Superprofessors are very happy about being superprofessors. And why shouldn’t they be? After all, they won’t have to repeat the same tired old lectures ever again, the students that do pay attention to them are highly motivated and most seem to have hundreds of (if not a few thousand) adoring fans. Sure, there’s all that work that goes into setting up a MOOC, but the point of a MOOC is to get it so that the machine can run itself. Once it’s perfected, any additional work is supposed be minimal.
So you can imagine that superprofessors might get a little testy when a MOOC backlash comes along and threatens their cushy new lives. “MOOC Professors Claim No Responsibility for How Courses Are Used,” explained the Chronicle‘s Wired Campus blog a few days ago. The point guy in that story was Duke biology professor, Mohamed A. Noor:
Mr. Noor says he believes dismantling departments and replacing them with MOOCs would be “reckless.” But the Duke professor also believes that, in such a case, “the fault lies with the reckless administration,” and not the professor who furnished the MOOC to the vendor that furnished the MOOC to the administration.
“I don’t see it as particularly my business how people use the stuff once I put it out there,” Mr. Noor says—though he adds that if dismantling departments were all a MOOC was being used for, “then I’d stop.”
If you want to see some serious superprofessor-bashing, just read the comments to that Chronicle post. They may be the clearest indication of a MOOC backlash that I’ve ever seen. For now, the worst thing I’ll accuse Noor of being is tone deaf. While his system obviously works well for him, Noor appears to lack any understanding of how education works outside of biology and, perhaps more importantly, outside of places like Duke.
Noor is an advocate for the flipped classroom. He describes how he flipped it on his blog, but let’s get this straight from the beginning: Noor is both a MOOC producer and a MOOC consumer. He provides content on tape for Coursera, then teaches that content in his Duke course. That means that his job is not being unbundled. This fact is vital if you want to understand why superprofessors like Noor love MOOCs and ordinary professors are fighting back.
Whenever I hear somebody suggest that I flip my classroom, I always ask one thing: When are students going to have time to do the reading I assign? Noor describes how some of his Duke students protested the extra work associated with watching lectures in advance. How are professors with students who have two jobs or families to go home to going to solve that problem? They won’t. All students will have left is the MOOC, which almost certainly means that some administrations will wonder why they should pay for faculty to be in the room at all.
On Twitter a few days ago, Aaron Bady noted that any pro-MOOC argument must start with an attack on everybody else’s teaching. Noor offers a textbook case of this on his blog to justify what he’s doing and the way he’s doing it:
Our courses need to go beyond fact dissemination– we need to engage students both individually and in groups to assess how well they are interpreting and applying the concepts we’re presenting them. The flipped class is one means of achieving this goal– students get the primary content in some way outside the class period, and their understanding is assessed. This assessment step is critical– students learn what elements of the material they didn’t correctly interpret or apply the first time, and faculty receive feedback to correct frequent student misinterpretations and misapplications in their presentations. The faculty then spend the class period clarifying areas of confusion directly in response to the student feedback, and then reinforcing true understanding of the material with new problems, applications, and engaging discussions. The format forces faculty and students to interact bidirectionally in the learning process, and this bidirectionality has obvious benefits both to student understanding and faculty teaching strategies. It’s also personally satisfying for both parties, as faculty become less “lecturers” and more “facilitators” in the classroom, they work with the humanity of students rather than treating students as consumers of prepackaged products.
Speaking for myself, I go beyond fact dissemination in every single class I teach. It’s a little easier for me to do so because I haven’t had a course with over 40 students in it since I moved to Colorado. However, even unfortunate professors with hundreds of students in class can goose participation without flipping their classrooms. Nobody needs MOOCs in order to be bi-directional.
In fact, there’s a pretty good chance that MOOCs are going to make education worse for the vast majority of students in flipped classrooms. If you remember the whole San Jose State letter, the administration there moved Sandel’s justice MOOC out of philosophy and into the English Department. They could do this because the act of unbundling makes it possible to have in-class teachers who don’t really know the material. This, in turn, is an open invitation to pay them less or get rid of them altogether. Of course, as superprofessor and professor all in one, this is not a problem for Noor. And since Duke seems to have a pretty good shared governance structure, this problem is unlikely to arise for him at any time in the future.
The same can not be said for the rest of us. It’s clear from that Chronicle article that even Noor recognizes this fact:
“Ultimately, faculty at individual colleges need to be the driving force behind what students at their campuses are using,” he says.
“And if that’s not the case” at San Jose State, says Mr. Noor, then MOOCs are “the least of the faculty’s problems.”
Unfortunately, providing administrations with a tool they can use to beat shared governance to death isn’t going to help that situation.
Read those Chronicle comments and you can see that a bunch of people make an analogy between MOOCs and the atomic bomb. While that’s far-fetched in the sense that MOOCs will never kill tens of thousands of people, the ethics involved with how your creations are used are exactly the same. I think JeffRogers142 got this ethical problem absolutely right by quoting the great Tom Lehrer:
“‘Once the rockets go up, who cares where they come down?
‘That’s not my department,’ says Wernher von Braun.”
In this case, hundreds if not thousands of Noor’s colleagues all across academia care where and how those MOOCs come down. As long as superprofessors continue to show this kind of gross indifference to the welfare of nearly everyone else in their profession, they shouldn’t be the least bit surprised if they’re no longer treated with much collegiality anymore.