I have had the honor and the privilege of serving on the
Advisory Board to the MIT OpenCourseWare project since its inception over 10
years ago. From that vantage point, followed by my tenure as UNESCO’s Assistant
Director General for Education, and now as SVP for academic strategy at Kaplan Higher
Education Group, I have had a front row seat to watching, participating in, and
learning from the open courseware revolution.
By my estimation, the education world went through the
tipping point of radical change when established institutions, like those in
the EdX consortium, jumped into the Open Resource world with both feet by
airing MOOCs. Whatever their intentions might have been, the immediate external
effect was the legitimization of both open and free courses as well as the
dramatically different modes of learning and assessment that they suggest.
So, the questions today are 1.) Is the world running a MOOC?
And 2.) If so, why?
The answer to the first question is an unequivocal “yes,”
BUT — and this is a big but — MOOCs are not the main point of this revolution.
It is one thing to be the lever of change, and even one artifact of change, but
it is quite another to be the change itself. And MOOCs, as critical as they
have been to this change process, are early exemplars, legitimizers, and
levers. But they are not the heart of the change or the change itself.
The larger change, supported by the very technology that
allowed the Global Open Courseware Consortium, Coursera, Udemy, Udacity, and
even Kaplan University Open Learning to grow and thrive, is our accelerating
ability to reorganize and redesign the traditional higher education proposition
in innumerable ways that are more learning and learner-centered, with higher
quality and lower cost. So when you encounter Degreed, OpenStudy, or any of the
rapidly expanding number of new organizational forms, you are experiencing the
higher education world running a MOOC.
Now, why is this happening? At the risk of sounding
flippant, I say, “Because it can.” That is the truth of the matter. To quote my
friend and colleague, Dr. Don Norris, the post-traditional world is supported
by digital capacities that drive “free-range” learning. Free range learning
captures perfectly the shift of responsibility for and control of learning,
curriculum, and assessment from college campuses and faculty to the people in
the communities that surround them. Are there “quality issues” as many charge?
Of course there are. Any time new ground is broken mistakes are made. But as we
go forward it will be important to draw the clear distinction between
“different” and “poor quality.” Quality is no longer found in the academic
inputs alone. Now it is exemplified in the results.
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