If you haven’t checked out the comments to this post in which I discuss MOOC pedagogy with Jeremy Adelman, you really should. If nothing else, he’s given me an enormous amount of material for a week with no lectures. Like this:
I think you are giving a partial representation of a more complex story that would involve the multiple tiers of students, some auditing, some doing the full-bore (as it were). The submission levels are low compared to what? Compared to all enrolled? Or compared to other MOOC’s? What we know about MOOCs is that they all have very high attrition rates and uneven participation rates. My main concern is that people understand the principle of reciprocity so that peer support and assessment doesn’t run into free-riding; which is not the same as more passive forms of using the course, like watching the lectures no more.
This came in response to my second mention of the poor response rate from my fellow students on the first writing assignment. Jeremy (and some new commentators on this blog) have been suggesting that there are multiple levels of engagement in a MOOC and that we should celebrate that for increasing engagement with the humanities, and world history in particular. That works for me. Despite my carping, I’ve come to enjoy my MOOC experience more the closer it gets to my period of expertise. I particularly enjoyed Adelman’s discussion of building national identities around the world during the Nineteenth Century and his brief history of the American West in global perspective.
The problem with this kind of cheeriness, however, is that even as some parts of American higher education reach for a broader audience, those parts are nonetheless doing their best to eat the lunches of those of us left in the vast MOOC-less wasteland. Mills Kelly described this process quite succinctly a few days ago:
Why are we in trouble? The answer is both simple and very complicated. The simple answer is that institutions with much better brands than ours have thrown themselves head first into the MOOC swamp and already we are seeing signs that in the coming year or two many, if not most (or even all) of these institutions will find ways to offer academic credit for what are now free courses. Once that happens, our students are going to vote with their feet (or fingers on keyboards) and will start taking increasing numbers of courses from these institutions–both because these courses are convenient, and because they are from institutions with better brands.
When that happens, we can expect that more and more of our students will be presenting us with transcripts from Stanford, Penn, Michigan, the University of Virginia, and other similarly better known competitors, and demanding that we accept these courses toward our degrees.
Actual enrollment in an actual MOOC has made me more optimistic than that for two reasons. 1) If actual professors review the course structures of these MOOCs for which they are supposed to award credit, they’ll see that they differ greatly from the brand images of the institutions that hosted them. [“So you took a history course from Princeton, but there was no required reading?”] and 2) I don’t think most college students will pick this kind of education if given a real choice because it is impersonal, superficial (since drilling down in history requires reading and real time responses), but still incredibly time consuming.
Professor Adelman is doing the best he can to create a worthwhile experience, but the format in which he’s operating has made it very difficult for me to see any of the pedagogy which he tells us he’s considered. As Alan Levine put it in a post I read yesterday:
…I have the question of how video lectures of people reading content is really going to play in parts of the the world where connectivity is not what it is in Palo Alto.
And is this really the best learning we can give the world? Lectures, machine grading, and multiple guess? Really? Check the century on your digital watch, Socrates.
In short, it’s not the MOOCs that I’m afraid of – it’s the people who insist on making their declarations that MOOCs are the future a self-fulfilling prophecy. Some of them actually have the power to make that happen.