By Lillian Williams
Ever wonder about the strategies of MOOCs–those much-talked-about Massive Open Online Courses (and variations of these courses), popping up on the market these days?
In the Fall of 2011, Norvig and Sebastian Thrun co-taught the Stanford University course, Introduction to Artificial Intelligence.
In addition to the regular face-to-face format, these scientists decided to offer an online version of the class, free of charge, to anyone.
To their surprise, more than 160,000 people from 209 countries signed up for the online course. Other unanticipated outcomes occurred, too.
As described in a New York Times overview piece, these teachers and others are blazing new territory in the world of online education.
Importantly, Norvig notes (and gives credit to) various instructional strategies that he and co-instructor Sebastian Thrun adopted from other teachers/scholars/innovators. His brief talk offers some key lessons.
By the way, the following are examples of MOOCs (and variations of MOOCs):
- Harvard and Massachusetts Institute of Technology (M.I.T.) formed a nonprofit partnership, known as edX, which offers a certificate for completion of their free MOOC courses.
- Coursera is another such MOOC venture that involves University of Pennsylvania, University of Michigan, Stanford and Princeton.
- Udacity , which was co-founded by Thrun, is yet another massive online course venture.
It’s your turn. What strategies, ideas, or remarks would you add to this conversation about these massive, online courses? What is their role in the future of education?