MOOCs The Platform: Education, Vocational Training, and More

MOOCs (massive online open courses) reinvented education in the mode of global accessibility, even faster than blogs and ebooks reshaped the publishing industry. Now in place as a concept and an infrastructure, ‘MOOCs as a platform’ can be used for other purposes, most proximately vocation and training. Already much of MOOC content is an educational-vocational hybrid of learning new things like knowledge and skills for the digital economy in the form of bootcamps and code academies for software programming, web services, mobile applications, and big data science.

MOOCs are a resilience tool for being able to quickly retrain large numbers of individuals that may be displaced in economic shifts such as the increasing automation of the economy (i.e.; self-driving vehicles, machine intelligence supplanting knowledge-worker jobs). More generally MOOCS as a concept category are concerned with ‘in-habbing’ - habilitating anyone into any situation - and ultimately the next-generation of the Internet that facilitates massive online collaboration and social connectivity.

A fun science fiction idea could be artificial intelligence waking up grâce à contemporary digital environments like MOOCs, YouTube (image recognition), and high-frequency trading networks. As a MOOC instructor, the new Turing Test would be determining if your online student is a machine or a person; that is to the degree this question still matters.

Omnivorous Learning

The Learning Mode: Critical Issues in Online Education at UC Berkeley March 15-16, 2013 squarely addressed the future of learning. Most obvious from this examination of the future of learning is that the same transition is underway that has happened in many other industries such as music, publishing, and personal communications, and is still wanting in public health. The effect of technology on the industry is to enable more categories of participation to be defined and a wider spectrum of outcomes to be achieved. Overall this points to an inherently democratizing and empowering influence of technology.

Another theme (as discussed in the book Why School?) is that education systems were developed in a different era when teachers, knowledge, and information were scarce, and that is no longer the case. There are many more choices for self, expert-based, and peer-based learning, in real-time on-demand and time-shifted venues. MOOC (massive open online course) platforms like Coursera, Udacity, edX, and Class Central (a MOOC aggregator) have been growing and adding credentialing and course curation functionality. Other learning tools include podcasts, Khan Academy and YouTube videos, and Lumosity’s cognitive performance brain trainer.

A third theme is that the value chain for learning is becoming more granularly stratified. Learners are of all ages and backgrounds and have diverse educational objectives with are being supported with a variety of in-person, online, and mobile instruction tools.

Massive educational reform facilitated by technology

More than any other sector, education is currently poised for significant reform, of an expansionary, inclusionary, complementary nature, with the fingers of change that have long been present being gathered into inexorable industry-shifting waves. The hand of technology is the beneficial enabler.

Distance learning, and digital recording and streaming technologies have been steadily improving which has given way to a new way of connecting large worldwide audiences. What was the initial opening up of courses to online students has now turned into classrooms of huge online audiences in the range of 60,000-70,000 participants. This in turn has brought attention to the need and possibility of innovating educational methods to make material more dynamic. It may be possible to reorganize pedagogy in the new venue of the large-scale online audiences. Some ways are by communicating in real-time for both exercises and feedback loops to instructors, and by participating in dynamic exercises. This could help in making educational content more alive, experiencable, and interactive.

Big data facilitates new era of knowledge, education, and thinking

Big data and the internet continue their sweep across modern life by facilitating a new era of education, and possibly, thinking. As traditional educational institutions have become financial institutions intent on merchandizing their brands, students are finding other means of accessing educational content.

At present
Some of the newer models include MIT OpenCourseWare, the Khan Academy, Coursera, and Codecademy. These free or low-cost education services confer the direct benefit of their programs, and advantages by using the large numbers and real-time aspects of the internet to obtain and incorporate immediate feedback from growing student populations. This is leading to a better education product, and a mechanism for learning about learning.

The near future
A next stage could add course-level (rather than degree-level) accreditation and a basic algorithms interpretation layer à la Google Translate, Spell Check, and Ngram Viewer. Simple machine learning algorithms applied to large data sets could allow an expansion from quantitative testing to semantic testing (and more importantly, semantic living, in the sense of a broader intellectual life). Core knowledge elements could be identified in data corpora and reviewed for comprehension in student-produced material.

The farther future
Taken to its logical extreme, what if distance learning were to completely replace local educational institutions? Are there risks of homogenization of thought if everyone is taking the same classes from leading worldwide professors? Does personalized learning, via sommelier-assembled curricula, increase inherent biases that might otherwise be countered by institutional education? Does the U.S. need 5-10 philosophy/etc. professors at 5-10 universities per state? Clearly there are systemic aspects, and costs and benefits, of a more radical reinvention of education. These can be managed effectively through the lens of overall goals, perhaps the most important of which is extending the depth and capacity for thinking, both within individuals, and to more individuals.

Open Global Courseware

The U.K., long an adopter of surveillance technology, announced recently that high-definition CCTV cameras from Classwatch have been installed in 94 schools. The result has been improved classroom management and there are plans to install hundreds more cameras nationwide in primary and secondary schools.

Free global education resource
With minimal effort, this internal surveillance initiative could be expanded into a worldwide sousveillance victory. A global education resource could be generated by broadcasting and archiving the live feeds to the web for access by teachers and students worldwide in their own classrooms and via cell phones. This is essentially an extension of MIT’s open courseware concept.

Language imperialism and the return of the British Empire?
The U.K. might briefly enjoy the notion of re-establishing the British Empire by exporting English-language education, but

language is becoming more fungible over time

The issue of language imperialism could be avoided with the use of audio translation tools (Google Translate – audio version?) and by opting in CCTV broadcasts from schools in other countries. The pilot project phases could be U.K. transmissions targeted at India and Beijing, etc. transmissions targets at rural Chinese schools.

PenPal 2.0 flattens the world
Classroom broadcasts could quickly become interactive with commenting and messaging on the streams. Students worldwide could get to know each other and work on team projects together in virtual world classrooms like Second Life’s Teen Grid; a multi-dimensional PenPal 2.0. Students in India could come up with ideas to work on problems in the U.K. by interviewing British students and vice versa. Teacher and student exchange programs could arise. Students could vote on the curriculum.

The real way to raise test scores would be to have live head-to-head competitions between different schools in a district, country or around the world (“The class in Chennai did 5% better….”).

Local community engagement tool
Internet broadcast could also enable the local community. Parents could tune in to their children’s classrooms (“Mom, did you see what I did around 10:30?”…”What happened at school today?” “Mom, just watch the feed archive…”). The social networking dimension could deepen student, teacher and parent interaction as many are already managing homework assignments colaboratively on the web.

American Idol Teacher: injecting abundance
Classroom broadcast could bring more abundance to teaching by providing acknowledgement (whuffie) for good teachers. Innovative and engaging teachers could reach a global audience and become YouTube celebrities. There could be competitions for the Best Teacher of the Pythagorean theorem, Best Teacher in Swindon, etc. as nominated through video clips. Videos could be linked to teacher ranking websites. From a policy perspective, education could become easier to evaluate and standardize. Countrywide best practices could be culled to train new teachers.

Conclusion: inevitablility of full-life recording

It seems inevitable that video surveillance/sousveillance will increasingly penetrate public and private areas for a variety of reasons ranging from safety and crime control to life-logging. One classic opposition argument is that recording inhibits ‘natural’ behavior, however most people quickly forget and adjust and it could be likely that the ongoing recording of society will advance without much opposition as long as there is a balance between surveillance and sousveillance (e.g.; there is popular access to the technologies and streams).

Roadmap for Synthetic Biology

The most pressing issue in Synthetic Biology is building the groundwork to eventually advance to large-scale commercialization. How can the field’s growth from fringe to core be accelerated? A strategic plan for the Synthetic Biology ecosystem addressing academic, commercial, geopolitical and policy issues would help.

Academically, how many new bioengineering departments per year could be added? Open source course materials are available. Undergraduate and graduate bioengineering program templates including financing guidance, an industry association, faculty databases and implementation mechanisms are needed. Current academic conferences and journals could be expanded to reflect industry growth. There could be regional hands-on workshops for different levels of trained professionals and interested high-school students, similar to Math Jamborees.

Regarding enabling tools, there is a need for research and development, access ease, standardization and scale-up. Existing tools such as the PartsRegistry, OpenWetWare and Gingko Bioworks need to be taken to the next level. Academic and corporate research programs and incubators could develop a strategic roadmap for tools. An IEEE committee could be devoted to Synthetic Biology.

Commercially, there could be specific programs to involve the financing community. Venture Capital-backed SynBio Incubators could be initiated with conferences, programs, technology transfer and onsite startup incubation. Non-academic conferences, marketing and outreach programs, contests, prizes and X Prize grand challenge competitions could reside at incubators.

Safety protocols for practitioners and public discourse is a critical area for the success of Synthetic Biology. Asilomar and the Geneva Conventions could be helpful analogs for policy development.