As for your point about quality I sense that it’d be inefficient to just take the lectures at the top of the bell curve and distribute them. I sense that it’d be more efficient to pool resources and “have them collaborate to make a super-lecture, and then get feedback on that particular unit, so they can improve the superlecture into a super-duperlecture”.
Could you elaborate a bit on this?
Note: I agree with you about the wrinkles and I think they need to be accounted for. This may be oversimplified, but I think of it as a spectrum of how much you pool resources. The wrinkles explain why it isn’t best to simply pool all resources. However, I think we both agree that right now we’re hardly pooling resources at all and that we should be way more towards the side of pooling. I sense that talking about the wrinkles may be distracting from the core point of “why do you receive gains from pooling”, but if you disagree please do what you think is best.
The argument goes “paying 20k camera-people for one year can replace 2M full-time equivalent jobs next year, which can either go into something more useful without changing anything else (1). Of course, once you’re going to do that, you’d do well to look into seeing what elements of anything else could be changed to make it even more awesome.”
If we optimize properly, I believe we wind up open-sourcing textbooks, somewhat like Linux. We have a core textbook, which has recieved enough feedback to make sure that everything is explained well enough that students generally don’t come away with misconceptions, but because they’re open source, every time you need to write for a particular audience, you have something to work from. LaTeX also supports comments, which makes it easy to include nonconventional perspectives for interested students (i.e. the ones who really need them).
But, yeah, pooling resources. Definitely something we should do more of and WHY HASN’T THE FREE MARKET SOLVED THIS 10 YEARS AGO?
(1) Fermi estimate is as follows: Cursory search indicates Harvard offers a bit over 3k undergraduate classes. Round it up to 5k to include secondary school and the few undergraduate courses not offered at Harvard (for instance, I can’t find an equivalent to 8.012.) Multiply by 4 for different levels, and we arrive at 20k camera-people needed to tape all these courses. (It’s actually less than that, since most courses are one semester.)
Cursory Googling indicates there are 3700k teachers in America; add in other English-speaking countries and eliminate primary- and graduate-level teachers should bring you to 4M teachers (I’m guessing that we add more teachers from English-speaking countries than we lose from not considering primary- and graduate-level teachers, since most classes are at these levels.) Assume that half their teaching job is replaceable by the videos we’ve created, and we’ve freed up the equivalent of 2M full-time jobs.
This is very much a Fermi estimate, but I feel I was liberal enough with the camera-people portion (we’re only hiring them a few hours a week!) to say that the cost of getting high-quality video of all secondary and undergraduate courses is 1% of the savings it should theoretically yield every year in the future. This upper limit goes down once we start writing textbooks instead of taping lectures, especially since most secondary and undergraduate courses already have very good textbooks to work from.
As for your point about quality I sense that it’d be inefficient to just take the lectures at the top of the bell curve and distribute them. I sense that it’d be more efficient to pool resources and “have them collaborate to make a super-lecture, and then get feedback on that particular unit, so they can improve the superlecture into a super-duperlecture”.
Could you elaborate a bit on this?
Note: I agree with you about the wrinkles and I think they need to be accounted for. This may be oversimplified, but I think of it as a spectrum of how much you pool resources. The wrinkles explain why it isn’t best to simply pool all resources. However, I think we both agree that right now we’re hardly pooling resources at all and that we should be way more towards the side of pooling. I sense that talking about the wrinkles may be distracting from the core point of “why do you receive gains from pooling”, but if you disagree please do what you think is best.
The argument goes “paying 20k camera-people for one year can replace 2M full-time equivalent jobs next year, which can either go into something more useful without changing anything else (1). Of course, once you’re going to do that, you’d do well to look into seeing what elements of anything else could be changed to make it even more awesome.”
If we optimize properly, I believe we wind up open-sourcing textbooks, somewhat like Linux. We have a core textbook, which has recieved enough feedback to make sure that everything is explained well enough that students generally don’t come away with misconceptions, but because they’re open source, every time you need to write for a particular audience, you have something to work from. LaTeX also supports comments, which makes it easy to include nonconventional perspectives for interested students (i.e. the ones who really need them).
But, yeah, pooling resources. Definitely something we should do more of and WHY HASN’T THE FREE MARKET SOLVED THIS 10 YEARS AGO?
(1) Fermi estimate is as follows: Cursory search indicates Harvard offers a bit over 3k undergraduate classes. Round it up to 5k to include secondary school and the few undergraduate courses not offered at Harvard (for instance, I can’t find an equivalent to 8.012.) Multiply by 4 for different levels, and we arrive at 20k camera-people needed to tape all these courses. (It’s actually less than that, since most courses are one semester.)
Cursory Googling indicates there are 3700k teachers in America; add in other English-speaking countries and eliminate primary- and graduate-level teachers should bring you to 4M teachers (I’m guessing that we add more teachers from English-speaking countries than we lose from not considering primary- and graduate-level teachers, since most classes are at these levels.) Assume that half their teaching job is replaceable by the videos we’ve created, and we’ve freed up the equivalent of 2M full-time jobs.
This is very much a Fermi estimate, but I feel I was liberal enough with the camera-people portion (we’re only hiring them a few hours a week!) to say that the cost of getting high-quality video of all secondary and undergraduate courses is 1% of the savings it should theoretically yield every year in the future. This upper limit goes down once we start writing textbooks instead of taping lectures, especially since most secondary and undergraduate courses already have very good textbooks to work from.