The MOOC debate frequently omits discussing contingent faculty, rising tuition, or the need to restore public funding
What are we not talking about when we’re talking about MOOCs?
Back in January, I met with Melinda Welsh of the Sacramento News & Review to talk about MOOCs, and this week’s issue includes a few quotes from our discussion in a feature story: “MOOCs: High-tech hype, or the future of education?”
Among other things, the article quotes me on the way public fascination with MOOCs easily distracts us from more fundamental challenges to higher education. What are we not talking about when we’re talking about MOOCs? We’re not talking about the working conditions of contingent faculty, or rising tuition and student debt, or the need to restore public funding to higher education.
Welsh and I also talked about the way boosters have often presented MOOCs as a techno-fix for the ills of higher education. But now the MOOC messaging has shifted from technology-as-savior to technology-as-sublime-mystery.
According to the gurus of innovation, the MOOC phenomena is simply being misunderstood. As Mark Zuckerberg’s character said in The Social Network: “We don’t even know what it is yet.”
(Next page: Recognizing potential MOOC challenges)