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For the Future Student, Higher Education Will Be Redefined

December 7, 2012 | 10:57 AM | By

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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 be the fastest way to a fruitful career or a rich network.

With online education quickly gaining momentum, the emergence of massive open online courses (MOOCs) is not only shaking up higher education to the core — its value, its status, its cost — the movement is also changing how young people envision their education and their future.

Sebastian Thrun, whose free, online artificial intelligence class 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 self-driving car and Google Glass, co-founded Udacity, a free online school that offers higher ed classes computer science classes — everything from Programming Languages to How to Build a Startup.

“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 Continue reading →

FILED UNDER: Culture, Teaching Strategies, Andrew Ng, Coursera, Daphne Koller, Higher Education, MOOC, Sebastian Thrun, Udacity

Where is Technology Leading Higher Education?

September 25, 2012 | 9:41 AM | By
By Doug Ward

The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like historic, seismic and revolutionary now pop up in descriptions of the challenges that higher education faces in the coming years.

Many institutions have been preparing for these changes for years, building infrastructure and expertise, experimenting and recruiting, and integrating online learning into long-term strategies. Many others, especially traditional research universities, have been caught flat-footed as education has transformed around them.

This point of dramatic — and traumatic — change didn’t swoop in unannounced. Rather, it crept in like a series of streams meeting in a roiling confluence. Only by stepping back and looking in panoramic fashion can we truly understand how we’ve arrived at a point of transformation and how we might deal with it.

TECHNOLOGY LEADS THE WAY

Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like Moodle, Jing, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever.

In their book Liberating Learning, Terry Moe and John Chubb say that this technological transformation is “reshaping the fundamentals of how human beings from every corner of the globe communicate, interact, conduct their business, and simply live their lives from day to day.”

It’s also changing the way they learn.

COLLEGE COSTS HAVE SKYROCKETED

The expense of higher education has risen more than 550 percent since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning.

Colleges and universities have come under increased scrutiny because of rising costs, mediocre rates of degree completion, and lack of willingness to change from a centuries-old model of Continue reading →

FILED UNDER: Culture, Digital Tools, Teaching Strategies, Higher Education, MOOC, online learning

A Day in the Life of the Future (Online) College Student

July 24, 2012 | 10:38 AM | By

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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 higher education is here to stay.

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 [PDF] for the Sloan Consortium.

While some wonder whether this is the end of traditional higher education, others are considering what an average college student’s life will be like in the future. In his Atlantic article Selling the College Experience to Students Who Take Classes Online, 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.”

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 Continue reading →

FILED UNDER: Digital Tools, Coursera, edX, MOOC

Can Free, High-Quality Education Get You A Job?

June 12, 2012 | 11:46 AM | By

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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 courses in subjects like artificial intelligence or game theory will eventually lead to employment.

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?

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.

“A college degree is very fundamental — a weeding out process.”

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.

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 Continue reading →

FILED UNDER: Culture, Coursera, employment, Higher Education, MITx, MOOC, Stanford, Udacity

Guide to MOOCs: Free, Quality Higher Education

May 14, 2012 | 1:41 PM | By
By Katrina Schwartz

As the current generation of college graduates wrangles with an unprecedented amount of debt, a sea change is underway in higher education. More and more elite universities are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.

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?

At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in major flux as we speak, as day by day, yet another development in free online education is announced. What started 11 years ago with MIT’s OpenCourseWare — 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 Continue reading →

FILED UNDER: Culture, Digital Tools, Teaching Strategies, Coursera, Harvard, Higher Education, Minerva, MIT, MITx, MOOC, Open Source, Stanford, Udacity

Is Peer Input as Important as Content for Online Learning?

April 24, 2012 | 1:01 PM | By

Flickr: Incase

By Nathan Maton

Back in 2001, MIT launched OpenCourseWare, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online to the world for free. Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point.

The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) — the key word being “massive,” as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun’s Artificial Intelligence course enrolled 160,000 students and Thrun recently gave up tenure at Stanford to start Udacity, a company that will offer more MOOCs.

But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university P2PU, preaches three building blocks: community, recognition and content.

“It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren’t doing it. How do we build community around it and recognition for this open content is my question.”

The Stanford professors readily admit that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.

“It was totally clear to me that content is only the starting point.”

You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.

“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I’ve heard people say campus-based education Continue reading →

FILED UNDER: Culture, Digital Tools, Teaching Strategies, MIT, MIT OpenCourseWare, MOOC, open education resources, Open Source, Stanford