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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal 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FM","link":"/"}},"mindshift_33157":{"type":"posts","id":"mindshift_33157","meta":{"index":"posts_1591205157","site":"mindshift","id":"33157","score":null,"sort":[1397660276000]},"guestAuthors":[],"slug":"taking-stock-do-moocs-only-work-for-educated-people","title":"Taking Stock: Do MOOCs Work Best For Educated People?","publishDate":1397660276,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"e76ab0b92af99f9789bf16df3e82b051\"]\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n","blocks":[],"excerpt":"Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.","status":"publish","parent":0,"modified":1397660844,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":930},"headData":{"title":"Taking Stock: Do MOOCs Work Best For Educated People? | KQED","description":"Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Taking Stock: Do MOOCs Work Best For Educated People?","datePublished":"2014-04-16T14:57:56.000Z","dateModified":"2014-04-16T15:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33157 http://blogs.kqed.org/mindshift/?p=33157","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/16/taking-stock-do-moocs-only-work-for-educated-people/","disqusTitle":"Taking Stock: Do MOOCs Work Best For Educated People?","path":"/mindshift/33157/taking-stock-do-moocs-only-work-for-educated-people","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33157/taking-stock-do-moocs-only-work-for-educated-people","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_852","mindshift_1040","mindshift_654","mindshift_868"],"featImg":"mindshift_31387","label":"mindshift"},"mindshift_33249":{"type":"posts","id":"mindshift_33249","meta":{"index":"posts_1591205157","site":"mindshift","id":"33249","score":null,"sort":[1388592006000]},"guestAuthors":[],"slug":"has-the-mooc-revolution-drifted-off-course","title":"Has the 'MOOC Revolution' Drifted Off Course?","publishDate":1388592006,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33256\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/online-learning.jpeg\" alt=\"online learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-320x180.jpeg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost.\u003c/p>\n\u003cp>In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms.\u003c/p>\n\u003cp>But if 2012 was the \"Year of the MOOC,\" as \u003cem>The New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0\">famously called it\u003c/a>, 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\"\u003c/aside>\n\u003cp>Earlier this year, San Jose State University partnered with Udacity to offer several types of for-credit MOOC classes at low cost. The partnership was announced in January with lots of enthusiastic publicity, including a plug from California Gov. Jerry Brown, who said MOOC experiments are central to democratizing education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We've got to invest in learning, in teaching, in education,\" he said. \"And we do that not by just the way we did it 100 years ago. We keep changing.\"\u003c/p>\n\u003cp>But by all accounts, the San Jose experiment was a bust. Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach.\u003c/p>\n\u003cp>It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department. \"The people that do well in these kind of courses are people who are already studious. Or ... who are taking courses for their own enrichment after they've graduated,\" he says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"fc821d86b2b1598ae65cc6d1870872ca\"]\u003c/p>\n\u003cp>\"A year and a half ago ... people thought this was going to solve the problems of higher education because people would be educated for less money. That's not the way it's worked out.\"\u003c/p>\n\u003cp>Now, San Jose State is scaling back its relationship with Udacity, taking more direct control of the courses it offers through the company and rethinking its commitment to MOOCs.\u003c/p>\n\u003cp>\u003cstrong>'WE HAVE A LOUSY PRODUCT'\u003c/strong>\u003c/p>\n\u003cp>Other schools are hitting the pause button as well. A recent \u003ca href=\"http://www.gse.upenn.edu/pdf/ahead/perna_ruby_boruch_moocs_dec2013.pdf\">University of Pennsylvania study\u003c/a> confirmed a massive problem: MOOCs have painfully few active users. About half who registered for a class ever viewed a lecture, and completion rates \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\" target=\"_blank\">averaged just 4 percent\u003c/a> across all courses.\u003c/p>\n\u003cp>Sebastian Thrun, Udacity's co-founder and a prime mover in MOOCs, \u003ca href=\"http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb\">recently told Fast Company\u003c/a> magazine, \"We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product.\"\u003c/p>\n\u003cp>Thrun says he doesn't regret that position. \"I think that's just honest, and I think we should have an honest discourse about what we do,\" he says.\u003c/p>\n\u003cp>\"Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education. We look back at our early work and realize it wasn't quite as good as it should have been. We had so many moments for improvement.\"\u003c/p>\n\u003cp>That the former Stanford professor and inventor — whose \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\" target=\"_blank\">online artificial intelligence course\u003c/a> helped kick off the MOOC frenzy — was fundamentally rethinking its viability shook the higher education world.\u003c/p>\n\u003cp>What was missing, many students complained, was a human connection beyond the streamed lecture.\u003c/p>\n\u003cp>That's what Tracy Wheeler found lacking. This year she immersed herself in five MOOCs from two providers and completed three, including a course on global poverty. She had read the professor's book and was excited and upbeat.\u003c/p>\n\u003cp>\"I thought I'd go in deeper and come out wanting to move to India and help her with one of her experiments,\" she says.\u003c/p>\n\u003cp>Instead, the 52-year-old education consultant says she hated being chained to the computer screen and found the entire MOOC experience mechanistic, dreary and ineffectual. \"I'm a very social person. There was nothing to grasp on to,\" she says. \"There were no people; there was no professor. In a sense you're just learning in this void. ... I would come away from my computer just kind of despondent and feeling really reduced somehow.\"\u003c/p>\n\u003cp>She says the courses' online forums — the key support structure for many MOOCs — were isolating and largely absent of meaningful back-and-forth — or joy.\u003c/p>\n\u003cp>\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\" In a class, she says, \"you can pass a note. You can have fun.\"\u003c/p>\n\u003cp>\u003cstrong>A BIGGER HUMAN ELEMENT AHEAD\u003c/strong>\u003c/p>\n\u003cp>Wheeler's experience is just one of hundreds of thousands of MOOC takers', of course. Many others praise the online courses as brilliant, time-saving and cost efficient. But providers are responding to criticisms like Wheeler's.\u003c/p>\n\u003cp>Enter MOOC 2.0. Udacity and other leading MOOC providers now realize that a more expansive, human-centered support structure is key to helping students retain information, stick with the course — and finish.\u003c/p>\n\u003cp>\"We [added] human mentors,\" says Thrun. \"We have people almost 24-7 that help you when you get stuck. We also added a lot of projects that require human feedback and human grading.\"And that human element, surprise, surprise, makes a huge difference in the student experience and the learning outcomes,\" he says.\u003c/p>\n\u003cp>In 2014, the company will put more emphasis on employee job training classes for corporations, including Google, Facebook and others. Classes will include an introduction to big data analysis and mobile app development.\u003c/p>\n\u003cp>Like Udacity, MOOC pioneer Coursera is also changing. The company is creating \"learning hubs\" at U.S. consulates around the world that will include a weekly in-person instructor to foster discussion.\u003c/p>\n\u003cp>Some critics believe the changes underway amount to a full-scale MOOC retreat and lay bare online education's deep flaws.\u003c/p>\n\u003cp>But Thrun says those critics simply don't get the nature of tech innovation: You closely evaluate failures, think forward, adjust — and use the word \"iterate.\" A lot.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's certainly an iteration,\" Thrun says. \"And the truth is, look, this is Silicon Valley. We try things out, we look at the data, and we learn from it.\"\u003c/p>\n\n","blocks":[],"excerpt":"In 2012, \"massive open online courses\" were lauded as the most important trend in higher education. But this year, educators and even students rebelled against the rapid expansion of online learning. Two of the biggest MOOCs say they're making big changes in how they deliver their classes in 2014.","status":"publish","parent":0,"modified":1392611593,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1111},"headData":{"title":"Has the 'MOOC Revolution' Drifted Off Course? | KQED","description":"In 2012, "massive open online courses" were lauded as the most important trend in higher education. But this year, educators and even students rebelled against the rapid expansion of online learning. Two of the biggest MOOCs say they're making big changes in how they deliver their classes in 2014.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Has the 'MOOC Revolution' Drifted Off Course?","datePublished":"2014-01-01T16:00:06.000Z","dateModified":"2014-02-17T04:33:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33249 http://blogs.kqed.org/mindshift/?p=33249","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/01/has-the-mooc-revolution-drifted-off-course/","disqusTitle":"Has the 'MOOC Revolution' Drifted Off Course?","nprByline":"Eric Westervelt","nprStoryId":"258420151","nprApiLink":"http://api.npr.org/query?id=258420151&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course?ft=3&f=258420151","nprRetrievedStory":"1","nprPubDate":"Tue, 31 Dec 2013 19:23:00 -0500","nprStoryDate":"Tue, 31 Dec 2013 16:00:00 -0500","nprLastModifiedDate":"Tue, 31 Dec 2013 19:23:40 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/12/20131231_atc_moocs_20.mp3?orgId=1&topicId=1091&ft=3&f=258420151","nprAudioM3u":"http://api.npr.org/m3u/1258711837-e1a5cc.m3u?orgId=1&topicId=1091&ft=3&f=258420151","path":"/mindshift/33249/has-the-mooc-revolution-drifted-off-course","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/12/20131231_atc_moocs_20.mp3?orgId=1&topicId=1091&ft=3&f=258420151","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33256\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/online-learning.jpeg\" alt=\"online learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-320x180.jpeg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost.\u003c/p>\n\u003cp>In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms.\u003c/p>\n\u003cp>But if 2012 was the \"Year of the MOOC,\" as \u003cem>The New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0\">famously called it\u003c/a>, 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\"\u003c/aside>\n\u003cp>Earlier this year, San Jose State University partnered with Udacity to offer several types of for-credit MOOC classes at low cost. The partnership was announced in January with lots of enthusiastic publicity, including a plug from California Gov. Jerry Brown, who said MOOC experiments are central to democratizing education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We've got to invest in learning, in teaching, in education,\" he said. \"And we do that not by just the way we did it 100 years ago. We keep changing.\"\u003c/p>\n\u003cp>But by all accounts, the San Jose experiment was a bust. Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach.\u003c/p>\n\u003cp>It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department. \"The people that do well in these kind of courses are people who are already studious. Or ... who are taking courses for their own enrichment after they've graduated,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"A year and a half ago ... people thought this was going to solve the problems of higher education because people would be educated for less money. That's not the way it's worked out.\"\u003c/p>\n\u003cp>Now, San Jose State is scaling back its relationship with Udacity, taking more direct control of the courses it offers through the company and rethinking its commitment to MOOCs.\u003c/p>\n\u003cp>\u003cstrong>'WE HAVE A LOUSY PRODUCT'\u003c/strong>\u003c/p>\n\u003cp>Other schools are hitting the pause button as well. A recent \u003ca href=\"http://www.gse.upenn.edu/pdf/ahead/perna_ruby_boruch_moocs_dec2013.pdf\">University of Pennsylvania study\u003c/a> confirmed a massive problem: MOOCs have painfully few active users. About half who registered for a class ever viewed a lecture, and completion rates \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\" target=\"_blank\">averaged just 4 percent\u003c/a> across all courses.\u003c/p>\n\u003cp>Sebastian Thrun, Udacity's co-founder and a prime mover in MOOCs, \u003ca href=\"http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb\">recently told Fast Company\u003c/a> magazine, \"We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product.\"\u003c/p>\n\u003cp>Thrun says he doesn't regret that position. \"I think that's just honest, and I think we should have an honest discourse about what we do,\" he says.\u003c/p>\n\u003cp>\"Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education. We look back at our early work and realize it wasn't quite as good as it should have been. We had so many moments for improvement.\"\u003c/p>\n\u003cp>That the former Stanford professor and inventor — whose \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\" target=\"_blank\">online artificial intelligence course\u003c/a> helped kick off the MOOC frenzy — was fundamentally rethinking its viability shook the higher education world.\u003c/p>\n\u003cp>What was missing, many students complained, was a human connection beyond the streamed lecture.\u003c/p>\n\u003cp>That's what Tracy Wheeler found lacking. This year she immersed herself in five MOOCs from two providers and completed three, including a course on global poverty. She had read the professor's book and was excited and upbeat.\u003c/p>\n\u003cp>\"I thought I'd go in deeper and come out wanting to move to India and help her with one of her experiments,\" she says.\u003c/p>\n\u003cp>Instead, the 52-year-old education consultant says she hated being chained to the computer screen and found the entire MOOC experience mechanistic, dreary and ineffectual. \"I'm a very social person. There was nothing to grasp on to,\" she says. \"There were no people; there was no professor. In a sense you're just learning in this void. ... I would come away from my computer just kind of despondent and feeling really reduced somehow.\"\u003c/p>\n\u003cp>She says the courses' online forums — the key support structure for many MOOCs — were isolating and largely absent of meaningful back-and-forth — or joy.\u003c/p>\n\u003cp>\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\" In a class, she says, \"you can pass a note. You can have fun.\"\u003c/p>\n\u003cp>\u003cstrong>A BIGGER HUMAN ELEMENT AHEAD\u003c/strong>\u003c/p>\n\u003cp>Wheeler's experience is just one of hundreds of thousands of MOOC takers', of course. Many others praise the online courses as brilliant, time-saving and cost efficient. But providers are responding to criticisms like Wheeler's.\u003c/p>\n\u003cp>Enter MOOC 2.0. Udacity and other leading MOOC providers now realize that a more expansive, human-centered support structure is key to helping students retain information, stick with the course — and finish.\u003c/p>\n\u003cp>\"We [added] human mentors,\" says Thrun. \"We have people almost 24-7 that help you when you get stuck. We also added a lot of projects that require human feedback and human grading.\"And that human element, surprise, surprise, makes a huge difference in the student experience and the learning outcomes,\" he says.\u003c/p>\n\u003cp>In 2014, the company will put more emphasis on employee job training classes for corporations, including Google, Facebook and others. Classes will include an introduction to big data analysis and mobile app development.\u003c/p>\n\u003cp>Like Udacity, MOOC pioneer Coursera is also changing. The company is creating \"learning hubs\" at U.S. consulates around the world that will include a weekly in-person instructor to foster discussion.\u003c/p>\n\u003cp>Some critics believe the changes underway amount to a full-scale MOOC retreat and lay bare online education's deep flaws.\u003c/p>\n\u003cp>But Thrun says those critics simply don't get the nature of tech innovation: You closely evaluate failures, think forward, adjust — and use the word \"iterate.\" A lot.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's certainly an iteration,\" Thrun says. \"And the truth is, look, this is Silicon Valley. We try things out, we look at the data, and we learn from it.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33249/has-the-mooc-revolution-drifted-off-course","authors":["byline_mindshift_33249"],"categories":["mindshift_195"],"tags":["mindshift_852","mindshift_1040","mindshift_655","mindshift_654","mindshift_20608","mindshift_122","mindshift_984","mindshift_868"],"featImg":"mindshift_33256","label":"mindshift"},"mindshift_28505":{"type":"posts","id":"mindshift_28505","meta":{"index":"posts_1591205157","site":"mindshift","id":"28505","score":null,"sort":[1367380807000]},"guestAuthors":[],"slug":"new-online-teacher-training-program-joins-mooc-madness","title":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","publishDate":1367380807,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1367427236,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1099},"headData":{"title":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program | KQED","description":"Massive Open Online Courses, or MOOCs, have forced universities to reconsider their value in light of free high-quality education available online. Coursera, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","datePublished":"2013-05-01T04:00:07.000Z","dateModified":"2013-05-01T16:53:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28505 http://blogs.kqed.org/mindshift/?p=28505","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-mooc-madness/","disqusTitle":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","path":"/mindshift/28505/new-online-teacher-training-program-joins-mooc-madness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28505/new-online-teacher-training-program-joins-mooc-madness","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_852","mindshift_654","mindshift_96"],"featImg":"mindshift_28519","label":"mindshift"},"mindshift_26312":{"type":"posts","id":"mindshift_26312","meta":{"index":"posts_1591205157","site":"mindshift","id":"26312","score":null,"sort":[1357842277000]},"guestAuthors":[],"slug":"what-you-need-to-know-about-moocs","title":"What You Need to Know About MOOCs","publishDate":1357842277,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cobject width=\"514\" height=\"290\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"width=514&height=290&video=http://video.pbs.org/videoPlayerInfo/2324067804/?player=PBS_Partner_Player_v1&start=0&end=0&balance=true&player=viral&end=0&lr_admap=in:warnings:0;in:pbs:0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed width=\"514\" height=\"290\" type=\"application/x-shockwave-flash\" src=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\" flashvars=\"width=514&height=290&video=http://video.pbs.org/videoPlayerInfo/2324067804/?player=PBS_Partner_Player_v1&start=0&end=0&balance=true&player=viral&end=0&lr_admap=in:warnings:0;in:pbs:0\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2324067804\" target=\"_blank\">How Free Online Courses Are Changing Traditional Education\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/newshour/\" target=\"_blank\">PBS NewsHour.\u003c/a>\u003c/p>\n\u003cp>For those still trying to piece together all the different definitions and scenarios of a \u003ca href=\"blogs.kqed.org/mindshift/tag/mooc/\">MOOC\u003c/a> (massive open online courses), this PBS Newshour segment presents a comprehensive overview of the evolution of this phenomenon.\u003c/p>\n\u003cp>From the financial angle, MOOC startups are still trying to figure out how to make money. Udacity is getting revenue from several companies like Google to provide specialized courses. Coursera is charging potential employers for providing names of high-scoring students.\u003c/p>\n\u003cp>Sebastian Thrun of Udacity, Daphne Koller and Andrew Ng of Coursera, students, and other professors who question the wisdom of these classes weigh in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Student Tracy Lippincott's perspective on teacher-student connection:\u003c/strong>\u003cbr>\n\"The thing that I really miss is actually personal contact with the professor. I like to be able to get personalized advice from the person who's in charge, and maybe just a little of like a thumbs-up, you know, just a little bit of positive reinforcement.\"\u003c/p>\n\u003cp>\u003cstrong>Sebastian Thrun on his view of lecturing:\u003c/strong>\u003cbr>\n\"It's not my lecturing that changes the student, but it's the student exercise. So our courses feel very much like video games, where you're being bombarded with exercise after exercise after \u003c!--more-->exercise. That's very different from the way I teach at Stanford, where I'm much more in a lecturing mode.\"\u003c/p>\n\u003cp>\u003cstrong>Stanford professor Susan Holmes\u003c/strong>:\u003cbr>\n\"I don't think that you can give a Stanford education online, in the same way as I don't think that Facebook gives you a social life.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Coursera, which is seeking authority to give college credit for their courses (as opposed to just certification), is working with a company called \u003ca href=\"http://www.proctoru.com/\">ProctorU\u003c/a> to verify student identity and participation. Correspondent Spencer Michels demonstrates \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-to-make-sure-online-students-dont-cheat.html\">in this video\u003c/a> how online testing would work, and how the system they've devised is meant to prevent -- or at least curtails -- cheating.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1357842277,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":326},"headData":{"title":"What You Need to Know About MOOCs | KQED","description":"Watch How Free Online Courses Are Changing Traditional Education on PBS. See more from PBS NewsHour. For those still trying to piece together all the different definitions and scenarios of a MOOC (massive open online courses), this PBS Newshour segment presents a comprehensive overview of the evolution of this phenomenon. From the financial angle, MOOC","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What You Need to Know About MOOCs","datePublished":"2013-01-10T18:24:37.000Z","dateModified":"2013-01-10T18:24:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26312 http://blogs.kqed.org/mindshift/?p=26312","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/10/what-you-need-to-know-about-moocs/","disqusTitle":"What You Need to Know About MOOCs","path":"/mindshift/26312/what-you-need-to-know-about-moocs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"514\" height=\"290\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"width=514&height=290&video=http://video.pbs.org/videoPlayerInfo/2324067804/?player=PBS_Partner_Player_v1&start=0&end=0&balance=true&player=viral&end=0&lr_admap=in:warnings:0;in:pbs:0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed width=\"514\" height=\"290\" type=\"application/x-shockwave-flash\" src=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\" flashvars=\"width=514&height=290&video=http://video.pbs.org/videoPlayerInfo/2324067804/?player=PBS_Partner_Player_v1&start=0&end=0&balance=true&player=viral&end=0&lr_admap=in:warnings:0;in:pbs:0\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2324067804\" target=\"_blank\">How Free Online Courses Are Changing Traditional Education\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/newshour/\" target=\"_blank\">PBS NewsHour.\u003c/a>\u003c/p>\n\u003cp>For those still trying to piece together all the different definitions and scenarios of a \u003ca href=\"blogs.kqed.org/mindshift/tag/mooc/\">MOOC\u003c/a> (massive open online courses), this PBS Newshour segment presents a comprehensive overview of the evolution of this phenomenon.\u003c/p>\n\u003cp>From the financial angle, MOOC startups are still trying to figure out how to make money. Udacity is getting revenue from several companies like Google to provide specialized courses. Coursera is charging potential employers for providing names of high-scoring students.\u003c/p>\n\u003cp>Sebastian Thrun of Udacity, Daphne Koller and Andrew Ng of Coursera, students, and other professors who question the wisdom of these classes weigh in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student Tracy Lippincott's perspective on teacher-student connection:\u003c/strong>\u003cbr>\n\"The thing that I really miss is actually personal contact with the professor. I like to be able to get personalized advice from the person who's in charge, and maybe just a little of like a thumbs-up, you know, just a little bit of positive reinforcement.\"\u003c/p>\n\u003cp>\u003cstrong>Sebastian Thrun on his view of lecturing:\u003c/strong>\u003cbr>\n\"It's not my lecturing that changes the student, but it's the student exercise. So our courses feel very much like video games, where you're being bombarded with exercise after exercise after \u003c!--more-->exercise. That's very different from the way I teach at Stanford, where I'm much more in a lecturing mode.\"\u003c/p>\n\u003cp>\u003cstrong>Stanford professor Susan Holmes\u003c/strong>:\u003cbr>\n\"I don't think that you can give a Stanford education online, in the same way as I don't think that Facebook gives you a social life.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Coursera, which is seeking authority to give college credit for their courses (as opposed to just certification), is working with a company called \u003ca href=\"http://www.proctoru.com/\">ProctorU\u003c/a> to verify student identity and participation. Correspondent Spencer Michels demonstrates \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-to-make-sure-online-students-dont-cheat.html\">in this video\u003c/a> how online testing would work, and how the system they've devised is meant to prevent -- or at least curtails -- cheating.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26312/what-you-need-to-know-about-moocs","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_852","mindshift_986","mindshift_654","mindshift_984","mindshift_79","mindshift_868"],"featImg":"mindshift_26335","label":"mindshift"},"mindshift_25459":{"type":"posts","id":"mindshift_25459","meta":{"index":"posts_1591205157","site":"mindshift","id":"25459","score":null,"sort":[1354906679000]},"guestAuthors":[],"slug":"for-the-future-student-higher-education-will-be-redefined","title":"For the Future Student, Higher Education Will Be Redefined ","publishDate":1354906679,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1355168806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":894},"headData":{"title":"For the Future Student, Higher Education Will Be Redefined | KQED","description":"Thinkstock Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college or career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For the Future Student, Higher Education Will Be Redefined ","datePublished":"2012-12-07T18:57:59.000Z","dateModified":"2012-12-10T19:46:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"25459 http://blogs.kqed.org/mindshift/?p=25459","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/07/for-the-future-student-higher-education-will-be-redefined/","disqusTitle":"For the Future Student, Higher Education Will Be Redefined ","path":"/mindshift/25459/for-the-future-student-higher-education-will-be-redefined","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25459/for-the-future-student-higher-education-will-be-redefined","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_985","mindshift_852","mindshift_986","mindshift_68","mindshift_654","mindshift_984","mindshift_868"],"featImg":"mindshift_25499","label":"mindshift"},"mindshift_22898":{"type":"posts","id":"mindshift_22898","meta":{"index":"posts_1591205157","site":"mindshift","id":"22898","score":null,"sort":[1343151530000]},"guestAuthors":[],"slug":"a-day-in-the-life-of-the-future-online-college-student","title":"A Day in the Life of the Future (Online) College Student","publishDate":1343151530,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1343155620,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":774},"headData":{"title":"A Day in the Life of the Future (Online) College Student | KQED","description":"Thinkstock By Jill Rooney What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of U.C. Berkeley joining edX, and Coursera adding courses from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Day in the Life of the Future (Online) College Student","datePublished":"2012-07-24T17:38:50.000Z","dateModified":"2012-07-24T18:47:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22898 http://blogs.kqed.org/mindshift/?p=22898","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/24/a-day-in-the-life-of-the-future-online-college-student/","disqusTitle":"A Day in the Life of the Future (Online) College Student","path":"/mindshift/22898/a-day-in-the-life-of-the-future-online-college-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22898/a-day-in-the-life-of-the-future-online-college-student","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_852","mindshift_908","mindshift_654"],"featImg":"mindshift_22906","label":"mindshift"},"mindshift_22054":{"type":"posts","id":"mindshift_22054","meta":{"index":"posts_1591205157","site":"mindshift","id":"22054","score":null,"sort":[1339526760000]},"guestAuthors":[],"slug":"can-free-high-quality-education-get-you-a-job","title":"Can Free, High-Quality Education Get You A Job?","publishDate":1339526760,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1339541423,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":883},"headData":{"title":"Can Free, High-Quality Education Get You A Job? | KQED","description":"Flickr:M.Keefe By Katrina Schwartz The sudden growth of free, top-shelf online education sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it. But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Free, High-Quality Education Get You A Job?","datePublished":"2012-06-12T18:46:00.000Z","dateModified":"2012-06-12T22:50:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22054 http://blogs.kqed.org/mindshift/?p=22054","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/12/can-free-high-quality-education-get-you-a-job/","disqusTitle":"Can Free, High-Quality Education Get You A Job?","path":"/mindshift/22054/can-free-high-quality-education-get-you-a-job","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22054/can-free-high-quality-education-get-you-a-job","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_852","mindshift_891","mindshift_68","mindshift_867","mindshift_654","mindshift_79","mindshift_868"],"featImg":"mindshift_22061","label":"mindshift"},"mindshift_21373":{"type":"posts","id":"mindshift_21373","meta":{"index":"posts_1591205157","site":"mindshift","id":"21373","score":null,"sort":[1337028084000]},"guestAuthors":[],"slug":"guide-to-free-quality-higher-education","title":"Guide to MOOCs: Free, Quality Higher Education ","publishDate":1337028084,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"More and more Ivy League universities are offering free online courses. Here's a comprehensive guide to what's available to enterprising students.","status":"publish","parent":0,"modified":1348590961,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1109},"headData":{"title":"Guide to MOOCs: Free, Quality Higher Education | KQED","description":"More and more Ivy League universities are offering free online courses. Here's a comprehensive guide to what's available to enterprising students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Guide to MOOCs: Free, Quality Higher Education ","datePublished":"2012-05-14T20:41:24.000Z","dateModified":"2012-09-25T16:36:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21373 http://blogs.kqed.org/mindshift/?p=21373","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/14/guide-to-free-quality-higher-education/","disqusTitle":"Guide to MOOCs: Free, Quality Higher Education ","path":"/mindshift/21373/guide-to-free-quality-higher-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21373/guide-to-free-quality-higher-education","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_852","mindshift_819","mindshift_68","mindshift_869","mindshift_556","mindshift_867","mindshift_654","mindshift_76","mindshift_79","mindshift_868"],"featImg":"mindshift_21404","label":"mindshift"},"mindshift_20855":{"type":"posts","id":"mindshift_20855","meta":{"index":"posts_1591205157","site":"mindshift","id":"20855","score":null,"sort":[1335287208000]},"guestAuthors":[],"slug":"ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing","title":"Ivy League Poetry Professor Will Try Yelp-Style Crowd-Sourcing","publishDate":1335287208,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20863\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/UTCLibrary6.jpg\">\u003cimg class=\"size-medium wp-image-20863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/UTCLibrary6-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: UTCLibrary\u003c/p>\n\u003c/div>\n\u003ch5>By Steve Henn\u003c/h5>\n\u003cp>Last year when Andrew Ng, a computer science professor at Stanford University, put his machine learning class online and opened enrollment to the world, more than 100,000 students signed up.\u003c/p>\n\u003cp>\"I think all of us were surprised,\" he says.\u003c/p>\n\u003cp>Ng had posted lectures online before, but this class was different.\u003c/p>\n\u003cp>\"This was actually a class where you can participate as a student and get homework and assessments,\" he said.\u003c/p>\n\u003cp>The class was interactive. There were quizzes and online forums where teaching assistants, fellow students and Ng answered questions. In the end, tens of thousands of students did all the same work and took the same tests that Stanford students took; thousands passed.\u003ca name=\"more\">\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"By providing what is a truly high-quality educational experience to so many students for free, I think we can really change many people's lives.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Stanford has always been a place where we were not afraid to try bold new things, often without knowing exactly what the consequences were going to be,\" said Jim Plummer, the dean of engineering. \"And this is an instance of that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now Ng and Daphne Koller, a Stanford colleague, are launching a company called \u003ca href=\"http://www.coursera.com/\">Coursera\u003c/a> to bring more classes from elite universities to students around the world for free online.\u003c/p>\n\u003cp>\"By providing what is a truly high-quality educational experience to so many students for free, I think we can really change many, many people's lives,\" Koller says.\u003c/p>\n\u003cp>Princeton, the University of Pennsylvania and the University of Michigan will join Stanford. Two \u003c!--more-->Venture capitalists are investing more than $15 million in the company.\u003c/p>\n\u003cp>Koller says she believes online classes could bring university classes to millions of people who are now effectively cut off.\u003c/p>\n\u003cp>But to do this, these classes have to be effective at teaching more than just computer science. How will they teach hundreds of thousands of students to write?\u003c/p>\n\u003cp>\"You've asked the right question,\" asks Al Filreis, a poetry professor at the University of Pennsylvania, \"which is: You are really going to try to do a poetry course?\"\u003c/p>\n\u003cp>They are. In fact, Filreis is the guy they have roped into doing just that. He will teach modern and contemporary American poetry online for free starting in the fall. He says he knows he's not going to be able to grade thousands of essays.\u003c/p>\n\u003cp>But \"I am really, really game and open to other ways of understanding whether people are getting it because my university has decided to let me free,\" he says.\u003c/p>\n\u003cp>Filreis isn't looking for correct answers. He wants people to think about the poems he's teaching and engage one another.\u003c/p>\n\u003cp>\"Poetry is really good in this setting because you can read it alone and get so much out of it, and be perfectly fine with it, but the next step was [to] hang out with some intuitively smart people and collectively — together, collaboratively — let's read the poem together,\" he says.\u003c/p>\n\u003cp>In his class this fall, Filreis will discuss poetry with a small group of students while potentially thousands make comments online. Coursera is building a system like Yelp that will let these students value each others comments; the most valued and respected will rise to the top.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Will all this work? Is this a way to teach poetry or anything else? Filreis isn't sure, but he's excited to give it a try. And it's possible this fall he could reach more students with poetry than he has in his entire career.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/04/18/150846845/from-silicon-valley-a-new-approach-to-education\">on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":"Princeton, the University of Pennsylvania and the University of Michigan will join Stanford in the new online venture Coursera. Two venture capitalists are investing more than $15 million in the company.","status":"publish","parent":0,"modified":1335289155,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":598},"headData":{"title":"Ivy League Poetry Professor Will Try Yelp-Style Crowd-Sourcing | KQED","description":"Princeton, the University of Pennsylvania and the University of Michigan will join Stanford in the new online venture Coursera. Two venture capitalists are investing more than $15 million in the company.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ivy League Poetry Professor Will Try Yelp-Style Crowd-Sourcing","datePublished":"2012-04-24T17:06:48.000Z","dateModified":"2012-04-24T17:39:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20855 http://blogs.kqed.org/mindshift/?p=20855","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/24/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/","disqusTitle":"Ivy League Poetry Professor Will Try Yelp-Style Crowd-Sourcing","path":"/mindshift/20855/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20863\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/UTCLibrary6.jpg\">\u003cimg class=\"size-medium wp-image-20863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/UTCLibrary6-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: UTCLibrary\u003c/p>\n\u003c/div>\n\u003ch5>By Steve Henn\u003c/h5>\n\u003cp>Last year when Andrew Ng, a computer science professor at Stanford University, put his machine learning class online and opened enrollment to the world, more than 100,000 students signed up.\u003c/p>\n\u003cp>\"I think all of us were surprised,\" he says.\u003c/p>\n\u003cp>Ng had posted lectures online before, but this class was different.\u003c/p>\n\u003cp>\"This was actually a class where you can participate as a student and get homework and assessments,\" he said.\u003c/p>\n\u003cp>The class was interactive. There were quizzes and online forums where teaching assistants, fellow students and Ng answered questions. In the end, tens of thousands of students did all the same work and took the same tests that Stanford students took; thousands passed.\u003ca name=\"more\">\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"By providing what is a truly high-quality educational experience to so many students for free, I think we can really change many people's lives.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Stanford has always been a place where we were not afraid to try bold new things, often without knowing exactly what the consequences were going to be,\" said Jim Plummer, the dean of engineering. \"And this is an instance of that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now Ng and Daphne Koller, a Stanford colleague, are launching a company called \u003ca href=\"http://www.coursera.com/\">Coursera\u003c/a> to bring more classes from elite universities to students around the world for free online.\u003c/p>\n\u003cp>\"By providing what is a truly high-quality educational experience to so many students for free, I think we can really change many, many people's lives,\" Koller says.\u003c/p>\n\u003cp>Princeton, the University of Pennsylvania and the University of Michigan will join Stanford. Two \u003c!--more-->Venture capitalists are investing more than $15 million in the company.\u003c/p>\n\u003cp>Koller says she believes online classes could bring university classes to millions of people who are now effectively cut off.\u003c/p>\n\u003cp>But to do this, these classes have to be effective at teaching more than just computer science. How will they teach hundreds of thousands of students to write?\u003c/p>\n\u003cp>\"You've asked the right question,\" asks Al Filreis, a poetry professor at the University of Pennsylvania, \"which is: You are really going to try to do a poetry course?\"\u003c/p>\n\u003cp>They are. In fact, Filreis is the guy they have roped into doing just that. He will teach modern and contemporary American poetry online for free starting in the fall. He says he knows he's not going to be able to grade thousands of essays.\u003c/p>\n\u003cp>But \"I am really, really game and open to other ways of understanding whether people are getting it because my university has decided to let me free,\" he says.\u003c/p>\n\u003cp>Filreis isn't looking for correct answers. He wants people to think about the poems he's teaching and engage one another.\u003c/p>\n\u003cp>\"Poetry is really good in this setting because you can read it alone and get so much out of it, and be perfectly fine with it, but the next step was [to] hang out with some intuitively smart people and collectively — together, collaboratively — let's read the poem together,\" he says.\u003c/p>\n\u003cp>In his class this fall, Filreis will discuss poetry with a small group of students while potentially thousands make comments online. Coursera is building a system like Yelp that will let these students value each others comments; the most valued and respected will rise to the top.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Will all this work? Is this a way to teach poetry or anything else? Filreis isn't sure, but he's excited to give it a try. And it's possible this fall he could reach more students with poetry than he has in his entire career.\u003c/p>\n\u003ch5>\u003cem>This post originally appeared \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/04/18/150846845/from-silicon-valley-a-new-approach-to-education\">on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20855/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_852","mindshift_122","mindshift_79"],"featImg":"mindshift_20863","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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