►
Description
Rob Skiff and Greg Sadler will host a discussion and answer session that addresses some questions that have come into Oplerno
You are welcome to pose questions during the session
B
About
three:
this
is
a
somewhat
ad
hoc
one
that
we've
organized
rob
skiff,
and
I
have
been
having
a
lot
of
discussions
back
and
forth
about
the
nature
of
the
player
in
relation
to
agency
capitalism.
You
know,
values
all
the
sort
of
big
picture,
sticky
kinds
of
things
that
people
get
very
concerned
about.
So
this
is
a
chance
for
viewers
to
write
in
and
ask
questions.
B
We
already
have
a
set
of
them,
but
we
wanted
to
also
lay
out
you
know
some
of
the
the
things
that
keep
coming
up
over
and
over
again
and
how
I
think
with
the
clear
now
it's
easy
to
get
mixed
up
about
this,
because
they're
doing
something
quite
different
than
most
other
educational
institutions
have
been
doing
so.
Rob
is
going
to
be
doing
most
of
the
talking
during
this
I'm
going
to
interject
every
once
in
a
while.
I've
got
a
set
of
questions.
A
So
when
I
was
a
doctoral
student-
and
I
still
am-
and
I'm
finishing
my
dissertation,
the
things
that
I
wrote
about
were
student
loan
financing
and
the
student
loan
bubble
in
the
united
states.
Most
of
the
education
is
most
of
higher.
Ed
is
financed
through
subsidized
loans
or
unsubsidized
loans
and
government
programs,
where
students
take
out
debt
to
pay
for
their
undergraduate
or
graduate
education,
it's
ginormous
and
depending
on
where
you
go
to
school,
it's
you
know
really
huge
and
so
the
debt
piece
you
know
now.
A
I
think
it's
1.2
trillion.
It's
actually
there's
more
student
loan
debt
than
there
is
credit
card
debt
yeah.
It's
a
huge
risk
to
the
financial
markets
and
a
huge
risk
actually
to
people,
because
if
you're
a
student-
and
you
have
lots
of
debt,
then
you
can't
start
your
own
business.
You
are
going
to
have
a
harder
time
becoming
involved
in
a
social
entrepreneurship.
C
A
And
so
that
is
combined,
so
the
student
loan
debt
had
me
concerned,
but
another
piece
was
part
of
the
work
that
I
did
to
pay
for
my
doctoral
program.
I
mean
I
was
lucky
that
I
got
some
money
from
the
university
of
vermont
and
they
were
very
helpful
in
terms
of
supporting
me,
but
I
also
worked
as
an
adjunct
and.
A
As
an
adjunct,
what
I
would
do
is
I
get
assigned
roughly
you
know,
two
or
three
weeks
or
sometimes
two
days
before
the
semester
started,
and
I
would
be
given
this
class
that
was
generally.
You
know
this
was
online,
sometimes
in
person
and
the
class
would
kind
of
not
be
very
well
built,
and
so
I'd
spend
all
this
time,
changing
the
class
or
adding
different
things
to
it
and
at
the
end
of
the
semester,
I've
put
in
all
this
work.
A
C
A
C
A
It
ain't
me
yeah,
and
so
that
kind
of
then,
as
I'm
going
through
my
doctoral
program,
I'm
looking
around
for
a
sort
of
a
tenure
track
job
and
I
do
a
little
business
analysis
of
you
know.
What's
the
stability
of
me,
what's
the
chances
of
me
getting
a
10-year
track
job
and
next,
if
the
institution,
what's
the
odds
of
the
institution
that
I'm
going
to
join,
is
actually
going
to
survive
in
the
same
form
over
the
next
10
years?.
C
A
Okay
and
what
I
found
out
was
one
the
the
business
model
is
is
really
kind
of
broken
for
most
traditionals
in
higher
ed.
What
I
mean
by
business
model,
I'm
not
talking
about
I'm
talking
about
two
things:
I'm
talking
about
social
capital,
financial
capital
and
cultural
capital,
okay,
generating
all
three
of
those
pieces.
A
Well,
I
I
kind
of
said
the
people
who
are
benefiting
are
kind
of
the
bondholders.
Okay,
the
people
who
are
holding
the
majority
of
the
student
debt.
Then
I
started
to
look
at
actually
the
number
of
students
taught
and
the
amount
of
pay
the
people
were
receiving,
and
I
realized,
after
looking
at
a
couple,
different
schools
that
the
number
of
students
that
that
a
professor
encountered
was
inversely
proportional
to
the
amount
of
money
they
were
making.
A
So
the
more
students
you
taught
the
less
money
you
make
and-
and
I
also
looked
around
at
my
department
and
looked
around
at
the
university
where
I
was
at-
and
I
realized
that
the
people
who
were
getting
paid
the
lease
were
generally
were
women
who
were
in
tenure
track
positions,
not
sorry.
They
weren't
in
tenure
track
positions.
They
were
adjuncts.
C
A
They,
even
though
they
were,
if
you
did
a
strict
economic
analysis
they
were
given
from,
they
were
returning
tremendous
amounts
of
capital
to
their
institution.
They
constantly
felt
as
if
they
might
get
canned
yeah.
They
might
not
be
let
let
might
not
be
given
the
next
job.
So
you
know
and
being
blunt,
I
needed
to
find
a
job
and
was
rapidly
realizing
that
that
I
was
unemployable
in
the
in
traditional
higher
ed,
for
a
variety
of
different
reasons,
which
has
probably
become
quite
apparent.
As
we
have
done.
A
A
Okay,
disintermediation
means
sort
of
like
cutting
out
the
middleman,
yeah
or
middle
person.
Instead
of
trying
to
get
people
when
they're
exchanging
something
to
cut
out
the
person
who's
acting
is
the
intermediary
okay,
the
person
between
the
gatekeeper
and
that
and
disintermediation
is
you
know,
eliminating
barriers
to
people
exchanging
things
now.
A
A
One
of
the
things
with
the
disintermediation
one
of
the
things
is
technology
is,
is
creating
a
lot
of
it's
creating
a
lot
of
changes.
We
all
know
that's
you
know,
everybody
knows
that,
but
what
it's?
What
it's
really
doing,
is
it's
stressing
out
traditional
institutions,
there's
so
much
information
and
change
that
is
happening
at
two
institutions
today
that
the
traditional
command
and
control
structure
doesn't
really
work.
Okay,
yeah,
it's
not
agile
at
all.
It
worked
100
years
ago
or
200
years
ago,
but
it
doesn't
work
anymore,
especially.
You
know.
A
B
A
A
The
we
can
learn
the
technology
now
with
video
teleconferencing
with
the
database,
with
the
data,
storage
and
and
the
fact
that
it's
really
cheap,
you
can
store
video
text
audio
anywhere.
You
can
upload
it
the
fact
that
it
is
so
cheap
to
do
that
and
the
fact
that
the
the
video
teleconferencing
is
so
good
that
you
can
have
that
small
and
we're
gonna
do
that
student.
A
We
can
do
this,
we
can
have
small
groups
of
you
know
a
group,
a
faculty
working
with
students
from
all
over
the
world,
and
it
can
be
what
I
think
is
the
best
in
education
which
is
kind
of
the
socratic.
You
can
work
on
projects
together.
You
can
have
conversations,
you
can
build
knowledge,
you
can
you
can.
A
C
A
B
Even
with
online
stuff,
you
know,
for
instance,
I
teach
online
for
an
institution,
a
traditional
institution
that
has
enough
foresight
to
realize
that
you
should
do
some
online
classes.
I
have
people,
you
know
wanting
to
say
how
can
I
get
in
your
class?
You
know
you're
teaching
an
ethics
class.
I'd
really
like
to
say
that
I'm
like
well
you'd,
have
to
sign
up
with
this
university
you'd
have
to
sign
up
with
this
college.
You
would
have
to
matriculate.
B
B
Teaching
that
class
right,
you
know
it-
may
have
gotten
farmed
out
to
one
of
the
full-timers
who
preferred
you
know
he
wanted
to
teach
that
class
this
summer
or
you
know,
maybe
they
decided
they
didn't
want
to
teach
they
weren't
going
to
do
that
class,
so
there's
no
guarantee
that
you'll
actually
get
it.
So
how
is
it?
How
is
it
how's?
I
almost
said
a
door.
No,
how
does
a
player
know.
A
B
C
A
A
Interacting
with
people
access
is
huge,
is
a
huge,
traditional,
higher,
ed
being
so
dependent
on
the
brick
and
mortar
and
and
so
still
so
dependent
upon.
You
know
applied
to
a
particular
school
there's
a
certain
number
of
slots
yeah
I
mean
seven
billion
people
on
the
planet
and
a
lot
a
lot
of
people
dedication
and
we're
not
going
to
be
producing
okay.
We
can't
afford
to
yeah
to
meet
those
needs
of
really
when
you
think
about
it.
A
Still
the
people
who
have
access
to
higher
education,
the
best
kind
of
teaching
the
number
13,
and
we
really
need
to
make
it
so
that
part
of
sort
of
the
the
that
we
not
only
think
of
financially,
but
we
think
it's
culturally
and
socially.
The
better
educated,
a
population
is,
and
especially
the
the
the
in
terms
of
the
an
individual
deciding
what
they
want
to
learn
in
a
person
in
a
particular
culture.
C
C
B
The
game
is
about
so
this
is
a
good
segue
into
tackling
one
of
the
big
questions
that
that
has
come
up.
You
know,
you've
got
something
called
a
marketplace
for
for
classes,
and
some
people
are
worried
that
this
is.
This
is
a
capitalist
model.
Therefore,
it's
market
forces
that
are
going
to
be
deciding
what's
going
on.
How
are
you
any
different
say
than
some
of
the
other?
You
know
for
the
big
for-profits
out
there
that
are
getting
you
know
scrutinized
for
taking
you
know,
student
loans
and
not
returning
on
the
investment.
A
Running
dog
than
I
am
in
the
tie
living
in
new
england,
so
one
of
the
things
that
has
happened
in
the
last
10
years
and
and
the
breakdown
in
command
and
control
management
techniques
and
those
hierarchies
and
the
fact
that
they
don't
work
they're
not
adaptable,
is
that
they
haven't
been
replaced
by
anything.
That
is
grassroots
and
self-organizing.
A
Now,
one
of
the
ways
in
which
you
self-organize
is
you
allow
people
to
exchange
between
you
allow
people
to
exchange
services,
exchange
knowledge
exchange
whatever
in
a
very
transparent
and
open
system
where
there
are
where
there's
as
much
discovery
and
transparency
as
possible.
Okay,
now,
what
that
does?
Is
that
it
kind
of
weeds
out
it
allows
the
it
it
weeds.
B
A
Going
to
do
it
this
way
or
or
here's
my
group
of
of
so-called
experts
from
the
top
ivy
league
schools,
or
wherever
and
and
they're
going
to
decide
on.
This
is
what
we
need
over
the
next
10
years.
I
mean
we've
become
a
society
because
of
the
information
and
the
the
explosion
of
information
and
the
explosion
of
change.
We've
really
become
a
command
and
control
society
in
a
lot
of
aspects.
In
other
words,
we
have
a
small
group
of
people
who
are
decide
making
the
decisions
for
large
numbers
of
individuals.
A
So
am
I
a
capitalist
running
dog?
I'm
you
know
I'm
the
opposite,
meaning
that
you're
trying
to
use
resistance
for
me
in
that
heart
and
negri.
You
know
the
the
sense
of
resisting
some
of
the
hegemonic
moves
is
about
empowering
the
individual
and
about
creating
agency,
and
if
you're
going
to
create
agency,
you
have
to
have
choice
and
you
have
to
allow
people
to
choose
for
themselves
the
routes
they're
going
to
take,
and
you
also
have
to
make
it
completely
transparent
about
what
is
your
cut
yeah?
Okay?
A
So
I
can't
eliminate
I'm
trying
to
eliminate
as
many
of
the
do
as
much
disintermediation
in
education
as
possible.
Okay,
yeah
I'm
trying
to
place
the
the
capital,
the
the
reward
for
the
work
and
for
the
great
teaching
back
in
the
hands
of
the
faculty,
but
I'm
also
trying
to
help
the
students,
okay,
find
maximize
their
choices
to
find
the
mentors
and
the
classes
and
the
skills
that
are
best
going
to
meet
their
needs.
So
you
know
we
have
our
business
structure.
You
know
we're
an
llc
a
privately
held
company.
A
Now,
why
are
we
a
privately
held
company
versus
a
not-for-profit?
I
have
a
really
strong
vision
of
where
I
want
to
take
this
in
terms
of
the
the
equality
and
the
the
disintermediation
and
the
value
that
I
feel
of
faculty
and
students
and
cutting
out
a
lot
of
the
the
the
middle,
the
middlemen.
If
I
were
a
not-for-profit,
if
a
player
was
a
not-for-profit,
we
would
have
a
board
and
I
would
be
answerable
to
the
board.
A
Yeah,
well,
I
think
he'd
also
a
lot
enough
for
profits
will
lose
their
vision
and,
and
they
also
become,
if
they're
successful,
they
also
become
sort
of
subverted
by
their
own
success.
Yeah.
So
right
now
we're
an
llc.
We
may
transition
to
another
type
of
governance
system,
but
I
need
to
be
able
to,
and
our
team
needs
to
be
able
to
feel
secure,
that
our
vision
that
we're
not
going
to
compromise
on
our
vision.
C
A
For
labor
the
the
indiegogo
piece,
the
fact
that
you
know
daniel
and
dan
on
a
part
of
a
player
know
and
along
with
you
know
the
board
of
directors
and
some
a
few
other
people,
but
we're
not
gonna.
I
control
the
vast
majority
and
I'm
not
gonna,
sell
we're
not
interested
in
building
up
a
player
note
and
flipping
it
to
google
and
making
a
billion
dollars
or
yeah
or
yahoo
or
apple
or
ge.
A
We're
not
interested
in
that.
We've
got
to
be
interested,
I'm
interested
in
making
sure
that
education
is
affordable
and
I'd.
Much
rather
spend
my
time
on
making
sure
that
adjuncts
get
a
decent
pay
and
and
we're
able
to
do
something
really
cool
with
education,
because,
to
be
honest
I
mean
like
what
else
is
there
to
spend
this
is
I
mean
this
sounds
naive,
but
what
else
is
there
to
spend
your
time
on?
You
know
I
live
in
vermont,
it's
a
great
great
place.
B
I
think
I
think
something
when
people
bring
up
capitalism,
one
thing
that
they
they
lose
sight
of
is
that
capitalism,
first
of
all,
whether
it's
understood
as
being
good
or
bad.
That's
a
separate
question,
but
you
can't
call
all
exchange
automatically
capitalism
simply
because
there's
exchange
simply
because
there's
some
sort
of
you
know,
structure
where
money
is
changing.
Hands
for
services
that
happens
in
in
you
know
in
all
different
types
of
economies,
and
then
you
know
the
other
thing
to
keep
in
mind
is
when
we're
worried
about
some
of
the
bad
parts
about
capitalism.
B
It's
usually
because
of
outside
forces
that
don't
respect
the
values
coming
in,
and
you
know
leveraging
somehow
what's
going
on
over
here
where
there
is
some
sort
of
value
and
making
it
do
something
different.
So
you
know,
for
example,
if
you,
if
you
develop
a
really
good
company,
that's
doing
something
good,
and
then
google
buys
you.
I
don't
buy
that.
You
know
that
google,
you
know
they're
they're,
don't
be
evil.
I
think
they
do.
A
I
mean
capitalism,
crony
capitalism
is
incredibly
bad,
yes
and
lack
of
transparent
markets
and
lack
of
well
lack
of
transparency
and
exploitative
relationships
is
bad
and
well.
The
us
is
full
of
that.
I
mean
you
know
yeah
full
of
that
right
now.
So
it's
funny,
because
in
some
chats
and
with
some
groups
that
I'll
go
that
I
talk
to,
I
either
get
accused.
I
either
get
hit
with
you.
Are
I
mean
you're,
a
capitalist
you're
doing
god?
How
can
you
bring
capitalism
into
education?
B
And
rob-
and
I
are
coming
from
different
perspectives
on
this
finding
common
ground
in
part.
I'm
I'm
much
more.
You
know
a
neo-aristotelian
influenced
by
de
tocqueville,
so
you
could
say
I'm
more
conservative
in
that
respect
than
ron,
but
I
don't
actually
fit
into
you
know
today's
conservativism,
but
I
am
interested
because
of
these
these
thinkers
in
these
these
issues
of
agency
and
how
students
can
actually
take
some
control
of
their
own
destiny.
B
You
know
not
to
to
run
the
show,
but
what's
interesting
about
this
is
is
this
is
this
is
not
offering
some
sort
of
global
solution
that
you
know
will
become
the
new
answer
to
everything,
but
it
is
offering
you
know
a
response
to
a
really
deeply
problematic
situation
having
to
do
with
education
and
people
who
think
seriously
about
this
from
a
variety
of
perspectives
can
get
behind.
It
rob-
and
I
don't
agree
on
on
some
of
our
basic
premises,
but
we
can
arrive
at
some
of
the
same
conclusions
with
respect
to
this.
A
C
A
B
Where
the
money
is
going
yep,
anybody
who
you
know
gets
gets
involved
in
a
clarinet
class
can
know
this
amount
of
money
is
going
to
the
professor.
This
amount
is
going
to
a
player
now,
once
you
guys
start,
you
know
doing
anything
else
like
advising
they
can
know
exactly
where
the
money
is
being
devoted
to,
but
it's.
C
B
A
C
A
And
to
be
able
to
see
that
skiff
went
out
to
lunch
for
48
bucks
to
skinny
pancake
with
two
professors:
outrageous,
okay,
well,
yeah,
because
part
of
that
I
mean,
while
we
all
as
people
have
privacy,
and
we
should
have
privacy
institutions
that
serve
the
public
in
their
roles
to
serve
the
public
good.
Okay,
we
need
to
not
have
so
much
secrecy
about
the
the
operations,
because
it's
the
secrecy
about
where
the
money's
going
that
generates
a
huge
amount
of
the
abuse,
and
you.
A
A
All
have
to
be,
instead
of
doing
hegemonic,
moves,
to
impose
your
education
on
other
people
and
on
indiv
and
other
other
cultures
or
countries.
You
know,
communities
and
individuals
are
perfectly
capable
of
figuring
out
what
they
need.
They
don't
need
to
be
told
here's
why
here's
the
format,
here's
the
here's,
the
the
the
deal
and
you're.
B
A
B
B
I'm
also
when
it
comes
to
this
sort
of
stuff,
very
influenced
by
the
bill,
and
the
tokyo
thought
that
one
of
the
great
things
about
american
democracy,
as
opposed
to
european
democracy,
was
that
americans,
when
they
ran
into
a
problem,
they
would
keep
things
at
a
low
level
form
what
he
called
intermediate
associations
and,
rather
than
just
immediately
saying
the
state
should
help
us
out,
or
you
know.
In
our
case
it
might
not
just
be
the
state
it
might
be.
Let's
let
the
market
decide
for
it.
B
Let's
let
you
know
some
ngo
make
the
decisions
for
us.
It
keeps
it
in
the
hands
of
the
people
who
are
directly
affected
and
what
the
tocqueville
thought
was
really
important
with
this,
and
we've
talked
a
lot
about
this,
why
this
is
missing
in
contemporary
education,
especially
on
the
part
of
the
professors,
is
by
being
involved
in
some
sort
of
governance.
Even
if
it's
just
you
know
running
a
club,
you
you
start
to
acquire
the
the
capacities
to
to
be
able
to
do
it
on
a
better
and
better
level.
B
C
B
With
the
command
control
thing,
you
know
where
you
know,
what's
going
to
what's
going
to
get
told,
is
trickling
down
and
coming
to
the
professors,
and
maybe
they
get
to
say
well,
I'd
like
to
teach
a
class
on
ancient
philosophy,
next
semester,
but
it'll
be
taught
in
this.
This
slot,
with
a
plairno
you're.
B
Looking
for
and
hoping
to
cultivate,
professors
who
are,
you
know
just
really
just
come
out
with
it
more
entrepreneurial
in
that
way,
who
are
willing
to
say
yeah,
I'll,
take
responsibility
for
a
classroom
and
I'm
going
to
put
together
this
structure
and
we'll
see
how
it
works
with
the
students-
and
I
mean
I,
you
know
the
agency
and
responsibility
go
together.
You.
A
A
For
you're,
looking
for
professors
who
are
the
classic
scholar,
practitioners
who
have
praxis
yeah,
in
other
words,
who
are
out
there
in
the
world
as
change,
agents
and
helping
other
people
become
change.
Agents
too,
because
that's
I
mean
I
guess
that's
that's.
The
tension
in
education
today
is
that
in
some
ways
you
have
really
disciplinary
procedures
and
reproductions
of
of
social
class
and
privilege
and
and
institutions
designed
to
do
that
again
and
again
and
again,
yeah
generation
after
regeneration,
yeah
and
how
much
of
the
education
actually
is
about.
B
I
think
it
will
be
a
gradual
process.
It's
one
of
those-
and
this
is
this-
is
aristotle's
points
into
tokyo's.
Point
mill's
point
about
this
sort
of
development
of
agency.
It
takes
being
involved
in
a
sort
of
consecutive
process
to
augment
that
to
have
it
grow
so
say
somebody
comes
in
starts
teaching
for
a
parental
they're.
Not
you
know
entrepreneurial
in
that
way,
it's
a
space
in
which
they
can
become,
as
opposed
to
you
know
the
traditional
department,
where
that's
not
gonna
happen.
A
A
A
B
It
selects
against
that
I
mean
I.
I
have
a
sure
I
have
a
friend
who
you
know,
does
a
lot
of
public
speak
speaking
in
the
realm
of
ethics
and
because
he
was
doing
it
in
a
popular
form.
He
essentially
became
personal
grotto
among
his
peers,
and
you
know
that
really
it
really
bothered
him.
I
mean,
thank
god,
he
continued
with
it,
because
it's
important
work,
but
you
know
the
the
way
things
are
currently
set
up,
really
selects
against
taking
initiative.
B
You
know
yeah
I
mean,
except
except
for
the
ones
who
are
entitled
to
it.
So
if
you're
in
an
ivy
league
you
get
to
you
know
design
your
research
curriculum
and
teach
what
you're
going
to
teach,
but
if
you're
you
know
in
the
majority
of
educational
institutions
and
the
middle
and
lower
tier
ones,
that's
that's
just
not
available
yeah.
A
A
A
You
know
great
french
practitioner
yeah.
These
are
the
these
guys
that
I'm
that
I
really
enjoy
you
talk
about
sort
of
non-human
agency
and
these
things
called
assemblages,
which
are
basically
instead
of
looking
at
at
just
people
having
or
not
having
agency,
look
at
how
institutions
form
and
shape
people's
behaviors
and
how
they
have
their
own
tactics
and
strategy
as
a
as
a
as
a
piece
of
as
a
way
of
analyzing.
A
A
A
Here
but
I've
never
been
in
the
same
room
with
daniel
crompton,
the
our
our
director
of
I.t.
I
don't
need
to
yeah,
okay,
other
people
that
I've
you
know
encountered
on.
You
know
angellist
or
in
building
this
several
of
the
you
know,
members
of
the
board
of
directors,
students
faculty
never
been
in
the
same
room,
but
yet
we're
able
to
do
this
work
through
this
through
the
use
of
this
new
assemblage,
which
is
the
you
know,
the
information
technology
and
that
changes
everything.
B
Yeah
one
of
the
things
that
I
particularly
found
attractive
about
about
clarinet
because
I
was
looking
at
a
lot
of
different
types
of
online
education-
was
that
you
know
if
there's
anything
about
which
I'm
I'm
steering
towards
it
on
the
marxist.
It's
that
I
don't
like
these
sort
of
prestige
hierarchies
that
replicate
themselves,
and
I
see
that
happening
very
much
so
with
the
top
tier
institutions-
and
you
know,
technology
was
supposed
to
be
disrupted,
so
moocs
were
going
to
like
disrupt
everything,
but
then
you
know
who
got
to
actually
run
the
moves
it
was.
B
It
was
people
who
were
pulled
from
you
know
the
ivy
leagues
and
the
big
states,
and
a
few
other
schools
that
had
a
lot
of
you
know
technology
investment,
so
I've
used.
You
know
this
is
an
example
before
I
like
michael
sandel,
I
like
his
books.
If
I
had
a
chance
to
take
a
class
with
him,
you
know
in
a
small
setting.
I
certainly
would,
but
I
sure
don't
think
that
his
his
mooc
ought
to
be
replacing
instructors
the
way
that
they
tried
to
do
in
a
few
places.
That
was
a
live
proposal.
Yeah.
C
B
Mean
and
so
what
I
see
a
pair
of
doing
in
part,
precisely
because
you're
not
doing
the
mooc
thing
is
this,
is
I
mean,
look
at
me,
I'm
I'm
practically
speaking
of
nobody.
When
it
comes
to
this
sort
of
stuff,
I
didn't
go
to
a
prestigious
graduate
school
I've
published,
but
so
a
lot
of
people
published-
and
I
can
teach
classes
through
this,
and
if
I
do
it
well,
then
people
can
find
out
about
it
and
students
can
say
hey.
I
like
this
guy.
I
want
to
do
some
things
with
him.
B
That's
what
happened
with
youtube
that
wouldn't
be
possible
without
this,
this
sort
of
apparatus-
and
it
wouldn't
even
be
possible
with
moocs,
because
you,
you
know,
you're
not
going
to
get
invited
to
be
on
at
x
or
corsair,
or
something
like
that.
If
you're
at
a
low
tier
school
or
a
middle
tier
school.
A
Well,
the
I
guess,
there's
two
pieces
is
that
we
can't
look
at
even
though
you
have
the
evangelists
of
technology
who
think
of
it
as
a
liberatory
practice.
Technology
is
not
deterministic.
Okay,
it
doesn't
it
in
some
ways
can
reinforce
hierarchies,
as
we
see
with
you,
know
the
national
security
agency
and
other
other.
You
know
nefarious
government
entities
where
they
use
technology
to
leverage
their
own
networks
of
social,
political
control,
etc.
B
A
A
Well,
I
I
was
keep
back
when
I
wanted
to
be
it,
you
know,
wanted
to
join
the
crowd.
Yeah.
Okay,
I
was
like
oh
I'll
use
this
to
find
a
strategy
that
would
allow
them
to
deal
with
this
new
era.
Okay,
to
deal
with
the
student
debt
crisis
to
cut
their
costs.
Well,
when
I
built
the
simulation-
and
I
started
playing
with
what
is
okay,
I
came
to
the
conclusion
that
I
couldn't
come
up
with
this
strategy
that
there
were
no
level
layers
levers
that
I
could
push.
A
The
transformation
was
going
to
happen,
no
matter
what
okay.
So
my
I
guess
my
point
is
with
that
is
that
you
know
I
was
able
to
realize
at
least
my
analysis
is
we're
not
going
to
have
a
lot
of
reform?
We'll
have
some
change
yeah,
but
you
can
have
to
use
the
tech
to
then
empower
to
identify.
Well,
what
is
the
most
important
thing
about
education?
It's
a
relationship
between
a
teacher
and
a
student
right.
How
do
people
learn
best?
This
is
not
rocket
scientists,
science,
they
learn
best
in
small
groups.
B
B
Exactly
because
with
the
clarendo,
you
know
again,
we
brought
up
all
this
because
we're
you
know
addressing
concerns
about
capitalist
models,
and
you
know
workplaces
and
things
like
that
with
the
player
know
that
the
adjunct
is
able
to
earn
a
decent
wage
in
part
because
they're
getting
the
bulk
of
the
payment,
and
that
you
know
then
goes
back
to
the
student
who
can
get
the
education
much
more
cost
effectively
doesn't
have
to
take.
Well
you
you
guys,
won't
take
student
loans
anyway,
no.
A
We're
on,
of
course,
yeah
I
mean,
I
guess
that
goes.
One
of
the
things
in
terms
of
social
control
and
political
control
is
the
fact
that
if
you
receive
federal
law,
if
you
receive
federal
loan
money
or
you
receive
loan
money
from
you
receive
money
from
anyone
you're
on
the
hook
for
something
okay,
they
want
something
where
money
works.
Yes,
the
way.
Yes,
that's
the
way.
Generally,
exchange
works
in
a
non-transparent
market.
Yeah.
Okay!
Well
we're
not
accepting
federal
student
loans
for
a
couple
different
reasons.
A
And
the
other
piece
is
that
you
know
we
want
to
be
able
to
innovate
and
we
want
to
be
able
to
not
deal
with
you
know.
Regulation
is
fine,
it
search
purpose.
It
serves
it's
important
to
have
regulation.
Like
you
know
all
these,
these
schools
that
are
accepting
that
take
student
loans,
like
90
of
their
revenue,
is
a
is
a
student
loan,
okay,
yeah
or
grants.
You
know
what's
happening
with
some
veterans
who
are
coming
back
to
the
u.s
and
the
schools
are
getting
involved
in
the
level
of
debt.
A
It
is
totally
appropriate
for
the
government
to
say
you
can't.
You
know
like
hey
we're
paying
the
bill.
You
can't
take
out
the
you
know
you,
your
debt
level
is
too
much
you're,
depending
on
too
much
revenue
from
from
from
debt.
In
terms
of
your
operations,
it's
totally
appropriate
for
government
to
do
to
try
to
limit
that
yeah.
But
what
is
we're
trying
not
to
accept?
A
Well,
we
won't
be
accepting
student
loans.
We
won't
not
accepting.
We
won't
be
dealing
with
that
bureaucracy
because
we
figure
we
can
offer
it
without
the
loan
and
then
without
the
loan.
Then
the
student
can
work
while
they're
going
through
school
yeah.
Okay,
they
can
also
go
part-time.
We
can
change
the
dynamic
from
going
to
school
during
this
four-year
intensive
period.
Yeah.
B
A
C
A
A
A
I
have
you
know,
we're
a
global
organization,
so
we're
going
to
have
to
look
at
you
know
global
standards
for
irb
but
sure
if
you're
going
to
be
performing
some
kind
of
research,
publishing
publishing
something
we're
going
to
have
an
irb
I'd.
Welcome
anyone
who,
with
that
background,
to
start
to
contact
me
at
skiff
at
clearernow.com
or
check
out
the
wiki,
and
then,
let's
figure
out
the
the
structure.
We
don't
want
to
get
into
a
situation
where
we're
doing
things
like
what
facebook
was
up
to
active.
A
You
know
manipulation
of
people's
opinions.
Well,
people's
existences
willy-nilly.
I
mean
that
that
for
me
that
experiment,
you
know
crosses
a
boundary.
I
don't
think
that
experiment
that
facebook
was
dealing
with
was
unethical
and
we
talked
about
it
on
a
bunch
of
our
hangouts
about
whether
we
were
going
to
leave.
A
B
B
Let's
talk
about
that,
actually,
that's
a
that's
something
that
we
were
talking
about
earlier
today.
I
think
that
some
people
get
into
online
teaching
because
they
think
this
is
going
to
be
easy,
doing
a
correspondence
course
or
not
with
these
students,
but
in
order
for
it
to
be
a
in
order
for
learning
to
really
take
place,
which
is
what
the
the
course
is
about
you
know
in
any
in
any
course
is
more
out
of
an
online
instructor.
I
mean
you
know
this.
A
Because
it's
asynchronous
you're
on
the
hook
all
the
time,
I
think
the
difference
is
that
really
poor
teaching
yeah
in
the
past
was
being
the
door.
Okay,
you
had
to
enter
the
class
how
bad
that
person
was
okay,
the
lecture
I
mean
yeah,
you
know,
we've
all
attended
those
classes
where
we
walk.
I
mean
good
god.
A
Lord
help,
us
okay,
deliver
us
from
this
professor
yeah,
because
again
behind
the
phone
can
see
when
the
online
learning
well
in
today,
since
it
is
whether
it's
on
canvas
or
something
it's
not
the
opposed,
or
you
can
record
and
look,
I
think,
teaching
there's
too
much
of
this
and
it's
you
know
it.
It's
supported
by
the
traditional
institutions
of
of
higher
ed
there's,
this
real
nice
division.
They
want
to
create
between
there's
online
learning,
online
teaching,
yeah
and
then
there's
real
teaching
that
we
do
in
the
classroom.
Okay
and
teaching
is
teaching
you're.
A
A
Is
that
I
can
pull
in
simulations
okay
in
some
ways,
I
think
that
the
opportunity
for
real
learning
and
interaction
and
engagement
is
higher
in
the
online
platform
than
there
is
in
the
traditional
ed
platform,
because
that
might
the
students
that
enter
my
class
can
be
from
anywhere
on
the
planet.
So
you
instantly
have
a
you
know.
You
can
have
an
incredible
diversity
of
opinions
and
backgrounds
yeah.
You
can
do
much
more
sophisticated
things
in
terms
of
again
simulations
and
access
to
different.
You
know
data
and
projects,
and
the
experience
can
be
richer.
A
A
A
B
B
A
A
A
Piece,
however,
since
the
classes
are
smaller,
that
may
be
easier
to
deal
with
than
you
have
a
class
of
200..
The
difference
is
going
to
be,
though,
that
you
know
that
you're
getting
I
mean
you're,
getting
the
revenue,
okay,
you're,
getting
the
bulk
of
the
of
the
financial
payment
yeah.
So
it
incentivizes
it's
your
effect.
It's
your
class
and
you
own.
It
forever.
B
As
long
as
you
get
good
reviews,
so
as
somebody
who's
gone
through
and
as
close
to
having
finished,
designing
his
first
class-
and
you
know
pitch
to
class-
and
all
that
I
can
say
that
to
to
you
know,
there's
some
hoop
jumping
involved,
of
course
in
in
you
know,
pitching
a
class,
but
it's
the
sort
of
stuff
that
has
to
happen.
You
have
to
have
some
clear
learning
outcomes.
C
B
Can
in
fact
give
some
sort
of
criteria
for
because
one
of
the
things
as
you're
designing
the
class,
your
assignments
are
going
to
have
rubrics
and
the
rubrics
are
going
to
have
to
have.
You
know
clear
criteria,
because
otherwise
you
know,
I
think
it's
doing
a
disservice
to
students
not
to
have
rubrics
these
days
for
a
lot
of
things,
and
then
you
know
what
else
is
required.
As
far
as
paperwork
I
mean
the
syllabus,
which
you
know
any
instructor
should
be
putting
a
lot
of
thought
into
the
design
in
the
syllabus
anyway.
B
A
A
Yeah
I
mean
meaning
that
the
ip
is
owned
by
faculty
yeah.
Okay,
you
own
your
class
okay.
That
in
itself
is
a
revolutionary
concept.
Yeah,
okay
and
you
can
teach
not
based
on
whether
you've
been
assigned
particular
students,
okay,
but
you
can
teach
so
long
as
your
reviews
are
good
and
you
can
attract
students
to
your
class.
So
the
politics
piece
that
you
have
to
play.
I
mean
how
many
of
us
have
you
know
scrambled
in
talking
to
the
chair?
A
C
A
C
A
C
A
Employer
offers
a
tuition
benefit,
can
they
pay
it
to
a
planner?
We
can
accept
the
payment
from
anyone.
I
think
what
has
to
happen
is
to
the
student,
why
you
know
the
student:
should
contact
should
contact
me
directly
and
then,
let's
figure
out
how
we're
going
to
deal
with
that
a
lot
of
players,
but
I
don't
see
I
don't
see
where
there's
a
problem.
I
don't
see
that
being
a
problem
at
all.
B
A
A
A
Okay
and
the
time
your
the
biggest
issues
are
going
to
be
scheduling
in
times
when
you're
all
meeting
together
for
a
discussion
virtually.
If
you
want
to
do
that,
the
nice
thing
about
canvas
is,
you
can
have
asynchronous
face-to-face
discussions,
okay,
where
you're
recording
different
different
answers.
I
also
think
you
know
so.
B
A
B
B
A
Well,
but
you
know,
but
again
I
just
came
up.
It
took
me
two
seconds
to
say:
well,
hey
that
rule
might
not.
You
know
the
disadvantage
that
you
said.
Actually
I
turned
it
into
an
advantage
yeah.
So
I
don't
really
you
know
it's.
We
have
to
trust
our
professionals.
Okay,
faculty
members
are
the
treasurer
of
an
institution.
A
A
What
we
have
to
have
is
transparency,
okay
in
terms
of
operations
and
what
is
expected
yeah,
and
so
you
know
to
quote
the
immortal
movie
spinal
tap,
which
no
one
under
the
age
of
30
has
seen,
but
it's
a
good
move,
but
should
see
there's
a
fine
line
between
stupid
and
clever
okay,
and
so
I
I
don't
like
having
a
ton
of
you
know
we
may
have
to
have
a
ton
of
you
know.
I
hope
we
don't.
A
We
may
have
to
have
certain
protocols
or
guidelines,
but
we're
going
to
discuss
those
as
a
community
and
we're
going
to
arrive
at
that
and
I'm
going
to
constantly
search
for
the
way
in
which
that
rule
is
not
a
good
idea.
I
mean
we
basically
the
relationships
you
know
to
prevent
yeah
everything's
written
out
in
the
faculty
and
student
contract
until
we
need
to
modify
that.
A
Yeah
on
the
course
well,
that's
that's
really
pat
was
saying
who's
in
the
room
with
us
right
now.
She
was
saying
that
on
the
course
outline
she
includes
a
an
hour
worth
of
face-to-face
office
time
now,
that's
really
going
to
be.
That
is
important,
but
the
hour
is
interesting.
Remember
since
you've
got
students
potentially
all
over
the
world.
The
office
hours
that
you
do
during
the
week
are
going
to
have
to
vary
yeah.
A
You
may
have
to
have
some
early
early
in
the
morning
for
you,
which
are
going
to
be
late
at
night.
You
know
middle
of
the
day
for
your
students
and
vice
versa.
So
the
you
know
realize
start
thinking
the
paradigm
shift
of
their
anywhere
world,
so
you
have
to
design
and
create
flexibility
so
that
that
people
can
engage
you
when
they
need
to,
but
I
also
you
know
yeah.