For $200 a month, anyone who’s mastered high school math can earn an online NanoDegree in programming in six to 12 months and qualify for an entry-level job at AT&T. The company created the new credential with Udacity, which is working on more industry-linked NanoDegrees.
High-tech start-ups are retooling college instruction, writes venture capitalist Reid Hoffman, co-founder of LinkedIn, in The New Republic. We need to “make certification faster, cheaper and more effective too,” he writes.
. . . a diploma is essentially a communications device that signals a person’s readiness for certain jobs.
But unfortunately it’s a dumb, static communication device with roots in the 12th century.
We need to . . . turn it into a richer, updateable, more connected record of a person’s skills, expertise, and experience. And then we need to take that record and make it part of a fully networked certification platform.
There’s a lot more to college than earning a diploma, responds Michael Gibson, who works for the anti-college Thief Foundation, in Forbes. To lower the debt to party ratio, we need to consider “all the friendships formed at school, the esprit de campus, all the networks.” What about beer pong?
College consists of: the clock tower, the stadium, the frat/sorority house and the admissions office, Gibson writes.
Taken together this is like an awful cable TV package. To get HBO, you also need to pay high prices for all those unwatchable stations like the Hallmark Channel. The future of higher education will involve unbundling this package and offering cheaper, higher quality substitutes.
The clock tower represents the amount of time spent studying a subject.
Classes are measured in hours per week; exams are given in hour length chunks; and students need some requisite number of hours in any subject to signal mastery. It is remarkable that we still use the hour as a substitute measure for learning to this day.
. . . we are on the cusp of having the technology to unbundle and decentralize this piece of the college puzzle. Coursera, Udacity, and other massively open online courses are only getting started in their effort to demolish the clock tower and provide the customized certification Reid Hoffman describes. What the fireplace, another medieval invention, is to the cold, the clock tower is to learning: proximity used to matter. And now it doesn’t. Central heating is better.
The stadium represents the tribal experience, which is very important to alumni. The frat house represents the friendships that lead to future networking. The admissions office confers status. These will be harder to replace than the clock tower, writes Gibson.
In the near future, the residential college experience will become a luxury item, I predict. Most people will decide it makes more sense to hang out with their friends, play beer pong, root for a professional football team and earn a low-cost career credential.
San Jose State suspended its partnership with Udacity due to low pass rates in for-credit online courses. Pass rates improved significantly in the summer term, exceeding on-campus pass rates in statistics, algebra and programming, but falling short in psychology and entry-level math.
Most faculty members are skeptical of online courses, especially MOOCS, but those who’ve tried teaching online are more positive, a new survey shows.
San Jose State and Udacity have put their low-cost, for-credit MOOC experiment on hold for a semester because of high failure rates. After a semester off to rethink the design, online courses will resume.
Community colleges are creating free online courses and study guides to help students learn basic skills and avoid remedial courses. A Cleveland community college is using game-based learning to help high school students prepare for college-level courses.
Computers can monitor students’ facial expressions and evaluate their engagement or frustration, according to North Carolina State researchers. That could help teachers track students’ understanding in real time, notes MIT Technology Review.
Perhaps it could even help massively open online courses (or MOOCs), which can involve many thousands of students working remotely, to be more attuned to students’ needs.
It also hints at what could prove to be a broader revolution in the application of emotion-sensing technology. Computers and other devices that identify and respond to emotion—a field of research known as “affective computing”—are starting to emerge from academia. They sense emotion in various ways; some measure skin conductance, while others assess voice tone or facial expressions.
The NC State experiment involved college students who were using JavaTutor software to learn to write code. The monitoring software’s conclusions about students’ state of mind matched their self reports closely.
“Udacity and Coursera have on the order of a million students, and I imagine some fraction of them could be persuaded to turn their webcams on,” says Jacob Whitehill, who works at Emotient, a startup exploring commercial uses of affective computing. “I think you would learn a lot about what parts of a lecture are working and what parts are not, and where students are getting confused.”
High school students could use MOOCS (massive open online courses) to earn college credits, Coursera cofounder Daphne Koller tells Anya Kamenetz on Hechinger Digital.
“There are so many studies that demonstrate the benefit to students in high school in having access to college-level material. It encourages them to go to college and complete college. But that opportunity has largely been available to the most advanced students at highly endowed school districts that have teachers that can teach college-level subjects. It’s been a very inequitable offering.”
With the help of a MOOC, a high school teacher who is “passionate and motivated, but not necessarily expert” can teach a college course, Knoller says.
Ohio is looking at MOOCs to prepare students for college and prevent the need for remediation.
The San Jose State Plus pilot, a partnership with Udacity, offers three remedial and entry-level math courses to high school, community college or university students. The for-credit courses cost only $150.
At the Oakland Military Institute, a charter school with predominantly low-income students, some students didn’t have the computers or Internet access at home needed for the college statistics course, reports the San Jose Mercury News. And “many needed personal attention to make it through.”
To make it work, the institute had to issue laptops to students, set aside class time for them to focus on the online course, and assign teachers to make sure they stayed on task.
. . . With more than 700 students in grades 6 through 12, the school had to devote much of its computer lab space, equipment and staffing to online courses for the roughly 45 students taking the Udacity courses. A donation paid for the course fees.
Answering questions and keeping students on task consumed much of his time, said Omar Solache, a computer teacher with two other job titles. A second teacher was assigned to help ease his load.
“They’re so used to having teachers right there with them,” Solache said.
Students watched short videos, chatted with online tutors available around the clock and moved at their own pace, reviewing what they didn’t understand. An evaluation of the pilot will be available in the fall.
Here’s a research report on San Jose State’s partnership with edX on an introductory engineering MOOC.
MOOCs aren’t disruptive — unless they lead to a degree. It didn’t take long. Georgia Tech will partner with Udacity to offer an online master’s degree in computer science for $7,000, reports Forbes. The on-campus program costs $40,000.
Georgia Tech hopes to grow its master’s program from 300 students now to as many as 10,000 within three years, but expects to hire only eight new instructors.
For $150 per online course, California students will be able to earn college credit in remedial algebra, college algebra and introductory statistics. The San Jose State-Udacity pilot will be limited to 300 university, community college and high school students. Udacity will provide support services, such as online mentors.
Massive Open Online Courses (MOOCs) are expanding rapidly, reports the New York Times. But where’s the money?
MOUNTAIN VIEW, Calif. — In August, four months after Daphne Koller and Andrew Ng started the online education company Coursera, its free college courses had drawn in a million users, a faster launching than either Facebook or Twitter.The co-founders, computer science professors at Stanford University, watched with amazement as enrollment passed two million last month, with 70,000 new students a week signing up for over 200 courses, including Human-Computer Interaction, Songwriting and Gamification, taught by faculty members at the company’s partners, 33 elite universities.
In less than a year, Coursera has attracted $22 million in venture capital and has created so much buzz that some universities sound a bit defensive about not leaping onto the bandwagon.
. . . New ventures like Udemy help individual professors put their courses online. Harvard and the Massachusetts Institute of Technology have each provided $30 million to create edX. Another Stanford spinoff, Udacity, has attracted more than a million students to its menu of massive open online courses, or MOOCs, along with $15 million in financing.
All of this could well add up to the future of higher education — if anyone can figure out how to make money.
Coursera is trying to create “revenue streams through licensing, certification fees and recruitment data provided to employers,” reports the Times.
Selling certificates of completion requires a way to verify students are doing their own work. Verification could use typing patterns, reports the Chronicle of Higher Ed.
If students can earn transferrable credit — or perhaps employer-designed certifications — then there’s gold in them thar MOOCs.
A wonderful site called Retropundit has the news from 1913: In 50 years, Tufts professor predicts moving pictures will make professors obsolete.
Fifty years from today a college faculty will consist essentially of a president, a janitor and a moving-picture man. . . . The professors will be able to give their lectures without even entering the class room, the moving picture films will reproduce their voice and every one of their characteristic gestures and postures.
“One suspects fifty years may prove too short a span of time for such radical changes in our system of higher education,” writes Retroprundit. ” Time will tell.”
Sebastian Thrun, who drew 160,000 students to his free, online artificial intelligence course, is quitting Stanford University to create a free online university called Udacity.
There were more students in his course from Lithuania alone than there are students at Stanford altogether, said Thrun in a talk at the DLD Conference in Munich, reports Felix Salmon of Reuters. Of 248 students who earned a perfect score, all were online students.
Thrun was eloquent on the subject of how he realized that he had been running “weeder” classes, designed to be tough and make students fail and make himself, the professor, look good. Going forwards, he said, he wanted to learn from Khan Academy and build courses designed to make as many students as possible succeed — by revisiting classes and tests as many times as necessary until they really master the material.
And I loved as well his story of the physical class at Stanford, which dwindled from 200 students to 30 students because the online course was more intimate and better at teaching than the real-world course on which it was based.
“I can’t teach at Stanford again,” Thrun said. He hopes to enroll 500,000 students for his first Udacity course on how to build a search engine.
It’s too bad Thrun has to leave Stanford to create Udacity, Salmon writes.
Stanford refused to issue a certificate to the 20,000 online students who finished Thrun’s course and a second open computer course, notes NPR. Instead, online students received a letter from the professor indicating their class rank.
“We are still having conversations about that,” says James Plummer, dean of Stanford’s School of Engineering. “I think it will actually be a long time — maybe never — when actual Stanford degrees would be given for fully online work by anyone who wishes to register for the courses.”
By contrast, MIT will offer a credential, for a small fee, to online students who succeed in courses offered by MITx. “A world-famous university with an unimpeachable reputation” is putting “its brand and credibility behind open-education resources,” writes Kevin Carey.
It’s the great unbundling of the university, writes Alan Jacobs in The Atlantic. Universities used to offer a bundled package of knowledge and credentialing.
People attended university in order to learn stuff that they couldn’t learn elsewhere — because the experts weren’t elsewhere — and to be certified by those experts as having actually learned said stuff. The bundle has been a culturally powerful one.
But now: unbundling. Clearly, many universities have come, or are coming, to the conclusion that their primary product is the credentialing, and that they can give knowledge away either as a public service or as brand consolidation (choose your interpretation according to your level of cynicism).
Can universities continue to control credentialing?
I wrote about digital badges, an attempt to challenge universities’ credentialing monopoly, on the U.S. News site.