The Disaggregation of Higher Education

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The Disaggregated Future of Educa3on

David Wiley, PhD

Department of Instruc3onal Psychology & Technology

Brigham Young University

Or, How I Learned to Stop Worrying and Love the Internet

Friday, June 12, 2009

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The Trucker Tale

A parable of ingenuity and despair


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http://www.flickr.com/photos/striatic/2192192956/


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http://www.flickr.com/photos/booleansplit/2634767088/


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Terms of Distribu3on

Surrender rights to the productTruckers keep 100% of all sales

Perpetual deal, no review or modifica3on


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http://www.flickr.com/photos/glutnix/47989973/


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The Moral of the Story

This is a tale about faculty and their research


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• Come up with ideas for research,

• Find grant funding for the research,• Iden3fy and hire graduate students and other professionals,

• Conduct the research,• Write up the results of the research in

a clear and concise manner, and

• Surrender all rights to the wriPen results of the research to a publisher.


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The Open Access Movement

Free Online Access to Research Ar3cles


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Stewardship of Public Funds

If the taxpayers funded the research, the results belong to the taxpayers


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Public Investment in Research

$105,385 to $119,913 per ar3cle(US NIH‐funded research)


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Publisher Investment in Research

$2750 per ar3cle, including administra3ve and all other costs


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Does This Make Sense?

Publishers make approximately 2% of the overall investment


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Unbelievable Profits

Elsevier + LexusNexus = $1,500,000,000 in 2008

(Not revenue ‐ profit)


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Have You or U of S Ever Been Paid?

(You also do all the reviewing and edi3ng)


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US NIH Public Access Mandate

Ar3cles must be placed in PubMed Central upon acceptance


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Otherwise, You Pay Dozens of Times

Once to fund the research, and then over and again for each library


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Advance the Field / Bless the World

BePer access catalyzes the development of new knowledge more quickly


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MIT Faculty Open‐Access Policy

“The Faculty of the MassachusePs Ins3tute of Technology is commiPed to dissemina3ng the fruits of its research and scholarship as widely as possible. In keeping with that commitment, the Faculty adopts the following policy: Each Faculty member grants to the MassachusePs Ins3tute of Technology nonexclusive permission to make available his or her scholarly ar3cles and to exercise the copyright in those ar3cles for the purpose of open dissemina3on.”


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Advance the Field / Bless the World

BePer access catalyzes the development of new knowledge more quickly


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Secret History of Open Access

A story of disaggrega3on: 1000 ‐ 1600


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Restric3ng Access to the Bible

When policy and technology collide


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11th Century

Vernacular transla3ons of the Bible forbidden


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12th Century

Possession or memoriza3on of scriptures forbidden


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14th Century

Wycliffe finishes English transla3on


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15th Century

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

from their heirs forever."


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A Kinder, Gentler DMCA

And all this before publishers even came into existence!


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15th Century

Gutenberg, the prin3ng press, and metallic movable type


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15th Century

The church leverages technology to print indulgences at scale for a

frac3on of the cost


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16th Century

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

in flour sacks and coPon 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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"They preach only human doctrines who say that as soon as the money clinks into the money chest, the soul flies out of purgatory... Any truly repentant Chris3an has a right to full remission of penalty and guilt, even without indulgence lePers."


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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 and revenue


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17th Century

30 Years War ends Pope's pan‐European poli3cal power


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17th Century

Popular reforms carried out (too liPle too late for most)


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The Morals of the Story

‐ Don’t bet against the transforma3ve power of informa3on technology

‐ You’re going to end up adap3ng anyway, why not do it on your own terms?


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Skipping Ahead a Few 100 Years

Could something like this happen again?


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“The World is Changed”

Galadriel, Lord of the Rings


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It’s Actually Worse (or BePer)

The World is Changing


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Analog ⇒ Digital

Music, Phones, TV, Newspapers,

Movies, Journals, Communica3ons,

Intelligence, Defense


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Tethered ⇒ Mobile

Phones, Internet Access,

Employment


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Isolated ⇒ Connected

People, Content, Systems


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Generic ⇒ Personal

Cars, Computers, Mobile Phones


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Consuming ⇒ Crea3ng

Radio / Podcas3ng, Newspapers / Blogs

Movies / Vodcas3ng


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Closed ⇒ Open

Souware (OSs, Applica3ons),

Data (Weather, GIS),

Content (Blogs, Wikis)


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Then vs NowAnalog ⇒ Digital

Tethered ⇒ Mobile



Consump3on ⇒ Crea3ng

Closed ⇒ Open


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Educa/on vs EverydayAnalog ⇒ Digital

Tethered ⇒ Mobile



Consump3on ⇒ Crea3ng

Closed ⇒ Open


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“Daily Divide” Is a Huge Threat

And the wider the disconnect,

the bigger the threat to higher educa3on


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But Wait! We’re Educa4on!

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

front


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Why Do Students Come?

Content, Support Services Social Life, Degrees


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Content

MIT OpenCourseWare, Wikipedia, Flat World Knowledge, etc.


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Research

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


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Support Services

ChaCha, Yahoo! Answers, RateMyProfessor, Email, Instant

Messaging, TwiPer, etc.


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Social Life

Facebook, MySpace, MMOG,

iPhone loca3on‐aware apps, etc.


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Degrees

MCSE, RHCE, CCNA


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The Monopoly Is Being Busted

Everything we provide is now offered by someone else


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When Ins3tu3ons Specialize

They usually provide bePer quality at a bePer price


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Higher Ed, On the Other Hand

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


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Industries Failing Everywhere

Banks, Insurance, Automobiles

Higher Educa3on?


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A Bail Out for Higher Ed?

More like double‐digit budget cuts


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No Monopoly and No Bail Out

How can we innovate to stay relevant?


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What About E‐learning?


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What About E‐learning?

Quite innova3ve in 1995!


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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 Crea3ng

Closed or Open


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Openness is the Cornerstone

Openness underpins everything interes3ng happening online and is “what they know”


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Why Make Such a Claim?

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


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Sites Where Anyone Can:

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

ra3ngs, share their files, share their exper3se


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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 Crea3ng

Closed or Open


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Connec3ng

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


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Personalizing

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


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Crea3ng

You won’t be crea3ve if there’s no outlet for your work


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How Might We Open Things?

Once again there is a demand for greater access


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The Open Access Movement

Providing access to the research created at the university


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The Open Educa3on Movement

Providing access to the teaching and learning materials created at the

university


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Connec3ng and Openness

Sharing some experiments


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Crea3ng and Openness



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Being Even More Open



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Character Classes

• Bard (Master of the lore, history, and poli3cs of the field, know what's “out there”)

• Ar3san (Has materials produc3on skills in all the necessary Web 1.0 and 2.0 tools like HTML, video sharing, podcas3ng)

• 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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Educa3on Will Eventually Be Open

And involve connec3ng, personalizing, and crea3ng ‐ just like everything else does


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Will Your University Be Open?

Can your school find the ins3tu3onal will to change?

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


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Ins3tu3onal Disaggrega3on

MIT OpenCourseWare, Western Governors University


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Value of Integra3on?

As compared to“specialized pieces loosely joined”


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Not a Technology Problem

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


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This Is a Policy Problem

Higher educa3on is behaving like the recording and movie industries


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Policy To Defend Tradi3on

Rather than innova3ng


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You Must Engage in Policy Reform

Ignoring the problem is not a strategy


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“It is not necessary to change. Survival is not mandatory.”

W. E. Deming


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Student Learning May Suffer

The market will likely meet students’ increasingly unmet needs


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Your Employment Will Suffer

When your ins3tu3on collapsesas Googlers find bePer alterna3ves


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“The last tempta4on is the greatest treason, To do the right deed for the wrong reason.”

Archbishop Thomas BeckeP (T. S. Eliot)


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Innovate for the Students

To fulfill your sacred trust as a teacher


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Thank You!

[email protected]

hPp://davidwiley.org/


The Disaggregation of Higher Education

Technology

Transcript of The Disaggregation of Higher Education