Colorado State Becomes the First American University to Accept MOOCs for Credit

September 10, 2012

(Guest Post by Matthew Ladner)

Udasity and EdX have set up a system for proctored final exams for their Massive Open Online Courses. The NYT reports that Colorado State University has become the first institution to accept such a proctored courses for university credit.  The NYT reports that several European universities have already done so. Given that hundreds of thousands of people are taking MOOCs, expect more to follow.

Kevin Carey turned in an interesting report on the Silicon Valley higher-ed tech revolution for Washington Monthly.

Time to switch back to you, K-12 brain…

I’m starting to wonder whether the K-12 Reactionary and the Higher-Ed Revolutionary voices can continue to coexist peacefully inside Carey’s head, but I digress. Massive Open Online Courses are going to productively disrupt both higher education and K-12 while putting a great education at the fingertips of billions.

 


Juan Williams: Fixing Our Schools

August 20, 2012

(Guest Post by Matthew Ladner)

If you missed Juan Williams’ news special Fixing Our Schools last night on Fox News (shame on you!) you can catch some of it on the web here. Great feature on Carpe Diem, School of One, digital learning and interviews with Jeb Bush and Joel Klein.


Pop Quiz Hotshot: What Do You Do?

August 9, 2012

(Guest Post by Matthew Ladner)

I’m still thinking through the implications of this:

and

So Pop Quiz Hotshot! True or False?

1. Clayton Christensen’s “moment of clarity” when the public recognizes the technology based learning as superior is indeed in the pipeline.

2. This digital stuff is all over-hyped and will fade like previous education fads. Public school staffing will not be much different 20 years from now than it is today.

3. Most parents will desire to send their children to a physical school, but parental demand for the superior methods and the ability to earn college-level certificates will require a substantial update to the standard school model.

4. Fewer in-person staff will be required and their role will change to a “guide on the side” model focusing on applied learning, group projects and individualized coaching/instruction.

5. Universities that want people to pay for these services had better be able to demonstrate that they add value pronto because Massive Online Open Courses collect data on a rolling thunder basis. If institutions fail at adding value to MOOCs it will be known very quickly. Transparency comes to higher education at last in a form that few could have imagined a few years ago.

6. The “super universities” with huge endowments will use technology to substitute for the TAs they had been using to teach classes and will rejoice in their ability to ignore undergraduates to an even greater extent than in the past. Universities with weak cultures and which are heavily depedent on tuition to finance their operations will be in for a rough ride.

7. Hedge funds are dreaming up ways to invest in a long short of online for-profit online university stocks as you read this.

Please provide your answers/rationales in the comments.


Free: The Future of a Radical Tuition

July 26, 2012

(Guest Post by Matthew Ladner)

Some new interesting nuggets from the online learning revolution: Bill Bennett’s feature of Udacity’s Sebastian Thrun notes that when you rank the 20,000 + graduates of Thrun’s massive online open graduate seminar on artificial intelligence that the first in-person Stanford student ranked 411th. In addition, Thrun notes that he has 20 companies lined up to hire Udacity certificate holders.

Today comes word the UC Berkley will be joining forces with Harvard and MIT in the EdX project, and that:

Though it won’t offer college credits, the edX website is expected to give certificates to people who complete courses and to charge for some of those certificates in the future. Birgeneau said that some California community colleges later may use UC Berkeley’s edX courses as part of their regular campus classes that would earn students credits to transfer to a UC.

Higher education inches ever closer to disruption. Institutions must sort through security and other issues, but institutions will have to grant credit for high quality courses that address them. If they don’t, then the monopoly on credentialing people currently held by universities may crumble faster.  The media is likely to focus on the chaos of it, but let’s not take our eyes off the ball: free university training holds the potential to provide opportunities for advancement for billions of people.

It’s difficult to wrap your head around the implications of all of this for higher education and, for that matter, K-12. My feeling is similar to that expressed after second 53 in this clip:


Sebastian Thrun on Massive Online Open Courses

June 21, 2012

 (Guest Post by Matthew Ladner)

I’m not sure why Thrun is wearing a Borg occular implant, but if his point about about 85% of his Stanford students ditching traditional class in favor of watching him on video could be the canary dying in the higher education status-quo coal mine. Well worth watching:

Chronicle of Higher Education weighs in here.


The Way of the Future: Blended Catholic Schools

June 19, 2012

 (Guest Post by Matthew Ladner)

This is an early report from what is as far as I know the nation’s first Catholic school to incorporate blended learning. The results reported here are extremely encouraging. I hope that formal documentation of the figures presented will follow, but for now check it out:


Higher Ed Inches Ever Closer to Disruptive Change

May 3, 2012

(Guest Post by Matthew Ladner)

Now Harvard is in, teaming with MIT to create the EdX online learning platform. Money quote from the NY Times:

“Projects like this can impact lives around the world, for the next billion students from China and India,” said George Siemens, a MOOC pioneer who teaches at Athabasca University, a publicly supported online Canadian university. “But if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”

No one has agreed to grant university credit for getting through one of these online courses…yet. Stay tuned…


The Future and Its Enemies-Utah Chapter

February 26, 2012

(Guest Post by Matthew Ladner)

Last year was one for the record books on education reform, and Utah’s digital learning bill was one of the nation’s most far-reaching changes. The Empire however is trying to strike back by overturning the new law before many students have had the chance to take advantage of it.

From our friends at Parents for Choice in Education:

HB147 will stop the education dollars that belong to the student from following them to the online course of their choice and place the power back into the hands of the system. It will prevent high school students from having access to high quality online learning options regardless of language, zip code, income levels or special needs. It will allow the districts to control and limit the student’s options.

To learn more, visit the PCE website.


A Green Revolution for K-12 Education

January 20, 2012

 (Guest Post by Matthew Ladner)

The remarkably successful effort to introduce improved agricultural technologies into developing world agriculture stands as one of the most underrated technological and philanthropic achievements. India is now a major rice exporter, and the average calories consumed per person in the developing world has increased by 25 percent. If you were hoping that I was referencing an effort to put solar panels on schools, go ahead and stop reading now.

The Green Revolution in the developing world extended a similar pattern established in the Industrial Revolution in substituting technology for labor. Producers making continually improving products at steadily falling prices drives material improvement improving quality of life and reducing poverty.

Substituting technology for labor causes serious social disruption. China’s decades long mass migration of subsistence farm workers into the coastal urban centers for instance holds broad similarities to share croppers moving to industrial areas of the United States decades ago.

We humans have a perfectly understandable desire for stability, and we are easily made victim to nostalgia. Think for instance of Willie Nelson’s “Farm Aid” project aimed at protecting the family farm. The sad fact of course is that many family farms had been made obsolete and were no longer economically viable despite considerable government support. Many cling to the reactionary notion that the world was a better place back during some happy golden age, but certainly from a material standpoint this is just silly. Would anyone in their right mind wish for a world in which Bill Gates and Steve Jobs (and you) would have died at the age of 30 as a subsistence farmer? Why not yearn for the days of living in a cave? China doesn’t need as many people to produce far more food. Rather than bewailing the closing of the coal mine like U2 or Sting, these people have moved into other activities to make a much better life for themselves.

Education which has remained exempt from the productivity improvements experienced by most other human activities. Higher education costs have been racing ahead of even health care inflation for decades, and yet we lack even a drop of evidence to suggest that the average college student of today is meaningfully better educated than his or her peers from 1980. Likewise, after the emergence of education unions as major political powers in the 1960s, American K-12 schools have suffered from an efficiency implosion, with average achievement scores rising at a profoundly slower rate than the inflation adjusted spending per pupil.

Philanthropists played a leading role in bringing the Green Revolution to the developing world- a fantastic and frankly underappreciated success. The focus of philanthropists in American education should likewise be in researching models that can successfully substitute technology for labor in order to produce a better service for a lower cost. They should invest not just in developing the products, but also in the means to bring them to scale through things such as charter school, voucher and digital learning statutes. They should as Jay put it attempt to build new rather than to reform old.

Charter schools have become the skunk works for new school models- taking the lead in both digital and blended learning models. These experiments are very young, and will experience a number of failures. Encouraging and expanding this primordial soup of innovation, however, is of the utmost importance. My only disappointment at this point is that we don’t see more attempts at innovation in the private school sector like Christo Rey. If someone can develop a high quality, low-cost private school model which can survive and thrive outside of public subsidy, the battle for education reform will be much closer to finished.

The  ability to substitute technology for labor in education may have opened the door to such a possibility. We are in only the earliest stages of such experiments, and they are happening with considerable public subsidy, but if India can go from famine in 1961 to a major agricultural exporter today, anything is possible. Clayton Christensen warned that organizations cannot disrupt themselves, often even when they recognize a dire need to do so, so new entrants will likely be necessary.


The Way of the Future: MITx

December 19, 2011

 (Guest Post by Matthew Ladner)

Remember when some crazy blogger whose stuff you occasionally read predicted that someone would eventually be making university coursework available over the internet for free? We still aren’t there yet, but MIT made an announcement today which looks like a rather large step in that direction.