Monday, 13 January 2014

Debating MOOCs

The debate about Massive Open Online Courses (MOOCs) is becoming increasingly polarised, as tends to happen with debates about educational reform. Education systems embody numerous and often contradictory goals and values - like equality and meritocracy, employability and virtuous citizenship. They also have millions of stake-holders and hundreds of organised interest groups, with different perspectives, material interests and beliefs. This is why education is so intensely political. The status quo represents a tenuous equilibrium - or grudging stalemate - between these competing values, groups, and interests. Certainly this is not an optimal equilibrium, but it is one that cannot be moved away from without harming values and interests that some people hold dear. No matter what kind of educational reform one proposes, at least some stake-holders will object vociferously.

In the case of MOOCs, the polarisation seems to be particularly between tech optimists (all the tech intellectuals seem to be optimists) and pessimistic academics, particularly in the humanities (e.g. this open letter to Michael Sandel). I appreciate that the glib rhetoric of the TED Talk Mafia about our shiny egalitarian digital future displays a singular shallowness of vision that is in need of critique. Yet so far I haven't seen much of that from the academics who are fighting back against this massively disruptive trend in higher education. Many of their complaints look like a rationalisation of their own unenlightened self-interest rather than following from any real consideration of the interests of students.