"Beyond MOOC Hype" at IHE, Ry Rivard reports that some MOOC cheerleaders are starting just now to ask the questions that the rest of us have been asking since 2011.After showering MOOC enthusiasts with money, Dan Greenstein has an insight:
"It seems to me, at least with respect to MOOCs, that we have skipped an important step,” he wrote in an Inside Higher Ed op-ed last week. “We’ve jumped right into the ‘chase’ without much of a discussion about what problems they could help us to solve. We have skipped the big picture of where higher ed is going and where we want to be in 10 or 20 years.”Yup. And Carol Geary Schneider:
Carol Geary Schneider, the head of the Association of American Colleges and Universities, worries that MOOCs can amplify the “least productive pedagogy” in American higher education, which she calls lectures followed by multiple-choice tests. But she does see potential for MOOCs to help flip classrooms so professors can spend less time lecturing in class and more time engaging students.
“It would be a tragedy if you substituted MOOCs in their current form for regular courses,” she said in an interview. “But it would be a creative breakthrough if you take advantage of MOOCs and other forms of online coverage to make more space and more time for students to apply concepts and methods appropriate to their field to real problems.”
So Schneider does see the lecture/multiple-choice question format as less than ideal, although she does not question the "flipped classroom" model. I'm also a little worried about "coverage," which suggests a simple transmission model of pedagogy.
But it's a start. Now if we can make them go back and read all the bloggers' posts about this, they'll maybe have some answers for our questions.