ally means “massive open online course,” but in China “MOOC” is used to describe any kind of online educational offering.)
Dont forget to tour:
tsinghua which in the late 1980s became the number 1 university in the world for training servant leaders and privatistaion with chinese characteristics…
ciples that define this script's inquiry - if they dont interest you- as they say in open space, move over to team up with a different living script whose principles postively flow for you
1 for the net generation to be youth's most productive and heroic goal accomplishing time on our planet we need a post-2015 millennium goals bottom-up summit - we call this microeducationsummit
2 in searching for the first 10 practice groups that need to converge on microeducationsumiit we believe that MOOC (Massive Open Online Curriculum) can win-win with every other practice group- one of the lessons from 15 years of microcreditsummit as the 2015 goals space was that it didnt iteratively build any curriculum of how bottom up and collaboration knowledge needed opposite way round development than al the top-down forces of financial services
3 this living script is arranged in 2 columns - left-side: the search for 1o practice pathways with MOOC an integral one - right-side notes on how cBRACas the world's most sustainable bottom up grassroots network has experiences that can help
1 MOOC LINKING IN 10 CONVERGENT PRACTICE NETWIORKS OF MICREDUCATION SUMMIT
2 Intersection of open-tech, banking for billions of people as different for banking for 1%, and education (in retorspect 1997's launch of mgoal summit around banking alone was 1 artificially separating 2 unable to track the graet innovation banagldsh had already starteed of mobilising the villages)
...BRAC AS METAHUB OF MOOC & MICROEDUCATIONSUMMIT
BRAC - runs over 50000 bottom-up schools - so world leading capacity in curriculum design
BRAC's accepted (eg by international aid organsiations from every hemisphere) world changing frameowrk is remapping value chains so all interactive players of production and demand are visible- this is a transparent step to "innovating reallocation of assets" so everyone who is hardworking and offering useful service can earn aliving wage in the sector. In animating Entreprejurial Revolution dialogues of net generation since 1972, the definition The Economist uses of entreprenurship is the same as waht BRAC does
BRAC has a glittering array of mobile tech partners including exciting colaborations across MIT youth
s been a year of incredible growth for MOOCs, and Coursera has evolved more rapidly than we could ever have expected. We hit (and surpassed) a triple milestone of 100 partner institutions, 500 courses, and 5 million students. The demand for quality online education resources is simply staggering.
As is typical for developments in technology that force us to rethink the status quo of an industry, this growth has been met with some pushback among skeptics. Within online education, we’ve seen this manifest in criticism of student retention rates and demographic biases. Its natural for early results to be judged against old guidelines and metrics of success for traditional education, but at Coursera we see the outlook for retention and demographic diversity differently.
Among our priorities in the coming year, we hope to shift the conversation around these two dimensions of the learning experience, redefine what it means to be successful, and lay the groundwork for products, offerings, and features that can help students navigate this new medium of learning to meet their own goals, whether that means completing dozens of courses or simply checking out a new subject.
Across all Coursera courses, average retention measured overall is approximately 4%. We can all agree that this would be incredibly low for a 50-seat, on-campus lecture.
However, considering that class enrollment on our platform is completely open, free, and requires no commitment (not unlike reading a book while browsing at the library, or marking a course in a university catalog), we need to reconsider whether it is a failure for thousands of students to complete a course while tens of thousands are browsing (as recently argued very convincingly by Kevin Carey).
When we’ve looked deeper into the intent of users, we find a much more promising picture: One early study of Coursera students found that of those students who said at the outset of a course that they intended to earn a Statement of Accomplishment, roughly 24% successfully completed the course. Surveys of students one month into a course are an even better indicator: Of the “committed” students in these surveys, 64% end up completing all the coursework. (Take a look at figure 4 here. We’ll also be publishing more comprehensive and up-to-date data soon in ACM Ubiquity.) And in our Signature Track option, which offers students the option to pay a fee of around $50 to receive a verified certificate upon successful completion of a course, retention averages around 63% overall, 88% among the committed students and can be as high as 99%.
Clearly, there is more to the retention story than just the baseline numbers.
Beyond retention, we’ve heard questioning of the extent to which MOOCs are living up to their goals of democratizing learning. Recent studies, including a few run by our university partners, indicate that, within certain classes and areas of study, some 80% of students have already earned some kind of degree. This observation is entirely unsurprising, given the significant bias in many of the early courses to the more specialized topics, and the overall phenomenon that early adopters of technology tend to skew toward the educated.
Additional context might be gained from the fact that 40% of Coursera learners are in the developing world. In many of these countries, the few top-quality institutions have very limited capacity relative to the overall demand, and many students are relegated to institutions that are significantly understaffed, where the quality of instruction is highly variable. In such cases, the achievement of a university degree is far from guaranteeing employment, and the high-quality education provided by MOOCs can be a significant factor in opening doors to opportunity--even among the college-educated.
Still, we are deeply committed to expanding our impact on populations that have been traditionally underserved by higher education, and are actively working to broaden access for students in less-developed countries through a range of initiatives, including: working with our Translation Partners to provide translated subtitles for videos, to enable non-native English speakers to learn; localizing our website, so as to make non-English-language students feel “at home” on the site; working with multiple partners, including the US State Department, to hostphysical “Learning Hubs” in locations around the world where internet access is limited; and launching a mobile app to enable students to download course materials for offline viewing in places where connectivity is an issue. As another example, when Coursera first launched, we had very low student enrollment in China. This fall, we began working with a Chinese internet company, NetEase, to help improve the delivery of video contentacross the internet firewall. Now, China is our second fastest growing country in terms of daily student sign-ups, just behind the US. http://c.open.163.com/coursera/home.htm#/courseraHome
MOOCs have come so far in just two years, but we’ve only scratched the surface of what’s possible. As we tackle existing challenges and face new ones in 2014, we are humbled by the response that we have seen at Coursera in these early stages and encouraged by the potential to expand, improve, and innovate to bring our vision for the future of education to life.
he Economist 1972 after first sight of 500 youth around a digital net
Happy 2013= Will the next decade be worldwide youth's most productive, collaborate and sustainable
2013's Future History Update net generation 2024 report: 1974-2024 of The Economist's Unacknowledged Giant
The 2 major crisis of opportunity and risk happened:as per our 1984 story of how to excape Orwell's Big Brother endgame
net generation - see Death of a great optimist - Matt Ridley
the end of superpower isms - fall of berlin wall jed to superpower rivalries between Cap & Com ISM being absurd for all peoples if not for those who wanted to continue top-down rule and oppression of peoples through fear -more
converging 7 wonders of job creation's most vital markets
havent yet freed 7 most vital market purposes of youth's next 3 billion jobs map
7 Youth economics- public servants, professions and peoples empower youth's most productive, collaborative and sustainable lifetime
6 banking for everyone's most productive future lifetimes and community-grounded grwoth
5 mobilising healthcare and celebrations of girl power
4 Job creating education and open technology smarter media
3 Millennium goals generated by bottom-up aid and grassroots foundations
2 Abundant clean energy food water flows through every global vilage
1 Borderless peace and cross-cultural Courage
1 lucknow curriculum
2 mit ashden bangla at 42 china and japan as creditor nations of asia pacific worldwide century
3 bottom up value chain curriculum - bangla social economy
4 nz www.thelearningweb.net , china 10 million families use learningweb.net ideas , moocs, competitions, free university for youth's 10000 greatest job creators
5 curriculum of free nursing college and nurses as most trusted community informaton networkers of 21st C
6 curriculum of cashless banking and of aflatoun financial literacy
7 multi-win models of Entrepreneurial Revolution, post-industrial revolution, replicating 30000 microfranchises , systemic valuation of transparency goodwill multiplying value exchange, sustainability as exponential - 3 billion new job map…
es and networks
$100 laptop now 10 times more economical leapfrog - ethiopian conteint-wide elearning satellite http://www.yazmi.com
Koller's discussion of MOOC's progress is one of the parallel repors in our annual 2013 MOOC newsletter. Like Khan she keeps san francisco's claim to value the internet as the greatst learning revolution of all time alive
Discuss some of the most entreprenurial experiments students are doing with MOOCs 1 2 3 ..
he ever-escalating cost of a traditional four-year degree education, more and more students are looking for ways to learn without necessarily incurring the costs of a traditional education (or a least a full four or five years of a college education). But beyond even all this, these platforms are a response to a much larger trend, which is the slow upending of traditional classroom-based education. With the torrid growth of Khan Academy, a non-profit provider of instructional videos for K – 12 students, and the increasing ubiquity of alternative “universities” such as TEDed and Lynda.com for lifelong learning, the availability of high-quality instruction at no or a low cost has never been higher. “Americans are going to start thinking about higher education not as, you know, a traditional college, necessarily, or even a traditional night school, but as something that’s sort of moves beyond these traditional barriers of time and place,” said Ben Wildavsky of the Kauffman Foundation in a recent NPR story. A secondary and more nascent trend is the concept of “credentials 2.0”, which is born of the need to document alternative learning accomplishment and mastery. While everyone recognizes the legitimacy of a bachelor’s degree from an accredited four-year college or university, evaluators don’t quite know what to do with claims that courses were completed via Khan Academy or edX or TEDed. While some provide certificates of completion – more commonly referred to as badges – others do not yet, and those that do may not offer versions that are downloadable or otherwise portable. In response, Mozilla has been at work building a badge platform called Open Badges specifically targeted at both traditional and non-traditional learning environments so students and lifelong learners have a way of verifying a course of study has been completed to a third-party evaluator. And companies like Pathbrite (where I am CEO) are building portfolio platforms that enable the collection and presentation of “artifacts” that can include earned badges, digital versions of transcripts and traditional diplomas, and all manner of work product demonstrating competency. Though MOOCs may sound gimmicky and faddy and even silly, they are the real deal. They’re spawning a supporting ecosystem. And they just may be the future of education…
evolve into livelihoods..
unless you hold that thought you may undervalue the entrepreneurial revolution that moocs can be (which of course is what the PR lobbies of 99% of expensive bricks and mortar university intend) - you are unlikely to see how many of the 20 greatest anti-youth monopolies old education is spiraling
turn to one of the most oddly rushed assumption of the biggest mooc platforms: that they have nothing to openly learn from real free universities -some of which such as south africa's have a decade more experience than they have - see http://erworld.tv or search some combination of blecher and maharishi, google, branson, virtually free university
other problems moocs have relate to trust and collaboration - if there is any knowledge I value sharing most - I'd far rather see it there 365/24/7 on khan academy than go up and down according to the peculiar time rhythms of a mooc platform and the anti-collaboration ledge it requires of its students http://normanmacrae.ning.com/forum/topics/2014-dream-curriculum-for-khan-academy-and-open-edu-related
2014 sees the first mooc we know of that is designed around a curriculum that didnt exist before (september 2013) when a world leading chamge summit was hosted in new york
how can http://coursera.org/course/changetheworld starting jan 2014 be improved on?
next time a summit things of transforming into a mooc we'd suggest more youth at the summit and khan academy type production facilities everywhere available - that way youth and leaders may create some ola (let alone some 10 times more economic AHA)- the most valuable 9 minute or less training models viewed from how many youth viralise and action them
better yet such a change summit might feature the most collaborative ngos in the world where they too have implanted khan academy type labs into their everyday grassroots innovation and social labs
both of these ideas will be celebrated as millions of youth have 2 years to prepare for the greatest festival atlanta has staged since the olympics- an action learning festival of job creation and millennium collaboration goal re-editing that any capital with a job creating future for youth can link into http://youthcreativelab.blogspot.com http://erworld.tv htp:
Reclaim Open Learning
Open like the web. Learning by everyone. For everyone. Reclaim Open Learning brings
together innovators who are building the future of higher ed. divide
2013 was also the year when obama pleaded for help - if you are youth and university-bound use the net to create a massive open online collaboration guide to which universities you rank as offering value for what- this will be 100 times more economic than anythhing DC government can ever publish on the subject
latest exceptional reporting research team dialogues at entrepreneurial revolution world
[1webs include blecher http://maharishiinstitute.org/ ; chowdhury www.women4empowerment.org ; foerster at www.newworld.ac ; javalquinto http://economiaynegociossociales.blogspot.com/2013/12/first-school-...
http://maharishiinstitute.org/ , CIDA since 1999 Taddy Blecher in Johannesburg has show that educators can create millions of jobs with youth - how can we help him with his work and how's this connect with your work;macrae family has argued since 1972 that the net generation can make tremendous human progress if and only if educators, economists and all who make the biggest resource integrate youth job creating into the way their worldwide purpose and impact is valued
how to MOOC, .I would suggest items below plus any questions he wants to ask
If you see elements of this presentation which you yourself want more debate on please say
MOOC Recommendation to BRAC
1 Most basic skill of MOOC is presenting training in 10 minute module vitually- what?
2 Simplest case to study is Khan Academy – why know about KA & Coursera?
3 Two questions to ask to maximise BRAC value chain of mooc and whole internet
3.1 -what 10 minute modules do millions of youth most need to interact
3.2 How do the 10 minute modules link together in a whole course
4 Recommendation- start up a 10 million youth-training-outreach
Lab wherever you do social labs or lead bottom-up practices .( Software to
start lab to produce same training format as khan is only $300 per licence)
5 What BRAC brand can scale that no other partner network can? How to
linkin to post 2015 millennium goals summits that value open job creating
education as critical collaboration multiplier
6 Debate – these recommendations come from 42 years of
other way round experiments in online learning thanks to Norman Macrae's
lifetime editorial interest in this future. Expensive (top-down) professionals
will advise different starting points to MOOC. Depends how much you want to
always be in editorial control of your own training content and how nearly
free you want hundreds of millions of youth interactions to spread.
Is this the curriculum Bangladesh, Chinese and Japanese youth need most? your view s of most needed free curricula welcome!!
FAST TRACK-Someone like Taddy Blecher could give sir fazle eg a telephone
briefing on that fom leading practioner viewpoint. Someone like Japan Ambassador could
reconvene meeting on above with sir fazle and quadir brother and other
Bangla open tech wizards. If chemistry is good between sir fazle and say paul
farmer then they could both discuss how to mooc free nursing college. If its
good with say soros they could include aflatoun in a financial and currency
literacy curriculum. Sir Fazle should brainstorm which partners to mooc what
youth practice networks on first
A former first lady of s.africa used to call dhaka the open university of microcredit.
Why not: one day worked youth can call BRAC the open university of everything
Since 1972 we have assumed a race is going on for peoples to free education
with big brothers who want the exact opposite. Currently MOOC is the
most urgent freedom challenge any entrepreneurial revolutionary can collaborate
around-by celebrating this now the triad of japan, china, bangladesh could live
up to dad's 1970s published vision in The Economist of Asian region saving
worldwide youth 1975-2075. My guess is Jack Ma may be a critical connector of
this but we need bangladeshi open tech wizards to brainstorm who…
.uk 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
entrepreneurialrevolution.avi by youtheconomics•
Editors at The Economist discuss Entrepreneurial Revolution (ER) and why Norman Macrae supported Bangladeshi Microfinance pioneers ... Part 1 in 2010s world series of ER parties celebrating 2010s as youth's most productive decade.
- see part of the curriculum of Norman Macrae- The Economist's Unacknowledged Giant here.
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:
a deck of slides and a youtube-type commentary imposed over bottom right corner of the slides - this typically gives you a 12 minute guided tour - that is the basic molecule of MOOC - just as my dad's work from 1980 proclaimed: we are all knowledge nertworkers from hereon, so everyone can be a mooc provider
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?
Entrepreneurial Revolution - an investigation started at The Economist in the 1970s as to whether intergenerational investments in future systems would empower the net generation to be exponentially sustainable. Surveys of the next 40 years asked questions of 2015-2025 such as:
Would the global financial system be designed to sustain or collapse local communities?
Would 2015-2025 be the under 30s most exciting and productive time to be alive as they linked in sustainability of the human race. Would the parts of the Western hemisphere that advanced the industrial revolution's empires demand that its politicians, professions and academics "happily get out of the way of the sustainability generation being led by the half of youth living within 3000 miles of Beijing"?
POP -Preferential Option Poor
Would every community's most trusted practitioners be educator, health servant and banker.
What would be the top 50 MOOCS that freed access of action learning of sustainability goals as worldwide youth's most joyful collaboration through way above zero-sum models of wporldsocialtrade? This web makes the cases that the Abed family needs to be youth's number 1 hero to MOOC with - we always love to hear who your vote for number 1 MOOC is -text usa 240 316 8157 family of unacknowledged giant
3 how community clean energy microfranchises became the number 1 educational curriculum that the chinese authorities invited the world to co-blog
more coming soon
4 cashless bank-a-billion -a project of the global banks with values network
5 orphanage networks as the world's most inspired jobs agency network and home of financial literacy mooc
6 bottom-up EAgri: designing a collaboration portal on the top 30 crops that need to be mobilised by local value chain maps so that hard working nutrition workers are sustainable however small their farming assets and however variable a particular season's climate
7 what do BRAC's barefoot professionals linkin so that village organisations are collaboratively resilient whatever nature-made or man-made disasters popup
Special child health, nutrition, family and educational development series:
*The First 1000 Days
*Choices to make the first 2 years after primary
BRAC has more staff grounded round the child and parent-eye view of these challenges in the poorest communities than anyone else. Their collaboration knowhow is as valuable as body of knowhow that I have come across in studying societies' value multiplying needs in over 40 countries
Ideas on freeing media to cenebrate the pro-youth economic models which richest need to learn from poorest to genenerate the:
next billion green jobs
next billion family/community sustaining jobs
next billion open technology jobs most worthy of our borderless and interconnected futures
contribute to survey of world's other favorite moocs-40th annual top 10 league table