> The existence of Udacity / MIT OpenCourseWare / open textbooks, etc. without the whole population of the world being qualified in math & ML & everything else

> 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.