Sightings

Updates below

In a bizarre coincidence, when I opened the book to scan the contents I found myself looking at the section about sharks.  In particular, “surviving if you are in a raft and you sight sharks—”… I wonder if anyone would be interested in using this as a model for an edtech field manual for surviving the Higher Ed apocalypse.

Jim Groom,”Survival: the manual” July 7 2014

Thanks to Jim Groom, I’ve been thinking about Jaws in this plainly bizarre week in the short history of commercial MOOCs. For all its singular qualities, and for all the symbolic load placed on it by film theorists, Jaws is at heart an ordinary mystery: something unexpected and unexplained happens, someone goes missing, and everyone else spends the movie piecing together clues, disputing priorities, and dealing with what comes next.

But there’s a small scene in the middle that often gets forgotten, where two kids prank the holiday crowds at the beach with a cardboard fin—and in doing this set up the perfect opportunity for the real shark to glide in to calm water, unnoticed by everyone until it’s too late.

This week’s edtech weirdness had both mystery and something like a distracting prank, involving a MOOC in which the professor was yanked from view, then bobbed up again briefly, before vanishing again. Paul-Olivier Dehaye, a maths lecturer from the University of Zurich, put up a three-week course: “Teaching Goes Massive: New Skills Required” (#massiveteaching) through Coursera. The landing pages raise questions about the Coursera approval pathway and standards: two weeks of short RSA Animate style videos, and a final week where students will do more or less whatever they like in an “Experiment Area”. Dehaye is likeable, clear and thoughtful about his topic, but the videos aren’t elite brand rocket science—certainly, nothing that an informed and curious teacher in the office next door to you couldn’t have thought up.

And that should have been the first clue, I think. The course goal is “personal growth”, for which—thankfully—no certificate is offered, and the content is quite vague: “‘Readings’ will come naturally during the course as basis for discussion. … In the first week, we will provide a short summary of proposed content of the course. The content of the later weeks will be decided on by the students, and should cover the proposed content and more.”

But after the first week some or all of the content was deleted, and then Dehaye was himself removed, leaving enigmatic clues on Twitter, some participation in Metafilter discussions, some blog comments here and there (including on George Siemens’ blog), and a deleted Etherpad document that he wrote to explain his actions.

MOOCs can be used to enhance privacy, or really destroy it. I am in a real bind. I want to fight scientifically for the idea, yet teach, and I have signed contracts, which no one asks me about. If you ask me something, I can tell you where to look for the information. My plan becomes to flip the tables. I want to “break out” and forge an identity outside of the course, on Twitter, because I realize this is the only way for me to fight for this identity, engage with my students, and those big shots all simultaneously (journalists, educational analytics people, etc).  … Meanwhile I want everyone to organize their own learning, which I know is happening by looking a bit around. Some people don’t like my course, which is fine. It’s your choice, that’s part of the point. Still, I get lots of emails from coursera asking what is going on. A lot of pressure from them now. They are confused just like you were, and I intended to confuse them even more because they were not ready to challenge their own pedagogical practices fast enough, judging from past experience.

After blogger Apostolos K pointed out that these strange goings-on hadn’t attracted much coverage, and George Siemens wrote “Something Weird is Happening at Coursera“, the story was quickly picked up. Carl Straumsheim treated it as “The Mystery of the Missing MOOC” for Inside Higher Ed; Steve Kolowich covered it for The Chronicle first as a mystery (“In a MOOC Mystery, a Course Suddenly Vanishes“) and then as an experiment (“University of Zurich Says Professor Deleted MOOC to Raise Student Engagement“). Jonathan Rees had two goes at it, both worth reading: “The worst of the best of the best” on his own blog, and “Even super professors deserve academic freedom” for The Academe Blog. Rolin Moe, whose MOOC blog is touchingly subtitled “Debating, debriefing and defining the learning trend of 2012-“, wrote it up as “Dr Famous is Missing“.

By the end of the week, opinions diverged. Yesterday Michael Gallagher argued in a beautiful post that to exploit students in a research project raises questions of trust that can’t be overlooked even if the intent is to criticise (“Teaching vs. research and MOOC brouhahas“); today George Siemens congratulated Dehaye on starting a conversation about our vulnerability to commercial data mining by companies like Coursera.

I’m still absorbed by the freakishly odd coincidence of Dehaye’s co-authored take on a probability problem that’s apparently well known to mathematicians, involving 100 Prisoners And A Lightbulb, with George Siemens’ July 5 post (published just before all this turned into a thing) on the latent knowledge in any class, involving 100 learners in a room. This is Siemens, but could be Dehaye:

The knowledge and creative capacity of any class is stunning. Unfortunately, this knowledge is latent as the system has been architected, much like a dictatorship, to give control to one person. In many cases, students have become so accustomed to being “taught” that they are often unable, at first, to share their knowledge capacity. This is an experience that I have had in every MOOC that I’ve taught. The emphasis in MOOCs that I’ve been involved with is always on learners taking control, learners joining a network, or learners becoming creators. In a Pavolovian sense, many learners find this process disorienting and uninviting. We have been taught, after a decade+ of formal schooling, to behave and act a certain way. When someone encourages a departure from those methods, the first response is confusion, distrust or reluctance.

I’ll call my theory of knowledge and learning “100 people in a room”. If we put 100 people in a room, the latent knowledge capacity of that room in enormous. Everyone in this room has different life experiences, hobbies, interests, and knowledge. We could teach each other math, physics, calculus. We could teach poetry, different languages, and political theory. The knowledge is there, but it is disconnected and latent. Much of that knowledge is latent for two reasons: 1) We don’t know what others know, 2) connections aren’t made because we are not able with our current technologies to enable everyone to speak and be heard.

At the moment, I’m not sure that we know enough to be sure what the plan was with #massiveteaching. So I’m keeping an open mind to the possibility that what looked like a prank was an attempt to start a different conversation—including, and perhaps especially, with students—about the risks of corporate data mining and the lessons from Google advertisements or Facebook’s experiments with emotional manipulation. The fact that it didn’t work smoothly, and might make Coursera much more twitchy about allowing experimental course design in the future, shouldn’t necessarily be the measure by which it’s finally judged.

Meanwhile let’s keep one eye on the ocean where the real sharks are. As ever, the timely counsel in confusing times is from Jim Groom, who seems to me to be looking in the right direction:

I don’t know what it is, but Sharks remind me we are deeply vulnerable always.

Me too.

Update

People are still writing about this. Two very good posts today:

According to Apostolos K, Coursera/U Zurich have resumed the course without Paul-Olivier Dehaye, which seems to me a reasonably complicated thing to do if the whole designed purpose of the enterprise originates with him. It’s a bit like the Mayor of Amity Island putting on the cardboard fin to prove that there’s no shark.

Pieces of the sky

None of this is inevitable — not MOOCs, not funding cuts, not the death of the giant brick-and-mortar research university or the death of the small liberal arts college, no matter how gleefully the libertarians in Silicon Valley rub their hands as they craft their hyperbolic narratives about the end of the university and the promise of education technology — all their stories about innovation and doom and profit.

Audrey Watters,  minding the future, 15 Oct 2013

Normality’s threatened by the monster” movies sell us a proposition about the human response to threat. Whether we’re facing sharks, aliens or legumes, they tell us that the drama will be extended by people who don’t get it. Some fail to act because they find the risks too preposterous to accept; more venally they engage in a cover up in order to protect their own short-term business interests. Then there are crowds who get so excited and optimistic about change that they welcome the end of the world by partying on rooftops with placards.

Over the last couple of days I’ve found myself skirmishing with Jonathan Rees in a way that makes me wonder which of these groups he thinks I belong to. Round and round we’ve gone, more or less like this:

It’s the most we’ve disagreed since we first clashed over whether doing stuff online is the end of the world as we know it.  And if you’re called revisionist by a historian, you need to pay attention.  But I think what we disagree on is what we’re defending.  Jonathan and I both occupy tenured positions.  That we have jobs at all is thanks to the willingness of our adjunct colleagues to keep our institutions running. There’s so much wrong here I can no longer see the difference between Coursera and my local university. Both claim transformative effects, both seek to maximise market share using minimum labor costs. Jonathan, who is a labor historian and activist, takes a different view, that he expresses much better than I can. But the business bottom line is that he and I depend in our day jobs on labor that is exploited, and people that are harmed by this, in complex, awful, obvious ways.

So there’s that.

Then I went back to the post that Jonathan threw up as evidence that I’ve been some kind of MOOC apologist, and found there isn’t anything I’d say differently now. This is what I think:

  1. Sebastian Thrun’s argument that there will be 10 universities left in 50 years time reduces education to content in a way that fails to understand how limited and provisional content is proving to be. As Patrick Masson points out over and over, the Internet is the only MOOC we’ll ever need, if content is the thing.  Audrey Watters’ inspiring response to Thrun’s miserable vision also clearly explains why we should resist this banal reduction.
  2. Content is culturally distinctive and locally relevant, but neither of these make it economically sensible to produce locally. Sometimes I think you have to live in import-dependent cultural markets to get why this is so important.  Australian filmmakers certainly know a thing or two about Sebastian Thrun’s prediction. So we need to take seriously the public good arguments for the preservation of locally relevant educational content, but we can’t do this simply by forcing a diet of local produce on the consumer. Just as we have had to with movies, we need to plan for market failure, because anything else really does involve heads and sand.
  3. To preserve the opportunity to learn locally against the logic of market and massification, we need to co-produce regionally and internationally. Leading Australian universities who’ve taken the FOMO route and partnered with VC-funded providers suggest that Coursera has pitched its exclusive club strategy well; and FutureLearn is following the same path. But this isn’t the only model. It now makes sense to get together those who have most to gain if we change the way status itself is calculated and horse-traded: the world’s small-economy regional education providers.
  4. To understand what locally relevant learning could mean in transnational partnerships we might look at the ways in which UNESCO have framed cultural diversity as critical to the health of the world’s overall cultural system.  Of course, the US hasn’t lobbied enthusiastically for the protection of cultural diversity, but France and Canada have both played a leading role in encouraging us to think beyond the nation as the most important player here.  Let’s work together with people who think as we do.
  5. The world’s knowledge isn’t a resource, it’s the ocean that connects us. This means that it’s much more than just a source of fish for powerful nations to trawl and trade. We all share cooperatively in its health, and we are all responsible for its depletion.

To achieve most of the things that are good under these difficult conditions, some of the time we need to be online, because we need get out there to think together, and to find our fellow travellers. We do need to stop calling anything a MOOC, let alone everything.  This hopeless label now actively prevents us from thinking about differences between a whole range of things because they have “online” in common, even as we try to reclassify them with enigmatic qualifiers like “x” and “c”.  In this field, “x” really can be anything, so let’s just say that the problem is MOOC itself. It can’t be recuperated because in the past 12 months it’s been associated with too many toxic enthusiasms: educational colonialism, brand fetishism, and AI as a substitute for the subtle gift of time that humans share with each other.

Yesterday I sat outside watching smoke haze from catastrophic bushfires drift over the place where I live.  The fires are a very long away from here, but the burned gum leaves are falling in my yard.  They’re visitations from a terrible struggle that someone else just went through, somewhere else, not me.  But in falling here they make clear, like pollution or rising sea levels or global finances, that we’re in this time together.

I was waiting to connect to a small live online conversation with educators from Canada, New Zealand and the US, who are all working together in an online course for open educators that’s the first put out by a Canadian start-up, Wide World Ed.  It’s six weeks of talking and thinking, and it’s not all that M, nor entirely O. It’s also not necessarily C.  But it’s online, and that’s how come I’m in it.

Maybe in the rush to market we’ve all forgotten how to acknowledge that live online presence of other people still feels magical and strange, like falling leaves from somewhere else.  As I listened to the sounds of someone typing at a keyboard after midnight on the other side of the world, I realised that I’m still a believer in what this can mean for locally relevant education.

I just no longer think universities are the best or only way to let this happen.

This is written in gratitude for all the other writers like Jonathan who help me make sense of MOOCs, but especially Melonie Fullick, who was on it very early.

Business as usual

In an evolving market, the development of sustainable business models is always a challenge but I believe that if we build something great, a whole range of business opportunities could come our way.

Simon Nelson, CEO, FutureLearn, Feb 2013

Over the past year, MOOCs have opened the doors of access to quality education, and have captured the attention of educational leaders and students worldwide. Today, we’re excited to announce the next step in our mission to foster student learning without limits and expand the possibilities that MOOCs and online education can enable.

Coursera blog, May 29 2013

One of these statements is more candid than the other. Even if FutureLearn can’t yet tell us much about their platform, at least they’re clear that business opportunities are their horizon view. They’re also open about their parochialism: FutureLearn is a multi-institutional initiative to promote UK educational businesses in an “evolving market” already dominated by providers from “another continent”, as they put it coyly. It’s a joined-up national effort that’s at slight risk of overpromoting Britishness, but at least FutureLearn is prepared to say that educational globalisation isn’t just corporate social philanthropy on a global scale: it’s a matter of national interest.

Coursera, on the other hand, is still carrying on about the worldwide mission, using the aspirational language of venture philanthropy—all that fostering and expanding and enabling—to alibi their next move, which is equally parochial. After a loss-leading year of facilitating free and not-for-credit access to some signature higher education brands, Coursera is pushing into the market that will be most straightforward for them to monetize at scale: the massive, underresourced and evidently troubled US public education system. The prize is what comes next: being able to cover production costs at home is what enables US producers of anything to offer irresistible pricing to markets abroad. And as Ernst & Young so tactfully remind us, these emerging markets include the rapidly growing Asian middle class who are the gleam in the eye of higher education providers all over the place.

Education is a goldfield for opportunists, and MOOC providers are on it, head-to-head with LMS platforms who are also diversifying into hosted open learning. Both are able to exploit the fact that traditional higher education institutions acting competitively—which seems to be the only way we know how to behave—can only provide services at a scale calibrated to traditional staff-student ratios. And this is why the growth potential in these new markets is still tethered to the resourcing costs of academic labour.

The disruptive intervention by which commercial platforms have secured their startling competitive advantage is simple: they have done away with service labour costs.

That’s it.

Once content is created to be infinitely reusable, once the work of learning is managed by learners, and once assessment can be automated or outsourced to other learners, then normal service labour costs can be stripped back aggressively. Without these shackles, the opportunities for profit-taking in higher education are suddenly formidable again, which is why traditional textbook publishers and content retailers have perked up.

Why have higher education institutions allowed themselves to be so boxed in, that we end up auditioning to be let back in to our own field?  In part, it’s the science of distraction that explains the most basic card tricks. As those institutions, professors and graduate TAs who could best afford to engage in philanthropic volunteering made themselves available for free, so the risks of scarcity, exclusivity and closing opportunity were used to hustle others into joining up. Without having to produce so much as a single standard for quality, MOOC providers harvested the signalling value of their elite partners, and then used this to spin story after story about enhanced global educational equity, making any criticism seem like the wounded howls of the professoriate protecting their turf. Jonathan Rees has been right all along that this is about academic labour—just not that it’s primarily a threat to the tenured. What should really concern us is the astonishing prospect that things can get worse for our local adjunct colleagues, who now face being priced out of work by superprofessors with quizzes.

And now we have the low-frills version of the whole thing—the move that actually makes sense of the past 18 months. As the contractual details for the new product line make clear, after endless talk about quality education, what Coursera actually mean by quality involves video and audio standards and assessments that add up; timeliness of content delivery; and something else called “quality issues observed by Coursera”.

The nearest any of this comes to a definition of quality pedagogy is this:

“Course Criteria” means a rigorously designed Course meeting high academic standards that uses multi-media Content in a coherent, highproduction-value presentation (i.e.,not just simple lecture capture) to provide the End User opportunities for a rich set of interactions and assessment(s) (whether provided by automatic grading technology or by peer-to-peer interaction activities), resulting in a meaningful learning experience that significantly transcends static Content or plain videos.

This isn’t a quality standard, it’s PR. In fact, it’s transcendingly meaningless.

Trying to recover a sense of which way is forwards from here, I’ve been re-reading Richard Hall’s recent pieces on the enclosure of academic labour under austerity. His latest post has really helped me to see what any of this has to do with our students. Reviewing Andy Westwood’s analysis from earlier this month of the UK government’s proposed austerity budgeting, he questions whether we’re right to continue to frame educational participation only in the metaphors created by capitalism. This is really important for Australia, where we keep getting caught up in defending higher education against efficiency by talking about what our graduates do for national productivity. Hall argues—and I think he’s right—that this is a limiting vision for educational participation.

Perhaps the key is in refusing to see those social forces as human capital or means of production. Perhaps what is needed is a critique of the forms of political economy/political debate/politics of austerity that force us to view human lives and society as restricted by the idea of economic value. What is certainly needed is a recognition that the forces of production across capitalist society, which are increasingly restructuring higher education as means of production, are also increasingly ranged asymmetrically against the everyday experiences of young people.

It’s a vision, and it’s tough to operationalise. So here’s the question for those of us still labouring in higher education: in the smallest detail of our everyday working lives, what does it mean to practice this refusal effectively?

Related articles

This important development has been widely covered in the past few days.  Here are those I’ve found particularly helpful.

and see also this open letter to Coursera, if you missed it:

It’s not you, it’s me

So, I signed up for a Coursera MOOC, and almost immediately the experience turned into Lucy and the Chocolate Factory.

Lucy enrols in a MOOC

It’s a scene that suckers itself onto almost any stressful situation.  Lucy and Ethel take a job putting chocolates into wrappers.  It’s a conveyor belt scenario, and the task itself is simple; the challenge is to keep pace. Lucy’s enjoying herself, messing about.  But one stumble leads to a recovery problem, and before they know it Lucy is eating chocolates or stuffing them into her cleavage in an effort to keep up. Eventually she crashes in shame, covered in chocolate.

Minus the chocolate and cleavage elements, that’s my experience of a Coursera MOOC.

I chose the course because it was on a topic I wanted to know a bit more about, and I was curious about the professor, who has significant influence in the world of education technology. To those of us outside the US, there are few opportunities to see US edtech innovators in action. As their cultural assumptions about the nature of higher education and the student experience are rapidly becoming critical to us, I think it makes sense to try to figure them out.

But really, I signed up because I wanted to know how it might feel to be part of a course whose enrolment was larger than the population of the town where I grew up.

So I watched the first few videos, and despite being mildly irritated by the pop-up quizzes designed to check that I was really paying attention, I sat up a bit straighter, and I stopped checking my emails while listening. Game-based learning 1, multitasking 0.  I also spent time reading the forums when I signed up, and I could see the process of small learning communities pooling effectively.

But already the first chocolate had fallen off the conveyor belt, for work-related reasons.  I couldn’t justify taking the time to watch a longer video because I had other more urgent stuff to do. And things went quickly to pieces: the content kept coming down the chute, and within a week it was unimaginable that I could find double, then treble the time to catch up.

So as it turns out, I’m not only a college drop-out from way back, I’m now also a freshly minted Coursera drop-out. And so I’d like Dr. Chuck to know that it’s not him, it’s me, because I really do think that there’s an unacknowledged professional risk being taken here by the professors Coursera have recruited to help get this thing off the ground. A significant number of their first cohort students are their colleagues, dropping in like me to have a look around—this is a jury of their peers in a grand way. And it takes a certain amount of courage to load-test a new platform and pilot a new way of teaching, all in public.

So thanks to you, Dr. Chuck.

But the real value for me is that in watching myself fall behind so early and so catastrophically, I learned two things about how to design better online courses. First of all, I’ve figured out it’s time to let go of the pastiche of seat time that we affect by structuring online courses around weekly participation, just because face to face classes have weekly meetings. We make each individual week of an online class far too complicated—too much to prepare, too many tasks, too many new ideas and insufficient time simply to think about the material and perhaps chat about it with a few other people in the course—and this removes all prospect of rescue from people who miss a step along the way.

This isn’t learning, it’s Tetris.

Secondly, if students are depending on a grade, rather than just hanging out for a personally signed certificate from a celebrity academic, then we need to understand much more about the psychology of panic and its impact on how people communicate. Even the most badly prepared student who maintains an attendance record in a face to face class will be hearing something, thinking about something, each week, that might help make sense of the eventual assessment challenges.  The student who fails to connect online is missing out much more substantially, and is struggling alone with the burden of guilt. They’re avoiding communication, and after a while avoiding any environment that even reminds them of the course they’re failing to keep up with. Even the fanciest analytics or progress tracking plug-in that sprays out automated emails reminding students to call home isn’t going to work for someone who’s singing la-la-la, can’t hear you.

So communication in large classes needs to be authentic, multi-channel, persistent and friendly, and course design needs to back up the forgiving tone with practical options for recovery. In plain terms, we need to keep open opportunities for students who fall away to rejoin wherever they can, and to backfill later. This is the best way to tackle the tyranny of compounding time debt, but it’s confronting for us because we’re trained to think of learning as sequenced and cumulative—a virtuous progression of dependent ideas building to an assessable position of competence.

The good news is that our students are absolutely ready for a more intricate and flexible approach to course design. They’ve been learning since high school how to follow unpredictable and often circuitous routes through the realm of information and ideas, exactly as we do. So as the world’s most conservative institutions stampede towards MOOC partnerships, the rest of us have an opportunity to make a few practical and significant adjustments, right here at home.

This isn’t just about flipping the classroom: it’s about flipping the calendar, the curriculum and the whole conveyor belt approach to learning that has shackled content delivery to credentialising to this point. And this is where things will come unstuck, because no one currently running a higher education institution can responsibly hope that this shackle will snap. So even if institutions who fear missing out are currently prepared to loan some of their surplus resources to pro bono work in the MOOC economy, and even if many innovative and exciting teachers are involved, at the moment this is still just missionary outreach.

It’s not yet the real change we need.

The revolution might be televised

The first time I watched the awful EPIC2020 videos I was so irked by everything about them that I never went back to look carefully at the details of their campaign to reform higher education. But now I have, and I’m beyond irked. I’ve been boosted into the realm of appalled fascination. They’re going to “shatter the paradigm that the future will be anything like the past as well as facilitate discussion and accelerate actions to bring about the transformation of the education of the world.” I can’t look away.

So now I know that EPIC stands for “The Evolving Personal Information Construct”, a kind of analytics-driven micromanagement of all aspects of our lives, monitoring and continuously improving our social and emotional networks, our physical health, and our career prospects. Happily, though, the EPIC dashboard will never give me information I cannot immediately understand, because it “will know everything that you know and understand everything that you need to know to optimize your life. EPIC will connect you with everything and everyone that is important to your success.”

Normally at this point, you’d be tiptoeing backwards out of the room. But what EPIC2020 are saying about the need for revolution in higher education is suddenly appearing all over the place; there’s a line up of people waiting to throw rocks at the very idea that stability in publically funded institutions could be a sign of responsible, capable governance.

So, reluctantly, I’m taking their crazy big picture thinking more seriously than it deserves, because they’re right on two points. The sudden partnership between venture-funded educational startups and traditional elite universities has thrown down a big challenge to less flexible models of higher education, especially outside the US. And the fact that we’ve typically bundled content, learning and accreditation under the broad heading “education” doesn’t mean that we’ll be able to keep them all contained in this way indefinitely.

What happens if we untangle them, and allow content production (and the consequent advantages of content ownership) to rest with those institutions that can afford the highest quality production values? Robert Bruner, Dean of the Darden School of Business at UVa, is one of the few to be candid about the costs involved:

The production of an online course is rapidly moving beyond the use of a stationary video recorder capturing a professor in a lecture hall. It is already clear that there is an arm’s race on the basis of quality. Look for three camera shoots and creative directors coming to campuses soon. You’ll need scripts, a production crew, interactive capabilities, and a sound studio.

Australia knows a thing or two about being left behind in the cinematic arms race; global free trade in media content has been an uneven experience for us. So we can see the risk to locally relevant educational content in this model. It will always be cheaper for us to import than to produce, just as it is for television. If we think education is a culturally significant environment, whose future lies in media production and broadcast rather than personal delivery, then protecting content diversity will become an urgent political priority in the education portfolio. We will need imaginative funding strategies and smart transnational partnerships to help local educational content stay viable, just as we do with transnational co-production treaties in film and television production.

I was thinking about all this because I’ve finally signed up to a Coursera MOOC.  I did it partly because there’s a short course that interests me, led by someone I’m curious to know more about—but mostly because I want to know how it feels to be part of this borderless, classless, cashless education revolution.

In one way, I loved the zany spontaneity of it all. I didn’t have to fill out any forms, or find any of my professional paperwork, or fish out my credit card or even my PayPal password.  Two or three clicks, and I’m in. Of course, there’s some small print in their terms of service. It’s mostly unexceptional stuff about copyright, and something called the Coursera Honor Code, which asks me not to sign up with more than one account—presumably because that will stuff the analytics.

In fact, the integrity of my singular identity is something they’re going to want to be sure of, because they’re reserving the right to do quite a bit with identifying data about me, particularly in relation to third parties and contractors. They’re also helping themselves to “fully transferable, worldwide, perpetual, royalty-free and non-exclusive license” to use any content I might generate or upload, although my use of their content is significantly more restricted.

But still, it’s free.  And so I wanted to know how this works for either the university involved, or the platform service provider. Jim Groom’s excellent post on the mysteries of the Coursera business model sent me rummaging through Jeff Young’s coverage for The Chronicle to the 42 page contract between Coursera and the University of Michigan. It looks like they can afford a wait-and-see approach, because if this succeeds, it’s going to succeed on a huge scale: mass education is an emerging media market everyone wants a piece of.

So here’s their fairly open-ended plan: among their eight potential strategies, listed as Schedule 1 to the contract, they reserve the opportunity to offer human teaching and grading services together with secure assessment facilities, and they might charge tuition. (To anyone working at a university, these horizons of possibility could ring a few bells.) They’re also looking into passing on student details to recruiters, and may undertake some employee screening and training themselves. And if that doesn’t bring it home, they’re also prepared to sell university-branded certificates “to the end user”. In other words, they’re not proposing entirely revolutionary ideas, so much as pushing public education onto a profitable, commercial footing.

And it’s when they say that they’re open to selling their audience to advertisers, via “appropriate and non-intrusive visual elements on the Course webpage”, that things start to feel really familiar. Put this together with course content that’s made up of “60% recorded lectures and 40% videoed interviews”, which amounts to 100% stuff to watch, and the basic model here isn’t education at all.  It’s television.

So while I still think the person involved is someone I’d want to watch on TV, with 32,963 students currently enrolled, I’m not sure whether I joined a class or sat down on the couch.  Let’s see.