Can a MOOC teach course content to anyone, anywhere? It’s an imagination-grabbing idea. Maybe everyone could learn about topics from the greatest teachers in the world! Create the class once, and millions could learn from it!
It seems like an exciting idea. Until you realize that the entire history of human-computer interaction is about showing us that one size doesn’t fit all.
I went to two terrific talks on MOOCs a few weeks ago. At the GVU Brown Bag, Karen Head and Rebecca Burnett talked about their brave attempt to teach an English composition class free online, for anyone interested. They encountered intriguing challenges. The course said you needed to be fluent in English as a prerequisite, but some people who signed up were far from fluent. The course did reach people all over the world, but some of those people disapproved of Karen’s style of dress. Her attire was conservative by American standards, but the world is a big place and some people felt otherwise and said so, loudly. The instructors used YouTube as part of assignments, but YouTube is banned some of the countries their students live in. Trying to accommodate everyone everywhere turned out to be a stressful endeavor.
The second talk was by Ed Cutrell of Microsoft Research India at the ACM Learning at Scale conference. Ed has been studying engineering education in India. He explained that the top-level universities in India serve about 40,000 engineering students per year. The rest of the universities serve another 4,000,000 engineering students per year. The quality of teaching at lower tier universities in India is wildly variable. In some cases, the instructors don’t know the material themselves. Many aren’t career teachers, but are teaching on a temporary basis until they can find an engineering job. Given those constraints, Ed and colleagues are using a blended learning model where short videos by experts are followed by class discussion. With this approach, the instructor and students learn the material together. Trying to respond to the particularities of a learning context, Ed was able to design a successful solution.
If I am designing a class, even if I limit my audience to “Georgia Tech students,” that isn’t a specific enough. I would design a different class for undergraduates versus graduate students, for computer science (CS) majors versus majors in computational media (CM). I don’t always have the luxury of making those classes different—economics dictates that the CS and CM majors take almost all their classes together. Financial considerations push us to generalize.
Do you own any clothing that is one-size-fits-all? It works great for my nightshirts, but it wouldn’t work if I tried it for pants. And there are some people who don’t fit into one-size-fits-all, even for nightshirts. The analogy to online classes works pretty well. There are a few simple things where one size will work tolerably well. But in most cases we should stop trying to make one size fit all.