MOOCs, power relations & the tacit knowledge of academic socialization
Professors in the philosophy department at San Jose State University are refusing to teach a philosophy course developed by edX, saying they do not want to enable what they see as a push to "replace professors, dismantle departments, and provide a diminished education for students in public universities." ( Why Professors at San Jose State Won't Use a Harvard Professor's MOOC ) The more I engage with the MOOC debate (e.g. 4 reasons why MOOCs should be discussed in international development ), the more I am wondering whether the focus on lecturing, teaching and the virtual or physical classroom experience ignores important and powerful debates in higher education. These are debates that those institutions that are at the forefront of the MOOC trend tend to conveniently ignore. My reflection will focus on the argument that academic socialization, learning the tacit knowledge that comes with a university education and the powerful ‘soft skills’ happen to a large exten