Groups (1), (3), and (5) regard the students as their enemies--or at best as their cash cows. Groups (2), (4), and (6) do not. And as I understand the lay of the land, it is groups (2), (4), and (6) that are going to drive higher education policy. The question is whether group (2) will convince groups (4) and (6) that MOOCs and their ilk as implemented by their administrators are a disaster and must be fought, or whether groups (4) and (6) will convince group (2) that with proper adult supervision administrators can be trusted to do the boring and mind-numbing committee work needed to make this thing success.Read the entire post. Groups four and six are faculty generally, or in enrollment-impacted disciplines that don't have massive reserve armies of unemployed Ph.D.s to be hired as post-graduate teaching assistants to the online broadcast professors. Part of the proper adult supervision, however, is a few faculty members willing to participate in the mind-numbing committees, even going so far as to insist that standing curriculum committees meeting during the academic year, rather than administrative task forces sneaking things in during the summer research period, have final approval over online course offerings, catalog language, and content.
I'm betting on groups (4) and (6) myself.
THE FACULTY MUST TAKE RESPONSIBILITY.
Professor DeLong grasps the massive open online course with a six-dimensional taxonomy.