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Daphne Koller: What we're learning from online education

Daphne Koller: What we're learning from online education

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Action mapping: Design lively elearning and training Quick! Design some elearning that has compelling activities and a real business impact! How? Try action mapping. Introduction The University of Edinburgh offers a range of Massive Open Online Courses (MOOCs). What are MOOCs? MOOCs are short courses that are delivered online for free. These courses: Daphne Koller - Wikipedia Daphne Koller (born August 27, 1968) is an Israeli-American Professor in the Department of Computer Science at Stanford University[1] and a MacArthur Fellowship recipient. She is also one of the founders of Coursera, an online education platform. Her general research area is artificial intelligence[2][3] and its applications in the biomedical sciences.[4][5] Koller was featured in a 2004 article by MIT Technology Review titled "10 Emerging Technologies That Will Change Your World"[6] concerning the topic of Bayesian machine learning. Life[edit] She received a bachelor's degree from the Hebrew University of Jerusalem in 1985, at the age of 17, and a master's degree from the same institution in 1986.[7] Koller completed her Ph.D. at Stanford in 1993 under the supervision of Joseph Halpern, did postdoctoral research at University of California, Berkeley from 1993 to 1995,[8] and joined the faculty of the Stanford University Computer Science Department in 1995.

Do online courses spell the end for the traditional university? Two years ago, I sat in the back seat of a Toyota Prius in a rooftop car park in California and gripped the door handle as the car roared away from the kerb, headed straight towards the roof's edge and then at the last second sped around a corner without slowing down. There was no one in the driver's seat. It was the prototype of Google's self-driving car and it felt a bit like being Buck Rogers and catapulted into another century. Later, I listened to Sebastian Thrun, a German-born professor of artificial intelligence at Stanford University, explain how he'd built it, how it had already clocked up 200,000 miles driving around California, and how one day he believed it would mean that there would be no traffic accidents. A few months later, the New York Times revealed that Thrun was the head of Google's top-secret experimental laboratory Google X, and was developing, among other things, Google Glasses – augmented reality spectacles. "It's going to change.

A New Use for MOOCs: Real-World Problem Solving - Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox by Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox | 9:00 AM July 4, 2013 There’s been no shortage of media coverage on Massively Open Online Courses (MOOCs) in the past year. Universities have touted the value of free on-line courses offered to millions of learners from all walks of life. MOOCS: The new higher education? On September 19, Slate Magazine concluded “Online Higher-Education Startup Coursera Is Taking Over the World.” Following Silicon Valley practice, reporter Will Oremus judged Coursera’s success on the basis of the number of customer universities offering Coursera courses. He concludes “Coursera has positioned itself perfectly to capitalize on their eagerness.” Coursera president: bursting the Moocs bubble a boon for us Some academics enjoyed nothing more than seeing the “Moocs bubble” burst. But it turns out that those who scoffed at massive open online courses may have unwittingly been playing into the hands of the innovation they were disparaging. Daphne Koller, president and co-founder of Coursera, told Times Higher Education that the hype around online courses and whether they would destroy traditional universities had been the biggest driver of student recruitment to her company, the world’s largest Mooc platform. Professor Koller, the Rajeev Motwani professor of computer science at Stanford University, said that both the excitement around Moocs and the subsequent realisation that they would not be quite so transformative had been “largely overblown”. Instead, she argued, Coursera – which now has 20 million users and 145 course providers, including some of the world’s leading universities – was “making significant, steady progress in democratising access to education”.

Ten Years After Decriminalization, Drug Abuse Down by Half in Portugal Drug warriors often contend that drug use would skyrocket if we were to legalize or decriminalize drugs in the United States. Fortunately, we have a real-world example of the actual effects of ending the violent, expensive War on Drugs and replacing it with a system of treatment for problem users and addicts. Ten years ago, Portugal decriminalized all drugs. One decade after this unprecedented experiment, drug abuse is down by half:

Teaching English in Second Life Over the past few weeks I've been pretty busy teaching my first English students on a Business English course I have been developing for Second Life. The experience has been pretty daunting with myself and the students having to come to terms with the complexities of the user interface and I have felt at times that my fifteen years of 'real world' classroom experience and the subconscious habits and reflexes that I developed over that period have totally deserted me. The introduction of voice within SL has certainly made a huge difference, though there are still problems and bugs to be ironed out. Though to my surprise I did find myself drilling a group of advanced learners to help them with their word stress, something I rarely do in the 'real' language classroom. To my relief though, the number of students in the class seems to be steadily increasing rather than decreasing and they seem keen to come back for more.

Five myths about Moocs Diana Laurillard explains why a model based on unsupervised learning is not the answer Source: Dale Edwin Murray Moocs will not solve the problem of expensive undergraduate education or educational scarcity in emerging economies. This is just a cruel myth

What MOOCs Teach Us - MIT Technology Review Online education offers one effective way to close the skills gap. December 18, 2014 Three years ago, several of us at Stanford launched the first massive open online courses, or MOOCs. We wanted to make the teaching of the world’s great universities accessible to anyone with an Internet connection. The company we founded, Coursera, recently passed a milestone: 10 million enrolled learners.

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