Dive Summary:
- Writing for the Huffington Post, Stanford mathematician Dr. Keith Devlin argues that two recent setbacks in California demonstrate that last year's predictions of an imminent MOOC revolution need to be replaced with a more level-headed view of where and how MOOCs can help improve education.
- Devlin argues that the MOOC movement must recognize that higher education faculty have expertise that should not be ignored or trampled.
- He writes that MOOCs may benefit some students but not all, and it may take time to sort out exactly what those benefits even are.
From the article:
... But the production-line analogy has a major limitation. If a manufacturer finds the raw materials are inferior, she or he looks for other suppliers (or else uses the threat thereof to force the suppliers to up their game). But in education, you have to work with the supply you get -- and still produce a quality output. Indeed, that is the whole point of education. ...
