Talking Sense about MOOCs and Online Education: the New Post-Hype Era
At this year’s CRA Snowbird conference (the every-other-year gathering of chairs of CS departments), I organized two panels on MOOCs and online education. While I’m told that Snowbird 2012 was dominated by hyperbole about MOOCs, our discussion this year was eminently sensible. In our panel “MOOCs and Online Education: The Evolving Big Picture,” Nelson Baker (Georgia Tech), John Mitchell (Stanford), and Marian Petre (The Open University) talked about the realities. There’s a lot we can do with online education. It’s wonderful that GT’s new online master’s of computer science is reaching working professionals who otherwise couldn’t pursue higher education. But how to do it well and how to make the bottom line add up are challenges. It’s not cheaper if you do it right. We had standing-room only for the panel, and both the positive hype and negative hype were absent. People were talking sense.
In our second panel, we discussed MOOCs and online education as active areas of computer science research. Marti Hearst (UC Berkeley), Scott Klemmer (UCSD), and Rob Miller (MIT) showed some current research in progress on how to design new software for online education inspired by good pedagogy. Right now we’re still in the horseless carriage stage of online ed–trying to understand the new medium in terms of the old one. How to do this well is an open area for research. And we need research done in both ischools, ed schools, and computer science departments. There is a complicated interaction between what the technology can do and what good pedagogy says we should do. Making those work together is a challenge. And department chairs and deans need to think hard about whether they are able to fully support faculty members doing such interdisciplinary work.
One thorny area that needs further community discussion is research ethics. Whenever you do research on students, you need to recognize that there is an unavoidable power relationship between faculty and students, particularly if investigators are doing research on their own classes. Petre emphasized that as faculty we have a duty of care. The rule book on the ethics of researching real students in online classes is still being written, and it has more nuance and complication than recent controversies about social network sites conducting research on their members.
What was noticeably absent from our online ed mini-track was hype–both positive and negative. The truth is somewhere in the middle, and is much more complicated than you might think. And we’re just at the beginning.
I had a funny conversation years ago with a faculty member at MIT who has taught artificial intelligence (AI) for many years. At the time, AI was unfashionable. And he said he liked that better, because when AI was trendy they got lots of shallow people going into the field for the wrong reasons–just because it was “hot.” During the “AI Winter” when it was unfashionable, he had a smaller influx of potential students–but nicer ones, who were more sincerely interested in the discipline. Thank heavens we have gotten past the latest hype bubble about online ed, and are left with sincere people working on some interesting and worthy problems!