sustainability issues
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- 89. 6. Continuous Improvement the quality argument
- 90. Learning Analytics Can tellus who and what needs help
- 91. It’s Useless Knowing what needs fixed, when you don’t have permission to fix it
- 92. Openness Gives us permissionto make changes and improvements
- 93. It’s Useless Having permission to fix things, when you don’t know where to start
- 94. Openness + Analytics Tellsyou what to fix and allows you to fix it! Enables Continuous Quality Improvement
- 95. 7. Content isInfrastructure the innovation argument
- 96. What is Infrastructure? Electricgrid, telecom, roads, airports, water, sewer, etc.
- 97. What is Infrastructure? “The physical components of interrelated systems providing commodities and services essential to enable, sustain, or enhance” societies or enterprises.
- 98. To Speed Innovation Increasequality and decrease cost of infrastructure
- 99. Content is Critical Animportant part of every educational institution’s infrastructure
- 100. To Speed EducationInnovation Increase quality and decrease cost of content infrastructure
- 102. University of thePeople
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- 106. 8. Do theRight Thing the moral argument
- 108. Consider Our Responsibility What kind of ethical or moral responsibility do we have? Who are you accountable to?
- 109. Our Potential IsLimitless The good we can do is constrained only by our creativity and commitment
- 110. Why Be Open? To be helpful
- 111.
Editor's Notes
- #4 As paper became more affordable, dictations became the common form in early universities, and students hand wrote their own copies of texts.
- #5 CC By-NC-SA Photo from http://www.flickr.com/photos/nelsray/3760100376/in/photostream/
- #6 With the “lecture text” we get wide margins, so that faculty can now dictate their annotations to students. Though universities temporarily ban dictations, students demand them and they continue.
- #7 And this is still our primary mode of instruction, 3000 years later.
- #19 CC By Photo by David Wiley
- #21 CC licensedphoto http://www.flickr.com/photos/62693815@N03/6277209256/
- #47 http://www.flickr.com/photos/joelogon/2453478462/
- #51 Wellcome Trust