Search Results for "MOOC"
The usually techno-utopian Joshua Kim is channeling our pal, MOOC skeptic Jonathan Rees! It’s almost unbloglich! (I’ve jumped on Kim before and was kind of a jerk, but he was a thoroughly decent guy about it all, contacting me in a personal email.) In a post published yesterday at Inside Higher Ed, Kim reports that he was doing so well watching recorded lectures in three different MOOCs when Netflix released the entire new season of House of Cards recently, enabling Kim’s penchant for immersive binge-watching. In “How House of Cards killed my MOOCing,” Kim writes:
Access to media, from games to videos, is now as close as our smartphones.
The quality of compelling content available on our phones is only increasing.
House of Cards comes from Netflix. Amazon is releasing original programming. Some folks are lucky enough to have passwords to HBO Go accounts.
And this is only video. The real action is probably in mobile games and mobile social media platforms.
As higher education content migrates to our smartphones, as it surely will, this educational material will be competing with entertainment available on the very same platform.
The answer, of course, is that I was not really missing out on an education by missing out on my MOOCs.
An open online course is a wonderful thing for many many reasons, but participating in a MOOC is not the same thing as investing in an education. Continue Reading »
And guess how I learned this? Through the Twitter machine, when I saw Jonathan Rees tweet a link to his contribution, “The Taylorization of the Historians’ Workplace.” (Regular readers will recall that Jonathan put together a panel on “How Should Historians Respond to MOOCs” at 2014 annual conference of the American Historical Association in Washington, D.C., last month.)
Our panel comments–slightly tweaked and edited–are now available at Perspectives. Many thanks to editor Allen Mikaelian for his patient editing and great title suggestions for my contribution, “Can Teaching Be Taken ‘to Scale’?” (Check it out–I quote William F. Buckley approvingly!) I also quote one of you I saw at AHA who said to me something like Continue Reading »
I assume you’re all familiar with Sebastian Thrum’s “ooopsie–my bad” last week on the argument that MOOCs can educate the uneducated masses and at the same time make money for his deluded investors. I haven’t had the time or energy to say “I told you so,” especially because Jonathan Rees has a nice round-up (with a bonus Monty Python joke and clip) of the issue.
However, I’ll chime in this morning to note this survey of MOOC users at the University of Pennsylvania: 80% of them already hold advanced degrees! This makes perfect sense in terms of what Jonathan, I, and every other critic of MOOCs has pointed out from the very beginning, which is that the people who really need college educations also–unfortunately for the edupirates like Thrun and Daphne Koller–need human beings to teach and guide them. Continue Reading »
Except maybe. . . profit!??!?!
Here’s a university administrator who apparently sees through the smoke, mirrors, and Thomas Friedmanesque rainbows-and-unicorns technofluff of the Lords of MOOC Creation, Vice-Chancellor Harlene Hayne of the University of Otago in Dunedin, New Zeland (h/t to regular commenter truffula. Maybe it takes an ocean of winds and a position outside of the U.S. and Europe to blow away the bullcrap and see them for what they’re worth?) Hayne writes,
The University of Otago has considered the issue of MOOCs very carefully. Over this past January, I personally studied everything that I could lay my hands on about the subject. I sought specialist advice on the issue from international experts in distance education and online learning. I discussed the matter extensively with my counterparts in New Zealand and overseas. The conclusion from all of these quarters is that, although there may be a handful of opportunities in this space, the concept of the MOOC will not displace the traditional university experience and the business case for the future of MOOCs actually hangs by a thread.
Although the current enrolment in MOOCs is extremely high, completion of any given course is very low. In most instances, more than 90 per cent of the students who sign up for a course, never complete it. Given this, we have to ask ourselves two questions. First, why do so many sign up? That one is easy – the courses are currently free. Once this aspect of the MOOC system changes (and it will have to change if anyone is going to make any money), then I suspect that enrolments will plummet. Second, why do so many students fail to complete? There are probably many reasons, but the most parsimonious one is that the courses quickly get boring. Even when you place the best speaker in the world on the internet, the experience pales in comparison to face-to-face interaction. Continue Reading »
Go read Michael Lind on the inevitable fallibility of our modern political and media elites. I think there’s something in there that speaks to the pump-and-dump cycle we’re seeing now with MOOCs:
The politicians and pundits who get the most attention — at least for a while — are those who treat a genuine but limited and reversible trend as evidence of imminent utopia or approaching apocalypse. Such hype is then magnified by an infotainment industry that promotes drama and penalizes nuance.
. . . . . .
When it comes to the hype market, you will seldom err by betting against it. When everybody who is anybody in politics and the press agrees on something, it’s time to raise some doubts. Continue Reading »
Does this read like a Coursera or Udacity press realease to you, too?
Whether for good or ill, MOOCs augur a disruption of the relationships among students, colleges and trade schools, and the credentials those schools offer — a relationship that has stabilized higher education for at least a century. Yet if done right — a big if, as recent events at San Jose State and Colorado State universities have shown — they may help address the quality and cost of higher education.
What’s the nature of the disruption?
For the moment, providers of MOOCs make their courses available to anyone. There is no admissions process. As in a video game, anyone can start, but you have to master levels that can include very difficult work. For the 10 percent who get to the end, the learning is real.
What about that experiment to offer dramatically reduced tuition for MOOCwork courses at Baa Ram U.? It’s even more hilarious than you can guess: Continue Reading »
Daniel Luzer on Jeffrey J. Selingo’s College (Un)bound: The Future of Higher Education and What it Means for Students, in a review entitled “Revolution for Thee, Not Me:”
[I]f we’re expanding access to college through alternative, technology-based systems, is this really expanding access to college or providing a different experience entirely? Perhaps the biggest flaw of this book is that while Selingo offers a very good take on what declining state funding and innovative technology could mean for both colleges and students, he fails to consider what this “revolution” in higher education might mean for American society as a whole.
“The college of the future will certainly be different than the one of today,” he explains, “but robots will not replace professors in the classroom anytime soon. Harvard will remain Harvard.” He estimates that 500 or so of America’s 4,000 colleges have large enough endowments to remain unchanged by this revolution. But isn’t that a problem? If Princeton and Williams will be unaffected by these trends, what’s really going on here?
It seems that the future won’t unbind higher education for everyone—just for the working and middle classes. That’s because rich people will always be able to afford traditional colleges. Continue Reading »
Howdy, friends–Historiann here. I’m knee deep in research papers and final exams and have no time for posting, so thank goodness someone out there is writing for the non-peer reviewed world wide timewasting web. Today’s guest post is by two senior history professors who attended last week’s Annual Meeting of the American Council of Learned Societies: Susan Amussen, an early modern British historian in the School of Social Sciences, Humanities, and Arts at the University of California, Merced, and Allyson Poska, an early modern Spanish historian in the History and American Studies Department at the University of Mary Washington. They both attended the panel on MOOCs (Massive Open Online Courses), and came away wanting to talk about something thing no one in MOOC-world seems to want to talk about: power. So of course, they came to me and asked if they could talk to all of you.
Amussen and Poska ask a number of provocative questions: 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? (And for the Lords of MOOC Creation, is this a bug, or a feature? Friends, I’ll let you be the judges.)
MOOCs: Gender, Class and Empire
Much of the discussion of MOOCs has focused on (alternately) their promise of providing “the best teachers” to students around the world, and presenting cheap quality education to the masses; or the threat they pose to education, in replacing face to face contact with potted lectures, further deskilling and de-professionalizing those of us who teach at less elite universities. We want to argue that MOOCs raise broader questions than those usually mentioned. In the course of listening to a discussion of MOOCs at the recent meeting of the ACLS (American Council of Learned Societies), we realized that MOOCs must be analyzed in the context of the U.S. American discourse of gender, class, and empire. Continue Reading »
Posted under American history
I am grateful to MOOCs and to the specter of online courses for something: they have made me grateful for the “residential instruction” classes I teach and the embodied human students who enroll in them. I’ve had a particularly great group of students in both classes this term, and I’ve had fun writing new lectures and inventing new writing assignments for them. I think we’ve had some fascinating conversations, too, about the new books we’ve read together.
I will admit that those embodied students are sometimes problematic. A few of them have gotten pregnant this term–both of them happily so, fortunately. One of them has unhappily suffered from complications from a brain surgery and a botched root canal. Others of them have been called to jury duty, to custody hearings, or to funerals for their formerly embodied family members. One even served as a delegate to the Democratic National convention. Continue Reading »