Red Balloon Resources

Those innocent-seeming brochures imploring students to find their passions and express themselves may be helping to widen the socioeconomic achievement gap, a new study finds. A team of researchers led by Northwestern University assistant professor Nicole M. Stephens argues that American academic institutions expect a level of independence that is uncomfortable for many first-generation college students, who researchers say are more likely to come from poorer backgrounds that emphasize collaboration and interdependence. "They experience more of a culture shock," Stephens said. "The experiences and norms can be different than what they're used to." By making small changes in how expectations are presented to students and how classes are taught, the researchers said, colleges can help level the playing field for first-generation students. The study will appear in a forthcoming edition of the Journal of Personality and Social Psychology.

"April 5, 2011 Governing Boards Turn to Technology to Reinvent the University By Jack Stripling Gathered for a national conference on college trusteeship here on Tuesday morning, board members from across the country said they are looking for cybersolutions to solve some of the most vexing problems their colleges face. If there was a recurring theme at the three-day conference of the Association of Governing Boards of Universities and Colleges, it was that a major rethinking of instruction through broader use of online learning is the only real hope for reinventing the business of higher education. Mark G. Yudof, who knows a thing or two about confronting diminished resources, suggested on Monday that it's a mistake to believe that small-scale changes in purchasing agreements or reduced course offerings will rescue the University of California system, where Mr. Yudof is president. Instead, colleges will need to aggressively alter the way they deliver courses, relying more heavily on online instruction, he said. It is a "myth" in higher education that "we can cut our way into survival," Mr. Yudof said. Enter Carol A. Twigg, who offered an alternative here on Tuesday. As president and chief executive of the National Center for Academic Transformation, Ms. Twigg has argued for more than a decade that, when used effectively, technology can both improve student achievement and reduce costs. "This is not rocket science," she said during a presentation. The center has redesigned courses on more than 100 college campuses, and Ms. Twigg points toward a body of evidence suggesting that course sections can be scaled up to serve many more students without sacrificing quality. While the course redesigns differ from campus to campus, they often involve the use of low-stakes online quizzes to promote student mastery of material. Such quizzes and other online tasks can replace the need for class time and reduce the number of professors required to teach a course, Ms. Twigg sa

March 18, 2012 A Boom Time for Education Start-Ups Despite recession investors see technology companies' 'Internet moment' By Nick DeSantis Harsh economic realities mean trouble for college leaders. But where administrators perceive an impending crisis, investors increasingly see opportunity. In recent years, venture capitalists have poured millions into education-technology start-ups, trying to cash in on a market they see as ripe for a digital makeover. And lately, those wagers have been getting bigger. Investments in education-technology companies nationwide tripled in the last decade, shooting up to $429-million in 2011 from $146-million in 2002, according to the Na­tional Venture Capital Association. The boom really took off in 2009, when venture capitalists pushed $150-million more into education-technology firms than they did in the previous year, even as the economy sank into recession. "The investing community believes that the Internet is hitting edu­cation, that education is having its Internet moment," said Jose Ferreira, founder of the interactive-learning company Knewton. Last year Mr. Ferreira's company scored a $33-million investment of its own in one of the biggest deals of the year. Enlarge Image A Boom Time for Education Start-Ups 2 Mark Abramson for The Chronicle Huge advances in computing power at colleges have created a fertile ground for companies offering technology services, like the computer-learning group Knewton (above), where staff members recently gathered for a meeting. The scramble to make bets on a tech-infused college revolution has led to so many new companies that even Mr. Ferreira can't keep track. Udacity, Udemy, and University­Now all have plans to revolutionize online learning. There's the Coursebook, a young online-learning start-up. And Coursekit, a nascent challenger to Blackboard in the market for learning-management software. And Courseload, the Indiana-based digital-textbook enterprise. And CourseRank, the cl

"Crowdsourced Book-Review Project Puts Critiques Online March 20, 2012, 6:18 pm By Nick DeSantis The traditional academic-publishing industry moves slowly, and scholarly book reviews can take a long time to get printed. So one group of students is trying to speed up the review process and make it more interactive by putting a crowdsourced book review online for anyone to critique. The reviewers are members of the Humanities, Arts, Science, and Technology Advanced Collaboratory's scholars program, which is made up of undergraduates and graduate students. Their book of choice is Lisa Nakamura and Peter A. Chow-White's Race After the Internet, a collection of essays published last October. Hastac scholars wrote reviews of the book's 14 chapters, and their contributions have been published on the Web for readers to evaluate and add their own takes. The project went live last week. "These are not just reviews existing on their own in a print journal," said Fiona Barnett, a doctoral candidate at Duke University who directs Hastac's scholars program. "They're active at the moment, with other students and other academics responding to them instantly." Ms. Barnett said the group split the review into chapters because each reviewer has different specialties and may not be an expert on the entire collection. Also, for many graduate students who have jobs and dissertations to worry about, "writing an entire book review is actually pretty daunting," she added. Some of the reviews are personal engagements with the text, and others are grounded in theory, Ms. Barnett said. It's not unprecedented for scholars to outsource reviews of their work to the masses-a University of California at Santa Cruz professor once put his book on an academic blog for commenters to critique while he published it through MIT Press. But this review is different, because Hastac's scholars organized the review, rather than Race After the Internet's editors. And unlike

"March 27, 2011 Elite Colleges Fail to Gain More Students on Pell Grants By Beckie Supiano and Andrea Fuller During the past decade, the country's wealthiest and most elite colleges have faced heightened pressure to serve more low-income students. Many of the colleges responded by pouring millions of dollars into generous financial-aid policies and increasing their recruitment efforts. But those measures seem to have barely moved the needle. The share of undergraduates receiving federal Pell Grants, which go to financially needy students, at many of the nation's wealthiest institutions has remained relatively flat in the past five years, according to a Chronicle analysis of data from the Education Department. Just under 15 percent of the undergradu­ates at the country's 50 wealthiest colleges received Pell Grants in 2008-9, the most recent year for which national data are available. That percentage hasn't changed much from 2004-5, around the time that elite institutions focused their attention on the issue. And Pell Grant students are still signifi­cantly less represented at the wealthiest colleges than they are at public and nonprofit four-year colleges nation­wide, where grant recipients accounted for roughly 26 percent of students in 2008-9. Individual colleges among the wealthiest have made gains in enrolling Pell Grant students, who generally come from families with annual incomes of less than $40,000. But others have lost ground. It may be that these elite colleges are simply competing with one another for a small group of low-income students rather than increasing the number willing to consider selective colleges, says Christopher N. Avery, a professor at Harvard University's John F. Kennedy School of Government, who is studying the college-selection process of students in Virginia. "The colleges are fishing in the same pool," he says. "The goal has to be expanding the pool of students who are applying, but that's very hard to do." Elite colleges ha

"April 3, 2011 A Perfect Storm in Undergraduate Education, Part 2 By Thomas H. Benton What is keeping undergraduates from learning? Last month, I speculated from my perspective as a college teacher about a set of interlocking factors that have contributed to the problem. In that column (The Chronicle, February 25), I referred to the alarming data presented by Richard Arum and Josipa Roksa in Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011) in the context of President Obama's call for more students to attend college in order to prepare for the economy of the future. Why, I asked, should we send more students to college-at an ever greater cost-when more than a third of them, according to Arum and Roksa, demonstrate "no improvement in critical thinking, complex reasoning, and writing skills" after four years of education? This month I want to speculate on why students (and, to a lesser extent, their parents) are not making choices that support educational success. What could they possibly be thinking? The student as consumer. Surely adolescent expectations of Animal House debaucheries have been with us since the decline of college as preparation for the ministry. But, in the past few generations, the imagery and rhetoric of academic marketing have cultivated a belief that college will be, if not decadent, at least primarily recreational: social activities, sporting events, and travel. Along the way, there may be some elective cultural enrichment and surely some preprofessional training and internships, the result of which will be access to middle-class careers. College brochures and Web sites may mention academic rankings, but students probably won't read anything about expectations of rigor and hard work: On the contrary, "world-renowned professors" will provide you with a "world-class education." Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract cu

"February 20, 2011 A Perfect Storm in Undergraduate Education, Part I By Thomas H. Benton Unsurprisingly, Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011), by Richard Arum and Josipa Roksa, reveals that at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years." And that's just the beginning of the bad news. Meanwhile, in his State of the Union address, President Obama included a call for more Americans to go to college in order to make us more competitive in a global context. This is "our generation's Sputnik moment," he said. Many professors will recall that the arms race with the Soviet Union motivated a surge in support for higher education that lasted until the end of the 1960s. It was a rising tide that lifted all boats, including the arts and humanities. Fifty years later, perhaps the most visible remnant of the original "Sputnik moment" is the belief that everyone should go to college. But that raises the question: What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students? Arum and Roksa point out that students in math, science, humanities, and social sciences-rather than those in more directly career-oriented fields-tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers."

"Is Increasing Teaching Loads a Wise Idea? March 24, 2011, 11:00 am By Richard Vedder The Governor of Ohio, John Kasich, faced with a massive looming budget deficit ($8-billion), has come forth with a budget that is, by staid Ohio standards, rather innovative, calling for selling assets (e.g., prisons), radically restructuring nursing home care for the elderly, etc. His higher-education budget amounts, while down from previous years, were not down as much as university presidents feared (unlike in neighboring Pennsylvania, faced with similar budgetary woes, where university operating subsidies are proposed to be reduced over 50 percent). But one proposal is bound to raise a ruckus: The governor has asked that all full-time faculty members teach one more course every two years. This probably means an increase in teaching load that averages roughly 10 percent for full-time faculty, more for senior research-oriented professors. Like most in higher education, I prefer it when legislators and governors say "cut expenses by X percent-by whatever means is best given your academic mission," then when they say "increase teaching loads by X in order to reduce instructional costs in the long run." Even if a teaching load increase is going to be mandated, it is better done at an institutional level-University X must have its existing staff teaching Y percent more courses-than at the level of the individual instructor. That approach allows universities to raise teaching loads a good deal for some, but not at all for persons who are, for example, highly productive researchers who should be spending time in the laboratory rather than the classroom. Also, many faculty are actually paying their own way via federal or other research grants, and besides being foolhardy to increase their teaching loads, it might even violate those grants to take on additional teaching responsibilities. Having said all of that, however, I understand where John Kasich is coming from, a

"AAUP Will Rethink Policies to Account for Colleges in Long-Term Decline March 24, 2011, 11:11 am The American Association of University Professors announced today that it was reviewing its policies on colleges' responses to financial crises in recognition that many institutions face long-term revenue declines. A statement issued by the group says its policies governing colleges' responses to "financial exigency" define that condition as an immediate financial crisis threatening an institution's survival, and fail to account for how many colleges, especially public ones, have been going through a slow bleeding process without facing imminent bankruptcy. An AAUP panel will consider how the group should respond when colleges lay off faculty members or close programs because of prolonged financial pressures that do not threaten their existence in the short term."

"January 31, 2012 'Change.edu' and the Problem With For-Profits 'Change.edu' and the Problem With For-Profits 1 Kaplan Andrew S. Rosen, chief executive of Kaplan and author of a new book on for-profit colleges Enlarge Image By Robert M. Shireman It is clear that Andrew Rosen, the chief executive of Kaplan, wants to leave readers of Change.edu with the idea that for-profit colleges are innovative, efficient, and effective in serving people left out by traditional higher education, and that their bad reputation is the result of unfair attacks. I picked up Rosen's book wanting to see how the power of the market can transform the enterprise and improve student learning. Instead, I am now more concerned about the hazards of for-profit colleges than I was before. The eye-opening, gasp-inducing elements involve Rosen's descriptions of the intense pressures on company executives to produce quick, huge profits for investors by shortchanging students. "An investor who wants to make a quick hit can, at least theoretically, buy an institution, rev up the recruitment engine, reduce investment in educational outcomes," and deliver "a dramatic return on investment." The nefarious temptation is not just theoretical, though, and Rosen says so when he introduces the case of abuses by the Career Education Corporation. "There will always be some leaders who choose to manage for the short term ... particularly when they hold the highly liquid equity stakes that the leadership of private-sector institutions sometimes receive as part of their compensation. This isn't a theoretical issue; it has happened." The word "always" concerns me. Always as in: This can't be fixed? And how many are the "some" who would eagerly dismiss student needs in the pursuit of a rapid, profitable expansion? I would have liked to hear that the contrasting example to CEC is the for-profit college where the investors are committed to the long term and never bring up the idea of a get-rich-quick scheme tha

"Tue, Jan. 31, 2012, 3:01 AM Global contest will lead to help during heart attacks By Marie McCullough Inquirer Staff Writer SEPTA station manager Garry Deans saved a man´s life this month because he knew the location of an AED. MICHAEL S. WIRTZ / Staff Photographer SEPTA station manager Garry Deans saved a man's life this month because he knew the location of an AED. Do you know where the nearest defibrillator is located? Yes No View results Post a comment RELATED STORIES Join the MyHeartMap challenge PHILLY.COM's TOP FIVE PICKS Mayor Nutter outraged at suspect's bail Media misled about whereabouts of Santorum daughter Parents: Disabled daughter's transplant could happen Where's the school choice, Chaput? Contest's 1st clue: Find the pig Around the world, the hunt is on for thousands of lifesaving portable medical devices that are hanging in public places - in Philadelphia. Why would someone in, say, Abu Dhabi care about finding devices in Philadelphia? Because a University of Pennsylvania project to map the locations of automated external defibrillators (AEDs) throughout the city has mushroomed into a global "crowdsourcing" competition fueled by the Internet, Facebook, Twitter, smartphones - and the chance to win cash prizes up to $10,000. The ultimate prize, of course, will be saving the lives of cardiac-arrest victims. Penn plans to create an interactive online AED registry that will, for the first time, enable the city's 911 system, emergency responders - and any bystander with a phone - to quickly locate an AED. Beginning Tuesday, participants in Philadelphia will use a free app downloaded to their phones to transmit photos and locations of the city's estimated 5,000 AEDs. These backpack-size machines can assess a cardiac-arrest victim and, if appropriate, deliver an electric shock to restart the heart. Studies show even sixth graders can follow an AED's step-by-step audio directions. But in this age of cyber collaboration, the contest, called "

June 19, 2011 The Economic Upside to Ending Tenure By Naomi Schaefer Riley In her new book, The Faculty Lounges: and Other Reasons Why You Won't Get the College Education You Paid For (Ivan R. Dee), Naomi Schaefer Riley argues that faculty tenure is among the factors contributing to the decline of higher education in the United States. Here is an excerpt from the book. If colleges were to eliminate tenure tomorrow, they'd have to pay faculty higher salaries. That's what most economists-and common sense-will tell you. Lifetime job security is a perk, like health insurance or a company car. If you take it away, you'll have to compensate in another way to get the same quality of employees. Tenure means not having to worry about having to find new employment in middle age, and that means a lot to professors. As the George Mason University economist Tyler Cowen explains, "In a lot of academia, once you're over 50 it's hard to get another job, even if you've done well." He compares it to being a computer programmer, where age seems to be a disadvantage no matter how talented you are. Taking an academic job without the promise of tenure is what Cowen calls "a massive risk." So there would have to be a lot of money on the front end to make up for it. In the long term, though, the costs might even out. Higher education would have a more sensible-looking labor market, in which colleges could ensure that all the faculty members were pulling their weight. This is particularly important for small colleges, says Bruce Johnstone, who has served as president of Buffalo State College and a vice president at the University of Pennsylvania. Large universities, in his experience, "tend to have ways of cushioning the existing departmental configurations a bit better than community colleges or small private colleges." Johnstone, who has also been a trustee at a small, independent college, says smaller institutions "need to add and subtract programs much faster and therefore need

"Online course start-ups offer virtually free college By Jon Marcus, Published: January 21 An emerging group of entrepreneurs with influential backing is seeking to lower the cost of higher education from as much as tens of thousands of dollars a year to nearly nothing. These new arrivals are harnessing the Internet to offer online courses, which isn't new. But their classes are free, or almost free. Most traditional universities have refused to award academic credit for such online studies. Now the start-ups are discovering a way around that monopoly, by inventing credentials that "graduates" can take directly to employers instead of university degrees. "If I were the universities, I might be a little nervous," said Alana Harrington, director of Saylor. org, a nonprofit organization based in the District. Established by entrepreneur Michael Saylor, it offers 200 free online college courses in 12 majors. Another nonprofit initiative is Peer-to-Peer University, based in California. Known as P2PU, it offers free online courses and is supported by the Hewlett Foundation and Mozilla, the company behind the Firefox Web browser. A third is University of the People, also based in California, which offers more than 40 online courses. It charges students a one-time $10 to $50 application fee. Among its backers is the Clinton Global Initiative. The content these providers supply comes from top universities, including the Massachusetts Institute of Technology, the University of California at Berkeley, Tufts University and the University of Michigan. Those are among about 250 institutions worldwide that have put a collective 15,000 courses online in what has become known as the open-courseware movement. The universities aim to widen access to course content for prospective students and others. At MIT, a pioneer of open courseware, half of incoming freshmen report that they've looked at MIT online courses and a third say it influenced their decision to go the

"February 13, 2011 Scholars Question New Book's Gloom on Education Doubts are raised about study behind 'Academically Adrift' Scholars of Education Question the Limits of 'Academically Adrift' By David Glenn It has been a busy month for Richard Arum and Josipa Roksa. In mid-January, the University of Chicago Press published their gloomy account of the quality of undergraduate education, Academi­cally Adrift: Limited Learning on College Campuses. Since then the two sociologists have been through a torrent of radio interviews and public lectures. In the first days after the book's release, they had to handle a certain amount of breathless reaction, both pro and con, from people who hadn't actually read it. But now that more people in higher education have had time to digest their arguments, sophisticated conversations are developing about the study's lessons and about its limitations. Many college leaders are praising the ambition of Mr. Arum and Ms. Roksa's project, and some say they hope the book will focus new attention on the quality of undergraduate instruction. When the authors spoke last month at the annual meeting of the Association of American Colleges and Universities, in San Francisco, the ballroom far overfilled its capacity, and they were introduced as "rock stars." But three lines of skepticism have also emerged. Fiirst, some scholars say that Academically Adrift's heavy reliance on the Collegiate Learning Assessment, a widely used essay test that measures reasoning and writing skills, limits the value of the study. Second, some people believe the authors have not paid enough attention to the deprofessionalization of faculty work and the economic strains on colleges, factors that the critics say have played significant roles in the ero­sion of instructional quality. Third, some readers challenge the authors' position that the federal government should provide far more money to study the quality of college learning, but should not otherwise do mu

"June 12, 2011 In Follow-Up, 'Academically Adrift' Students Show Worrisome Levels of Debt and Joblessness, Author Says By Scott Carlson Some people have been talking about a bubble in higher education. Richard Arum, a professor of sociology and education at New York University, doesn't quite buy it. But he did tell a room of college administrators here that higher education was going through a sea change: Once upon a time, if you took the financial risk of getting a college degree, no matter your major, you would do extremely well in life, compared to someone with only a high-school degree. Times have changed, he said. "It's not that college degrees aren't worthwhile," but the returns are diminished, he said. "After 2008, "you can't be so sure that the college credential, waving that paper in the air, is enough to give you the job that is going to pay enough that it didn't matter how many loans you took out." Mr. Arum appeared here at the Summer Seminar, a conference put on by the Lawlor Group and Hardwick-Day, two higher-education consulting firms based in the Twin Cities, to discuss the book he wrote with Josipa Roksa, Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011). By now, most academics are familiar with the book and its provocative thesis: Students, the authors contend, spend a great deal of time socializing and relatively less time studying effectively. As a result, they don't seem to be learning as much as we might like to think they are, despite the high grades many have. "They might not hand out A's on college campuses like they're candy," he said, "but we hand out B's like they are candy. You've got to really work today to get something below a B." The book represents the work the researchers did in tracking through their first two years of college 2,300 students who entered 24 representative four-year institutions in the fall of 2005. "By the time the book came out, we had data not just on the first tw

"January 23, 2012 Invisible Gorillas Are Everywhere By William Pannapacker By now most everyone has heard about an experiment that goes something like this: Students dressed in black or white bounce a ball back and forth, and observers are asked to keep track of the bounces to team members in white shirts. While that's happening, another student dressed in a gorilla suit wanders into their midst, looks around, thumps his chest, then walks off, apparently unseen by most observers because they were so focused on the bouncing ball. Voilà: attention blindness. The invisible-gorilla experiment is featured in Cathy Davidson's new book, Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Viking, 2011). Davidson is a founder of a nearly 7,000-member organization called Hastac, or the Humanities, Arts, Sciences, and Technology Advanced Collaboratory, that was started in 2002 to promote the use of digital technology in academe. It is closely affiliated with the digital humanities and reflects that movement's emphasis on collaboration among academics, technologists, publishers, and librarians. Last month I attended Hastac's fifth conference, held at the University of Michigan at Ann Arbor. Davidson's keynote lecture emphasized that many of our educational practices are not supported by what we know about human cognition. At one point, she asked members of the audience to answer a question: "What three things do students need to know in this century?" Without further prompting, everyone started writing down answers, as if taking a test. While we listed familiar concepts such as "information literacy" and "creativity," no one questioned the process of working silently and alone. And noticing that invisible gorilla was the real point of the exercise. Most of us are, presumably, the products of compulsory educational practices that were developed during the Industrial Revolution. And the way most of us teach is a relic of the s

"Alan Jacobs - Alan Jacobs is the Clyde S. Kilby Professor of English at Wheaton College. He blogs at ayjay.tumblr.com. The Great Unbundling of the University By Alan Jacobs Jan 23 2012, 2:14 PM ET 14 The bundle of knowledge and certification that have long-defined higher education is coming apart, but what happens now? Felix Salmon tells the story of how Sebastian Thrum was so overwhelmed by the success of his online Introduction at Artificial Intelligence course -- 160,000 students enrolled! -- that he decided to quit teaching at Stanford and start his own online university, where he'll begin by teaching the people who sign up how to build a search engine. Well, how cool is this? There are about a thousand things I could say about this development, but let's boil it down to the essentials. For a long time now, universities have flourished by offering a bundled package of knowledge and credentialing. People attended university in order to learn stuff that they couldn't learn elsewhere -- because the experts weren't elsewhere -- and to be certified by those experts as having actually learned said stuff. The bundle has been a culturally powerful one. But now: unbundling. Clearly, many universities have come, or are coming, to the conclusion that their primary product is the credentialing, and that they can give knowledge away either as a public service or as brand consolidation (choose your interpretation according to your level of cynicism). Those 160,000 students may have learned a great deal about artificial intelligence, and the successful ones received a "statement of accomplishment ... sent via e-mail and signed by Sebastian Thrun and Peter Norvig." But in announcing the course the instructors were careful to note that the "statement of accomplishment ... will not be issued by Stanford University." The big question for universities going forward is this: Can control of credentialing last for long without control of knowledge? If a great many people learn

"Udacity and the future of online universities By Felix Salmon January 23, 2012 The most exciting (but also, in a small way, slightly depressing) presentation at DLD this year came from Sebastian Thrun, of Stanford and Google. Or formerly of Stanford, anyway. Thrun told the story of his Introduction to Artificial Intelligence class, which ran from October to December last year. It started as a way of putting his Stanford course online - he was going to teach the whole thing, for free, to anybody in the world who wanted it. With quizzes and grades and a final certificate, in parallel with the in-person course he was giving his Stanford undergrad students. He sent out one email to announce the class, and from that one email there was ultimately an enrollment of 160,000 students. Thrun scrambled to put together a website which could scale and support that enrollment, and succeeded spectacularly well. Just a couple of datapoints from Thrun's talk: there were more students in his course from Lithuania alone than there are students at Stanford altogether. There were students in Afghanistan, exfiltrating war zones to grab an hour of connectivity to finish the homework assignments. There were single mothers keeping the faith and staying with the course even as their families were being hit by tragedy. And when it finished, thousands of students around the world were educated and inspired. Some 248 of them, in total, got a perfect score: they never got a single question wrong, over the entire course of the class. All 248 took the course online; not one was enrolled at Stanford. Thrun was eloquent on the subject of how he realized that he had been running "weeder" classes, designed to be tough and make students fail and make himself, the professor, look good. Going forwards, he said, he wanted to learn from Khan Academy and build courses designed to make as many students as possible succeed - by revisiting classes and tests as many times as necessary u

"Sebastian Thrun Resigns from Stanford to Launch Udacity Written by Sue Gee Monday, 23 January 2012 16:07 Professor Sebastian Thrun has given up his Stanford position to start Udacity - an online educational venture. Udacity's first two free courses are Building a Search Engine and Programming a Robotic Car. Attendees at this year's DLD (Digital Life,Design) , Conference being held in Munich, Germany and livestreamed around the world, were probably expecting to hear Sebastian Thrun say something of Google's Driverless Car project, but instead that was only covered in the session introduction. (See video below for the full presentation.) DLDTalkThrun Instead Thrun's talk, University 2.0, was devoted to the idea of online education, in particular the experiences and consequences of delivering the Online AI class. As Thrun also explains on his homepage: One of the most amazing things I've ever done in my life is to teach a class to 160,000 students. In the Fall of 2011, Peter Norvig and I decided to offer our class "Introduction to Artificial Intelligence" to the world online, free of charge. We spent endless nights recording ourselves on video, and interacting with tens of thousands of students. Volunteer students translated some of our classes into over 40 languages; and in the end we graduated over 23,000 students from 190 countries. In fact, Peter and I taught more students AI, than all AI professors in the world combined. This one class had more educational impact than my entire career. Speaking at DLD12, Thrun gave other interesting contrasts between the real-world class and the online one: there were more online students from the small country of Lithuania there on all the courses at Stanford combined and while no Standford student had a perfect score on the course, 248 online students scored 100% - i.e completed the assignments and exam question without a single wrong answer. Something that I don't think he should be as proud about i

"Venture Fund for Traditional Colleges January 17, 2012 - 3:00am By Doug Lederman The space between nonprofit and for-profit higher education gets a little more crowded today. University Ventures Fund, a $100 million investment partnership founded by a quartet of veterans of the for-profit and nonprofit education sectors, is the latest entrant in a market that aims to use private capital to expand the reach and impact of traditional colleges and universities. The fund, whose two biggest investors are the German media conglomerate Bertelsmann AG and the University of Texas Investment Management Company, is focused on stimulating "innovation from within the academy," rather than competing with it from the outside, David Figuli, a lawyer and partner in University Ventures, said in an interview Monday. The projects will include helping institutions expand the scale of their academic programs, re-engineer how they deliver instruction, and better measure student outcomes; the first two investments, also announced today, will be creating a curriculum through Brandman University aimed at improving the educational outcomes of Hispanic students, and a company that helps universities in Britain and elsewhere in Europe deliver their courses online. "Most of the attempts to bring about innovation in higher education have come from people trying to buy their way in," Figuli said, citing the many takeovers of traditional institutions by for-profit colleges over the last decade (quite a few of which he helped engineer). "Our way is to find good ideas within the existing institutions and fund those." Figuli, a former general counsel for the South Dakota and Montana university systems, said he and his partners don't buy the critiques of traditional postsecondary institutions as unimaginative or fearful of change. "I've been in higher education for 30-some years, and most of the nonprofit institutions I've worked with have been frustrated by the fact that they're capital-constra