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College Is Dead. Long Live College!

College Is Dead. Long Live College!
On Sept. 17, the Pakistani government shut down access to YouTube. The purported reason was to block the anti-Muslim film trailer that was inciting protests around the world. One little-noticed consequence of this decision was that 215 people in Pakistan suddenly lost their seats in a massive, open online physics course. The free college-level class, created by a Silicon Valley start-up called Udacity, included hundreds of short YouTube videos embedded on its website. (GOOGLE+ HANGOUT: Can Online Mega Courses Change Education?) Niazi was devastated. In every country, education changes so slowly that it can be hard to detect progress. None of these students had met one another in person. By late that night, the Portuguese professor had successfully downloaded all the videos and then uploaded them to an uncensored photo-sharing site. That same day, Niazi signed up for Computer Science 101 along with her twin brother Muhammad. High-End Learning on the Cheap

Reliability of Wikipedia The reliability of Wikipedia (primarily of the English-language edition), compared to other encyclopedias and more specialized sources, has been assessed in many ways, including statistically, through comparative review, analysis of the historical patterns, and strengths and weaknesses inherent in the editing process unique to Wikipedia.[1] Wikipedia is open to anonymous and collaborative editing, so assessments of its reliability usually include examination of how quickly false or misleading information is removed. An early study conducted by IBM researchers in 2003—two years following Wikipedia's establishment—found that "vandalism is usually repaired extremely quickly—so quickly that most users will never see its effects"[12] and concluded that Wikipedia had "surprisingly effective self-healing capabilities".[13] A 2007 peer-reviewed study stated that "42% of damage is repaired almost immediately... Wikipedia editing model Areas of reliability Assessments Comparative studies

Coursera Business model[edit] The contract between Coursera and participating universities contains a "brainstorming" list of ways to generate revenue, including verified certification fees, introducing students to potential employers and recruiters (with student consent), tutoring, sponsorships and tuition fees.[5][6] In September 2013 it announced it had earned $1 million in revenue through verified certificates that authenticate successful course completion.[7] As of December 2013 the company had raised $85 million in venture capital.[8][9] John Doerr suggested that people will pay for "valuable, premium services".[10] Any revenue stream will be divided, with schools receiving a small percentage of revenue and 20% of gross profits.[6][11] In January 2013, Coursera announced that the American Council on Education had approved five courses for college credit.[12] As the journalist Steve Kolowich noted[12] "whether colleges take the council's advice, however, is an open question." Courses[edit]

Massive open online course Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "Massive Open Online Course" A massive open online course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web.[1] In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education which were first introduced in 2006 and emerged as a popular mode of learning in 2012.[2][3] Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. History[edit] What is a MOOC? Precursors[edit] Early approaches[edit] Tabulation of the significant differences between xMOOC and cMOOC.[10] cMOOCs and xMOOCs[edit] Emergence of MOOC providers[edit]

Udacity Udacity co-founder Sebastian Thrun, 2006 Udacity is a for-profit educational organization founded by Sebastian Thrun, David Stavens, and Mike Sokolsky offering massive open online courses (MOOCs).[3] According to Thrun, the origin of the name Udacity comes from the company's desire to be "audacious for you, the student".[4][5] Thrun's work on Udacity was noted by The Guardian in a list of people championing open internet.[14] Courses[edit] Four more courses began on 16 April 2012, encompassing a range of ability and subject matter, with teachers including Steve Huffman and Peter Norvig. Course format[edit] Enrollment[edit] Over the first several months of Udacity's existence, enrollment for each class was cut off on the due date of the first homework assignment, and the courses were re-offered each hexamester. Certification[edit] Further plans announced for certification options would include a "secured online examination" as a less expensive alternative to the in-person proctored exams.[31]

edX EdX is a massive open online course (MOOC) platform founded by the Massachusetts Institute of Technology and Harvard University in May 2012 to host online university-level courses in a wide range of disciplines to a worldwide audience at no charge and to conduct research into learning. EdX has more than 2 million users. The two institutions have each contributed $30 million of resources to the nonprofit project. Functionality and organization[edit] EdX has engaged in a number of partnerships with educational institutions in the United States, China, Mongolia, India, and more to utilize edX courses in "blended classrooms The edX platform uses online learning software that uses interactive experiences. EdX offers certificates of successful completion, but does not offer course credit. The "learning platform" has been developed as open-source software and made available to other institutions of higher learning that want to make similar offerings. History[edit] Research[edit] Members[edit]

MIT OpenCourseWare Walter Lewin demonstrates conservation of energy in an OCW lecture As of October 2012, 60 courses included complete video lectures. The videos are available in streaming mode, but may also be downloaded for viewing offline. All video and audio files are also available from iTunes U and the Internet Archive. Project[edit] History[edit] The main challenge in implementing the OCW initiative had not been faculty resistance, but rather, the logistical challenges presented by determining ownership and obtaining publication permission for the massive amount of intellectual property items that are embedded in the course materials of MIT's faculty, in addition to the time and technical effort required to convert the educational materials to an online format. In September 2002, the MIT OpenCourseWare proof-of-concept pilot site opened to the public, offering 32 courses. Technology[edit] Video content for the courses were originally primarily in RealMedia format. Funding[edit] See also[edit]

Khan Academy The website features thousands of educational resources, including a personalized learning dashboard, over 100,000 exercise problems, and over 5,000 micro lectures[5] via video tutorials stored on YouTube teaching mathematics, history, healthcare, medicine, finance, physics, general chemistry, biology, astronomy, economics, cosmology, organic chemistry, American civics, art history, macroeconomics, microeconomics, and computer science.[6] All resources are available for free to anyone around the world. Khan Academy reaches about 10,000,000 students per month and has delivered over 300,000,000 lessons.[7][8] History[edit] In late 2004, Khan began tutoring his cousin Nadia in mathematics using Yahoo!'s Doodle notepad. Khan Academy has eclipsed MIT's OpenCourseWare (OCW) in terms of videos viewed. Khan Academy also has thousands of resources translated into other languages. Khan Academy also launched a computer science module in September 2012.[21][22] Technical format[edit] Badges[edit]

China Open Resources for Education The China Open Resources for Education (CORE) is a non-profit organization. Its mission is to promote closer interaction and open sharing of educational resources between Chinese and international universities, which CORE envisions as the future of world education. CORE aims to provide Chinese universities with free and easy access to global open educational resources. CORE is a consortium of universities that began with 26 IET Educational Foundation member universities and 44 China Radio and TV Universities), with a total enrollment of 5 million students. CORE has received approval and support for its activities from the China Ministry of Education (MOE). CORE was established in November 2003 following an MIT OpenCourseWare Conference in Beijing. CORE provides framework for Chinese-speaking universities to participate in the shared, global network of advanced courseware with MIT and other leading universities, and enhances the quality of education in China. Mission[edit] Objectives[edit]

OpenCourseWare History[edit] The OpenCourseWare movement started in 1999 when the University of Tübingen in Germany published videos of lectures online for its timms initiative (Tübinger Internet Multimedia Server).[1] The OCW movement only took off, however, with the launch of MIT OpenCourseWare at the Massachusetts Institute of Technology (MIT) and the Open Learning Initiative at Carnegie Mellon University[2] in October 2002. The movement was soon reinforced by the launch of similar projects at Yale, the University of Michigan, and the University of California Berkeley. MIT's reasoning behind OCW was to "enhance human learning worldwide by the availability of a web of knowledge".[3] MIT also stated that it would allow students (including, but not limited to its own) to become better prepared for classes so that they may be more engaged during a class. Principles[edit] According to the website of the OCW Consortium, an OCW project: edX[edit] Problems[edit] Americas[edit] Brazil[edit] Mexico[edit] Asia[edit]

Massive open online course Poster, entitled "MOOC, every letter is negotiable," exploring the meaning of the words "Massive Open Online Course" A Massive Open Online Course (MOOC; /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education.[1] Although early MOOCs often emphasized open access features, such as connectivism and open licensing of content, structure, and learning goals, to promote the reuse and remixing of resources, some notable newer MOOCs use closed licenses for their course materials, while maintaining free access for students.[2][3][4] History[edit] What is a MOOC? Success in a MOOC, by Dave Cormier, December 2010 Knowledge in a MOOC, by Dave Cormier, December 2010 Precursors[edit] Early approaches[edit]