|Here we go!|
Enrollments run in the tens of thousands, though actual participation through the entire course usually ends up about a tenth (at best) of the initial sign-up count. These courses are college level, though they don't come with any academic credit at the end, though this could conceivably change - and already has in this case.
MOOCs have been hailed as "game changers" and "disrupters" and all sorts of other high praises and/or epithets, depending on how you feel about the state of higher education in the U.S. (existential and financial crisis) and what to do about it. Probably the most reasoned critique I've read comes from Ian Bogost, a game designer, theorist, and professor, in this piece at The Atlantic: Inequality in American Education Will Not Be Solved Online. I'm very sympathetic to Bogost's critique, but I also wanted to see what all the fuss is about. A few at EMU have expressed interest in the MOOC wave, wondering if we could somehow ride it. So as the ed-tech guy for EMU it's part of my job to figure that out. Call it R&D. But why philosophy?