This is a hard post for me to write. For one thing, I have an article coming out in the next Academe that covers some of this ground. For another thing, as my friend Phil Hill knows all too well, I have a #Slatepitch in for an essay on the evils of the flipped classroom. I think they’re going to take it (eventually – assuming the one and only Rebecca Schuman doesn’t do it first), so I don’t want to give away the whole store here.
But this paragraph is just way too much for me to bear:
The MOOC, in our view, is the ideal way to flip the classroom, replacing both the lecture and the textbook. Whether they build their own content or draw on an existing MOOC, professors can off-load content to on-line formats and spend face-to-face time interacting with students. Students will actively debate history -for instance–rather than transcribing the professor’s lecture. Universities will not be destroyed, only lectures, and in their demise better conversations will happen.
To make matters worse, I’ve met one of the co-authors of those words. Louis Hyman teaches at Cornell, his books on the history of debt are excellent and if I had all the time in the world I’d be taking his upcoming MOOC on the history of capitalism just for the sheer enjoyment of it. I’ll bet you anything that he’s a terrific lecturer, but if you think I’d let him or anybody else replace my own content on any subject you’ve got another thing coming.
Why not? I need to back up a little in order to explain that.
Let’s begin by considering the possibility that Hyman (and his co-author, Edward Baptist) raise with respect to “building your own content.” The vast majority of people in academia do not have their own MOOCs. Nothing is stopping them from recording their own lectures. However, anyone doing this really should understand the risks. Yes, it’s time to quote Leslie M-B writing about “lecture capture” again:
“I’m not sure what the policy is at my current institution, but I signed away a lot of intellectual property rights at my last one. In an age where people seem to think that education is just a matter of “delivering content” that translates into mad workplace skillz, I’m uneasy about providing the university with any multimedia content that could be aggregated into a enormous-enrollment course taught by a grossly underpaid and underinsured Ph.D.”
Are you a professor? Then providing content is an important part of your job. If you don’t want to do that duty every semester, somebody might just relieve you of that burden. I can hear the anti-professor catcalls now: “They’re too lazy to tailor their lectures to their audience! Why is tuition so darned expensive then!” Besides that, aren’t you ever going to change your lectures at some time in the future? If the answer to that question is “no,” why the heck did you bother to become a teacher in the first place?
Now let’s go to the other possibility that Hyman and Baptist raise: to “draw on an existing MOOC.” The unspoken assumption here – that most lectures are boring, but superprofessor lectures are all Grade A – is not only empirically wrong (as any wide-ranging MOOC student would readily attest to), it’s flat-out insulting to the rest of the professoriate. Not only are there plenty of people who do a fine job of lecturing outside of the MOOC limelight, even the less-gifted lecturers among us have the advantage over a recording in that they can actually tailor the content of their lectures to the goals of their individual courses.
Indeed, one of the reasons that the vast majority of the professoriate does research is that what we learn doing our research makes us better teachers. That’s how we keep our content fresh. Some of us even have undergraduates do research with us! Teach somebody else’s content and in this economic climate you can kiss that course off you get for research goodbye, if not your entire job with it.
What bugs me the most about this newfound enthusiasm for the flipped classroom is the sheer superfluity of it all. If I can thank Hyman and Baptist for anything it’s for making it abundantly clear that the rise of MOOCs and the sudden fad for the flipped classroom are intimately related. To borrow some inflammatory language from Marc Bousquet, the second is a waste product of the first. If the MOOC providers are like meatpackers, then the flipped classroom is how they’re going to get us to eat their offal.
Not making enough money from your MOOC? Sell the content to unsuspecting campuses without MOOCs of their own. Coursera has already started doing this. [That’s why the Princeton sociologist Mitchell Duneier quit his MOOC last year.] And Coursera isn’t offering MOOC content directly to professors. They’re marketing it to administrations who will need to find a financial justification for their very expensive MOOC content purchases.
So to all my caring colleagues out there who are flipping your own classes without any prodding: Thank your lucky stars you still have that freedom. Just remember though that your new educational silver bullet has already been co-opted. The more you flip freely, the more likely it is that somebody else will be flipped against their will in the future. You’re the people who gave the administrators of the world this idea. You’re the people who are currently in the process of legitimizing this idea. Denounce flipping other professors involuntarily all you want, but you are still partially responsible for that result. Just because you can unbundle and rebundle your job at will, doesn’t mean that the rest of your colleagues can.