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StartX – Stanford Student Startup Accelerator – Apply Today!

StartX – Stanford Student Startup Accelerator – Apply Today!
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Experts speculate on possible business models for MOOC providers Massively open online courses, or MOOCs, do not currently lead to any widely recognized credential. Still, with more than 1.5 million people having registered for MOOCs through Coursera, Udacity and edX, the demand for the novel online offerings is undeniable. But while demand appears to be high, none of these three organizations -- two of which are for-profit companies that will be expected to generate money for investors and the other of which is a nonprofit that will be expected to stand on its own feet eventually -- currently has a business plan. They can afford it, for now. The MOOC providers are nonetheless in strange territory. So far the only revenue stream that the major new MOOC providers have said they will pursue is charging a fee for a certificate. But the extent to which revenue from certificate fees can support a MOOC business remains unclear. One of the more provocative potential business models for MOOCs is to bypass credentialing altogether.

Venture Hacks - Good advice for startups - Changing the Mindset of Future Entrepreneurs Aston Entrepreneurs Lessons learned from MITx’s prototype course A series of screenshots from 6.002x, the first course offered through MITx (credit: MIT) Last December, MIT announced the creation of MITx, an ambitious project to recreate the MIT classroom experience online. In March, the MITx prototype course — “Circuits and Electronics,” (6.002x) — debuted. In May, MIT and Harvard University jointly announced the creation of edX, an organization that will further develop the MITx platform and enable other universities to use it as well. As MIT and Harvard gear up to offer new edX courses in the fall, the edX team is taking stock of its experience with 6.002x and beginning to incorporate what it learned into the system’s design. 155,000 students registered; 7,157 passed In the end, almost 155,000 people registered for 6.002x. Agarwal also believes that the rate of completion will increase as more courses are added to the edX catalog. Students create their own followup online course Ultimately, students from more than 160 countries registered for 6.002x.

Startup Marketing Blog - By Sean Ellis Free Online Course Materials | About OCW Biotechnology Yes - Training for UK postgraduates on the commercialisation of bioscience ideas Sick of paying for textbooks? Get them now, free and online In the same way that free open online courseware is threatening to disrupt traditional universities, open textbook initiatives such as OpenStax College from Rice University threaten to do the same to the traditional textbook market. OpenStax College has taken five of the most popular topics taught in American universities and produced high quality peer-reviewed textbooks that are available for anyone to download for free. OpenStax College aims to try and save students at least $90 million over five years by capturing 10% of the US textbook market. Authors of textbooks in Flat World Knowledge receive a royalty on sales of printed versions of their textbooks, whereas authors contributing towards Rice University’s venture are volunteering their efforts. Bookboon funds open access through the inclusion of advertising in the books. The move to electronic textbooks is something that students have adopted with gusto. Spending time searching for a free textbook is probably not a priority.

Advice and Insights for Entrepreneurs | OnStartups YouNoodle | Satisfy your entrepreneurial appetite. Fund Science and Explore the World with Renowned Researchers - Petridish Blog » From 100 Students to 100,000 Typically I teach around 100 students per year in my introductory database course. This past fall my enrollment was a whopping 60,000. Admittedly, only 25,000 of them chose to submit assignments, and a mere 6500 achieved a strong final score. But even with 6500 students, I more than quadrupled the total number of students I’ve taught in my entire 18-year academic career. The story begins a couple of years earlier, when Stanford computer science faculty started thinking about shaking up the way we teach. I put my videos online for the public, and soon realized that with a little extra work, I could make available what amounted to an entire course. Having already prepared lots of materials, I jumped on the free-to-the-world bandwagon, as did my colleague Andrew Ng with his machine learning course. One interesting and surprisingly large effect of having 60,000 students is the need for absolute perfection: not one tiny flaw or ambiguity goes unnoticed. So what happens next?

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