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So, Goel came up with a plan: make an artificial intelligence \"teaching assistant\" that could answer some of students' frequently asked questions.\u003c/p>\n\u003cp>In 2015 he built Jill Watson, his AI TA — named after one of the IBM founders, Thomas J. Watson.\u003c/p>\n\u003cp>Jill performed well that first year, alleviating the amount of work on Goel and his teaching assistants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When this computer science professor became overwhelmed by the thousands of questions students were asking in an online course, he recruited artificial intelligence to help serve up some answers.","status":"publish","parent":0,"modified":1494279087,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":450},"headData":{"title":"Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online | KQED","description":"When this computer science professor became overwhelmed by the thousands of questions students were asking in an online course, he recruited artificial intelligence to help serve up some answers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online","datePublished":"2017-05-08T13:25:42.000Z","dateModified":"2017-05-08T21:31:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48209 https://ww2.kqed.org/mindshift/?p=48209","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/08/using-artificial-intelligence-as-a-teaching-assistant-to-help-with-questions-online/","disqusTitle":"Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online","nprByline":"Tasnim Shamma","nprImageAgency":"Sam Rowe for NPR","nprStoryId":"524550295","nprApiLink":"http://api.npr.org/query?id=524550295&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/05/08/524550295/when-youre-not-quite-sure-if-your-teacher-is-human?ft=nprml&f=524550295","nprRetrievedStory":"1","nprPubDate":"Mon, 08 May 2017 09:12:00 -0400","nprStoryDate":"Mon, 08 May 2017 06:00:00 -0400","nprLastModifiedDate":"Mon, 08 May 2017 09:12:00 -0400","path":"/mindshift/48209/using-artificial-intelligence-as-a-teaching-assistant-to-help-with-questions-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A couple of years ago, Ashok Goel was overwhelmed by the number of questions his students were asking in his course on artificial intelligence.\u003c/p>\n\u003cp>Goel teaches computer science at Georgia Tech, sometimes to large classes, where students can ask thousands of questions online in a discussion forum.\u003c/p>\n\u003cp>With a limited number of teaching assistants, or TAs, many of those questions weren't getting answered in time. So, Goel came up with a plan: make an artificial intelligence \"teaching assistant\" that could answer some of students' frequently asked questions.\u003c/p>\n\u003cp>In 2015 he built Jill Watson, his AI TA — named after one of the IBM founders, Thomas J. Watson.\u003c/p>\n\u003cp>Jill performed well that first year, alleviating the amount of work on Goel and his teaching assistants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48209/using-artificial-intelligence-as-a-teaching-assistant-to-help-with-questions-online","authors":["byline_mindshift_48209"],"categories":["mindshift_192"],"tags":["mindshift_1023","mindshift_20784","mindshift_1040","mindshift_654"],"featImg":"mindshift_48210","label":"mindshift"},"mindshift_40719":{"type":"posts","id":"mindshift_40719","meta":{"index":"posts_1591205157","site":"mindshift","id":"40719","score":null,"sort":[1433337671000]},"guestAuthors":[],"slug":"can-text-messages-and-interventions-nudge-students-through-school","title":"Can Text Messages and Interventions Nudge Students Through School?","publishDate":1433337671,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"PJGOH8skbNjcc1MX7gOzbNA1RkUsXFtp\"]\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","status":"publish","parent":0,"modified":1433338050,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1341},"headData":{"title":"Can Text Messages and Interventions Nudge Students Through School? | KQED","description":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Text Messages and Interventions Nudge Students Through School?","datePublished":"2015-06-03T13:21:11.000Z","dateModified":"2015-06-03T13:27:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40719 http://ww2.kqed.org/mindshift/?p=40719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/03/can-text-messages-and-interventions-nudge-students-through-school/","disqusTitle":"Can Text Messages and Interventions Nudge Students Through School?","path":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","authors":["4354"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_20869","mindshift_20784","mindshift_1040","mindshift_20868","mindshift_654"],"featImg":"mindshift_40747","label":"mindshift"},"mindshift_39565":{"type":"posts","id":"mindshift_39565","meta":{"index":"posts_1591205157","site":"mindshift","id":"39565","score":null,"sort":[1425480033000]},"guestAuthors":[],"slug":"how-tech-spreads-college-learning-everywhere","title":"How Tech Enables College-Level Learning ‘Everywhere’","publishDate":1425480033,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tdvYz5tTHdspqIRDIb0vWdj5mLFk8FTf\"]\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","status":"publish","parent":0,"modified":1425480083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1480},"headData":{"title":"How Tech Enables College-Level Learning ‘Everywhere’ | KQED","description":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Enables College-Level Learning ‘Everywhere’","datePublished":"2015-03-04T14:40:33.000Z","dateModified":"2015-03-04T14:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39565 http://blogs.kqed.org/mindshift/?p=39565","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/04/how-tech-spreads-college-learning-everywhere/","disqusTitle":"How Tech Enables College-Level Learning ‘Everywhere’","nprStoryId":"390167950","nprApiLink":"http://api.npr.org/query?id=390167950&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like?ft=nprml&f=390167950","nprRetrievedStory":"1","nprPubDate":"Tue, 03 Mar 2015 16:58:00 -0500","nprStoryDate":"Tue, 03 Mar 2015 14:09:00 -0500","nprLastModifiedDate":"Tue, 03 Mar 2015 16:58:21 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","nprAudioM3u":"http://api.npr.org/m3u/1390469936-24f3f9.m3u?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","path":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","authors":["4354"],"categories":["mindshift_20746"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_556","mindshift_654"],"featImg":"mindshift_39568","label":"mindshift"},"mindshift_33157":{"type":"posts","id":"mindshift_33157","meta":{"index":"posts_1591205157","site":"mindshift","id":"33157","score":null,"sort":[1397660276000]},"guestAuthors":[],"slug":"taking-stock-do-moocs-only-work-for-educated-people","title":"Taking Stock: Do MOOCs Work Best For Educated People?","publishDate":1397660276,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"e76ab0b92af99f9789bf16df3e82b051\"]\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n","blocks":[],"excerpt":"Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.","status":"publish","parent":0,"modified":1397660844,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":930},"headData":{"title":"Taking Stock: Do MOOCs Work Best For Educated People? | KQED","description":"Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Taking Stock: Do MOOCs Work Best For Educated People?","datePublished":"2014-04-16T14:57:56.000Z","dateModified":"2014-04-16T15:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33157 http://blogs.kqed.org/mindshift/?p=33157","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/16/taking-stock-do-moocs-only-work-for-educated-people/","disqusTitle":"Taking Stock: Do MOOCs Work Best For Educated People?","path":"/mindshift/33157/taking-stock-do-moocs-only-work-for-educated-people","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33157/taking-stock-do-moocs-only-work-for-educated-people","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_852","mindshift_1040","mindshift_654","mindshift_868"],"featImg":"mindshift_31387","label":"mindshift"},"mindshift_32783":{"type":"posts","id":"mindshift_32783","meta":{"index":"posts_1591205157","site":"mindshift","id":"32783","score":null,"sort":[1389379167000]},"guestAuthors":[],"slug":"do-rigid-college-admissions-leave-room-for-creative-thinkers","title":"Do Rigid College Admissions Leave Room for Creative Thinkers?","publishDate":1389379167,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33391\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/brainchildvn/2280342987/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-33391\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg\" alt=\"2280342987_0009b29238_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Getting kids into college is the main goal of many high schools. There are plenty of arguments about why higher education isn’t right for every student and myriad ideas about how young adults could productively spend time exploring their passions. But in most cases, high schools have a close eye on application requirements at universities and strive to produce “college ready” graduates, students who are equipped to make informed choices about the next phase of their lives and are prepared academically to succeed in college.\u003c/p>\n\u003cp>Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted. That’s why high school graduates are increasingly becoming, “robo students” in the words of Stanford Lecturer Denise Pope, young people “doing school,” but not necessarily learning.\u003c/p>\n\u003cp>\u003cstrong>CHANGE COMING SLOWLY\u003c/strong>\u003c/p>\n\u003cp>Given this phenomenon, some universities and colleges are beginning to rethink their admission policies and recognize more directly how their requirements influence the kind of teaching and learning that happens at the K-12 level.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We need to send the message to high schools that we’re looking for more.”\u003c/aside>\n\u003cp>“I think that colleges need to change what they look for,” said \u003ca href=\"http://www.sagepub.com/authorDetails.nav?contribId=526373\">Robert Sternberg\u003c/a>, who recently resigned as president of the University of Wyoming (UW). “We should be admitting students for their active citizenship and leadership skills, the kinds of skills that are really important for life.” Sternberg spent 30 years as a professor at Yale University, five years as a dean at Tufts University and was the Provost of Oklahoma State University for three years before becoming President of UW. In all of these roles, Sternberg has pushed the institutions to rethink admissions policies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The tests we rely on so heavily really don’t measure creative thinking and they don’t measure common sense thinking, wisdom, ethics, work ethic -- they don’t measure your character,” Sternberg said. In his view, students go to college to develop into active and engaged citizens. If colleges kept that ultimate goal in mind in their admissions process, it would send a message to high schools about the skills that universities value and want to see in prospetive students.\u003c/p>\n\u003cp>Sternberg's research as a psychology professor at Yale centered on measuring intelligence and creativity shows how socialization steers the way kids develop. Kids who grow up in adverse circumstances learn to adapt with practical survival skills, while more affluent kids are often asked to focus on analytical and memory skills. The traditional college application process largely tests analytical skills, giving the kids who developed in an environment that valued those qualities an advantage. That system doesn’t allow colleges to admit the most creative and adaptable student populations, Sternberg said.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-33399\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/successful-intelligence2-300x466.jpg\" alt=\"successful-intelligence2\" width=\"300\" height=\"466\">While at Tufts, he helped the school pilot a new \u003ca href=\"http://www.insidehighered.com/news/2010/09/28/sternberg\">admissions policy based on testing students for their creative and practical skills\u003c/a> in addition to their analytical skills. The school found that the new method helped them better predict student success. The application asked questions like, “How would you persuade a friend of an idea that the friend didn’t immediately accept?” Or, “How could one of your personal passions positively affect the world?” Students could choose to express their answers in multiple ways including essays, creative YouTube videos, and through drawings. Admissions officers were trained to look for the thinking behind the answers, not just writing skills.\u003c/p>\n\u003cp>Tufts had to hire a few more admissions officers and retrain the existing ones, but Sternberg said gradually the student population began to change. “The benefits were much greater than the costs because admissions should be based on the mission of your college or university,” Sternberg said. “It changes the kids who are accepted and it begins to change how you think about what it means to have a talented student,” he said.\u003c/p>\n\u003cp>Students learn what's important for them to know from their environment. “The point is that what you ought to be measuring is how well they’ve learned the skills that allow them to adapt to the environment in which they grew up,” Sternberg said. That knowledge will help colleges understand how the student will adapt in a new environment. Tests weighted towards skill sets that weren’t necessary for survival in certain environments, make those students look comparatively much worse.\u003c/p>\n\u003cp>“We need to send the message to high schools that we’re looking for more,” Sternberg said. “The way to do that is augment what we use to admit kids.”\u003c/p>\n\u003cp>\u003cstrong>THE HIGH SCHOOL PERSPECTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA), a public magnet high school in Philadelphia is a fairly young school, just eight years old. But in that short time, it's developed a reputation around the country as a shining example of the merits of inquiry-based learning approach. Colleges sometimes have a difficult time understanding the school’s approach to developing autonomous, critical thinkers. For example, SLA doesn’t offer Advanced Placement (AP) courses, because making students take a summative test at the end of the year is antithetical to the concept of allowing students to guide their own learning based on interest and collaborative work -- and just as importantly, the value of the incremental learning process.\u003c/p>\n\u003cp>“You can never be a revolutionary at the expense of the kids,” said SLA principal Chris Lehmann. He says there are plenty of things that high schools can do that are innovative and different, but schools need to know when that is appropriate and when experimentation might hurt its students. SLA has a good track record of sending students to college, despite some of its non-traditional practices -- 97 percent are accepted to colleges.\u003c/p>\n\u003cp>Lehmann describes SLA as taking the traditionally recognizable school mold and stretching it to its edge. “One of the reasons we chose to do that was because we knew we had to get kids into college,” Lehmann said. “There are so many colleges who really want kids who can problem solve, who can lead, who can think and who have a really innovative mind,” he said. That’s why SLA invites college representatives to visit the school and observe for themselves the kind of learning taking place there.\u003c/p>\n\u003cp>“We’ve spent a lot of time bringing colleges to SLA and showing them what SLA kids can do,” Lehmann said. “What sells colleges on our kids is our kids,” he said. But that doesn’t mean it’s easy. Lehmann says a school doing something out of the mold always has to be prepared to argue for its approach, especially when it’s a new district school, not an established private one. Lehmann says he has been pleasantly surprised at how well college representatives respond to the SLA model.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Colleges sometimes are slow to recognize the good work and best practice that is happening around them.\"\u003c/aside>\n\u003cp>Grades are another area where Science Leadership Academy has compromised between its ideal and what colleges want. Teachers give a lot of narrative and qualitative feedback on student work, but at the end of the class they also give students a letter grade -- that’s what colleges want to see. It’s a delicate balance between building school cultures and practices that genuinely reflect the values of its educators and playing within the system. It can be done -- but it takes extra effort and awareness.\u003c/p>\n\u003cp>While change is slow, Lehmann says some schools are beginning to shift how they teach to be more in line with SLA’s inquiry-based approach. Schools like Drexel University and MIT are trying out hands-on programs, and \u003ca href=\"http://www.rhobserver.com/20148/bard-elevates-its-entrance-exam/\">Bard is experimenting with its admissions strategy\u003c/a>. “Colleges sometimes are slow to recognize the good work and best practice that is happening around them,” Lehmann said.\u003c/p>\n\u003cp>“For me the evolution of education has to understand that it requires one part vision and one part history,” Lehmann said. “Let’s not think that we need to remake everything that has ever happened without an eye to the past. That’s when you make mistakes.”\u003c/p>\n\u003cp>\u003cstrong>THE MODERN WORLD REQUIRES HYBRID-THINKING\u003c/strong>\u003c/p>\n\u003cp>From the perspective of employers, college graduates need to be ready to enter a working world that requires flexible, adaptable, nimble thinkers and doers.\u003c/p>\n\u003cp>\u003ca href=\"http://www.jumpassociates.com/\">Jump Associates\u003c/a>, a strategy and information firm, is an example of a company that requires a more \"hybrid\" nature of skill sets in the working world. Companies hire Jump to solve complex, ambiguous problems. For example, the company worked with Samsung to try and come up with a tablet that would outshine Apple’s iPad before the iPad had even been released. There was very little information on hand, but a solution had to be reached.\u003c/p>\n\u003cp>“All of these organizations are facing problems of extreme ambiguity,” said Dev Patnaik, CEO of Jump Associates. ‘The world is changing, what do I do about that.’ In that situation the biggest problem is to define the problem.” To do that, Jump Associates tries to hire what they call “hybrid-thinkers,” people who are \"one part technologist, one part humanist and one part capitalist.\" “What we’ve learned is you start with people who have deep expertise in multiple disciplines at the same time,” Patnaik said.\u003c/p>\n\u003cp>But universities don’t often encourage that kind of cross-discipline thinking naturally. “Universities are set up to be incredibly siloed,” said Patnaik who teaches a class at Stanford. “These bigger more nebulous, more meaningful questions live in between and across these silos.” But it’s difficult to change the system because most people came up through that a system that encourages them to continually narrow their focus of study.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Universities are set up to be incredibly siloed.”\u003c/aside>\n\u003cp>Patnaik thinks the U.S. is getting off track by trying to compete with China and India in math and science because of the assumption that those fields lead to jobs. “I worry that the last five years of economic recession has made us all very scared, and when you’re scared, you start thinking, 'What’s in it for me in the short term,'” he said. He doesn’t think the U.S. will ever be as good at pumping out math and science majors as India or China, but if the it plays to its traditional strengths – creativity, innovation, bridging cognitive gaps – then there’s an opportunity to be the country that shapes the problem. “We’re throwing that all away out of fear and calling it STEM,” he said.\u003c/p>\n\u003cp>Jump Associates asks its employees to solve seemingly unsolvable problems. “We need people to come up with ideas about what ought to be designed,” Patnaik said. While universities are slowly evolving to meet this challenge, focusing on more interdisciplinary learning for instance, students are often still focused on learning to become “successful,” rather than on learning because it makes them well-rounded and productive humans.\u003c/p>\n\u003cp>\u003cstrong>UNIVERSITY OF THE FUTURE?\u003c/strong>\u003c/p>\n\u003cp>One start-up is tackling the notion of what an elite college education might look like. The \u003ca href=\"http://www.minervaproject.com/\">Minerva Project\u003c/a> received $25 million in seed money to produce what they call \"high quality\" higher education, entirely online. The university plans to accept its first class in September of 2014 and is working to finalize its hybrid curriculum and online delivery mechanisms.\u003c/p>\n\u003cp>“Our goal is to create leaders and innovators in a variety of disciplines that operate in a global context,” said \u003ca href=\"http://chronicle.com/article/Behavior-Expert-Seizes-Chance/138375/\">Stephen Kosslyn, dean of faculty at Minerva Project\u003c/a>. “That’s where we start.” By starting from scratch, the school is free of the traditions and expectations that become stumbling blocks for older institutions grappling with change.\u003c/p>\n\u003cp>Kosslyn has a lot of experience with tradition-laden institutions -- he was on the \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=kosslynlab\">faculty of Harvard\u003c/a> for more than 30 years, teaching psychology, and then as the Dean of Social Sciences. He’s familiar with slow moving initiatives to change the way universities run. “I was ready for something else,” Kosslyn said. “I wanted to do something that would really make a difference.”\u003c/p>\n\u003cp>The Minerva Project has thrown out all the assumptions about “college readiness” that have long existed. Instead, the founders focused on the skills students should have when they finish -- critical analysis, creative thinking and effective communication – and backed into thinking about how to get them to that point. Kosslyn admits that it’s difficult to define what is meant in each of those categories. Critical analysis involves critical thinking and the ability to evaluate tradeoffs and various outcomes. But critical thinking can also be more than one thing. “Breaking it down, we get to the point that we can teach things,” Kosslyn said.\u003c/p>\n\u003cp>Kosslyn and his team intend to help students prepare for an unknown future by developing skill sets that allow them to adapt. “We’re interested in cultivating habits of mind that become very effortless and automatic and allow you to do these things,” Kosslyn said. It also means they're looking for very different qualities in students they accept.\u003c/p>\n\u003cp>“We’re looking for a combination of cognitive abilities and personality characteristics,” Kosslyn said, not SAT scores. Minerva wants students that exhibit grit, an openness to new experiences, and maturity. They’re using a test they've created that tries to measure these qualities that's agnostic of a student's class, background, and country of origin, important for a university expecting a global population. But Kosslyn said those test won’t make or break an application. “What you need to do is look at the entire picture, including what they’ve done before,” he said.\u003c/p>\n\u003cp>Students who attend Minerva will have to be self-directed and good at working collaboratively. Their courses will be delivered online and the university will likely leverage the information on the web to require students to be independently motivated. “What you need is people who are really motivated and have enough ability that they can teach themselves or can function in a group that’s helping them to learn,” Kosslyn said.\u003c/p>\n\u003cp>The hope is that students will begin to know their own strengths and bring those to collaborations. “The problems we are faced with are complex enough that we will need to solve them in teams,” Kosslyn said. And since collaborative work is a required skill in most jobs, Minerva students will learn it.\u003c/p>\n\u003cp>In fact, in the first year the students will take four courses: multi-modal communication, complex systems, empirical systems, and computational sciences. The intention is for traditionally separate subjects to be integrated if they involve complimentary skills.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY-BASED UNIVERSITIES\u003c/strong>\u003c/p>\n\u003cp>As the Minerva experiment develops, some existing universities are taking steps to award college credit based on skills learned, not the amount of time they've been enrolled.\u003c/p>\n\u003cp>One approach to this problem is to standardize the definition by a college degree. “The learning and expectations should be the constant and if you can do it faster why should that be a problem,” said Jamie Marisotis, CEO of the \u003ca href=\"http://www.luminafoundation.org/\">Lumina Foundation\u003c/a>, an organization working to ensure that 60 percent of Americans have post-secondary degrees by 2025. The Lumina Foundation supports experiments like \u003ca href=\"http://collegeforamerica.org/\">College For America\u003c/a>, a project of Southern New Hampshire University and the \u003ca href=\"http://flex.wisconsin.edu/\">University of Wisconsin’s Flexible Option\u003c/a>. These programs are experimenting with degree programs based on mastering required skills and contents at a pace the student sets.\u003c/p>\n\u003cp>“Competency should not mean competency in tasks,” Marisotis said. “What we’re really talking about in terms of competency are those broader things like constructing an argument.” He’d like higher education to follow the example set by K-12 education with the Common Core State Standards, a set of broad criteria that students master before graduating.\u003c/p>\n\u003cp>By eliminating the four-year degree and making sure that every student graduates with a similar set of skills, \u003ca href=\"http://www.nytimes.com/2013/11/03/education/edlife/degrees-based-on-what-you-can-do-not-how-long-you-went.html?pagewanted=2&_r=2&hp\">a college education would become less expensive\u003c/a> and more accessible to a broader population. But, it would also undermine the pedagogical approaches of many university departments.\u003c/p>\n\u003cp>“I’m very sympathetic to the perspective of the faculty because what we’re talking about is very different than what they have done and what they’ve gone into their careers to do,” Marisotis said. He says those who want to see change in higher education need to be patient with faculty who are crucial to making any new system work.\u003c/p>\n\u003cp>“The main model is to produce high quality learners with high quality outcomes that they can apply in their lives,” Marisotis said. But to do that, he believes universities need to be clearer about what the learning expectations should be and where faculty fit into the vision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted.","status":"publish","parent":0,"modified":1389548281,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2974},"headData":{"title":"Do Rigid College Admissions Leave Room for Creative Thinkers? | KQED","description":"Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Do Rigid College Admissions Leave Room for Creative Thinkers?","datePublished":"2014-01-10T18:39:27.000Z","dateModified":"2014-01-12T17:38:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32783 http://blogs.kqed.org/mindshift/?p=32783","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/10/do-rigid-college-admissions-leave-room-for-creative-thinkers/","disqusTitle":"Do Rigid College Admissions Leave Room for Creative Thinkers?","path":"/mindshift/32783/do-rigid-college-admissions-leave-room-for-creative-thinkers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33391\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/brainchildvn/2280342987/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-33391\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg\" alt=\"2280342987_0009b29238_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/2280342987_0009b29238_z-e1389378534251-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Getting kids into college is the main goal of many high schools. There are plenty of arguments about why higher education isn’t right for every student and myriad ideas about how young adults could productively spend time exploring their passions. But in most cases, high schools have a close eye on application requirements at universities and strive to produce “college ready” graduates, students who are equipped to make informed choices about the next phase of their lives and are prepared academically to succeed in college.\u003c/p>\n\u003cp>Universities say they're looking for students who are engaged citizens and independent thinkers with a desire to be a part of the school’s community. But many of the measures used to determine college admission don’t test for those qualities. Instead, colleges look at SAT or ACT test scores, the number of Advanced Placement classes a student has completed, GPAs and the ability to write a strong essay. There is often a disconnect between the kind of student colleges say they want and what students have to do to be admitted. That’s why high school graduates are increasingly becoming, “robo students” in the words of Stanford Lecturer Denise Pope, young people “doing school,” but not necessarily learning.\u003c/p>\n\u003cp>\u003cstrong>CHANGE COMING SLOWLY\u003c/strong>\u003c/p>\n\u003cp>Given this phenomenon, some universities and colleges are beginning to rethink their admission policies and recognize more directly how their requirements influence the kind of teaching and learning that happens at the K-12 level.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We need to send the message to high schools that we’re looking for more.”\u003c/aside>\n\u003cp>“I think that colleges need to change what they look for,” said \u003ca href=\"http://www.sagepub.com/authorDetails.nav?contribId=526373\">Robert Sternberg\u003c/a>, who recently resigned as president of the University of Wyoming (UW). “We should be admitting students for their active citizenship and leadership skills, the kinds of skills that are really important for life.” Sternberg spent 30 years as a professor at Yale University, five years as a dean at Tufts University and was the Provost of Oklahoma State University for three years before becoming President of UW. In all of these roles, Sternberg has pushed the institutions to rethink admissions policies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The tests we rely on so heavily really don’t measure creative thinking and they don’t measure common sense thinking, wisdom, ethics, work ethic -- they don’t measure your character,” Sternberg said. In his view, students go to college to develop into active and engaged citizens. If colleges kept that ultimate goal in mind in their admissions process, it would send a message to high schools about the skills that universities value and want to see in prospetive students.\u003c/p>\n\u003cp>Sternberg's research as a psychology professor at Yale centered on measuring intelligence and creativity shows how socialization steers the way kids develop. Kids who grow up in adverse circumstances learn to adapt with practical survival skills, while more affluent kids are often asked to focus on analytical and memory skills. The traditional college application process largely tests analytical skills, giving the kids who developed in an environment that valued those qualities an advantage. That system doesn’t allow colleges to admit the most creative and adaptable student populations, Sternberg said.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-33399\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/successful-intelligence2-300x466.jpg\" alt=\"successful-intelligence2\" width=\"300\" height=\"466\">While at Tufts, he helped the school pilot a new \u003ca href=\"http://www.insidehighered.com/news/2010/09/28/sternberg\">admissions policy based on testing students for their creative and practical skills\u003c/a> in addition to their analytical skills. The school found that the new method helped them better predict student success. The application asked questions like, “How would you persuade a friend of an idea that the friend didn’t immediately accept?” Or, “How could one of your personal passions positively affect the world?” Students could choose to express their answers in multiple ways including essays, creative YouTube videos, and through drawings. Admissions officers were trained to look for the thinking behind the answers, not just writing skills.\u003c/p>\n\u003cp>Tufts had to hire a few more admissions officers and retrain the existing ones, but Sternberg said gradually the student population began to change. “The benefits were much greater than the costs because admissions should be based on the mission of your college or university,” Sternberg said. “It changes the kids who are accepted and it begins to change how you think about what it means to have a talented student,” he said.\u003c/p>\n\u003cp>Students learn what's important for them to know from their environment. “The point is that what you ought to be measuring is how well they’ve learned the skills that allow them to adapt to the environment in which they grew up,” Sternberg said. That knowledge will help colleges understand how the student will adapt in a new environment. Tests weighted towards skill sets that weren’t necessary for survival in certain environments, make those students look comparatively much worse.\u003c/p>\n\u003cp>“We need to send the message to high schools that we’re looking for more,” Sternberg said. “The way to do that is augment what we use to admit kids.”\u003c/p>\n\u003cp>\u003cstrong>THE HIGH SCHOOL PERSPECTIVE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA), a public magnet high school in Philadelphia is a fairly young school, just eight years old. But in that short time, it's developed a reputation around the country as a shining example of the merits of inquiry-based learning approach. Colleges sometimes have a difficult time understanding the school’s approach to developing autonomous, critical thinkers. For example, SLA doesn’t offer Advanced Placement (AP) courses, because making students take a summative test at the end of the year is antithetical to the concept of allowing students to guide their own learning based on interest and collaborative work -- and just as importantly, the value of the incremental learning process.\u003c/p>\n\u003cp>“You can never be a revolutionary at the expense of the kids,” said SLA principal Chris Lehmann. He says there are plenty of things that high schools can do that are innovative and different, but schools need to know when that is appropriate and when experimentation might hurt its students. SLA has a good track record of sending students to college, despite some of its non-traditional practices -- 97 percent are accepted to colleges.\u003c/p>\n\u003cp>Lehmann describes SLA as taking the traditionally recognizable school mold and stretching it to its edge. “One of the reasons we chose to do that was because we knew we had to get kids into college,” Lehmann said. “There are so many colleges who really want kids who can problem solve, who can lead, who can think and who have a really innovative mind,” he said. That’s why SLA invites college representatives to visit the school and observe for themselves the kind of learning taking place there.\u003c/p>\n\u003cp>“We’ve spent a lot of time bringing colleges to SLA and showing them what SLA kids can do,” Lehmann said. “What sells colleges on our kids is our kids,” he said. But that doesn’t mean it’s easy. Lehmann says a school doing something out of the mold always has to be prepared to argue for its approach, especially when it’s a new district school, not an established private one. Lehmann says he has been pleasantly surprised at how well college representatives respond to the SLA model.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Colleges sometimes are slow to recognize the good work and best practice that is happening around them.\"\u003c/aside>\n\u003cp>Grades are another area where Science Leadership Academy has compromised between its ideal and what colleges want. Teachers give a lot of narrative and qualitative feedback on student work, but at the end of the class they also give students a letter grade -- that’s what colleges want to see. It’s a delicate balance between building school cultures and practices that genuinely reflect the values of its educators and playing within the system. It can be done -- but it takes extra effort and awareness.\u003c/p>\n\u003cp>While change is slow, Lehmann says some schools are beginning to shift how they teach to be more in line with SLA’s inquiry-based approach. Schools like Drexel University and MIT are trying out hands-on programs, and \u003ca href=\"http://www.rhobserver.com/20148/bard-elevates-its-entrance-exam/\">Bard is experimenting with its admissions strategy\u003c/a>. “Colleges sometimes are slow to recognize the good work and best practice that is happening around them,” Lehmann said.\u003c/p>\n\u003cp>“For me the evolution of education has to understand that it requires one part vision and one part history,” Lehmann said. “Let’s not think that we need to remake everything that has ever happened without an eye to the past. That’s when you make mistakes.”\u003c/p>\n\u003cp>\u003cstrong>THE MODERN WORLD REQUIRES HYBRID-THINKING\u003c/strong>\u003c/p>\n\u003cp>From the perspective of employers, college graduates need to be ready to enter a working world that requires flexible, adaptable, nimble thinkers and doers.\u003c/p>\n\u003cp>\u003ca href=\"http://www.jumpassociates.com/\">Jump Associates\u003c/a>, a strategy and information firm, is an example of a company that requires a more \"hybrid\" nature of skill sets in the working world. Companies hire Jump to solve complex, ambiguous problems. For example, the company worked with Samsung to try and come up with a tablet that would outshine Apple’s iPad before the iPad had even been released. There was very little information on hand, but a solution had to be reached.\u003c/p>\n\u003cp>“All of these organizations are facing problems of extreme ambiguity,” said Dev Patnaik, CEO of Jump Associates. ‘The world is changing, what do I do about that.’ In that situation the biggest problem is to define the problem.” To do that, Jump Associates tries to hire what they call “hybrid-thinkers,” people who are \"one part technologist, one part humanist and one part capitalist.\" “What we’ve learned is you start with people who have deep expertise in multiple disciplines at the same time,” Patnaik said.\u003c/p>\n\u003cp>But universities don’t often encourage that kind of cross-discipline thinking naturally. “Universities are set up to be incredibly siloed,” said Patnaik who teaches a class at Stanford. “These bigger more nebulous, more meaningful questions live in between and across these silos.” But it’s difficult to change the system because most people came up through that a system that encourages them to continually narrow their focus of study.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Universities are set up to be incredibly siloed.”\u003c/aside>\n\u003cp>Patnaik thinks the U.S. is getting off track by trying to compete with China and India in math and science because of the assumption that those fields lead to jobs. “I worry that the last five years of economic recession has made us all very scared, and when you’re scared, you start thinking, 'What’s in it for me in the short term,'” he said. He doesn’t think the U.S. will ever be as good at pumping out math and science majors as India or China, but if the it plays to its traditional strengths – creativity, innovation, bridging cognitive gaps – then there’s an opportunity to be the country that shapes the problem. “We’re throwing that all away out of fear and calling it STEM,” he said.\u003c/p>\n\u003cp>Jump Associates asks its employees to solve seemingly unsolvable problems. “We need people to come up with ideas about what ought to be designed,” Patnaik said. While universities are slowly evolving to meet this challenge, focusing on more interdisciplinary learning for instance, students are often still focused on learning to become “successful,” rather than on learning because it makes them well-rounded and productive humans.\u003c/p>\n\u003cp>\u003cstrong>UNIVERSITY OF THE FUTURE?\u003c/strong>\u003c/p>\n\u003cp>One start-up is tackling the notion of what an elite college education might look like. The \u003ca href=\"http://www.minervaproject.com/\">Minerva Project\u003c/a> received $25 million in seed money to produce what they call \"high quality\" higher education, entirely online. The university plans to accept its first class in September of 2014 and is working to finalize its hybrid curriculum and online delivery mechanisms.\u003c/p>\n\u003cp>“Our goal is to create leaders and innovators in a variety of disciplines that operate in a global context,” said \u003ca href=\"http://chronicle.com/article/Behavior-Expert-Seizes-Chance/138375/\">Stephen Kosslyn, dean of faculty at Minerva Project\u003c/a>. “That’s where we start.” By starting from scratch, the school is free of the traditions and expectations that become stumbling blocks for older institutions grappling with change.\u003c/p>\n\u003cp>Kosslyn has a lot of experience with tradition-laden institutions -- he was on the \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=kosslynlab\">faculty of Harvard\u003c/a> for more than 30 years, teaching psychology, and then as the Dean of Social Sciences. He’s familiar with slow moving initiatives to change the way universities run. “I was ready for something else,” Kosslyn said. “I wanted to do something that would really make a difference.”\u003c/p>\n\u003cp>The Minerva Project has thrown out all the assumptions about “college readiness” that have long existed. Instead, the founders focused on the skills students should have when they finish -- critical analysis, creative thinking and effective communication – and backed into thinking about how to get them to that point. Kosslyn admits that it’s difficult to define what is meant in each of those categories. Critical analysis involves critical thinking and the ability to evaluate tradeoffs and various outcomes. But critical thinking can also be more than one thing. “Breaking it down, we get to the point that we can teach things,” Kosslyn said.\u003c/p>\n\u003cp>Kosslyn and his team intend to help students prepare for an unknown future by developing skill sets that allow them to adapt. “We’re interested in cultivating habits of mind that become very effortless and automatic and allow you to do these things,” Kosslyn said. It also means they're looking for very different qualities in students they accept.\u003c/p>\n\u003cp>“We’re looking for a combination of cognitive abilities and personality characteristics,” Kosslyn said, not SAT scores. Minerva wants students that exhibit grit, an openness to new experiences, and maturity. They’re using a test they've created that tries to measure these qualities that's agnostic of a student's class, background, and country of origin, important for a university expecting a global population. But Kosslyn said those test won’t make or break an application. “What you need to do is look at the entire picture, including what they’ve done before,” he said.\u003c/p>\n\u003cp>Students who attend Minerva will have to be self-directed and good at working collaboratively. Their courses will be delivered online and the university will likely leverage the information on the web to require students to be independently motivated. “What you need is people who are really motivated and have enough ability that they can teach themselves or can function in a group that’s helping them to learn,” Kosslyn said.\u003c/p>\n\u003cp>The hope is that students will begin to know their own strengths and bring those to collaborations. “The problems we are faced with are complex enough that we will need to solve them in teams,” Kosslyn said. And since collaborative work is a required skill in most jobs, Minerva students will learn it.\u003c/p>\n\u003cp>In fact, in the first year the students will take four courses: multi-modal communication, complex systems, empirical systems, and computational sciences. The intention is for traditionally separate subjects to be integrated if they involve complimentary skills.\u003c/p>\n\u003cp>\u003cstrong>COMPETENCY-BASED UNIVERSITIES\u003c/strong>\u003c/p>\n\u003cp>As the Minerva experiment develops, some existing universities are taking steps to award college credit based on skills learned, not the amount of time they've been enrolled.\u003c/p>\n\u003cp>One approach to this problem is to standardize the definition by a college degree. “The learning and expectations should be the constant and if you can do it faster why should that be a problem,” said Jamie Marisotis, CEO of the \u003ca href=\"http://www.luminafoundation.org/\">Lumina Foundation\u003c/a>, an organization working to ensure that 60 percent of Americans have post-secondary degrees by 2025. The Lumina Foundation supports experiments like \u003ca href=\"http://collegeforamerica.org/\">College For America\u003c/a>, a project of Southern New Hampshire University and the \u003ca href=\"http://flex.wisconsin.edu/\">University of Wisconsin’s Flexible Option\u003c/a>. These programs are experimenting with degree programs based on mastering required skills and contents at a pace the student sets.\u003c/p>\n\u003cp>“Competency should not mean competency in tasks,” Marisotis said. “What we’re really talking about in terms of competency are those broader things like constructing an argument.” He’d like higher education to follow the example set by K-12 education with the Common Core State Standards, a set of broad criteria that students master before graduating.\u003c/p>\n\u003cp>By eliminating the four-year degree and making sure that every student graduates with a similar set of skills, \u003ca href=\"http://www.nytimes.com/2013/11/03/education/edlife/degrees-based-on-what-you-can-do-not-how-long-you-went.html?pagewanted=2&_r=2&hp\">a college education would become less expensive\u003c/a> and more accessible to a broader population. But, it would also undermine the pedagogical approaches of many university departments.\u003c/p>\n\u003cp>“I’m very sympathetic to the perspective of the faculty because what we’re talking about is very different than what they have done and what they’ve gone into their careers to do,” Marisotis said. He says those who want to see change in higher education need to be patient with faculty who are crucial to making any new system work.\u003c/p>\n\u003cp>“The main model is to produce high quality learners with high quality outcomes that they can apply in their lives,” Marisotis said. But to do that, he believes universities need to be clearer about what the learning expectations should be and where faculty fit into the vision.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32783/do-rigid-college-admissions-leave-room-for-creative-thinkers","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1021","mindshift_862","mindshift_1040","mindshift_68","mindshift_869","mindshift_654","mindshift_956"],"featImg":"mindshift_33391","label":"mindshift"},"mindshift_33249":{"type":"posts","id":"mindshift_33249","meta":{"index":"posts_1591205157","site":"mindshift","id":"33249","score":null,"sort":[1388592006000]},"guestAuthors":[],"slug":"has-the-mooc-revolution-drifted-off-course","title":"Has the 'MOOC Revolution' Drifted Off Course?","publishDate":1388592006,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33256\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/online-learning.jpeg\" alt=\"online learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-320x180.jpeg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost.\u003c/p>\n\u003cp>In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms.\u003c/p>\n\u003cp>But if 2012 was the \"Year of the MOOC,\" as \u003cem>The New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0\">famously called it\u003c/a>, 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\"\u003c/aside>\n\u003cp>Earlier this year, San Jose State University partnered with Udacity to offer several types of for-credit MOOC classes at low cost. The partnership was announced in January with lots of enthusiastic publicity, including a plug from California Gov. Jerry Brown, who said MOOC experiments are central to democratizing education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We've got to invest in learning, in teaching, in education,\" he said. \"And we do that not by just the way we did it 100 years ago. We keep changing.\"\u003c/p>\n\u003cp>But by all accounts, the San Jose experiment was a bust. Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach.\u003c/p>\n\u003cp>It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department. \"The people that do well in these kind of courses are people who are already studious. Or ... who are taking courses for their own enrichment after they've graduated,\" he says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"fc821d86b2b1598ae65cc6d1870872ca\"]\u003c/p>\n\u003cp>\"A year and a half ago ... people thought this was going to solve the problems of higher education because people would be educated for less money. That's not the way it's worked out.\"\u003c/p>\n\u003cp>Now, San Jose State is scaling back its relationship with Udacity, taking more direct control of the courses it offers through the company and rethinking its commitment to MOOCs.\u003c/p>\n\u003cp>\u003cstrong>'WE HAVE A LOUSY PRODUCT'\u003c/strong>\u003c/p>\n\u003cp>Other schools are hitting the pause button as well. A recent \u003ca href=\"http://www.gse.upenn.edu/pdf/ahead/perna_ruby_boruch_moocs_dec2013.pdf\">University of Pennsylvania study\u003c/a> confirmed a massive problem: MOOCs have painfully few active users. About half who registered for a class ever viewed a lecture, and completion rates \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\" target=\"_blank\">averaged just 4 percent\u003c/a> across all courses.\u003c/p>\n\u003cp>Sebastian Thrun, Udacity's co-founder and a prime mover in MOOCs, \u003ca href=\"http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb\">recently told Fast Company\u003c/a> magazine, \"We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product.\"\u003c/p>\n\u003cp>Thrun says he doesn't regret that position. \"I think that's just honest, and I think we should have an honest discourse about what we do,\" he says.\u003c/p>\n\u003cp>\"Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education. We look back at our early work and realize it wasn't quite as good as it should have been. We had so many moments for improvement.\"\u003c/p>\n\u003cp>That the former Stanford professor and inventor — whose \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\" target=\"_blank\">online artificial intelligence course\u003c/a> helped kick off the MOOC frenzy — was fundamentally rethinking its viability shook the higher education world.\u003c/p>\n\u003cp>What was missing, many students complained, was a human connection beyond the streamed lecture.\u003c/p>\n\u003cp>That's what Tracy Wheeler found lacking. This year she immersed herself in five MOOCs from two providers and completed three, including a course on global poverty. She had read the professor's book and was excited and upbeat.\u003c/p>\n\u003cp>\"I thought I'd go in deeper and come out wanting to move to India and help her with one of her experiments,\" she says.\u003c/p>\n\u003cp>Instead, the 52-year-old education consultant says she hated being chained to the computer screen and found the entire MOOC experience mechanistic, dreary and ineffectual. \"I'm a very social person. There was nothing to grasp on to,\" she says. \"There were no people; there was no professor. In a sense you're just learning in this void. ... I would come away from my computer just kind of despondent and feeling really reduced somehow.\"\u003c/p>\n\u003cp>She says the courses' online forums — the key support structure for many MOOCs — were isolating and largely absent of meaningful back-and-forth — or joy.\u003c/p>\n\u003cp>\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\" In a class, she says, \"you can pass a note. You can have fun.\"\u003c/p>\n\u003cp>\u003cstrong>A BIGGER HUMAN ELEMENT AHEAD\u003c/strong>\u003c/p>\n\u003cp>Wheeler's experience is just one of hundreds of thousands of MOOC takers', of course. Many others praise the online courses as brilliant, time-saving and cost efficient. But providers are responding to criticisms like Wheeler's.\u003c/p>\n\u003cp>Enter MOOC 2.0. Udacity and other leading MOOC providers now realize that a more expansive, human-centered support structure is key to helping students retain information, stick with the course — and finish.\u003c/p>\n\u003cp>\"We [added] human mentors,\" says Thrun. \"We have people almost 24-7 that help you when you get stuck. We also added a lot of projects that require human feedback and human grading.\"And that human element, surprise, surprise, makes a huge difference in the student experience and the learning outcomes,\" he says.\u003c/p>\n\u003cp>In 2014, the company will put more emphasis on employee job training classes for corporations, including Google, Facebook and others. Classes will include an introduction to big data analysis and mobile app development.\u003c/p>\n\u003cp>Like Udacity, MOOC pioneer Coursera is also changing. The company is creating \"learning hubs\" at U.S. consulates around the world that will include a weekly in-person instructor to foster discussion.\u003c/p>\n\u003cp>Some critics believe the changes underway amount to a full-scale MOOC retreat and lay bare online education's deep flaws.\u003c/p>\n\u003cp>But Thrun says those critics simply don't get the nature of tech innovation: You closely evaluate failures, think forward, adjust — and use the word \"iterate.\" A lot.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's certainly an iteration,\" Thrun says. \"And the truth is, look, this is Silicon Valley. We try things out, we look at the data, and we learn from it.\"\u003c/p>\n\n","blocks":[],"excerpt":"In 2012, \"massive open online courses\" were lauded as the most important trend in higher education. But this year, educators and even students rebelled against the rapid expansion of online learning. Two of the biggest MOOCs say they're making big changes in how they deliver their classes in 2014.","status":"publish","parent":0,"modified":1392611593,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1111},"headData":{"title":"Has the 'MOOC Revolution' Drifted Off Course? | KQED","description":"In 2012, "massive open online courses" were lauded as the most important trend in higher education. But this year, educators and even students rebelled against the rapid expansion of online learning. Two of the biggest MOOCs say they're making big changes in how they deliver their classes in 2014.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Has the 'MOOC Revolution' Drifted Off Course?","datePublished":"2014-01-01T16:00:06.000Z","dateModified":"2014-02-17T04:33:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33249 http://blogs.kqed.org/mindshift/?p=33249","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/01/has-the-mooc-revolution-drifted-off-course/","disqusTitle":"Has the 'MOOC Revolution' Drifted Off Course?","nprByline":"Eric Westervelt","nprStoryId":"258420151","nprApiLink":"http://api.npr.org/query?id=258420151&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course?ft=3&f=258420151","nprRetrievedStory":"1","nprPubDate":"Tue, 31 Dec 2013 19:23:00 -0500","nprStoryDate":"Tue, 31 Dec 2013 16:00:00 -0500","nprLastModifiedDate":"Tue, 31 Dec 2013 19:23:40 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/12/20131231_atc_moocs_20.mp3?orgId=1&topicId=1091&ft=3&f=258420151","nprAudioM3u":"http://api.npr.org/m3u/1258711837-e1a5cc.m3u?orgId=1&topicId=1091&ft=3&f=258420151","path":"/mindshift/33249/has-the-mooc-revolution-drifted-off-course","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/12/20131231_atc_moocs_20.mp3?orgId=1&topicId=1091&ft=3&f=258420151","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33256\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/online-learning.jpeg\" alt=\"online learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-400x225.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/online-learning-320x180.jpeg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost.\u003c/p>\n\u003cp>In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms.\u003c/p>\n\u003cp>But if 2012 was the \"Year of the MOOC,\" as \u003cem>The New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0\">famously called it\u003c/a>, 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\"\u003c/aside>\n\u003cp>Earlier this year, San Jose State University partnered with Udacity to offer several types of for-credit MOOC classes at low cost. The partnership was announced in January with lots of enthusiastic publicity, including a plug from California Gov. Jerry Brown, who said MOOC experiments are central to democratizing education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We've got to invest in learning, in teaching, in education,\" he said. \"And we do that not by just the way we did it 100 years ago. We keep changing.\"\u003c/p>\n\u003cp>But by all accounts, the San Jose experiment was a bust. Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach.\u003c/p>\n\u003cp>It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department. \"The people that do well in these kind of courses are people who are already studious. Or ... who are taking courses for their own enrichment after they've graduated,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"A year and a half ago ... people thought this was going to solve the problems of higher education because people would be educated for less money. That's not the way it's worked out.\"\u003c/p>\n\u003cp>Now, San Jose State is scaling back its relationship with Udacity, taking more direct control of the courses it offers through the company and rethinking its commitment to MOOCs.\u003c/p>\n\u003cp>\u003cstrong>'WE HAVE A LOUSY PRODUCT'\u003c/strong>\u003c/p>\n\u003cp>Other schools are hitting the pause button as well. A recent \u003ca href=\"http://www.gse.upenn.edu/pdf/ahead/perna_ruby_boruch_moocs_dec2013.pdf\">University of Pennsylvania study\u003c/a> confirmed a massive problem: MOOCs have painfully few active users. About half who registered for a class ever viewed a lecture, and completion rates \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\" target=\"_blank\">averaged just 4 percent\u003c/a> across all courses.\u003c/p>\n\u003cp>Sebastian Thrun, Udacity's co-founder and a prime mover in MOOCs, \u003ca href=\"http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb\">recently told Fast Company\u003c/a> magazine, \"We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product.\"\u003c/p>\n\u003cp>Thrun says he doesn't regret that position. \"I think that's just honest, and I think we should have an honest discourse about what we do,\" he says.\u003c/p>\n\u003cp>\"Online education that leaves almost everybody behind except for highly motivated students, to me, can't be a viable path to education. We look back at our early work and realize it wasn't quite as good as it should have been. We had so many moments for improvement.\"\u003c/p>\n\u003cp>That the former Stanford professor and inventor — whose \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\" target=\"_blank\">online artificial intelligence course\u003c/a> helped kick off the MOOC frenzy — was fundamentally rethinking its viability shook the higher education world.\u003c/p>\n\u003cp>What was missing, many students complained, was a human connection beyond the streamed lecture.\u003c/p>\n\u003cp>That's what Tracy Wheeler found lacking. This year she immersed herself in five MOOCs from two providers and completed three, including a course on global poverty. She had read the professor's book and was excited and upbeat.\u003c/p>\n\u003cp>\"I thought I'd go in deeper and come out wanting to move to India and help her with one of her experiments,\" she says.\u003c/p>\n\u003cp>Instead, the 52-year-old education consultant says she hated being chained to the computer screen and found the entire MOOC experience mechanistic, dreary and ineffectual. \"I'm a very social person. There was nothing to grasp on to,\" she says. \"There were no people; there was no professor. In a sense you're just learning in this void. ... I would come away from my computer just kind of despondent and feeling really reduced somehow.\"\u003c/p>\n\u003cp>She says the courses' online forums — the key support structure for many MOOCs — were isolating and largely absent of meaningful back-and-forth — or joy.\u003c/p>\n\u003cp>\"It was like going up and scrawling your name on a graffiti wall. You know, there was no sense of community.\" In a class, she says, \"you can pass a note. You can have fun.\"\u003c/p>\n\u003cp>\u003cstrong>A BIGGER HUMAN ELEMENT AHEAD\u003c/strong>\u003c/p>\n\u003cp>Wheeler's experience is just one of hundreds of thousands of MOOC takers', of course. Many others praise the online courses as brilliant, time-saving and cost efficient. But providers are responding to criticisms like Wheeler's.\u003c/p>\n\u003cp>Enter MOOC 2.0. Udacity and other leading MOOC providers now realize that a more expansive, human-centered support structure is key to helping students retain information, stick with the course — and finish.\u003c/p>\n\u003cp>\"We [added] human mentors,\" says Thrun. \"We have people almost 24-7 that help you when you get stuck. We also added a lot of projects that require human feedback and human grading.\"And that human element, surprise, surprise, makes a huge difference in the student experience and the learning outcomes,\" he says.\u003c/p>\n\u003cp>In 2014, the company will put more emphasis on employee job training classes for corporations, including Google, Facebook and others. Classes will include an introduction to big data analysis and mobile app development.\u003c/p>\n\u003cp>Like Udacity, MOOC pioneer Coursera is also changing. The company is creating \"learning hubs\" at U.S. consulates around the world that will include a weekly in-person instructor to foster discussion.\u003c/p>\n\u003cp>Some critics believe the changes underway amount to a full-scale MOOC retreat and lay bare online education's deep flaws.\u003c/p>\n\u003cp>But Thrun says those critics simply don't get the nature of tech innovation: You closely evaluate failures, think forward, adjust — and use the word \"iterate.\" A lot.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's certainly an iteration,\" Thrun says. \"And the truth is, look, this is Silicon Valley. We try things out, we look at the data, and we learn from it.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33249/has-the-mooc-revolution-drifted-off-course","authors":["byline_mindshift_33249"],"categories":["mindshift_195"],"tags":["mindshift_852","mindshift_1040","mindshift_655","mindshift_654","mindshift_20608","mindshift_122","mindshift_984","mindshift_868"],"featImg":"mindshift_33256","label":"mindshift"},"mindshift_30684":{"type":"posts","id":"mindshift_30684","meta":{"index":"posts_1591205157","site":"mindshift","id":"30684","score":null,"sort":[1376674526000]},"guestAuthors":[],"slug":"is-online-education-widening-the-digital-divide","title":"Is Online Education Widening the Digital Divide?","publishDate":1376674526,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30695\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30695\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg\" alt=\"sb10069478aq-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Charla Bear\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Universities across the country are experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic.\u003c/p>\n\u003cp>\"[Students] can take these courses and say, ‘Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.’” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">said Daphne Koller,\u003c/a> co-founder of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, in an interview recently. “We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.”\u003c/p>\n\u003cp>Aspirational as that may seem, it may not always be the outcome.\u003c/p>\n\u003cp>“We ... continue to be concerned that folks might imagine they are getting an Ivy League education, when in fact, they are watching other people get an Ivy League education,\" says Lillian Taiz, president of the California Faculty Association and professor of history at California State Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Several professors at San Jose State University began\u003ca href=\"http://www.sjsu.edu/plus/\"> creating MOOCs\u003c/a> in January, which students could take for credit. Peter Hadreas, professor and Philosophy Department Chair at San Jose State University, says when administrators asked his department to replace lectures in an ethics class with a Harvard MOOC, faculty saw some questionable race and class implications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’ve got this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated.\"\u003c/aside>\n\u003cp>After watching the online Justice course, taught by Harvard Professor Michael Sandel, the philosophy faculty collectively wrote an \u003ca href=\"http://chronicle.com/article/The-Document-Open-Letter-From/138937/\">open letter \u003c/a>in protest. Their bottom line: it would be insulting to force diverse state university students to watch an Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“We have a very diverse student body and we’re very proud of that,” Hadreas said. “But they would watch Michael Sandel teach Harvard students and he would interpolate into his talks and dialogues how privileged they were. And they were for the most part, certainly to a greater extent, white than our student body. So we’ve got, on the one hand, this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated. We thought that was just flat out insulting, in a way, to the students and certainly not pedagogically reinforcing.”\u003c/p>\n\u003cp>Hadreas said advocates of using MOOCs at state schools also pay short shrift to the “digital divide” between different races and classes of students. Early into a \u003ca href=\"https://www.udacity.com/collegecredit\">San Jose State and Udacity pilot project\u003c/a> that developed MOOCs for college credit, instructors realized some high school participants didn’t have computers.\u003c/p>\n\u003cp>“The students who had available laptops at home were clearly correlated with demographic factors,\" he said. \"If you look at the black students, it was somewhere in the 40 percent. If you look at Hispanic students, it was in the 50 percent. But even more correlated was the income of the family. If the family made over $80,000 it was somewhere in the 80 percent. If they made less than $30,000, it was way down in 20- or 30 percent. So the idea that one is simply going to be offering this out and the status of the student’s economic and socioeconomic background is, of course, another myth.”\u003c/p>\n\u003cp>The problem stems from the idea that, with MOOC courses, one size can fit all, Taiz says.\u003c/p>\n\u003cp>“The mistake is and the concern that we have is that, I know as this was all being launched, we saw thousands of pronouncements about how after MOOCs get rolling, there will be 10 universities in the country and there will only be five professors giving lectures,” Taiz says. “This is obviously said by someone who doesn’t understand how students learn, particularly students who are the first in their families to go to school and need a lot of hands on.”\u003c/p>\n\u003cp>In order for teaching to be effective, she says, it needs to reflect their diverse backgrounds and experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Good solid teaching is nimble and really able to use what goes on in students’ lives to help them get their heads wrapped around what’s going on.”\u003c/p>\n\n","blocks":[],"excerpt":"Universities across the country are experimenting with MOOCs (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic. But that's not always the outcome.","status":"publish","parent":0,"modified":1377190422,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":745},"headData":{"title":"Is Online Education Widening the Digital Divide? | KQED","description":"Universities across the country are experimenting with MOOCs (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic. But that's not always the outcome.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Online Education Widening the Digital Divide?","datePublished":"2013-08-16T17:35:26.000Z","dateModified":"2013-08-22T16:53:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30684 http://blogs.kqed.org/mindshift/?p=30684","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/16/is-online-education-widening-the-digital-divide/","disqusTitle":"Is Online Education Widening the Digital Divide?","path":"/mindshift/30684/is-online-education-widening-the-digital-divide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30695\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30695\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg\" alt=\"sb10069478aq-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Charla Bear\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Universities across the country are experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic.\u003c/p>\n\u003cp>\"[Students] can take these courses and say, ‘Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.’” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">said Daphne Koller,\u003c/a> co-founder of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, in an interview recently. “We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.”\u003c/p>\n\u003cp>Aspirational as that may seem, it may not always be the outcome.\u003c/p>\n\u003cp>“We ... continue to be concerned that folks might imagine they are getting an Ivy League education, when in fact, they are watching other people get an Ivy League education,\" says Lillian Taiz, president of the California Faculty Association and professor of history at California State Los Angeles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Several professors at San Jose State University began\u003ca href=\"http://www.sjsu.edu/plus/\"> creating MOOCs\u003c/a> in January, which students could take for credit. Peter Hadreas, professor and Philosophy Department Chair at San Jose State University, says when administrators asked his department to replace lectures in an ethics class with a Harvard MOOC, faculty saw some questionable race and class implications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’ve got this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated.\"\u003c/aside>\n\u003cp>After watching the online Justice course, taught by Harvard Professor Michael Sandel, the philosophy faculty collectively wrote an \u003ca href=\"http://chronicle.com/article/The-Document-Open-Letter-From/138937/\">open letter \u003c/a>in protest. Their bottom line: it would be insulting to force diverse state university students to watch an Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“We have a very diverse student body and we’re very proud of that,” Hadreas said. “But they would watch Michael Sandel teach Harvard students and he would interpolate into his talks and dialogues how privileged they were. And they were for the most part, certainly to a greater extent, white than our student body. So we’ve got, on the one hand, this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated. We thought that was just flat out insulting, in a way, to the students and certainly not pedagogically reinforcing.”\u003c/p>\n\u003cp>Hadreas said advocates of using MOOCs at state schools also pay short shrift to the “digital divide” between different races and classes of students. Early into a \u003ca href=\"https://www.udacity.com/collegecredit\">San Jose State and Udacity pilot project\u003c/a> that developed MOOCs for college credit, instructors realized some high school participants didn’t have computers.\u003c/p>\n\u003cp>“The students who had available laptops at home were clearly correlated with demographic factors,\" he said. \"If you look at the black students, it was somewhere in the 40 percent. If you look at Hispanic students, it was in the 50 percent. But even more correlated was the income of the family. If the family made over $80,000 it was somewhere in the 80 percent. If they made less than $30,000, it was way down in 20- or 30 percent. So the idea that one is simply going to be offering this out and the status of the student’s economic and socioeconomic background is, of course, another myth.”\u003c/p>\n\u003cp>The problem stems from the idea that, with MOOC courses, one size can fit all, Taiz says.\u003c/p>\n\u003cp>“The mistake is and the concern that we have is that, I know as this was all being launched, we saw thousands of pronouncements about how after MOOCs get rolling, there will be 10 universities in the country and there will only be five professors giving lectures,” Taiz says. “This is obviously said by someone who doesn’t understand how students learn, particularly students who are the first in their families to go to school and need a lot of hands on.”\u003c/p>\n\u003cp>In order for teaching to be effective, she says, it needs to reflect their diverse backgrounds and experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Good solid teaching is nimble and really able to use what goes on in students’ lives to help them get their heads wrapped around what’s going on.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30684/is-online-education-widening-the-digital-divide","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_68","mindshift_654"],"label":"mindshift"},"mindshift_30352":{"type":"posts","id":"mindshift_30352","meta":{"index":"posts_1591205157","site":"mindshift","id":"30352","score":null,"sort":[1375387219000]},"guestAuthors":[],"slug":"wikipedia-mooc-doomed-jimmy-wales","title":"Is the University Lecture Doomed?","publishDate":1375387219,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. It has grown to 26 million articles and has more than 500 million individual users a month.\u003c/p>\n\u003cp>Wikipedia's next development will be to make it easier for a wider variety of people to write and edit articles, with an editing tool that is more user-friendly.\u003c/p>\n\u003cp>\"For people who aren't computer geeks, it's intimidating. The user base of active editors tend to be computer-savvy. We want to diversify, so they can be geeks but not computer geeks.\"\u003c/p>\n\u003cp>Of course, there's still a big unanswered question. How would the king of Wikipedia get on in a pub quiz? Would he have to illicitly check his smartphone under the table?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I've declined to go on a TV quiz show. There's no upside for me. Unless I get every single question right I'm going to be subject to mockery. Because I'm meant to be the encyclopaedia guy.\"\u003c/p>\n\n","blocks":[],"excerpt":"As education gets more interactive and personalized will the university lectures survive? Wikipedia founder Jimmy Wales hopes it doesn't.","status":"publish","parent":0,"modified":1375719254,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":1313},"headData":{"title":"Is the University Lecture Doomed? | KQED","description":"As education gets more interactive and personalized will the university lectures survive? Wikipedia founder Jimmy Wales hopes it doesn't.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is the University Lecture Doomed?","datePublished":"2013-08-01T20:00:19.000Z","dateModified":"2013-08-05T16:14:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30352 http://blogs.kqed.org/mindshift/?p=30352","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/01/wikipedia-mooc-doomed-jimmy-wales/","disqusTitle":"Is the University Lecture Doomed?","path":"/mindshift/30352/wikipedia-mooc-doomed-jimmy-wales","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. It has grown to 26 million articles and has more than 500 million individual users a month.\u003c/p>\n\u003cp>Wikipedia's next development will be to make it easier for a wider variety of people to write and edit articles, with an editing tool that is more user-friendly.\u003c/p>\n\u003cp>\"For people who aren't computer geeks, it's intimidating. The user base of active editors tend to be computer-savvy. We want to diversify, so they can be geeks but not computer geeks.\"\u003c/p>\n\u003cp>Of course, there's still a big unanswered question. How would the king of Wikipedia get on in a pub quiz? Would he have to illicitly check his smartphone under the table?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've declined to go on a TV quiz show. There's no upside for me. Unless I get every single question right I'm going to be subject to mockery. Because I'm meant to be the encyclopaedia guy.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30352/wikipedia-mooc-doomed-jimmy-wales","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1040","mindshift_654","mindshift_122"],"featImg":"mindshift_30065","label":"mindshift"},"mindshift_28505":{"type":"posts","id":"mindshift_28505","meta":{"index":"posts_1591205157","site":"mindshift","id":"28505","score":null,"sort":[1367380807000]},"guestAuthors":[],"slug":"new-online-teacher-training-program-joins-mooc-madness","title":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","publishDate":1367380807,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1367427236,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1099},"headData":{"title":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program | KQED","description":"Massive Open Online Courses, or MOOCs, have forced universities to reconsider their value in light of free high-quality education available online. Coursera, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","datePublished":"2013-05-01T04:00:07.000Z","dateModified":"2013-05-01T16:53:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28505 http://blogs.kqed.org/mindshift/?p=28505","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-mooc-madness/","disqusTitle":"MOOCs for Teachers: Coursera Offers Online Teacher Training Program","path":"/mindshift/28505/new-online-teacher-training-program-joins-mooc-madness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28505/new-online-teacher-training-program-joins-mooc-madness","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_852","mindshift_654","mindshift_96"],"featImg":"mindshift_28519","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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