Online Learning: Why Libraries Could Be the Key to MOOCs' Success
What Achieving Digital Equity Using Online Courses Could Look Like
How to Build a Better MOOC
What MOOCs Are Teaching Universities About Active Learning
Has the 'MOOC Revolution' Drifted Off Course?
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Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","status":"publish","parent":0,"modified":1461571182,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1302},"headData":{"title":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success | KQED","description":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","datePublished":"2016-04-25T07:59:42.000Z","dateModified":"2016-04-25T07:59:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44784 http://ww2.kqed.org/mindshift/?p=44784","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/25/online-learning-why-libraries-could-be-the-key-to-moocs-success/","disqusTitle":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","path":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","authors":["4596"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_37","mindshift_20784","mindshift_1040","mindshift_895","mindshift_20608","mindshift_384","mindshift_122","mindshift_20783"],"featImg":"mindshift_44785","label":"mindshift"},"mindshift_43057":{"type":"posts","id":"mindshift_43057","meta":{"index":"posts_1591205157","site":"mindshift","id":"43057","score":null,"sort":[1450087332000]},"guestAuthors":[],"slug":"what-achieving-digital-equity-using-online-courses-could-look-like","title":"What Achieving Digital Equity Using Online Courses Could Look Like","publishDate":1450087332,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By John Hansen and Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For almost a century, technology enthusiasts have promised that new innovations can democratize education. In 1932, Benjamin Darrow, founder of the Ohio School of the Air, argued that radio would “make universally available the services of the finest teachers.” In 1961, the Ford Foundation’s \u003cem>Teaching by Television \u003c/em>report declared that TV would provide poor students with “instruction of a higher order than they might otherwise receive.” In our own time, advocates of online learning promise to level the educational playing fields with massive open online courses, MOOCs.\u003c/p>\n\u003cp>The most compelling evidence for the democratizing power of MOOCs comes from a new generation of Horatio Alger stories, where the video lecture replaces the bootblack’s cloth. In 2013, the New York Times Magazine told the story of Battushig Myanganbavar, the “\u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/the-boy-genius-of-ulan-bator.html?pagewanted=all&_r=0\">Boy Genius of Ulan Bator\u003c/a>,” who earned a perfect score on MIT’s first MOOC as a high school student in Mongolia and subsequently gained admission to MIT. This year, MIT has featured the story of Ahaan Rungta, a 16 year old Freshman, born in Calcutta, who has completed 55 courses on edX and MIT’s OpenCourseWare. Rungta’s father is the manager of the Indian restaurant in the MIT student center.\u003c/p>\n\u003cp>As powerful as these stories are, the extensive data collected by MOOCs tell another story. While there are extraordinarily talented students from all backgrounds who succeed in MOOCs, those from more affluent and better-educated neighborhoods are more likely to enroll and succeed in these courses. Moreover, the relationship between socioeconomic resources and course success is strongest among teens and college-aged students, exactly the ages where we might hope that online courses could provide a new entry point into higher education.\u003c/p>\n\u003cp>In a recent study published in \u003cem>\u003ca href=\"https://www.sciencemag.org/content/350/6265/1245.full.pdf\">Science\u003c/a>\u003c/em>, we found that young students enrolling in HarvardX and MITx courses live in neighborhoods where the median income is 38% higher than typical American neighborhoods. Among teenagers who register for a HarvardX course, those with a college-educated parent have nearly twice the odds of finishing compared to students whose parents did not complete college.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even when online learning is free, people with greater financial, social, and technological resources are better able to take advantage of these new opportunities. Technologies that truly democratize education should disproportionately benefit the students who otherwise wouldn’t be able to access high-quality learning experiences. Compared to previous broadcast technologies, online learning has a key advantage: the ability to personalize learning experiences at a large scale. From the reams of clickstream data collected by online learning environments, we can target additional supports and scaffolds to the students who need them most.\u003c/p>\n\u003cp>Two very different and promising lines of research might form the foundation of a new set of design principles for digital equity. Research on stereotype threat has shown that some of the barriers that disadvantaged students face are psychological in nature: subtle cues in a learning environment can trigger anxieties in marginalized students. Researchers at Stanford have identified achievement gaps between students from developed and developing countries in MOOCs, and early findings suggest that simple exercises to encourage a \u003ca href=\"https://vptl.stanford.edu/frontier-science-learning\">sense of belonging in an online community\u003c/a> can substantially reduce those gaps.\u003c/p>\n\u003cp>These experimental approaches can be paired with social services that have a long history of effectiveness. In St. Louis, the nonprofit \u003ca href=\"https://www.launchcode.org/\">LaunchCode\u003c/a> offers a physical community and job placement services for students taking HarvardX’s Introduction to Computer Science class, CS50x. By providing additional human supports to underserved students with great potential, LaunchCode joins a tradition of programs from Hull House to the Boys and Girls Clubs that are essential to social mobility in America.\u003c/p>\n\u003cp>MOOCs and other forms of online learning don’t yet live up to their promise to democratize education, but we shouldn’t abandon those efforts. Closing education’s digital divide is exactly the kind of grand challenge that the world’s greatest universities should be tackling head on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/@jdnhansen\">John Hansen\u003c/a> is a doctoral student at the Harvard Graduate School of Education and \u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is executive director of the MIT Teaching Systems Lab. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Many students benefiting from massive open online courses are from higher income households, so what can be done to reach those who need the most help? ","status":"publish","parent":0,"modified":1450473376,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":707},"headData":{"title":"What Achieving Digital Equity Using Online Courses Could Look Like | KQED","description":"Many students benefiting from massive open online courses are from higher income households, so what can be done to reach those who need the most help? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Achieving Digital Equity Using Online Courses Could Look Like","datePublished":"2015-12-14T10:02:12.000Z","dateModified":"2015-12-18T21:16:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43057 http://ww2.kqed.org/mindshift/?p=43057","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/14/what-achieving-digital-equity-using-online-courses-could-look-like/","disqusTitle":"What Achieving Digital Equity Using Online Courses Could Look Like","path":"/mindshift/43057/what-achieving-digital-equity-using-online-courses-could-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By John Hansen and Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For almost a century, technology enthusiasts have promised that new innovations can democratize education. In 1932, Benjamin Darrow, founder of the Ohio School of the Air, argued that radio would “make universally available the services of the finest teachers.” In 1961, the Ford Foundation’s \u003cem>Teaching by Television \u003c/em>report declared that TV would provide poor students with “instruction of a higher order than they might otherwise receive.” In our own time, advocates of online learning promise to level the educational playing fields with massive open online courses, MOOCs.\u003c/p>\n\u003cp>The most compelling evidence for the democratizing power of MOOCs comes from a new generation of Horatio Alger stories, where the video lecture replaces the bootblack’s cloth. In 2013, the New York Times Magazine told the story of Battushig Myanganbavar, the “\u003ca href=\"http://www.nytimes.com/2013/09/15/magazine/the-boy-genius-of-ulan-bator.html?pagewanted=all&_r=0\">Boy Genius of Ulan Bator\u003c/a>,” who earned a perfect score on MIT’s first MOOC as a high school student in Mongolia and subsequently gained admission to MIT. This year, MIT has featured the story of Ahaan Rungta, a 16 year old Freshman, born in Calcutta, who has completed 55 courses on edX and MIT’s OpenCourseWare. Rungta’s father is the manager of the Indian restaurant in the MIT student center.\u003c/p>\n\u003cp>As powerful as these stories are, the extensive data collected by MOOCs tell another story. While there are extraordinarily talented students from all backgrounds who succeed in MOOCs, those from more affluent and better-educated neighborhoods are more likely to enroll and succeed in these courses. Moreover, the relationship between socioeconomic resources and course success is strongest among teens and college-aged students, exactly the ages where we might hope that online courses could provide a new entry point into higher education.\u003c/p>\n\u003cp>In a recent study published in \u003cem>\u003ca href=\"https://www.sciencemag.org/content/350/6265/1245.full.pdf\">Science\u003c/a>\u003c/em>, we found that young students enrolling in HarvardX and MITx courses live in neighborhoods where the median income is 38% higher than typical American neighborhoods. Among teenagers who register for a HarvardX course, those with a college-educated parent have nearly twice the odds of finishing compared to students whose parents did not complete college.\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>Even when online learning is free, people with greater financial, social, and technological resources are better able to take advantage of these new opportunities. Technologies that truly democratize education should disproportionately benefit the students who otherwise wouldn’t be able to access high-quality learning experiences. Compared to previous broadcast technologies, online learning has a key advantage: the ability to personalize learning experiences at a large scale. From the reams of clickstream data collected by online learning environments, we can target additional supports and scaffolds to the students who need them most.\u003c/p>\n\u003cp>Two very different and promising lines of research might form the foundation of a new set of design principles for digital equity. Research on stereotype threat has shown that some of the barriers that disadvantaged students face are psychological in nature: subtle cues in a learning environment can trigger anxieties in marginalized students. Researchers at Stanford have identified achievement gaps between students from developed and developing countries in MOOCs, and early findings suggest that simple exercises to encourage a \u003ca href=\"https://vptl.stanford.edu/frontier-science-learning\">sense of belonging in an online community\u003c/a> can substantially reduce those gaps.\u003c/p>\n\u003cp>These experimental approaches can be paired with social services that have a long history of effectiveness. In St. Louis, the nonprofit \u003ca href=\"https://www.launchcode.org/\">LaunchCode\u003c/a> offers a physical community and job placement services for students taking HarvardX’s Introduction to Computer Science class, CS50x. By providing additional human supports to underserved students with great potential, LaunchCode joins a tradition of programs from Hull House to the Boys and Girls Clubs that are essential to social mobility in America.\u003c/p>\n\u003cp>MOOCs and other forms of online learning don’t yet live up to their promise to democratize education, but we shouldn’t abandon those efforts. Closing education’s digital divide is exactly the kind of grand challenge that the world’s greatest universities should be tackling head on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/@jdnhansen\">John Hansen\u003c/a> is a doctoral student at the Harvard Graduate School of Education and \u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is executive director of the MIT Teaching Systems Lab. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43057/what-achieving-digital-equity-using-online-courses-could-look-like","authors":["4354"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_908","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20608","mindshift_825"],"featImg":"mindshift_43065","label":"mindshift"},"mindshift_38398":{"type":"posts","id":"mindshift_38398","meta":{"index":"posts_1591205157","site":"mindshift","id":"38398","score":null,"sort":[1415630009000]},"guestAuthors":[],"slug":"how-to-build-a-better-mooc","title":"How to Build a Better MOOC","publishDate":1415630009,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Report after report have revealed some of the inadequacies of massive open online courses: low completion rates, low engagement, inability to have impact with those who need education the most. So far, MOOCs have not lived up to the hype. But, as Maria Konnikova explores in the \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\">The New Yorker\u003c/a>, there is a methodology for massive learning that dates back to 1962: catering to the individual. It's a model already seen in GRE testing, which, among other techniques, switches up the sequence of questions based on the individual's progress. She writes: \u003c/p>\n\u003cp>\"As it is, individualized methodology has largely gotten lost in the excitement over technological capabilities and large-group approaches. According to numerous interviews I conducted, and studies I read, very few MOOCs are using anything like control theory as part of their approach to teaching.\"\u003c/p>\n\u003cp>http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Massive open online courses have not lived up to the hype. There are, however, 50-year-old techniques to improve the experience and reach those who need education the most. ","status":"publish","parent":0,"modified":1456260541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":150},"headData":{"title":"How to Build a Better MOOC | KQED","description":"Massive open online courses have not lived up to the hype. There are, however, 50-year-old techniques to improve the experience and reach those who need education the most. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build a Better MOOC","datePublished":"2014-11-10T14:33:29.000Z","dateModified":"2016-02-23T20:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38398 http://blogs.kqed.org/mindshift/?p=38398","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/10/how-to-build-a-better-mooc/","disqusTitle":"How to Build a Better MOOC","path":"/mindshift/38398/how-to-build-a-better-mooc","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Report after report have revealed some of the inadequacies of massive open online courses: low completion rates, low engagement, inability to have impact with those who need education the most. So far, MOOCs have not lived up to the hype. But, as Maria Konnikova explores in the \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\">The New Yorker\u003c/a>, there is a methodology for massive learning that dates back to 1962: catering to the individual. It's a model already seen in GRE testing, which, among other techniques, switches up the sequence of questions based on the individual's progress. She writes: \u003c/p>\n\u003cp>\"As it is, individualized methodology has largely gotten lost in the excitement over technological capabilities and large-group approaches. According to numerous interviews I conducted, and studies I read, very few MOOCs are using anything like control theory as part of their approach to teaching.\"\u003c/p>\n\u003cp>http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\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>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38398/how-to-build-a-better-mooc","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_124","mindshift_20608"],"featImg":"mindshift_38401","label":"mindshift"},"mindshift_37911":{"type":"posts","id":"mindshift_37911","meta":{"index":"posts_1591205157","site":"mindshift","id":"37911","score":null,"sort":[1414673119000]},"guestAuthors":[],"slug":"what-moocs-are-teaching-universities-about-active-learning","title":"What MOOCs Are Teaching Universities About Active Learning","publishDate":1414673119,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When the first Massive Open Online Course (MOOC) enrolled over a hundred thousand students from all over the world, it started an education buzz about how technology could revolutionize higher education. A few years later, MOOCs \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\" target=\"_blank\">haven't exactly replaced expensive college degrees\u003c/a>, but edX CEO Anant Agarwal says the MIT experiment with MOOCs has given educators important insights into how students learn.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter?utm_source=newsletter_weekly_2014-02-01&utm_campaign=newsletter_weekly&utm_medium=email&utm_content=talk_of_the_week_button#t-825406\" target=\"_blank\">TED talk\u003c/a>, Agarwal describes how MOOCs are inspiring university and high school teachers to try \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">assigning video lectures for homework\u003c/a> so class time can be used for asking questions and hands-on assignments. He's fired up at how engaged students have been and at the power of immediate feedback the online platform offers. Even more impressive, students from around the world are discussing concepts together online, eventually finding answers to questions on their own. MOOCs may not have upended the university system as predicted, but they may have done something better, Agarwal says -- force inert institutions to rethink their practices.\u003c/p>\n\u003cp>\u003ciframe src=\"https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"There's a lot of skepticism about whether or not MOOCs are \"disrupting\" higher education, but can they offer important learning opportunities for the institutions themselves?","status":"publish","parent":0,"modified":1414673187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":169},"headData":{"title":"What MOOCs Are Teaching Universities About Active Learning | KQED","description":"There's a lot of skepticism about whether or not MOOCs are "disrupting" higher education, but can they offer important learning opportunities for the institutions themselves?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What MOOCs Are Teaching Universities About Active Learning","datePublished":"2014-10-30T12:45:19.000Z","dateModified":"2014-10-30T12:46:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37911 http://blogs.kqed.org/mindshift/?p=37911","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/30/what-moocs-are-teaching-universities-about-active-learning/","disqusTitle":"What MOOCs Are Teaching Universities About Active Learning","path":"/mindshift/37911/what-moocs-are-teaching-universities-about-active-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the first Massive Open Online Course (MOOC) enrolled over a hundred thousand students from all over the world, it started an education buzz about how technology could revolutionize higher education. A few years later, MOOCs \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\" target=\"_blank\">haven't exactly replaced expensive college degrees\u003c/a>, but edX CEO Anant Agarwal says the MIT experiment with MOOCs has given educators important insights into how students learn.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter?utm_source=newsletter_weekly_2014-02-01&utm_campaign=newsletter_weekly&utm_medium=email&utm_content=talk_of_the_week_button#t-825406\" target=\"_blank\">TED talk\u003c/a>, Agarwal describes how MOOCs are inspiring university and high school teachers to try \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\">assigning video lectures for homework\u003c/a> so class time can be used for asking questions and hands-on assignments. He's fired up at how engaged students have been and at the power of immediate feedback the online platform offers. Even more impressive, students from around the world are discussing concepts together online, eventually finding answers to questions on their own. MOOCs may not have upended the university system as predicted, but they may have done something better, Agarwal says -- force inert institutions to rethink their practices.\u003c/p>\n\u003cp>\u003ciframe src=\"https://embed-ssl.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\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>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37911/what-moocs-are-teaching-universities-about-active-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_908","mindshift_1040","mindshift_655","mindshift_556","mindshift_20608"],"featImg":"mindshift_37938","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"}},"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. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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