Sun 10 Aug 2014
My response to this article in the HE Chronicle. The MIT’s reaction to the high number of drop-outs in MOOCs is to wonder whether there is nothing wrong with the mode, but rather with the format of providing courses (or semesters) instead of what learners seek, i.e. bits of learning:
“People now buy songs, not albums. They read articles, not newspapers. So why not mix and match learning “modules” rather than lock into 12-week university courses?”
MIT now consider offering modules instead of courses. This, at least in Europe, is no new thing. I have been involved in the modularisation of courses almost two decades ago, the intent then being to provide more flexibility and interdisciplinarity within courses, , and efficiency in their delivery. And there is nothing wrong with that, as experience has shown. However, what I read in the article is that the motivation for modularisation is demand-driven only, i.e. “what students want”. Concluding that because students like it short, it therefore is automatically better and successful, is wrong!
I have long been arguing that there is a difference between learning and education. Yes, learning leads to education, but it’s the holistics that counts. Unless the modules are connected (by design within the framework of, say, a course!), learning individual chunks of domain knowledge may be personal, may be enough if you just refresh your memory and already have sufficient other knowledge, may be satisfying, but isn’t enough to qualify for expertise. This is where learning and education differ: an educational qualification includes things that you didn’t consider learning. Leaving learning to the fancies of a student alone isn’t going to empower them. It leads to the much criticised graduates that can’t read properly, that skipped literature or grammar or cultural studies in language learning, etc. or, in other words, people who don’t comprehend the greater picture and therefore are at a disadvantage.
Here’s another example: Just learning to drive a car isn’t quite enough to qualify for modern road traffic, though essentially that is what learners want to achieve. Who ever enjoyed studying the highway codes or technical details of car? Therefore, taking a module of a driving lesson alone isn’t going to cut it. Sure one can always argue about what parts of a curriculum are obligatory and which aren’t, but I think in the bigger picture we got mechanisms that regulate this rather successfully and with the variety needed to provide for personal choices across the educational landscape.
I for one would not like to fly with a pilot who just studied the take-off procedures but no landing…!
PS: I acknowledge that for MOOCs the approach of micro-learning and modularisation maybe acceptable when looking at a primarily CPD audience who are interested in updating or refreshing their existing knowledge base. This as I have always argued is the key sector for MOOCs (cf. also Diana Laurillard’s recent analyis in THES).