The Revisability Paradox
David Wiley,
iterating toward openness,
May 27, 2020
We'll grant David Wiley his assumptions, if only because they lead to such a fun conclusion:
- The more research-based instructional design is embedded within an open educational resource is, the more (and the more easily) a learner can learn from it.
- The more research-based the instructional design of a OER is, the harder it is to revise and remix without hurting its effectiveness.
Lovely. Wiley asks - and it's a great question - "What is the role of instructional design / learning science / learning engineering / related forms of expertise in the creation – or revising and remixing – of learning materials? Insisting that this expertise is important feels like it pulls against the democratizing power of modern conceptions of openness in education. But denying that this expertise matters feels like it joins the broader anti-expertise chorus currently eroding public policy.
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