The classroom style approach to developing online courses took hold not because we thought it was the best way to create a great online learning experience for students, but for the simple fact that it fit with the institution’s existing structure, processes, and culture — all of which are derived from the deeply engrained logic of the classroom model. Nor is the endurance of the classroom model due to the fact that we tried new approaches and found …
…e same video distribution model as Udacity and Coursera with quizzes sprinkled within the lectures. There is potential for reimagining the content delivery paradigm, especially to augment the information-consumption experience from the student’s perspective. However, other aspects of a traditional university’s value proposition are up for grabs such as: certification, learning assessment, alumni networks, continuing education/ skill upgrades, real-world social networks, peer-to-peer learning, college dating, college sports, college perks/infrastructure (libraries, gyms, health clinic, etc.) All of these aspects of college education are up for grabs. University presidents insist that MOOCs …
…n problem with EdTech startups is that they are funded by VCs that don’t know much about education. EdTech isn’t about scale, it’s about personalization and to do that you must start small. If you are lecturing 100,000 people you have already gone down the wrong path. Scale-based EdTech startups can’t deliver their promise because they confuse lecturing with teaching…