This article by Nigel Thrift, vice-chancellor and president of the University of Warwick, is probably the best, most thoughtful summary of MOOCs, “massive open online courses,” which have gathered a lot of attention (and hype) recently.
MOOCs can become another generally benign way that universities can extend their influence and general visibility while realizing some of the benefits of university education for those who might not otherwise receive it.
There are a lot of reasons behind the excitement and hype, according to Dr. Thrift:
- MOOCs are attracting “economic elites” seeking “opportunities for profit.”
- The system is broken, and MOOCs “tap into a vein of middle-class anger over tuition costs.”
- State and public funding is taking a bit hit, and MOOCs could provide a solution to bridge the growing gap.
- Trying to infuse some efficiency into education is not a bad goal, unless quality is degraded, of course.
But where the innovation happening is just as important as what is happening:
What is forgotten in all the hubbub is that the financial models of most elite universities nowadays are not based primarily on educating undergraduates.
A stark statement, but true. This attitude often extends all the way down to the faculty level. In other words, it’s knitted deep into the system—and it’s going to be hard to fix. The true elites don’t have to worry about this. Harvard can be Harvard. Their brand (and funding) can stand up to the change happening around them. But for those whose business is teaching, becoming a commodity means that you can be replaced. The answer starts with Real Teachers.