Tag Archives: democracy

Donald Trump, Authorized Educator

The New York Attorney General has filed a lawsuit against Trump Entrepreneur Institute (formerly Trump University) for what it calls blatant lies and misleading information on the value of services it provides.  The lawsuit, which calls the initiative a sham (including calling themselves Trump University, showing pictures of certificates, exploring the connections a student can gain through association with the group), seeks $40,000,000 in restitution for individuals who have paid upwards of $35,000 for the opportunity to learn from Mr. Trump in fields such as Real Estate and Business Administration.  According to the lawsuit, the workshops, lectures and mentorships through Trump University do not include Mr. Trump, but the one-on-one mentorship programs and support structures, encouraged as an up-sell during the initial three-day seminars, were largely ignored by Trump Entrepreneur Institute’s team of experts, a team which the deposition says was in no way influenced by Mr. Trump.  This leaves the situation as a blame game, with customers upset about broken promises and photo ops with a Trump cutout, and Trump alluding to the whole thing as a witch hunt propelled by the Obama administration.

While the allegations against Trump cast him in a felonious light and paint him as a charlatan, I am fixated on a foundational aspect of the story – why would anyone think Donald Trump could teach?

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Gartner’s Hype Cycle as Springboard – MOOC and Public Policy

A common theme in early MOOC criticism was a linking of the MOOC to Gartner’s Hype Cycle.

Certainly, a lot of hype accompanied the MOOC…more hype than for any EdTech innovation in education history, and perhaps more hype than for any learning model (or even agent of change) in higher education history. Spurred by a media narrative focused on a broken educational system, the MOOC was heralded not only as a means of providing cost-efficient education, but doing it through the best universities and professors in the world, for the entire world, in a way that would break down existing conventions of class and privilege. In short, MOOCs could crumble a bloated ivory tower while providing an education of higher-than-existing quality to individuals from around the world, eradicating student debt all the while.

Use of the hype cycle in discussion of MOOCs looked at the learning model as a present artifact that needed attachment to a history. That history could be MIT’s OpenCourseware, Columbia’s Fathom, Yale & Stanford’s AllLearn, the use of television in education (such as Nebraska Educational Telecommunications of the 1960s), the use of radio in education, or even the establishment of correspondence-based schools in the late 19th Century (such as Cornell University’s satellite school of correspondence). None of these innovations proved to be game-changers for higher education; moreover, almost all of the above were deemed failures by the developing institutions.

But the MOOC is ahistorical, borne of an intersection of machine learning, computer science and a TED talk by Sal Khan. It cannot be rated entirely on the history of similar distance education ventures, if at all.

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