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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
Advertisement
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.
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
Advertisement
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.
