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Showing posts with label MOOCs. Show all posts
Showing posts with label MOOCs. Show all posts
Data Mining Exposes Problems for MOOCs
Data Mining Exposes Embarrassing Problems for Massive Open Online Courses | MIT Technology Review: "And they have depressing news. They say that participation falls precipitously and continuously throughout a course and that almost half of registered students never post more than twice to the forums. What’s more, the participation of a teacher doesn’t improve matters. Indeed, they say there is some evidence that a teacher’s participation in an online discussion actually increases the rate of decline."
Online MPA and Graduate Certificate Programs: SPEA Connect: "Enroll in an online MPA or graduate certificate program from a school that U.S. News & World Report ranked 2nd in the nation."
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Online MPA and Graduate Certificate Programs: SPEA Connect: "Enroll in an online MPA or graduate certificate program from a school that U.S. News & World Report ranked 2nd in the nation."
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MOOCs, Online Courses Rethought
Large-scale online courses, hailed as a way to democratize higher education, have so far been plagued by very high attrition rates. . . . [but] even the loudest critics of MOOCs do not expect them to fade away. More likely, they will morph into many different shapes: Already, San Jose State is getting good results using videos from edX, a nonprofit MOOC venture, to supplement some classroom sessions, and edX is producing videos to use in some high school Advanced Placement classes. And Coursera, the largest MOOC company, is experimenting with using its courses, along with a facilitator, in small discussion classes at some United States consulates (source infra)
After Setbacks, Online Courses Are Rethought - NYTimes.com: "Mr. Siemens said what was happening was part of a natural process. “We’re moving from the hype to the implementation,” he said. “It’s exciting to see universities saying, ‘Fine, you woke us up,’ and beginning to grapple with how the Internet can change the university, how it doesn’t have to be all about teaching 25 people in a room. “Now that we have the technology to teach 100,000 students online,” he said, “the next challenge will be scaling creativity, and finding a way that even in a class of 100,000, adaptive learning can give each student a personal experience.”"
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After Setbacks, Online Courses Are Rethought - NYTimes.com: "Mr. Siemens said what was happening was part of a natural process. “We’re moving from the hype to the implementation,” he said. “It’s exciting to see universities saying, ‘Fine, you woke us up,’ and beginning to grapple with how the Internet can change the university, how it doesn’t have to be all about teaching 25 people in a room. “Now that we have the technology to teach 100,000 students online,” he said, “the next challenge will be scaling creativity, and finding a way that even in a class of 100,000, adaptive learning can give each student a personal experience.”"
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Colleges, universities, MOOCs, an uncertain future
Colleges, universities look to online programs to navigate an uncertain future - Business Monday - MiamiHerald.com: " . . . . Aside from their early mastery of the online platform, the for-profits excelled at marketing to adult, nontraditional students, as well as tailoring the educational experience to their unique needs. The University of Phoenix, for example, compressed its classes into five or six-week mini-semesters, with the idea that it’s easier for busy adults to absorb one fast-paced class than to juggle four classes in a full-length college semester. More recently, though, for-profits have been criticized for using overly-agggressive, car-salesman-like selling tactics to recruit students. The schools often charge higher tuition than public colleges, and the student loan default rates at for-profit schools are dramatically higher than at other types of colleges. The combination of bad publicity and stricter government oversight has slowed for-profits’ recent growth. . . ."
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Massive Open Online Courses Evolve
education as a data-driven science --
As Data Floods In, Massive Open Online Courses Evolve | MIT Technology Review: "Ng says he doesn’t think a grand theory is needed for MOOCs to succeed. “I read Piaget and Montessori, and they both seem compelling, but educators generally have no way to choose what really works,” he says. “Today, education is an anecdotal science, but I think we can turn education into a data-driven science, where you do what you know works.”"
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As Data Floods In, Massive Open Online Courses Evolve | MIT Technology Review: "Ng says he doesn’t think a grand theory is needed for MOOCs to succeed. “I read Piaget and Montessori, and they both seem compelling, but educators generally have no way to choose what really works,” he says. “Today, education is an anecdotal science, but I think we can turn education into a data-driven science, where you do what you know works.”"
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MOOCs terrify traditional universities
Higher education: The attack of the MOOCs | The Economist: " . . . EdX, a non-profit MOOC provider founded in May 2012 by Harvard University and the Massachusetts Institute of Technology and backed with $60m of their money, is now a consortium of 28 institutions, the most recent joiner being the Indian Institute of Technology in Mumbai. Led by the Open University, which pioneered distance-learning in the 1970s, FutureLearn, a consortium of 21 British, one Irish and one Australian university, plus other educational bodies, will start offering MOOCs later this year. But Oxford and Cambridge remain aloof, refusing to join what a senior Oxford figure fears may be a “lemming-like rush” into MOOCs.
On July 10th Coursera said it had raised another $43m in venture capital, on top of the $22m it banked last year. . . ."
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On July 10th Coursera said it had raised another $43m in venture capital, on top of the $22m it banked last year. . . ."
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Coursera Makes Case for MOOCs
Coursera Makes Case for MOOCs
Wall Street Journal
Instead, she wants the free Web courses to improve the educational experience for students at cash-strapped public schools and enhance learning for midcareer professionals and those without access to postsecondary education. And she ... Coursera, which ...
Wall Street Journal
Instead, she wants the free Web courses to improve the educational experience for students at cash-strapped public schools and enhance learning for midcareer professionals and those without access to postsecondary education. And she ... Coursera, which ...
Big Data, Education Innovation, MOOCs
Data key to education innovation--
As Data Floods In, Massive Open Online Courses Evolve | MIT Technology Review: "In 2012, education startups attracted millions of students—and a surge of interest from universities and the media—by offering massive open online courses, or MOOCs. Now some core features of these wildly popular courses are being dissected, enabling the course providers to do some learning of their own. As these companies analyze user data and experiment with different features, they are exploring how to customize students’ learning experiences, and they are amassing a stock of pedagogical tricks to help more students finish their courses.
“The data we are collecting is unprecedented in education,” says Andrew Ng, a cofounder of MOOC provider Coursera and an associate professor at Stanford University. “We see every mouse click and keystroke. We know if a user clicks one answer and then selects another, or fast-forwards through part of a video.”"
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As Data Floods In, Massive Open Online Courses Evolve | MIT Technology Review: "In 2012, education startups attracted millions of students—and a surge of interest from universities and the media—by offering massive open online courses, or MOOCs. Now some core features of these wildly popular courses are being dissected, enabling the course providers to do some learning of their own. As these companies analyze user data and experiment with different features, they are exploring how to customize students’ learning experiences, and they are amassing a stock of pedagogical tricks to help more students finish their courses.
“The data we are collecting is unprecedented in education,” says Andrew Ng, a cofounder of MOOC provider Coursera and an associate professor at Stanford University. “We see every mouse click and keystroke. We know if a user clicks one answer and then selects another, or fast-forwards through part of a video.”"
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MOOCs are the future of higher education
Nathan Heller: Is College Moving Online? : The New Yorker: "Many people think that moocs are the future of higher education in America. In the past two years, Harvard, M.I.T., Caltech, and the University of Texas have together pledged tens of millions of dollars to mooc development. Many other élite schools, from U.C. Berkeley to Princeton, have similarly climbed aboard. Their stated goal is democratic reach. “I expect that there will be lots of free, or nearly free, offerings available,” John L. Hennessy, the president of Stanford, explained in a recent editorial. “While the gold standard of small in-person classes led by great instructors will remain, online courses will be shown to be an effective learning environment, especially in comparison with large lecture-style courses.”" (more at link above)
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MOOCs and the Challenge of Providing a Global Education
How MOOCs Could Meet the Challenge of Providing a Global Education | MIT Technology Review: " . . . Many are now already looking to the next phases of these online courses in the developing world, a future that may look more like a blending of online and traditional college work than one existing entirely on the Internet. In India, for example, Microsoft Research, which has offices in Bangalore, is working with universities on “massively empowered classrooms” that provide online lectures, forums, and quizzes to engineering undergraduates at many different schools taking the same computer science course. Another idea of interest in India is a Microsoft research project that scans the content of e-textbooks and pulls out the most important concepts that could be paired with online instructional videos. So an Indian professor, for example, could talk about electromagnetic fields next to a diagram from a physics text. Another project, called VidWiki, allows anyone to annotate a video with comments and text in their own language. For the MOOCs themselves, there are more immediate practicalities, such as how to provide real-world certifications, regardless of location. To help with this, Coursera is experimenting with ways to verify student identities. Udacity, on the other hand, is simply working with physical testing centers around the world run by the company Pearson. . . . "
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Digital learning has arrived
Digital learning has arrived for Bay Area students, teachers - Inside Bay Area: " . . . . The latest e-learning experiment of open access, with its explosive potential, has top universities and more than 3 million students jumping aboard. Less than a year old, the online education startup Coursera announced last week it would soon offer more than 300 courses from 62 universities around the world. Most of these massive open online courses -- MOOCs in campus lingo -- have been offered with only a certificate of completion, no credit. That could soon change. This month, the American Council on Education recommended credit for four Coursera undergraduate math and science courses from Duke University, the University of Pennsylvania and UC Irvine. With the urging of Gov. Jerry Brown, California's universities are rolling out similar initiatives with renewed gusto. At the University of California, whose campuses offer more than 2,500 online classes, leaders recently floated the idea of undergraduates taking 10 percent of their courses online. The system's outgoing president, Mark Yudof, said students everywhere should be able to use credits from online courses "from UC's own distinguished faculty" to transfer to a UC campus. . ."
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Revolution Hits the Universities
How to Save College | The Awl: Your Massively Open Offline College Is Broken " . . . If you want to see what’s driving the imperative to learn without paying for a traditional education, take a look at this chart, originally from a Citi report.
. . . For all our good will, college in the U.S. has gotten worse for nearly everyone who relies on us. For some students—millions of them—the institutions in which they enroll are more reliable producers of debt than education. This has happened on our watch.The competition from upstart organizations will make things worse for many of us. (I like the experiments we’ve got going at NYU, but I don’t fantasize that we'll be unscathed.) After two decades of watching, though, I also know that that’s how these changes go. No industry has ever organized an orderly sharing of power with newcomers, no matter how interesting or valuable their ideas are, unless under mortal threat. . . . "
Revolution Hits the Universities - NYTimes.com: " . . . there is one big thing happening that leaves me incredibly hopeful about the future, and that is the budding revolution in global online higher education. Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity.Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones. . . . "
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. . . For all our good will, college in the U.S. has gotten worse for nearly everyone who relies on us. For some students—millions of them—the institutions in which they enroll are more reliable producers of debt than education. This has happened on our watch.The competition from upstart organizations will make things worse for many of us. (I like the experiments we’ve got going at NYU, but I don’t fantasize that we'll be unscathed.) After two decades of watching, though, I also know that that’s how these changes go. No industry has ever organized an orderly sharing of power with newcomers, no matter how interesting or valuable their ideas are, unless under mortal threat. . . . "
Revolution Hits the Universities - NYTimes.com: " . . . there is one big thing happening that leaves me incredibly hopeful about the future, and that is the budding revolution in global online higher education. Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity.Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones. . . . "
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Five Coursera courses get approved by the American Council on Education
Online learning goes official as five Coursera courses get approved by the American Council on Education - The Next Web: "In other words, students who complete select courses on Coursera’s online platform will be able to potentially apply their credit toward a college degree. The word “potentially” is in there because the company can’t guarantee that each college will approve the credit. That being said, more than 2,000 colleges and universities consider ACE CREDIT recommendations in determining the applicability to their course and degree programs, according to Coursera."
For the Internet-Deprived, McDonald's Is Study Hall - WSJ.com: " The Federal Communications Commission assesses a fee averaging $2.50 per household a month on phone bills to pay $4.5 billion a year for building broadband in rural areas and more than $2 billion a year to pay for better connectivity in schools and libraries. The commission says it can make broadband available to all Americans by spending $45 billion over 10 years. Some are wary of deeper government intervention, arguing that many telecommunications companies are already fast expanding broadband access on their own. "Subsidies should really be targeted narrowly to those that need them," said Randolph May, president of the Free State Foundation, a think tank that advocates for lighter telecom regulation. "That's historically not the way we've done it in communications.""
Competence, Excellence, and Innovation in Higher Education | Rightly Understood | Big Think: " . . . So I’ve gotten several emails this morning asking me what I think about this article by Paul J. LeBlanc, the president of Southern New Hampshire University. It’s a plea for accrediting agencies to take seriously competency-based, as opposed to credit-based, higher education. Southern New Hampshire and its offshoot—the College for America—claim to be riding on “the new wave of innovation” that allows college degrees to be offered at very low prices. This “new innovation” will often be delivered by for-profit institutions, which will have the right incentive to get you the product you want most efficiently. The president claims that historians “will likely point to online learning as the disruptive technology platform that radically changed higher education, which had remained largely unchanged since the cathedral schools of medieval Europe -- football, beer pong and food courts notwithstanding.” Anyone who could take that claim seriously knows nearly nothing about what historians have said about higher education so far. . . . "
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For the Internet-Deprived, McDonald's Is Study Hall - WSJ.com: " The Federal Communications Commission assesses a fee averaging $2.50 per household a month on phone bills to pay $4.5 billion a year for building broadband in rural areas and more than $2 billion a year to pay for better connectivity in schools and libraries. The commission says it can make broadband available to all Americans by spending $45 billion over 10 years. Some are wary of deeper government intervention, arguing that many telecommunications companies are already fast expanding broadband access on their own. "Subsidies should really be targeted narrowly to those that need them," said Randolph May, president of the Free State Foundation, a think tank that advocates for lighter telecom regulation. "That's historically not the way we've done it in communications.""
Competence, Excellence, and Innovation in Higher Education | Rightly Understood | Big Think: " . . . So I’ve gotten several emails this morning asking me what I think about this article by Paul J. LeBlanc, the president of Southern New Hampshire University. It’s a plea for accrediting agencies to take seriously competency-based, as opposed to credit-based, higher education. Southern New Hampshire and its offshoot—the College for America—claim to be riding on “the new wave of innovation” that allows college degrees to be offered at very low prices. This “new innovation” will often be delivered by for-profit institutions, which will have the right incentive to get you the product you want most efficiently. The president claims that historians “will likely point to online learning as the disruptive technology platform that radically changed higher education, which had remained largely unchanged since the cathedral schools of medieval Europe -- football, beer pong and food courts notwithstanding.” Anyone who could take that claim seriously knows nearly nothing about what historians have said about higher education so far. . . . "
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MOOCs - How should state universities respond?
MOOCs are here. How should state universities respond? | Education Recoded | Big Think: " . . . a short essay on MOOCs that Drs. Steve Vardeman and Max Morris, Statistics faculty at Iowa State University, gave me permission to share. Their essential premises? That MOOCs are going to rock state (and other) universities' worlds, that most institutions should immediately institute moratoriums on hiring new faculty and building new facilities, and that universities need to focus on clarifying their value proposition in a world of 'commodity [higher] education.'. . ."
Google In Education: Chromebooks Now Embraced By More Than 2000 Schools - Forbes: "Catholic prep school St. Thomas Aquinas in Florida is one of more than 2000 schools to adopt Chromebooks for education according to Jaime Casap, Google‘s Global Education Evangelist. That number represents a healthy 100% growth spurt during the past 3 months. In January 2012 Florida was among the first school districts to move their curriculum to the web, and in turn adopt Chromebooks as a teaching tool. Last week during FETC 2013 — Florida’s annual Technology in Education Conference — educators explained that this shift had a positive impact with three important advantages: “enabling tech support internships, allowing homebound students to collaborate remotely, and teaching students to become digital leaders.”"
Official Google Enterprise Blog: A Look Back at 2012: The Expansion of Learning on the Web: "2012 was a year of opening doors to learning on the web for more and more students each day. With the web, students and teachers are using new technology and devices to collaborate with each other in class, from home, and around the world. We want Google in Education to help open more doors and we’re pleased to announce there are now 2,000 schools using Chromebooks for Education–twice as many as 3 months ago. And with several Chrome devices available today, there is a device for any school, any student, anywhere. . . . "
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Google In Education: Chromebooks Now Embraced By More Than 2000 Schools - Forbes: "Catholic prep school St. Thomas Aquinas in Florida is one of more than 2000 schools to adopt Chromebooks for education according to Jaime Casap, Google‘s Global Education Evangelist. That number represents a healthy 100% growth spurt during the past 3 months. In January 2012 Florida was among the first school districts to move their curriculum to the web, and in turn adopt Chromebooks as a teaching tool. Last week during FETC 2013 — Florida’s annual Technology in Education Conference — educators explained that this shift had a positive impact with three important advantages: “enabling tech support internships, allowing homebound students to collaborate remotely, and teaching students to become digital leaders.”"
Official Google Enterprise Blog: A Look Back at 2012: The Expansion of Learning on the Web: "2012 was a year of opening doors to learning on the web for more and more students each day. With the web, students and teachers are using new technology and devices to collaborate with each other in class, from home, and around the world. We want Google in Education to help open more doors and we’re pleased to announce there are now 2,000 schools using Chromebooks for Education–twice as many as 3 months ago. And with several Chrome devices available today, there is a device for any school, any student, anywhere. . . . "
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