A boring education ¶Speaking of Lisa, her dissection of student *needs* vs. *wants* is withering: > It is obvious that the problems of the customer-service model of education continue to expand. The larger question is how it has become accepted wisdom that students require motivation in the form of entertaining behaviors on the part of instructors, that not to do so means being boring, and that boring is not OK and needs to be fixed. Regardless of what a student may need in terms of acculturation, self-direction, and scholarship, it has become more important that they be entertained into learning, then get a degree as quickly as possible to avoid wasting public monies. > > Education should not adapt to such support goals, nor adapt to fit what students say they want. Since I work in for-profit education, I see this bad habit of thinking of students as customers crop up all the time. I *do* believe that we should take a service-centered approach in supporting student learning. But I believe any input from students has to be filtered and interpreted, and that we have to rely on more sophisticated and less biased methods to determine what is working and what isn't. There's an analog in user experience: designing for the user isn't about giving the user whatever she wants. If you ask people what they want from their software, you'll often hear very different things than you'd catch if you watch someone actually use their phone. I learn more about improving my class by observing students work and asking them to explain things to me than I ever could by sending a survey asking them for suggestions. I do surveys like this, yes, but these are inputs I largely treat as noise that's required by the larger organization—by people who aren't in a position to do the boots on the ground work of figuring out what students need.
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