With a MOOC MOOC Here and a MOOC MOOC There, Here a MOOC, There a MOOC, Everywhere a MOOC MOOC
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<p>Massive open online courses (<small class="caps" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">moocs </small>) are much less in the news today—but that does not mean that they are no longer important. Rather, their importance now derives from what they demonstrated about the fractured nature of college curricula. Almost all <small class="caps" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">moocs </small> were one-offs—a single instructor/performer and a well-bounded subject. <small class="caps" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">moocs </small> almost never connected either to another <small class="caps" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">mooc </small> or to another aspect of the curriculum—and that is the issue. What the fascination with <small class="caps" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">moocs </small> demonstrated was just how easily it was to conceive of the college curriculum as a series of largely disconnected events. What is needed instead is a commitment to rebuilding the connective tissue that once made college curricula in general and general education curricula in particular substantially more than the sum of their disconnected parts.</p>
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