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 that underpinned many of the early MOOC articles. It is easy to see how MOOCs can be posited as a solution to the nebulous problem of broken ­education – they are free, online, and infinitely scalable. The same could be said of OERs also, so why do MOOCs appeal to this rhetoric of crisis in a way that other open education movements have not? The reasons relate to the second dominant narrative that they have sympathy with, namely that of Silicon Valley.

The Silicon Valley Narrative
The model of Silicon Valley provides such a powerful narrative that it has come to dominate thinking far beyond that of computing. For instance, Staton (2014) declares that the degree is doomed because Silicon Valley avoids hiring people with computer science degrees and prefers those with good community presence on software developer sites. From this he concludes this model is applicable across all domains and vocations. It hardly needs adding that Staton is the CEO of an educational company.

There are several elements necessary to the Silicon Valley narrative: firstly, that a technological fix is both possible and in existence; secondly, that external forces will change, or disrupt, an existing sector; thirdly, that wholesale revolution is required; lastly, that the solution is provided by commerce.

We have seen how the 'education is broken' meme satisfies the third condition of the Silicon Valley narrative. If it is accepted as broken, then only a revolution is sufficient to resolve it. MOOCs appeal to the first and second of these conditions. They are a very technologically driven solution, particularly in their xMOOC instantiation. Thrun famously worked at Google, where he developed the driverless car. The artificial intelligence promise of adaptive learning systems and sophisticated automatic assessment is