Where do we stand with MOOCs?

A small multidisciplinary group from across campus came together today for a conversation about MOOC’s and what they mean for higher ed.  The anticipatory set from the discussion moderator  included a memorable analogy: A year and a half ago, MOOCs were to higher ed as Godzilla was to puny NYC inhabitants.  Now, most folks seem less enthusiastic about their ability to replace the traditional college education [our moderator used an image of a dead mouse which brought quickly to my mind thoughts of the San Jose MOOC catastrophy]… 

Yet, the reality of where MOOCs fit into higher ed surely lies somewhere in between the two extremes and requires a closer look at more successful programs like Georgia Tech’s MOOC Master’s degree in computer science now available through Udacity.  So where are we headed? I don’t see MOOCs crushing traditional higher education beneath its heel like Godzilla crushed taxi cabs any time soon. The cost to develop and deliver a MOOC ($50K-250) means most MOOCs will be low cost, but not free.  Given the challenges of assessment, low completion rates and problems ensuring or certifying the quality of learning, MOOCs could coexist (and/or be utilized as resources in more traditional higher ed courses), be used outside higher ed for public relations (i.e. NGO PR, ed programs or social engagement) or be used within higher ed for student recruitment for higher ed organizations (i.e. showcasing what a college has to offer).