This is a further continuation of my (futile) efforts to round up responses to the SJSU Philosophy Department’s open letter to Michael Sandel (which you can see in full here). Part 1 collected links mostly from old media-affiliated sites. Part 2 started digging into some of the discussion in the blogosphere.
This post picks up with some more of the blogospheric discussion. There will be more because there are so many posts worth reading out there right now (and dagnabbit, people keep writing more of them).
SR Education Group, Fixing What Is Not Broken:
Since the large-scale launch of MOOCs last year, much of the excitement around them has been driven by their potential to revolutionize education and thereby solve many of the challenges facing higher ed, namely the perceived diminution of the value of a degree in today’s economy and the increased cost of getting a degree. While no one can say for sure exactly how MOOCs will evolve or what role they will play, Michael Horn and Clayton Christensen recently described the potential in a Wired op-ed as follows:
… over time, an approach where users exchange information from each other similar to Facebook or telecommunications (a ‘facilitated network model’) will come to dominate online learning. This evolution is especially likely to happen if the traditional degree becomes irrelevant and, as many predict, learning becomes a continuous, on-the-job learning process. Then the need for customization will drive us toward just-in-time mini-courses.”
Faculty at a number of schools don’t necessarily see it that way, nor do administrators. …
It might be easy to dismiss such concerns as conservatism in the face of a new model, or as faculty trying to protect their role in the existing academic model — the model Christensen and Horn feel may become “irrelevant.” But Inside Higher Ed recently released survey data that showed that even college administrators are not convinced that MOOCs will lower costs or improve the educational experience for students. The one area where administrators seemed more optimistic about the value of MOOCs was in their ability to generate creativity in pedagogical strategies (although even on this point, a minority of total responses was positive).
In the meantime, there has been a steady stream of reminders that the factors putting pressure on the traditional academic model are not emerging because that model stopped working. More to the point, the traditional degree has not become at all irrelevant. The first such reminder came late last year with the release of a report from the Pew Charitable Trusts on the protection a college education affords against economic downturns.
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Scapegoats and Panaceas, MOOCs, Part II: This Time It’s Personal.:
MOOCs are symptomatic of greater tensions within higher education and not a core problem in themselves. Preventing their use, while good, doesn’t get at any of the reasons that administrations like San Jose State’s are eager to adopt them. That’s why Daniel Porterfield’s insistence that this become the “Year of the Seminar” is admirable in its spirit but questionable in its reasoning. Porterfield wants to “challenge the notion that MOOCs are the future of American higher education.” But seminars were becoming an endangered species on university campuses years and decades before the first MOOC popped up. Getting rid of MOOCs has little to do with providing seminars. That’s a matter of public education budgets, university spending, an overemphasis on economic utility, and an underemphasis on teaching.
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Why in spite of the hype do MOOCs appear to be merely a digitalized version of the “sage on the stage” style of lecturing familiar to those of us in the United States and Commonwealth countries 100 (and more) years ago? Why do MOOC-world advocates appear totally ignorant of feminist pedagogy, which disrupted this model of education going on 50 years ago? What does it say about MOOC-world’s vision of the future of higher education that the Lords of MOOC Creation are overwhelmingly white, male, and U.S. American professors at highly exclusive universities? …
MOOCs have also created new excitement among the mostly male presenters about the possibilities of the flipped classroom. Of course, there is no pedagogical innovation happening here; feminist scholars have flipped the classroom for years. What is flipped is usually the use of class time, not authority. After all, a MOOC is centered on lectures, which are now given in front of a camera with no students present, thus denying any opportunity for response or interaction from the listener. The instructor remains the sole purveyor of information and the students remain the passive consumers; with pre-recorded lectures, the instructor controls the content even more than is usually case, and it is more difficult to adapt to individual student needs. Ostensibly, the time previously devoted to classroom lectures was now used for greater interaction with the students both in his classroom and around the world; however, such reallocation of time does not, in and of itself, alter the class hierarchy or the passive reception of knowledge by students. Ironically, it may even re-inscribe that hierarchy: most teachers, even when lecturing, engage with their students and will stop, go back, or re-examine an issue to ensure comprehension and to respond to student questions and challenges.
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More or Less Bunk, “Would you like to shoot me now or wait ’til you get home?”:
Has a backlash formed against MOOCs? Well, yes and know. Certainly non-stop MOOC-mania has started to become peppered with bad publicity for the first time. However, it’s important to remember an important distinction: There are universities that produce MOOCs now and universities that will consume MOOCs (mostly) later. If schools like Amherst reject being MOOC producers, that’s not a backlash. That’s Amherst being Amherst. If schools like Duke reject giving credit for MOOCs, that does not prevent them from continuing as MOOC producers.
Really, the only sure sign that I’ve seen of any institutional backlash from a potential MOOC consumer is that eloquent letter from the San Jose State Philosophy Department. Perhaps this explains why Michael Feldstein decided to attack it:
The collective effect of these rhetorical moves is to absolve the department of all responsibility for addressing the real problems the university is facing. By ignoring the scholarship of teaching, the department missed an opportunity to engage the MOOC question in a different way. Rather than thinking of MOOCs as products to be bought or rejected, they could have approached them as experiments in teaching methods that can be validated, refuted, or refined through the collective efforts of a scholarly community.
Seriously, you can’t learn more about education technology anywhere than you can over at Michael’s blog, e-Literate. However, that post is probably the clearest indiction that I have ever seen that faculty have to look out for their own interests rather than depend on friends in any other part of higher education to fight for them. After all, it’s not the San Jose State Philosophy Department’s fault that the California legislature won’t raise taxes. More importantly, it’s not Feldstein’s job that’s under threat of being unbundled. I’ll call this the “Wait ’til you get home” option because we all know what the outcome of this kind of dialogue will be: unbundling and unemployment.
On the other hand, there’s the “Shoot him now! Shoot him now!” option, which I warned about in my first Inside Higher Education piece almost a year ago. …
Luckily, a third way of thinking about MOOCs is coalescing. I’ll call it the “End Duck Season altogether” option.
Do read the whole thing to see some of the sensible options for avoiding a beak full of buckshot!