Group items tagged

"Stanford faculty members are playing a leading role in exploring online education - and a number of them are now sharing experiences about their activities and what they are learning in a new series of videos available on the Stanford Online website."

"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."

""Stanford is committed to being a great research and teaching university.  We believe it is not only possible but vital that we give teaching as much emphasis and support as we give research.  As a Stanford faculty member, academic staff member, or teaching assistant, you are already recognized for your scholarship in your field.  We ask that you be a leader in your teaching as well." "

Stanford On-Line course

"Welcome to Class2Go! We're Stanford Online's internal platform, designed to be an open platform for online learning and research."

"Class2Go stands out for a variety of reasons. It is open-source, it is nonprofit, it is portable and it is designed not only for teaching but also for research, so Stanford professors will be able to learn about learning as they teach."

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity"

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity "

"Six weeks into Coursera's Passion Driven Statistics course from Wesleyan University, students received a notice that they would participate in a new kind of peer-based grading exercise for their final projects. While nothing has been said publicly about the experiment until now, this marks a radical departure from the usual quiz-based examinations provided by MOOCs."

MOOCs from Stanford U.

"It was two years ago, give or take a week, that the MOOC mania started. Think about the effects on higher education of this seminal event and how short a time it has been. In the past two years online education and ed tech have moved into the front pages, being discussed in the front pages of leading newspapers, popular media magazines, and in president's cabinets and board meetings for most institutions. Previously, online education was discussed in small circles and specific contexts, but not as a dominant theme whenever higher education was the topic. Below is a brief (and incomplete) timeline of the national media articles as MOOC mania started in August 2011"

"Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital learning - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique teaching philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital learning approaches have flourished at our institution."

Discusses the MOOC at Stanford which we discussed in class, some of its pitfalls.

"Today, computer science is absent in 95 percent of high schools in the U.S. Yep. Why? Because developing curriculum for these subjects requires time and expertise, and finding the qualified candidates to teach these subjects demands significant capital to lure talented programmers away from high-paying jobs in the private sector.  That's where CodeHS comes in. Founded by Stanford students Zach Galant and Jeremy Keeshin and incubated at StartX and Imagine K12, CodeHS is an online program built for high school students (and teachers) with no previous coding experience that intends to provide an easy and fun way to learn computer science."

"The relatively low completion rates of learners have been a central critique as MOOCs grow in popularity. This focus on completion rates, however, implies a monolithic view of disengagement that fails to acknowledge alternative forms of participation in MOOCs. Identifying subpopulations of learners based on their longitudinal engagement with the course allows MOOC designers to target interventions and develop adaptive course features. We develop a simple, scalable, and informative classification method that identifies four prototypical engagement trajectories: Completing learners, who complete the majority of the assessments offered in the class; Auditing learners, who do assessments infrequently (if at all) and engage instead by watching video lectures; Disengaging learners, who do assessments at the beginning of the course but then have a marked decrease in engagement, generally in the first third of the class; and Sampling learners, who enter and exit the course quickly, watching a minimal number of videos at some point during the course."

"At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the "Stanford model" MOOCs versus the "connectivism" MOOCs. I found myself breaking it down into three categories instead."

In Fall 2011, Stanford announced three, free massively open online courses, or MOOCs. Two of these courses, database and machine learning, corresponded to spring 2012 courses that I would be teaching at Vanderbilt University. I recognized that I could use the lecture materials from these classes to "flip" my own classes by having students view lectures before the class meeting, which then could be used for other learning activities.

At one session here at Davos, the presidents of Harvard, Stanford and MIT all readily acknowledged that the experiments in new models of online learning will soon radically disrupt higher learning. One expert suggested many universities are facing the early days of bankruptcy. Another predicted there may only be 10 universities that survive this transition.

"Nothing has more potential to lift more people out of poverty - by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world's biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity."

"All visionary entrepreneurs must, at some point, find their own sense of romance in the compromises they make to build a profitable business, and the size of the crowd is where Thrun finds his. He's moved by the idea of many, many students from many, many places learning something because of him--even if it's something as mundane as a Salesforce.com API. I have a hard time believing that he really wants his son to get Salesforce certified rather than Stanford educated, but in this one thing Thrun seems entirely earnest."

"When students and educators have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work hard to learn more and get smarter. Based on years of research by Stanford University's Dr. Dweck, Lisa Blackwell Ph.D., and their colleagues, we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores."