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The problem, of course, is that those students represent the precise group MOOCs are meant to serve. “MOOCs were supposed to be the device that would bring higher education to the masses,” Jonathan Rees noted. “However, the masses at San Jose State don’t appear to be ready for the commodified, impersonal higher education that MOOCs offer.” Thrun’s cavalier disregard for the SJSU students reveals his true vision of the target audience for MOOCs: students from the posh suburbs, with 10 tablets apiece and no challenges whatsoever—that is, the exact people who already have access to expensive higher education. It is more than galling that Thrun blames students for the failure of a medium that was invented to serve them, instead of blaming the medium that, in the storied history of the “correspondence” course (“TV/VCR repair”!), has never worked. For him, MOOCs don’t fail to educate the less privileged because the massive online model is itself a poor tool. No, apparently students fail MOOCs because those students have the gall to be poor, so let’s give up on them and move on to the corporate world, where we don’t have to be accountable to the hoi polloi anymore, or even have to look at them, because gross.

SG_Debug && SG_Debug.pagedebug && window.console && console.log && console.log('[' + (new Date()-SG_Debug.initialTime)/1000 + ']' + ' Bottom of header.jsp'); SlateEducationGetting schooled.Nov. 19 2013 11:43 AM The King of MOOCs Abdicates the Throne 7.3k 1.2k 101 Sebastian Thrun and Udacity’s “pivot” toward corporate training. By Rebecca Schuman &nbsp; Sebastian Thrun speaks during the Digital Life Design conference on Jan. 23, 2012, in Munich. Photo by Johannes Simon/Getty Images requirejs(["jquery"], function($) { if ($(window).width() < 640) { $(".slate_image figure").width("100%"); } }); Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger. Thrun—former Stanford superprofessor, Silicon Valley demigod, and now CEO of online-course purveyor Udacity—just admitted to Fast Company’s openly smitten Max Chafkin that his company’s courses are often a “lousy product.” Rebecca Schuman Rebecca Schuman is an education columnist for Slate. Follow This is quite a “pivot” from the Sebastian Thrun, who less than two years ago crowed to Wired that the unstemmable tide of free online education would leave a mere 10 purveyors of higher learning in its wake, one of which would be Udacity. However, on the heels of the embarrassing failure of a loudly hyped partnership with San Jose State University, the “lousiness” of the product seems to have become apparent. The failures of massive online education come as no shock to those of us who actually educate students by being in the same room wit

nd why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.

mechanism by which this shift in power from institutions to individuals would take place. We now know that mechanism is pull.

Pull allows each of us to find and access people and resources when we need them, while attracting to us the people and resources that are relevant and valuable

Employers that fail to provide sufficient professional development opportunities for their employees. These companies will lose their most talented workers to more magnetic organizations that provide better chances for learning and growth.

People who fetishize leadership sometimes find themselves longing for crisis.

Our faith in the value of leadership is durable—it survives, again and again, our disappointment with actual leaders.

f you’re flexible in how you translate the word “leadership,” you’ll find that people have been thinking about it for a very long time.

"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore."

I was overwhelmed by the number of articles all confirming what I had suspected: The relatively recent emergence of the Internet, and the ever-increasing ease of access to web, has unmistakably usurped the teacher from the former role as dictator of subject content. These days, teachers are expected to concentrate on the "facilitation" of factual knowledge that is suddenly widely accessible.

all computing devices—from laptops to tablets to smartphones—are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.

So even at an order of magnitude smaller than the experimental effect, VMP could have serious consequences. “Four to 8 percent would get any campaign manager excited,” says Brian Keegan, a computational social scientist at Harvard Business School. “At the end of the day, the fact is that in a lot of races it only takes a swing of 3 or 4 percent. If the search engine is one or two percent, that’s still really persuasive.”

as Harvard Law professor Jonathan Zittrain has proposed—Facebook didn’t push the “vote” message to a random 61 million users? Instead, using the extensive information the social network maintains on all its subscribers, it could hypothetically push specific messaging to supporters or foes of specific legislation or candidates. Facebook could flip an election; Zittrain calls this “digital gerrymandering.” And if you think that companies like the social media giants would never do such a thing, consider the way that Google mobilized its users against the Secure Online Privacy Act and PROTECT IP Act, or “SOPA-PIPA.

tempting to think of algorithms as the very definition of objective, they’re not. “It’s not really possible to have a completely neutral algorithm,” says Jonathan Bright, a research fellow at the Oxford Internet Institute who studies elections.