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"content": "\u003cdiv id=\"attachment_26550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/enstitute-fellows-2/\" rel=\"attachment wp-att-26550\">\u003cimg class=\"size-large wp-image-26550\" title=\"Enstitute-Fellows 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Enstitute-Fellows-2-620x308.jpg\" alt=\"\" width=\"620\" height=\"308\">\u003c/a>Enstitute\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Going to college used to be the prescribed path to success, but today, students are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\">considering different options\u003c/a>. The cost of a college education is soaring and many students are graduating with tens of thousands of dollars in debt. One response to the high cost of secondary education are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> offered by companies like \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> or \u003ca href=\"https://www.edx.org/\">edX \u003c/a>that offer free online courses taught by well-known professors, but the jury is still out on how \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">employers will view qualifications \u003c/a>from MOOCs.\u003c/p>\n\u003cp>Students are now considering whether \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">work experience should come\u003c/a> even before college education. What if applicants already had a solid footing in the industries they hope to enter? That’s the mission of \u003ca href=\"http://enstituteu.com/about/\">Enstitute\u003c/a>, a New York City-based non-profit that's promoting the idea of learning by doing.\u003c/p>\n\u003cp>Co-founder Kane Sarhan developed Enstitute based on his personal experiences in college and in apprenticeships. He was a high achiever in university, but never felt very connected to what he studied until he started getting real-world experience through internships. Suddenly, the marketing terms used in class became relevant and there was a reason to understand them. His apprenticeships helped him get real-world job experience that he parlayed into a first job with more responsibility and higher pay than some of his peers who had graduated from top universities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail.”\u003c/p>\n\u003c/aside>\n\u003cp>His friends started coming to him asking for advice and he tried to help them out by connecting them to entrepreneurs in his circle. The hunger for those connections, for real skills and practical experience, was so strong that Sarhan decided to institutionalize the apprenticeship experience.\u003c/p>\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail,” Sarhan said. Hiring \u003c!--more-->managers saw promise in Enstitute because new employees would come to them with practical skills – they wouldn’t have to spend valuable time retraining even the smartest entry-level applicant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined\u003c/a>\u003c/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. He doesn’t think anyone should have to go into debt to find their career path.\u003c/p>\n\u003cp>Stanford professor Sebastian Thrun, who launched \u003ca href=\"http://www.udacity.com\">Udacity\u003c/a>, free online higher-ed classes, sees this kind of new model emerging for what comes after high school.\u003c/p>\n\u003cp>Rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.“I’d love to see a time when job choices we make reinforce education,” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">Thrun said\u003c/a>. “We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined\u003c/a>\u003c/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. 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"content": "\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They 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.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They 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.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Where is Technology Leading Higher Education?",
"title": "Where is Technology Leading Higher Education?",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/attachment/78365380/\" rel=\"attachment wp-att-23984\">\u003cimg class=\"alignright size-large wp-image-23984\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/78365380-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">Doug Ward\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like \u003ca href=\"http://thejournal.com/articles/2012/06/07/the-end-of-liberal-arts-education.aspx?sc_lang=en\">\u003cem>historic\u003c/em>\u003c/a>, \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">\u003cem>seismic\u003c/em>\u003c/a> and \u003ca href=\"http://online.wsj.com/article/SB10001424052702304019404577416631206583286.html?mod=WSJ%20Opinion%20LEADTop\">\u003cem>revolutionary\u003c/em>\u003c/a> now pop up in descriptions of the challenges that higher education faces in the coming years.\u003c/p>\n\u003cp>Many institutions have been preparing for these changes for years, building infrastructure and expertise, experimenting and recruiting, and integrating online learning into long-term strategies. Many others, especially traditional research universities, have been caught flat-footed as education has transformed around them.\u003c/p>\n\u003cp>This point of dramatic -- and traumatic -- change didn't swoop in unannounced. Rather, it crept in like a series of streams meeting in a roiling confluence. Only by stepping back and looking in panoramic fashion can we truly understand how we've arrived at a point of transformation and how we might deal with it.\u003c/p>\n\u003ch5>TECHNOLOGY LEADS THE WAY\u003c/h5>\n\u003cp>Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like \u003ca href=\"http://moodle.com/\">Moodle\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing.html\">Jing\u003c/a>, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever.\u003c/p>\n\u003cp>In their book \u003ca href=\"http://www.amazon.com/Liberating-Learning-Technology-Politics-Education/dp/047044214X\">\u003cem>Liberating Learning\u003c/em>,\u003c/a> Terry Moe and John Chubb say that this technological transformation is \"reshaping the fundamentals of how human beings from every corner of the globe communicate, interact, conduct their business, and simply live their lives from day to day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's also changing the way they learn.\u003c/p>\n\u003ch5>COLLEGE COSTS HAVE SKYROCKETED\u003c/h5>\n\u003cp>The expense of higher education \u003ca href=\"http://www.usatoday.com/news/opinion/forum/story/2012-05-15/online-classes-college-education-tuition/54979794/1\">has risen more than 550 percent\u003c/a> since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning.\u003c/p>\n\u003cp>Colleges and universities have come under increased scrutiny because of rising costs, mediocre rates of degree completion, and lack of willingness to change from a centuries-old model of \u003c!--more-->education.\u003c/p>\n\u003cp>In the education magazine \u003ca href=\"http://www.changemag.org/\">Change\u003c/a>, John Daniel, Asha Kanwar, and Stamenka Uvalic-Trumbic have criticized what they call higher education's \"iron triangle\": \"the assumption that quality, exclusivity, and expense necessarily go together.\" Critics like Richard Arum and Josipa Roksa, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569\">Academically Adrift\u003c/a>,\u003c/em> point to evidence that higher education has become more associated with socializing than with learning. State legislators have also demanded proof that public colleges and universities are using money wisely, even tying additional financing to economic development.\u003c/p>\n\u003ch5>CONVENIENCE ATTRACTS STUDENTS ONLINE\u003c/h5>\n\u003cp>Online and \u003ca href=\"http://edudemic.com/2012/05/6-pros-and-cons-of-a-hybrid-education/\">hybrid\u003c/a> education offers students freedom to work through course material when and where they want, and at their own pace, repeating material if needed, and reducing the amount of time they sit passively in large lectures.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">survey last year\u003c/a> by the \u003ca href=\"http://www.educause.edu/ecar\">Educause Center for Applied Research\u003c/a>, nearly 60 percent of undergraduates said they learned more in classes that had online components, and 9 percent said they learned best when classes were totally online.\u003c/p>\n\u003ch5>TEACHERS CONNECT WITH DIGITAL GENERATION\u003c/h5>\n\u003cp>Educators have been experimenting with technology, sharing ideas and collaborating as they try to find ways to reach a generation of students that has grown up with computers, cell phones, XBox, Nintendo and other electronics. K-12 schools, especially, have shown increased interest in using games, phones, iPads and other unconventional means to engage students in the classroom. Social media have accelerated the spread of ideas, spurring even more innovation.\u003c/p>\n\u003cp>Online and hybrid education offers new means of engaging students through interactive lessons, videos, animations, games, discussion boards and chats. These are all familiar and comfortable technologies for a generation of students that has grown up with ubiquitous technology.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-5yJ\">Guide to MOOCs: Massive Open Online Courses\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\">What's on the Horizon in Higher Education\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the book \u003ca href=\"http://www.understandingthedigitalgeneration.com/\">\u003cem>Understanding the Digital Generation\u003c/em>,\u003c/a> Ian Jukes, Ted McCain, and Lee Crockett argue that members of this digital generation \"think and communicate in fundamentally different ways than any previous generation,\" even though most adults still view the world and the classroom through a 20th-century lens. Technology-aided learning helps break through these barriers and meets students on familiar ground. It isn't as panacea, though, as \u003ca href=\"http://www.jisc.ac.uk/publications/reports/2012/researchers-of-tomorrow#menu\">many students lack the skills\u003c/a> to create material in the online world, beyond texting and Facebook. Still, it meets students where they are.\u003c/p>\n\u003ch5>DIGITAL EDUCATION OFFERS BROAD REACH\u003c/h5>\n\u003cp>Online education allows universities to reach students who can't or don't want to move to a physical campus, eliminating physical boundaries for recruitment and making nearly anyone anywhere a potential student.\u003c/p>\n\u003cp>Distance education is nothing new. It has existed for more than a century in the form of \u003ca href=\"http://researchreportsedu.wordpress.com/2012/06/13/the-history-of-distance-education/\">correspondence courses\u003c/a> taken by mail. Radio and television allowed educational material, often lectures, to be broadcast, and educational shows such as \"\u003ca href=\"http://www.time.com/time/nation/article/0,8599,1868862,00.html\">Sesame Street\u003c/a>\" combined education and entertainment.\u003c/p>\n\u003cp>CDs and CD-ROMS allowed multimedia lessons to be shared easily, and as the commercial Internet took hold in the 1990s, schools began experimenting with new ways to reach out to students in remote locations. This has accelerated with faster and cheaper technology.\u003c/p>\n\u003cp>Non-traditional students, those with families and jobs, and those who started but never finished degrees have sought out online education. Many are seeking new job skills to help them through tough economic times, and others are seeking advanced degrees after being laid off or in hopes of finding better jobs. The common bond among all is the inability to return full time to college campuses.\u003c/p>\n\u003cp>States such as \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2012/07/new_oregon_state_laws_take_eff.html\">Oregon\u003c/a> and \u003ca href=\"http://www.jsonline.com/news/education/walker-unveils-new-online-degree-program-985r0ro-159567555.html\">Wisconsin\u003c/a> are exploring new ways to help students to finish degrees, in some cases allowing them to turn job skills into college credit or to learn from the many free online courses and then test out of college courses.\u003c/p>\n\u003cp>Related, \u003ca href=\"http://www.oecdobserver.org/news/fullstory.php/aid/3681/An_emerging_middle_class.html\">living standards for millions of people in countries such as India and China have improved\u003c/a>, allowing them to purchase new technology and seek out education as a means to a better life.\u003c/p>\n\u003ch5>FOR-PROFIT COLLEGES COMPETE FOR STUDENTS\u003c/h5>\n\u003cp>The University of Phoenix and other for-profit colleges have attracted millions of students and millions of dollars in tuition with online courses. This has caught the attention of traditional colleges and universities, which see many potential students slipping away. Some \u003ca href=\"http://www.huffingtonpost.com/lisa-nielsen/the-college-myth-why-coll_b_827633.html\">critics of traditional education\u003c/a> have even indicated that a degree matters less than tangible skills, and have suggested using certificates, badges and other means as a way to authenticate those skills.\u003c/p>\n\u003cp>Research has cast doubt on the traditional college education. In \"What's the Use of Lectures?\" for instance, Donald Bligh says that a lecture \"cannot be used effectively on its own to promote thought or to change and develop attitudes.\"\u003c/p>\n\u003cp>Hybrid courses, especially, offer the promise of improved learning, though results have been mixed. In a \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">recent analysis\u003c/a> by the not-for-profit organization \u003ca href=\"http://www.ithaka.org/\">Ithaka S+R\u003c/a>, William Bowen and his colleagues warn against the inflated expectations of online and hybrid courses, saying that \"there is no compelling evidence that online learning systems available today ... can in fact deliver improved educational outcomes across the board.\" They see great potential in hybrid and online education, though, and urge educators to explore these options vigorously.\u003c/p>\n\u003ch5>BIG ONLINE COURSES GAIN NOTORIETY\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-23871\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>New organizations such as \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and \u003ca href=\"https://www.edx.org/\">edX\u003c/a> have made headlines by attracting large numbers of students, large investments of capital, and commitments from big-name universities. That has increased the buzz about online and hybrid education, especially as new deals have been struck and new money has flowed to the organizations.\u003c/p>\n\u003cp>The success of large online courses, or \u003ca href=\"http://chronicle.com/article/What-You-Need-to-Know-About/133475/\">MOOCs\u003c/a> (for massive open online courses), at attracting students and capital, and the success of for-profit colleges have sent many colleges and universities scrambling to avoid the perception that they lack vision or the ability to change in an era of digital learning. No university wants to look like an also-ran.\u003c/p>\n\u003cp>Those fears have provided opportunities to outside companies that provide consulting, technology, outsourcing and other services for online courses. These companies typically provide capital upfront to help develop online courses and student services systems, and then take a portion of tuition (often about 50 percent) from new online students.\u003c/p>\n\u003ch5>COLLEGE BUDGETS KEEP SHRINKING\u003c/h5>\n\u003cp>Administrators are looking to online education and technology in general as a means to save money. Budgets have been squeezed, especially at public institutions, even as fixed costs remain high.\u003c/p>\n\u003cp>Bowen and his colleagues at Ithaka S+R offer \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">one of the more persuasive arguments\u003c/a> about potential cost savings through more efficient use of technology, personnel, and facilities. Upfront costs are higher as courses are developed, they say, but once a hybrid course is created by a faculty member, additional sections can be added using less-expensive adjuncts and teaching assistants.\u003c/p>\n\u003cp>Their conclusions assume that a hybrid course meets for fewer hours than a traditional lecture (one hour instead of three or four). Savings grow as enrollment grows, with the same class material used for more students. They see additional potential savings in reduced demand for large lecture spaces, allowing institutions to increase overall student population without building additional classrooms. The same reasoning applies to fully online courses, which allow universities to increase the number of students without increasing the number of physical classrooms.\u003c/p>\n\u003ch5>WHERE IS THIS HEADED?\u003c/h5>\n\u003cp>The \u003ca href=\"http://www.convergemag.com/reports/q3yb-2011/Center-for-Digital-Educations-Converge-Yearbook-Technology-Innovation-in-Education.html\">move toward technology-aided learning\u003c/a> will only accelerate in coming years. Many K-12 schools have been \u003ca href=\"http://thenextweb.com/apple/2012/07/24/ipad-2-sales-strong-in-k-12-market-sold-2x-as-many-ipads-to-schools-as-macs/\">investing heavily in tablets\u003c/a> and other technology in hopes of reducing costs on textbooks.\u003c/p>\n\u003cp>Others have embraced a \u003ca href=\"http://blogs.technet.com/b/security/archive/2012/07/18/beginner-s-guide-to-byod-bring-your-own-device.aspx\">bring-your-own-device model\u003c/a>, which draws on students' growing ownership and use of cell phones, laptop computers and tablets. Many schools are also investing in tools such as lecture capture, high-speed wireless networks, cloud computing, and social networking, and combining technology-aided education with classroom work.\u003c/p>\n\u003cp>Despite these many changes, online education is unlikely to push aside a traditional four-year on-campus degree in the near future. That \"college experience\" allows students to make connections with faculty members, to work closely with peers and teachers, to improve their critical thinking, and, perhaps most importantly, to mature as they live away from home for the first time. With technology changing the way younger students learn, though, and with more new options for learning popping up constantly, universities have no choice but to adapt and make it clear to students what they offer over the myriad online alternatives.\u003c/p>\n\u003cp>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. You can find him online at \u003ca href=\"http://www.kuediting.com\">www.kuediting.com\u003c/a> and \u003ca href=\"http://www.journalismtech.com\">www.journalismtech.com\u003c/a>, and follow him on Twitter \u003ca href=\"https://twitter.com/#%21/kuediting\">@kuediting\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This \u003c/em>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/pbs-mediashift-logo-final-19/\" rel=\"attachment wp-att-23981\">\u003cimg class=\"size-thumbnail wp-image-23981 alignleft\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"69\" height=\"69\">\u003c/a>\u003c/em>\u003cem>post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/attachment/78365380/\" rel=\"attachment wp-att-23984\">\u003cimg class=\"alignright size-large wp-image-23984\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/78365380-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">Doug Ward\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like \u003ca href=\"http://thejournal.com/articles/2012/06/07/the-end-of-liberal-arts-education.aspx?sc_lang=en\">\u003cem>historic\u003c/em>\u003c/a>, \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">\u003cem>seismic\u003c/em>\u003c/a> and \u003ca href=\"http://online.wsj.com/article/SB10001424052702304019404577416631206583286.html?mod=WSJ%20Opinion%20LEADTop\">\u003cem>revolutionary\u003c/em>\u003c/a> now pop up in descriptions of the challenges that higher education faces in the coming years.\u003c/p>\n\u003cp>Many institutions have been preparing for these changes for years, building infrastructure and expertise, experimenting and recruiting, and integrating online learning into long-term strategies. Many others, especially traditional research universities, have been caught flat-footed as education has transformed around them.\u003c/p>\n\u003cp>This point of dramatic -- and traumatic -- change didn't swoop in unannounced. Rather, it crept in like a series of streams meeting in a roiling confluence. Only by stepping back and looking in panoramic fashion can we truly understand how we've arrived at a point of transformation and how we might deal with it.\u003c/p>\n\u003ch5>TECHNOLOGY LEADS THE WAY\u003c/h5>\n\u003cp>Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like \u003ca href=\"http://moodle.com/\">Moodle\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing.html\">Jing\u003c/a>, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever.\u003c/p>\n\u003cp>In their book \u003ca href=\"http://www.amazon.com/Liberating-Learning-Technology-Politics-Education/dp/047044214X\">\u003cem>Liberating Learning\u003c/em>,\u003c/a> Terry Moe and John Chubb say that this technological transformation is \"reshaping the fundamentals of how human beings from every corner of the globe communicate, interact, conduct their business, and simply live their lives from day to day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's also changing the way they learn.\u003c/p>\n\u003ch5>COLLEGE COSTS HAVE SKYROCKETED\u003c/h5>\n\u003cp>The expense of higher education \u003ca href=\"http://www.usatoday.com/news/opinion/forum/story/2012-05-15/online-classes-college-education-tuition/54979794/1\">has risen more than 550 percent\u003c/a> since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning.\u003c/p>\n\u003cp>Colleges and universities have come under increased scrutiny because of rising costs, mediocre rates of degree completion, and lack of willingness to change from a centuries-old model of \u003c!--more-->education.\u003c/p>\n\u003cp>In the education magazine \u003ca href=\"http://www.changemag.org/\">Change\u003c/a>, John Daniel, Asha Kanwar, and Stamenka Uvalic-Trumbic have criticized what they call higher education's \"iron triangle\": \"the assumption that quality, exclusivity, and expense necessarily go together.\" Critics like Richard Arum and Josipa Roksa, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569\">Academically Adrift\u003c/a>,\u003c/em> point to evidence that higher education has become more associated with socializing than with learning. State legislators have also demanded proof that public colleges and universities are using money wisely, even tying additional financing to economic development.\u003c/p>\n\u003ch5>CONVENIENCE ATTRACTS STUDENTS ONLINE\u003c/h5>\n\u003cp>Online and \u003ca href=\"http://edudemic.com/2012/05/6-pros-and-cons-of-a-hybrid-education/\">hybrid\u003c/a> education offers students freedom to work through course material when and where they want, and at their own pace, repeating material if needed, and reducing the amount of time they sit passively in large lectures.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">survey last year\u003c/a> by the \u003ca href=\"http://www.educause.edu/ecar\">Educause Center for Applied Research\u003c/a>, nearly 60 percent of undergraduates said they learned more in classes that had online components, and 9 percent said they learned best when classes were totally online.\u003c/p>\n\u003ch5>TEACHERS CONNECT WITH DIGITAL GENERATION\u003c/h5>\n\u003cp>Educators have been experimenting with technology, sharing ideas and collaborating as they try to find ways to reach a generation of students that has grown up with computers, cell phones, XBox, Nintendo and other electronics. K-12 schools, especially, have shown increased interest in using games, phones, iPads and other unconventional means to engage students in the classroom. Social media have accelerated the spread of ideas, spurring even more innovation.\u003c/p>\n\u003cp>Online and hybrid education offers new means of engaging students through interactive lessons, videos, animations, games, discussion boards and chats. These are all familiar and comfortable technologies for a generation of students that has grown up with ubiquitous technology.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-5yJ\">Guide to MOOCs: Massive Open Online Courses\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\">What's on the Horizon in Higher Education\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the book \u003ca href=\"http://www.understandingthedigitalgeneration.com/\">\u003cem>Understanding the Digital Generation\u003c/em>,\u003c/a> Ian Jukes, Ted McCain, and Lee Crockett argue that members of this digital generation \"think and communicate in fundamentally different ways than any previous generation,\" even though most adults still view the world and the classroom through a 20th-century lens. Technology-aided learning helps break through these barriers and meets students on familiar ground. It isn't as panacea, though, as \u003ca href=\"http://www.jisc.ac.uk/publications/reports/2012/researchers-of-tomorrow#menu\">many students lack the skills\u003c/a> to create material in the online world, beyond texting and Facebook. Still, it meets students where they are.\u003c/p>\n\u003ch5>DIGITAL EDUCATION OFFERS BROAD REACH\u003c/h5>\n\u003cp>Online education allows universities to reach students who can't or don't want to move to a physical campus, eliminating physical boundaries for recruitment and making nearly anyone anywhere a potential student.\u003c/p>\n\u003cp>Distance education is nothing new. It has existed for more than a century in the form of \u003ca href=\"http://researchreportsedu.wordpress.com/2012/06/13/the-history-of-distance-education/\">correspondence courses\u003c/a> taken by mail. Radio and television allowed educational material, often lectures, to be broadcast, and educational shows such as \"\u003ca href=\"http://www.time.com/time/nation/article/0,8599,1868862,00.html\">Sesame Street\u003c/a>\" combined education and entertainment.\u003c/p>\n\u003cp>CDs and CD-ROMS allowed multimedia lessons to be shared easily, and as the commercial Internet took hold in the 1990s, schools began experimenting with new ways to reach out to students in remote locations. This has accelerated with faster and cheaper technology.\u003c/p>\n\u003cp>Non-traditional students, those with families and jobs, and those who started but never finished degrees have sought out online education. Many are seeking new job skills to help them through tough economic times, and others are seeking advanced degrees after being laid off or in hopes of finding better jobs. The common bond among all is the inability to return full time to college campuses.\u003c/p>\n\u003cp>States such as \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2012/07/new_oregon_state_laws_take_eff.html\">Oregon\u003c/a> and \u003ca href=\"http://www.jsonline.com/news/education/walker-unveils-new-online-degree-program-985r0ro-159567555.html\">Wisconsin\u003c/a> are exploring new ways to help students to finish degrees, in some cases allowing them to turn job skills into college credit or to learn from the many free online courses and then test out of college courses.\u003c/p>\n\u003cp>Related, \u003ca href=\"http://www.oecdobserver.org/news/fullstory.php/aid/3681/An_emerging_middle_class.html\">living standards for millions of people in countries such as India and China have improved\u003c/a>, allowing them to purchase new technology and seek out education as a means to a better life.\u003c/p>\n\u003ch5>FOR-PROFIT COLLEGES COMPETE FOR STUDENTS\u003c/h5>\n\u003cp>The University of Phoenix and other for-profit colleges have attracted millions of students and millions of dollars in tuition with online courses. This has caught the attention of traditional colleges and universities, which see many potential students slipping away. Some \u003ca href=\"http://www.huffingtonpost.com/lisa-nielsen/the-college-myth-why-coll_b_827633.html\">critics of traditional education\u003c/a> have even indicated that a degree matters less than tangible skills, and have suggested using certificates, badges and other means as a way to authenticate those skills.\u003c/p>\n\u003cp>Research has cast doubt on the traditional college education. In \"What's the Use of Lectures?\" for instance, Donald Bligh says that a lecture \"cannot be used effectively on its own to promote thought or to change and develop attitudes.\"\u003c/p>\n\u003cp>Hybrid courses, especially, offer the promise of improved learning, though results have been mixed. In a \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">recent analysis\u003c/a> by the not-for-profit organization \u003ca href=\"http://www.ithaka.org/\">Ithaka S+R\u003c/a>, William Bowen and his colleagues warn against the inflated expectations of online and hybrid courses, saying that \"there is no compelling evidence that online learning systems available today ... can in fact deliver improved educational outcomes across the board.\" They see great potential in hybrid and online education, though, and urge educators to explore these options vigorously.\u003c/p>\n\u003ch5>BIG ONLINE COURSES GAIN NOTORIETY\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-23871\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>New organizations such as \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and \u003ca href=\"https://www.edx.org/\">edX\u003c/a> have made headlines by attracting large numbers of students, large investments of capital, and commitments from big-name universities. That has increased the buzz about online and hybrid education, especially as new deals have been struck and new money has flowed to the organizations.\u003c/p>\n\u003cp>The success of large online courses, or \u003ca href=\"http://chronicle.com/article/What-You-Need-to-Know-About/133475/\">MOOCs\u003c/a> (for massive open online courses), at attracting students and capital, and the success of for-profit colleges have sent many colleges and universities scrambling to avoid the perception that they lack vision or the ability to change in an era of digital learning. No university wants to look like an also-ran.\u003c/p>\n\u003cp>Those fears have provided opportunities to outside companies that provide consulting, technology, outsourcing and other services for online courses. These companies typically provide capital upfront to help develop online courses and student services systems, and then take a portion of tuition (often about 50 percent) from new online students.\u003c/p>\n\u003ch5>COLLEGE BUDGETS KEEP SHRINKING\u003c/h5>\n\u003cp>Administrators are looking to online education and technology in general as a means to save money. Budgets have been squeezed, especially at public institutions, even as fixed costs remain high.\u003c/p>\n\u003cp>Bowen and his colleagues at Ithaka S+R offer \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">one of the more persuasive arguments\u003c/a> about potential cost savings through more efficient use of technology, personnel, and facilities. Upfront costs are higher as courses are developed, they say, but once a hybrid course is created by a faculty member, additional sections can be added using less-expensive adjuncts and teaching assistants.\u003c/p>\n\u003cp>Their conclusions assume that a hybrid course meets for fewer hours than a traditional lecture (one hour instead of three or four). Savings grow as enrollment grows, with the same class material used for more students. They see additional potential savings in reduced demand for large lecture spaces, allowing institutions to increase overall student population without building additional classrooms. The same reasoning applies to fully online courses, which allow universities to increase the number of students without increasing the number of physical classrooms.\u003c/p>\n\u003ch5>WHERE IS THIS HEADED?\u003c/h5>\n\u003cp>The \u003ca href=\"http://www.convergemag.com/reports/q3yb-2011/Center-for-Digital-Educations-Converge-Yearbook-Technology-Innovation-in-Education.html\">move toward technology-aided learning\u003c/a> will only accelerate in coming years. Many K-12 schools have been \u003ca href=\"http://thenextweb.com/apple/2012/07/24/ipad-2-sales-strong-in-k-12-market-sold-2x-as-many-ipads-to-schools-as-macs/\">investing heavily in tablets\u003c/a> and other technology in hopes of reducing costs on textbooks.\u003c/p>\n\u003cp>Others have embraced a \u003ca href=\"http://blogs.technet.com/b/security/archive/2012/07/18/beginner-s-guide-to-byod-bring-your-own-device.aspx\">bring-your-own-device model\u003c/a>, which draws on students' growing ownership and use of cell phones, laptop computers and tablets. Many schools are also investing in tools such as lecture capture, high-speed wireless networks, cloud computing, and social networking, and combining technology-aided education with classroom work.\u003c/p>\n\u003cp>Despite these many changes, online education is unlikely to push aside a traditional four-year on-campus degree in the near future. That \"college experience\" allows students to make connections with faculty members, to work closely with peers and teachers, to improve their critical thinking, and, perhaps most importantly, to mature as they live away from home for the first time. With technology changing the way younger students learn, though, and with more new options for learning popping up constantly, universities have no choice but to adapt and make it clear to students what they offer over the myriad online alternatives.\u003c/p>\n\u003cp>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. You can find him online at \u003ca href=\"http://www.kuediting.com\">www.kuediting.com\u003c/a> and \u003ca href=\"http://www.journalismtech.com\">www.journalismtech.com\u003c/a>, and follow him on Twitter \u003ca href=\"https://twitter.com/#%21/kuediting\">@kuediting\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This \u003c/em>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/pbs-mediashift-logo-final-19/\" rel=\"attachment wp-att-23981\">\u003cimg class=\"size-thumbnail wp-image-23981 alignleft\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"69\" height=\"69\">\u003c/a>\u003c/em>\u003cem>post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22061\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 608px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mkeefe/3123775954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-22061\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg\" alt=\"\" width=\"608\" height=\"381\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z.jpg 608w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-400x251.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/3123775954_a2a25b2eb2_z-320x201.jpg 320w\" sizes=\"(max-width: 608px) 100vw, 608px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:M.Keefe\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">The sudden growth of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">free, top-shelf online education\u003c/a> sites has the potential to democratize high-caliber education that's long been reserved for only those who could afford it.\u003c/p>\n\u003cp>But as these new sites begin to blaze a new path to the possibility of a level playing field, it's still unclear whether taking courses in subjects like artificial intelligence or game theory will eventually lead to employment.\u003c/p>\n\u003cp>Are certificates of online course completion from venerable institutions viable substitutes for diplomas and degrees from the same brick-and-mortar four-year universities? Though professors who teach these Massive Open Online Courses are well respected in their fields, is their stamp of approval enough to land a job?\u003c/p>\n\u003cp>If any job market would be receptive to a non-traditional educational path, one might think it would be Silicon Valley. There are plenty of examples of tech tycoons like Steve Jobs, Bill Gates, and Mark Zuckerberg who dropped out of school or otherwise bucked the system only to become wildly successful. It’s a hub that values creativity and technical skills and might seem a likely environment where a company might be willing to hire a person on the basis of their knowledge rather than where where they got their degree.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"A college degree is very fundamental -- a weeding out process.\"\u003c/p>\n\u003c/aside>\n\u003cp>If that's somewhere on the horizon, it's not necessarily happening yet. When contacted about these online education sites -- courses taught by professors at MIT, Harvard, Stanford, Princeton, Berkeley -- many companies directly refused to talk about how their human resources departments would view a non-traditional candidate. Many had never even heard of Coursera, edX, or Udacity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But recruiters who did agree to go on the record said that, for the most part, companies big and small looking for computer engineers want employees with college degrees from schools known for their computer science programs. “I couldn’t personally help them,” said Robert Greene, founder of technical recruiting firm GreeneSearch, when he heard the profile of a potential job \u003c!--more-->applicant who had taken all the courses for a computer science degree, from a free site like \u003ca href=\"https://www.coursera.org/courses\">Coursera\u003c/a> or \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. “I work with startups so they want someone with experience and if not that, then a degree from a top school,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/colleges2-2/\" rel=\"attachment wp-att-22063\">\u003cimg class=\"alignleft size-medium wp-image-22063\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>In fact, for start-ups, it’s \u003cem>especially\u003c/em> important for programmers to have high pedigrees because those big-name degrees play a big role in acquisition negotiations, he said. “They will value at a top notch engineer at $1 to $3 million in evaluation,” said Erin Wilson, division manager of Jobspring Partners, Silicon Valley. “In that sense I think Coursera will take a long time to catch up to a top-notch degree.\" Wilson himself is enrolled in a Coursera Computer Science 101 class -- just for fun. He’s “stoked” to learn from Stanford professors, but has no illusions that it will lead him to a different job.\u003c/p>\n\u003cp>Still, Wilson said there are anomalies in the Valley -- not \u003cem>all\u003c/em> great programmers went to the top 25 computer science schools. And although he doesn’t think that getting in the door will be easy without an official degree of some kind, he said the idea that down the road when educational models are less fixed, a hard worker with a free online education that comes with practical skills could make the cut.\u003c/p>\n\u003cp>In the meantime, large, well-established can afford to be picky – places like Google, Groupon and Facebook mostly take applicants from the top 25 computer science programs. Wilson said there’s an “element of elitism in the Valley” that would be hard to overcome.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I think Coursera will take a long time to catch up to a top-notch degree.\"\u003c/p>\n\u003c/aside>\n\u003cp>The skepticism was palpable from those interviewed who know the Silicon Valley job market well. There’s a sense that free education could not be great education. “If you are a smart student some school will take you and you’ll get a degree,” Greene said. “In the Valley, the education is usually a pretty good barometer.”\u003c/p>\n\u003cp>Companies in finance and banking had similar responses. “Generally we would not look at someone without college experience,” said Rebecca McGovern, executive assistant at the global private investment firm H.I.G Capitol, and the person in charge of recruiting for their San Francisco office. “A college degree is very fundamental -- a weeding out process,” she added. She said no H.I.G office would take someone without a four-year degree.\u003c/p>\n\u003cp>It’s possible that these nascent education sites, many of which offer more than computer science and engineering classes, are too new to have gained traction. Instead, they are being confused with for-profit certificate programs that don’t always have a good reputation.\u003c/p>\n\u003cp>In this anecdotal and limited survey, the current conclusion seems to be that employers don’t trust these new educational sites yet. Regardless of the names behind them -- whether the school or the professor -- the four-year degree and the on-campus experience are still highly critical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14175\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14175\" href=\"http://ww2.kqed.org/mindshift/2011/08/are-moocs-the-future-of-online-learning/3708501578_b015ac849b/\">\u003cimg class=\"size-medium wp-image-14175\" title=\"3708501578_b015ac849b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/3708501578_b015ac849b-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In education, we often hear arguments in favor of smaller class sizes. These arguments contend that students learn better when there are fewer of them in a class, because each one gets more individualized attention from the instructor.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>So it may seem counter-intuitive to support classes that can swell to several thousand participants. How can students learn in these sorts of settings? How can instructors handle the crowd?\u003c/p>\n\u003cp>The answers to these questions aren't found in traditional classrooms -- no surprise. It's hard to imagine 2,000 students in a traditional lecture hall having a very rich or engaging learning experience. But engaged learning is what you find among the thousands of students who participate in a MOOC.\u003c/p>\n\u003caside class=\"pullquote alignleft\">MOOCs challenge many of the notions we have about formal learning: where and how and from whom learning happens, how we gauge success.\u003c/aside>\n\u003cp>The acronym MOOC stands for \u003ca href=\"http://en.wikipedia.org/wiki/Networked_learning\">Massive Open Online Course\u003c/a>. The meaning of \"massive\" is obvious; a MOOC can range from several hundred to several thousand participants. But it isn't just the size of the classes or even their location -- online -- that make MOOCs different.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>MOOCs redefine academic courses in several ways. They are open, for one, which means that anyone can participate. The content of the course -- readings and so on -- is freely and openly accessible. The content that participants create is also open. Students blog, for example, and share their learning with one another.\u003c!--more-->\u003c/p>\n\u003cp>And that's one of the key pieces with a MOOC. In some ways, how learning and sharing works in a MOOC is more akin to a social network than to a traditional classroom. But a MOOC is designed for this online world -- one where you can find information about almost any topic, true, but where there are also thousands of people with whom you can share and discuss these ideas and from whom you can learn. There is no strict schedule to a MOOC; the direction is guided by the participants and their interests.\u003c/p>\n\u003cp>MOOCs challenge many of the notions we have about formal learning: where and how and from whom learning happens, how we gauge success. Of course, participating in something of this scale can be overwhelming and requires a strong commitment in order to learn. But it also means that participants get to define what counts as success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Interested in a MOOC? Check out what George Siemens and Stephen Downes, the originators of the concept, are facilitating this fall, something Siemens is calling \"\u003ca href=\"http://www.elearnspace.org/blog/2011/05/19/this-will-be-fun-mother-of-all-moocs/\">the mother of all MOOCs\u003c/a>.\"\u003c/p>\n\n",
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"order": 9
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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"title": "Masters of Scale",
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"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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"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>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"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/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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