By Bruce W. Jentleson
I’m about to venture into MOOC-land (“massive open online courses”), with my 21st Century American Foreign Policy course (starting October 20), as part of the Coursera consortium of which Duke University is a member, with two main objectives in mind.
One is educational: In between Nirvana-like grandiose claims and Luddite fears of change, what is the potential of high tech higher ed? Mine is a non-credit course more in the continuing education than degree-earning mode but with some lessons for for-credit applications of the technology.
The other is policy-political: With a subject likely to elicit strong views across what is a global student body, and with online as our means of instruction and communication, can we have an informed and respectful dialogue? If we can, it’d not only be significant educationally but also have political and policy implications.
As to the educational, I’ve been teaching university courses on American foreign policy and other aspects of international relations for over 30 years. Some have been large lectures, some medium-sized mixes of lecture and discussion, some seminars. My book, American Foreign Policy: The Dynamics of Choice in the 21st Century, just published in its 5th edition by W.W. Norton, is used widely in universities in the US as well as internationally. I’ve also spoken to many groups around the US and internationally with general interests in foreign policy.
I go into this MOOC with a sense that these 21st century versions of the 1950s television “sunrise semester” take continuing education to a whole new level. If we really mean what we say about the importance of life-long learning, that is important in itself.
I also believe that online education can and should have more of a role in university degree programs, but how to optimally do so needs to be carefully thought through. Large lectures seem to have the greatest potential. Many professors already are using “flipped classrooms,” making their own videos for students to watch and using the class time for further development of key ideas and discussion. This still brings the class together physically so retains the advantages of real contact and direct interaction. Going more massive online — e.g., a number of universities using the same lectures — would have to have comparable opportunities to digest and not just ingest, interact and not just intake.
[ Full article available at The Huffington Post: http://www.huffingtonpost.com/bruce-w-jentleson/moocing-about-in-high-tec_b_4080035.html ]