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fan 2013 year of MOOC & microeducationsummit & 170th birthday of The Economist
MOOC may be the most productive intervention for youth and the net generation since Berners Lee started up the www. Our mission for 2013 is to explore this scenario -please email firstname.lastname@example.org if your mission win-wins with friends of ours
It is agreed that
M stands for Massive
O stands for Open
O stands for Online
MASSIVE OPEN ONLINE
so MOO brings me back to 1972 when dad at The Economist and I shared life changing moment of observing 500 youth sharing knowhow around an early digital network - - an entrepreneurual revolution the rest of my dad's life was spent exploring as the west's leading pro-youth economist
- see part of the curriculum of Norman Macrae- The Economist's Unacknowledged Giant h...
C can stand for Course or Curriculum or Collaboration
What does MOOC comprise of?
When you look at the Entrepreneurial Revolution going on at www.coursera.com, first you will see:
next, coursera adds to an integral experience- there are weekly quizzes to ensure that a current alumni community is continuing the same action learning joureny; there are discussion spaces so you can question whether this teacher has the mindset you really most wanted to be certified by -something that isnt obvious give 2010s is billed to be the decade where more knowledge becomes outdated than ever before, more diversity of testing brilliant global village service communities is to be valued than all human history/cultures spun geographically around separated peoples could begin to conceive
cousera is looking for a massive landmark -will this be celebrated in 2013? -what will be the most productive course to sign up a million youth simultaneously?; and how will that be judged- for example is it possible to design a million person course amongst whom everyone creates jobs and many of youth's 10000 most colaborative jobmakers are linked together
in 1984 our first book on the internet generation proposed making 2010s worldwide youth's most productive time by structuring capital to invest in youth co-producing their choice of most heroic goals ever identified by a single generation of our planet - we're searching out 100 leaders curricula that are aligned to the goal of 2010s being worldwide youth's most productive, sustainable and heroic tine at www.wholeplanet.tv - all we are fairly certain of- in an age that needs to be more communnally as well as individaully curious than ever before - is that those who mooc around sir fazle abed's family will be on one of the 100 most collaboartive job creating journeys that 2010s beings can embark on
- which other 100 people's curcicula vitae will youth celebrate that around - eg from the east Yunus and who ... from the west Mackey and who ... from the north berners lee and who .... from the south mandela and who ...
and where can 5000 annually celebrate this live and interpersonally- is the world ready for microeducationsummit ? - and if so where will that emerge from?
LORD knows there’s a lot of bad news in the world today to get you down, but there is one big thing happening that leaves me incredibly hopeful about the future, and that is the budding revolution in global online higher education. Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity.
Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.
Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
Yes, only a small percentage complete all the work, and even they still tend to be from the middle and upper classes of their societies, but I am convinced that within five years these platforms will reach a much broader demographic. Imagine how this might change U.S. foreign aid. For relatively little money, the U.S. could rent space in an Egyptian village, install two dozen computers and high-speed satellite Internet access, hire a local teacher as a facilitator, and invite in any Egyptian who wanted to take online courses with the best professors in the world, subtitled in Arabic.
YOU just have to hear the stories told by the pioneers in this industry to appreciate its revolutionary potential. One of Koller’s favorites is about “Daniel,” a 17-year-old with autism who communicates mainly by computer. He took an online modern poetry class from Penn. He and his parents wrote that the combination of rigorous academic curriculum, which requires Daniel to stay on task, and the online learning system that does not strain his social skills, attention deficits or force him to look anyone in the eye, enable him to better manage his autism. Koller shared a letter from Daniel, in which he wrote: “Please tell Coursera and Penn my story. I am a 17-year-old boy emerging from autism. I can’t yet sit still in a classroom so [your course] was my first real course ever. During the course, I had to keep pace with the class, which is unheard-of in special ed. Now I know I can benefit from having to work hard and enjoy being in sync with the world.”
One member of the Coursera team who recently took a Coursera course on sustainability told me that it was so much more interesting than a similar course he had taken as an undergrad. The online course included students from all over the world, from different climates, incomes levels and geographies, and, as a result, “the discussions that happened in that course were so much more valuable and interesting than with people of similar geography and income level” in a typical American college.
Mitch Duneier, a Princeton sociology professor, wrote an essay in The Chronicle of Higher Education in the fall about his experience teaching a class through Coursera: “A few months ago, just as the campus of Princeton University had grown nearly silent after commencement, 40,000 students from 113 countries arrived here via the Internet to take a free course in introductory sociology. ... My opening discussion of C. Wright Mills’s classic 1959 book, ‘The Sociological Imagination,’ was a close reading of the text, in which I reviewed a key chapter line by line. I asked students to follow along in their own copies, as I do in the lecture hall. When I give this lecture on the Princeton campus, I usually receive a few penetrating questions. In this case, however, within a few hours of posting the online version, the course forums came alive with hundreds of comments and questions. Several days later there were thousands. ... Within three weeks I had received more feedback on my sociological ideas than I had in a career of teaching, which significantly influenced each of my subsequent lectures and seminars.”
Agarwal of edX tells of a student in Cairo who was taking the circuits course and was having difficulty. In the class’s online forum, where students help each other with homework, he posted that he was dropping out. In response, other students in Cairo in the same class invited him to meet at a teahouse, where they offered to help him stay in the course. A 15-year-old student in Mongolia, who took the same class as part of a blended course and received a perfect score on the final exam, added Agarwal, is now applying to M.I.T. and the University of California, Berkeley.
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As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”