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MOOCs and public demand for higher education.

2/14/14, 11:03 PM

INSIDE HIGHER ED

NEWS AND VIEWS FROM ACADEMIA.

FEB. 13 2014 12:22 PM

There Is No Demand for Higher Education


Just what it represents.
By John Warner

The most important part of the traditional educational experience might be the people you meet.
Photo by Shutterstock

This article originally appeared in Inside Higher Ed.


The champions of massive open online courses, or MOOCs, and other digitally mediated mass-produced education often speak of the necessity of transitioning to this model because of all of the increasingly onerous expense of traditional higher ed and unmet demand for education. Clay Shirky believes the need is dire: The reason to bet on the spread of large-scale low-cost education isnt the increased supply of new technologies. Its the massive demand for education, which our existing institutions are increasingly unable to handle. That demand will go somewhere. (Its worth noting that Shirky said close to the opposite of this in 2012, before the limitations of MOOCs became so readily apparent). I dont mean to pick on Shirky speci!callyIve done that already. His post is just the freshest example of an attitude thats widely shared by important people like Bill Gates, Coursera founder Daphne Koller, and Udacitys Sebastian Thrun, not to mention the venture capitalist community that fuels this industry with their investment dollars. However, the more I think about MOOCs and consider the nature of this demand, the more I come to believe that there is no inherent demand for education, and de!nitely not for the education they're peddling as a possible substitute for the traditional system of higher education. Because the demand isnt for education, per se. Its for what we believe education can provide: a secure, stable life. This narrative may not even be true, as Freddie DeBoer argues in a recent post, but we cling to it anyway, because what choice do we have? If we instead believed that painting ourselves purple from head to toe had the same e"ect, wed all be walking around looking like Barney the dinosaur.

http://www.slate.com/articles/life/inside_higher_ed/2014/02/moocs_and_public_demand_for_higher_education.html?wpisrc=burger_bar

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MOOCs and public demand for higher education.

2/14/14, 11:03 PM

Education does provide a necessary credentialing function, and theoretically, an improved MOOC could provide such a service. But the credential is only partand a relatively small part at thatof what education provides for us in our quest for a secure and stable life. Its the process of being educated that has a far bigger impact on ones life trajectory, and not just in the knowledge we learn and the skills we acquire. It seems to me the most important part of the traditional educational experience is the people you meet. The social capital earned has greater in#uence on graduates lives than the credential itself. I'd be curious to know how Sebastian Thrun made it from his native Germany to his !rst academic posting at Carnegie Mellon, or how he arranged a sabbatical year at Stanford that ultimately led to a position there and with Google. He's obviously brilliant, but I'm willing to bet dollars to gigabytes that it's the people he met who made it possible. Just about anyone with a college degree can consider her current station and see how social capital gained through higher education has paved the way to the life she leads. (Or how a lack of it has presented signi!cant challenges.) I met two people in college who have had more impact on the life Ive led than any class or credential. The !rst is my wife. Weve been together happily for 22 years, and I cant really fathom an existence separate from her. The second is my !rst creative writing professor, Philip Graham, who helped me !gure out what to major in, decide where to go for graduate school, and land my !rst yearlong teaching job at the University of Illinois. It meant me leaving a stable job in Chicago for a year in my college town, but knowing we were only staying a year made !nding an appropriate job a challenge. The other jobs I applied for that fall prior to securing the teaching position were as a driver for the local bus transit service and a night security guard. I couldn't even get interviews for those jobs. My in with a tenured professor no doubt helped me secure a full-time lecturer position. Its not that I wasnt quali!edId TAd for three years in grad schoolbut without that help, I wouldnt have made it to the top of a pretty large pile. Without that year of experience at Illinois, I never would have been hired at Virginia Tech when we moved on for my wifes residency, which led ultimately to Clemson and now College of Charleston. Even college dropout Mark Zuckerberg might not have made it without the good fortune of being placed with roommates who could help fund his idea that became Facebook. I was a mediocre student, and as a large Research Ilevel school, University of Illinois is poorly suited to creating conditions for serendipitous connections between student and professor, and yet it happened for me anyway. If thats luck, its a result of product of design, even at universities where undergraduates can get lost in thousand-person lectures. So thinking about a system of higher education that is divorced from the fundamental person-to-person relationship, where we communicate only via message boards or chat rooms, where our professors broadcast to us rather than interact with us, we no longer have education in its fullest sense, but an education-related product. In this future, if MOOCs are the route to a credential, they may initially retain some of the popularity that traditional higher education currently holds. But as people realize that the real opportunities continue to accrue to those who are able to attend whatever traditional colleges and universities that remain, they will go to even greater lengths than today to secure those spots. Meanwhile, those for whom access to this opportunity is impossible will be left even further behind. The shadier operators in the for-pro!t industry that promise credentials but cant deliver the social capital are a kind of preview of this hypothetical future. Its a bait-and-switch when the credential doesnt have any real-world value and the people you meet dont have much social capital. And building social capital isn't limited to elite four-year institutionscommunity colleges provide the same bene!ts to a diverse group of learners with a variety of needs. An education-related product isnt the same thing as education, and it doesnt convey the same bene!ts. Colleges are under increased scrutiny because of weak recovery in employment, but they're not the reason for the weak recovery, just as they werent the reason college graduates did a bang-up job in the Clinton years. The solution to this problem isnt making a college education e"ectively uselesstheres no demand for that.

http://www.slate.com/articles/life/inside_higher_ed/2014/02/moocs_and_public_demand_for_higher_education.html?wpisrc=burger_bar

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MOOCs and public demand for higher education.

2/14/14, 11:03 PM

Slate is published by The Slate Group, a Graham Holdings Company. All contents 2014 The Slate Group LLC. All rights reserved.

http://www.slate.com/articles/life/inside_higher_ed/2014/02/moocs_and_public_demand_for_higher_education.html?wpisrc=burger_bar

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