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. Sadly, things have only gotten worse since that time. Perhaps the best indication of that is the hysterical (in more than one way) Pearson-authored report, “An Avalanche Is Coming: Higher Education and the Revolution Ahead.”
I must confess that I didn’t bother to actually read this report until I wanted to find new evidence to illustrate this way of thinking. You won’t be surprised to learn that it really is as bad as it sounds. “In the new world the learner will be in the driver’s seat,” the authors write at the end:
with a keen eye trained on value. For institutions, deciding to embrace this new world may turn out to be the only way to avoid the avalanche that is coming.
Of course, if the learner is in the driver’s seat, faculty aren’t. In fact, since you can literally pick up online instructors from anywhere on the planet with an internet connection, professors will have far less power in Pearson’s utopian future than they do even now. As the authors remind us:
For traditional universities, a dramatic rethink of how faculty use their time and how they interact with students will be central to future success.
Adapt or die. Nothing more. Nothing less. The fact that this report was published by what claims to be the UK’s “leading progressive think tank” literally makes me sick to my stomach.
Luckily, a third way of thinking about MOOCs is coalescing. I’ll call it the “End Duck Season altogether” option. From where I sit, it’s taking many forms. For example, you can humiliate Elmer for knowing absolutely nothing about hunting. I think Bob Meister did this very well in his recent open letter to Coursera’s Daphne Koller. It’s not like he’s saying, “Your MOOCs suck” (even if sometimes they do).
Then there’s a sort of arched eyebrow accompanying the question, “Have you people really thought through the implications of what you’re doing?,” approach. Aaron Bady’s masterpiece, delivered at UC-Irvine last week and published on his blog yesterday, will remain the gold standard in this genre for a very long time. By all means read the whole thing, but here’s my favorite part:
Things are moving so fast because if we stopped to think about what we are doing, we’d notice that MOOCs are both not the same thing as normal education, and are being positioned to replace “normal” education. But the pro-MOOC argument is always that it’s cheaper and almost never that it’s better; the most utopian MOOC-boosters will rarely claim that MOOCs are of equivalent educational value, and the most they’ll say is that someday it might be. This point is crucial to unpacking the hype: columnists, politicians, university administrators, educational entrepreneurs, and professors who are hoping to make their name by riding out this wave, they can all talk in such glowing terms about the onrushing future of higher education only because that future hasn’t actually happened yet: it’s still speculative in the sense that we’re all speculating about what it will look like. This means that the MOOC can be all things to all people because it is, literally, a speculation about what it might someday become.
So, for example, when Georgia Tech creates an entirely online master’s degree in computer science and charges $134/credit, it is no longer open. That means it is not a MOOC. It’s simply a cheap graduate degree with coursework graded by machine. The cloud of MOOC hype is designed to distract attention from the fact that the pedagogy involved here is actually a big step backwards.
Another way to prevent Elmer Fudd from shooting you in the beak is to attack the basic assumptions behind his weapon of choice. This guest post at Historiann’s place is particularly brilliant in that regard:
At the moment, the classism of the MOOCs is most clear in the central unexamined assumption – that the “best” teachers are at the “best” universities. Now, it is true that the most prominent scholars tend to teach at the most prominent universities, but the skills of teaching are widely distributed – and the difficult job market of the last thirty years has ensured that there are outstanding scholars at many colleges and universities around the country. Indeed, those who teach students who arrive at college or university with less preparation have often spent more time honing their pedagogical skills in order to engage their students and address the challenges that their diverse backgrounds, socio-economic levels, and intellectual strengths present. However, the high cost of developing MOOCS means that only faculty at America’s most elite universities have the opportunity to employ those technologies. The wealthy and powerful thus become the purveyors of knowledge and culture to those less privileged across America and around the world. MOOCs are not, in fact, cheap, but the money goes to technical staff at the elite university, rather than to instructors at less resourced ones.
[emphasis in original]
The authors also attack MOOCs along gender lines, an argument that I have been woefully bereft at developing here at this blog.
Whatever way you want to go about trying to end open season on college professors, you need to recognize that you’re going to get attacked for being uncivil. That doesn’t mean that you’re not being polite. All it means is that the MOOC enthusiasts are angry because you’ll no longer accept their monopoly on determining the parameters of the MOOC debate. If we can accomplish that change, then maybe we’ll have a real backlash against MOOCs on our hands.