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I'm in education, teaching post 16 up to adults. This is an obvious direction teaching is going. During the pandemic while we were all in lockdown, I recorded

I'm in education, teaching post 16 up to adults. This is an obvious direction teaching is going. During the pandemic while we were all in lockdown, I recorded my lectures as I did them live. Students would then go back and watch them multiple times. It was very interesting to observe this behaviour. So the next logical step is to keep those lectures online for future students. And I'm not particularly photogenic, I'm not a trained actor. I'm a coder. So why not get Brad Pitt to record my lectures, make them entertaining, informative. Make each lecture the perfect lecture. Then just show these lectures to students. [edit] mix in some AI to help debug code / mark work. I see someone has commented that we should poll students and get their reaction. I talk to them every day, I've done flipped classroom. I've worked through the pandemic. I'm sure you still learn things, watch YouTube videos on how to do stuff, e.g. DIY or painting or how to code. The future of education is very interesting. It's so obvious I'm sure there are companies out there doing this at the moment. Then colleges and unis could subscribe to these lecture videos and .... that's the end of qualified lecture staff.

bernulli 5y ago
The existence of Udacity / MIT OpenCourseWare / open textbooks, etc. without the whole population of the world being qualified in math & ML & everything else that exists proves that providing videos is not sufficient. Many advanced topics require the student to actually sit down at some point and do the work, and that's where educators and peers come in. I think we are already in an unprecedented golden age for people who are able to self-educate, i.e. have the material and mental means (money & self discipline) to actually sit down and learn. Unfortunately, I don't have the impression that this is a viable path for the vast majority of people. That doesn't mean I find your scenario unlikely: administrators may find this an attractive way to cut costs, only to be surprised after a year when the learning outcomes have completely collapsed (except for the 5% mentioned above).
- hedgedoops2 5y ago
  > The existence of Udacity / MIT OpenCourseWare / open textbooks, etc. without the whole population of the world being qualified in math & ML & everything else that exists proves that providing videos is not sufficient. I tried to take extra credit from Udacity / MIT OCW once as a brick-and-mortar student. The main problem with MIT OCW is that it is incomplete. What you really need as a student is for all courses in a degree program to be available, and for every course to be complete. Scientific knowledge has a dependency tree, and every degree program tacitly relies on its students to have certain knowledge at certain times. Individual OCW Courses themselves are often incomplete. For example, in the problem set discussion sessions there is often a second lecture, which is critical to understand the main lecture, but this sort of thing is often missing from the OCW. In brick and mortar, students with partial attendance often fail, so it's unsuprising that OCW takers fail. Students actually going through a degree program is a form of testing. Asynchronous online courses generated during Coronavirus are probably more reliable than OCW/Udacity because these were actually used by degree seekers. A law should mandate perpetual open access to the complete content of all asynchronous online courses that were held during the pandemic. It's important that outsiders can access content, not only registered students. The main users would be students registered elsewhere, who want to compensate for their university having a bad course in some subject, or who want to take extra courses from a different department (often these can't be taken locally due to timing collision / travel distance). Switching everything to online while maintaining gatekeeping would be the worst-case scenario.
david38 5y ago
Agreed. May as well have one lecture developed in high quality, with a charismatic speaker, etc. It’s like with books.

bernulli 5y ago

The existence of Udacity / MIT OpenCourseWare / open textbooks, etc. without the whole population of the world being qualified in math & ML & everything else that exists proves that providing videos is not sufficient. Many advanced topics require the student to actually sit down at some point and do the work, and that's where educators and peers come in. I think we are already in an unprecedented golden age for people who are able to self-educate, i.e. have the material and mental means (money & self discipline) to actually sit down and learn. Unfortunately, I don't have the impression that this is a viable path for the vast majority of people. That doesn't mean I find your scenario unlikely: administrators may find this an attractive way to cut costs, only to be surprised after a year when the learning outcomes have completely collapsed (except for the 5% mentioned above).

hedgedoops2 5y ago
> The existence of Udacity / MIT OpenCourseWare / open textbooks, etc. without the whole population of the world being qualified in math & ML & everything else that exists proves that providing videos is not sufficient. I tried to take extra credit from Udacity / MIT OCW once as a brick-and-mortar student. The main problem with MIT OCW is that it is incomplete. What you really need as a student is for all courses in a degree program to be available, and for every course to be complete. Scientific knowledge has a dependency tree, and every degree program tacitly relies on its students to have certain knowledge at certain times. Individual OCW Courses themselves are often incomplete. For example, in the problem set discussion sessions there is often a second lecture, which is critical to understand the main lecture, but this sort of thing is often missing from the OCW. In brick and mortar, students with partial attendance often fail, so it's unsuprising that OCW takers fail. Students actually going through a degree program is a form of testing. Asynchronous online courses generated during Coronavirus are probably more reliable than OCW/Udacity because these were actually used by degree seekers. A law should mandate perpetual open access to the complete content of all asynchronous online courses that were held during the pandemic. It's important that outsiders can access content, not only registered students. The main users would be students registered elsewhere, who want to compensate for their university having a bad course in some subject, or who want to take extra courses from a different department (often these can't be taken locally due to timing collision / travel distance). Switching everything to online while maintaining gatekeeping would be the worst-case scenario.

david38 5y ago

Agreed. May as well have one lecture developed in high quality, with a charismatic speaker, etc. It’s like with books.