In 2012 the youngest branch from the online distance learning family (ODL) generated much attention. Moocs distinguish themselves from open educational resources in several ways. Moocs are full courses aimed at learners, whereas resources are often reusable parts, aimed at teachers. Openness ranges from free to participate to free to use. It is their business model, that makes them interesting. Most (M)oocs are regular courses, for which development is paid for by normal university funds.
They are recorded in some way and delivered free through some kind of collaborative platform. Some platforms discuss generating additional incomes by licensing other institutions to offer degrees based on the courses or integrating the courses in in-company training programs. Of course there are also critiques on Moocs, ranging from McDonalisation to instructor led. Willem van Valkenburg just recently wrote: “As you can see is that most of the platforms are created by a US for-profit company. So I encourage initiative from outside the US, especially the ones that are really open”. In October 2012, U
Another of the latest trends is flipping the classroom: transferring your courses in distance learning, using the class room time for interaction instead of lecturing. Wilfred Rubens has written a number of blogs on this subject, listing among others the warning that wrong choices with respect to the distance learning can result in less educational results. During the Dutch Education Days he organized a session where he did not give a presentation. The participants had to prepare themselves beforehand, using the information sources and tasks that Rubens had published on his website. The session was completely dedicated to interaction. Next step, following the Guardian, is the flipped academy.nX has started in Spain and the British Open University announced to start their own Mooc platform some days ago. However, why van Valkenburg asks for new initiatives and if the new platforms will be different from the American platforms is not clear.
Quote 1: “Alex Bruton, associate professor in innovation and entrepreneurship at Mount Royal University in Canada, thinks so. The ‘flipped academic’, as he sees it, is an academic who informs first and publishes later, seeking usefulness as well as truth in their research and striving to publish only after having had an impact on students and society”.
Quote 2: “An academic’s success should not be measured by the number of research papers they produce, but in how they communicate their work to a wider audience, suggests Sarah Hewitt, assistant professor in the department of biology at Mount Royal University”.
This concept combines the Open Access approach with the critique on managerialism in university (Christine Teelken, see my last blog). However, working at the Open University of the Netherlands, we already flipped the classes over the last 15 year. Comparing two situations, I find that a lot of the success depends on the attitude of the students.
For a strategy course, we organize meetings with our regular students and with people only taking the strategy course as a special subject. The regular students are used to distance learning, come prepared to the meeting and most of them are interested in discussing their companies strategic decisions using the distance materials.
Although the “commercial” groups differ, a lot of the time the learners just want to pass the exam, wanting a summary of the materials. In such cases, it is hard to motivate the students and the tutor to get into a group discussion.
Lastly, following several authors, the social contract is broken because of the financial crisis. At least what they mean is that implicit relationship that more education increases your chance of more interesting work or a higher income does not exist anymore. However, the social contact as described by Rousseau, Locke, Grotius and others can be best be illustrated by the story of the stag hunt. Hunters have the choice to cooperate and hunt a stag, feeding the tribe, or individually hunt a hare, feeding their selves and their family.
In terms of the political economy, hare hunting represents capitalism, stating that my hare is bigger than yours; without ever hunting a stag. State communism is stag hunting, with the leader taking home the stag, leaving the tribe hungry. Question is if there is a third way?
In economics, the third way is represented by the Keynesian approach. Simply said, Keynes’ theory states that in good times a government has to save, so it can run a deficit in bad times. Tinbergen added to this that the best way to spend your money is to use one instrument to achieve one goal (first best solution). Theil amended this view in the way that the government often has less instruments than goals, so choices have to be made and not every solution is optimal (second best solution). In political sciences, it is accepted that, as Churchill said: “Democracy is the worst form of government, except for all those other forms that have been tried from time to time.” (from a House of Commons speech on Nov. 11, 1947)
The social contract as an alternative for cold capitalism or dictatorial state communism, can be described as Social Democracy; combining Theil-Keynesian economic policy with the imperfect participation of one-man-one-vote (not excluding women of course). Especially for a good functioning of social democracy, it is important that people understand the choices made. Not every target can be fully realized, there has to be a tradeoff between objectives; both in economic and in social politics. This understanding demands a good educational system; participation and social cohesion depend on understanding.
In this sense, I think education is a stag. Society is responsible for the functioning of the educational system as a whole. Business models and management theories have an important function within the sector: efficiency is important especially in a time where money is scarce.
Especially in ODL, Moocs or OER, competition will lead to reproduction of similar courses. Perhaps some courses will be better; nicer or cheaper, so in time these courses will drive out the other courses. But in the meantime resources will be wasted which will damage both the reputation and the level of education whereas cooperation and coordination could increase the efficiency and by that the level of education, the availability of good materials and give teachers over the world instruments to improve their courses sharing the resources.
I am curious which of the developments will prevail; will the introduction of Moocs lead to (international) competition or to a more open educational environment? Will we be able to flip academia? Or will the new rules of Open Access lead to more inequality between those who can pay and those who can not?
Lastly, will the economic crisis lead to a political crisis; breaking up the social contract or will people and governments work together to reinvent the third way of social democracy, accepting the imperfect workings and Theil’s second best solutions.
Till next year
- Open University launches British Mooc platform to rival US providers (timeshighereducation.co.uk)
- Do we need another MOOC platform?
- Kunnen we het hoger onderwijs ‘flippen’?