This comes from a report by Katrina Stevens from Educon 2.6 at the Science Leadership Academy on Jan. 28. Speaking on the panel “What Does it Mean to be Open?” David Wiley of Lumen Learning argued that the last 18 months’ focus on MOOCs has “sucked the air out of conversation around innovation in education.” Wiley acknowledged that MOOCs are interesting experiments, but also pointed out that they have crowded out other, equally important experimentation. Venture funding for MOOCs has driven public attention and “distracted people from the business of educating students to the business of selling to them.” Wiley further argued that this misalignment in incentives will continue to drive true innovation to the margins.
Wiley also questioned how innovative MOOCs really are; he pointed out that in the 1960s, we thought that television “…will really open up education,” the same claim made about MOOCs now. Tone down all the claims around “innovation,” urged Wiley, and engage in more substantive conversation about the challenges of MOOCs and other new learning models. Otherwise, “we’re in danger of making bad education faster and more efficient,” Wiley warned.
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