AMC’s The Walking Dead is one of my favorite shows on television these days. On top of excellent acting and a compelling storyline, the show is legendary for its special effects, which hold nothing back in terms of violence and gore. Zombies have taken over the world, and the show follows a small group of human survivors as they cling to life in and around Atlanta. How exactly did a bunch of mindless, flesh-eating, slow-walking undead best the United States military, Interpol, nuclear bombs, etc.? Good question…
Here’s a (somewhat) related question, about a situation just as ugly: how could a subject as compelling as organic chemistry be given as dull a treatment as those currently available on iTunes U? The linked lectures are by J. Michael McBride at Yale, and are (long story short) the “best” organic chemistry lectures available on that platform. The problem? They’re a poster child of God-awful teaching. Where do I even begin…?
Let me start by calmly stating that I have no problem with the content that McBride covers, per se. His content is fine, and cuts a nice swath across a variety of topics. If the student buys in, she’ll leave McBride’s course with a solid awareness of important results and thought processes in many areas of organic chemistry. What he teaches is largely irrelevant, but I take enormous issue with how he teaches.
I probably don’t have to tell this audience that good teaching should reflect how people learn, not how a discipline is structured—or even how knowledge is structured in a professor’s mind. Good teaching must include live practice and feedback, right at the moment of learning, in the classroom. Good teaching must feature concrete, attainable learning goals. Good teaching should be a conversation, not an oration. If it must be an oration, the structure of good teaching should invite the student to consider a problem or challenge her current worldview. McBride’s lectures—and most other organic chemistry lectures I’ve seen online—do none of this. He assumes, erroneously, that his responsibility is simply to say words in class. Even so, his words don’t challenge, confront, or question…his videos are as good as Reusch’s Virtual Textbook of Organic Chemistry (which, by the way, is a phenomenal resource). One might argue that the videos are even worse than text, insofar as they aren’t searchable and may be a waste of the student’s time. In spite of its flaws, Khan’s organic chemistry series does a better job of presenting compelling problems and asking the student to consider them than McBride’s series. That the community of organic chemical educators would relegate good teaching to the likes of Salman Khan is downright embarrassing. That McBride actually taught in a live classroom at Yale is also disheartening!
MOOCs have captured the world’s attention in recent months, which means that online educational content is seeing more scrutiny lately than it usually gets. Some educators have been optimistic about the situation, others cynical. Me? I’m still on the fence, but I welcome the opportunity to have my teaching put under the microscope. In spite of what Bill Gates says, chemistry content online is not what it should be, and pales in comparison to comparable content in…political philosophy, let’s say. Reusch’s VTOC has entered its teen years with no comparable interactive replacement. Opportunities to practice organic chemistry and learn interactively are very few and far between right now. Our situation is frustrating, but inspiring to the extent that we have a lot of room to grow.
Perhaps I’m over-reacting…I have a tendency to do that. Still, I would rather be chemical education’s harshest critic than hear the same legitimate criticisms from outside the field. Would love to hear your thoughts about chemical education’s relation to the MOOC craze, and how you think we’re doing. Thanks for reading!