Tag: MOOCs

Random Reflections on MOOCS – Your Research in the Form of a Kitten

George Freeman, FAUW Past President

What a wonderful world that has comedians in it!  I say this because people sometimes ask what it’s like (from the point of view of an engineer in my case) to be involved with university politics through FAUW or its umbrella organizations (OCUFA and CAUT).  It’s really hard to explain but if you have seven minutes and thirty-four seconds to spare, you can actually sample the emotional side of the story via a satirical video entitled “The Expert (Short Comedy Sketch)”  by Lauris Beinerts which has swept through the gossip channels of the technology world this past week. 

To fully appreciate the video, watch it right to its end.  The basic premise is a meeting (“Our company has a new strategic initiative” ) of some marketing and business types with an expert in the drawing of red lines.  As the story starts, the expert is told “We need you to draw seven red lines.  All of them strictly perpendicular; some with green ink and some with transparent. Can you do that?”  It is the expert’s evolving attempts at rational opposition, and his ultimate stance, which seem so representative of universities and their evolving relationship to the political-industrial forces in society.
I’d like to postulate an Anderson scale (after the expert in the video clip). 
Let’s define early Anderson by his response of “To draw a ‘red line’ with green ink is – well if it is not exactly impossible, then it is pretty close to being impossible.”  Most faculty representatives to political bodies, myself included, look like early Andersons.  We believe in arguments based on fact, truth revealed though replicable proof.  Scholarship, in short.
Let’s define middle Anderson by his response of “OK. Let me draw you two perfectly perpendicular red lines, and I will draw the rest with transparent ink.”  Sounds like a good university administrator to me.  Saying close to what government and industry wants to hear but projected on the axes of what we believe possible or desirable.  Think Waterloo’s strategic plan, its strategic mandate agreement with the province, or our salary settlement under the ‘zero-zero’ directive.  At best, promoters and protectors of scholarship (and why good administrators must themselves be scholars).  Viewed by scholars as bending the truth half the time.

This leaves late Anderson, defined by his final response of “Of course I can. I can do anything. I can do absolutely anything.  I’m an expert!”  In the world of business and politics, people like experts to give solutions, not expose problems.  Pointing out that the space of feasible solutions is empty will often get you the look on the left – what I interpret as dreams deflated by facts so far from the listener’s comprehension that she can’t experience them as factual, only as disappointment in the speaker.  Naïve regarding scholarship and offended by its argumentative, exploratory flavour, in short.

Cuddled up to this domain of infeasible solutions seems to live a concentration of higher-education commentators and consultants.  Lately, they like to talk about big cost savings in university teaching.  Think HEQCO and its reports.  Think Robert Dickeson and his program prioritizations.  Think William Bowen and MOOCs.  I have some early-Anderson thoughts on Bowen’s and Dickeson’s books which I hope to write into posts.
Professor George Freeman

What about your research and the kittens?

The utterance which will not leave my head, the question to the red-line-drawing expert which prompts Anderson’s final response in the sketch, is “When you inflate the balloon, could you do it in the form of a kitten?”  I hope you’ve watched the video so you fully appreciate the balloon (“It’s red”) and the kitten (“Market research tells us our users like cute animals”).  I claim we can map the expert to a researcher, balloon inflation to a researcher made to align his or her field with a strategic direction imposed by someone else, and the kitten to research which must take a completely pre-specified form in terms of its conduct, presentation, and impact.  The research environment of 2014 in Ontario universities in a nutshell (unless you have early luck or your natural expertise is in one of the balloon-inflating areas, and you carefully follow a few pragmatic rules along the way).
Unfortunately, if your experts in lines must inflate balloons in the form of kittens, resource consumption, in both time and money goes up sharply.  Both in the research and in the balloon-accountability, kitten-measuring support staff.  One of the strangest aspects of university politics is that research is primarily assessed by how inefficiently it is done (numbers of dollars, researchers, papers, or citations) without any per-unit normalization.  Thus, this inefficiency looks good, is compared and rewarded.  Quality has a downward force acting on it.  Volume (cost) has an upward force acting on it.  How this ultimately plays out is obvious to anyone near my age who grew up watching the late-1970s Ford Motor Company or the Vietnam war.
What does any of this have to do with teaching and MOOCs, you might ask?
My observation would be that a true ‘university course of study’ is an extension of the scholarship world of the expert to include the evolving minds of students.  I would place this in juxtaposition with a simple ‘course taught at a university,’ i.e., the public mindset of a pre-existing body of knowledge moved into the student’s head by some actions on the part of very expensive experts, and then certified.  Something which is just a ‘course taught at a university’ is little better than a good book read in a university library – the university plays a very small part in it.  Full-scale automation might make economic sense there.  However, a true ‘university course’ depends heavily on scholarship and its supportive environment.
In my humble opinion, what we see happening with the balloons and
kittens is the space of scholarship being taken up by an unnecessarily large volume of formulaic research activity.  Little is left for the other reason for the universities’ existence, those evolving minds of the students.  This is squeezed over time into the hands of staff, non-research faculty, low-paid sessionals, or computers.  In a society increasingly reliant on innovation for prosperity, I think we want more true university courses, more of the scholarship space opened up to teaching and learning.  This needs a reward structure vastly different from the so-called ‘world class’ one being cemented into place now.

MOOCs: The Good, the Bad, and the Ugly

David Porreca, FAUW President

Last week’s FAUW Board meeting was dominated by a discussion of MOOCs – Massive Open Online Courses. 
MOOCs: They’ve become too big to ignore, and have drawn in the likes of Harvard, MIT and Stanford.  They have also become the darling idea of the “faculty productivity”-obsessed, and the bane of those who value the dynamic interplay between research and teaching that defines what we do as regular faculty members. 
To what extent should Waterloo get involved in this new method of content delivery – recently approved for academic credit by Antioch University in Los Angeles?  How can we go about pulling some value from the MOOC bog?

The Good: “It’s Free!”
The lack of a “paywall” for admission or registration has enabled registration numbers in existing MOOCs to run from the low thousands to over 100,000. Free online mini-courses could provide, at a once-only, up-front cost, a potent means of “branding” our university.  If the production values are truly professional – reports from existing MOOCs hint at the opposite – what better way to showcase the best of what we do at UW to attract clever young people to our university?  They could serve an analogous function to the mini-lectures that are offered to prospective students during the March Break Open House days across campus. 
The Bad, Part 1: “It’s Free!”
The moral commitment to an education that comes with some kind of fee – however nominal – raises the level of the student’s commitment to their studies.  Free MOOCs have demonstrated this principle in action, with completion rates in the single-digit percentages. 
The Bad, Part 2: “It’s Massive!”
Coming Soon: World of Coursecraft
The enormous numbers of registrants in MOOCs have been known to overwhelm the servers on which the courses are supposed to run, as well as overwhelming the generally under-paid and over-worked contract academic staff who coordinate the courses.   Clearly, the necessary infrastructure – hardware, software and properly qualified human personnel – are each equally essential to the success of any effort toward making a MOOC successful.
Moreover, the mode of delivery turns active, interactive learning into passive “info-tainment” that precludes “deep learning.”  Indeed, those who enroll in a MOOC interact mostly with their peers, including the marking of quizzes.  MOOCs might appeal to those concerned exclusively with raw enrollment numbers, but their scale largely precludes the sort of critical analysis that happens best through face-to-face interactions.  The granting of academic credit for MOOCs represents a hazardous devaluation of what we do as academics by missing utterly the activities that we do that add the most value to an education.
The Ugly: It’s for Profit!
Two of the three main enterprises that have been responsible for the recent explosion of MOOCs are for-profit companies.  They are inserting themselves as intermediaries in the workings of academic life in the crucial interstices between instructors and students.  In an analogous way, Access Copyright has attempted to squeeze profit from necessary academic interactions in a way that hinders the delivery of higher education by increasing the cost to the participants.  In the case of MOOCs, the cost comes primarily in the form of the resources sunk into the preparation of courses that fail to accomplish what on-campus, in-the-flesh classes do. 
Although the courses themselves remain free, the MOOC-sponsoring organizations do not have a clear business model.  They are all, however, functioning with the backing of substantial venture capital that will expect some return on their investment at some point down the line.  So far, they have been looking into providing services to employers who are looking for contact information of the best students enrolled in the MOOCs, a sort of credentialized headhunting service.  In addition, one can easily imagine how advertising could become an important revenue stream considering the numbers of participants involved.  Either way, the insertion of for-profit middlemen between instructors and students is a pernicious development that flies in the face of higher education as a public good. 
Conclusion
The University of Waterloo would be unwise to ignore the MOOC movement entirely – the state of development of these courses has been likened to the state of the desktop computer market in 1981 – so we should remain involved at least to the extent that it will enable us to seize upon any unexpected positive developments that may arise. 
Yet the style of interaction between faculty and students in such courses does not correspond to anything any of us would recognize as good pedagogy.  The use of MOOCs should therefore be limited to free promotional materials.  If they are done well, they will be elegant showcases of useful content that highlight the best of what we can do at Waterloo.  The Faculty Association will oppose any attempt to accept academic credit for MOOCs, as doing so will risk incalculable consequences on our capacity as faculty members to deliver on our teaching responsibilities.