You were just dying to know what I think of that video from the Campaign for the Future of Higher Education, weren’t you? George Siemens has already called it a “flailing rage walrus response to MOOCs,” and the campaign itself the “Thrun of anti-MOOC.” Well, in my effort to be the George Siemens of the anti-MOOC crowd, I want to try to look at the video rationally.
First, let’s talk about the good stuff. Oh my God, where did they get those xMOOC promotional films???!!! They look like the https://moreorlessbunk.wordpress.com/wp-admin/edit-comments.phpworst daytime TV ads for online for-profit schools x 3. You know what I mean, “You can go to school in your pajamas.” [Or is that one just a Rocky Mountain thing? Maybe TressieMC can help me there.] I also appreciate all Alice in Wonderland references wherever they may surface. On the other hand, the cartoon figures of the actual people involved just seem gratuitously nasty.
Similarly, the subtitle, “Teaching Millions or Making Millions?” gives away the video’s basic argument, which to me is also its biggest flaw. The campaign is upset that the Lords of MOOC Creation act as if they’re saving in the world when they’re really trying to make money, and so am I. But that’s a pretty lazy argument upon which to rest an entire video. People like me, those of us whose class politics resemble the CIO c. 1937, will probably be swayed by an argument like that, but not the vast middle ground who haven’t really formed an opinion on the subject of MOOCs yet. That’s why I’ve spent so much time on this blog trying to explain why MOOCs – to be specific, commercially-sponsored xMOOCs – are bad pedagogy compared to their traditional alternatives.
Which goes to the other obvious counterargument to this particular attack: All MOOCs are not the same. It sounds as if this is the line of attack that Stephen Downes would spring upon the campaign if they actually accepted his invitation to debate MOOCs with him, and of course he’s right. As I’ve written before, getting crowdsourced out of your job is no different than being replaced by an xMOOC. Nevertheless, I think everybody should have the opportunity to take a cMOOC in something, during college or afterwards, so that they can take advantage of the collective wisdom that these groups offer and learn the kinds of skills that they can’t get in a traditional college class. I’ll even go so far as to suggest that every college student today should take at least one online class just so that they can have that kind of experience under their belt.
The problem comes with the possibility that MOOCs, cMOOCs or xMOOCs, may sweep everything else away in its wake. Clayton Christensen, who really deserves just as much flack from the Campaign for the Future of Higher Education as the MOOC purveyors are getting, has repeatedly suggested, “[T]he low end always wins.” Like with Walmart, he’s arguing, the bad will drive out the good because everybody cares about price and nobody really cares about quality.
Honestly, I constantly go back and forth over whether Christensen is right about that or not. After reading Sarah Kendzior on the state of college with respect to the broader economy these days, I’m on the “Christensen is right” bandwagon this week. Who knows where I’ll be next week? I think I could live with this proposal to treat MOOCs as health clubs rather than as hospitals (it’ll make sense if you read it), but I simply don’t trust the average administrator to exercise any particular online educational option wisely without substantial faculty input.
So in this environment, who can blame the Campaign for the Future of Higher Education for flailing around like a rage walrus? After all, when discussing the future of higher education, we faculty have so much to be angry about.