MOOCs get the attention, but DIY and peer-to-peer exchange are more fertile grounds for development
Somehow, recently, a lot of people have taken an interest in the broadcast of canned educational materials, and this practice — under a term that proponents and detractors have settled on, massive open online course (MOOC) — is getting a publicity surge. I know that the series of online classes offered by Stanford proved to be extraordinarily popular, leading to the foundation of Udacity and a number of other companies. But I wish people would stop getting so excited over this transitional technology. The attention drowns out two truly significant trends in progressive education: do-it-yourself labs and peer-to-peer exchanges.
In the current opinion torrent, Clay Shirky treats MOOCs in a recent article, and Joseph E. Aoun, president of Northeastern University, writes (in a Boston Globe subscription-only article) that traditional colleges will have to deal with the MOOC challenge. Jon Bruner points out on Radar that non-elite American institutions could use a good scare (although I know a lot of people whose lives were dramatically improved by attending such colleges). The December issue of Communications of the ACM offers Professor Richard A. DeMillo from the Georgia Institute of Technology assessing the possible role of MOOCs in changing education, along with an editorial by editor-in-chief Moshe Y. Vardi culminating with, “If I had my wish, I would wave a wand and make MOOCs disappear.”
There’s a popular metaphor for this early stage of innovation: we look back to the time when film-makers made the first moving pictures with professional performers by setting up cameras before stages in theaters. This era didn’t last long before visionaries such as Georges Méliès, D. W. Griffith, Sergei Eisenstein, and Luis Buñuel uncovered what the new medium could do for itself. How soon will colleges get tired of putting lectures online and offer courses that take advantage of new media? Read more…