Just over a year ago (a year and two days, to be exact), Clay Shirky wrote Napster, Udacity & the Academy, one of a few “must-read” articles regarding the MOOC phenomenon. Shirky built an argument that MOOCs fit the monicker of Christensen’s theory of disruptive technology, doing so by noting the dominant higher education narrative (made up of Ivy League or Tier 1 Research schools) focuses on a small and misleading fraction of the sea of higher education (regional schools, community colleges, for-profit institutions), allowing him to posit that the theory behind the MOOC is proof that higher education can be disrupted:
The possibility MOOCs hold out isn’t replacement; anything that could replace the traditional college experience would have to work like one, and the institutions best at working like a college are already colleges. The possibility MOOCs hold out is that the educational parts of education can be unbundled.
Shirky then links this “unbundled education” (possible for those who cannot afford the “ransom note” of a higher education sticker price) to the potential of a MOOC, noting that, like the musical track unbundled from the CD, learning can be set free from the degree.
The argument Shirky presents is compelling, and was a watershed moment in the MOOC debate, a place where a well-respected Internet scholar seemingly sided with a movement that many practitioners viewed as antithetical to learning and the Open movement. As an advocate for Open, Shriky’s argument of a collegiate experience grounded in reality and not lofty Ivy stature saw MOOCs as an opportunity to improve that reality, an opportunity for those whom payment was one of the primary hurdles:
MOOCs expand the audience for education to people ill-served or completely shut out from the current system.
One year and two days ago, this was the advertised potential of the MOOC movement. The heavily advertised potential.
Continue reading →