What follows is my contribution to a debate organized as part of “Open UBC,” itself the university’s contribution to “Open Access Week”. In the discussion that followed, another contributor to the debate characterized my talk as a series of “ad hominems” lacking substance and “besmirching” those who “stay up late to balance the university’s budget” and so ensure I am paid. I leave it to the reader to decide whether any of the argument is ad hominem, what substance it may have, and whether anyone is “besmirched.” But I do find it worrisome that disagreement and debate should be stifled in the name of civility or respect for senior administration.
“From Here: MOOCs and Higher Education”
Let me begin by setting one thing straight. In the publicity for this debate, I am described as “a vocal critic of the current model of learning and assessment common in Massive Open Online Courses (MOOCs), especially for the Humanities.” But I want to emphasize that I have nothing against MOOCs per se. More particularly, I have nothing against courses that are massive, open, and/or online. Most of the courses that I myself teach are both open and have a large online component, and some of them are also massive: Arts One Open, for instance, a course that I helped to pioneer (along with Christina Hendricks and others) has had over 65,000 views of its videos on YouTube alone. And we have achieved that kind of reach, let me add, without spending a single dollar of the many hundreds of thousands that UBC has lavished on MOOCs and the like as part of its so-called “flexible learning initiative.” We have shown, indeed, that something very much like a MOOC can be built and achieve enormous success by leveraging the talents and commitments of ordinary faculty even in the face of official indifference or outright discouragement.
So I am not someone who fears MOOCs. In fact, quite the reverse. This is true even when it comes to the mostly corporate, often for-profit ventures such as Coursera, EdX that have hi-jacked both the concept and the name of the MOOC from its home-grown, democratic, and open origins. While I have no doubts that the university (this university, the North American university, the university in general) has a thousand and one problems, as far as I am concerned the MOOC phenomenon doesn’t register even in the top hundred. Here of course (but not only here) is where I part company from much of this university’s senior administration. A year or so ago, as part of an extraordinarily fulsome introduction to a presentation by Daphe Koller, co-founder of Coursera, UBC Provost David Farrar declared that “this fundamentally challenges the university’s business model.” Again, the university can, and should, be challenged in many ways. But in itself the challenge of the MOOC is relatively insignificant. So why, then, talk and think about MOOCs at all? Well, in the first place, because any challenge to the university and its business model is welcome, even if the point of the challenge that I myself would want to make is quite different from that presented by Koller and her venture-capitalist partners. And second, because the university’s reaction to the MOOCs is so very revealing. It shows us how much is rotten in the institution and how far we still have to go before we achieve the vision of a truly open education.
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