Be prepared for funky. Below is a random collection of tweets, mostly mine, from the first lecture in our Information Futures series of Provost Lectures.
Provost Peter Lange says this lecture series on Information Futures creates opportunities for serious campus conversation and discussion. He hopes to crowdsource a conversation about what we mean as teachers, what we want, who our audience is, what we really know or do not know about learning and teaching effectiveness, and other deep values about education and its purposes in society. He wants crowd--us--to really actively engage all aspects of this. First up, Coursera CEO Daphne Koller's lecture: "The Online Revolution: Education for Everyone" held at Duke University on October 1, 2010.
Next up, Sebastian Thrun of Udacity: "Technologies for a Mobile Society," October 4, 5-6:30: Details here: http://hastac.org/events/technologies-mobile-society
Compilation of Livetweets of Coursera CEO Daphne Koller's lecture: "The Online Revolution: Education for Everyone" held at Duke University on October 1, 2010.
If I had consistently used a hashtag while live tweeting, I could have Storified my tweets and all others with that hashtag and linked to it. But, alas, I was lazy. I didn't hashtag. So what you get instead is a very random set of notes, tweets, retweets, a few comments, and other random thoughts that wandered in, inspired by Coursera CEO Daphne Koller's lecture: "The Online Revolution: Education for Everyone" held at Duke University on October 1, 2010 as part of our Provost's Lecture on Information Futures.
taking notes of Daphne Koller/ Coursera.
Totally agree. And too much f2f traditional education also assumes that
In coding world, degree not important, just coding skills. Not high paying but better than no paying.
Provost Lange says this lecture series on Information Futures creates opportunity for really serious campus conversation and discussion. He hopes to crowdsource a conversation about what we mean as teachers, what we want, who our audience is, what we really know or do not know about learning and teaching effectiveness, and other deep values about education and its purposes in society. He wants crowd--us--to really actively engage all aspects of this.
Next up, Sebastian Thrun of Udacity
Great question. I also ask it when I see huge face to face lectures. Mike Wesch deconstructs that dichotomy well!
Cute comment by Koller: “I personally would not like to see a surgeon who had learned all his surgical techniques on Coursera.”
How is Coursera funded? VC, university endowment partners to start. Hope to not charge students but revenue as sustainable effort.
Is idea to bring people out of poverty or give comprehensive education? Koller answers “yes!”
@CathyNDavidson value = get duke students thinking about how they might share a classroom with a student completely different from them
But worldwide is huge education shortage
Better question: How do we transform profession of teaching to make better use of these tools.
How does this improve teachers? We need to understand profession of teaching is going to undergo profound change because of technology.
How could it work at Duke? Value for Duke students to be able to take them here. Students come into the classroom for face to face.
Coursera committed to content available for free, no pay walls.
Peer grading incentive: if you don't peer grade, you don't get a peer grade. Also people like to give back.
Great equalizer of human opportunity. Opens door to lifelong learning Innovation: maybe next Einstein in village in Africa.
What are implications of universal education of high quality? Anyone skills and motivation to make better life for themselves and family.
BIG: Optional interactive sessions better attended than lectures in standard televised courses. Far more interactive than usual lecture!
Great article: “Improved Learning in a Large Enrollment Physics Class,” Science 2011-- Shows huge improvement from active learning.
Individual tutoring impossible at global scale by individuals--but possible by machine. Can improve quality,not just access if we do right
“The 2 Sigma Problem: Search for Method of Group Instruction as Effective as One-to One Tutoring” B. Bloom, Educational researcher 1984
Can give students forum response to help w correct answer, then give instructorshelp them explain better,
Data + Learning: If 2000 students get exact wrong answer, you then see the fallacy students make—or fallacy of course design.
rewind, first set of quiz answers, cf to second set
7000 students on Coursera site at most times, any hour day or night. Every country except north korea represented
Students can watch slowly, quickly, subtitle in English, subtitles in own language, translations crowdsourced for fellow students
Students take together,community, powerful interaction that substitutes (not replaces) unscaleable 1:1 interaction for teacher.
Typical Coursera class, 50-60K Smallest 10K. World history and Model Thinking also at around 70,000
Andrew Ng teaches Stanford Computer courses--400. In Coursera, enrollment is 100,000. He'd teach 250 yrs to reach f2f
Coursera now up to 1.5 million course users. WAs founded in Feb 2012
What Can MOOCs Teach Us About Learning? | HASTAC http://hastac.org/blogs/cathy-davidson/2012/10/01/what-can-moocs-teach-us-about-learning#.UGn4w7NXjn0.twitter …
Next up in
#informationfutures Sebastian Thrun of Udacity and Luis van Ahn of Duolingo. Exciting . . .
Roger Barr's new Coursera course on biolectricity has 11,500 students.
Retweeted by Cathy Davidson
Duke, w Daphne Koller of Coursera today
I'm MOOC head-to-toe today, also featured in CHE piece on MOOCshttp://chronicle.com/article/Massive-
What Can MOOCs Teach Us About Learning? | HASTAC http://hastac.org/blogs/cathy-davidson/2012/10/01/what-can-moocs-teach-us-about-learning#.UGlVqptaBSA.twitter …