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courses 27 07 2014 what s happening right now is that xmoocs are moving backwards into replicable content from the interaction and assessment pole while textbooks are are moving forward into interaction and assessment from the replicable content pole the end result of this is not necessarily massive classes it s broadly used courseware software that provides much of the skeleton of standard classes the way publisher texts do today in other words the best way to think of a mooc isn t really as a class brought to your doorstep it s more a textbook with ambitions mike caulfield both moocs and textbooks will end up courseware january 28 2013 whenever i get involved in one of those big publisher focus group thingies i always make the same suggestion instead of being forced to enter their chosen universe i ask for their services à la carte i think this dates back to the early days of my career when i got sick of carting thirty year old maps into my classroom and started accumulating plastic overlays for the elmo if you don t know what an elmo is you can click here i m shocked to see that there are any of these things still around i wanted maps and pictures that reflected what i talked about in class already not what some publisher thought i should be discussing therefore i had to accumulate overlays from a wide variety of u s history survey textbook publishers to create something essentially personalized to meet my needs the internet has rendered that collection obsolete for me now i can create my own powerpoint slides with very little text faster and with a much greater selection of possible pictures than i ever could have imagined when i started out in this business to me this is what teaching with technology is all about more choices better control of my own time three cheers for progress unfortunately the giant publishers and my own employer for that matter are either unwilling or unable to give more options unless i enter their particular technological universe time saving is invariably the incentive for making the move to any technology but this seems especially true for moving any aspect of education online this is from anya kamenetz writing for npr but instructor time remains the most expensive resource and it s often scarce and rationed especially in the online realm andrew smith lewis of cerego an edtech startup along with other ed tech people i talked to framed the next generation of computer enhanced learning as a way to free up professors to do what they do best not to replace them professor jeff hellmer of u t austin for one was so taken with the cerego platform that he decided to incorporate it into his live in person classes starting this summer he sees it as a labor saving device the machine will handle the shoveling in of facts while he does the cultivating of the students mental gardens pardon me if i m not quite so trusting i want to maintain control of the technology rather than let the technology control me because if my technology doesn t reflect my own teaching priorities i might as well be signing my own unemployment compensation request form no matter how often edtech entrepreneurs insist that they want to do things right there s a class of administrators who have already shown time and again that they want to do things wrong you know the ones who brought us adjunct labor and huge executive salaries of course nobody should trust these administrators to use moocs responsibly either i ve already discussed the prospects of the just in time professor here but the idea of creating a mooc y textbook or a textbook y mooc raises the prospect of eliminating teachers entirely for those students who can t afford a college education that includes them if this sounds ludicrous to you what exactly is a self paced on demand mooc then a video game with scholarly content unlike the early days of this blog s technological turn my somewhat paranoid rantings are hardly alone anymore as andrew leonard wrote in a little noticed piece at salon on friday early returns on moocs have confirmed what just about any teacher could have told you before silicon valley started believing it could fix education real human interaction and engagement are hugely important to delivering a quality education most crucially hands on interaction with teachers is vital for the students who are in most desperate need for an education those with the least financial resources and the most challenging backgrounds of course it costs money to provide greater human interaction you need bodies ideally bodies with some mastery of the subject material but when you raise costs you destroy the primary attraction of silicon valley s disruptive model the big tech success stories are all about avoiding the costs faced by the incumbents airbnb owns no hotels uber owns no taxis the selling point of coursera and udacity is that they need own no universities no more pencils no more books no more teacher s dirty looks the whole thing has the feel of some kind of teenage revenge fantasy against educators everywhere but it still makes perfect sense if textbooks have ambitions to be courses and moocs have ambitions to be used like textbooks what s left for the professors to do then if we faculty let this happen all in the name of our own convenience then we have nobody but ourselves to blame share this print opens in new window print share on x opens in new window x share on facebook opens in new window facebook share on linkedin opens in new window linkedin share on reddit opens in new window reddit more email a link to a friend opens in new window email like loading comments 4 comments categories academic labor adjunct faculty budget crisis moocs technology the just in time professor 23 07 2014 have you noticed the new emerging consensus moocs will no longer make faculty go the way of the dodo it will be the technologies that enable moocs presumably employed by people who know more about teaching than various current and ex members of the stanford computer science department that will disrupt us all here for example is bill gates making something that sounds like that argument this study of the effect of moocs on mba programs argues essentially the same thing i would argue that the emerging consensus around hybrid classrooms that they are a way to have the best of both worlds online and face to face instruction as yet another way to make the same point education writes mark guzdial in a post describing two more studies that also seem to me to support this new consensus is technology s afghanistan so does that mean we faculty can relax now after all if we re not extinct we re alive if not exactly thriving and if we re alive what is there to worry about afghanistan may be a permanent stalemate for all invaders but unfortunately there are still casualties in stalemates the thing to worry about now in the post mooc world is exactly what our jobs will be like when they are infused with technology will we faculty run the technology or will the technology run us experiences in other industries suggest the latter rather than the former one of the scariest things i learned about during my days as a walmart blogger was their computerized scheduling system which i wrote about on this blog here the nyt s labor reporter steven greenhouse recently did a story that validated this trend without really explaining the technology behind it you need to look to the british journalist simon head s book mindless to learn about computer business systems in their full glory as head explains these powerful programs pioneered by walmart p 3 bring the disciplines of industrialism to an economic space that extends far beyond the factories and construction sites of the machine age to wholesale and retail financial services secondary and higher education healthcare customer relations management and human resources management hrm public administration corporate management at all levels save the highest and even the fighting of america s wars if you ve never worked at walmart the time that you most likely encountered one of these programs is when dealing with a customer service representative who was clearly going by the book the computer is their book scripting their every interaction with you the same way that the computer tells the company how many calls it gets in which hours which then determines how many representatives to have waiting for calls at any particular time unfortunately head does very little in his book with higher education but it is easy to imagine a future in which power hungry administrators attempt to use technology to dictate both how and when we all deal with our students the students customers have a complaint handle it by the manual if professors aren t allowed to say anything controversial on social media how can we ever expect to be able to do so in class especially in online classes during which our every interaction with students can be monitored and searched even more troublesome however is the prospect of the just in time professor if moocish technologies really are used to unbundle us all what exactly will they be paying us to do somebody has to greet the students on the first day of class right make them feel at home somebody has to grade the final exams but what are we all going to do in between press play for some superprofessor s video taped lectures our bosses certainly aren t going to let us all sit back and do our research for the fourteen weeks until finals start this is exactly why that story about outsourcing the hiring of adjuncts in michigan just scares me to death for all the problems that adjuncts have which are manifold at least they are guaranteed work through the end of a semester if their hiring can be broken up on an as needed basis what s to stop schools from hiring them on an as needed basis during the semester get more workers when you need them like during finals don t pay for them when you don t this is the logical end to which faculty unbundling will bring us all tenured tenure track and adjunct alike perhaps you scoff at this notion but if the power relationship between faculty and administrations gets any more one sided than it is right now we are all going to pine for the good old days like they are now at the university of southern new hampshire as george siemens explain s when unbundling happens it is only temporary unbundling leads to rebundling and digital rebundling results in less players and less competition what unbundling represents then is a power shift universities are today an integrated network of products and services many universities have started to work with partners like pearson asu is among the most prominent to expand capacity that is not evident in their existing system rebundling is what happens when the pieces that are created as a sector moves online become reintegrated into a new network model it is most fundamentally a power shift the current integrated higher education system is being pulled apart by a range of companies and startups currently the university is in the drivers seat eventually the unbundled pieces will be integrated into a new network model that has a new power structure perhaps most faculty won t be unbundled and rebundled right out of their jobs but after this process is completed nobody will want those jobs anymore equally importantly what kind of education will it be if the human relationship between a student and professor is replaced by a business relationship between a student and a temporary worker who happens to have a ph d and perhaps more than a few that don t the kind of education you get at a for profit university now but pleasantly housed inside a semi public shell like at arizona state university online i guess all this means that i hate the future but as george suggests elsewhere in that same post the parts of a social system are less than the whole of a social system anybody who has the least bit of experience teaching can tell you that this rule applies to higher education in spades too bad nobody wants to listen to us while we get called luddites for sticking up for a sick system the powers that be go off and kill the patient in the name of progress which looks a lot more like profiteering to me share this print opens in new window print share on x opens in new window x share on facebook opens in new window facebook share on linkedin opens in new window linkedin share on reddit opens in new window reddit more email a link to a friend opens in new window email like loading comments 2 comments categories academia academic labor adjunct faculty moocs technology you are not special 20 07 2014 the contradictions inherent in the movement of capitalist society impress themselves upon the practical bourgeois most strikingly in the changes of the periodic cycle through which modern industry runs and whose crowning point is the universal crisis that crisis is once again approaching although as yet but in its preliminary stage and by the universality of its theatre and the intensity of its action it will drum dialectics even into the heads of the mushroom upstarts of the new holy prusso german empire karl marx capital afterward to the second german edition 1873 why do established scholars who speak openly about other social and economic injustices refrain from allying themselves with those of us who are denied academic freedom by virtue of our identities as adjuncts asks lori harrison kahan in vitae how are we to explain this silence great questions but if you really want to make this point stick in the minds of most tenured and tenure track faculty i m not sure this line of argument is going to work instead i d explain how the adjunct problem really is every professor s problem drum dialectics into the heads of these mushroom upstarts and we ll all be better off together for this to happen it s essential to convince the people on the tenure track now that they aren t as special as they think they are the master at this line of argument is of course rebecca schuman unfortunately king cannibal rats on a festering ghost ship are unlikely to lend a hand until the moment they realize that it s time to swim to shore so now then is the time to point out that it might be time for all of us to paddle the burnt out hulk that we all occupy a little closer to shore than we are right now i ll let the numbers speak for themselves here s reason 55 from 100 reasons not to go to grad school in november 2010 the national science foundation reported that 49 562 people earned doctorates in the united states in 2009 this was the highest number ever recorded most of the increase over the previous decade occurred in the sciences and engineering but the nsf s report noted a particularly grim statistic for those who completed a phd in the humanities only 62 6 percent had a definite commitment for any kind of employment whatsoever remember that this is what faces those who have already survived progra...