One Meta-MOOC to Rule Them All

Cathy Davidson, a professor at Duke, has a great idea:

In January 2014, I will offer a six-week Coursera class, “The History and Future of Higher Education,” free and open to anyone. I’d like to turn the class’ weekly forums into an opportunity for a massive, global, collaborative, constructive, peer dialogue about how higher education got to its current dilemma. And from there, I hope we can come up with some creative, innovative, and workable ideas to make a better future.

A MOOC about MOOCs seems to make a great deal of sense for a few reasons.

For one, it provides a forum for investigating just what a MOOC is, what it can and cannot be, whether and to what extent it does indeed enhance learning, and whether and to what extent and in what ways this can be measured.  If it turns out that such an experiment yields a more nuanced and useful picture of the ontology and application of the MOOC, then this itself would be evidence that the MOOC is a sound design and delivery mechanism.

Second, as Cathy notes,

In the present mood of high polemic, hyperbolic promise, and hysterical panic, it is almost impossible to sort out the questions, let alone the answers to these questions, on either a national or international level: Is now the time to reject or embrace massive online learning? Do MOOCs yield improved learning and free and open access to those who have been excluded from higher education—or are they yet another cynical attempt to defund the public and extract profits from tax payers and diminish the value of what virtually all universally claim to be the public good of higher education?

Crisis rhetoric is seductive but does not have a great signal-to-noise ratio.  A MOOC that took a, well, academic approach to MOOCs might help to dispel the fervor over the MOOC-ment and help people think clearly about just what it is and what it means.

Third and related, much of the chatter about MOOCs is so focused on the “disruption” of the status quo, but sometimes the storied history of that status quo is not sufficiently excavated.  An inquiry into MOOCs in the context of the history of higher ed might help us see that the notion of Higher Education enshrined in our social imaginary is a historical anomaly made possible by a set of specific events, notably World War II and the G.I. Bill.  The Chronicle of Higher Ed just ran a piece along these lines (though it is paywalled).

I have finally decided to take the plunge:  I have signed up for Coursera’s “Internet History, Technology, and Security” course.  It’s not quite Christopher Hitchens voluntary trying out water boarding in order to do his subject justice, but I figure it only makes sense to walk the walk.  Reports forthcoming.

A Balanced Approach to MOOCs (Ctd.)


Robert Maguire has profiled a math MOOC funded by the Gates Foundation and launched at the University of Wisconsin LaCrosse that had an unexpected effect:  though it was offered worldwide, it was widely embraced around the state by high schools and led to deeper coordination between high school and college students, teachers, and administrators in order to avoid the “redemial math trap and close what we might call the “Preparation Gap.”  From McGuire’s interview with two representatives from the college:


The way MOOCs are growing I imagine a lot of graduating high school seniors are thinking about using them this summer, whether they’re being driven to it by the necessity of a placement exam or for enrichment or to stay sharp for college. What would you advise a graduating high school senior who’s thinking about taking a MOOC?


A MOOC can be helpful to show what a college course actually looks like, how it’s done and what to expect in their first year of college.


Over summer, taking a MOOC is going to help them learn how to be an independent learner, how to study, how to find that internal motivation, how to seek out resources, recognizing that they do have multiple ways they learn, and they need to find that strategy within themselves.

Students might look at what’s aligned with their discipline of study. If someone’s looking at going into a history major, then they might look for some different history MOOCs. They can use the MOOC as a way to find out, “Is this something I am really passionate about and want to study for the next several years of my life.”

This is proof positive of an idea Noel B. Jackson floated which I mentioned yesterday:  MOOCs not only expand open access to what, for convenience sake, I’ll call the Third World (Globalization), but they can strengthen local and regional communities in the (f/c/s, again) First World.  They not only expand the net to wire more nodes, but they deepen the connections around each node.  MOOCs can potentially have “glocal” impact.  In the case of the MathMOOC at UWL, the connections are spanning vertically across the different levels of the education system.  This might take the teeth out of the objections of MOOC skeptics, who dismiss MOOCs as trojan horses for neoliberalism or digital colonialism.

This “localizing” side-effect of MOOCs targets a serious problem that so many college teachers face:  beset with near illiteracy and/or innumeracy in their students, they find themselves asking, “How did these kids get into college?”  This often happens with writing skills. The college teacher faces a dilemma: should I teach them the content, or teach them how to write? If you just teach the content, then a) they aren’t likely to grasp it as roundly, since you can’t cleanly separate the ability to write clearly and the ability to think clearly, and b) you shirk your responsibility as the “last line of defense” before the students get out into the real world bereft of solid writing skills. If you teach them how to write, you’re not teaching the content. And if you try to split the difference, well, as Lao Tzu says, “if you chase two rabbits, both get away.”

Better coordination between high school and college teachers and administrators could help close the “preparation gap” that frustrates so many teachers and short-changes many students.

By the way, MOOC News and Reviews is a treasure trove of information about the cluster of issues orbiting the MOOC-ment.

(image courtesy of

The AUdacity of MOOCs: “These are people who just want to learn”

In the last two posts, I broached the question of what long-term, structural effects online learning will have on higher education.  At Thanksgiving, I spoke a great deal with my two nieces, who are getting ready to go to college next year, and their parents, about the myriad dimensions of the process.  Like health care, college has become one of the most complicated, and most anxiety-inducing, pieces in the puzzle of modern life, not least because they are the sectors in which costs mock inflation.  Indeed, with the election over, I’d wager that families discussed these issues more than maybe any others.

As we’ve seen over the last decade, industries we considered staples of life in the modern industrialized world–music, journalism, and retail–were radically disrupted and transformed when the world became Flat.  This year, the New York Times has declared 2012 the Year of the MOOC (Massive Open Online Course), with 3 flagship online universities pioneering the new platform:

I want to follow up and throw into the mix two other perspectives I’ve come across in the meantime:

  • Robert Koons, a professor of philosophy at University of Texas at Austin.  Though Koons does not explicitly discuss online learning or MOOCs, his scathing, Closing-of-the-American-Mind-ish critique of the modern university–which he considers the most corrupt institution in modern society–casts light on spiritual, intellectual, moral, and economic weaknesses in the status quo that make the university vulnerable to the digital disruption.
  • Clay Shirky, NYU new media guru, one of the closest things we have to a public intellectual.  Essentially, Shirky seems willing to bet his tenure that early MOOC platforms like Udacity are tantamount to Napster, and that over the long haul online learning will indeed to to higher education something like what the mp3 did to music.

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