One might suggest that discussions of MOOCs at Oxford are similar*.
In lively meetings across the University many voices are welcomed and heard.
A duck argues that once the best universities put up their best teachers teaching their best courses for a massive audience there will be no need for so many teachers in the world teaching the same topics in parallel. The bat proffers that the best shaped teaching in the world was found in just a small group of institutions . A canary suggests that the best universities are notoriously bad at recognising their best teachers and that anyway, good online teaching might not be the same as what we do face to face through the looking glass.
Several guinea pigs suggest that our MOOCs should be squarely restricted to include only students to whom we have already made offers. Several owls agree that quick action is needed lest the entire HE curriculum might be ‘covered’ by others. A circular argument is made by the mouse about improving on campus teaching and a pointy one by the eagle about the potential to teach thousands of students at a time through a set pattern. The cockatiel hints that the learning experiences we provide online are underpinned by a philosophy of enquiry and discovery starting and leaving off at multiple points through rich collections. The dodo says nothing and the bandersnatch looks on wisely. Doing more research is mentioned.
*(In their demitting address the tweedle Proctors wondered “whether MOOCs are manxome foes to be sought out vorpal sword in hand, or opportunities to be embraced as a beamish boy.”)