Posted under American history & art & European history & jobs & students & technoskepticism & unhappy endings & wankers
“Clearly you need to restrict the dimensions to things that more or less have a right answer or several right answers.”
So says Daphne Koller on the challenges of adapting MOOC technology to teach humanities courses. (Many thanks to Jonathan Rees of More or Less Bunk for alerting me to this story. While you’re there, don’t miss his post on “This is How MOOCs End.”)
What Koller really means is that we need not adapt MOOCs to the humanities. We need to adapt the humanities to the limits and demands of MOOCworld, which operates on the assumption that everything we need to know about student progress and achievement can be effectively measured by essay-grading software and multiple-choice quizzes and exams. Who knew that some people read Charles Dickens’s Hard Times not as a critique of the industrial era and the notion that everything (including education) can be automated, but rather see it as a blueprint for modern educational instruction? Continue Reading »







