Further Thoughts On The Future Of Education

On November 20th, fellow Techpinions writer, Steve Wildstrom, wrote an interesting column on Education and the Future of MOOCs. As Steve put it:

(MOOCs are) massive, open, online courses that were supposed to replace traditional lectures and recitations and make free, or at least very cheap, higher education available to everyone.

Hmm. Color me highly skeptical.

My Background

My father was a school superintendent and I have a learning disability so I’ve always been fascinated with alternative ways to learn. Lectures — in my humble opinion and the humble of opinion of most of the world’s educational experts — are a lousy way to learn. So, of course, that’s the way the vast majority of students are taught. Go figure.

— Lectures are “telling.” In sales, there’s an expression that “telling” is not selling. Similarly, “telling” is not educating.

— Lectures are one size fits all. Enough said.

— Lectures are not interactive. Learning is.

MOOCs

When I was a kid, I thought that television would revolutionize education. I was wrong. Television can transmit all the knowledge in the world. But that’s not at all the same as teaching.

MOOCs are sort of like television on Steroids. They’re better than television…but they’re still not good at teaching.

In his article, Steve Wildstrom points out two problems with MOOCs:

First, the technology has a long way to go and no one seems to have figured out a completely effective way to deliver lectures on video

Second, and more important, MOOCs seem to work best for those who need them least … My experience is that MOOCs require very highly motivated students.

When MOOCs Work

When I graduated from law school, I took a review course to prepare for the bar exam. Some of the lectures were live but most were tapes (we used video tapes way back then). The lecturers were some of the best and brightest in the world. Most were infinitely better than my law school professors and, for the most part, the tapes were entertaining and extremely informative.

Still, the lectures would have been useless had I, and my classmates, not been so highly motivated. We sat in front of TVs for hours, took copious notes and studied those notes like madmen (and women). However, if we hadn’t had the deadline of the LSAT’s looming over us, we never would have gone through with it. We would have found the lectures intolerable.

Tablets

There’s not a doubt in my mind that tablets are going to dominate education in the near future. Tablets are one-to-one, easy to transport, easy to learn and use and they already have access to a seemingly infinite catalog of educational materials.

— The big advantage of tablets in education is that they are blank slates – they can literally become most anything.
— The big disadvantage of tablets in education is that they are blank slates — they won’t teach you on their own, they need to have meaningful content.

My Vision

The ideal way to teach someone is a course specifically designed for them, taught at their pace, with repetition and infinite patience. No human — not even a tutor — can do this. Fortunately, computers are very strong in pace, repetition and patience. Unfortunately, it takes a LOT of programing to create a teaching program that adjusts to the needs of each of its users.

I always thought that we would have computer programs that led us step-by-step through a course, quizzing us along the way and adjusting the pace of the learning to match our level of skill, interest, and understanding. These courses could, naturally, be as interactive as required.

In this, I have been sadly disappointed. If such a software program exists, I don’t know of it and it’s certainly not mainstream.

Conclusion

In my opinion, MOOCs are a diversion. They will be extremely useful for the extremely few, but they will never become effective educational tools for the masses.

I still think – with zero evidence to support my hypothesis — that interactive educational programs should be the way to go. Hope springs eternal.

Perhaps you know something about MOOCs or educational software that I’ve neglected. If so, please be so kind as to put your thoughts in the comments. Or joint me on Twitter @johnkirk. I’d leave to hear your thoughts on the subject.

Startup Highlight: Curious Tackles Informal Learning

The world of online education is buzzing with talks of MOOCs–massive open online courses–that many see as the future of higher education. MOOCs certainly have a place, though I’m not quite sure yet of just what it is. But there is no question that the web has both a massive supply of and demand for more informal educational opportunities. There are thousands of educational video on YouTube, but except for such well known sources as Khan Academy, they can be tough to find and tougher to assess.

Curious.com, a Menlo Park startup launched today, A big problem, wants to get the teachers and the students together and to help would-be web educations make some money in the process. The brainchild of Justin Kitch, who founded Homestead.com and later sold it to Intuit, is starting with about 500 curated lessons covering everything from beer making (photo) to exercise, from art appreciation to HTML coding. For the most part, the lessons stay away from traditional curricular areas, though there is the seemingly inevitable calculus tutorial and favor of more lifestyle and hobby-related content. “Our goal is a better way to deliver online education,” says Kitch. “Curious is a platform and a marketplace for teachers of anything.”

In contrast to many of the instructional videos found on YouTube, a considerable amount of care has gone into the quality of the Curious videos. While the quality of the ones I watched varies, even the worst were pretty good. The player features in-lesson quizzes: The instructor can insert questions into the video timeline. The video pauses and a question pops up on the screen. These can be a help in maintaining engagement or in student self-assessment.

One goal of curious is to provide the informality of YouTube, including the ability to start a course at any time, with something a bit more structures. “We did a lot of research onto how people learn online,” says Kitch. “The research shows you have 90 seconds before you lose someone. The idea is tyo provide a better educational experience than YouTube. YouTube gives a great educational experience, but not instruction.

Some of the lessons are free, but most cost between one and three “Curious coins.” New users start with 20 coins and additional units cost $1. The basic business model is a revenue share between Curious and the instructors.

The big test here is whether customers will part with their money in a world in which courses taught by professors from Stanford, Harvard, and MIT are available free. Succeeding in those formal courses, however, requires a heavy commitment of time over six to ten weeks, which explains why typically more than 90% of the students who enroll fail to complete the course. Curious offers lighter, smaller bites and just might succeed.