Giving classes a second life

Second Life was, to put it simply, a bad idea. That it took more than a year to abandon the program is testament either to an unchecked stupidity, detached patience or some combination thereof. Alternative reality — a term born for parody — could never have had any real appeal for those who aren’t socially disinclined. (I wouldn’t be shocked if Princeton’s Second Life was also plagued by incidents of lewdness.) But rather than continue to spit on the grave of the recently departed, I’d like to propose what I think is a good idea in place of a eulogy for the memory of a dumb project. After all, no matter how ridiculous Second Life might have been, the failed program was actually motivated by relevant objectives.

In the past few decades, it has become increasingly clear that improvements to pedagogy and the advancement of learning communities are closely tied to the development of new technologies. Tech in the classroom has become trendy: optimizing old processes and even creating new dimensions for efficiency. With the entrance of Blackboard and online course management software as part of the university infrastructure and even the testing of technologies like Second Life, it is evident that the University recognizes the role of technology in the future of education.

The University should continue its commitment to innovative technologies by sponsoring a program modeled after MITs OpenCourseWare (OCW) project.

OCW, which nurtures intellectual curiosities within and beyond the university community by providing free course materials online, has grown in the past nine years to incorporate nearly every MIT course into an online environment. The benefits are clear for those who possess real interest in their education but lack resources like time or money to pursue that interest in a meaningful way. With merely a course syllabus, assignments, solution sets and (in certain cases) actual lecture videos, students of any type or circumstance have the ability to learn and to do so at their own pace.

That’s not to suggest in any way that OCW can substitute for a real MIT education. OCW does not offer certificates or credits. Each class also varies in the amount of uploaded materials — where some have taped lectures, others might only have course assignments. Though MIT classes are certainly superior to the experience of learning through OCW, that itself hardly makes OCW useless.

When people seek knowledge outside the course listings of their local community college, OCW is the only substantial and free resource at their disposal. The intention is to expand access to otherwise inaccessible academic frontiers, and I believe it is consistent with Princeton’s mission and ideals regarding world service and love of learning.

Beyond benefits of a purely altruistic nature, this type of program could pay dividends for the university in a few significant ways. By establishing an online presence as an institution engaged in teaching those who wish to learn, Princeton would strengthen its international reputation not only in the circles of elite universities but also among the growing population of online learners. Further, such a program could boost our reputation among prospective students, who might want a sample of Princeton classes before making their college decisions.

On campus, opening course materials will also benefit the academic experiences of Princeton students. When Princeton students are registering for classes, they look at course summaries and reviews. Though these resources are helpful, I think that the process would be greatly improved by being able to look at what previous iterations of the class have entailed in terms of syllabus, readings and assignments.

Lastly, and perhaps most importantly, as an intellectual community, Princeton should foster student engagement in subjects that they might not have the courage to explore at Princeton. Princeton students are on the whole an incredibly smart group. But we’re not terribly brave when it comes to dipping our feet in new academic waters. Making class materials available to Princeton students across all disciplines, and not just the members of each respective course, promotes a level of intellectual exploration that Princeton should strive for.

Princeton’s foray into Second Life, however amusing and quirky, was a poor delivery of emerging technologies. Princeton’s commitment to utilizing the best that technology has to offer is paramount and stands in line with the development of an open course program. Tufts University and University of Michigan, among others, have followed MIT’s lead in advancing the culture of the open course. In the memory of a bad idea and in homage to the right ideals, it’s time that Princeton followed suit.

Peter Zakin is a sophomore from New York. He can be reached at pzakin@princeton.edu.