s******y
发帖数: 28562 | 1 继EdX先声夺人宣布和Harvard, MIT, Stanford 数家名牌私立大学合作推行开源在线教
育之后，在线教育软件系统Coursera 宣布与多家公立大学包括state systems of New
York, Tennessee, Colorado and the University of Houston共同推广他们的在线教
育平台。
http://www.mercurynews.com/business/ci_23347894/mountain-views-
http://www.engadget.com/2013/05/31/suny-partners-with-coursera/
The movement of "massive online open courses," which began with elite
universities making their courses available online to the masses, is rapidly
moving into the trenches of public higher education. On Thursday, 10 large
public university systems -- including the giant state systems of New York,
Tennessee, Colorado and the University of Houston -- will announce plans to
incorporate MOOCs and platforms offered through for-profit Coursera of
Mountain View into their teaching.
The plans vary widely. Some institutions will focus on improving prep
courses for students coming into the system, others on matriculated students
both online and on-campus, and still others will be developing their own
MOOCs to teach students
A screenshot of a video lecture on Coursera. (Coursera photo)
at other institutions in their states. At least one system, Tennessee, plans
a version of an experiment cropping up at schools around the country:
having students take in-person and customized MOOC-like versions of the same
course, and comparing results.
But overall, the announcement is the latest ramping up of higher education's
MOOC experiment, which launched in earnest barely a year ago as a way to
sample elite college courses. But it is now tangibly affecting the large
public institutions that do much of the heavy lifting of American higher
education. The latest batch of partners also includes the Universities of
Georgia, Kentucky, Nebraska, New Mexico and West Virginia University.
"We noticed the vast majority of ours
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students were people who already had degrees and wanted to continue their
education," Coursera co-founder and Stanford professor Daphne Koller said. "
We really wanted to move the needle on fundamental educational problems" of
access and affordability. Because Coursera does not produce its own content
or administer degree courses, "you have to work within the framework of the
institutions that are actually good at that," she said.
The announcement also shows the extent to which, for cash-strapped
university leaders and policymakers, the MOOCs and the platforms they are
built on offer an irresistible promise of doing more with less -- to scale
up education and help students move more efficiently toward a degree.
"It's been a challenge in reduced financial capacity to offer all the
courses all the time that every student needs to complete a degree," said
SUNY Chancellor Nancy Zimpher. "That's what slows students down -- our
inability to provide degree-required courses students need at exactly the
speed they want them."
Many aren't convinced, however, the trend is good for students, and the
latest announcement comes as the sheer speed of the MOOC movement is raising
concerns on campus. In recent weeks, faculty
A screenshot of a quiz on Coursera. (Coursera photo)
at Duke and Amherst have voted against elements of expanding MOOCs on their
campuses, and 58 Harvard faculty last week called for a new university
committee to consider ethical issues related to Harvard's participation in
edX, a MOOC-producing consortium led by Harvard and MIT. Some California
faculty have also protested plans in the state higher education system to
use MOOCs to supplement teaching on campus.
Legislators in Florida and California are pressing to force universities to
accept credit from MOOC courses, especially if students can't get into the
in-person versions of the courses they need. Peter Stokes, an expert on
education innovation at Northeastern University, said more such efforts will
follow -- likely to the alarm of some faculty.
"It almost seems to promote the notion that there is this no-cost
alternative for higher education," he said. "It feeds into the fear that
many public institutions have that the political solution to higher
education is to continue to divest."
At SUNY, Zimpher said the giant, 64-campus system (which already has 150
online degree programs) would be working with Coursera and other providers
as part of a broader effort to expand capacity of its "Open SUNY" online
program by 100,000 students, potentially offering students up to one-third
of their online degree programs outside SUNY.
Details on programs and courses aren't yet set, but she emphasized than any
MOOC courses would be evaluated for possible credit by similar faculty
mechanisms SUNY currently uses to assess traditional courses.
"We must maintain the same academic oversight and the same academic
standards that have applied for decades in our residential delivery system
when we employ online delivery," she said.
The University of Tennessee, meanwhile, will have faculty at its Martin and
Chattanooga campuses work with Coursera to develop entirely online versions
of first-year courses in English composition and masterpieces of music, both
general education requirements (these courses won't be "open" to non-UT
students, so aren't really "MOOCs," but they will borrow from Coursera's
technology platforms). The broader state system of two- and four-year
colleges governed by the Tennessee Board of Regents is also part of the
agreement announced Thursday.
Tennessee will run two kinds of courses -- traditional and online -- side-by
-side, and the results will be compared. University officials said it would
be up to the campuses to work out how students would be selected and whether
they would have a choice which track to take, but all would get credit.
The university has been awarded about $50,000 in start-up costs to develop
the courses. Afterward, it will pay Coursera $3,000 per class and $25 per
student -- substantially cheaper than traditional instruction.
But it's not clear how much help students will have. In a conference call
with reporters, system president Joe DiPietro and Katie High, vice president
for academic affairs and student success, indicated students could send
faculty e-mails and those on-campus could approach faculty with questions.
If so, that raises questions about whether the technology is truly improving
efficiency for faculty as much as promised.
In a world where even many on-campus students are already taking online
courses, often from other institutions and transferring them, Thursday's
announcements further blur the distinctions not just within universities but
between them.
"Now can we find a way to interact with the University of Georgia system and
perhaps exchange course content and delivery mechanisms," SUNY's Zimpher
said, adding that for future students "choosing" one school or another will
no longer mean sacrificing opportunities.
"That is a brave new world into which we are all entering and we want to
play in that space," she said. | P*****t
发帖数: 4978 | 2 Coursera连自家的斯坦福都搞不定？
New
rapidly
large
,
【在 s******y 的大作中提到】
: 继EdX先声夺人宣布和Harvard, MIT, Stanford 数家名牌私立大学合作推行开源在线教
: 育之后，在线教育软件系统Coursera 宣布与多家公立大学包括state systems of New
: York, Tennessee, Colorado and the University of Houston共同推广他们的在线教
: 育平台。
: http://www.mercurynews.com/business/ci_23347894/mountain-views-
: http://www.engadget.com/2013/05/31/suny-partners-with-coursera/
: The movement of "massive online open courses," which began with elite
: universities making their courses available online to the masses, is rapidly
: moving into the trenches of public higher education. On Thursday, 10 large
: public university systems -- including the giant state systems of New York,
| s******y
发帖数: 28562 | 3 恩。没有搞定。
现在感觉就是公校和私校选边站，私校选EdX，公立选Coursera，不知道具体是什么原
因。我的猜想是因为EdX是一个还不太完善的开源系统，如果选择这个系统的话必须投
入比较客观的财力去开发和维护，而Coursera是由专门公司来维护的，对于校方来讲可
能需要比较少的初期投入。
【在 P*****t 的大作中提到】
: Coursera连自家的斯坦福都搞不定？
:
: New
: rapidly
: large
: ,
| m****e
发帖数: 282 | 4 还是那句话, 市场决定此模式的成功。无论教育产品是如何提供的, 市场雇主不认就没
有用。基本上, 可以在线看录像, 在线讲课, 在线讨论和作业, 这些方式基本都不能解
决教育质量和教育的筛选功能缺失的问题。
美国人认为批量教育可以降低成本,但质量的下降还会造成新的成本。教育的成本很多
是来自于机构自己的臃肿和政府官僚规章的繁杂, 这和医疗有相似点。网上教育更多帮
助学生躲避压力和交流,更符合他们把课变容易的渴求。网上教育更多是娱乐, 而不是
完整的教育。
【在 s******y 的大作中提到】
: 恩。没有搞定。
: 现在感觉就是公校和私校选边站，私校选EdX，公立选Coursera，不知道具体是什么原
: 因。我的猜想是因为EdX是一个还不太完善的开源系统，如果选择这个系统的话必须投
: 入比较客观的财力去开发和维护，而Coursera是由专门公司来维护的，对于校方来讲可
: 能需要比较少的初期投入。
| h*****e
发帖数: 3619 | 5 这一场风波迟早要来…呵呵
New
rapidly
large
,
【在 s******y 的大作中提到】
: 继EdX先声夺人宣布和Harvard, MIT, Stanford 数家名牌私立大学合作推行开源在线教
: 育之后，在线教育软件系统Coursera 宣布与多家公立大学包括state systems of New
: York, Tennessee, Colorado and the University of Houston共同推广他们的在线教
: 育平台。
: http://www.mercurynews.com/business/ci_23347894/mountain-views-
: http://www.engadget.com/2013/05/31/suny-partners-with-coursera/
: The movement of "massive online open courses," which began with elite
: universities making their courses available online to the masses, is rapidly
: moving into the trenches of public higher education. On Thursday, 10 large
: public university systems -- including the giant state systems of New York,
| h*****e
发帖数: 3619 | 6 如果把最后的质量评估认证系统完善了，雇主有可靠的证据用来筛选员工，大规模化教
育似乎完全可能。当然这是一个很大的如果。
咱们教书匠自己陷入教学环节中的细节很深，容易抱怀疑态度。但是作为一种人力资源
培养的工业，高等教育昂贵的开销带来的压力足以让许多人放手一搏。
【在 m****e 的大作中提到】
: 还是那句话, 市场决定此模式的成功。无论教育产品是如何提供的, 市场雇主不认就没
: 有用。基本上, 可以在线看录像, 在线讲课, 在线讨论和作业, 这些方式基本都不能解
: 决教育质量和教育的筛选功能缺失的问题。
: 美国人认为批量教育可以降低成本,但质量的下降还会造成新的成本。教育的成本很多
: 是来自于机构自己的臃肿和政府官僚规章的繁杂, 这和医疗有相似点。网上教育更多帮
: 助学生躲避压力和交流,更符合他们把课变容易的渴求。网上教育更多是娱乐, 而不是
: 完整的教育。
| m****e
发帖数: 282 | 7 如果哈佛等学校,在自己招收的学生里进行网上授课,无论是作为唯一的授课手段或者辅
助性手段,都无可厚非。但是，私校之所以为私校，一点就是其教育产品更加个性化，
那么班就不能太大，教师和学生的个人交流就不能太少，要不凭什么要人家那么多钱呢
？那么在成本控制上，没有太大的优势吧。其实，任何学校只要是已经录取的学生，怎
么教是自己的事情，所有筛选问题大部分是在录取时决定了的。但如果还是那么大的课
，还是需要那些教授，能省多少钱呢？作为辅助交流工具还是不错的。
如果是在网上上了一门课，我就是一个街头小混混，对某门课开始感兴趣， 去听了伯
克利的计算机算法课。然后我就出去说，我学过算法，那么雇主基本就不会理他，这和
自己看了本大牛写的书有啥区别？自学和机构教育还是有区别的。我不相信自学可以达
到相同的效果，那么这网上看看也就是那么一回事儿。
我觉得网上课程是很好的一个补充，对有一定基础但对某些科目感兴趣的人是有用处的
。对有个人兴趣只希望以网上课程来充实生活的人是非常有意思的。但这完全脱离不开
机构教育。所有的基础还是机构教育的成果。就算这些人，当他们出去说自己有某种技
能或者能力，其可信度那也更多是拜其机构大学教育所赐。我一邻居的太太已经在家不
少年了，原来的教育还是不错的。她想自己去我们学校上几门课，再网上听点课。当我
问她想找什么样的工作，她自己都说找工作基本不可能，自己给人做点咨询是她的打算
。人家老印，嘴应该还是灵的。
那么教育，或者大学教育到底包括什么？我觉得是几个方面。一，教育基本内容，比如
科目和基本技术内容。这些可以被想象为积木块。二，教育结构，课程的组合，为某专
业设置的合适选择。这更多是由各校的专业人士设计。三，社会结构，学生社会，管理
机构，教授学生交流等。那么这里就有很多的内容。如何和一个人，不熟悉的人，在一
个预先设定的环境里（班）交流，合作，吵架等。和教授，也就是相对的上级，交流并
协作。适应机构并熟悉细节。所有的压力，困惑，不满，疏通，自我纪律和被纪律，观
察等，都是机构教育的内容。四，社交。学校同学的感情培养，以后的个人社交圈子。
当然还有更多。但大学不只是上课这么简单，甚至上课也不是只包括科目内容。总而言
之， 这是个成熟过程。我一同事一直觉得教育的一半是纪律和容入社会。这社会性不
是网上教育可以代替的，或者不是网上教育可以同等提供的。
【在 h*****e 的大作中提到】
: 如果把最后的质量评估认证系统完善了，雇主有可靠的证据用来筛选员工，大规模化教
: 育似乎完全可能。当然这是一个很大的如果。
: 咱们教书匠自己陷入教学环节中的细节很深，容易抱怀疑态度。但是作为一种人力资源
: 培养的工业，高等教育昂贵的开销带来的压力足以让许多人放手一搏。
| e*****l
发帖数: 55 | | a**********y
发帖数: 2367 | 9 总之我感觉这是个砸饭碗的事儿
谁open-minded，谁的饭碗就被砸
很多人的铁饭碗都被互联网砸了
现在搞不好轮到发考题了
发考题应该形成医护界类似的同盟，抵制之
在线的课就让那些 lecturer去上吧
就算无法阻挡，底线是不能给予在线degree和正规degree同样的地位 | s**********n
发帖数: 1485 | 10 EdX的课做得不错。我注册了几个，最近一忙全落下了，一落下就没动力再补了。特别
是MIT那个生物课，完全不知道他在讲什么了（有些理解我课上学生的感受了，哈哈）
。最后肯定全线飘红。
个人感觉比看书能学到东西，但毕竟不如真正上课。 | h*****e
发帖数: 3619 | 11 注册几个，可能有些过犹不及。 赫赫
【在 s**********n 的大作中提到】
: EdX的课做得不错。我注册了几个，最近一忙全落下了，一落下就没动力再补了。特别
: 是MIT那个生物课，完全不知道他在讲什么了（有些理解我课上学生的感受了，哈哈）
: 。最后肯定全线飘红。
: 个人感觉比看书能学到东西，但毕竟不如真正上课。
| s**********n
发帖数: 1485 | 12 确实如此。不过看着那么多我不懂的东西，真是恨不得一下子全学完。哈哈。
【在 h*****e 的大作中提到】
: 注册几个，可能有些过犹不及。 赫赫
| j******l
发帖数: 1068 | |
|
