David A. Wiley

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David Wiley, October 2012

David A. Wiley is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.[1] He is originally from Barboursville, West Virginia, where he received his undergraduate degree in vocal performance from Marshall University in 1997. He later earned his doctoral degree in Instructional Psychology and Technology at BYU in 2000.[2] He was also Chief Openness Officer of Flat World Knowledge, founder of the Open High School of Utah,[3] and was Associate Professor of Instructional Technology, and Founder and Director of the Center for Open and Sustainable Learning (COSL), at Utah State University.[4] He has received the National Science Foundation's CAREER award and served as a Nonresident Fellow of the Center for Internet and Society at Stanford Law School.[5] Fast Company rated Wiley #78 in a list of the top 100 creative people for 2009.[6] Wiley was also named a Peery Social Entrepreneurship Fellow in the BYU Marriott School of Business in 2012.[7]

Wiley's work on open content, open educational resources, and informal online learning communities has been reported in many international outlets, including The New York Times,[8] The Hindu,[9] MIT Technology Review,[10] and WIRED.[11] Wiley is also a member of the Advisory Committee of University of the People.[12]

Center for Open and Sustainable Learning[edit]

The Center for Open and Sustainable Learning (COSL) operates on the principle that "free and open access to educational opportunity is a basic human right". Because it is getting easier to develop and distribute electronic tools around the globe, COSL sees the use of learning objects as a way to bring "open education" to all areas in an effort to fulfill "a greater ethical obligation than ever before to increase the reach of opportunity".

Reusability and learning objects[edit]

Wiley's early work focused on the design and development of learning objects. On one website, reusability.org, he explains that learning objects are developed to be reused as a solution to the problem of "teacher bandwidth".[13] The "teacher bandwidth" problem is defined as "the number of students we are capable of serving with our distance education offerings".[14]

Writings[edit]

Wiley's 10 most influential publications, as ranked by Google Scholar,[15] are:

  • Connecting learning objects to instructional design theory[16] D Wiley, 2000
  • Instructional use of learning objects[17] (D Wiley, 2000)
  • Learning object design and sequencing theory[18] (D Wiley, 2000)
  • Learning objects[19] (D Wiley)
  • Using weblogs in scholarship and teaching[20] (T Martindale, DA Wiley, 2004)
  • Online Self-organizing Social Systems[21] (DA Wiley, EK Edwards, 2002)
  • Exploring research on internet-based learning: From infrastructure to interactions[22] (JR Hill, D Wiley, LM Nelson, S Han, 2004)
  • Open content and open educational resources: Enabling universal education[23] (T Caswell, S Henson, M Jensen, D Wiley, 2008)
  • On the sustainability of open educational resource initiatives in higher education[24] (D Wiley, 2006)
  • A non-authoritative educational metadata ontology for filtering and recommending learning objects[25] (MM Recker, DA Wiley)

Many of Wiley's publications are available from the BYU institutional repository, Scholars Archive.[26]

References[edit]

External links[edit]