The Wall Street Journal has discovered a hedge fund manager arse-a-brim with brilliant ideas about how We Can Fix Our Schools. It involves MOOCs, because this is dynamic out of the box thinking that disrupts paradigms and does other horseshit probably having to do with throughput and core competencies maximizing cross-silo creative, uh... spondees?
It begins as Our Hedge-Fund-Knight, Brave Sir Andy, ponders whan in the 21 Century we might goon pilgimages.
Anyone who cares about America's shortage of computer-science experts should cheer the recent news out of Georgia Tech. The Atlanta university is making major waves in business and higher education with its May 14 announcement that the college will offer the first online master's degree in computer science—and that the degree can be had for a quarter of the cost of a typical on-campus degree. Many other universities are experimenting with open online courses, or MOOCs, but Georgia Tech's move raises the bar significantly by offering full credit in a graduate program.
GTech has long been known for offering at least three options, but it is not at all clear how far this has gotten them.
At any rate a master's in computer science is kind of rarefied, especially at a place like GTech, which one supposes, has entrance requirements.
It comes just in time. A shortfall of computer-science graduates is a constant refrain in Silicon Valley, and by 2020 some one million high-tech job openings will remain unfilled, according to the Commerce Department.
Link as to proof of desperate lack of CS grads: not furnished. Bullshit suspected, though.
That's why Georgia Tech's online degree, powered by Udacity, is such a game-changer.
I miss "sea changes." The metaphor is just as dumb, but the sea is more inherently poetic.
For the same $7,000 a year that New York City spends per student on school buses, you can now get a master's from one of the most well-respected programs in the country. Moore's Law says these fees should drop to $1,000 by 2020—a boon for students and for the economy.
Well, this is fantastically stupid. Whatever New York City spends per child on buses, that's apples to hand grenades to what GTech charges for an online MS.
And "Moore's Law" is NOT REMOTELY ABOUT EDUCATIONAL COSTS. (Holy toboggans. If you need a citation here, drop dead, ignoramus.)
And it gets worse...
Sadly, MOOCs are not without controversy.
Ochone.
Consider what happened at San Jose State after the university last fall ran a test course in electrical engineering paid for by the Bill and Melinda Gates Foundation. Students who worked with online content passed at a higher rate than classroom-only students, 91% to 60%. The course was so successful that the school's president decided to expand online courses, including humanities, which will also be rolled out to other California State universities.
Uh...
Electrical Engineering worked, so that's how you can successfully teach, uh, anything...?
You'd think professors would welcome these positive changes for students. Some teachers across the country are, however cautiously, embracing the MOOC model. But plenty of professors smell a threat to their livelihood. In an April 29 open letter to the university, San Jose State philosophy professors wrote: "Let's not kid ourselves; administrators at the CSU are beginning a process of replacing faculty with cheap online education."
Uh, no slight to Electical Engineers, but philosophy may be, well, different from that?
Is there any evidence at all that MOOCs can teach philosophy better than traditional instructors?
Well... not really.
But that's not even the issue. This is.
In April, an Amherst faculty committee decided against online courses, since they apparently run afoul of the school's mission of "learning through close colloquy." As it happens, Amherst professors rank seventh in salary of top liberal arts colleges, pulling in $137,700. And at Duke, where my son is a student, a faculty council at the school's arts and sciences college voted 16 to 14 against granting graduation credits for taking a Duke MOOC. By the way, Duke professors' average salary is $180,200.
So?
I have nothing against teachers—or even high salaries, if the teachers are worth it. But half of recent college graduates don't have jobs or don't use their degree in the jobs they find. Since 1990, the cost of college has increased at four times the rate of inflation. Student loans are clocking in at $1 trillion.
Shazam.
In an all-MOOC world, are we really going to see an explosion in people adding to their resumes "I went to Amherst and Duke by signing up for a free class with hundreds of other thousands of random people on the Internet"?
Well, we might. If so, I'd advise investing in online resume-deletion software.
Think about it: Today's job market—whether you're designing new drugs, fracking for oil, writing mobile apps or marketing Pop Chips—requires graduates who can think strategically in real time, have strong cognitive skills, see patterns, work in groups and know their way around highly visual virtual environments. This is the same generation that grew up playing online games like Call of Duty and World of Warcraft, but who are almost never asked to use their online skills in any classroom.
Gosh. Previous generations only had to contend with Bowzer. And also we had to know algebra and subject-verb agreement. We could not for the life of us "think strategically in real time," as the Internet was insufficiently advanced for that class of bang-bang.
What I'm getting at is that the country HAS MOOCs, in a far superior, successfully proven form.
They are called "community colleges." They are cheap, accessible, rigorous, and they, we, have a historical record of working very well.
But what we do very well is accelerate social mobility.
THAT is something that cannot stand....