Jamison Miller | Director of Research Communication
Lumen Learning’s Improve It Challenge grant program invites anyone and everyone to engage in the continuous improvement of open educational resources. Our goal is to foster community engagement in the improvement of learning materials for all students. We want to leverage the […]
Dr. David Wiley | Chief Academic Officer
I’ve spent a lot of time over the years working with doctoral students as they search for “the question” that will guide their graduate studies and, eventually, their dissertation work. While the question can often be expressed in a single sentence, its power to shape a student’s […]
Chapter 6
Dr. David Wiley, Co-Founder, Chief Academic Officer
This chapter is about Ausbel’s 1960 paper on “advance organizers” (and no, it’s not “advanced organizers”). The key insight of this paper is that “the single most important factor influencing learning is what the learner already knows.” Or, as Kirschner […]
David Wiley, PhD, Chief Academic Officer
As my colleagues at Lumen and I have reflected on our mission – to enable unprecedented learning for all students – we’ve come to realize that while creating highly effective, highly affordable OER courseware moves us toward that goal, it will never get us there by itself. Because faculty play […]
David Wiley, PhD, Chief Academic Officer
Today is a major milestone for Lumen as we announce a professional development offering for higher education faculty called Lumen Circles. Let me share with you how we got here, what it means, and why we’re doing it now.
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David Wiley, PhD, Chief Academic Officer
I’m going to write a post or three about some of the friction that exists around using OER. There are some things about working with OER that are just harder or more painful than they need to be, and getting more people actively involved in using OER will require us […]
By David Wiley, Chief Academic Officer
All learning materials are collections of hypotheses. They represent a series of guesses about what will effectively support student learning. Should students be reading text? Watching videos? Playing with simulations? Arguing with peers? Creating and sharing artifacts? Practicing and reflecting on associated feedback? And exactly what should […]
Improvement in post secondary education will require converting teaching from a solo sport to a community-based research activity. (Herbert A. Simon, 1986)
The faculty Lumen work with carry an enormous workload. Some have […]
The potential of the “data revolution” in teaching and learning, just as in other sectors, is to create much more timely feedback loops for tracking the effectiveness of a complex system. In a field where feedback is already well established as a vital process for both […]
In the spirit of iterating toward openness, I’ve recently had the opportunity to revisit some of my earlier thinking about how to measure the impact of OER-related work. Some of this seemed interesting enough that I thought I would share.
I have […]